ABSTRACT
This chapter explores pedagogical approaches to RE. It begins by discussing the importance of constructivism as underpinning all teaching in RE, and draws on the use of a conceptual pyramid to discuss how this can most effectively done. Each of the main pedagogies are then explained in turn:
A phenomenological, undogmatic, explicit model.
Liberal Christian theological, experiential, implicit models/integrative experiential and phenomenological models.
Human development, instrumental, learning about, learning from models.
An ethnographic, ‘interpretive’, multifaith model.
A revelation-centred, concept-cracking, Trinitarian Christian Realist model.
A literacy-centred, critical realist model.
They are then brought together in a kaleidoscopic approach. The linking of epistemological lenses with existing pedagogies is also attempted. It is hoped that the chapter will help the reader to consider their pedagogy in the teaching of Religious Education. As such, the pedagogy that is developed should help produce a cohesive approach to RE that utilises the aims and purposes that were developed in the first chapter.
