The Worldview Project - Discussion Papers Amira Tharani - Religious Education Council
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The
Worldview
Project
Discussion Papers
Amira Tharani
©2020 Religious Education Council of England and WalesCONTENTS
INTRODUCTION 3
DISCUSSION PAPER 1 5
The concept of ‘worldview’
DISCUSSION PAPER 2 8
Fruitful understandings of worldview in the classroom
DISCUSSION PAPER 3 15
Academic rigour and disciplinary knowledge
DISCUSSION PAPER 4 19
Worldviews and power – key issues
GLOSSARY 21
2 Copyright 2020 Religious Education
Council of England and WalesTHE WORLDVIEW PROJECT: DISCUSSION PAPERS
INTRODUCTION
In 2016, the Religious Education Council (REC) set up the religious studies. These discussion
independent Commission on Religious Education in England1. papers are one outcome of that
As Chair of the REC, my hope was that the Commission would project.
be a “game-changer”, offering a new way forward for RE that
would be fit for purpose for at least a decade. I cited the impact To date, the Worldview Project
of the innocuously named Schools Council Working Paper 36, has produced two outputs
published in 1971, as the historical precedent. It catalysed
the switch from confessional Christian, civic RE to the world 1: ACADEMIC
religions approach that still defines the subject today. As in LITERATURE REVIEW4.
1971, it is clear to me that we are at another point in the history
of RE when new vitality is needed if our subject is to flourish. The language of worldview is
not particularly familiar to the
After two years of extensive There were concerns about the British RE community, yet there
consultation, the Commission recommendations for statutory has been extensive discussion
published its Final Report change, including establishing a in the international academic
in September 20182. The National Entitlement and moving literature. The REC therefore
Commission’s vision pointed away from legally -required, commissioned a literature review
towards a new way of looking locally-determined syllabuses. to give academics, teachers,
at RE. It is revealed as a subject Given the current external students and others access to
which explores how we all cope pressures on government, that international literature.
with, make sense of and make statutory change, however, seems Compiled and written by three
the best of our lives, and question unlikely in the near future3. university academics5, this
where our ideas and attitudes review is a background resource
come from through learning about There was also extensive debate
to the Worldview Project. What
religions and beliefs. In this way, it around the proposed use of the
it makes clear is the extensive
is directly relevant to all children idea of worldview. Clearly this
worldwide discussion of the
and young people, whether or not concept was used in different
worldview idea in a range of
they identify with a religion, or ways by different people.
academic disciplines.
describe themselves as ‘religious.’ Furthermore, it was not always
For pupils who do identify with understood that it was being used
a religious tradition, it enables in different senses in different 2: DISCUSSION
them to recognise their experience contexts. However, there is a lot PAPERS
of belonging to a religious of interest amongst teachers and
others in how the worldview The Discussion Papers were
community in a subject which
idea might be a game-changer produced through an innovative
acknowledges the diversity of
in opening up new ways of process designed to give
these communities and the often
studying religion and belief in expression to a wide range
messy, but always interesting,
the classroom. The REC therefore of opinion.
reality of belonging to them.
established a project to examine
Thirteen leading academics
The Commission Report was the worldview idea at depth. It did
and advisers working in a
widely welcomed, but also this in partnership with TRS-UK,
variety of fields relevant to
caused some controversy and a member organisation of the
RE were recruited by the REC
was summarily dismissed by REC that links together university
and gathered for five online
the then Secretary of State. departments of theology and
conversations in June 2020.
1 The REC provided the Secretariat for the Commission and raised the funds that financed its work, but the conclusions reached by the
commissioners were not subject to REC agreement.
2 https://www.religiouseducationcouncil.org.uk/wp-content/uploads/2017/05/Final-Report-of-the-Commission-on-RE.pdf
3 However, the RE Policy Unit, of which the REC is a partner, continues to work for change in the political arena.
4 Available at https://www.religiouseducationcouncil.org.uk/wp-content/uploads/2020/10/20-19438-REC-Worldview-Report-A4-v2.pdf
5 Céline Benoit, Timothy Hutchings and Rachael Shillitoe.
Copyright 2020 Religious Education 3
Council of England and WalesThey represented a wide range Organisations, who was herself the professional development of
of views on the usefulness of the formerly an RE teacher. Amira teachers and others
worldview idea, from enthusiasm then wrote a commentary on involved in RE.
to scepticism. Their task was the online conversations to
to reflect on the potential create four discussion papers. THE NEXT STEP
implications of the literature These papers, which follow in
review for RE in schools in this document, are her take on However, it is important not to
England. The conversations were the flavour of the conversations stop here. In 2021, the REC is
rich, despite the challenges of having carefully analysed the commencing a new project to
the online format. They moved extensive recordings from the develop support materials for
between theory and practice, five events. They should not be those responsible for writing
between shared assumptions taken as representing either the RE syllabuses. These materials
and deep disagreements. Many consensus of the group or the will exemplify how different
of the group found their pre- opinions of any of the individuals approaches to the worldview
understandings challenged and involved. Nor are they REC policy. idea generate different types
found themselves testing new Rather they are stimulus material of syllabus appropriate for
ideas in ways which revealed provided by Amira working different contexts. This project
the potential of the concept of with the REC that will, we hope, will be led by Stephen Pett of RE
worldview to open up exciting support others in thinking Today Services.
new vistas. through their response to the
worldview idea. Professor Trevor Cooling,
These discussions were Chair, Religious Education
facilitated by Amira Tharani, I commend these discussion Council of England and Wales.
then a consultant from the papers to you and encourage
National Council for Voluntary you to use them in supporting
Acknowledgements
The Worldview Project was made possible through the support of grants from Templeton World Charity
Foundation, Inc and from the Culham St. Gabriels Trust. The opinions expressed in the publications are those
of the author(s) and do not necessarily reflect the views of Templeton World Charity Foundation, Inc nor of the
Culham St. Gabriels Trust.
