Global terms: Curriculum & Pedagogy

Why and how media coverage of religion must be part of RE

Research Summary: Why and how media coverage of religion must be part of RE

Existing GCSE and A-level syllabuses include modules on religion and the media, but these have not been widely or well studied. The modules may be difficult to teach well, and teachers have few good resources to use. The newly launched specifications for RS GCSE and A-level examinations have eliminated, almost entirely, any study of religion and the media. The absence of this theme is troubling. Critical appreciation of the ways media depicts religion is especially important for forming responsible, educated citizens in modern Britain. Key principles and questions that might help equip teachers to tackle critically and intelligently issues about religion in the media are offered. The approach is illustrated by considering media responses to the Charlie Hebdo attacks in Paris.

Researchers

David G. Horrell, Karen O’Donnell & David Tollerton

Research Institution

University of Exeter, University of Durham

What is this about?

  • For RS students to learn about how the media shape views of religion is important, but often not well done.
  • Religion and the media is troublingly absent from the new generation of exam specifications.
  • However, teachers can still do something about this.
  • The researchers offer a framework of principles and questions that will help teachers to tackle the issues critically and intelligently.

What was done?

This research is partly a survey and commentary on GCSE and A level RS specifications and examiner’s reports past and present, focusing on religion and the media; partly a document analysis of different newspapers’ coverage of the Charlie Hebdo attacks; and partly a set of suggestions on how teachers might engage students with issues of media representation of religions in a balanced, critical and intelligent way.

Main findings and outputs

  • Examiner’s reports show how in the former generation of exam specifications, options on religion and the media were neither favoured by teachers nor answered well by students. This may be because the area is difficult, media angles on religion shifting constantly.
  • It is nevertheless found regrettable that coverage of the media and religion is more or less absent from the new specifications.
  • In order to be responsible citizens and often without ‘insider’ knowledge of religion, young people will have to learn to manage the depiction of religion in the media in a critically informed way – sometimes, media portrayals of religion can be simplistic and misleading.
  • Firstly, religions should not be studied in isolation from their wider social contexts.
  • Secondly, wider societies should also be studied from a ‘religious’ perspective, asking about what is held to be sacred, what is worshipped and so on.
  • Thirdly, there are different questions to ask –
    Where does this material come from?
    Who created this material, and why?
    How do different media reports reflect particular interpretations of events with religious significance and what meanings are constructed in these depictions?
    How does media coverage reveal competing value systems and convictions concerning what is sacred?
    For example, in different English newspapers’ coverage of the Charlie Hebdo attacks, there were different outlooks on religious minorities, blasphemy and what the core values of Western civilisation are.

Relevance to RE

The research is directly relevant to RE teaching, demonstrating the necessity of analysing media representations of religion as part of the subject and offering teachers a suggested framework and set of questions to use to do so.

Generalisability and potential limitations

The RE teaching framework and questions have wide generalisability – they could be applied in a very wide range of cases. Some of the language of the questions may need to be adapted to the learning needs of pupils of different ages and abilities, e.g. rather than ‘How do different media reports reflect particular interpretations of events with religious significance and what meanings are constructed in these depictions?’, it might be asked ‘How do different media reports show different attitudes to religions or events involving religions? What messages are passed on?’.

Find out more

The full article is: David G. Horrell, Karen O’Donnell & David Tollerton (2018) Religion and the media in GCSE and A-level syllabuses: a regrettable gap and proposals to fill it, British Journal of Religious Education, 40:2, 114-123.

https://www.tandfonline.com/doi/abs/10.1080/01416200.2016.1190686?journalCode=cbre20

What makes great teaching?

Research Summary: What makes great teaching?

This report reviews over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. It finds some common practices can be harmful to learning and have no grounding in research. Specific practices which are supported by good evidence of their effectiveness are also examined and six key factors that contribute to great teaching are identified. The report also analyses different methods of evaluating teaching including: using ‘value-added’ results from student test scores; observing classroom teaching; and getting students to rate the quality of their teaching.

Researchers

Robert Coe, Cesare Aloisi, Steve Higgins & Lee Elliot Major

Research Institution

Centre for Evaluation and Monitoring, Durham University, Sutton Trust

What is this about?

This review set out to address three apparently simple questions:

  1. What makes ’great teaching’?
  2. What kinds of frameworks or tools could help us to capture it?
  3. How could this promote better learning?

