The Misrepresentation of Religion in Modern British (Religious) Education

Abstract

The purpose of this paper is to articulate a new perspective on British multi-faith religious education that both complements and, in part, subsumes existing critiques. My argument, while controversial, is straightforward: it is that British religious education has misrepresented the nature of religion in efforts to commend itself as contributing to the social aims of education, as these are typically framed in liberal democratic societies. Contemporary multi-faith religious education is placed in context and its underlying theological and philosophical commitments identified and criticised. It is concluded that current representations of religion in British religious education are limited in their capacity to challenge racism and religious intolerance, chiefly because they are conceptually ill equipped to develop respect for difference.

Michael Hand, Is Religious Education Possible?

“…It is also highly debateable that such a strategy does in fact develop respect for religious difference. I have argued elsewhere that respect for the religious 'Other' is compromised when those who are to be respected have to relinquish any claims of distinctiveness and religious uniqueness (see Barnes 2006). British religious education, by failing to appreciate the importance of religious propositions to the nature and character of religion, has limited the potential of the subject to contribute to a mature and balanced understanding of religion, as well as limited its potential to challenge religious intolerance and prejudice.…”

“…Recent discussions of religious education in Britain have focussed exclusively on its appropriateness (for all pupils) and its successfulness. Some, for example, contend that religious education has not been particularly successful in facilitating a knowledge and understanding of religion or in developing respect for persons of different race, culture or religion (see Barnes 2006); others contend that religious educations is a private matter, and therefore inappropriate in state institutions of formal education (this is an argument more often rehearsed in the context of American education than British education). Both criticisms assume, however, that it is possible to be religiously educated.…”

Teaching Darwinian Evolution: Learning from Religious Education

“…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).…”

Educating Against Extremism: Towards a Critical Politicisation of Young People

“…Tolerance of others within this framework is therefore at best a pickand-mix of bits of related religions-which mostly means covering the more superficial aspects of celebrations and festivals-again cementing otherness, difference and exoticisation. Any deeper examination within comparative religion would highlight the reality that while all different religions hold themselves to be true, not all can be equally valid (Barnes 2006).…”