A Critique of Inwardness in Religious Education

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Abstract
Experiential religious education is currently fashionable. It can claim to have achieved real popularity among some teachers and parents, and to have re‐kindled enthusiasm for religion in classrooms. Unfortunately, the basis of this approach to Religious Education is deeply flawed and its advocates show no sign of heeding the sources which could reconstruct it. The time has come for it to receive close philosophical scrutiny. My main example of experiential or affective religious education is the volume New Methods in RE Teaching ‐‐An Experiential approach 1 though the arguments offered apply more widely

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