‘Positive Pluralism’ toAwareness, Mystery and Value:A Case Study in Religious Education Curriculum Development

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Abstract
This article outlines how a philosophy of religious education, developed from both theory and practice in the UK context, was given practical implementation in a local syllabus for state‐maintained schools which has had national influence. The philosophy is that of ‘positive pluralism’ which sees the plurality’ of beliefs and values as a benefit rather than a problem for religious educators, who are seeking to engage students in a dialogue between traditions old and new and their own thoughts and experiences. In turning theory into practice account has to be taken of particular contexts, and compromises have to be made to ensure that all stakeholders are satisfied with the outcome but that what is offered to students maximises their opportunities for learning both about and from religious traditions and worldviews.