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This timely volume addresses current debates surrounding the transition from the teaching of religious education (RE) to the more holistic subject of Religion and Worldviews (R&W) in England, and posits criteria for best practice among educators in varied settings and in a broader international context.
By examining empirical sources, governmental reports, and in particular the 2018 final report from the Commission on Religious Education (CORE), the volume suggests key principles needed to guide the transition and ensure that R&W is effectively integrated into curricula, pedagogy, and teaching resources to meet the needs of all student groups. By effectively conceptualising R&W, the volume gives particular attention to the intersections of the subject with democratic citizenship education, intercultural competence, and religious literacy.
This text will benefit researchers, academics, and educators with an interest in religious education and teacher education as well as the philosophy and sociology of education more broadly. Those interested in education policy and politics, as well as citizenship and schooling in the UK, will also benefit from this volume.
Inhaltsverzeichnis
Introduction: Religion, Worldviews and Education: Opportunities, Challenges, Complexities and Position
1 The CORE Report: Background, Content, and Reception
2 Religion, Worldviews, and Education for Democratic Citizenship: Perspectives from beyond England
3 Religion and Religions
4 Worldview and Worldviews
5 Religion and Worldviews within RE
6 Religion, Worldviews, Knowledge and Disciplines
7 Well-Being and the Public Good: Education, Religion and Worldviews
8 Religion and Worldview Literacy
9 Big Ideas and the Challenge of Curriculum Design
10 Review, Reflections, Recommendations
Über den Autor / die Autorin
Kevin O’Grady is an independent educational consultant and researcher based in Sheffield, England. His book Religious Education as a Dialogue with Difference was published by Routledge in 2019.
Zusammenfassung
This timely volume addresses current debates surrounding the transition from the teaching of religious education (RE) to the more holistic subject of Religion and Worldviews (R&W) in England, and posits criteria for best practice among educators in varied settings and in a broader international context.
