Religious Terms and Attitudes in the Classroom (Part 2)

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Abstract
Part 1 of this article (BJRE 22(2), 81‐90) reported on research involving a survey of 2,879 Year 9 pupils in 22 schools in the maintained sector in England and Wales in three different English local education authorities. The research indicated the confusion that arises in pupils’ minds when more than four world religions are studied in religious education lessons. This confusion is particularly noticeable where a mixture of methods of grouping religious material is employed. Part 2 deals with the attitude to different religions that are associated with different approaches to the content of teaching. It shows that the systematic approach to religions is associated with more favourable attitudes to religions than thematic or mixed approaches. Since the systematic approach to religion in the classroom was also associated with less pupil confusion, it makes sense to suggest this method as the best one for future use.

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