Reframing curriculum for religious education

David Lewin; Janet L Orchard; Kate Christopher; Alexandra Brown

doi:10.1080/00220272.2023.2226696

Reframing curriculum for religious education

David Lewin
, Janet L Orchard
, Kate Christopher
, Alexandra Brown

Research output: Contribution to journal › Article (Academic Journal) › peer-review

17 Citations (Scopus)

Abstract

This article arises out of work undertaken within the After Religious
Education project. It synthesizes the curriculum expertise of established
researchers, with the expertise of current teachers of RE in England. A
question drives our shared interests: how should we approach curriculum
development in RE and how do we justify the approach taken? The article
proceeds in three steps. First, we elaborate, contextualize, and justify this
question by introducing varied approaches to the curriculum production
in RE. We argue that these approaches lack a foundational influence from
general didactics: an understanding of subject matter that is informed by
distinctively educational theory. Addressing this omission, the second
step presents an alternative approach to RE established on the ‘Bildung/
didactic’ tradition, and the specific general didactic analysis of Klafki.
Third, we explore this approach in relation to two teaching contexts,
modelling these applications, and the principles they exemplify. We
demonstrate the value of synthesizing theoretical and practical expertise
for RE theory and practice

Original language	English
Pages (from-to)	369-387
Number of pages	19
Journal	Journal of CurriculumStudies
Volume	55
Issue number	4
DOIs	https://doi.org/10.1080/00220272.2023.2226696
Publication status	Published - 21 Jun 2023

Bibliographical note

Funding Information:
We are grateful to Culham St Gabriel’s Trust for funding the AfterRE project ( http://www.afterre.org ).

Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Klafki; religious education; curriculum; Bildung; didactic

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title = "Reframing curriculum for religious education",

abstract = "This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the {\textquoteleft}Bildung/ didactic{\textquoteright} tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice",

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AU - Lewin, David

AU - Orchard, Janet L

AU - Christopher, Kate

AU - Brown, Alexandra

N1 - Funding Information: We are grateful to Culham St Gabriel’s Trust for funding the AfterRE project ( http://www.afterre.org ). Publisher Copyright: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

PY - 2023/6/21

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N2 - This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the ‘Bildung/ didactic’ tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice

AB - This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the ‘Bildung/ didactic’ tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice

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DO - 10.1080/00220272.2023.2226696

M3 - Article (Academic Journal)

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SP - 369

EP - 387

JO - Journal of CurriculumStudies

JF - Journal of CurriculumStudies

IS - 4

ER -

Reframing curriculum for religious education

Abstract

Bibliographical note

Keywords

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