ABSTRACT
This chapter examines that one of the problems teachers may have had with these terms is that they were never originally conceived as attainment targets; instead they were meant as a pedagogical strategy to improve teaching and learning. The pedagogical principles illustrate Grimmitt's conviction that the study of religion should play an instrumental role in RE pedagogy. The terms 'learning about religion' and 'learning from religion' were first introduced by Michael Grimmitt and Garth Read in 1975. Despite Grimmitt's insistence that learning about and from religion were to be seen as teaching and learning strategies, when, in 1994, the School's Curriculum and Assessment Authority published Model Syllabuses for Religious Education (RE), they became 'adopted' as attainment targets. Recent research on materials used to teach about world religions in schools found problems with the conceptualisation of learning from religion.
