Cover	1
	Imprint	4
	Contents	5
	Time to Contextualise RE from the Perspective of ‘Time’ (Cok Bakker and Ina ter Avest)	7
	Introduction	7
	Time: The Time We Live in	9
	Time – Four Perspectives on Time	12
	1. Time as Chronos	13
	2. Time as Kairos	15
	3. The Temporal Dimension of Hope	17
	4. The Temporal Dimension of Tradition	19
	5. The Structure of the Book	21
	References	25
	1 Religious Education in Transition (Peter Schreiner)	29
	Abstract	29
	1. Introduction	29
	2. Religious Education between Marginalisation and a Sustainable Perspective	30
	3. RE in Transition: Examples from Different Contexts	31
	3.1 Germany: A Position Paper toward a Sustainable Religious Education	32
	3.2 England: A National Plan for RE and ‘Big Ideas’	35
	Summary	44
	References	44
	2 Religious Education Research – Does It Prepare Us for the Future? (Geir Skeie)	47
	Abstract	47
	1. Introduction – what is Future?	47
	2. What is Research?	50
	3. What is RE Research and what Should it Be?	52
	4. What is the Future of Religious Education as an Interdisciplinary Field of Research?	57
	5. Religious Education Research Constructed as a Field of Research	59
	6. Concluding Remarks	65
	References	66
	3 The Impact of Time on Religious Practice and Belief in the Experiences and Perceptions of Young People from the United Kingdom (Julia Ipgrave)	73
	Abstract	73
	1. Narratives of Decline and Transformation	73
	2. Young People’s Perspectives	78
	2.1 Cohort Effect	79
	2.2 Period Effect	85
	2.3 Age Effect	89
	3. Conclusion: Transmission, Memory and Heritage	96
	References	98
	4 Religion in Fifty Years: Predictions and Dreams of Young People (Olga Schihalejev)	101
	Abstract	101
	1. Introduction	101
	1.1 Religion in Estonia	101
	1.2 Method of Data Collection and Rationale for Choosing It	102
	1.3 Sample	103
	1.4 Data Analysis Method	104
	2. Discourses about Religion	105
	2.1 Generic Prognoses for Religion	105
	2.2 Discourse of Religion as Rigid Conservatism	106
	2.3 Discourse of Religion as a Gap in Knowledge	107
	2.4 Discourse of Estonians as being Naturally Non-Religious	108
	2.5 Discourse of Religion in the Midst of Growing Tolerance	109
	2.6 Religion as Individual Enterprise	110
	3. Summary and Conclusion	111
	References	113
	5 Future Orientation and Hope in Relation to Values: Implications for Adolescents’ Religious Meaning-Making (Carsten Gennerich)	115
	Abstract	115
	1. Introduction	115
	2. Theoretical Background	116
	2.1 Adolescents’ Future Orientation	116
	2.2 The Concept of Hope	117
	2.3 The Concept of Values	119
	3. Method	120
	4. Results	122
	5. Discussion	127
	References	129
	6 Life Orientation: A Reflective Interruption in Professionalisation (Edwin van der Zande)	133
	Abstract	133
	1. Introduction	133
	2. Life Orientation: A Processual Concept	134
	3. Education in Life Orientation: A Pedagogical Interruption	136
	4. Relating Past, Present, and Future in a Narrative Approach	138
	5. The Meaning of Life: How Far Away is the Future?	140
	6. Conclusions	143
	References	144
	7 Surprising Encounters. Primary School Pupils Co-Create Meaning and Sense in Dialogue with Biblical Source Narratives (Bas van den Berg)	145
	Abstract	145
	1. Introduction	145
	2. Conceptual Framework	148
	3. The Cultural Source Narrative of Joseph and His Brothers	150
	4. Covenantal Time in the Narrative of Joseph and His Brothers	151
	5. Dialogical Responsiveness of Pupils	152
	6. The Organisation of an Interactive, Co-Creative and Reflective Learning Space	154
	7. The Responses of Pupils to an episode about ‘Dreams’ and ‘Reconciliation’ in the Joseph Saga	155
	8. Insights Acquired by the Pupils in Their Encounter with the Joseph Saga	158
	8.1 Surprising Encounters	158
	8.2 Surprising Encounters in the Field of Tension Between Time and Narrative	159
	8.3 ‘Telling the Time’: The Pupil Perspective	160
	8.4 ‘Telling the Time’: The Teacher Perspective	161
	References	162
	8 Recollection, Transition, Interruption: The Temporal Impact of Religious Celebrations in the Public School System (Silke Leonhard)	165
	Abstract	165
	1. Introduction: Context and Concepts	165
	2. Time and School	166
	2.1 Transition – Dealing with Linear Time	166
	2.2 Recollection and Renewal – Cyclical Time and Transmission of Cultural Memory	167
