Exemplifying a Critical RE Approach to Philosophy and Ethics

Christina Davis – London School of Economics

Angela Goodman – Institute of Education

Angela Wright – King’s College London

Starter Think-Pair-Share

What do you think is the relationship between Philosophy, Ethics and RE?

The Aim of this Seminar

To explore how a CRE pedagogy can impact the planning of a Philosophy

and/or Ethics scheme of work

Context: The current situation

• Popularity of Philosophy– On exam specifications– In Year 9

• Philosophical questions without philosophy!Ethical questions without the ethical theory!

• Not aimed at truth (related to ethical/religious relativism)

Critical Realism/CRE

1. Ontological Realism2. Epistemic Relativity3. Judgemental Rationality

CRE (Critical Religious Education) = Three principles plus truthful living

Aim of CRE = To create religiously literate individuals

A critical approach

• CRE provides an appropriate framework for studying Philosophy and Ethics with its concern for questions of truth.

• So how would a CRE SOW look different?

Planning a Philosophy/Ethics scheme of work

• Need philosophical tools.• Need to set up the question properly.• Need appropriate depth when considering

possible answers – big emphasis on developing appropriate level of subject knowledge, esp. across disciplines.

A suggested SOW

• Why science and religion: controversial, good for cross curricula, suspicion that problematic/insufficient in many contexts

• Rationale of order/lessons incorporated• Importance of context – Genesis• Importance of theological depth

Example: Fact vs. belief lesson

• Card sort starter – see word doc.• Discussion on facts and opinions.• Introduce logical positivism simply: "For

something to be true, it must be empirically verifiable.”

• Evaluation – do we need to have sense evidence for everything?

Why relevant to science?• Introduces students to more inclusive notion

of ‘evidence’.• Inviting students to question whether

empirical verification is essential for meaning and truth.

• Make students aware of their reasons for valuing science so highly (evidence and certainty) – feeds into future lessons.