To what extent does the pedagogical approach of the 2007 Birmingham Agreed Syllabus for Religious Education facilitate the engagement of pupils of all faiths and none to learn both from and about religious traditions? An exploration of teachers’ views

[摘要] This thesis explores the extent to which the pedagogical approach of the Birmingham Agreed Syllabus facilitates the engagement of pupils. Local control of Religious Education has caused much discussion in recent years, but little work has been undertaken on Birmingham’s distinctive approach to the subject. The syllabus teaches through 24 dispositions as opposed to religious topics such as ‘festivals’ or the study of discrete faiths.My research questions were: 1) Do the aims of the 2007 Birmingham Agreed Syllabus align with teachers’ understandings of the aims of RE?2) Does the 2007 Birmingham Agreed Syllabus support pupils’ engagement in RE?3) Does the 2007 Birmingham Agreed Syllabus meet the particular challenge of engaging pupils of no faith in RE?To investigate these questions I collected and analysed data by means of a questionnaire to all Birmingham RE teachers and interviews with selected respondents. One of the significant findings of my research is that aims for RE favoured by the majority of Birmingham RE teachers align closely with the aims of the Agreed Syllabus. Teachers’ responses in relation to why RE is of importance echoed the same themes of values and personal development. My research also indicates that teachers think the dispositional approach enables pupils to engage with RE by making the subject more relevant to their lives.

[发布机构] University:University of Birmingham;Department:School of Education

[关键词] B Philosophy. Psychology. Religion;BL Religion