What was done?

The researchers carried out a review of a large number of international research sources on what makes great teaching and different ways to evaluate teaching quality. Those found to be most relevant are included in the review. The review concludes with recommendations about how the findings might be taken forward, i.e. keeping a focus on student learning, using multiple measures of evaluation, asking school leaders to develop high quality assessment and data skills and balancing challenge and acceptance so that there is not too big a gap between the research evidence and what teachers are already doing.

Main findings and outputs

The two factors with the strongest evidence of improving pupil attainment are:

  • teachers’ content knowledge, including their ability to understand how students think about a subject and identify common misconceptions
  • quality of instruction, which includes using strategies like effective questioning and the use of assessment

Specific practices which have good evidence of improving attainment include:

  • challenging students to identify the reason why an activity is taking place in the lesson
  • asking a large number of questions and checking the responses of all students
  • spacing-out study or practice on a given topic, with gaps in between for forgetting
  • making students take tests or generate answers, even before they have been taught the material

Common practices which are not supported by evidence include:

  • using praise lavishly
  • allowing learners to discover key ideas by themselves
  • grouping students by ability
  • presenting information to students based on their “preferred learning style”

Relevance to RE

The emphasis on teacher content knowledge underlines the need for RE to be taught by qualified specialists. It also encourages RE teachers to think hard when planning topics and lessons about how their specialist subject knowledge might be used to promote student learning. The other main findings are also relevant to RE classroom practice, e.g. the emphasis on quality of instruction suggests that teachers and departments might build up banks of questions and assessment tasks found to be effective in promoting student learning.

Generalisability and potential limitations

The authors do recognise limitations. For example, their review is focused on teacher effectiveness, “that which leads to high achievement by students in valued outcomes, other things being equal.” (p.9). However, they acknowledge that this might not fully capture desirable aims for education. They also acknowledge that attributing effects on student outcomes to individual teachers is not straightforward and that a range of factors should really be taken into account. The report merits careful consideration and cannot be understood as a check-list.

Find out more

The report is freely downloadable from https://www.suttontrust.com/research-paper/great-teaching/

Understanding Christianity

Research Summary: Understanding Christianity

Disagreements about how Christianity should be taught in state-funded school RE have a long history. In this article are considered debates that have arisen about theologically-based pedagogy. The focus is Understanding Christianity, a resource inspired by recent developments in hermeneutics. When studying the Bible, should pupils should be viewed as insiders or outsiders? The argument is that hermeneutics offers a robust model for an academically rigorous approach that enables pupils to be both insiders and outsiders. There is explanation of how Understanding Christianity has attempted to embody this aspiration.

Researchers

Stephen Pett & Professor Trevor Cooling

Research Institution

RE Today Services / Canterbury Christ Church University

What is this about?

  • How should Christianity be approached in state-funded school RE? Especially, how should the Bible be approached?
  • Are theological approaches to Christianity appropriate in state-funded school RE?
  • Hermeneutical approaches to Christianity are argued to be appropriate: academically rigorous, requiring pupils to examine the nature of the text but also attending to their own backgrounds and responses.
  • It is shown how the Understanding Christianity resource puts this approach into practice.

What was done?

The article is a scholarly essay on theological approaches to RE, examining the different arguments for and against and presenting the strengths of a hermeneutical theological approach, as exemplified in the Understanding Christianity resource.

Main findings and outputs

  • There is suspicion that using theology as a pedagogy of RE is hijacking RE for faith formation.
  • However, Understanding Christianity and its hermeneutical approach answers this concern.
  • Julia Ipgrave’s work is cited, whereby it is possible for students as academic outsiders to learn from the Bible as insiders with personal integrity, without being treated as Christian insiders.
  • Pupils should ask what their ‘pre-understanding’ of texts is; from what point of view do they interpret?
  • They should try to discern its originally intended meaning, through study of the various background factors, then ask about its significance (if any) for themselves.
  • In these ways, there can be responsible interpretation and awareness of diversity.
  • The selection of material for and pedagogy of Understanding Christianity reflect these priorities.

Relevance to RE

The article presents and defends the merits of an increasingly known though contested approach to Christianity in RE. It offers thought-provoking points for teachers to consider when preparing lessons (e.g. on page 265 where we are asked to consider the effect of offering pupils various titles for the same parable: Prodigal Son, Wasteful Son, Lost Son, Foolish Father, Careless Country, Forgiving Father or Two Lost Sons). Many RE teachers will be familiar with the Understanding Christianity materials and readers are encouraged to read the original BJRE article.

