Belief in God in Great Britain 1945‐1996: Moving the Scenery Behind Classroom RE

Kay, William K.

doi:10.1080/0141620970200105

Cited by 7 publications

(5 citation statements)

References 3 publications

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“…In the second of these Acts, overt Christian aims 'gave way to more general aims that stressed the importance of religion as a factor in understanding culture or in helping young people to find their own meaning in life' (Barnes and Kay, 2002). The move in fact was an acknowledgement of important socio-religious trends that were taking place in the broader context of changes since 1945: the large scale arrival of immigrants, recasting British society into a multi-religious mould; the decline in religious practice, particularly church attendance (Kay, 1997); and, new findings within educational psychology that challenged the traditional approach to RE (Goldman, 1965). Today, while most schools of religious character are allowed to have a confessional approach to RE, community schools are legally required to offer non-confessional RE.…”

Section: Politicisation Of Re Contentmentioning

confidence: 99%

Agreed Syllabi and Un-Agreed Values: Religious Education and Missed Opportunities for Fostering Social Cohesion

Panjwani¹

2005

British Journal of Educational Studies

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Religious education (RE) has often found itself at the centre of debates about education's role in promoting social cohesion in contemporary multi-religious societies. The paper considers RE's relationship to religious plurality within the broader context of politics of curriculum and debates on pluralism. Drawing upon the recent works on the history of religion and using the teaching of the histories and cultures of Muslims in RE as a case study, it argues that RE has yet to fulfill its potential in this regard. The paper examines reasons for this and recommends alternative approaches to content which may help RE rise to the challenges posed above.

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Section: Politicisation Of Re Contentmentioning

confidence: 99%

Agreed Syllabi and Un-Agreed Values: Religious Education and Missed Opportunities for Fostering Social Cohesion

Panjwani¹

2005

British Journal of Educational Studies

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“…Those who profess an affiliation with any faith or denomination are usually more likely to hold a particular belief compared to those with no religion (the omitted reference category). The (Davie 1994), and to the strand of research looking at change and continuity in religious beliefs within Britain (Field 2001;Gill 2003;Gill et al 1998;Kay 1996). The evidence presented here evinces both change and continuity in levels of religious belief: clear decline for popular belief in God, heaven and sin but little change for life after death and hell.…”

Section: Resultsmentioning

confidence: 66%

“…It uses nationally-representative survey data covering nearly three decades to undertake two stages of analysis. First, it examines the extent of change and continuity in religious beliefs in Britain in recent decades, building on and updating existing research using survey data and opinion polls (Field 2001;Gill et al 1998;Kay 1996). Second, it provides an across time analysis of the sociostructural and religious correlates of traditional beliefs, contributing to the literature examining the micro-level determinants of religious beliefs in Britain and elsewhere, (Glendinning 2006;Goode 2000;McKinnon 2003;Orenstein 2002;Rice 2003).…”

Section: Introductionmentioning

confidence: 99%

The correlates of traditional religious beliefs in Britain

Clements

2014

Journal of Beliefs & Values

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This study provides an across time analysis of traditional religious beliefs and examines the socio-structural and religious correlates of such beliefs in Britain. It examines belief in God, life after death, hell, heaven, sin, as well as the notion of a personal God. It undertakes multivariate analysis of a recurrent social survey conducted over several decades. The main findings are that there is no uniform decline in traditional beliefs, with the picture one of change and continuity. Women, religious adherents and those showing greater religious commitment are more likely to hold traditional beliefs. There is a mixed picture for age effects while higher socio-economic status tends to lead to a lower likelihood of holding religious beliefs, as hypothesised by 'deprivation theory'.

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“…In an article of this size, it would be impossible to survey the whole field internationally, so here we focus upon the historiography of RE in English schools. It includes contributions from Dennis Bates (1976Bates ( , 1982Bates ( , 1984Bates ( , 1986Bates ( , 1992aBates ( , 1992bBates ( , 1994Bates ( , 1996, Adrian Bell (1985), Priscilla Chadwick (1997), Geoffrey Chorley (1984), Terence Copley (1996Copley ( , 1998Copley ( , 1999Copley ( , 2008, David Day (1984), Jack Earl (1984), John Elias (1984), Rob Freathy (2007, 2008a, 2008b, John Greer (1984aGreer ( , 1984bGreer ( , 1985, Michael Grimmitt (1984), Michael Hand (2004, John Hull (1984), William Kay (1997), Ursula King (1990), Alan Loosemore (1993), Cathy Michell (1984, Gerald Parsons (1994), Jack Priestley (1991Priestley ( , 2006, Norman Richards (1986), John Sadler (1985), John Sutcliffe (1984) and Penny Thompson (2003).…”

Section: The Historiography Of Re In One National Contextmentioning

confidence: 98%

The necessity of historical inquiry in educational research: the case of religious education

Freathy

2010

British Journal of Religious Education

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This article explores the mixed fortunes of historical inquiry as a method in educational studies and exposes evidence for the neglect of this method in religious education research in particular. It argues that historical inquiry, as a counterpart to other research methods, can add depth and range to our understanding of education, including religious education, and can illuminate important longer-term, broader and philosophical issues. The article also argues that many historical voices have remained silent in the existing historiography of religious education because such historiography is too generalised and too biased towards the development of national policy and curriculum and pedagogical theory. To address this limitation in educational research, this article promotes rigorous historical studies that are more substantially grounded in the appropriate historiographical literature and utilise a wide range of original primary sources. Finally, the article explores a specific example of the way in which a historical approach may be fruitfully applied to a particular contemporary debate concerning the nature and purpose of religious education.

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Belief in God in Great Britain 1945‐1996: Moving the Scenery Behind Classroom RE

Cited by 7 publications

References 3 publications

Agreed Syllabi and Un-Agreed Values: Religious Education and Missed Opportunities for Fostering Social Cohesion

Agreed Syllabi and Un-Agreed Values: Religious Education and Missed Opportunities for Fostering Social Cohesion

The correlates of traditional religious beliefs in Britain

The necessity of historical inquiry in educational research: the case of religious education

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