Ipgrave, Julia. (2012) Conversations between the religious and secular in English schools. Religious Education, Vol.107 (No.1). pp. 30-48. ISSN 1547-3201

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Abstract

This article begins with an acknowledgement of the complexities of religion's position in the English school system that open it to diverse interpretations. It uses research in a variety of schools to illustrate three different approaches to religion, doxological, sacramental and instrumental, founded respectively on certain faith in God, on openness to the possibility of God, and on a default scepticism. The contested nature of religion's place in schooling is acknowledged and, in response, both secular and religious reasons are given for hearing religious voices in the educational sphere. The argument is made that an equitable religious-and-secular settlement is dependent on "religiously-understood" religion being allowed into the conversation. The relationship between penultimate and ultimate is used to analyse each of the three approaches for their engagement with "religiously-understood" religion and their contributions to religious and secular understanding.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > BL Religion L Education > LC Special aspects of education
Divisions:	Faculty of Social Sciences > Institute of Education
Library of Congress Subject Headings (LCSH):	Religious education of children -- Great Britain, Church and education
Journal or Publication Title:	Religious Education
Publisher:	Taylor & Francis Inc.
ISSN:	1547-3201
Date:	13 June 2012
Volume:	Vol.107
Number:	No.1
Page Range:	pp. 30-48
Identification Number:	10.1080/00344087.2012.641454
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
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URI:	http://wrap.warwick.ac.uk/id/eprint/35173

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