Knowledge and Religious Education: A Metalogue
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| Title: | Knowledge and Religious Education: A Metalogue |
|---|---|
| Language: | English |
| Authors: | Sally Elton-Chalcraft (ORCID |
| Source: | British Journal of Religious Education. 2026 48(3):325-343. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Religious Education, Epistemology, Foreign Countries, Definitions, Rote Learning, Ethics, Inquiry, Ethical Instruction, Role of Education, Interdisciplinary Approach, Teacher Education, Ideology, Educational Development, Debate, Models, Discussion, Educational Attitudes, Scholarship |
| Geographic Terms: | United Kingdom (Great Britain) |
| DOI: | 10.1080/01416200.2025.2548522 |
| ISSN: | 0141-6200 1740-7931 |
| Abstract: | This article explores differing scholarly views on the relationship between knowledge and Religious Education (RE) within a British context. Using a metalogue methodology -- a structured, reflective dialogue -- the perspectives of three scholars are presented facilitated by a fourth scholar. The method preserves individual voices while fostering interactive debate. The discussion includes -- disagreements on the nature and definition of knowledge and concerns over limited pedagogical vocabulary. There was a shared dislike of rote learning and the 'transmission' model of education, advocating instead for intellectual engagement, virtue ethics, and existential inquiry. The metalogue revealed differing views on whether RE uniquely holds responsibility for teaching ethical and existential themes, or if this should be interdisciplinary. Concerns about teacher education, lack of conceptual clarity, and the erosion of academic RE spaces in the UK were raised, thereby impacting ideological and pedagogical development. Despite disagreements, the scholars valued the metalogue as a respectful and productive format for dialogue, and agreed it could be used as model for classroom debate. Further implications include more focussed discussion and agreement on policy direction for RE goals, pedagogical innovation focused on scholarly curiosity and better teacher education that supports deeper educational purpose beyond knowledge delivery. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508597 |
| Database: | ERIC |
| Abstract: | This article explores differing scholarly views on the relationship between knowledge and Religious Education (RE) within a British context. Using a metalogue methodology -- a structured, reflective dialogue -- the perspectives of three scholars are presented facilitated by a fourth scholar. The method preserves individual voices while fostering interactive debate. The discussion includes -- disagreements on the nature and definition of knowledge and concerns over limited pedagogical vocabulary. There was a shared dislike of rote learning and the 'transmission' model of education, advocating instead for intellectual engagement, virtue ethics, and existential inquiry. The metalogue revealed differing views on whether RE uniquely holds responsibility for teaching ethical and existential themes, or if this should be interdisciplinary. Concerns about teacher education, lack of conceptual clarity, and the erosion of academic RE spaces in the UK were raised, thereby impacting ideological and pedagogical development. Despite disagreements, the scholars valued the metalogue as a respectful and productive format for dialogue, and agreed it could be used as model for classroom debate. Further implications include more focussed discussion and agreement on policy direction for RE goals, pedagogical innovation focused on scholarly curiosity and better teacher education that supports deeper educational purpose beyond knowledge delivery. |
|---|---|
| ISSN: | 0141-6200 1740-7931 |
| DOI: | 10.1080/01416200.2025.2548522 |
