British Journal of Religious Education最新文献

{"title":"RE teachers and the shifting landscape of values education in England","authors":"J. McDonnell","doi":"10.1080/01416200.2023.2207209","DOIUrl":"https://doi.org/10.1080/01416200.2023.2207209","url":null,"abstract":"ABSTRACT The promotion of fundamental British values (FBV) and character education in schools can be seen as part of a new policy landscape of values education in England, with significant implications for Religious Education (RE). Research on these policies has tended to emphasise their securitising and constraining effects. This paper shifts attention to teachers’ creative responses to this new policy landscape and the generative contradictions within it. Building on findings from a pilot study, the research used focus groups and creative writing workshops to explore RE teachers’ responses to the new policy landscape (including their perceptions of whole-school approaches to values education) and their imagined futures within it. The findings illustrate how teachers drew on a range of RE pedagogies in their responses to the new policies and illuminate teachers’ feelings about their faith-based interpretation at whole-school level. One key implication is the potential of RE for enacting the new policy agenda in meaningful ways. The research also offers an original contribution to conversations about the faith-based interpretation of FBV and character education at whole-school level, suggesting that the important question in relation to such interpretations may be not whether but how schools are drawing on religion.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"228 - 239"},"PeriodicalIF":0.8,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42628566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond knowledge-centred versus student-centred RE","authors":"Julian Stern","doi":"10.1080/01416200.2023.2202076","DOIUrl":"https://doi.org/10.1080/01416200.2023.2202076","url":null,"abstract":"There is a long-standing contrast, sometimes described as a battle, in school-based literature between being ‘student-centred’ (or ‘child-centred’ or ‘personal’) and being ‘knowledge-centred’ or ‘subject-centred’ or ‘academic’. This is played out in debates on specific school subjects, including RE. Is RE primarily ‘about’ knowledge of religious and other traditions, or is it primarily ‘for’ the edification of the students and/or the benefit of society? Current debates in the UK related to the Commission on Religious Education (Commission on Religious Education CoRE 2018) report include this contrast, with religious knowledge or ‘literacy’ having a more significant role than the more edificatory elements of the subject – implied by the recommendation to drop ‘education’ from the title of the subject (Commission on Religious Education CoRE 2018, 31). ‘education’ in a subject title is seen as trying to make students something (e.g. religious), rather than teaching them about something. The contrast can be seen in many approaches to schooling and the curriculum, and can sometimes also be seen in the different approaches to the schooling of children (up to the age of eleven or twelve) and the schooling of young people above that age, with the more ‘personal’ elements more likely to be stressed with younger students, and more ‘academic’ elements more likely to be stressed with older students. RE as an ‘E’ subject, like PE, PSHE, Citizenship Education, Driver Education, and a number of other subjects, is at the heart of such debates, so dropping the ‘E’ in the subject name (as recommended by CoRE 2018) is itself a significant move. The ‘E’ is given on the grounds that students of the subject are expected to engage personally in the subject: citizenship education (in the UK) is intended to create better and more active citizens, physical education is expected to help students become physically fitter and/or healthier, personal and social education improves personal and social skills. The E in RE suggests a form of ‘learning from religion’, as Grimmitt describes it, the ‘reflective, interpretive, critical, and evaluative interactions’ (Grimmitt, in Grimmitt 2000, 18). Other jurisdictions have sided more with the ‘personal’ or with the ‘academic’, and this is not just related to promoting religiousness (or an individual religious confession), but, as I say, reflects a wider debate on the purpose of schooling – whether it is about ‘making better people’ or about ‘passing on valuable knowledge and skills’. It is helpful finding out how teachers see this apparent contrast, in their work in RE classrooms. Two recent pieces of research in which I have been involved explored the ways in which teachers of religion saw their role, in schools with Catholic or Jewish foundations (Stern and Buchanan 2021; Stern and Kohn 2022). In both projects, there were indeed some tensions evident: some teachers who found themselves conflicted. However, the majority of respondent","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"225 - 227"},"PeriodicalIF":0.8,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48717105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ perspectives on ethics education – expressed as opportunities and challenges","authors":"Annika Lilja, Olof Franck, C. Osbeck, K. Sporre, David Lifmark, Anna Lyngfelt","doi":"10.1080/01416200.2023.2201661","DOIUrl":"https://doi.org/10.1080/01416200.2023.2201661","url":null,"abstract":"ABSTRACT In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education within a research and evaluation project, and five teachers used their ordinary ethics teaching. The analysis shows five different themes, time, the students’ background, safe relations, lesson plans, and fiction, to be crucial for ethics education, in relation to both opportunities and challenges. The analysis shows that ethics is a subject that occupies a special position, giving students an education that points to the world and provides opportunities to encounter and explore important situations, in other words, an education that develops a multidimensional ethical competence.