A guide to the main western ethical theories, their religious connections andto the ethical issues of today. Ethical Studies is divided into three parts: the different approaches or systems for exploring ethical dilemmas, the links... more
A guide to the main western ethical theories, their religious connections andto the ethical issues of today.  Ethical Studies is divided into three parts: the different approaches or systems for exploring ethical dilemmas, the links between ethics and religion and important contemporary ethical issues relating to sexual ethics, medical ethics, war and peace and human and animal rights.
Part I Ethical Theories 1. Introduction to Ethics I: What is Ethics 2. Introduction to Ethics II: Absolutism and relativism 3. Utilitarianism 4 Situation Ethics 5. Kant 6 Natural Moral Law Part II Ethical Issues 7.... more
Part I Ethical Theories

1.  Introduction to Ethics I: What is Ethics
2.  Introduction to Ethics II: Absolutism and relativism
3.  Utilitarianism
4    Situation Ethics
5.  Kant
6    Natural Moral Law

Part II Ethical Issues

7.  Religion and Human Dignity
8.  Abortion
9.  Euthanasia
10. Religion and the Created World
11. Environmental ethics
This book can be used with any A Level Religious Studies text but is the perfect companion to the OCR-endorsed editions of Philosophy of Religion for A Level and Religious Ethics. It has been developed in consultation with OCR examiners... more
This book can be used with any A Level Religious Studies text but is the perfect companion to the OCR-endorsed editions of Philosophy of Religion for A Level and Religious Ethics. It has been developed in consultation with OCR examiners to ensure that the material is as effective for your students as possible. Designed specifically to promote examination success, it includes summaries of key topics, glossaries and helpful tips for answering questions
Amongst the religious education (RE) profession in English schools, two professional groups may be identified: Those that serve community schools an those that serve Catholic schools. RE professional literature in English language... more
Amongst the religious education (RE) profession in English schools, two professional groups may be identified: Those that serve community schools an those that serve Catholic schools.  RE professional literature in English language publications reflect these categories. There are those which which encourage a form of RE grounded in educational conceptions of learning from and about.  Additionally there are those which are concerned with Catholic contexts, frequently referred to as confessionalist, grounded in theological and educational understandings of learning from, about and especially in, religion.  A selection of recent literature reflects this division and shows parallel RE discourses taking place with little cross referencing between them. For countries which have community and Catholic schools, such as England this division points a lack of dialogue between the two professional contexts.  There may be some division and RE practitioners in community and Catholic school settings based on ignorance or suspicion.  This review identifies common contexts within the literature silos which could be the basis for some commonalities as well as some signs of a convergence in the discourses.  This makes a case for RE debates within the parallel professional discourses taking a more thorough account of what is going on in each others’ silos.
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This article questions whether human rights education (HRE) scholarship is responding adequately to the post secular turn in thinking about the place and nature of religion in society. Here the post secular turn is used to describe the... more
This article questions whether human rights education (HRE) scholarship is responding adequately to the post secular turn in thinking about the place and nature of religion in society. Here the post secular turn is used to describe the discrediting of secularisation theory, the recognition of religion as an enduring and pervasive global cultural force, and the resulting emergence of a discourse that concedes different secularities and multiple modernities. This article identifies the turn, notes the emerging discourse and identifies the lack of an adequate response in UK HRE scholarship which seems wedded to an increasingly outdated theory of secularisation. It concludes by considering alternative possible resources for a more adequate response.
The relationship between religion and human rights is an ambiguous and complex one, but there are academic, moral and political arguments for the inclusion of human rights in religious education (RE). The Universal Declaration of Human... more
The relationship between religion and human rights is an ambiguous and complex one, but there are academic, moral and political arguments for the inclusion of human rights in religious education (RE). The Universal Declaration of Human Rights advocates education in human rights and the English school curriculum aims to encourage a commitment to human rights. This article examines ...
Amongst the religious education (RE) profession in English schools, two professional groups may be identified: Those that serve community schools and those that serve Catholic schools. A selection of recent literature reflects this... more
Amongst the religious education (RE) profession in English schools, two professional groups may be identified: Those that serve community schools and those that serve Catholic schools.  A selection of recent literature reflects this division and shows two parallel RE discourses taking place with little cross referencing between them. England has community and Catholic schools in close proximity and this division points a lack of dialogue between the two professional contexts.  There is some division and suspicion between RE practitioners in community and Catholic school settings.  This paper considers signs of a convergence in the discourses, and asks if there are arguments that RE debates within the parallel professional discourses take a more through account of what is going on in each others’ silos.
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Since the Universal Declaration of Human Rights in 1948, signatories have been encouraged to make the promotion of human rights a central aim of education. In recent years there has been a change in emphasis in the English curriculum aims... more
Since the Universal Declaration of Human Rights in 1948, signatories have been encouraged to make the promotion of human rights a central aim of education. In recent years there has been a change in emphasis in the English curriculum aims from a general inclusion of rights and responsibilities in the moral education of children, towards the specific commitment to human rights (DCSF/QCA 2007). There has been considerable discussion about the link between human rights and some have called for greater integration between religious and human rights education. This paper examines the place of human rights in religious education (RE) curriculum documentation in the light of the aims of education in English secondary schools and the international declarations.  The paper examines three sources: The non-statutory national guidance documentation for RE, a selection of the 151 statutory local agreed syllabi and the GCSE Religious Studies specifications of four exam boards. The results of the survey show that human rights receive widely differing treatments and suggest different messages about the link between rights and religion. A proposal is made for how RE might enrich human rights education by encouraging multi-perspective dialogue on human rights issues and multiple justifications for human rights.
Secularization theory has been demonstrated not to be forthcoming. Rather than declining, religious complexions of societies vary enormously with new religious movements and spiritualities, traditional religious resurgences as a result of... more
Secularization theory has been demonstrated not to be forthcoming. Rather than declining, religious complexions of societies vary enormously with new religious movements and spiritualities, traditional religious resurgences as a result of migration. We now live in a post secular context with religious issues prominent in local, national and global issues. Education in some liberal western countries can be seen to have secularized learning and knowledge, perhaps assuming secularization would completely eradicate religion from the public space. Given this has not happened there is arguably a need to re-evaluate the aims and nature of education in a post-secular world.
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Since the Universal Declaration of Human Rights in 1948, signatories have been encouraged to make the promotion of human rights a central aim of education. In recent years there has been a change in emphasis in the English curriculum aims... more
Since the Universal Declaration of Human Rights in 1948, signatories have been encouraged to make the promotion of human rights a central aim of education. In recent years there has been a change in emphasis in the English curriculum aims from a general inclusion of rights and responsibilities in the moral education of children, towards the specific commitment to human rights (DCSF/QCA 2007). There has been considerable discussion about the link between human rights and some have called for greater integration between religious and human rights education. This paper examines the place of human rights in religious education (RE) and citizenship education (CE) curriculum documentation in the light of the aims of education in English secondary schools and the international declarations.  Human rights receive widely differing treatments and suggest different messages about the link between rights and religion. The approach in CE is more focused on human rights instruments, legislation, campaigns and issues, rather than philosophical foundations. The two approaches are not interlinked in the curricula and seem disinterested in the value of each other. A proposal is made for how RE might enrich human rights education by encouraging multi-perspective dialogue on human rights issues and multiple justifications for human rights, and how this may add criticality to the approaches currently taken.
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Developments in Hermeneutics and Teaching the New Testament: N T Wright and Antony C Thiselton The workshop will draw on the work of N T Wright and Antony C Thiselton and their significant contribution to hermeneutics. It aims to whet... more
Developments in Hermeneutics and Teaching the New Testament: N T Wright and Antony C Thiselton