PARTICIPANTS IN THE ONLINE CONVERSATIONS
Chris Cotter – IASH-CTPI Duncan Suzanne Owen – Reader in Religious The proceedings were observed
Forrester Fellow, University of Studies, Leeds Trinity University by Dr Richard Kueh, Her Majesty’s
Edinburgh Farid Panjwani – Professor & Inspector (HMI) and Subject Lead
Judith Everington – Associate Dean, Institute for Educational for Religious Education at Ofsted.
Professor in Education Studies, Development, Aga Khan University The steering group for the
University of Warwick formerly of UCL, London Worldview Project was:
David Ford OBE – Regius Professor Stephen Pett – National RE Adviser, Trevor Cooling – Emeritus Professor
of Divinity Emeritus, University RE Today Services of Christian Education, Canterbury
of Cambridge Philip Robinson – RE Adviser, Christ Church University
Rob Freathy – Professor of Catholic Education Service Denise Cush – Emeritus Professor
Education, University of Exeter Anna Strhan – Senior Lecturer in of Religion and Education, Bath Spa
Pat Hannam – County Inspector/ Sociology, University of York University
Adviser RE, History & Philosophy. Opinderjit Takhar – Associate Rudolf Eliott Lockhart – Chief
Hampshire County Council. Professor of Sikh Studies, University Executive Officer of REC (until
Honorary Research Fellow, of Wolverhampton June 2020)
University of Exeter. Visiting Fellow Stephen Pattison – Emeritus
Linda Woodhead MBE –
(Knowledge Exchange) University Professor of Religion, Ethics and
Distinguished Professor of Religion
of Winchester Practice, University of Birmingham
and Society, Lancaster University
Lois Lee – Senior Lecturer in
Religious Studies, University of Kent
4 Copyright 2020 Religious Education
Council of England and WalesTHE WORLDVIEW PROJECT: DISCUSSION PAPERS
Discussion paper 1
The concept
of ‘worldview’
Worldview is a concept with a history and context, much of bears little resemblance to the
which is set out in the literature review. However, that history tradition they have grown up
and context is only a partial guide to how ‘worldview’ can be with. Or indeed, a young person
used to guide the development of Religion and Worldviews. who describes themselves as
Rather, ‘worldview’ is a term that will gain further definition ‘non-religious’ or ‘nothing’ and
and content as it is developed in schools, by teachers and has been given the impression
other stakeholders, in the future. There are tentative maps of that the content of the subject
what worldview is and might mean, which are set out in these bears no relevance to their own
papers, but these will be made and re-made, not necessarily life, thought or history.
following a pre-ordained route with clear edges and horizons.
Both of these young people, and
These papers take seriously the be separated from approach, many others like them, may feel
historical uses of the concept and therefore a new approach excluded and alienated from
of worldview, while not being leads to different questions the public conversation about
constrained by past uses of and new ways of looking at and ‘religion’ when in reality they
the term. The discussions in selecting subject content. have every right to be part of
June showed how important and to contribute to it. For these
it was not to be held back by WHY IS A NEW young people, the potential is
attempts to narrowly define CONCEPT NEEDED? that ‘worldview’ can function
the term that might shut down like a ‘can opener’ concept, re-
exploration or prevent us from Many of the academics began opening the study of religious
taking seriously the diversity of with some frustration about and non-religious worldviews
lived experiences, practices and how ‘religions’ are often and their interplay, at organised
contexts of pupils and students conceptualised in the public and personal levels and in-
and teachers in schools and sphere and in schools. Part of between, so that every young
teacher education. that frustration stems from person can see themselves
the way that ‘religions’ and as having something to learn
There was considerable and to contribute. This will be
some non-religious worldviews
discussion about whether further discussed in the second
are often treated as unitary
‘worldview’ denotes new subject discussion paper.
and monolithic. Many of the
content or a new approach to
academics were aware, through
the subject. The discussions This does not mean studying
research or teaching experience,
ranged over both, and it was less religion – rather, it means
how alienating this can be for
almost impossible to separate studying religious and non-
young people in the classroom.
the two. In these papers, religious worldviews in different
Imagine, for example, a
‘worldview’ primarily denotes ways, leading to a wiser and
young person from a Muslim
an approach to the subject more rigorous engagement with
community who is introduced
content. However, content in our own and others’ worldviews.
to a version of ‘Islam’ in schools
Religion and Worldviews cannot Indeed, for those from religious
and, indeed, in the media, which
Copyright 2020 Religious Education 5
Council of England and Walesbackgrounds as much as these were related to the content Some of the group sought to
those from non-religious of worldviews, what might be emphasise the unconscious,
backgrounds, ‘worldview’ as a included in one’s worldview. unarticulated or ‘taken
concept can open up fruitful Some referred to the types of for granted’ aspects of
and interesting questions about mental states or dispositions worldview – unquestioned or
traditions that are so important that might be included. Finally, unspoken, perhaps ‘common
today and richer ways to study some referred to the features of sense’ assumptions within a
them. worldviews and how they are particular community, society,
experienced or expressed. culture, time or place. Others
WORLDVIEW – SOME emphasised the importance of
Worldview can include ideas
HELPFUL POSSIBLE wisdom and discernment as
about the cosmic order, the
ORIENTATIONS aspects of how worldviews are
sacred, the transcendent, the shaped.
nature of reality or realities.
