Does Religious Education Have a Future?: Pedagogical and Policy Prospects

Overview

Does Religious Education have a future in English schools? What is it for, what does it aim to do and why do some religious and secular people feel passionately about the survival of RE? This book, written by two leading practitioners of RE, argues for a radical reform of the subject based on principles of pedagogy set free from religious concerns.

RE is a fragile subject for two reasons: first because it is a loose coalition of disciplines with very different pedagogical ...

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Does Religious Education have a future?: Pedagogical and Policy Prospects

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Overview

Does Religious Education have a future in English schools? What is it for, what does it aim to do and why do some religious and secular people feel passionately about the survival of RE? This book, written by two leading practitioners of RE, argues for a radical reform of the subject based on principles of pedagogy set free from religious concerns.

RE is a fragile subject for two reasons: first because it is a loose coalition of disciplines with very different pedagogical assumptions, for example those who see RE as an objective study of religious phenomena and those who see it as an opportunity explicitly or implicitly to nurture faith. Secondly the fragility comes from the legal arrangements for governing RE, which are different from other curriculum subjects. These arrangements are often ramshackle and are in urgent need of reform or replacement.

Until RE reforms its legal machinery, establishes its pedagogical and academic credentials and revises its founding documents, it will continue to be fragile and marginal to the curriculum. If it succeeds in renewing itself, it has the potential to be one of the most powerful and life-changing learning experiences for young people.

The book will aim to offer readers fresh, provocative and expertly informed critical perspectives on:

  • the global context of RE, debates about religion in public places, faith schools, violent extremism, science and secularism
  • the evolving educational rationale for RE in schools
  • the legal arrangements for RE and their impact on the teaching of the subject
  • the pedagogy of teaching approaches in RE and their effect on standards and perceptions of the subject
  • the educational commitment of faith/belief communities, and how this influences the performance of RE.

This is a ‘must read’ for any teacher, adviser, academic or policy maker who cares about the future of the subject and its potential to enrich learning.

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Product Details

  • ISBN-13: 9780415681704
  • Publisher: Taylor & Francis
  • Publication date: 10/17/2012
  • Pages: 176
  • Product dimensions: 6.00 (w) x 9.10 (h) x 0.50 (d)

Meet the Author

Mark Chater is currently Director of Programmes & Education at tnhe Citizenship Foundation. Prior to this post he was Senior Curriculum Adviser with responsibility for Religious Education at the Qualifications and Curriculum Authority. He is also Honorary Research Fellow at Bishop Grosseteste University College Lincoln and a consulting editor of the International Journal of Children's Spirituality. He started is career as a teacher of RE and still consults widely in UK schools on the teaching of RE and citizenship.

Clive Erricker is Hampshire County Inspector for Religious Education. Prior to that he was a Lecturer in religious Education at University College Chichester for over a decade. He began his career teaching English and RE in primary schools.

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Table of Contents

INTRODUCTION

SECTION 1: Between education and catastrophe: the global context of education and religion

Chapter 1: The global context of religion and belief.

Chapter 2: The global context of education

SECTION 2: The confessional ghost at the educational banquet: why the educational rationale for RE needs updating

Chapter 3: Spectral presences: the unspeakable truth of RE

Chapter 4: Discourse and dissonance: the rationale for RE

SECTION 3: Structures and standards: the legal arrangements for RE and their impact on the quality of teaching and learning

Chapter 5: The politics of English RE: a portrait of disfunctionality

Chapter 6: Whose RE is it anyway?

SECTION 4: The doors of pedagogical perception: pedagogy of RE as existential stance, not just teacher methodology

Chapter 7: Pedagogical implications of the structures/standards issue

Chapter 8: What would a new pedagogy for RE look like?

SECTION 5: Keeping the educational faith: why the educational disposition of faith and belief communities matters

Chapter 9: The faith of an educator and the education of a faith

Chapter 10: Transforming the educational disposition of faith and belief communities

CONCLUDING SECTION

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