A Modular Semantic Annotation Framework: CellML Metadata Specifications 2.0

In the last decade or so, model encoding efforts such as CellML and SBML have greatly facilitated model availability. But, as the complexity of models increases, the utility of these models can vary. The addition of semantic information is crucial to transforming mathematical models from esoteric to informative resources. 

We have developed a metadata specification framework to better enable the annotation of CellML models with metadata. The framework consists of a core specification describing, in general terms, how annotations should be attached using RDF/XML, and satellite specifications covering several domains of immediate interest, using elements from the Dublin Core, FOAF (Friend-Of-A-Friend), BIBO (Bibliographic Ontology), MIRIAM URNs and Biomodels Qualifiers.

We also describe what we see as several emerging challenges in the field, uncovered during the application of this annotation scheme to mathematical models

Editorial: the return to worldview - reflections from the UK

An exploration of the significance of the use of the term worldview in the recent report from the Commission on Religious Education (England)

Worldview in religious education: autobiographical reflections on The Commission on Religious Education in England final report

The notion of worldview figures prominently in the recent discourse surrounding Religious Education (RE) in English schools following the publication of the final report of the Commission on Religious Education (CoRE) in 2018. This article reflects on the veracity of this initiative. It begins with an autobiographical reflection on the impact of worldview on the author’s development as a scholar. Then, the work of several critics of CoRE is discussed and a more nuanced understanding of worldview is developed as a result. Finally, the pedagogical implications of the shift to worldview are explored by drawing on the personal development approach of Michael Grimmitt and the responsible hermeneutics approach of Anthony Thiselton

Everyone has a worldview?

A reflection on the notion of worldview as introduced in the Commission on RE Report published in September 2018

Gert Biesta and Patricia Hannam (Eds.), Religion and Education: The Forgotten Dimensions of Religious Education? (Brill/Sense, 2021)

Book review

Understanding Christianity: exploring a hermeneutical pedagogy for teaching Christianity

Disagreements about how Christianity should be taught in state-funded school RE have a long history. In this article we take England as a case study and examine the debates that have arisen about the legitimacy of a theologically-based pedagogy following the publication of Understanding Christianity, a resource inspired by recent developments in academic theological hermeneutics. We particularly focus on the question whether or not pupils should be treated as insiders or outsiders. Drawing on Anthony Thiselton’s notion of responsible hermeneutics, we argue that this offers a robust model for an academically rigorous approach to teaching Christianity in schools that enables pupils to be both insiders and outsiders in the hermeneutical process. We then illustrate how Understanding Christianity has attempted to embody this aspiration

Passing on faith

Literature review focused on faith nurture of children in Christian familie