The philosopher Ludwig
It may include classification Worldview can refer both to
Wittgenstein proposed that
systems and taxonomies. It the official teachings, ethical
concepts could be approached
may cover ideas about how we expectations, approved practices,
along the lines of family
should live – the existential, definitions of membership or
resemblance. Not every use of a
the ethical and/or the political. views on contemporary issues of
concept should denote exactly
It may denote the idea of organised institutions, and to the
the same meaning and content to
orientation to the world or approach to life of an individual
be valid. Thus, for example, the
purpose in the world. It may who may or may not identify
concept of ‘game’ has no common
include ideas about how an with an organised group and for
essence. It can validly denote a
individual identifies with or whom religious or philosophical
wide range of activities ‘ranging
belongs to a group or about traditions may be one of
from football to chess, and from
who and what people are – the many influences upon them.
a solitary child playing with
mind, brain, heart, soul and Individuals and communities
(a) doll to the Olympic Games’
consciousness. This may suggest may perceive their worldviews as
(John Hick, An Interpretation of
that worldview is generally fixed, unchanging and uniquely
Religion. Basingstoke: Macmillan,
about intellectual and cognitive and propositionally true, or fluid,
1989, p. 4). Instead, games
ideas such as those put forward flexible and changing. They may
have a ‘family resemblance’ –
by systematic thinkers within see them as having nothing in
they are connected by a set of
different traditions, and these common with other perspectives
overlapping similarities, rather
are certainly included. Most or as having porous boundaries.
than one common feature. The
of the academics favoured a
concept of ‘game’ may have a
much wider understanding Finally, some of the group
centre, characterised by these
including the experiential, the emphasised the importance of
overlapping similarities, but has
emotional, actions and sense power relationships and social
extremely fuzzy edges. So it is also
of identity as well as beliefs and cultural situatedness in the
for the concept of ‘worldview.’
and ideas. Cognition, beliefs, development and expression
interpretation and perception of worldviews. Within this, for
In the discussions in June, the
were included, as were other example, worldviews might
team explored the range and
mental states including desires belong to dominant or colonial
variety of ‘family resemblances’
and attachments. Worldviews groups, seeking to justify certain
that might be covered by the
can be expressed through uses of power, or to marginalised
term ‘worldview.’ It was clear
mundane actions as well as groups seeking to resist or
from the exploration that
propositionally or through the exercise power in a different
‘worldview’ covered a vast range
creative arts. way.
of ideas and themes. Some of
6 Copyright 2020 Religious Education
Council of England and WalesTHE WORLDVIEW PROJECT: DISCUSSION PAPERS
EXPANDING THE
CONCEPT OF QUESTIONS
‘WORLDVIEW’
1. What aspects of the range of the concept of worldview as
In keeping with the use of
articulated in this paper stood out to you as particularly
‘worldview’ as a ‘can-opener’
new, innovative or exciting?
concept, re-opening lines of
study and questioning about 1. Does using the idea of family resemblance rather than
religion and non-religion strict definition in thinking about worldview help in RE?
alike, it makes sense to use 1. What are the implications for your organisation of having
‘worldview’ as inclusively as a broad, inclusive definition of ‘worldview’? How might
possible. Some of the concerns this be different in different school settings?
about the CoRE report have
been a result of narrow
understandings of worldview.
We describe these narrow
understandings here, then world that it sees or has a view • includes both religious and
identify ways of broadening out on. Alternative terms such as non-religious worldviews,
the concept to allay some of ‘worldsense’ or ‘existentiality’ rather than only being used
these concerns. draw our attention back to the for non-religious worldviews
embodied, affective and more • includes affective,
In some cases, ‘worldview’ has broadly existential dimensions embodied, existential and
been used only of non-religious of the object of study that might practical dimensions in
worldviews, rather than as a otherwise be obscured. Many addition to cognitive and
term that can be used of both of the academics in the group intellectual dimensions
religious and non-religious were keen to emphasise the
worldviews. The concern has • includes individuals and
non-cognitive, existential and
been that this preserves, rather small communities, not only
even mundane dimensions
than softens, a rigid boundary organised traditions
of people’s lives as important
between religion and non- objects of study at both school includes worldviews that are
religion. and in higher education. unreflective, unconscious
and implicit as well as those
The use of ‘worldview’ has However, it is possible to use that are consciously held, and
sometimes privileged the the terms ‘worldview’ and therefore may be understood
institutional and organised ‘worldviews’ in such a way through interpreting actions
over the personal (see literature as to avoid these problems, as well as articulations points
review). Many of the academics particularly if we see the concept towards worldviews being fluid,
were concerned about the as denoting family resemblances changing, diverse and plural
risk that ‘worldviews’ end up rather than having a narrow with open, porous boundaries
being presented as reified and definition. The literature review rather than fixed ones.
essentialised as ‘religions’ have also shows that academic
been in the past, undermining writing on worldviews includes There have been concerns that
the ability of the concept to the unconscious, ‘common this dilutes the religious content
open up the field of study. sense,’ mythological, enacted of the subject, but this is not
and embodied dimensions. the intention – it is, rather, to
‘Worldview’ has also tended to Understanding and paying enhance it. This does not mean
be used to refer mainly to belief attention to the interplay leaving the concept so open
systems and to the cognitive and between personal and organised and fluid that ‘worldview’ could
intellectual aspects of individual worldviews may also help to mean almost anything. The
and collective lives. It tends avoid reifying worldviews. next discussion paper attempts
to be used to talk about how to illustrate some ways in
people think about or perceive There was some divergence which a broad understanding
the world, rather than about in the ways the academics of ‘worldview’ offers a tool that
how they experience it or act understood the concept of will enrich a number of different
in it. The ‘view’ of ‘worldview’ worldview, but overall the group approaches to RE in different
tends to privilege sight over inclined towards a broader and school settings.
