Trevor Cooling
Biographic Data
| ID | 3099602 |
|---|---|
| NAME | Trevor Cooling |
| GIVEN NAMES | Trevor |
| FAMILY NAME | Cooling |
| SIGNATURE | COOLING T |
| AFFILIATIONS | Canterbury Christ Church University |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Knowledge and religious education
This article explores differing scholarly views on the relationship between knowledge and Religious Education (RE) within a British context. Using a metalogue methodology – a structured, reflective dialogue – the perspectives of three scholars are presented facilitated by a fourth scholar. The method preserves individual voices while fostering interactive debate. The discussion includes – disagreements on the nature and definition of knowledge an…
Knowledge in a religion and worldviews approach in English schools
The Final Report of the Commission on Religious Education (CoRE) in England published in 2018 advocated what it called a religion and worldviews approach.One of the significant questions it provoked was the approach to knowledge that it took.This article explores this question.It first explains the background to the Commission Report and then the subsequent interpretative work undertaken by the Religious Education Council of England and Wales to …
The Commission on Religious Education – A Response to L. Philip Barnes
In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE’s proposal that the idea of worldview should be central to RE. His conclusion is that: ‘The collective force of these criticisms counsels against implementing the proposals of CoRE. Religious education needs to look e…
Radical reform in RE – a response to Mark Chater
This article is a response to Mark Chater’s argument that sectional interests are hampering reform in Religious Education in England and that radical structural reform is needed to correct this. The valid insights of Chater’s article are identified, but a significant correction is made by arguing that the reform of mindset, not structures, is what is actually required. The mindset issues identified are, first, a sense of entitlement to control th…
Christian theology and school Religious Education (RE)
This article examines the place of theology in school RE in the light of the 2018 Commission on Religious Education (CoRE) report. We outline the history of theology's ambivalent relationship with RE and then offer some positive implications and possibilities arising from CoRE's new emphasis on worldview
Measuring the Effectiveness of Virtuous Pedagogy
What If Learning is a pedagogical approach that allows teachers to deliver traditional content, as prescribed by national curricula, while at the same time promoting character virtues fundamental to Christian ethos. It encourages teachers to present topics from a different perspective, which shapes understanding through the lenses of cooperation, coaching or hospitality. What If Learning reframes ‘how’ to teach rather than changing ‘what’ to teac…
Worldview in religious education
The notion of worldview figures prominently in the recent discourse surrounding Religious Education (RE) in English schools following the publication of the final report of the Commission on Religious Education (CoRE) in 2018. This article reflects on the veracity of this initiative. It begins with an autobiographical reflection on the impact of worldview on the author’s development as a scholar. Then, the work of several critics of CoRE is discu…
Religious education for spiritual bricoleurs? the perceptions of students in ten Christian-ethos secondary schools in England and Wales
Religious Education (RE) in England and Wales functions within a post-secular culture. In the last fifty years, approaches characterised by academic rigour, impartiality, and professionalism have been prioritised. In this post-secular culture, the notion of bricolage aptly describes how some young people seek meaning, explore the spiritual dimension of life, with fragmented understandings of, experiences and encounters with the religious traditio…
Does Religious Education Work? A Multi-dimensional Investigation
This multi-authored publication reports the findings of possibly the most significant recent investigation of the state of school Religious Education (RE) in the UK apart from the Ofsted subject re
The Epistemic Criterion
This article is a response to Michael Hand's critique in this issue of my response to his use of the epistemic criterion as the sole means for identifying whether or not an issue should be identified as controversial. I argue that he has misunderstood my intention in suggesting that I was seeking to replace the epistemic criterion. Rather my purpose was to challenge his over-confidence in the decisiveness of reason and to temper his use of the ep…
Facing Two Ways? Reflections on Recent Research on Religious Schools
In her major review of the scholarly literature on Christian ethos schools, Elizabeth Green (2009) concluded that the available research tells us very little about these schools and, in particular
Islam and Education
LYNN REVELL, 2012 Stoke on Trent: Trentham Books xi + 135 pp., £20.99 (pb) ISBN 978–1–85856–489–0 At the heart of Lynn Revell’s slim but important volume is a concern that religious education in UK
What is a controversial issue? Implications for the treatment of religious beliefs in education
An important debate in the literature on controversial issues concerns how to identify them. This matters for teachers because settled issues should be taught directively and controversial issues should be taught nondirectively. Teachers are professionally accountable for this decision. This article examines the contribution of Michael Hand to the debate with particular reference to religious beliefs. Hand criticises the behavioural and political…
The search for truth
Reconstructing Religious, Spiritual and Moral Education
(2002). Reconstructing Religious, Spiritual and Moral Education. Journal of Beliefs & Values: Vol. 23, No. 1, pp. 107-111
No prominent works on this page.