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"240 - 250"},"PeriodicalIF":0.8,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49007425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dialogues between Ivan and Smerdyakov after the murder of their father from The Brothers Karamazov: their educational implications","authors":"E. Saito","doi":"10.1080/01416200.2023.2193675","DOIUrl":"https://doi.org/10.1080/01416200.2023.2193675","url":null,"abstract":"ABSTRACT In the modern world, alienation and marginalisation are serious issues that make people doubt the existence of God. Due to the development of science and technology, which allows humans more space to act as they desire, society has become even more secularised. Fyodor Dostoevsky foresaw and struggled with these problems – as represented in his literary masterpieces, such as The Brothers Karamazov. However, his works are rarely discussed in educational fields. This study, therefore, aims to analyse and obtain educational implications from the dialogues between Ivan Fyodorovich Karamazov and Pavel Fyodorovich Smerdyakov during three visits after the murder of their father, Fyodor Pavlovich Karamazov, in The Brothers Karamazov. Ivan rebelled against God because of the injustice in this world, while Smerdyakov had been a victim of such injustice from his birth. They cooperated based on the Man-God ideology advocated by Ivan. However, it did not liberate them; rather, they awoke with a sense of guilt. For educational implications, while Ivan did not consider Smerdyakov an equal, ‘good people’ treated them differently. They supported Smerdyakov and Ivan with care and realist senses by not only supporting the brothers in any situation but also predicting and accepting undesirable scenarios for them.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"347 - 357"},"PeriodicalIF":0.8,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48854548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The possibility of a truth-beyond-being and givenness: engaging the work of Jean-Luc Marion in the hermeneutics of religious education","authors":"D. Kennedy","doi":"10.1080/01416200.2023.2183383","DOIUrl":"https://doi.org/10.1080/01416200.2023.2183383","url":null,"abstract":"ABSTRACT This paper argues that an enclosed hermeneutical circle is evident at the centre of modern religious education as a result of its rootedness in the romantic hermeneutical tradition. It argues that modern religious education carries an implicit text-based hermeneutical orientation. It contends that such a hermeneutical approach is limited in terms of its ability to engage with persons’ encounter with truth in life itself as it unfolds historically. This paper attempts to move beyond an enclosed hermeneutical circle at the centre of modern religious education, as well as the restrictive hermeneutics that it implicitly promotes, by recognising the givenness of the other in encounters with truth. This is achieved by considering the phenomenological and theological project of Jean-Luc Marion. It argues that Marion has much to offer hermeneutical discourse in religious education by way of his embrace of the possibility of a God-beyond-being, his notion of givenness, and his discernment of four hermeneutical moments of givenness. By engaging with, and introducing, these aspects of Marion’s work to hermeneutical discourse in religious education, this paper points to the need for a more dynamic hermeneutic that is open to the givenness of the other in encounters with truth or truth-events.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"334 - 346"},"PeriodicalIF":0.8,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44623875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The lived religious beliefs and experiences of English Hindu teenagers at home and at school","authors":"Joseph Chadwin","doi":"10.1080/01416200.2023.2184326","DOIUrl":"https://doi.org/10.1080/01416200.2023.2184326","url":null,"abstract":"ABSTRACT This paper constitutes a study of the lived religious identity and practice of Hindu teenagers in the UK. More specifically, utilising an ethnographic approach designed to give voice to what is academically an extremely unrepresented religious community, this is a study of how Hindu teenagers in the UK experience their religion at home and at school. After outlining the contrast between these teenagers’ home life and school experience, I ultimately argue that Hindu teenagers experience a strong sense of cognitive dissonance pertaining to their religious identity: a juxtaposition between their home life and school life whereby the former is a healthy relationship with their religion and the latter is a sense of anger and shame. Finally, I outline what in particular the teenagers themselves believe is lacking in the RE classroom and what they regard as the key features of their Hindu faith.