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The Appropriation of Symbolic Language in Worldview Education through Bibliodrama

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Title: The Appropriation of Symbolic Language in Worldview Education through Bibliodrama
Authors: van den Berg, Bas, Fortuin-van der Spek, Cocky
Source: Education Sciences. 2019 9.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Descriptors: Symbolic Language, Figurative Language, World Views, Role Playing, Drama, Religious Education, Elementary Education, Language Usage, Imagination, Biblical Literature, Elementary School Students, Foreign Countries
Geographic Terms: Netherlands
ISSN: 2227-7102
Abstract: One of the main questions regarding Dutch primary education in our secularised and religiously diverse society--both with regards to public and religiously-affiliated schools--is how to get students acquainted with the symbolic language of religious and worldview-affiliated life narratives. Teaching literacy in symbolic language has become less important in the education programmes of modern-day primary schools. The dominance of scientific descriptive language is evident in the majority of contemporary curricula. This language may be highly important for teaching mathematics and science, but for religious and cultural education, and for teaching art and history, symbolic language is the vehicle for acquiring knowledge, insight, and wisdom. Our aim in this article is to reflect on the idea that stimulating symbolic speech in primary school education through role playing, will bring out the sensitivity of current-day students to confer meaning to life questions and life themes.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1220407
Database: ERIC
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  Availability: 0
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  Data: The Appropriation of Symbolic Language in Worldview Education through Bibliodrama
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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  Data: <searchLink fieldCode="DE" term="%22Symbolic+Language%22">Symbolic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Figurative+Language%22">Figurative Language</searchLink><br /><searchLink fieldCode="DE" term="%22World+Views%22">World Views</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Playing%22">Role Playing</searchLink><br /><searchLink fieldCode="DE" term="%22Drama%22">Drama</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Education%22">Religious Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Imagination%22">Imagination</searchLink><br /><searchLink fieldCode="DE" term="%22Biblical+Literature%22">Biblical Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: One of the main questions regarding Dutch primary education in our secularised and religiously diverse society--both with regards to public and religiously-affiliated schools--is how to get students acquainted with the symbolic language of religious and worldview-affiliated life narratives. Teaching literacy in symbolic language has become less important in the education programmes of modern-day primary schools. The dominance of scientific descriptive language is evident in the majority of contemporary curricula. This language may be highly important for teaching mathematics and science, but for religious and cultural education, and for teaching art and history, symbolic language is the vehicle for acquiring knowledge, insight, and wisdom. Our aim in this article is to reflect on the idea that stimulating symbolic speech in primary school education through role playing, will bring out the sensitivity of current-day students to confer meaning to life questions and life themes.
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      – SubjectFull: Symbolic Language
        Type: general
      – SubjectFull: Figurative Language
        Type: general
      – SubjectFull: World Views
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      – SubjectFull: Role Playing
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      – SubjectFull: Drama
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      – SubjectFull: Religious Education
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      – SubjectFull: Elementary Education
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      – SubjectFull: Language Usage
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      – SubjectFull: Imagination
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      – SubjectFull: Biblical Literature
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Foreign Countries
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      – TitleFull: The Appropriation of Symbolic Language in Worldview Education through Bibliodrama
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