the other senses, situating the more inclusive use of worldview,
subject at a distance from the which:
Copyright 2020 Religious Education 7
Council of England and WalesDiscussion paper 2
Fruitful understandings
of worldview in the
classroom
This paper builds on paper 1 to further explore how the concept is vast, and the question most
of ‘worldview’ creates fruitful directions for RE as a school often asked by teachers is how
subject, opening up new avenues and questions that bring to effectively select content
the subject closer into line with both academic concerns and that will ensure progression
the range of individual and collective experiences that are the in the subject and provide the
intended objects of study. right balance of substantive,
disciplinary and personal
While the group of academics The examples given in this knowledge1 and of breadth
resisted defining ‘worldview’ paper illustrate potential end- and depth. This is not a
too tightly, they collectively points or outcomes – the types problem unique to Religion
could see some ways in which of things that young people and Worldviews – History,
the use of ‘worldview’ helps can be expected to understand Geography and English also face
teachers and other stakeholders by the end of their school similar content selection issues,
to move beyond narrow views careers. Careful curriculum for example.
which hold us back in the RE development will be needed
classroom. Many good teachers to ensure that primary and There has been some concern
will already be exploring some of secondary curriculums build that re-orienting to Religion
these questions and taking some towards these more complex and Worldviews entails
of these approaches. However, and nuanced ideas. At the same adding yet more content to an
they do so often in resistance to time, some complexity can be already crowded curriculum.
a wider system, in schools and in introduced at very young ages, Understandably, this has raised
the public sphere, which tends and children will bring this concerns among teachers and
to flatten out the presentation complexity into the classroom teacher educators as well as
of religions, obscuring their with them as part of their own curriculum developers. In the
rich diversity. The shift to a personal worldviews or lived discussions, the academics
worldview approach, backed experiences in relation to were keen to ensure that taking
by the National Entitlement, organised worldviews. This is a a worldview approach would
is intended to open up this work in progress to which REC not lead to what they described
diversity and make it easier members can, and we hope will, as ‘religious tourism’ where
for teachers in a wide range make a vital contribution. There pupils receive a smattering of
of settings to support pupils are already exciting examples of superficial knowledge about a
and students in building a this work beginning in schools. range of organised worldviews
richer and more nuanced which may or may not be of
understanding of their own and This paper also explores the interest to them. There is a
others’ worldviews and of how question of content selection. clear need for an overarching,
worldview works in human life. The potential field of study coherent structure so that pupils
for Religion and Worldviews
1 ‘Substantive knowledge’ is the content of the subject – in this case knowledge about organised worldviews and key concepts in the
subject. ‘Disciplinary knowledge’ is knowledge about the methods, conventions and principles that guide the study of worldviews.
Personal knowledge is understanding the positionality of oneself and others. Richard Kueh introduced these ideas at the RExChange
conference on 3rd October 2020 will be speaking about them in his plenary address at the SRGM on 10th November 2020.
8 Copyright 2020 Religious Education
Council of England and WalesTHE WORLDVIEW PROJECT: DISCUSSION PAPERS
can organise their knowledge questions of meaning and worldviews, illustrates one or
and build to a deeper, richer purpose raised by human more of the statements in the
understanding of worldviews experience, and the different National Entitlement. This frees
and how they operate. roles that worldviews play in up schools in different settings
providing people with ways to draw on the worldviews most
THE NATIONAL of making sense of their lives relevant to their context. It
ENTITLEMENT AS A 7. the different roles played also gives teachers freedom to
STARTING POINT by worldviews in the lives bring in examples taken from
of individuals and societies, their own interest, expertise
The National Entitlement including their influence on or indeed lived experience.
developed by the Commission moral behaviour and social Having said that, there will
on Religious Education was norms need to be careful curriculum
seen to be a useful starting point development so that children
8. how worldviews have power
for designing an overarching have enough background
and influence in societies
coherent curriculum structure. knowledge about particular
and cultures, appealing to
traditions to understand the
various sources of authority,
The National Entitlement examples selected by teachers to
including foundational texts
outlines nine key areas that illustrate particular points and
9. the different ways in which to appreciate the real worldview
pupils ‘must be taught:’
religion and worldviews can diversity in today’s world. The
1. about matters of central be understood, interpreted proposed REC project currently
importance to the and studied, including under consideration by a funder
worldviews studied, how through a wide range of will tackle such issues.
these can form coherent academic disciplines and
accounts for adherents, through direct encounter The examples in this paper
and how these matters are and discussion with are also just that – early-stage,
interpreted in different individuals and communities illustrative examples of the
times, cultures and places who hold these worldviews. explanatory power that the
2. about key concepts including During the discussions, some concept of worldview might
‘religion’ ‘secularity’ suggested that the National have. They are neither intended
‘spirituality’ and ‘worldview,’ Entitlement, as useful as it is, to be prescriptive or exhaustive,
and that worldviews are may be missing ideas of the or to signal that one particular
complex, diverse and plural sacred, the transcendent and worldview is more worthy of
revelation. However, these study than another.
3. the ways in which patterns
could be included in ‘matters of
of belief, expression and It will require skilled curriculum
central importance’ as they are
belonging may change across development to ensure that the
absolutely of central importance
and within worldviews, National Entitlement statements
within some organised and
locally, nationally and can be understood at an
personal worldviews. There
globally, both historically age-appropriate level. Several
is also ongoing debate about
and in contemporary times curriculum projects, including
how to present the relationship
4. the ways in which between continuity/uniformity Understanding Christianity,
worldviews develop in and change/diversity within the Big Ideas in RE project and
interaction with each other, particular organised worldviews. the RE-searchers project, have
have some shared beliefs begun to illustrate the level
and practices as well as The National Entitlement can of depth that can be achieved
differences, and that people serve as an important arbiter of in the primary and secondary
may draw upon more than the perennial question about classroom. While these may
one tradition which content is worthy of not be explicitly aligned to the
5. the role of religious and non- study and why one content area National Entitlement, they all
religious ritual and practices, should be chosen over another. cover key elements of it and,
foundational texts, and of the The curriculum can therefore more importantly, illustrate
arts, in both the formation be freed from views about what is possible at different
and communication of which organised or personal levels.
experience, beliefs, values, worldviews are inherently the
identities and commitments most worthy of study. Instead,
6. how worldviews may offer selection can be based on how
responses to fundamental a particular example, drawn
from organised or personal
Copyright 2020 Religious Education 9
Council of England and WalesTRANSCENDING THE ‘WORLD religion and other religions are more or less
RELIGIONS PARADIGM’ worthy of study depending on how closely their
features are matched to Christianity. Indigenous
Curriculum resources for Religious Education or sub-Saharan African religions are often not
are often framed within what has been called the even considered as ‘religions’ or as worthy of
‘world religions paradigm.’ study.
