Collaborative, child-led philosophical inquiry in Religious and Moral Education

Bibliographic Data

ID21445127
AuthorsEwan Cameron (0000-0001-7468-9152, Schools, Education and Learning Argyll and Bute Council, Scotland), Clare Cassidy (0000-0002-3088-1721, University of Strathclyde, corresponding author)
Year2022
Volume44
Issue2
Pages172-187
Publication date2022-04-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Religious Education (JOURNAL)
Journal identifiersISSN: 0141-6200 • E-ISSN: 1740-7931
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01416200.2021.2009440
OpenAlexW3216303857
LanguageEN
Citations received3
References cited25

Situated in the context of the Scottish Religious and Moral Education (RME) curriculum, this article considers the practice of Community of Philosophical Inquiry (CoPI) and how it supports the RME curriculum. Sharing extracts from children’s CoPI sessions, the article reflects on the ways in which ten and eleven year-old children discuss religious and theological ideas philosophically. The child-led, collaborative approach demonstrates that the children work together to create meaning. It is proposed that the RME curriculum, or the enactment of the curriculum, often misses opportunities for children to engage with philosophical ideas about religious and theological concepts, and that an explicitly dialogic, philosophical approach affords important opportunities to support children’s self-understanding in-relation with the world and others

Context (archaeology) · Curriculum · Dialogic · Epistemology · Meaning (existential) · Pedagogy · Relation (database) · Religious education · Situated · Sociology · Education and Character Development · Education and Critical Thinking Development · Philosophy · Religious Education and Schools

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