Reframing phenomenological approaches in religious education: insights from affect theory and the aesthetics of religion

This article argues that a combined lens of affect theory and the aesthetics religion provides scholarship with new methodological theoretical insights for phenomenological religious education. These demonstrate analytic value understanding in terms its affective aesthetic dimensions, which offer renewed explanatory power variety experiences individuals communities undergo. In particular, these allow educators students to explore what drives practices everyday life without resorting essentialist, reductionist or universalist accounts. It is suggested reframing approaches education has potential make vital contribution developing sensibilities ‘secular’ ‘religious’, especially contemporary multi-religious societies. Finally, it argued innovations offered by reframed provide promising platform engaging dimensions religion.