	2.3 Interruption: Disruptions and Irruptions	167
	2.4 Interruption: Response to Events in Life of School, Community, Nation etc.	168
	3. Time and Religion	169
	3.1 Recollection (Cyclical Time)	169
	3.2 Transition (Linear Time)	169
	3.3 Interruption (Irruptive Time)	170
	4. School Worship as Transition, Recollection and Interruption	171
	4.1 Religious Ceremonies and Services at German Schools. Background and Current Practice in Relation to Transition, Recollection and Interruption	171
	4.2 Three Examples that Show Religion in School	173
	4.2.1 Transition – Celebrating First Day and Graduation at School: Linear Rites of Passage of the Start and End of the School Year	173
	4.2.2 Recollection – Christmas Celebration at School: Cyclical Revisiting a Traditional Religious Element of the Cultural Memory	174
	4.2.3 I(nte)rruption – Memorial Ceremony at School: “Intermediate Care” after Irruptive Passionate Involvements	176
	4.3 Chart of School Worship with Reference to Three Concepts	177
	5. School Religious Worship and Kairos: Facing Unpredictability	178
	References	179
	9 Vulnerability as a Quality in the Classroom and Research in Religious Education (Caroline Gustavsson)	183
	1. Introduction	183
	1.1 Aim	184
	2. Vulnerability as a Concept	184
	3. Two more Empirical Examples	186
	3.1 … as a Teacher	187
	3.2 …as a Researcher	188
	4. Analysis in Terms of Vulnerability	188
	5. Concluding Remarks	191
	References	192
	10 Ethics Education in Swedish RE – and Future Content for Ethics Education in Compulsory School (Karin Sporre, Olof Franck, Annika Lilja and Christina Osbeck)	195
	Abstract	195
	1. Three Challenges, Task and Purpose	195
	1.1 The Political-Cultural Situation	196
	1.2 Climate Change	197
	1.3 A Situation of Religious Plurality	197
	1.4 Task and Purpose	198
	2. Curriculum and Different Kinds of Knowledge – Theoretical Tools for a Critical Discussion	199
	2.1 Powerful Knowledge and the Concept of Flourishing	199
	2.2 Method and Material	200
	3. Swedish curriculum and ethics education	201
	4. Elucidated Varieties of Ethical Competences in a Substantive vs. Procedural Perspective	202
	4.1 Curricular Comparison – Nordic Countries and Non-European Contexts	202
	4.2 Interviews with Swedish Teachers and Students	203
	5. Concluding Discussion: Ethics Education Today – and Tomorrow	204
	References	206
	11 Between Past and Future in Religious Education. The Categorical Answer (Kåre Fuglseth)	209
	Abstract	209
	1. Introduction: Contemporary Incidents and Selection of Future School Topics	209
	2. Contemporary Incidents and Selection of School Topics	210
	3. Not to Instruct Them	212
	4. Arendt’s Perceptions as Principles for Future RE?	214
	5. Categorical Thinking and Other "Bildung" Solutions	217
	6. Tolerance as an Example of Categorical Thinking	218
	7. Summary and Discussion: A Difference of Mode?	219
	References	220
	12 Transformation of Friday Sermons in an Era of Nationalism. Functionalisation of Religion in Turkey and the Netherlands, Now and in a Challenged Future (Ömer F. Gürlesin)	223
	Abstract	223
	1. Introduction	223
	2. The Position of the Presidency of Religious Affairs (PRA)	227
	3. Changing Voices in Friday Sermons During The Coup Periods in Turkey	229
	4. The Evolving Discourse of ‘The Other’ in Friday Sermons under the Political Regime of the AKP	231
	4.1 Growing Awareness of Religious Plurality (Until 2014)	231
	4.2 The Self as Superior	233
	4.3 Trend Towards Increasing Polarisation (From 2014)	234
	5 Discussion and Conclusion	236
	References	239
	13 Time Passes. An Exploration of Biographies of First-Generation Guest Workers’ Wives and the interwovenness with the Narratives of their (Grand-)Children (Ina ter Avest)	245
	Abstract	245
	1. Introduction	245
	2. Foreigners in the Netherlands	246
	3. Identity Development in a Plural Context	248
	4. Integration – the Process	250
	5. Research Design	251
	6. Data Presentation and Analysis	252
	6.1 Actual Language Used	258
	7. Interpretation, Discussion, Recommendations	260
	References	262
	On Time. Continuity and Necessary Changes in Religious Education. An Epilogue (Siebren Miedema)	265
	Introduction	265
	Chronos time	266
	Kairos time	269
	Suggestions for a further agenda	274
	References	275
	Authors	277