Religion of Love

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Question 27

[1695] Question 27: "If the state identifies with no single religious group, but nevertheless regards it as desirable that the citizens have a positive attitude towards religious life: in which form and to what extent the knowledge of those religions, worldviews and philosophies is to be conveyed deviating from the traditional and prevailing ones? Is there, in order to achieve this, another possibility than the introduction of an obligatory religious and philosophical education?"

[1696] Answer: Because of the curricula, which should endeavour to convey the most important to the learners, without lack of depth, little time remains for the sufficient presentation of deviating viewpoints to an extent obligatory for everyone. [1697] Nevertheless, the decisive deviations and commonalities should be spelt out in a orientation phase not too small to be calculated, after which the learners decide upon their elective subjects, both at a glance by a neutral teacher or mediator and individual presentations by a teacher or representative of the corresponding religion, worldview or philosophy (exchange phase of the teaching persons). [1698] Content that is not to represent by any person is independently acquired, with the use of available and suitable media, according to their importance, by the learners or conveyed by a neutral person. Where it seems opportune, it can be deferred to existing deviating positions in the later learning phases or they can be integrated into a discussion. [1699] While orientation phases are obligatory, optional subjects have different priorities within a binding framework. Since other subjects participate interdisciplinarily in the subject matter in the different modules, an obligatory and philosophical education is not coercively necessary: Only the binding learning contents must be covered. [1700] The question is extended by the posing of the question what these are. The most important in life is its personal conduct. This is preceded by the answer to the question who one is. Both are to challenge in the course of life again and again, since the development changes oneself. The less developed one is, the harder both points are to clarify. [1701] But everybody should know zerself according to zis state of development or be enabled to achieve the necessary knowledge. In the school phase, only relatively simple and widespread content of the personal conduct of life can be conveyed, since life is strongly regimented by given parts of the day and leisure is determined by playing and easy hobbies and other activities. [1702] Nevertheless, the different phases of life should be presented and it should be explained what is important in life. It is important to know what can and should be achieved in which phase of life on what, as missed time is irrevocable, and how one finds generally and specifically fulfilment. For this purpose, every learner is to be pointed up zis development perspectives due to zis qualifications and inclinations (e.g. by a computer programme) and these are to be talked over in a suitable environment. [1703] Conduct of life is to complement with coping with life. Here the most frequent problematic situations are to thematise appropriately to development, to solve and to put in a wider (theoretical) context. It is the structural knowledge to convey, how one with what solves why which problems of life and for what purpose effectively and efficiently, but it is not to urge a mastering of the subject matter by memorising, since this conflicts with creative thinking and working increasingly required in the future. [1704] It is important sufficiently to solve zis (personal) problems (e.g. by an alternating questioning and answering) that mean something to oneself in order to have a level head for the most important at a time. Here one may work a lot with zis subconscious by shifting zis knowledge and zis unsolved problems there, and relies on its solution potential effective over time. Ultimately, however, there is no way around L, so that also zis concept is to make strong.

© 2009 by Boris Haase

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