Religious Education, Big Ideas and the study of religion(s) and worldview(s)

Abstract

This article outlines the 'Big Ideas' approach to curriculum reform, as applied in the 'Principles and Big Ideas of Science Education' project (Harlen 2010). A critical analysis follows of the outcomes of the University of Exeter's 'Identifying Principles and Big Ideas for Religious Education' project, which sought to apply the same approach to Religious Education (RE) in English schools (Wintersgill 2017). This project made great headway in generating 'Big Ideas' to inform and improve the selection and sequencing of RE curriculum content. However, its primary focus on subject content knowledge mean that 'Big Ideas' about epistemology and methodology are lacking. The article recommends an additional focus on multi-disciplinary, multimethodological, inquiry-based, reflexive learning, which would ask why, how, where and by whom our 'knowledge' of religion(s) and worldview(s) is generated. In this regard, the article posits four 'Big Ideas about the study of religion(s) and worldview(s)' to highlight the symbiotic relationship between knowledge and knower, and to reject the false dichotomy between the object of study and method of study. In so doing, it draws upon the theoretical framework underpinning the 'RE-searchers approach' to primary school RE, which correspondingly exemplifies how such ideas can be taught in practice.

Pupils and worldview expression in an integrative classroom context

“…What has been said before connects with the so-called Big Ideas in religious education as formulated in the British context by Wintersgill (2017) and critiqued and developed further by Freathy and John (2019). One of these ideas is the reflexivity and positionality of the individual.…”

“…However, even with these caveats, we believe a worldview is useful as an inclusive concept referring to the multiple religious and secular positions in the classroom. Also, the widespread use of the concept (Wintersgill 2017;Freathy and John 2019;van der Kooij et al 2017) makes it impactful.…”

Theology in multi-faith Religious Education: a taboo to be broken?

“…However, the 'Big Ideas', like all such theories and generalisations, are grounded in particular ontological, epistemological and methodological assumptions that not all scholars share. As a result, Freathy and John (2018) argue for the creation of additional 'Big Ideas about the study of religion(s) and worldview(s)', as part of a multi-disciplinary, inquiry-led, reflexive approach to learning, which asks where, when, how and by whom are 'Big Ideas' generated, thereby inviting students to engage in explicit consideration of epistemological and methodological issues within the RE curriculum.…”

Fagfornyelsen i KRLE og Religion og etikk

“…På videregående kan det vaere mulig å prøve ut forskerrollen litt mer seriøst, i tråd med det studieforberedende siktet. Et eksempel på slik begynnende utprøving av muligheter finnes ved Charlottenlund ungdomsskole i Trondheim (Wendel & Mongstad, 2019, 2020, inspirert av ideer fra England (G. Freathy, Freathy, Doney, Walshe, & Teece, 2015;R. Freathy & John, 2018).…”