The workshop will draw on the work of N T Wright and Antony C Thiselton and their significant contribution to hermeneutics. It aims to whet the appetite of teachers to plunge into teaching New Testament with a hermeneutical edge. Whether or not you have studied it before this session will provide an orientation to this exciting area, at the same time pointing you to resources available. It will focus on the work of two important contemporary New Testament Scholars and their recent work, presented as a toolkit for making sense of the New Testament to enrich your teaching of the bible in light of these developments.
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Never has the urgency to take on new government policy language in education been so pressing as it is with fundamental British values as new inspection frameworks arrive to ensure schools can be downgraded for failing because of this... more
Never has the urgency to take on new government policy language in education been so pressing  as it is with fundamental British values as new inspection frameworks arrive to ensure schools can be downgraded for failing because of this new area. Democracy, the rule of law, individual liberty, tolerance and respect, are essential priorities to be promoted by SMSC. There should be no extremism or discrimination in any part of the curriculum for teaching and this all forms part of the  new broader definition of safeguarding. It would be wrong to think that Inspectors are only interested in regions of significant Muslim populations. I know of local inspections in leafy largely white suburbs where British values feature very highly.
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Outline of papers at the British Education Research Association Religious and Moral Education Special Interest Group.
In Queen's Belfast, 15th-17th September 2015.
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Annual Summer Lecture of the Post Secular Values and the Sacred Research Theme Group, Faculty of Education, Canterbury Christ Church University Friday 5th June 1400-1600 (with refreshments) Old Sessions House, Room Og32, Canterbury... more
Annual Summer Lecture of the Post Secular Values and the Sacred Research Theme Group, Faculty of Education, Canterbury Christ Church University

Friday 5th June
1400-1600 (with refreshments)
Old Sessions House, Room Og32, Canterbury Christ Church University, Canterbury, UK
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