Generalisability and potential limitations

Because this is a scholarly essay, the question of generalisability does not really apply. Rather, readers are encouraged to try out and evaluate the approach in their own classrooms.

Find out more

Stephen Pett & Trevor Cooling (2018) Understanding Christianity: exploring a hermeneutical pedagogy for teaching Christianity, British Journal of Religious Education, 40:3, 257-267.

https://www.tandfonline.com/doi/abs/10.1080/01416200.2018.1493268?journalCode=cbre20

The RE-searchers Approach: Critical, Dialogic and Inquiry-led RE for the Primary School

Research Summary: The RE-searchers Approach: Critical, Dialogic and Inquiry-led RE for the Primary School

The ‘RE-searchers approach’ provides an innovative pedagogy for delivering RE in primary schools. It is inquiry-led and reflective, where the pupils are joint researchers (alongside their teacher) in the RE classroom and use a variety of methodologies and methods to investigate the subject matter understudy. This draws away from the teacher as the deliverer of factual information and instead introduces pupils to a variety of the approaches to the study of religion(s) and worldview(s) used throughout schools, university, and beyond. The RE-searchers approach offers multiple cartoon characters, each of whom use a different methodology and method (for example, the participator/experiencer: ‘Have-a-go Hugo’, and the interviewer/communicator: ‘Ask-it-all Ava’). Pupils engage with the characters and can adopt each character’s approach to research, thereby learning about not only ‘religion(s)’ but also ‘how to learn about religion(s)’. This is an interactive and inquiry-led approach to RE that highlights the role of interpretation, methodology and method in the study of religion(s) and worldview(s).

Researchers

Professor Rob Freathy, Giles Freathy, Dr Jonathan Doney, Dr Karen Walshe & Dr Geoff Teece

Research Institution

University of Exeter

What is this about?

  • How might primary RE teachers introduce an inquiry-led approach into the classroom?
  • How might pupils be introduced to the variety of interpretations, methodologies and methods that are used within the study of religion(s) and worldview(s) as a field of academic inquiry?
  • How does stepping in and out of RE-searcher character assist pupils to become aware of the multi-perspectival nature of research?
  • How has the RE-searchers approach been introduced, implemented and received in schools and by teachers?

What was done?

The RE-searchers approach has been co-created by Giles Freathy (ex-RE teacher, now primary teacher trainer) and Professor Rob Freathy (Graduate School of Education, University of Exeter). A manual and classroom resources have been developed for use in primary schools and trialled in various schools in the south west of England as well as further afield. Extensive theoretical research underpinned the development of the approach: this has been published alongside more practical classroom guides:

Main findings and outputs

The trials and feedback from those who have used the approach report that pupil engagement and enjoyment of RE is raised as a result. Some of the benefits for pupils and for teaching and learning in RE are as follows:

  • Successful movement away from a focus on learning factual ‘content’ in RE towards a wider conception of ‘knowledge’ (know that, and know how);
  • Heightened engagement with multi-methodological and multi-perspectival approaches, stimulating reflective and reflexive learning;
  • Greater stimulation and enjoyment for the pupils, through engagement with the RE-searcher characters;
  • Appreciation by the pupils of their own learning preferences (which character’s approach they prefer) and the benefits/limitations of each approach.

The approach has been recognised as innovative and successful by teachers, teacher-trainers and inspectors. Giles Freathy received a TES award in 2014 for the full implementation of the approach at Sir Robert Geffery’s School in Cornwall. The approach has since been the subject of multiple workshops and presentations at CPD/ITT training events and RE conferences. The full manual and resource pack, as well as further details, can be found on the RE:Online website.

Relevance to RE

RE teachers can explore the approach in the manual and find sample resources in the publications on RE:Online. It is directly applicable to their teaching environments and has the potential to markedly improve their classroom practice and the critical engagement of the pupils:

RE-searchers Approach

Generalisability and potential limitations

The project is ongoing and thus remains under development. By no means do the RE-searchers characters cover every interpretation/methodology/method found in the study of religion(s) and worldview(s). They are indicative only. Teachers are encouraged to engage with and experiment with the approach in order to further its development. For brief, teacher-friendly introductions, see:

Freathy G, Freathy R (2014). The RE-searchers: promoting methodologically orientated RE in primary schools. REtoday, 31(3), 50-51.
Freathy R, Freathy G (2013). RE-searchers: a dialogic approach to RE in primary schools. REsource, 36(1), 4-7.

