Mediation in the context of teaching and learning about religions in tertiary education

Abstract

The revised norms and standards for teacher education in South Africa require an understanding of the beliefs, values and practices of the main religions of South Africa. However, many pre-service educators lack the knowledge and skills to cope within a religiously pluralist school environment. In this article strategies will be discussed for teaching religion to pre-service educators at a tertiary institution to equip them for religious and cultural diversity in South African schools. Feuerstein's theory of Mediated Learning Experience (MLE) is suggested as a means for initiating new and creative ways of thinking about different religions.


South African Journal of Education Vol.23(4) 2003: 292-296