Author
Abstract
In the early twentieth century in the United States and Europe, "comparative teaching of religions in religious education" was proposed as a preferred approach, and the replacement of "religious education" with "religious education" was advocated in the scientific community. The present article intends to collect various views in justifying and explaining "comparative education" by citation method and to evaluate the effectiveness of this approach in religious education by philosophical analysis method (word and proposition analysis). Accordingly, after explaining "comparative education", it was evaluated in three sections: 1. Underlying considerations: This section was organized in three axes of religious and epistemological pluralism, non-scientific knowledge of religion and freedom of opinion. 2. Considerations in analyzing the concept of "comparative education of religions":
The author believes that the conceptual elements of "comparative education" are not well refuted, and with a comprehensive analysis of it, many different forms of religious education can be assumed, all of which do not have a single sentence, and prescribing "comparative education" is in some cases useless. , Is a violation of purpose, obtained education or without reason. 3. Superstructure Considerations: In this section, ten cases of theoretical and practical harms of "comparative education" are mentioned.
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