The approach is aimed at primary settings; however, it is recognised that a critical, dialogical, multi-perspectival, and multi-methodological approach is required in secondary schools too. The approach can be developed for that setting as well. Some of the underpinning theory can be found here:

Freathy R, Freathy G (2014). Initiating children into hermeneutical discourses in Religious Education: a response to Rachel Cope and Julian Stern. Journal for the Study of Spirituality, 3(2), 156-167.

Find out more

Freathy R, Doney J, Freathy G, Walshe K, Teece G (2017). Pedagogical bricoleurs and bricolage researchers: the case of Religious Education. British Journal of Educational Studies, 65(4), 425-443.

https://www.tandfonline.com/doi/abs/10.1080/00071005.2017.1343454?journalCode=rbje20

The Doughnut and the Hole: Spiritual Development in Primary schools

Research Summary: The Doughnut and the Hole: Spiritual Development in Primary schools

‘The Doughnut and the Hole’ (1997), aimed to try to find through talking with teachers, advisers, children, researchers and reading widely, some simple, appropriate ways to encourage Spiritual Development in Primary Schools. The resulting images from this research have been useful in further work by myself and others. Seeing ourselves as spiritual in the sense of being Holy Doughnuts: Holy Wholes with Holy Holes, and the need to allow time for openings: as Windows, of wondering about the Wows and Ows of life; as Mirrors (of reflecting on this;) and Doors (of opportunity to express and act on what is being learnt from this). This piece of research can be found via the link below and supports other work in which I am now involved.

Researchers

Liz Mills

Research Institution

Farmington Institute

What is this about?

‘The Doughnut and the Hole’ (1997), aimed to try to find some simple, appropriate ways to encourage Spiritual Development in Primary Schools.

What was done?

This was a piece of Action Research in schools involving interviewing and working with teachers, children, parents and governors as well as background networking with advisers and researchers around the country, together with wide reading.

Main findings and outputs

What is spiritual development? Here a simple definition image was offered: a Holy Doughnut. An image which might help us see ourselves as ‘spiritual’ in the sense of being like doughnuts with holes: Holy Wholes with Holy Holes. Secondly, how might spirituality be developed? Here an alternative understanding of the word ‘development’ was offered: development as a process of realisation, like developing a photo, rather than a continuous push for ‘progressive’ development.

Three images resulted from this research, to help schools to plan practically. Windows (of wondering about the Wows and Ows of life), Mirrors (of reflecting on this) and Doors, (of opportunity to express and act on what is being learnt from this).

Relevance to RE

Teachers might use the research to help develop appropriate, inclusive ways to understand the term spiritual development in primary schools; and to do practical, creative work with this in RE, SMSCD or throughout the curriculum.

Generalisability and potential limitations

Other teachers might like to make use of and build on the ideas contained in the research.

Find out more

http://www.farmington.ac.uk/index.php/ps12-the-doughnut-and-the-hole/

The Art of Narrative Theology in Religious Education

Research Summary: The Art of Narrative Theology in Religious Education

This project, funded by the Bible Society and Westhill Endowment Trust, developed curriculum resources for use with Key Stage 3 pupils using the contemporary biblical paintings of Brian J. Turner (www.bibleproject.co.uk) which show biblical scenes in a quirky, contemporary style that is both engaging and thought-provoking. This use of art serves to bring the idea of interpretation to life for pupils, giving license to their own, personal interpretations of the narratives, and introducing the concept of participation in respectful dialogue with the beliefs and interpretations of others. Over the course of 12 lessons, pupils are introduced to the Bible and explore a selection of eight significant biblical narratives. They also consider the single, over-arching narrative of the Christian faith – the story of creation, fall and redemption – that runs through the Bible as a whole, and to which each of the individual narratives contributes.

Researchers

Professor Rob Freathy, Professor Esther D Reed, Dr Anna Davis & Dr Susannah Cornwall

Research Institution

University of Exeter

What is this about?