• Curricula are often constructed as if all
The ‘world religions paradigm’ tended to construct organised worldviews have similar features and
religions along the model of Protestant Christianity: can be studied through the same categories:
with founders, sacred texts, specific places of founders, sacred texts, spaces of worship,
worship, churchlike organisational structures and key beliefs, practices, and so on. This means
systems of doctrine. It gave rise to assumptions that that organised worldviews are not always
there are a fixed number of important ‘religions’; understood on their own terms, but rather re-
that each is unitary and separate; and that each organised to fit a particular paradigm.
conform to the same pattern. The study of religions • Linked to this, there can sometimes be an
at both university and school level in the last excessive focus on founders, sacred texts,
50 years has generally been framed within this ‘orthodoxy’ and certain types of religious
paradigm. However, it has also been problematised authority, at the expense of understanding how
both by academics and in classroom practice. people believe, belong and live their lives. This
can lead to an incorrect assumption that the
It may be difficult to see beyond the world religions
truest form of a religious worldview is to be
paradigm if our own study of religions has been
found among its most literate adherents.
framed and shaped by it. However, it is perhaps
time for a paradigm shift, moving beyond this • The boundary between religion and non-
paradigm to a more nuanced study of worldviews, religion is often presented as more rigid than it
while not losing what has been good about the is in practice, which can lead to a questionable
previous approach. narrative of progress from the religious to the
‘secular,’ ‘scientific’ and capitalist.
Several current challenges in RE may be the result • Important over-arching concepts like belief,
of the hidden influence of the world religions secular and religion are not covered.
paradigm. In their discussions, the academics explored the
ways in which taking a worldview approach can
These include:
help to address these challenges. In addressing
• Religions are often presented as ahistorical and them, the idea of ‘worldview’ functions as a
monolithic, obscuring their internal diversity ‘can-opener’ to open up deeper and more fruitful
and historical development. questions about religious and non-religious
worldviews, both organised and personal. This
• There is sometimes an implied hierarchy of
paper focuses on how a worldview approach can
‘religions’ – that Christianity is the archetypal
respond to four key challenges.
10 Copyright 2020 Religious Education
Council of England and WalesTHE WORLDVIEW PROJECT: DISCUSSION PAPERS
1. Opening up the rigid boundary between subject as potentially illuminating a whole range of
religion and non-religion issues about the interplays between organised and
2. Opening up the interplay between continuity personal worldviews and exploring questions like
and change, challenging perceptions of the relationship between ‘religion’ and ‘culture.’
religions as ahistorical
The rigid binary between religious and non-
3. Opening up the interplay between organised religious also obscures the ways in which the
and personal worldviews, challenging non-religious is also culturally and historically
perceptions of religions as monolithic constituted and enables important concepts like
4. Opening up historical and contemporary ‘secular’ and ‘secularism’ to be explored. The types
issues within specific worldviews, challenging of non-religious worldviews and understandings
the tendency to see worldviews within a fixed of secularism to be found in English-speaking
categorisation rather than on their own terms in countries are not the same as those to be found
particular contexts. in Russia or China, for example. A worldview
approach can enable teachers to bring Anglo-
OPENING UP BOUNDARIES American liberal secular views into the classroom
BETWEEN RELIGION AND NON- as objects of study, as something to be examined
RELIGION rather than being the background which is simply
assumed.
One of the challenges that frustrated some of the
group was that, as a result of prevailing views about The influence of wider cultural phenomena, such
‘religions’ that treats them as being unitary, fixed as capitalism and commercialisation, on both
and distinct, the boundary between ‘religion’ and religious and non-religious worldviews, can also
‘non-religion’ is constructed as being more rigid be explored, again blurring the rigid boundary
and fixed than is the case in practice. Using the between religion and non-religion. This might
concept of ‘worldview’ as a can-opener can help be used to explore, for example, how practices
to break down this rigid binary, to demonstrate such as yoga and mindfulness have become
that both ‘religious’ and ‘non-religious’ are far commercialised. The suggestion here is not to
more complex categories that they might appear, examine ‘commercialism’ as a ‘worldview’ in and
and that they influence each other. The term of itself, but rather to examine the influence of
‘worldview’ can apply to both the religious and the commercialism as a cultural phenomenon on
non-religious, and hence be employed to illustrate organised and personal worldviews.
what may be common to both.
The problems of a rigid binary are clear when CONTINUITY AND CHANGE:
exploring groups or individuals who identify, OPENING UP NEW QUESTIONS
for example, as ‘secular Sikhs,’ ‘ex-Muslims,’
‘cultural Christians’ or ‘Christian atheists.’ Taking The concept of ‘worldview’ may help to
a worldview approach may enable teachers to correct perceptions of ‘religion’ and ‘religions’
include these groups within the purview of the as ahistorical, monolithic and unchanging.
