Curb Your Enthusiasm: In Search of Theological Illiteracy

Some people will use any strapline to try to grab attention. But searching for illiteracy (yep, you read it right) would seem to be the plumbing the depths. However, there is a serious paradox at the heart of RE.

The more religiously literate you become, the more you realise that most religious people are theologically illiterate. Discuss!

And this paradox underpins the struggles some folk are having with the latest GCSE courses.

As pupils get better at understanding religion you hope they will recognise that religious affiliation consists of patterns of being, belonging and believing. And for many (most?), their religious life is primarily about being and belonging rather than believing.

Few religious folk have much depth of theological literacy. As one of my colleagues often reminds me, there is a danger that we are starting to expect Year 6 pupils to develop a subtler level of theological understanding than most religious believers (noting the paradoxical use of the word ‘believers’). ‘Belonging not Believing’ characterises the religious life of many; much to the chagrin of some. But many are happy to operate with a light touch approach to theological concepts. (See the brilliant analysis in Linda Woodhead and Andrew Brown’s new book: That Was The Church That Was.)

What is the role of RE in relation to theological illiteracy?

Should we note it and move on? Should we try to make sense of it as part of the complex nature of religion? Should we try to compensate and address that illiteracy?

A consequence and symptom of this paradox can be seen daily in the fascinating cries for help by those teaching the new GCSEs. The RE community is being incredibly supportive as always.

This week it was the issue of the Genesis concept of ‘ruach’. How do we teach it? Is it the same as the Holy Spirit? Is it a dimension of the Trinity? How can I help students understand? Help! Many came to the rescue.

But isn’t there a more fundamental question? How many Christians would have a clue? It has pointed out yet again the gaps in theological and scriptural knowledge of many RE teachers. But this level of theological knowledge was not what religious studies degrees were about. Certainly not mine with Ninian Smart all those years ago.

Some are arguing that we need to improve our subject knowledge. Guilt abides. But one thing we know as good students of religion is that few Christians would have this subject knowledge. So what is it we don’t know? If theology does not play a meaningful part in the religious life of most people, why are we placing so much emphasis on it as part of the impartial study of religions?

Aren’t we massively over-playing the role of doctrine, belief and theology in the lives of most religious people? And if so, who is driving that agenda?

Other examples come to mind. The request for help in understanding the question: how does belief in the incarnation affect the daily life of Christians today? Answer – for most it probably doesn’t!! Or the Catholic teacher wondering why he is trying to explain the scriptural origins of The Trinity and its development in the Council of Nicaea to Set 4. To use his words: What’s it for? What is the point?

In the background are talented teachers who love this stuff and can convey that enthusiasm to their students ……… and make the rest of us feel a bit inadequate! Enthusiastic, talented teachers can teach their enthusiasm to any students. But is the content worth learning? (and I know how irritating I can be explaining glazes, slips, throwing and slabbing to a poor passer-by with no knowledge of ceramic processes!).

This level of theological understanding is now niche stuff – it’s for specialists not the general population. The cost of making it central to the RE curriculum is the topics that get left out – that are arguably much more central to the study of religion and belief and much more useful in developing religious literacy ………………. the study of real religion and belief!!!

So can I suggest that those theological keeners need to ‘curb your enthusiasm’ and recognise the virtues of theological illiteracy?

But in the meanwhile you struggle on with those GCSE demands!