Book review: Ways of Knowing: A Toolkit, Secondary

Stephen Pett, Knut Aukland, Trevor Cooling, Chris Cotter, Julia Diamond Conway, Jane Gatley, Is’Haaq Jasat, Richard Kueh, Jon Lanman, Carissa Sharp, Rachel Shilltoe, Simeon Zahl

RE Today 2026

Sample pages are available to download here.

Intended as a contribution to the discussion on implementing ways of knowing into the secondary curriculum, this publication is a comprehensive guide which covers why it is a piece of work worth undertaking, what the disciplines entail and how to begin introducing them into the curriculum. It includes contributions from those in the RE world and the disciplines such as Theology, Sociology and Philosophy among others. It is a great resource for those looking for a place to begin in this area and is also food for thought for anyone wanting to take this work to a deeper level and therefore has pearls of wisdom for teachers at all stages of curriculum development.

The publication, which comes as part of a National Association of Teachers of RE (NATRE) membership and is also available to purchase separately,  begins with an introduction to where the term ‘ways of knowing’ came from. For many classroom teachers, their first exposure to this may have been the Ofsted research review (2021) and its follow up ‘Deep and meaningful? The religious education subject report (2024). The resource highlights that in order to fully understand what ‘ways of knowing’ truly are, we have to look at how this concept has evolved, beginning with the work of Rob and Giles Freathy on methods of study (Introduction to the RE:searchers approach, 2018)  This model introduced the practice of considering methods when teaching substantive knowledge. It was then adapted by the RE Today team in the Challenging knowledge in RE series (2021) before appearing in Ofsted reviews and being included in the RE Council’s Handbook for Curriculum writers (2024). Setting out the journey in this way for the reader shows that a focus on ways of knowing is not simply a requirement of Ofsted but that it has been considered an important part of teaching in RE for some time and is therefore worth investing in.

The toolkit then lays out a rationale for including methodology in the curriculum which is compelling. Hearing the different perspectives on why we should include this element in our curriculum can only inspire teachers to action.

Pett tells us that it brings a transparency to the curriculum so that pupils do not simply have to accept what they are being told. He notes that drawing students’ attention to methods and disciplines will also help them to apply these themselves, creating independent learners. Referencing the work of Jo-Fraser Pearce and Alexis Stones (2023) which calls those who are able to research and critically evaluate ‘epistemic haves’ and those who are not able to do these things ‘epistemic have -nots’ it is made clear to the reader that not including ways of knowing in the curriculum could cause some students to be further behind than their counterparts in other schools who have had this experience.

Dr Knut Auckland raises the issue that students need to become comfortable with the fact that scholars do not always agree and be able to take a neutral approach after looking at different sides of the argument. Given the content that we teach in RE and the reaction that it can bring from students, this is an important thing to consider. Introducing students to methodologies and disciplines can therefore support them in looking at questions they often find so challenging.

Dr Richard Kueh adds that it is important to support students in considering where evidence comes from and whose account should be accepted in a world of false information. This will help them to make informed decisions.

Finally, Professor Trevor Cooling proposes that to achieve the scholarly RE we all aim for, we can take lessons from how PHD students approach their work, with a focus question followed by selecting the best methods to find the answer and then examining their own position.

Therefore, to achieve academically rigorous RE which creates independent learners with the skills required to study our subject to the highest level, it is imperative that students are exposed to ways of knowing in our curriculum.

As a curriculum planner, it is difficult to know where to begin with this task. The resource continues by suggesting that we do not simply need to dive straight in to including different disciplines in our lessons. We can build in methodology in small steps with our younger students by asking questions, analysing data and observations. This introduces the skills that underpin the disciplines before exposing students to them on a deeper level. The icons in the resource are a helpful way to alert students to when they are using these skills and support dual coding in our resources. The icons are clear and easy to interpret. Repeated exposure to them in lesson materials will show students that they already have the skills required to think like a Theologian or a Sociologist and will alert them to where they need to apply these skills.

The publication moves on to show how we might move from incorporating methodologies into the curriculum to a position where students are able to consider issues through the disciplines. It includes a helpful guide from a Theologian, a Sociologist, a Philosopher a Religious Studies expert and an Anthropologist on what questions they ask and how they approach finding out the answers. This is a valuable overview for teachers which allows them to be crystal clear as to what each discipline is about. It is too easy to link any lessons on religious belief with theology and any challenging questions with philosophy and this section of the guide sets out what the discipline involves and which areas of the curriculum it might link to. This information supports teachers in ensuring they are not including surface level references to disciplines in lessons, but that they truly understand the value of each area and how it might enhance the student experience.

Finally, the publication exemplifies how we might take a multi-disciplinary approach to answering questions in the classroom. It uses the example of the Exploring Atheism project and shows how disciplines might be used to evaluate the reasons for non-belief in God. Using a step-by-step guide, the reader is shown how to introduce this in the classroom. The icons highlight which disciplines and methods are being used. Seeing the project broken down like this gives a clear structure for extending this kind of approach to other topics within the curriculum which require our students to evaluate. It makes the process of introducing ways of knowing on a deeper level more manageable.

Having read this publication, the reader will be left with a rationale for developing ways of knowing in their curriculum, a clear idea of the disciplines they might include, a step-by-step guide on how to do this and a way to take it to the next level. The toolkit ensures that this area of the curriculum is not simply paying lip service to the recommendations of documents but is in place and is enhancing the learning and skills of our students. It Truly demystifies this vital area of our subject.

This book is a must read for all secondary teachers of RE. It’s the guide I have been waiting for, whilst having a go on my own!