ABSTRACT
This chapter sets out to synthesise some generally positive views on what constitutes effective learning in religious education. In the context of the English curriculum, gaps in the aims of the subject and the common difficulties in operationalising them in classrooms will be teased out. We then introduce a theoretical model of argumentation that has been extensively studied for promoting reasoning skills in other school subjects, and discuss how adopting this model in religious education will directly address some common challenges in many classrooms. This chapter also attends to some of the tensions and debates on the teaching and learning of argumentation, and offers some indicative directions for practice that will eventually propel students towards effective learning in religious education as one of the subject’s eventful visions.