Reconstructing Religious, Spiritual and Moral Education
(2002). Reconstructing Religious, Spiritual and Moral Education. Journal of Beliefs & Values: Vol. 23, No. 1, pp. 107-111
The search for truth
What is a controversial issue? Implications for the treatment of religious beliefs in education
An important debate in the literature on controversial issues concerns how to identify them. This matters for teachers because settled issues should be taught directively and controversial issues should be taught nondirectively. Teachers are professionally accountable for this decision. This article examines the contribution of Michael Hand to the debate with particular reference to religious beliefs. Hand criticises the behavioural and political…
Islam and Education
LYNN REVELL, 2012 Stoke on Trent: Trentham Books xi + 135 pp., £20.99 (pb) ISBN 978–1–85856–489–0 At the heart of Lynn Revell’s slim but important volume is a concern that religious education in UK
The Epistemic Criterion
This article is a response to Michael Hand's critique in this issue of my response to his use of the epistemic criterion as the sole means for identifying whether or not an issue should be identified as controversial. I argue that he has misunderstood my intention in suggesting that I was seeking to replace the epistemic criterion. Rather my purpose was to challenge his over-confidence in the decisiveness of reason and to temper his use of the ep…
Facing Two Ways? Reflections on Recent Research on Religious Schools
In her major review of the scholarly literature on Christian ethos schools, Elizabeth Green (2009) concluded that the available research tells us very little about these schools and, in particular
Does Religious Education Work? A Multi-dimensional Investigation
This multi-authored publication reports the findings of possibly the most significant recent investigation of the state of school Religious Education (RE) in the UK apart from the Ofsted subject re
Measuring the Effectiveness of Virtuous Pedagogy
What If Learning is a pedagogical approach that allows teachers to deliver traditional content, as prescribed by national curricula, while at the same time promoting character virtues fundamental to Christian ethos. It encourages teachers to present topics from a different perspective, which shapes understanding through the lenses of cooperation, coaching or hospitality. What If Learning reframes ‘how’ to teach rather than changing ‘what’ to teac…
Worldview in religious education
The notion of worldview figures prominently in the recent discourse surrounding Religious Education (RE) in English schools following the publication of the final report of the Commission on Religious Education (CoRE) in 2018. This article reflects on the veracity of this initiative. It begins with an autobiographical reflection on the impact of worldview on the author’s development as a scholar. Then, the work of several critics of CoRE is discu…
Religious education for spiritual bricoleurs? the perceptions of students in ten Christian-ethos secondary schools in England and Wales
Religious Education (RE) in England and Wales functions within a post-secular culture. In the last fifty years, approaches characterised by academic rigour, impartiality, and professionalism have been prioritised. In this post-secular culture, the notion of bricolage aptly describes how some young people seek meaning, explore the spiritual dimension of life, with fragmented understandings of, experiences and encounters with the religious traditio…
The Commission on Religious Education – A Response to L. Philip Barnes
In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE’s proposal that the idea of worldview should be central to RE. His conclusion is that: ‘The collective force of these criticisms counsels against implementing the proposals of CoRE. Religious education needs to look e…
Radical reform in RE – a response to Mark Chater
This article is a response to Mark Chater’s argument that sectional interests are hampering reform in Religious Education in England and that radical structural reform is needed to correct this. The valid insights of Chater’s article are identified, but a significant correction is made by arguing that the reform of mindset, not structures, is what is actually required. The mindset issues identified are, first, a sense of entitlement to control th…
Christian theology and school Religious Education (RE)
This article examines the place of theology in school RE in the light of the 2018 Commission on Religious Education (CoRE) report. We outline the history of theology's ambivalent relationship with RE and then offer some positive implications and possibilities arising from CoRE's new emphasis on worldview
Knowledge in a religion and worldviews approach in English schools
The Final Report of the Commission on Religious Education (CoRE) in England published in 2018 advocated what it called a religion and worldviews approach.One of the significant questions it provoked was the approach to knowledge that it took.This article explores this question.It first explains the background to the Commission Report and then the subsequent interpretative work undertaken by the Religious Education Council of England and Wales to …
Knowledge and religious education
This article explores differing scholarly views on the relationship between knowledge and Religious Education (RE) within a British context. Using a metalogue methodology – a structured, reflective dialogue – the perspectives of three scholars are presented facilitated by a fourth scholar. The method preserves individual voices while fostering interactive debate. The discussion includes – disagreements on the nature and definition of knowledge an…
Religious Education and Schools (14 works) · Sociology (13 works) · Pedagogy (10 works) · Philosophy (10 works) · Political science (10 works) · Epistemology (8 works) · Law (8 works) · Psychology (8 works) · Religion, Society, and Development (8 works) · Religious education (7 works)