Dutch Cooperation Schools as Democratic Communities: A Constructive Perspective from Dewey’s View on Democracy in Education

Erik Renkema, André Mulder, Marcel Barnard

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

In this article, the authors reflect on the results of their previous research at cooperation schools in the Netherlands, where students and teachers from nonaffiliated and Christian backgrounds come together. Dewey’s perspective on educating democratic values is combined with empirical results of this research, answering the question what Dewey’s concept contributes to the reflection on the relation between values and religious education at these schools. This article shows that this reflection and the implementation of value-based religious education offers opportunities for schools that face the challenge of practicing encounter between students from different backgrounds.

Original languageEnglish
Pages (from-to)57-68
Number of pages12
JournalReligious Education
Volume114
Issue number1
DOIs
Publication statusPublished - 1 Jan 2019

Fingerprint

religious education
democracy
school
community
Values
education
Netherlands
student
teacher
Education
Democracy
Religious Education
The Netherlands

Cite this

@article{b63c2868187b4215886705373c05052c,
title = "Dutch Cooperation Schools as Democratic Communities: A Constructive Perspective from Dewey’s View on Democracy in Education",
abstract = "In this article, the authors reflect on the results of their previous research at cooperation schools in the Netherlands, where students and teachers from nonaffiliated and Christian backgrounds come together. Dewey’s perspective on educating democratic values is combined with empirical results of this research, answering the question what Dewey’s concept contributes to the reflection on the relation between values and religious education at these schools. This article shows that this reflection and the implementation of value-based religious education offers opportunities for schools that face the challenge of practicing encounter between students from different backgrounds.",
author = "Erik Renkema and Andr{\'e} Mulder and Marcel Barnard",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/00344087.2018.1525979",
language = "English",
volume = "114",
pages = "57--68",
journal = "Religious Education",
issn = "0034-4087",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

Dutch Cooperation Schools as Democratic Communities : A Constructive Perspective from Dewey’s View on Democracy in Education. / Renkema, Erik; Mulder, André; Barnard, Marcel.

In: Religious Education, Vol. 114, No. 1, 01.01.2019, p. 57-68.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Dutch Cooperation Schools as Democratic Communities

T2 - A Constructive Perspective from Dewey’s View on Democracy in Education

AU - Renkema, Erik

AU - Mulder, André

AU - Barnard, Marcel

PY - 2019/1/1

Y1 - 2019/1/1

N2 - In this article, the authors reflect on the results of their previous research at cooperation schools in the Netherlands, where students and teachers from nonaffiliated and Christian backgrounds come together. Dewey’s perspective on educating democratic values is combined with empirical results of this research, answering the question what Dewey’s concept contributes to the reflection on the relation between values and religious education at these schools. This article shows that this reflection and the implementation of value-based religious education offers opportunities for schools that face the challenge of practicing encounter between students from different backgrounds.

AB - In this article, the authors reflect on the results of their previous research at cooperation schools in the Netherlands, where students and teachers from nonaffiliated and Christian backgrounds come together. Dewey’s perspective on educating democratic values is combined with empirical results of this research, answering the question what Dewey’s concept contributes to the reflection on the relation between values and religious education at these schools. This article shows that this reflection and the implementation of value-based religious education offers opportunities for schools that face the challenge of practicing encounter between students from different backgrounds.

UR - http://www.scopus.com/inward/record.url?scp=85059908091&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85059908091&partnerID=8YFLogxK

U2 - 10.1080/00344087.2018.1525979

DO - 10.1080/00344087.2018.1525979

M3 - Article

VL - 114

SP - 57

EP - 68

JO - Religious Education

JF - Religious Education

SN - 0034-4087

IS - 1

ER -