A non‐statutory framework for religious education: issues and opportunities

Abstract

This paper considers issues in religious education that ought to be addressed by the recent nonstatutory framework for England. It outlines problematic features of the current situation and paints a generally welcoming picture of the educational opportunities afforded by this new initiative.

Learning from what? A question of subject focus in religious education in England and Wales

“…This point has been re-emphasized in Kay's (2005) article. Moran puts these problems down to what he sees as the bifurcation of thought in the West deriving from the enlightenment; a point that echoes one made strongly by Wilfred Cantwell Smith (1981).…”

“…This is, arguably, the most significant development in the subject since the Education Reform Act of 1988. Indeed even prior to its official launch the framework, in draft form, has prompted at least two substantial critiques in academic journals (Felderhof, 2004;Kay, 2005). The territory surveyed by these critiques is a broad and challenging one and, on reading the final, official, version of the Framework one can see that an attempt has been made to address some of these concerns, especially those of Felderhof.…”