This project was a collaboration between Professor Bob Bowie and Ms Katie Clemmey of the National Institute for Christian Education Research (NICER) and the Centre for Research Evaluation in Muslim Education with Dr. Farid Panjwani at University College London (now the Centre for the Study of Education in Muslim Contexts (CEMC). It sought to support teachers in seven contrasting secondary schools, teach RE more hermeneutical.
This section of the NICER website is for teachers, curriculum leaders, curriculum designers and examination boards to help relate the findings and insights of project to practice, and find out more about hermeneutical RE.
Research by Bowie and others (for instance see here with Coles, and, by Panjwani and Revell, see here, and the work of Carswell here and here) shows that the use of sacred texts in RE classrooms is and has been an ongoing problem, especially at secondary school level, and not just in the UK. This problem is found in resources and the structures of exams which do not draw on good scholarly ways of engaging texts.
It was inspired by the thought that a more hermeneutical approach in the subject might help both the transition to Religion and Worldviews education and also the development of a stronger disciplinary knowledge base. It was grant funded by Culham St Gabriel’s Trust and supported by Bible Society.
The professional facing outputs of the project include two main documents:
Opening the Door to Hermeneutical RE: The Findings Report
Outlines the project, its findings and conclusions.
WHO IS THE REPORT FOR?
The report is for teachers, curriculum leaders, curriculum designers and examination boards.
SUMMARY OF FINDINGS
In conclusion, we thought:
PAGES IN THIS PROJECT