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"101 6","pages":"251 - 262"},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41250552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing controversial issues in religious education by enacting and rehearsing democracy through Forum Theatre: student perspectives","authors":"Aina Hammer","doi":"10.1080/01416200.2023.2177256","DOIUrl":"https://doi.org/10.1080/01416200.2023.2177256","url":null,"abstract":"ABSTRACT Both policy and research emphasise the significant role that addressing controversial issues plays in democracy and citizenship education. However, less work has examined what forms of democratic learning are promoted when controversial issues are addressed in specific ways. This article is rooted in action research and, through an analysis of student perspectives, explores the potential for democratic learning when Forum Theatre (FT) is used to address controversial issues in religious education (RE). FT facilitates critical democratic education; hence, it centres on power asymmetries, empowerment and transformation. The findings indicate that this critical pedagogical approach empowers students to become political and moral agents in the search for nonoppressive solutions and that FT promotes education both through and for democracy. However, an explicit goal in FT and critical pedagogy is to critically examine the interconnectedness between micro-oppressions and macro-structures. This was not achieved in the FT exercises in this study: this article discusses the possible reasons for this result, along with recommendations for further reinventions of FT in the context of RE, controversial issues and democratic learning.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"404 - 414"},"PeriodicalIF":0.8,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49473131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In and out of focus: RE horizons","authors":"Julian Stern","doi":"10.1080/01416200.2023.2170119","DOIUrl":"https://doi.org/10.1080/01416200.2023.2170119","url":null,"abstract":"I understand that long-term prisoners, when they eventually leave prison, almost always have problems with their eyesight. Without any distant horizons to look at, most newly-released longterm prisoners lose their long-sight altogether. This is similar to the experience of some academic researchers. We can focus for so long on our own narrow topic, a field or policy context or educational practice, that when we finally raise our heads and look beyond this to the wider horizons of what is happening elsewhere, we cannot focus on anything at a distance. One of the many joys of editing a journal, and, I hope, reading a journal, is being forced to keep looking at what is happening in different educational, policy, and practice settings around the world. There are some journals that achieve a narrow focus, and that is impressive and most helpful in its own way. But it was never going to happen with the BJRE. The BJRE is a long-established journal. Those unfamiliar with RE research might think that more than eight decades of research on RE would clarify matters, so that, over time, researchers could focus more and more on a narrow range of important topics. However, the world keeps turning, and just about every issue of the journal since the first one in 1934 (under the title Religion in Education) has reported that ‘things are changing in RE’. We focus on one issue, and another pops up; we focus on one policy context, and another emerges as significant. So I think there is little chance of us losing our long-sightedness, however frustrating it can be to keep refocusing – near, far, near, and far again – constantly observing a distant horizon whilst being aware of what is in front of our faces. The current issue illustrates well the need to go in and out of focus at different distances. We start with two articles that focus on secularity in very different ways. Good research on French RE has been limited not only by the constitutional restrictions on religion in public institutions, but almost as much by the belief that there is no education about religion happening in French schools. Religions and religious culture are taught in various ways, both in state schools and in private schools. However, as Carol Ferrara points out, there is a lack of equity between, especially, Christian and Muslim culture, with the latter being restricted in various ways. This ethnographic research is good at reminding us that whatever the broader policy, the practice within schools may follow different patterns. A broader perspective on secularity is provided by Tünde Puskás and Anita Andersson in their article on ‘secular Advent’ as a way of promoting a ‘banal national religion’ as part of a ‘banal Swedishness’. I can’t help being worried by banality in education, and this article explains why. In contrast to (nominally) secularist approaches to RE, a number of countries have had long traditions of what is loosely called ‘confessionalist’ RE. There are three articles here ","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"83 - 85"},"PeriodicalIF":0.8,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47246562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Religious education and culture in Zambia","authors":"B. Carmody","doi":"10.1080/01416200.2023.2176824","DOIUrl":"https://doi.org/10.1080/01416200.2023.2176824","url":null,"abstract":"ABSTRACT Religious Education in Zambia and perhaps more widely needs to become more aware of how religion is expressed culturally. ‘Learning about’ religion or religions, which is a common practice, has limited value. It needs a ‘learning from’ dimension. It will be contended that this ‘learning from’ has been extensively neglected in Zambia. A key reason for this is Religious Education’s embodiment in a Western cultural framework. With movement towards ‘learning from’, but approached though Lonergan’s intellectual conversion, Religious Education should enable the student to become more sensitive to different forms of the cultural expression of religion and so enhance his/her capacity to understand religion authentically.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"301 - 308"},"PeriodicalIF":0.8,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44977467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Buddhism in Five Minutes (Religion in Five Minutes)","authors":"S. Hall","doi":"10.1080/01416200.2022.2148201","DOIUrl":"https://doi.org/10.1080/01416200.2022.2148201","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"219 - 220"},"PeriodicalIF":0.8,"publicationDate":"2023-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49268735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}