What does the shift to worldview mean for teachers?
April 2021 research of the month features Emeritus Professor Trevor Cooling
April 2021 research of the month features Emeritus Professor Trevor Cooling
We originally reported this research of Trevor Cooling’s on the Research for RE website in June 2020. It has featured prominently in discussions since then and remains timely and topical. It raises questions for you to consider and discuss in relation to your own practice, and would form a good agenda for a meeting (e.g., school department, local group, research community of practice): some discussion questions which have been suggested by Trevor are included at the end.
The research is about current discussions of RE, specifically, the shift to a focus on worldview, following the publication of the CORE report. It outlines the meaning of the concept of worldview, and how a worldviews paradigm moves the subject away from a ‘box-by-box’ presentation of religions, in which they appear as relatively single sets of beliefs and practices, sealed from one another.
Trevor Cooling considered the impact of the concept of worldview on his own work, in an autobiographical manner; including the realisation that one can combine religious commitments with scientific and professional activity. He then analysed the treatment of worldview in the CORE report and identified the pedagogical implications of CORE, arguing that Religion and Worldviews teaching will need to take a hermeneutical approach if the proposals are to succeed.
So, Religion and Worldviews is not a matter of adding extra content to RE. When religions (or non-religious worldviews) are viewed as fluid, complex, and diverse, worldviews, the subject changes. It needs to focus on the lived experience of people and communities identifying with a particular institutional worldview. It also needs to address personal worldview, and how teachers and pupils should understand the varied influences on them as they form their own worldviews.
The disciplinary knowledge Cooling drew on comes from the theologian Anthony Thiselton’s ‘responsible hermeneutics’ (a version of philosophical hermeneutics based on a critical realist epistemology). This gives teachers three responsibilities:
The original, open access, article is Trevor Cooling (2020) “Worldview in religious education: autobiographical reflections on The Commission on Religious Education in England final report,” British Journal of Religious Education, DOI: 10.1080/01416200.2020.1764497.
Trevor also wrote about this research and its implications for a general audience in a Theos Report Worldviews in Religious Education. This is available on open access at https://www.theosthinktank.co.uk/research/2020/10/21/worldviews-in-religious-education.
For those interested in following up the REC work in its RE and Worldview Project, the following two publications are recommended:
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