Understanding Christianity: exploring a hermeneutical pedagogy for teaching Christianity
Pett, S. and Cooling, T. 2018. Understanding Christianity: exploring a hermeneutical pedagogy for teaching Christianity. British Journal of Religious Education. https://doi.org/10.1080/01416200.2018.1493268
|Authors||Pett, S. and Cooling, T.|
Disagreements about how Christianity should be taught in state-funded school RE have a long history. In this article we take England as a case study and examine the debates that have arisen about the legitimacy of a theologically-based pedagogy following the publication of Understanding Christianity, a resource inspired by recent developments in academic theological hermeneutics.
We particularly focus on the question whether or not pupils should be treated as insiders or outsiders. Drawing on Anthony Thiselton’s notion of responsible hermeneutics, we argue that this offers a robust model for an academically rigorous approach to teaching Christianity in schools that enables pupils to be both insiders and outsiders in the hermeneutical process. We then illustrate how Understanding Christianity has attempted to embody this aspiration.
|Keywords||Bible; confessional RE; pedagogy; responsible hermeneutics; theology; Thiselton; understanding Christianity|
|Journal||British Journal of Religious Education|
|Publisher||Taylor & Francis|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/01416200.2018.1493268|
|Online||17 Jul 2018|
|Publication process dates|
|Deposited||02 May 2018|
|Accepted||01 May 2018|
|Accepted author manuscript|
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