The project seeks to develop a pedagogy of Religious Education (RE) based upon a narratival framework informed by both narrative theology and narrative philosophy. Working from the narrative assumption that individuals and communities are formed by reading, sharing and living within stories, the project team suggest that such a narratival pedagogy of RE might encourage pupils to think about how the lives of Christians are shaped by their interpretations of biblical narratives, to offer their own interpretations of biblical and other texts, and to consider the stories – religious, non-religious or both – which shape their own lives. In so doing, the project seeks to move away from a ‘proof-texting’ approach to the Bible towards one in which pupils are enabled to think about the significance of biblical narratives for both Christians and themselves. The resultant pedagogy comprises four phases of learning: (1) encountering narrative; (2) interpreting narrative; (3) understanding narrative in community contexts; and (4) reflecting on narratives of self and others. This pedagogy has been implemented in practice to form a set of commercially-published curriculum materials for use with KS3 students (Freathy, R., E. D. Reed, A. Davis, and S. Cornwall [2014]. The Art of Bible Reading. Buxhall: Kevin Mayhew Ltd).

What was done?

Curriculum materials for an initial 3-lesson block were designed and trialled. A workshop for local schools was held in Exeter Cathedral based on the materials. A further 7-lesson block was designed and trialled. An academic article was published on the approach, outlining the underlying theories.

Main findings and outputs

  • Narrative theories are widely accepted as proposing that human beings – both as individuals and within societies – experience, understand and explain life not as a succession of disconnected momentary occurrences but primarily in ‘story’ form, as a series of on-going, interconnected narratives that are subject to time and bound up with history, culture and context. These narratives comprise multiple interweaving layers that include, but are not limited to, shared texts, histories and traditions, and the realities of daily life experiences.
  • Narrative theories have been adopted by many Christian theologians as a way of talking about the doctrines and practices of their faith. These theologians understand the Bible first and foremost not as a set of abstract moral commands or doctrinal edicts but as a collection of stories that tell about the revelation of God through history, and perceive communities of faith as ‘living stories’ comprising individual members whose community life is an on-going interpretation of biblical narratives. Less widely known or developed is a similar embracing of narrative theories by scholars of Judaism and Islam among other faiths.
  • We understand narrative as a descriptive (rather than prescriptive), flexible and inclusive term that can hold shared meanings for both faith traditions and a range of pragmatic thinkers, including those of non-foundationalist and other perspectives. The term does not presuppose the acceptance of particular worldviews or beliefs but can be accepted by theists, atheists, agnostics and others. It is equally important, however, to ensure that each of the faith traditions can recognise and share the narrative approach that is developed.
  • A narrative approach – drawing upon narrative theology and narrative philosophy – makes possible the study of how people understand the narratives – faith-based or otherwise – that make up their own lives, and how they understand the narratives of the lives of others, challenging the commonly-held view that we exist as neutral individuals with uniformed and objective identities and outlooks.

Relevance to RE

Teachers may wish to explore and experiment with a narrative approach in the classroom. Explanations and lesson resources are available in the YouTube video (URL above), the academic article (Esther D. Reed, Rob Freathy, Susannah Cornwall & Anna Davis [2013] ‘Narrative theology in Religious Education’, British Journal of Religious Education 35[3]: 297-312), and the textbook (student and teacher editions).

Generalisability and potential limitations

The main limitation is that people often assume a narrative approach must be based solely on narrative theology, and that narrative theology must be inherently Christian. It will take further work to convince people that a narrative methodology can be used effectively to conceptualise any faith tradition, and that a narrative pedagogy can be inclusive of all students, regardless of their own faith/non-faith position. Understanding that a narrative approach should also be considered as merely one of many possible and legitimate approaches is also required.

Find out more

Esther D. Reed, Rob Freathy, Susannah Cornwall & Anna Davis [2013] ‘Narrative theology in Religious Education’, British Journal of Religious Education 35[3]: 297-312

The advantages of using philosophy for children in RE

Research Summary: The advantages of using philosophy for children in RE

What view of educational content or knowledge does philosophy for children have, and what kind of thinking does it promote amongst pupils? E.g. does it lead them to firm, absolute conclusions, or does it take away authority and guidance? The research (based on analysing theory and field data) shows that philosophy for children avoids these extremes and enables pupils to be evaluative. This is argued to be positive for RE lessons, because it helps pupils find meaning in their lives and helps social cohesion. Thus, RE teachers ought to be aware of these findings and consider whether or not philosophy for children might be used in our classrooms.

