Narrative theology in Religious Education

Abstract

This article advocates a pedagogy of Religious Education (RE) based upon a narratival framework informed by both narrative theology and narrative philosophy. Drawing on the work of narrative theologians including Stanley Hauerwas, the article outlines the nature of the framework, describes the four phases of learning that comprise the pedagogy, and explains how such an approach can overcome existing difficulties in how biblical texts are handled within RE. Working from the narrative assumption that individuals and communities are formed by reading, sharing and living within stories, it suggests that the pedagogy might encourage pupils to think about how the lives of Christians are shaped by their interpretations of biblical narratives, to offer their own interpretations of biblical and other texts, and to consider the stories -religious, non-religious or both -which shape their own lives. In so doing, the article moves away from a 'proof-texting' approach to the Bible towards one in which pupils are enabled to think about the significance of biblical narratives for both Christians and themselves.

From crisis to renewal? What future for English RE? Practitioner reflections from the chalk-face: reviewing recent publications on religious education

“…To teach Christianity without reference to various ways in which this faith is interpreted and lived out in believers' lives has the risk of marginalising the views and beliefs of pupils whose expression of 'Christianity' does not fit the espoused mould. Those (such as Reed et al 2013) who apply the concerns of religious diversity to practical implementations provide a positive step effecting change in the classroom. Barnes is apt to be critical -and I am in broad agreement with some of his critique -but he offers little practical help in providing an alternative approach.…”

Argumentation in religious education in England: an analysis of locally agreed syllabuses

“…The broad trajectory in England has been a rejection of theology within pluralistic RE -though not within faith schools (Cush 1999) -and its replacement by, variously, religious studies (Smart 1989), social sciences (Jackson 1997) or philosophy (Hookway 2002;Hella and Wright 2009). However, some have reappraised this rejection, arguing that theology was misrepresented and has developed in the meantime (Reed, Freathy, Cornwall, and Davis 2013;Freathy and John 2019), especially as argumentation is valued within many religions, for example Judaism (Shulman 2008), Islam (Wallbridge 2011), Buddhism (McClintock 2010 and Christianity (Helm 2003). Some have expressed concern about the proliferation of multiple disciplinary perspectives (e.g.…”

Olfactorizing religious education

“…There have been numerous reports on principles of good pedagogical practices for teaching religion among academic circles and beyond (Gresham, 2006; Reed et al, 2013). In line with the published reports, there have also been efforts at drawing a divide between teaching religion and teaching about religion (Pinault, 2007) in an attempt to make religious education more secular in nature.…”