The impact of Postmodernity on teaching within the context of Religious Education.

The nature of the subject variously described in Scotland as Religious Education, Religious and Moral Education, and Religious, Moral and Philosophical Studies has changed radically over the last four decades. This paper seeks to examine possible reasons for the move to non-confessional, multi-religious and philosophical approaches, both set against the wider social climate and also as evidenced in survey data. This hypothesis of this paper is that changes within Religious Education can be understood against the background of societal change (as described by diverse social theorists), secularization and the adoption of more democratic educational approaches. That is, changes in Religious Education in Scotland mirror the crisis of legitimation characteristic of post modernity; the decline of institutional forms of spirituality, and movement towards a more democratic paradigm in educational practice. It is hoped to evidence this claim with reference to key documents in the development of Religious Education, as well as the content of Religious Education curricula in Scotland. Empirical data also informs this discussion, principally from a survey of 9 Religious Education departments in a particular local authority.

It is intended to bring a full seminar paper to the conference for delegates