Researchers

Nastasya van der Straten Waillet, Isabelle Roskam & Cécile Possoz

Research Institution

Catholic University of Louvain, Belgium

What is this about?

  • The context for the research is reforms to RE in French-speaking Belgium. In other places philosophy for children had been introduced, but there was concern that this approach took firm guidance away from pupils.
  • Philosophy for children is explained.
  • Absolutism and relativism are explained, and philosophy for children placed in between them.
  • Philosophy for children is shown to help pupils to evaluate religious material – and this is argued to help them to develop personally and to to help with cohesion in society.

What was done?

The research consists mostly of review and discussion of theories and types of pedagogy, though some field data fom other studies are also brought in.

Main findings and outputs

  • Philosophy for children: children should be enquirers, pursuing questions and developing critical thinking. In the pedagogical method of a community of inquiry, they consider a stimulus (e.g. text, picture), raise related questions, focus down jointly on one question and are guided by the teacher through a discussion designed to illuminate different points of view and decision-making.
  • It isn’t an absolutist process, inquiry and decision-making are ongoing and no fixed, objective truth can be known.
  • Neither is it a relativist process, critical thinking and argumentation are important and there is no assumption that all points of view are equally true.
  • Philosophy for children is between the two extremes, calling for ongoing exploration of different views and ideas and respecting pupils’ rights to correct themselves and change their minds.
  • Being evaluative makes philosophy for children highly suited to RE. It helps young people to make meaning for themselves. This is good for democracy and helps pupils as future citizens (people of different religious and non-religious persuasions should be prepared to listen to and discuss views with one another).
  • In the approach taken within the Hampshire Agreed RE syllabus, teachers create communities of inquiry on religious concepts, using a five-step method: pupils communicating understanding of the concept, applying this understanding to different contexts, inquiring about a question that emerged through the first two steps, contextualising the concept and related questions in various religious and secular contexts, and finally evaluating the concept from several viewpoints including their own.

Relevance to RE

The research is relevant to RE curriculum planning but especially to pedagogy. Teachers who already use philosophy for children within RE might use the research as a means to know and understand more about its purposes and processes. The research suggests that philosophy for children can help pupils to gain improved skills of evaluation, so teachers who are aiming to improve their pupils’ evaluative skills might be directed to the use of philosophy for children as a method of teaching.

Generalisability and potential limitations

The research appears to offer generalisable findings about the uses and possible benefits of philosophy for education, but like much research on pedagogy, depends on teachers to work with the methods in their own classrooms and reflect on their practice. Within that, it provides a useful criterion: did the teaching enable pupils to be more evaluative than before? How might it be developed so as to enable them to improve their evaluative skills further, in future?

Find out more

On the epistemological features promoted by ‘Philosophy for Children’ and their psychological advantages when incorporated into RE, British Journal of Religious Education 37.3 pages 273-292 (published online 30 July 2014), 10.1080/01416200.2014.937795

http://www.tandfonline.com/doi/abs/10.1080/01416200.2014.937795

Teaching morality, developing character: lessons from John Dewey

Research Summary: Teaching morality, developing character: lessons from John Dewey

This article is about John Dewey’s philosophy of education and the problems it has been accused of causing. In the USA, some have expressed concerns about a crisis of character, leading to a decline in moral behaviour in society and in schools. For some scholars, this crisis of character has been caused by Dewey’s ideas of child-centred education, whose influence has stopped children from getting the authoritative, character-building instruction that they need. The author examines these criticisms of Dewey and finds them to be misplaced. He reviews aspects of Dewey’s educational philosophy and finds that it would support good character education and education for democracy. There is plenty of relevance to RE pedagogy here, because (whilst RE is not directly mentioned), it is shown that Dewey’s ideas on pedagogy suggest ways to study content (e.g.religious beliefs and values) whilst avoiding two potential pitfalls: using content (e.g. religious beliefs and values) as items of instruction, or allowing children the ‘freedom’ to develop their own beliefs and values without challenge.

Researcher

Brian White

Research Institution

Grand Valley State University, USA

What is this about?

  • Why do some scholars view John Dewey’s ‘child-centred’ philosophy of education as responsible for a ‘crisis of character’ in the USA’s society and schools?
  • When Dewey’s key ideas about education are revisited, can the accusations against them be maintained?
  • How do Dewey’s ideas about education really relate to issues of morality and character formation?
  • What lessons for pedagogy can be drawn from this discussion?

