ABSTRACT
The author considers several issues of religious education in Britain that have wider ramifications elsewhere: firstly, whether ‘liberal’ or ‘post-confessional’ RE is suited to preparing children for life in British society; secondly, whether non-religious worldviews should have coverage; thirdly, whether the subject should place emphasis on pupils’ moral development; fourthly, on the relationship between RE and political agendas. The case is advanced that the appropriate form of religious education is based on dialogue with difference, in which pupils’ development of religious literacy (conceived in the broader sense, as balanced, multi-aspectual knowledge and understanding of religions and worldviews) is seen as a necessary element of their overall development of democratic citizenship, and in turn as protected by democratic values and processes. A liberal framework is appropriate, including coverage of non-religious worldviews, and religious education may contribute to pupils’ moral education provided there is no imposition upon them.
