La virtualité, caractéristique d’un bon cours de religion ? (notice n° 743250)
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123091903.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Joussen, Florian |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | La virtualité, caractéristique d’un bon cours de religion ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2011.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 3 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Suite aux progrès constants de l’évolution technique, l’utilisation d’espaces virtuels par les jeunes ne fait que croître. La question qui découle de cette situation est la suivante : jusqu’à quel point cet état de fait peut-il être appréhendé dans une perspective de pédagogie religieuse et être rendu exploitable pour le cours de religion ?Non seulement le développement de la compétence médiatique chez les enseignants est une nécessité, mais ce qui est aussi d’une importance capitale, c’est la manière dont le professeur de religion situe le besoin d’échange et de contact social au niveau virtuel et l’intègre au cours de religion, étant donné que la religion offre divers points d’ancrage aux réalités virtuelles. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Thanks to the ongoing progress of technical development, the use of virtual spaces by young people is steadily increasing. The question that follows is as follows: to what extent can this situation be perceived from the perspective of religious pedagogy, and used for the purposes of religion class?Not only is it essential for teachers to development their media literacy, but another crucial aspect is the way in which a religion teacher situates the need for exchange and social contacts in virtual form, and how he or she integrates this into the religion class, given that religion offers various points of contact with virtual realities. In this article, we take into consideration the theory of connectivism, which addresses the transmission and development of knowledge. The enormous interest young people show in virtual realities, whether in terms of social networks or video games, lies at the basis of this theory, without however forgetting that, in comparison to the use of virtual realities and parallel worlds, the need for individual confrontation with one’s personal faith remains our focus.At this stage, the main concern is to determine whether and to what extent religion in its traditional form is transformed or even replaced by a new sort of virtual religious spirituality. Religious educators must ensure that students develop an awareness of the religious elements underlying these virtual realities, and see to it that this awareness is transposed, in a critically reflective and individual manner, into their personal life. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Berwart, Jacques |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue Lumen Vitae | Volume LXVI | 3 | 2011-09-01 | p. 323-333 | 0024-7324 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-lumen-vitae-2011-3-page-323?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-lumen-vitae-2011-3-page-323?lang=fr&redirect-ssocas=7080</a> |
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