What was done?

This is a scholarly essay, describing and evaluating criticisms of John Dewey’s philosophy of education and shaping conclusions that are of use to teachers.

Main findings and outputs

  • Some critics accuse Dewey of a ‘free-wheeling child-centredness’ that prevents children from developing discipline or will. However, what Dewey actually says is that children’s interests must be harnessed and developed. This needs seriousness, absorption and purpose on the part of teachers and children.
  • Some critics accuse Dewey of minimising the role of teachers, but what he says is that teachers’ guidance is crucial. They must point out obstacles and guide children through them, for instance, and must establish a democratic culture in the classroom.
  • Some critics accuse Dewey of pushing academic subject content to the margins, but what he says is that a subject content-rich environment is needed, for children to examine the necessary problems and develop the necessary skills and traits (investigative, communicative, just, disciplined); natural interest must be engaged with content.
  • For Dewey, the traditional, instruction-driven, obedience-driven classroom dilutes character. If students’ natural interests are ignored, if they are outwardly compliant, they will be be inwardly engaged in avoidance. The development of character through education is dependent on teachers actually getting to know who their students are as people and as thinkers. For Dewey, values, moral or character cannot be simply ‘hammered in’ to children.
  • One USA character education programme, Positive Action, in a way reflects his ideas on collaboration and enquiry. Instead of being told what character is and how they should behave, students are asked how they like to be treated. They suggest the same top values of respect, fairness, etc.

Relevance to RE

There are two main ways in which this material is relevant to RE pedagogy. In the first place, it calls into serious question the pedagogy of ‘direct instruction’. If religious beliefs, values or other items of religion are simply presented to pupils to absorb or ‘learn about’ without opportunity to respond or engage, their character development will not be strengthened. A more productive pedagogy arises through the skill of matching pupils’ interests to religion and making use of their natural inclination to debate and discuss. Secondly, what Dewey says about obstacles is relevant. Religious beliefs can be used to challenge pupils’ opinions and force them to reason and develop (“but what about the idea that all life is sacred . . ?”); or vice versa (“can you see any problems with holding to the belief that all life is sacred . . ?”). Teacherly concern for pupils’ development does not mean leaving them in a comfort zone, but just the opposite.

Generalisability and potential limitations

Whilst not presenting data as such, this essay presents issues and ideas that are very worthy of general consideration by all teachers, perhaps especially those concerned with RE, moral education, citizenship education and values.

Find out more

Scapegoat: John Dewey and the character education crisis, Journal of Moral Education 44.2 pages 127-144 (published online 13 May 2015), 10.1080/03057240.2015.1028911

http://www.tandfonline.com/doi/abs/10.1080/03057240.2015.1028911

Teaching gifted children in RE

Research Summary: Teaching gifted children in RE

Through RE, many gifted students who might otherwise be missed can be identified. The findings of this research are based on a study of Heads of Department in three very different sec-ondary schools in Cambridgeshire, and how they identified and challenged students gifted and in studying religion. The lack of student challenge in much RE is discussed and ways are suggested to extend and enrich all. Strategies are discussed for doubly exceptional students (e.g. those with profound insights but poor written skills). The research suggests how the RE profession could develop an approach to giftedness, with direct implications for classroom activities including poems, debates and plays.

Researcher

Jane Mary Ramsay Simpson

Research Institution

Independent researcher

What is this about?

  • What does ‘being a gifted student’ mean in relation to RE?
  • What is a ‘doubly exceptional’ student?
  • What kinds of pedagogy and support do gifted students need in RE?
  • What are some good examples of these, and what can teachers do next?

What was done?

Literature searches on RE and giftedness, interviews with Heads of RE, surveys of schools’ policies and documentation.

