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Research

Critical RE and the child’s right to an open future

Oduntan Jawoniyi

Research Summary

This research argues that the teaching of religion in state-funded schools, in liberal democracies, should be based on the child’s acquiring critical, rational, and cognitive understanding rather than seeking to nurture her or him in a specific faith tradition. Drawing on one religious education classroom scenario, it is shown how treating truth-claims equally and neutrally leads to critical thinking, autonomy, and the child’s right to an open future (not predetermined by adults). It is shown how the teaching of religion could put into practice the liberal aims of education as articulated in educational theory and philosophy.

Researcher

Oduntan Jawoniyi

Research Institution

Queen’s University, Belfast

What is this about?

This research is about how children should be educated as future citizens of liberal democracies and the contribution of RE. It argues and shows how if, in RE, different truth-claims are treated equally and neutrally by teachers, children can develop critical thinking and autonomy. In this way, the subject contributes to their right to an open future, meaning that it contributes to their right to develop in ways that lead to their future autonomy as adults.

What was done?

This is a scholarly research essay, analysing and evaluating different perspectives on the role of RE and the place of critical thinking within it. It draws out recommendations for professional practice and illustrates these with a thought-experiment.

Main findings and outputs

  • The fact that every curriculum subject (including RE), should enable children to develop critical thinking and become rationally autonomous individuals is not in question.
  • What is in question is whether or not religion could be taught according to these aims.
  • The following scenario suggests yes. Ms.Smith is personally religious, but a teacher committed to the idea that RE should not proselytise. She teaches a Y8 group about the origins of the universe. In teaching them about various religious beliefs, creation myths and scientific theories, she side-steps any issues of truth, refusing to adjudicate. She also does not ridicule any material presented. Finally the pupils hold their own animated debate.
  • This avoids indoctrination, and presenting any views as superior, and the hostility that may result if religious beliefs are presented as truth-claims in the classroom.
  • It prepares children to exercise democratic citizenship, able to follow the plans and principles which they have independently chosen.

Relevance to RE

The research is directly relevant to RE, presenting a possible way of teaching based on a clear theory that emphasises democratic citizenship and children’s rights. Teachers may want to discuss the ideas and try out the practice model. The research could, thus, be the basis of a useful CPD session.

Generalisability and potential limitations

This research is not based on empirical data that could be viewed as more or less generalisable – rather, it presents a scholarly argument for readers to assess, whose teaching ideas can be trialled and evaluated in their own classrooms.

Find out more

The full article is: Oduntan Jawoniyi (2015) Religious Education, Critical Thinking, Rational Autonomy, and the Child’s Right to an Open Future, Religion & Education, 42:1, 34-53.

https://www.tandfonline.com/doi/abs/10.1080/15507394.2013.859960?journalCode=urel20

 

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