Although Religious Education (RE) is a legal requirement in UK schools, it is an oft-neglected and misunderstood subject. It is important to seriously re-think this key subject at this time of low religious literacy and rising extremism, to protect communities from the consequences of hatred and misunderstanding. This book promotes a public discussion of what exactly is needed from a new model of RE within our education system to benefit wider society. In this edited collection, the chapters are diverse and future-facing, informed by theory and practice and written by a variety of key leading practitioners and emerging national leaders in RE. It covers the most pressing and urgent issues for RE such as hate speech, educational reform, and the weakening of moderate religious institutions. Linking the chapters together with recurring themes and joining passages, the editors create a flowing and coherent discussion about the state of RE and offer choices and routes for readers to consider in terms of its future course.

A manifesto for a new model of religious education (RE) in the UK national curriculum. It sets the context of the current religious climate and need for reform in RE, and gives suggestions for the future development of the topic in schools.

The question of how research on structures and outcomes in Religious Education can be carried out successfully is of current interest in many countries. Next to the more traditional historical, analytical and, more recently, international comparative approaches, empirical research in religious education has been able to establish itself as a major approach to this field. Moreover, the contemporary discussion about comparative evaluation in schools has raised a number of questions which also refer to Religious Education. What competences can pupils acquire in this subject? Does Religious Education really support the acquisition and development of the competences aspired? Are there differences in this respect between different forms of Religious Education or between different approaches to teaching? With contributions from eight European countries, the volume brings together approaches and research experiences that try to follow this lead by offering new and empirically based perspectives for the future improvement of teaching and learning in this school subject. Whoever is interested in improving the practice of Religious Education then, will not be able to bypass the question of researching processes and outcomes - an insight which also refers to a small but growing number of studies in this field which can be identified in several countries.

Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple. This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education. Areas covered in the book include: dialogical learning and cognition dialogical learning and emotional intelligence educational technology, dialogic ‘spaces’ and consciousness global dialogue and global citizenship dialogic theories of science and maths education The challenge identified in Wegerif’s text is the growing need to develop a new understanding of education that holds the potential to transform educational policy and pedagogy in order to meet the realities of the digital age. Dialogic: Education for the Internet Age draws upon the latest research in dialogic theory, creativity and technology, and is essential reading for advanced students and researchers in educational psychology, technology and policy.

Cliffe Knechtle offers clear, reasoned and compassionate responses to the tough questions skeptics ask.

Gold-medal winner of a Next Generation Book Award, silver-medal winner of the Independent Publishers Book Award. As featured on the PBS NewsHour “A gem of a book.” — LIBRARY JOURNAL (STARRED REVIEW) A step-by-step guide to raising confident, open-minded kids in an age of religious intolerance. Relax, It's Just God offers parents fresh, practical and honest ways to address issues of God and faith with children while promoting curiosity and kindness, and successfully fending off indoctrination. A rapidly growing demographic cohort in America, secular parents are at the forefront of a major and unprecedented cultural shift. Unable to fall back on what they were taught as children, many of these parents are struggling, or simply failing, to address issues of God, religion and faith with their children in ways that promote honesty, curiosity, kindness and independence. The author sifts through hard data, including the results of a survey of 1,000 nonreligious parents, and delivers gentle but straightforward advice to both non-believers and open-minded believers. With a thoughtful voice infused with humor, Russell seamlessly merges scientific thought, scholarly research and everyday experience with respect for a full range of ways to view the world. "Relax, It's Just God" goes beyond the numbers to assist parents (and grandparents) who may be struggling to find the right time place, tone and language with which to talk about God, spirituality and organized religion. It encourages parents to promote religious literacy and understanding and to support kids as they explore religion on their own -- ensuring that each child makes up his or her own mind about what to believe (or not believe) and extends love and respect to those who may not agree with them. Subjects covered include: • Talking openly about our beliefs without indoctrinating kids • Making religious literacy fun and engaging • Talking about death without the comforts of heaven • Navigating religious differences with extended family members • What to do when kids get threatened with hell