Main findings and outputs

  • Few teachers were aware of the overlap between RE skills and ‘doubly exceptional’ giftedness (e,g autistic or dyspraxic pupils with high insight but poor writing).
  • Doubly exceptional pupils often show spiritual or emotional sensitivity, profound questioning, high expressivity and a sense of social justice.
  • However, usually, RE teachers have responded to giftedness by producing extension activities based on higher thinking skills.
  • ‘Teacher A’ says her most important strategies are asking open-ended questions, and providing extended reading resources.
  • ‘Teacher B’ says her department has just begun to re-write schemes of work to cater for gifted students, providing more depth to challenge the most able.
  • ‘Teacher C’ struggles to find opportunities to train to teach gifted pupils.
  • ‘Teacher B’ used both classroom observation and assessed tasks to write students’ reports, commenting on both empathy and knowledge level. ‘Teacher A’ provided laptops and placed doubly exceptional students in top sets.
  • Such pupils need support. ‘Concept cracking’ provided adequate tasks, e.g:
  • Pupils decide which concept they are going to crack, such as abortion, find the related concepts such as ‘Is life sacred? ’, study the core ideas in different religious traditions and then see how these religions diverged when they put their ideas into practice.
  • Moral dilemmas can be set: pupils can use creative methods such as poems, plays or debates to explore and respond to them. Gifted pupils themselves can help to identify suitable pedagogy.

Relevance to RE

  • School and departmental policies can be assessed in the light of the research: is provision for the gifted planned adequately?
  • The research would give an interesting and useful basis for teacher training or teacher development sessions.
  • Regarding RE pedagogy, the examples of tasks for the gifted that are provided by the research could be adapted for use in teachers’ own schools.
  • The creative, open-ended, exploratory style of pedagogy suited to the needs of gifted children could be explored and developed by RE teachers and RE departments; it could well prove to be helpful in improving provision for all children. Again, teachers can consult pupils about this.

Generalisability and potential limitations

Only three schools were researched, but the literature cited is broad and the examples of pedagogy are very interesting. For generalisability, it is really up to RE teachers to test out the conclusions of the research in their own schools, and the research gives a good basis for this.

Find out more

Bridging the gap between Religious Education and gifted education: theory and praxis in three secondary school programmes in Cambridgeshire, British Journal of Religious Education, 34:3, 247-261 (published online 6 February 2012)

http://www.tandfonline.com/doi/abs/10.1080/01416200.2011.649342

Teaching controversial issues in RE: the case of ritual circumcision

Research Summary: Teaching controversial issues in RE: the case of ritual circumcision

This is a critical scholarly essay, examining the following questions: What are controversial issues? Who decides whether something is controversial, and how does it affect how a subject is taught? These questions have been discussed often in relation to education, less so in relation to RE specifically. RE teachers need clarity and support, however. So, this research addresses the discussion to RE teaching, taking the example of ritual circumcision as a focus.

Researcher

Marie Von Der Lippe

Research Institution

University of Bergen

What is this about?

  • What counts as a controversial issue?
  • Who decides on whether an issue is controversial, and by what criteria?
  • How does this discussion affect RE teaching, and by what principles should RE teachers be guided?

What was done?

The researcher summarises and criticises different perspectives on what counts as controversy, also drawing on some questions of law and policy and referring to the example of ritual circumcision. She closes with some practical suggestions for RE teachers.

Main findings and outputs

  • Whether or not an issue is viewed as controversial often depends on the teacher’s background and the school and social context.
  • Teachers need to weigh up whether the issue is a matter of fact, or of political debate, and can be presented as settled or open.
  • So whilst ritual circumcision is a settled issue in some communities, it has been a matter of intense debate in Norway. Female circumcision is a settled issue (banned), male circumcision more open, though in Norwegian RE textbooks, female circumcision is presented as a violation whilst male circumcision is presented as a regular ritual practice.
  • Should RE teachers teach about it directively (with one answer in mind) or non-directively (asking for debate)? We need to deliberate and decide, as with other possibly controversial issues, and make this conversation part of teacher training and development. Even if a particular issue appears settled, directive teaching may hinder students’ critical development, so important in democratic life.

Relevance to RE

The research poses real questions to RE teachers – again, ones which they will recognise. The suggestion that RE teachers develop a professional culture of deliberation over controversial issues and how to approach them in the classroom is very good. The research could provide a basis for a CPD session or departmental meeting discussion.

Generalisability and potential limitations

This is an interesting and useful scholarly discussion orientated towards guidelines for the classroom, The issue of data generalisability does not really arise, but the issues are certainly highly relevant to RE teaching and RE teachers may well find the guidance to be helpful.

Find out more

Marie Von Der Lippe (2019): Teaching controversial issues in RE: the case of ritual circumcision, British Journal of Religious Education.

https://doi.org/10.1080/01416200.2019.1638227