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The purpose of this chapter is to discuss the question of religious literacy from the viewpoint of conceptual change and threshold concepts. I begin by describing the concept of learning in the theory of conceptual change and threshold concepts and how it has been applied in educational research. I then turn to the various aspects of students’ integral processes in learning and the role of disciplinarity in learning. In this regard, I critically examine the conditions for becoming literate with respect to religion. Finally, I consider the role of instruction and the nature of education in the cultivation of coherent religious literacy.

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Learning Disciplinary Concepts for ‘Knowing’ in Religious Literacy

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  • 发表日期：

    2025年

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  • Martin Ubani

摘要

The purpose of this chapter is to discuss the question of religious literacy from the viewpoint of conceptual change and threshold concepts. I begin by describing the concept of learning in the theory of conceptual change and threshold concepts and how it has been applied in educational research. I then turn to the various aspects of students’ integral processes in learning and the role of disciplinarity in learning. In this regard, I critically examine the conditions for becoming literate with respect to religion. Finally, I consider the role of instruction and the nature of education in the cultivation of coherent religious literacy.