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

Maybury, Jill; Teece, Geoff

doi:10.1080/13617670500164460

Cited by 8 publications

(4 citation statements)

References 4 publications

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“…However, how the teaching of religion should be undertaken in schools in England and Wales has become a source of disagreement and controversy (Barnes and Wright 2006;Barnes 2006;Maybury and Teece 2005;Teece 2008;Wright 2004).…”

Section: A Plurality Of Views In the Classroom: A Religious Educationmentioning

confidence: 99%

Teaching Darwinian Evolution: Learning from Religious Education

Stolberg

2009

Sci & Educ

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This article examines what science education might be able to learn from phenomenological religious education's attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of 'learning from religion' as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin's responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin's evolutionary approach.

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Section: A Plurality Of Views In the Classroom: A Religious Educationmentioning

confidence: 99%

Teaching Darwinian Evolution: Learning from Religious Education

Stolberg

2009

Sci & Educ

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“…However, Dahlin (1989;1990) studied how the nature of religion was conceived by Swedish teenagers in the ninth grade of comprehensive school. His study is discussed with the results of variation in students' understanding of Lutheranism reported in the first study of this thesis (Hella, 2008).The distinctive nature of religious education and the necessity to define the subject matter of the subject has recently been brought back into the centre of discussion (Everington, 2000;Maybury & Teece, 2005). The issue of the distinctiveness of the subject has been explored by addressing a set of interrelated critical questions, such as:…”

Section: Research In Religious Educationmentioning

confidence: 99%

“…This study has dealt with the questions addressed by Everington (2000), Maybury and Teece (2005) and others about the purpose, role and subject focus of religious education stressing the importance of engaging with variation in disciplinary perspectives involving both secular worldviews to make sense of the contested nature of knowledge about religion by offering Variation Theory of Learning as pedagogical means to do so. The study contributes to phenomenographic research as well as research on religious education, especially on the development of critical religious education, as Wright (2007a) draws on the results of students' understandings of Lutheranism, which constitute part of this thesis in order to develop his model of critical religious education.…”

Section: Implications For Further Researchmentioning

confidence: 99%

Variation in understanding of Lutheranism and its implications for religious education. Meaning discernment of students and teachers in Finnish upper secondary schools

Dahlin

2008

J Empir Theol

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139 Hella, E. (2007). Variation in understanding of Lutheranism and its implications for religious education. Meaning discernment of students and teachers in Finnish upper secondary schools. Helsinki: University of Helsinki. Elina Hella's thesis belongs to the research field of religious education (RE). Th is is a crossdisciplinary field, primarily of theology and the science of education but also of philosophy and specifically the philosophy of religion. Th e thesis consists of 4 parts (11 chapters) describing and discussing Hella's theoretical approach to RE, her empirical research within this field, and the results of this research. In addition there are three chapters based on two published papers and a third one currently in the process of publication (with Andrew Wright as co-author). Th e first two chapters are based on empirical data about ways of understanding Lutheranism among Finnish upper secondary students and teachers of RE. Th e third chapter is theoretical and advocates a particular approach to RE, grounded in critical realism and the so-called variation theory of learning.

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“…This was coined by Grimmitt (1987), though he has criticised its formulation in policy (2000,2008), as have others (e.g. Maybury and Teece 2005). Learning from religion includes both an evaluation of the beliefs and values that the pupils have studied and a reflection on one's own beliefs in the light of this study.…”

Section: Pupils' Reflection In Religious Educationmentioning

confidence: 99%

‘I’m less intolerant’: reflexive self‐assessment in religious education

Fancourt

2010

British Journal of Religious Education

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This article describes practitioner research which shows how selfassessment as a form of assessment for learning can be aligned with all the educational goals of religious education in England, notably the selfassessment of attitudes and values, such as tolerance and respect. The background literature on assessment for learning is described, as well as the literature on reflection in religious education, notably 'learning from religion'. Practitioner research with Year 9 pupils in a monocultural comprehensive school is described. The analysis shows how pupils are able to reflect on their development in: knowledge and understanding; evaluation and reflection; and attitudes and values. Reflexive selfassessment is defined, drawing on social science descriptions of reflexivity, both in the light of assessment for learning and interpretive approaches to religious education. The implications of this for policy and practice are considered.

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

Cited by 8 publications

References 4 publications

Teaching Darwinian Evolution: Learning from Religious Education

Teaching Darwinian Evolution: Learning from Religious Education

Variation in understanding of Lutheranism and its implications for religious education. Meaning discernment of students and teachers in Finnish upper secondary schools

‘I’m less intolerant’: reflexive self‐assessment in religious education

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