| This study explores religious education as interdisciplinary discourse between critical theory in philosophy, educational philosophy, and curriculum theory. The use of critical theory in contemporary philosophy is investigated through Hans-Georg Gadamer, Jurgen Habermas, and Paulo Freire. For each the following is discussed: anthropological claims; social vision and critique; the ideal hermeneutical community. Four unifying characteristics are identified: knowledge is shaped by cultural location; culture is dynamic; assessment of cultural media is essential to understanding, and the basic human responsibility is to create culture. A shift in Habermas' theory is explored, identifying how the earlier hermeneutical concepts have been applied to his later political theory.;Critical pedagogy as a curriculum theory used by philosophers of religious education is assessed through the writings of William Bean Kennedy, Gabriel Moran, and Thomas Groome, three philosophers of religious education. Critical pedagogy as curriculum practice is demonstrated within curriculum proposals of five Christian educators: Suzanne Toton, Michael Warren, Sharon Parks, Padraic O'Hare, and Greer Anne Wenh-In Ng. These educators contextually engage injustice and promote shared visions and strategies for justice that culminate in transformative lifestyles exemplifying God's intention for human relationships.;Observations of the differences of critical pedagogy in general and religious education are identified, noting the significance of Ivan Illich and Henri Giroux in critical pedagogy in general education. The study concludes by offering suggestions to increase conversation between the two fields especially as Christian religious education becomes more conversant with the principles of critical pedagogy. |
