1. The Historical Development of Pedagogies of RE Thursday 17 September 2015

2. Pedagogy? “A possible working definition of a pedagogy is a theory of teaching and learning encompassing aims, curriculum content and methodology. Another is a science of teaching and learning embodying both curriculum and methodology. Whatever the definition the fundamental concern of pedagogy is to relate the process of teaching to that of the learning on the part of the child” (Grimmitt 2000 p.16) Grimmitt M (2000) Pedagogies of Religious Education Essex: Macrimmon Back

3. Key questions …. to ask of each of the pedagogies How is religion understood? ◦ Is it understood as a unique mode of thought and awareness? Is it worthwhile to understanding one’s self and one’s situation? How is the educational task understood? ◦ Does it widen and deepen one’s cognitive perspective in a unique and valuable way and so contribute to one’s total development? ◦ Can it be taught in ways which ensure understanding and actively foster one’s capacity to think for one’s self? Back

4. What is Confessional RE? Christian Bible-based Aims at nurturing pupils into the Christian faith “RE should bring children to an encounter with Jesus Christ, to recognise the challenge of His personality” Advocates claim that… Understood such an approach to be appropriate for the pupils of a mono-cultural Christian society, to aid their spiritual and moral development, whether they were churchgoers or not. Critics argue that… Appropriate for classroom or church? Indoctrinatory? How does such education allow for the development of the rational autonomy of the individual? Does it work? Back

5. What is Implicit RE? It was developed in response to the realisation that RE in schools was not working It was developed in response to developments in understanding how children learn (Loukes Goldman) It was developed in response to liberal theological developments It began with the pupils’ understanding Back Advocates claim that… Christianity was still the focus but the educative process was different. The methodology had to be effective and appropriate. Pupils were encouraged to focus on their own understanding and experience. Religious concepts and beliefs were then introduced to contribute to their personal development. Critics argue that… Whilst applauding the need to incorporate appropriate methodology, society was no longer mono-cultural, but was becoming ever more pluralistic and secular

6. What is Phenomenological RE? The ‘standard’ model during the 70s and 80s Linked with the emergence of multi-faith RE Concerned to avoid indoctrination and bias in the classroom Pupils must be objective and ‘bracket out’ their prejudices Demands a neutral description of religious culture/ phenomena (Smart) Back Advocates claim that… It brings balance and fairness into the classroom. Knowledge of religions enhances multi- cultural tolerance. It avoids RE being reduced to mere PSHE. It gives the pupils freedom to choose their own belief system. Critics argue that… It imposes the myth that all religions are equally true. Limited knowledge of other ’alien’ cultures breeds intolerance. It operates with a limited ‘Postman Pat’ model of learning. Listing and labelling does not constitute genuine religious understanding. It is of no value in promoting children’s spiritual development.

7. What is Ethnographic RE? “The model encourages a view of religions which acknowledges their complexity, internal diversity and their varying interactions with culture. It especially emphasises the personal element in religions, seeing religion as part of lived human experience.” (Jackson) It prioritises how individuals make sense of and live out their faith It uses autobiographical work: different sources to juxtapose and enable interaction Back Advocates claim that… Prioritise the fact that religions are not neat homogenous packages, but are individually interpreted and lived. Acknowledges the difference between theory and practice! Pupils gain more authentic understanding by engaging in similar hermeneutical activity to gain insights into the lives of believers and their own lives. Critics argue that… Concerned that the focus on the interpretive nature of religious experience undermines the truth claims which are central to religions. Is religion true or a product of human experience?

8. What is Spiritual /Experiential RE? A progressive approach introduced in the 1990s A reaction against the objectivity of phenomenology Concerned to get behind the phenomena to spiritual experience Pupils must be imaginative and creative Replaces facts with subjective and emotive insight (Errickers, Hay, Hammond) Back Advocates claim that: It gets to the experiential heart of religion. It counters misplaced faith in materialism, science and technology. It relates directly to the inner spiritual lives of children. Pupils find it exciting and relevant to their lives. Critics argue that: It replaces authentic religious insight with mere emotivism. It suggests that our inner feelings are always right. It ignores the genuine spiritual concerns of pupils. It retards the emergence of informed and balanced judgement. It leaves children vulnerable to manipulation by the media.

9. What is Critical Realist RE? An emergent approach to RE Goes beyond phenomenological description and spiritual sensibility Concerned with religious truth claims Stresses the importance of language and conceptual thinking Enables pupils to engage in intelligent conversation about religion (Wright) Back Advocates claim that.. It avoids reducing religion to human culture and experience. Reintroduces a dimension of academic respectability. Engages with truth claims and religious controversy. Allows for discernment and informed judgements. Enables pupils to clarify their beliefs Critics claim that… It replaces religious experience with a cold rationality. Has a hidden confessional Christian agenda. Is too challenging for all but the brighter pupils. Creates division by stressing religious difference.

10. What is Conceptual RE? An approach which prioritises conceptual engagement and development, through a focus on skill development Acknowledges phenomenological description, spiritual sensibility and a concern for conceptual depth, locating this through a skill-based learning cycle Seeks to balance a concern for conceptual depth with the pupils’ concerns for experience and relevance Recognises the importance of language and conceptual thinking Draws on a constructivist model of learning (Erricker) Back Advocates claim that.. It provides a clear methodology for planning and delivery Recognises skill-based assessment as central to teaching and learning The spiral curriculum model allows pupils to explore concepts in appropriate depth Critics claim that… It remains ‘woolly’ about it’s aims It continues to hold assumptions about the nature of religion – he holds to an anti-realist view of religion It fails to emphasise the question of religious truth

11. The Historical Development of Pedagogies of RE 1950sCONFESSIONAL 1960sIMPLICIT 1970sPHENOMENOLOGICAL 1980sETHNOGRAPHIC 1990sSPIRITUAL/EXPERIENTIAL 2000sCRITICAL REALIST CONCEPTUAL