Alexis Stones
Biographic Data
| ID | 6156557 |
|---|---|
| NAME | Alexis Stones |
| GIVEN NAMES | Alexis |
| FAMILY NAME | Stones |
| SIGNATURE | STONES A |
| AFFILIATIONS | UCL Institute of Education, University College London, London, UK |
| ORCID | 0000-0001-7842-6173 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Powers of knowledge in secondary religious education curricula of Sweden, England and Finland
What might the powers of knowledge in religious education (RE) be; what knowledge and abilities does RE provide to pupils in lower secondary education? These questions are asked through this study of curriculum contexts in England, Sweden and Finland. The three iterations of the subject are similar enough to compare—yet different enough for the character of each to emerge when they are juxtaposed and ‘mirrored’ in each other. This comparative app…
Understanding the interplay
Roots and routes
This article proposes the notion of ‘worldliness’ as a necessary companion to the Religion and Worldviews curriculum. We posit that an understanding of ‘worldliness’, grounded in empirical research, in which the individual negotiates commitments to one’s 10 home (filial) and host (affilial) communities, is pedagogically relevant and heuristically beneficial to the lens of the worldview paradigm proposed for Religious Education (RE). We draw on th…
Students’ Perceptions of Religion and Science, and How They Relate
In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15 year-old…
No prominent works on this page.
Students’ Perceptions of Religion and Science, and How They Relate
In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15 year-old…
Roots and routes
This article proposes the notion of ‘worldliness’ as a necessary companion to the Religion and Worldviews curriculum. We posit that an understanding of ‘worldliness’, grounded in empirical research, in which the individual negotiates commitments to one’s 10 home (filial) and host (affilial) communities, is pedagogically relevant and heuristically beneficial to the lens of the worldview paradigm proposed for Religious Education (RE). We draw on th…
Powers of knowledge in secondary religious education curricula of Sweden, England and Finland
What might the powers of knowledge in religious education (RE) be; what knowledge and abilities does RE provide to pupils in lower secondary education? These questions are asked through this study of curriculum contexts in England, Sweden and Finland. The three iterations of the subject are similar enough to compare—yet different enough for the character of each to emerge when they are juxtaposed and ‘mirrored’ in each other. This comparative app…
Understanding the interplay
Religious Education and Schools (4 works) · Curriculum (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Educator Training and Historical Pedagogy (2 works) · Epistemology (2 works) · Ethnography (2 works) · Religious education (2 works) · Anthropology (1 works)