ABSTRACT
For the purposes of this chapter, we have chosen to focus on the function of story and story-telling in religious education. In doing so we recognise that any successful pedagogy for religious education cannot and should not rely on this one medium (Watson, 1993:62) and that the use of artefacts and visits to places of worship, for example, are also essential processes. The central concerns of this chapter are the identification of appropriate aims for religious education, and the development of religious education programmes which include as many pupils as possible, including those who come from non-religious backgrounds. It is our view that the medium of story and the development and sharing of narratives, ranging from the fictional to the autobiographical, will provide at least a starting-point to the overarching questions of the book – what is special about human beings and how can teachers help to develop these special human qualities in children?
