Is Compulsory Religious Education Justified? A Dialogue
RELIGIOUS EDUCATION (RE) currently enjoys the status of a compulsory curriculum subject in state schools in England and Wales.1 There is, at present, a broad consensus among policy-makers on two distinct justifications for compulsory RE: (i) that an understanding of religious individuals and communi...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Paternoster Periodicals
[2004]
|
| In: |
Journal of education & Christian belief
Year: 2004, Volume: 8, Issue: 2, Pages: 101-112 |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
| Summary: | RELIGIOUS EDUCATION (RE) currently enjoys the status of a compulsory curriculum subject in state schools in England and Wales.1 There is, at present, a broad consensus among policy-makers on two distinct justifications for compulsory RE: (i) that an understanding of religious individuals and communities better equips pupils for life in a multicultural society; and (ii) that the study of religion is morally educative. The authors of the present paper agree that neither of these justifications is adequate. In his contribution to a recent volume on the school curriculum2, Hand sets out an alternative rationale for the study of religion in schools, which he calls the possibility-of-truth case (Hand, 2003). The following dialogue explores the adequacy of Hand's argument. |
|---|---|
| Contains: | Enthalten in: Journal of education & Christian belief
|
| Persistent identifiers: | DOI: 10.1177/205699710400800204 |