Copyright 2020 Religious Education 11
Council of England and Wales‘Worldview’ as a concept can be used to draw Using the concept of worldview can help teachers
attention to the historical development of ideas or to open up deeper and more interesting questions
paradigms, opening up questions about continuity about continuity and change in teachings or
and change. It also opens up the range of ways in practices. Rather than assuming that these have
which an individual’s worldview can be influenced, always been understood in the same way, we can
not just by ‘religions’ but by a variety of social, explicitly call that assumption into question. We can
cultural, intellectual and historical factors. Thus, ask whether a text would have been understood in
it creates more space for understanding a range the same way in earlier times and different places
of diversities within historical and contemporary to how we understand it today, perhaps drawing
religious experience. on historical and contemporary source material
(including the visual arts as well as texts) where
It also helps us avoid the relevant. Attention
fallacy that ‘religions’ can also be drawn
are things in their own to areas where
right with independent the continuity of
agency in the world (for Pupils should be taught about:
traditions has been
example, that ‘Islam remarkable, such as
• the ways in which patterns of
says…’ or ‘Judaism says’). the efforts made to
belief, expression and belonging
It is clear that worldviews obtain and preserve
may change across and within
are held by people – accurately written
worldviews, locally, nationally
sometimes individually, and oral texts for
and globally, both historically and
sometimes collectively or thousands of years,
in contemporary times
as part of long-standing rituals current
institutions – and • the ways in which worldviews today with a similar
therefore a worldview has develop in interaction with pedigree, or advice
no independent agency each other, have some shared on how to live our
to say or do anything. beliefs and practices as well lives and treat other
People – individually as differences, and that people people that retain
or collectively as part may draw upon more than one contemporary
of organisations or tradition. relevance.
communities – say or do
things (partly) because of Looking more
worldviews they hold. In deeply at organised
doing so, they may draw traditions, the
from traditional sources, concept of
textual and otherwise, and indeed may wish to see ‘worldview’ might help to explain beliefs or
themselves as fitting in with an existing tradition. practices that do not fit a simplistic or monolithic
idea of religion, going beyond the idea of different
The National Entitlement for Religion and denominations to trace a range of historical,
Worldviews specifically calls for a greater focus cultural and intellectual influences. Tracing
on historical change and on interactions between influences in this way can build up students’
worldviews. skills so that they can explain, for example, why
12 Copyright 2020 Religious Education
Council of England and WalesTHE WORLDVIEW PROJECT: DISCUSSION PAPERS
some South Asian Muslims in Britain believe in including being part of organised religious
reincarnation and whether that has changed as or other communities. Some of these may be
new influences from the Arab world have become formally articulated, while others may be less
more popular. conscious, articulate and formal. These worldviews
fundamentally shape our gaze and engagement
At the personal level, the concept of ‘worldview’ whether we are conscious of them or not. With this
helps to explain the influence of specific life as a starting point, one of the aims of Religion and
experiences on an individual’s understanding Worldviews is that young people understand their
of certain texts or interpretation of doctrines. own worldviews and those of others in order to
This could breathe new life into commonly used inhabit them more consciously, responsibly and
life stories such as that of Farid Esack or C S responsively. Understanding the interplay between
Lewis. Over time, students could also explore the personal and organised worldviews is crucial to
importance of conversation – whether in person or this task.
through texts – in refining and changing people’s
understandings. This might be explored through The shift in emphasis to a balance between
pupils’ own experience (possible at primary as personal and organised worldviews may help to
well as at secondary) as well as studying organised open up a wider range of questions – both about
traditions such as Rabbinic Judaism or Tibetan the history of ideas, and about existential matters.
Buddhism which have long-standing practices of A worldview approach also helps to explain the
conversation and debate. ways individuals and communities relate to this
range of overlapping worldviews. For example,
Taking a worldview approach may therefore help to taking a worldview approach might help explain
particularise beliefs and practices as rooted in their why some Muslims in Britain turn to wisdom
historical and geographical contexts, rather than from popularised Buddhist traditions in seeking
always being treated as universal across all times to explain or deepen their spiritual practice – or
and places. Far from diluting the religious content indeed why some Buddhist communities in
of the subject, a worldview approach would Britain draw on Sufi poetry and ideas. A worldview
enhance it. At the same time, these concepts will approach can open up questions about how
need to be developed over the course of a pupil’s individuals within these communities might draw
school career, balancing simplicity and complexity on such ideas both in their everyday lives and to
in an age-appropriate way. cope with difficult circumstances when they arise.
INTERPLAYS BETWEEN ORGANISED A worldview approach can also help to explain
AND PERSONAL WORLDVIEWS how institutional or organised worldviews come
to change their positions, and how this might
Taking a worldview approach can also open up be influenced by key individuals changing their
the interplay between organised and personal views, in conversation with both their historical
worldviews. We all inhabit and were born into religious traditions and the contemporary moment.
a range of overlapping worldviews, perhaps For example, if we were to trace the change in
Copyright 2020 Religious Education 13
Council of England and Walesthe Church of England’s official view on women Continuing the example of Shabbat, pupils at GCSE
priests, a worldview approach might lead students level could be introduced to the historical debates
to explore how key individuals interpreted Biblical on whether doctors were allowed to practise on
or theological sources and how they responded Shabbat and under what circumstances, or the
to the changing political and cultural climate. contemporary debates about the use of Zoom and
Students might then seek to explain how and why other digital technologies on Shabbat during the
the Church of England’s official position changed 2020 lockdown period. They could explore the
and how individuals and groups have responded, sources that different individuals and groups drew
as well as the impact of this on women priests and on and the methods of reasoning they used, as well
women and girls in the Church. as the social and cultural factors that might have
influenced people to have different views. Rather
This does not mean understanding how every than forcing Judaism into a paradigm that does not
single individual relates to the organised traditions fit, for the purposes of an examination, this would
that they may identify with, but rather developing enable young people to engage with Jewish thought
a deeper conceptual understanding, informed by as it is experienced by Jewish people in a range
several disciplines, of how individuals interact with of contexts. As with other examples in this paper,
traditions and how ideas are shaped. This can be this example describes the end-point of a course
done effectively, if simply, at primary as well as of study, and curriculum developers will need to
secondary2. consider how to build up to this through primary
and lower secondary. The proposed forthcoming
REAL CONVERSATIONS AND REAL REC project will contribute to that task.
