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The teaching of religious knowledge in a plural society: The case for Singapore
Citation
Tan, C. (2008). The teaching of religious knowledge in a plural society: The case for Singapore. International Review of Education, 54(2), 175-191. https://doi.org/10.1007/s11159-007-9074-8
Author
Tan, Charlene
Abstract
This paper discusses the issues and challenges in the teaching of religious knowledge in Singapore schools. Religious knowledge, under the phenomenological approach, is taught in a historical, descriptive, and non-evaluative fashion in Singapore schools. The government in Singapore hopes that the teaching of religious knowledge will help to inculcate moral values and promote religious harmony in the students. This paper points out the problems associated with the phenomenological approach in the teaching of religious knowledge in Singapore schools. It argues that such an approach may not be effective in helping the government achieve its educational objectives. The discussion adds to the existing literature on the
concerns and problems faced by governments in plural societies in their attempts to teach religious knowledge in schools.
Date Issued
2008
DOI
10.1007/s11159-007-9074-8
Description
This is the final draft, after peer-review, of a manuscript published in International Review of Education. The published version is available online at http://dx.doi.org/10.1007/s11159-007-9074-8