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The special theme for this issue is a very timely one given the widespread growth of Studies of Religion programs in Australia and many other western countries. These programs reflect the fact that we now live in pluralist, multi-faith societies and that the study of religion in schools needs to take a broader, more open and more educational approach to the subject than has been common in the past. These developments raise many interesting questions at both the theoretical and practical level i.e., in regard to underlying philosophical issues and in relation to how to go about classroom teaching in this new educational environment. Many of the articles in this issue address the latter topic in a very helpful way but I would like in this editorial to focus on the underlying philosophical issues and try to provide some theoretical framework in which these development in teaching can be understood. In doing this I will be drawing on some of the ideas discussed in my book, Hobson, P.R. & Edwards, J.S. 'Religious Education in a Pluralist Society' (Woburn Press, London, 1999). |
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