DEBATES
This means that curriculum developers may need
One potential consequence of freeing teachers to move beyond well-travelled paths and well-
from an over-reliance on teaching ‘religions’ as known sources to find illustrations, stories and
a series of ‘isms’ framed by the world religions debates which clarify concepts or aspects of the
paradigm is that it opens up space for pupils to be National Entitlement. It also means that teachers
introduced to the real conversations and debates with particular areas of interest or specialism
taking place within contemporary and historical should be able to use these as depth studies, also
communities about meaning, truth, purpose, the aligned to the National Entitlement.
value of rituals, the inter-relationships between
religion, morals, culture and politics, to name but
a few examples. Crucially, a worldview approach
may help to free teachers from the assumption,
QUESTIONS
often exacerbated by the structure of public
1. How does the concept of worldview, as outlined
examinations, that all religions are constructed in
here, open up new and interesting questions for the
the same way and with the same features.
traditions that you are familiar with?
For example, a recent GCSE examination paper 1. How might different organisations within the RE
asked students to evaluate the statement ‘For Jews, community support the development of curriculum
Shabbat is more important than any other festival.’ resources that explore the interplays between organised
This does not map on to historical or contemporary and personal worldviews?
debates within Jewish traditions about Shabbat. 1. What real conversations and real debates would you
Rather than assuming that ‘X is more important like to see young people focus on, that might not fit into
than Y’ is how debates are constructed within all the current paradigm but would fit into a worldview
communities, pupils could be introduced to how approach?
debates are actually constructed within a range of 1. How might REC members contribute to developing and
communities. enhancing this approach to worldviews?
2 RE Online’s blog series, Opening up conversations about Religion and Worldviews, and the Reforming RE blogspace both provide
illustrations of worldview approaches in classroom practice.
14 Copyright 2020 Religious Education
Council of England and WalesTHE WORLDVIEW PROJECT: DISCUSSION PAPERS
Discussion paper 3
Academic rigour
and disciplinary
knowledge
One of the enduring themes of the discussions was how to themselves worldviews – or
ensure that Religion and Worldviews remains an academically at least create and sustain
rigorous subject. Religious Education has sometimes been worldviews – in so far as they
characterised as a subject which lacks such rigour, leaving are traditions of understanding
pupils thinking that “it’s all a matter of opinion”. Yet the as to what counts as knowledge,
examples already discussed in the previous papers illustrate truth and evidence and using
how taking a ‘Worldview’ approach can build on the three specific tools and practices to
forms of knowledge of the subject identified by Richard Kueh produce knowledge, as well as
to achieve real challenge and promote academically rigorous functioning as communities
work.1 with shared languages and
cultures. Different societies
The distinction between multidisciplinary by the and cultures value the various
substantive and disciplinary academics. This adds a further disciplines differently.
knowledge was seen to challenge to the existing
be essential. Substantive challenge of content selection – One way to think about a
knowledge is the content of a it’s not just about selecting the discipline is that suggested by
subject. By contrast, disciplinary substantive content but also Richard Kueh, now the subject
knowledge refers to the methods the disciplinary approach that lead for RE at Ofsted, who talks
and principles of the subject, is appropriate. The challenge about a discipline as a particular
sometimes called the ways of for curriculum development is type of discourse, ‘what makes
knowing. It can include pupils’ to build pupils’ skills within all a subject distinctive’ and ‘the
understanding of forms of the key disciplines related to sum total of the tools, norms,
discourse by which scholars past Religion and Worldviews. methods, and modus operandi
and present have decided what of the way in which humans
counts as knowledge or truth WHAT IS A go about exploring a field of
within a particular tradition of DISCIPLINE? knowledge that has its own
enquiry. The academic rigour conventions’ (Kueh, 2019:57).
of a subject depends as much Like ‘religion’ and ‘worldview’,
on the quality of disciplinary Understanding the disciplines
a ‘discipline’ is seen by many
knowledge that pupils are that might be brought to bear
as a human construct. Human
introduced to within that on the study of worldviews and
life and the natural world are
subject as on the amount of what counts as disciplinary
not inherently divided up into
substantive knowledge that knowledge is an essential aspect
subject disciplines. Rather,
students retain. of the study of worldviews, as
disciplines are created and
stated in the CoRE National
sustained by human activity
Religion and Worldviews Entitlement.
– particularly in universities.
was understood to be
In some ways, disciplines are
1 In a plenary lecture given at the RExChange conference on 3rd October 2020
Copyright 2020 Religious Education 15
Council of England and WalesWHICH DISCIPLINES? to be challenged by the history to this list. History
perspectives of the adherents and its methods are perhaps
With such varied content, the • ‘epistemological humility’: a useful corrective to the
selection of disciplines is itself that is the recognition that problem, identified in earlier
a challenge. Some participants one’s own knowledge and papers, that ‘religions’ tend to
in the discussion argued that understanding is limited, be presented as ahistorical.
