ABSTRACT
For the moment, though, the point is plain. The present dissociation of religious education from political reality is a weak starting point for a subject hoping to make its claim to contribute to citizenship, and it is a view shared by some authoritative voices, such as John Keast writing for a professional audience in a special ‘Citizenship and RE’ edition of RE Today:
RE, as well as other humanities subjects, has a potentially important role to play in its links with citizenship. The importance of values and beliefs for RE is obvious, yet they are also implicit in citizenship. What kind of society do we want? Why? In RE pupils learn about the beliefs and traditions which underpin our sense of moral authority and responsibility. How will they be applied in citizenship? It is possible to make connections of other kinds with other subjects, especially history, geography and economics which provide vital knowledge and understanding as the background and context to political decision making, legal and government institutions, economic development and its impact on the environment.
