Including nonreligious worldviews in religious education: the views and experiences of English secondary school teachers
Although the teaching of nonreligious worldviews has been advocated in a Council of Europe Recommendation, few European countries include such a study in religious education (RE). Guidance on implementing the Recommendation recognises that inclusion is problematic, raising issues for policymakers, t...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
[2019]
|
| In: |
British Journal of religious education
Year: 2019, Volume: 41, Issue: 1, Pages: 14-26 |
| Standardized Subjects / Keyword chains: | B
England
/ Religious instruction
/ Irreligiousness
|
| RelBib Classification: | AB Philosophy of religion; criticism of religion; atheism AH Religious education KBF British Isles RF Christian education; catechetics |
| Further subjects: | B
curriculum development
B Nonreligious worldviews B Teachers B Religious Education B International Policy |
| Online Access: |
Presumably Free Access Volltext (Verlag) |
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| 520 | |a Although the teaching of nonreligious worldviews has been advocated in a Council of Europe Recommendation, few European countries include such a study in religious education (RE). Guidance on implementing the Recommendation recognises that inclusion is problematic, raising issues for policymakers, teacher trainers and schools. In this article, findings from a qualitative study of the views and experiences of 25 RE teachers in England are used to identify and explore a range of issues, in relation to national and international debates and research. Examples of inclusion and the models that they suggest are considered and it is argued that major obstacles, such as limited time and lack of a framework for the integration of religious and nonreligious worldviews, can be of overcome. However, it is concluded that this will require further research and curriculum development work and that international collaboration should be pursued. | ||
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