‘Positive Pluralism’ to<i>Awareness, Mystery and Value:</i>A Case Study in Religious Education Curriculum Development

Cush, Denise; Francis, Dave

doi:10.1080/0141620010240106

Cited by 10 publications

(2 citation statements)

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“…Instead he calls for a 'qualitative pluralism' that does not privilege any single vantage point on religions but seeks to present religions from the point of view of a plurality of perspectives (Wright, 2001). He likens this particular version of pluralism to the concept of 'positive pluralism' (Cush & Francis, 2001). This is a perspective that claims that there are 'useful insights and helpful teachings in all traditions' (Cush & Francis, 2001, p. 53).…”

Section: Pluralism As An Explanatory Thesis and A Procedural Activitymentioning

confidence: 98%

Traversing the gap: Andrew Wright, John Hick and critical religious education

Teece

2005

British Journal of Religious Education

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Section: Pluralism As An Explanatory Thesis and A Procedural Activitymentioning

confidence: 98%

Traversing the gap: Andrew Wright, John Hick and critical religious education

Teece

2005

British Journal of Religious Education

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“…This is the interface between the sacred and the worldly. And in building the RE curriculum we will need to explore the matrix of that relationship for every religion (Cush and Francis, 2001). Hence, central to the RE curriculum will be the scriptures and religious texts, forms of practice and the role of scholars, gatekeepers and those who are charged with the interpretation and dissemination of the faith.…”

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confidence: 99%

What Should Schools Teach?

Bristow¹

2021

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The series promotes research, theorizing and critical discussion about what we teach in schools and in teacher education. It explores the nature of knowledge in contemporary societies, academic disciplines, school subjects and other fields of knowledge production, to foster inquiry into the relationships that can and should exist between knowledgedisciplines in schools and elsewhere.Knowledge and the Curriculum aims to become a central hub for investigation into how disciplinarity, transdisciplinarity and interdisciplinarity can enable schools, teacher trainers and learners to address the challenges of the twenty-first century in knowledgeable and critically informed ways. The series explores questions about the powers of knowledge, relationships between the distribution of knowledge and knowledge resources in society, and matters of equity in access to justice and democratization. It is committed to the proposition that the answers to questions about knowledge require new thinking and innovation. These are open questions with answers that are not already known, and which are likely to entail significant social and institutional change to make the powers of knowledge and of knowing equally available to all.The series emerged from the Subject Specialism Research Group at the UCL Institute of Education and a major international network of curriculum theorists (KOSS) centred around research groups in Karlstad (ROSE) and Helsinki (HuSoEd). It draws upon the expertise of all three research groups for its editors and advisory board.

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Jain Lifestyle: Epitomising Discipline, Ethics, and Environmental Consciousness

Pathak,

Pandey

2024

New Approaches to the Scientific Study of Religion

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‘Positive Pluralism’ toAwareness, Mystery and Value:A Case Study in Religious Education Curriculum Development

Cited by 10 publications

References 8 publications

Traversing the gap: Andrew Wright, John Hick and critical religious education

Traversing the gap: Andrew Wright, John Hick and critical religious education

What Should Schools Teach?

Jain Lifestyle: Epitomising Discipline, Ethics, and Environmental Consciousness

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