Finding a moral homeground: appropriately critical religious education and transmission of spiritual values

Values-inspired issues remain an important part of the British school curriculum. Avoiding moral relativism while fostering enthusiasm for spiritual values and applying them to non-curricular learning such as school ethos or children's home lives are challenges where spiritual, moral, social and cultural (SMSC) development might benefit from leadership by critical religious education (RE). Whether the school's model of spirituality is that of an individual spiritual tradition (schools of a particular religious character) or universal pluralistic religiosity (schools of plural religious character), the pedagogy of RE thought capable of leading SMSC development would be the dialogical approach with examples of successful implementation described by Gates, Ipgrave and Skeie. Marton's phenomenography, is thought to provide a valuable framework to allow the teacher to be appropriately critical in the transmission of spiritual values in schools of a particular religious character as evidenced by Hella's work in Lutheran schools

Journeying with Morrie: challenging notions of professional delivery of spiritual care at the end of life

The spiritual welfare of dying people has in recent years moved from the domain of religion to become the concern of health care professionals, particularly as part of the ideal of holism that underpins palliative care. Professional delivery of spiritual care incorporates the features of assessment, control and treatment which may involve varying degrees of intrusion into the patient's deeply personal inner self. Using a case study approach, this article explores meanings of spirituality and understandings of what is meant by the term 'spiritual care'. It argues that biographical and community approaches to spiritual care of dying people may be more congruent with the concept of the 'whole person' because this support is rooted in an intimate contextual knowledge of the dying person by the caregiver. This challenges the dominant discourses of professional expertise to embrace informal personal and collective competence in this important aspect of end of life care

TEACHING BUDDHISM IN BRITAIN'S SCHOOLS: REDEFINING THE INSIDER ROLE

Dialogical approaches to Religious Education in Britain’s schools have opened the subject to input by Buddhist insiders more than ever in its history although shortcomings remain in the way Buddhism is portrayed in the classroom. With the proviso that insider input can move beyond the ‘do-ut-des’ religious style, this paper describes eight possible areas of classroom experience where Buddhist insiders can make a beneficial contribution. Of these, examples could be found in the educational literature where insider input through home nurture, teaching materials, teacher expertise, insider input and pedagogy had already been applied to good effect in the classroom. However, in the areas of the Agreed Syllabuses for RE, school ethos and national representation input was found lacking or skewed toward 'convert' Buddhist expectations, while the voice of the more numerous 'migrant' Buddhist community remained relatively unheard

ASSESSMENT, TRUTH AND RELIGIOUS STUDIES

This paper addresses the question of what should determine whether students' answers to closed questions are marked as correct or incorrect in the context of formal religious education, and when answers to open ended questions should be given more or less credit. Drawing on insights from Craig Bourne, Emily Caddick Bourne and Clare Jarmy, I argue that a combination of judged truth, and a range of well-argued cases about what ought to be believed given certain premises should constrain these assessment practices. Furthermore, I argue that if we cannot find any coherent, non-arbitrary account of how judgements of correctness and merit are in fact being made in the context of formal religious education, then this tells more against current practice's inconsistency and arbitrariness than against these constraints on how judgements of correctness and merit should be made