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Research

Do New Religious Movements have a place in the Secondary R.E. Classroom?

Dr James Holt

Research Summary

This research investigates the place of Christian New Religious Movements in the Secondary R.E. Classroom. This is an area in which there has been minimal research and publication. This research seeks to establish debate about the validity of New Religious Movements inclusion in the teaching of R.E.

Researchers

Dr James Holt

Research Institution

University of Birmingham

What is this about?

It sets out what is meant by the terms ‘New Religious Movement’ and ‘Christian’. While acknowledging that the conclusions reached are a matter of some debate, the study seeks to use ‘NRM’ in a non-judgemental and non-pejorative way. It establishes criteria based on being founded in the last two hundred years and being outside of the ‘mainstream’ (whether placed there by itself or others). Some groups may be upset to find themselves included alongside others in the group but this is perhaps unavoidable. The definition of a Christian as someone who considers themselves so to be is also controversial. It raises issues for the Unification Church who consider themselves Christians but don’t believe that Jesus was the Son of God. Similarly, groups who have tried to limit Christianity may be upset that Latter-day Saints and Jehovah’s Witnesses are found within their boundaries.

The research then goes on to discuss the arguments for and against the inclusion of New Religious Movements in the RE Classroom. These arguments are based on interviews and questionnaires. Each are given thoughtful consideration and responded to as applicable. The conclusion of this work is that New Religious Movements do have a place in the teaching of RE and the concluding two chapters build on this with two case studies- The Church of Jesus Christ of Latter-day Saints and Jehovah’s Witnesses. Each are presented in light of Religious Education, and suggestions are made as to where they can be incorporated in RE’s curriculum.

A final conclusion suggests a way forward for the inclusion of New Religious Movements in Secondary RE.

What was done?

Utilising qualitative research through the use of questionnaires. The questionnaire was distributed to 186 RE teachers and professionals in various networks around the country. There were 105 respondents. The questionnaire focused around experiences of, and attitudes towards the inclusion of New Religious Movements in the RE classroom.

Main findings and outputs

  1. New Religious Movements need to involve themselves more in the R.E. world.
  2. Teachers need to become aware of the beliefs of New Religious Movements.
  3. Pupils from new Religious Movements need to be free and confident enough to share their beliefs as appropriate in lessons.
  4. Official publications need to recognise New Religious Movements (and when they do, it should be done sympathetically, honestly and accurately).
  5. Exam boards need to recognise the possibility of a number of New Religious Movements being answered in ethical examination questions.

Relevance to RE

While understanding the concerns expressed against the teaching of New Religious Movements it would be wrong to dismiss them from the teaching of R.E. because of parental and teacher prejudice or arguments that strive to limit the scope of R.E. and the professionalism of R.E. teachers. The most persuasive argument is the pressures that are already on the R.E. curriculum, there isn’t sufficient time to deal with all the religions that are prescribed by law and the Agreed Syllabuses. For a lot of people a cohesive approach to individual religions would be seen as ideal. Indeed, most adherents to faiths would like to see their denomination given a curriculum block, where all aspects of belief and values could be explored in depth. However, with great stresses already placed on the time given to R.E., this isn’t really a realistic option for any denomination of any faith. The hope would be that the overall faith isn’t treated as a whole and some mention of diversity is given to pupils. While a phenomenological approach to any New Religious Movement’s faith and practice would be useful it isn’t really practicable. Therefore it is would be incumbent on the teacher to identify to the facets of New Religious Movements that could enhance the already existing study of Christianity and its denominations. In doing this it is possible to be accused of ‘cherry picking’, unfortunately in a classroom this may be unavoidable.

Generalisability and potential limitations

A significant minority of the respondents to this study listed ‘curriculum space’ as an argument against the teaching of New Religious Movements. As such the limitations of the research may surround its practicality. It also only uses two case studies to illustrate the points being made.

Find out more

“Beyond the Big Six: Minority Religions in the Secondary RE Classroom” in Schmack et al, ed Engaging RE pp 76-91 (Newcastle upon Tyne: Cambridge Scholars, 2010)

https://jamesdholt.files.wordpress.com/2015/02/thesis-without-attachment.pdf

 

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