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

Teece, Geoff

doi:10.1080/0141620052000276500

Cited by 14 publications

(8 citation statements)

References 16 publications

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“…Teece entreats religious believers to be ‘epistemologically humble’, by which he means that they should conclude that their own religious convictions are no better warranted than the religious convictions of others. The assumption that the different religions represent different but complementary revelations of the divine, he believes, supports learning and teaching in religious education and its inculcation in the young will contribute to a ‘fruitful’ and ‘appropriate critical education for the twentieth‐first century’ (Teece, 2005, p. 39).…”

Section: Educational Expressions Of the Essential Unity Of The Difmentioning

confidence: 98%

The Misrepresentation of Religion in Modern British (Religious) Education

Barnes

2006

British Journal of Educational Studies

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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.

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Section: Educational Expressions Of the Essential Unity Of The Difmentioning

confidence: 98%

The Misrepresentation of Religion in Modern British (Religious) Education

Barnes

2006

British Journal of Educational Studies

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“…Secondly that the process of homogenisation leads to the misrepresentation of religions (Revell 2012) and lastly that the first two factors mean there is no scope for pupils to be critical of religion (Barnes andWright 2006 andTeece 2010). A major concern of Barnes and Wright is that questions of truth are marginalised and Enlightenment definitions of religion are presented as neutral.…”

Section: Why Engagement Doesn't Happenmentioning

confidence: 95%

Predicting religion

Revell

2015

Journal of Beliefs & Values

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“…(Wright, 1997, p. 153) Elsewhere it has been questioned whether Wright polarizes issues unnecessarily (Teece, 2005). There is no need to oppose philosophical rigor to tolerance, or linguistic capability to experiential reflection (O'Grady, 2005).…”

Section: Religious Education's Hermeneutic Turnmentioning

confidence: 97%

The development of beliefs and values in early adolescence: a case study through religious education pedagogy

O’Grady¹

2006

International Journal of Children's Spirituality

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Remarks on current educational language precede discussions of: pupils' educational development; pupil voice; adolescence and action research. There follows a report of an innovation in religious education pedagogy, designed to address concerns that pupils should be helped to understand the emergence of their own beliefs and values over time. This report then prompts some reflections on religious education's turn in the direction of hermeneutics. A form of religious education is sketched where pupils' awareness of changes to their own beliefs and values over time is a key feature. Such awareness marks spiritual, moral, social and cultural development, an issue granted less than adequate coverage in the present UK education agenda.

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

Cited by 14 publications

References 16 publications

The Misrepresentation of Religion in Modern British (Religious) Education

The Misrepresentation of Religion in Modern British (Religious) Education

Predicting religion

The development of beliefs and values in early adolescence: a case study through religious education pedagogy

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