BAĞLAMSAL YAKLAŞIMIN DİN ÖĞRETİMİNE KATKILARI

In recent years, there has been discussion on learning and teaching theories that directs learning situations depending on paradigm change in religious education. There is a consensus that learning theory based on education in general and religious education in particular is insufficient in the achievement of learning objectives of individual, mechanical and passive learning. Morover, with the emergence of new perspectives on knowledge, meaning and learning in the field of social sciences; especially in the field of psychology and sociology, social cultural approaches have come to the forefront more than individual learning situations in religious education. In this article, the theoretical basis of contextual approaches which have been proposed and applied in the field of religious education in recent years is examined and their extentions in terms of religious education are revealed. The gains of contextual learning in terms of cognitive and affective learning objectives of religious education are mentioned. Teaching religious content together with children's socio-cultural background will contribute to the development of their high-level thinking skills, meaningful internalization of knnowledge and most importantly transferring it to different contexts.