Religious Studies is itself a and that the results of one’s Other disciplines within the
discipline, which employs study will be partial and Humanities, including the study
multiple methods, and that flawed of literature, are considered by
Religious Education in schools is some to be central to the study
• a critical approach which
a distinctive subject that should of worldviews, especially in so
is not afraid to question or
draw on Religious Studies. far as it involves the study of
evaluate the perspectives
religious and other texts.
of adherents, once the
Although as in all disciplines above attempts and
the following are contested, Either way, it is crucial that we
recognitions have been do not reproduce assumptions
Religious Studies (or Study made. In particular, in recent
of Religions) tends to be about ‘ourselves’ and ‘others’
decades, critiques from the in our choice of disciplines and
characterised by: perspectives of feminist, methods. For example, there is a
queer and postcolonial risk that the choice of methods
• ‘methodological
theories have featured, might reinforce stereotypes
agnosticism’: that is, that
though there have always about certain ‘others’ being
the discipline steers a
been ethical ones more less rational or logical. This
middle way between those
generally. impression might be given if
disciplines that tend to
support the claims and some worldviews are studied
behaviour of the worldviews via philosophy and theology
Within this overall approach, and others via sociology and
studied, and those that
scholars of Religious Studies anthropology. Care needs to
attempt to ‘explain them
draw on methods and tools be taken to ensure a balance
away’. The agnosticism is
from a vast array of disciplines between approaches that focus
methodological in that you
including literary criticism, on how worldviews are lived out,
do not have to be agnostic in
philosophy, theology, sociology, and approaches that focus on
your personal worldview, but
anthropology, history, media how worldviews are articulated
adopt this approach for the
studies, psychology and political and thought through.
purposes of study
science.
• ‘informed empathy’: that is,
The overall range of disciplines
the starting point of enquiry Others did not see Religious that are relevant to a worldview
should be the attempt to Studies as a discipline in its approach are much the same
respect the adherent and own right, but argued that as those already used to study
see things as they see them, the study of worldviews is religion, but the specific ways
rather than through one’s inherently multi-disciplinary. If they are deployed and the
own existing presuppositions so, then there needs to be some emphasis given to them may
• ‘reflexivity’: that is, the selection of disciplines. Some vary, depending on the specifics
attempt to recognise what writers in recent years have of the approach taken and the
these presuppositions argued that the most important concepts being explored. For
might be, and prevent them disciplines are theology (itself example, there may be greater
interfering with scholarly multidisciplinary), philosophy emphasis given to history, and
accuracy, as well as allowing and the ‘human and social to hermeneutical approaches
our own assumptions sciences’ with others adding within theology, philosophy
16 Copyright 2020 Religious Education
Council of England and WalesTHE WORLDVIEW PROJECT: DISCUSSION PAPERS
and the human and social Third, it might address the EXISTING
sciences. It was clear during the problem that some people DISCIPLINARY
discussions that a disciplinary assume that worldviews that APPROACHES IN RE
approach is essential to Religion lead to harm are less authentic
and Worldviews even if the expressions of either religious or Recent curriculum thinking
selection of disciplines is still up non-religious worldviews. The has given more prominence
for discussion.2 temptation is then to sanitise to disciplinary approaches
them by presenting only the and to the methods by which
THE BENEFITS ‘nice’ versions – usually from the worldviews are studied. There
OF DISCIPLINARY best of motives on the part of are several examples of this,
KNOWLEDGE teachers. For example, Buddhist including the RE-searchers
monks involved in the ethnic approach developed by Rob
Taking a disciplinary approach, cleansing of Rohingya Muslims Freathy and colleagues, the
whether this is interpreted as the may be considered to adhere Big Questions in Classrooms
discipline of Religious Studies, to a false or corrupted version project funded by the
or a multidisciplinary approach, of Buddhism, because ‘true’ Templeton World Charity
to the study of worldviews might Buddhists would not do this. Foundation and the Big Ideas
solve several potential problems There are reasons why members approach developed by Barbara
of teaching Religion and of organised worldviews, and Wintersgill and colleagues
Worldviews identified during the authorities within them, may (which draws on ideas from a
discussions. consider that this is not the range of disciplines while not
‘real’ version of the tradition, taking an explicitly disciplinary
First, it might address the but following this belief in approach). There is not space to
variety of types of questions the classroom can lead to an explore them in detail here but
being asked and answered impoverished understanding introductory materials on each
in the classroom. Without a of the complexities of such can be found at the links above.
disciplinary approach, this judgements. They may need to be adapted
variety can collapse into ‘it’s all for different settings, but they
a matter of opinion’ or lead to Simplifying this issue might be
illustrate what is possible
muddled and confused thinking. appropriate when working with
at a range of age-groups if a
Within a disciplinary approach, younger children, or presenting
disciplinary approach is taken.
pupils can recognise which a tradition for the first time to an
types of questions belong to audience that has preconceived These different experiments
which disciplines and therefore negative assumptions to in curriculum thinking all
what types of answers might be start with. However, with offer ways to interrogate the
appropriate, and which methods older students at least, and disciplines themselves as well as
and what sort of evidence can be sometimes with younger ones, the object of study. In the light
used to reach them. it is legitimate, even essential, of what has been written above
to raise contentious issues in relation to the world religions
Second, it can alert teachers to and expose the harm that can paradigm, pupils and teachers
the status of ‘factual’ material be caused by individuals or need to be able to reflect on
presented in resources as groups who adhere to particular how disciplines and methods
having been arrived at through organised worldviews. Taking are constructed and selected to
processes which reflect a critical disciplinary approach apply to particular questions or
the methods of particular can enable young people to areas of knowledge.
disciplines or assumptions of understand how power operates
particular scholars. within the context of religious Equally crucially, these
and non-religious worldviews by disciplinary approaches are
opening up such issues as areas applied in age-appropriate ways
of study in their own right. through Primary and Secondary,
illustrating how disciplinary
knowledge can be included even
from an early age.
2 RE Today will be producing resources in 2021 for its subscribers that model a disciplinary approach. The RE-searchers project at the
University of Exeter is another model.
Copyright 2020 Religious Education 17
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