Including non-religious worldviews in religious education

1. Including non-religious worldviews in religious education

2. Including non-religious worldviews in RE: the views and experiences of English secondary school teachers Judith Everington

3. Including non-religious worldviews in REWorkshop Outline • The study – why? • The study – how ? • Some key (preliminary) findings • Three profiles • Discussion

4. Including non-religious worldviews in REQuestions for final discussion • What does the research suggest about training and teacher-led research/curriculum development? • What does it suggest about RE policy development? • How could the research be disseminated? • How could it be taken forward?

5. The study – why ? • Ofsted 2010 + teachers’ interest/concern • A controversial issue – eg REC national framework promotes inclusion – some academics oppose – RS exam criteria exclude a systematic study of Humanism – court case and BHA campaign • But claims made about teachers’ wants, needs and practices without sufficient research based evidence.

6. The study – why ? • Internationally… • ‘The integration of non-religious worldviews into an area that previously has dealt specifically with religions is probably the biggest challenge facing educators in this field’ (Jackson 2014, 139).

7. The study – how? • Qualitative research methods • 25 written responses to open-ended questions • 11 interviews of 45-90 minutes • All RE specialists, most leaders of RE • Different areas of England • Wide range of schools eg ex –comprehensives, Church of England, grammar, independent, free schools.

8. What are ‘Non-religious world-views’? • Some distinction between ‘organised’ and ‘personal’ worldviews eg a system of beliefs or‘outlook’ of non-religious people • Most included humanism but none confined to eg atheism, existentialism, utilitarianism, environmentalism, ‘spiritual beliefs’ • Either –focus on making sense of human life or moral decision making or a whole way of life (reflecting teaching approach?)

9. Should NRWs be included in RE? Why? • Yes - from ‘in every year group’ to ‘a unit’ • Academic value eg necessary in order to evaluate religious worldviews/claims • Social cohesion eg students need to be prepared for life in a diverse society • Personal/spiritual development eg all students need to explore a range of possible views of life; non-religious need affirmation/models; religious need to be able to respond appropriately .

10. How are NRWs included? • Frequent reference to NRWs/perspectives in RE lessons - to be ‘inclusive’ • Often included in philosophical, ethical, social issues exam courses and in similar UoW for Yr7/8 • Often included in thematic units eg Life after death; Creation; Justice • Very few UoW on Humanism. Some use of BHA speakers. Some objections to national focus on Humanism.

11. Not ‘One Size Fits All’ • How and why NRWs were included was related to priorities for RE + nature of school and student population • Important that teachers were able to make creative and professional judgements, taking account of number and backgrounds of ‘religious’ and ‘non-religious’ students • A separate issue to pressure from head-teacher, SLT, governors.

12. Challenges • Limited subject knowledge (no training), time, resources • Exam board limitations • Attitudes of ‘religious’ students • Problems of representation eg • How to represent diversity/avoid generalising, systematising, stereotyping, opposing religious and non-religious • How to represent/ integrate if not viewed as a ‘system of beliefs’.

13. Government policy: potential problems • Some saw new exam criteria emphasis on study of religion, ‘content’ and ‘academic rigour’ as limiting opportunities to explore NRWs and philosophical/ethical/social questions generally – in all key stages • A challenge of how to balance/integrate the ‘academic study of religion’ and opportunities to explore questions and issues of relevance, interest and value to all students.

14. REC REVIEW 2013 • ‘Best practice in RE is simultaneously alert both to pupils’ own interests and questions and to the academic disciplines of theology and religious studies….Linking these two poles through learning about spirituality, ethics, religion and belief enables learners to get a strong sense of how the subject encourages them to think deeply about their own questions of identity, meaning and value and of what it means to be human’ (2013, 59).

15. 3 teacher profiles • All sought a balance between academic rigour, pupil engagement and personal reflection/response • All worked in schools where RE was well supported • All had sufficient confidence and freedom to devise their own approaches and resources and did not rely on those externally produced.

16. Profile 1: Maria – Independent School • Range of ethnic, religious/non-religious backgrounds • A balance and integration of religious and non-religious perspectives in all key stages • Existential/philosophical questions led – focus on ‘thinkers’ to provide context and present visions of the world and ways of living, not detached arguments • A concern for ‘rigorous’ study and personal response/development eg reflection on personal values and countering religious/non-religious divide.

17. Maria – KS3 Outline

18. Maria – KS3 approach • Why did Jesus teach in parables? • 1.They were interesting! We all love a good story. • 2.They were easily remembered! Once told they seemed to take on a life of their own. • 3.They ‘clothed the naked truth’ in a storywhich made it easier to swallow yet at the same time was even more challenging. • 4. Putting the teaching into a story helped people understand it better – it was giving an example of what Jesus meant. • 5. And of course it makes you think for yourself and have to work it out: dignity, capability! • You may want to introduce the word EXISTENTIALISM: a belief that the individual must think for themselves. If you simply accept what family/community/culture tells you, then you will have ended up with a different truth if you were born elsewhere in the world – NIETZSCHE. • 6. Perhaps it was a less dangerous method of teaching in the social climate of the time for Jesus was sometimes subversive! Roman rule… religious authority…

19. Maria – KS3 Approach

20. Profile 2: Claire – CofE School • Christian majority + non-religious students • UoW a mix of religions and themes • ‘Intolerance’ of some students to non-religious views led to unit on Humanism • A ‘Middle ground’ between atheism and religious commitment - how you can not believe in God but still be loving and caring • Concern for personal development and well-being of all and emphasis on academic skills– critical evaluation and preparation for GCSE ‘responses’.

21. Claire – KS3 Outline

23. Claire - Example of Approach

24. Profile 3: James – Free School • Ethnically mixed – over 50% secular b/gds • RE a ‘rigorous’ exploration of religion and belief including in-depth study of religion • Yr 9 unit on ‘Challenges to the religious worldview’ - exploring ideas of ‘Thinkers’ in context and considering questions that arise about faith, good, evil, suffering, God • Students learn ‘from’ religion through learning ‘about’ – presenting personal views on ideas and questions encountered.

25. James KS3 Outline

26. James – examples of approach

27. James – example of approach

28. Questions for discussion/feedback • What does the research suggest about training and teacher-led research/curriculum development? • What does it suggest about RE policy development? • How could the research be disseminated? • How could it be taken forward?

29. Thank you to…. • All teacher participants who devoted time and thought to the research • Those involved in RE curriculum and policy making whose contributions have been and will be a steer • NATRE and AULRE for publicising and supporting the research.