Abstract:

This article discussed the religious education approach with pragmatic views and the ideas of educators who defend it. The concept of religious education of this approach, the educational paradigm on which this understanding is based, and certain main assumptions on the subject of knowledge and learning are assessed. In this approach, the purpose of religious education is to be taken to the center of experience instead of knowledge. In the existence of man, more than knowledge is effective by defending that experience is more important in the process of teaching in terms of personality development. With a transformative understanding of an anti-positive character, the approach in question, in addition to the pragmatist acceptance of knowledge and learning, sees postmodernist traces in the personality-related assumptions. In the first part of the article, the social-cultural and pedagogical background of the new approaches to religious education; in the second part, the presumptions of this approach on a philosophical basis concerning knowledge and in the last part, the criticism addressed to it.

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