Download Issues in Religious Education by Lynne Broadbent, Alan Brown PDF

By Lynne Broadbent, Alan Brown

This e-book is designed to provide scholars and newly certified lecturers a contextual and theoretical historical past to this topic, by way of exploring and tough assumptions concerning the position of faith in schooling. The ebook is split into the subsequent sections:

  • section one units out the context for spiritual schooling within the curriculum. It appears to be like at political, social and non secular affects on laws, rather in religion faculties, and increases questions about assessment
  • section two specializes in non secular schooling within the lecture room, exploring our figuring out of faith and the idea that of improvement in spiritual Education
  • section three examines non secular schooling as a whole-school factor, contemplating its courting to literacy, citizenship, collective worship and non secular, moral and ethical development.


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Sample text

What is the ultimate reason and meaning of all reality? What ought we to do? Why do what we do? Why and to whom are we finally responsible? What deserves forthright contempt and what love? What is the point of loyalty and friendship, but also what is the point of suffering and sin? What really matters for man? What may we hope? Why are we here? What is it all about? What is there left for us: death, making everything pointless at the end? What will give us courage for life and what courage for death?

At Key Stage 2 there are again five units on Christianity with the same titles and four core primary units on world faiths (Hinduism, Judaism, Islam and Sikhism). e. a Christian foundation. However, the ethos of most Church of England Voluntary Aided schools, in contrast to Catholic ones, is much more towards the ‘serving the community’ end of the spectrum described earlier. Church of England Voluntary Aided schools are usually community schools in the sense that they draw all children from a particular neighbourhood, parish or village.

However, there is clearly a willingness in such a syllabus to move from the present and the immediate towards a study of other faiths, and the approach is clearly educational and not indoctrinatory or nurturing. But syllabuses such as these are being welcomed by teachers in Church of England schools, partly because non-specialist teachers of RE in primary schools find them easier to use, and partly because such an approach to Religious Education is easier to relate to the ethos of a Church of England voluntary controlled school.

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