Stephen G . Parker
University of Worcester, Institute of Education, Faculty Member
- University of Warwick, Centre for Educaton Studies, Department Memberadd
- Anglicanism (Anglicanism), Religious History, Religious Education, Religious Studies, History of Education, History of Religion, and 12 moreHistory of Childhood and Youth, Media History, History of radio and television, Philosophy of Education, Church History, Sociology of Religion, Laicity, and Secularisation, Catholicism, Sociology of Children and Childhood, Radio History, Television History, Modern British History, and Education Policyedit
- Stephen G. Parker holds a personal chair as Professor of the History of Religion and Education at the University of W... moreStephen G. Parker holds a personal chair as Professor of the History of Religion and Education at the University of Worcester, UK. Professor Parker is founding editor and editor-in chief of Brill Research Perspectives in Religion and Education and editor-in-chief of the Journal of Beliefs and Values: studies in religion and education. His research has been funded by the Leverhulme Trust, the British Academy, the Society for Educational Studies and a number of the UK's Church college trusts. These projects have examined aspects of cultural, religious, media and educational history, including in international perspective. From 2020, Professor Parker will be President of the History of Education Society, UK.edit
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As part of its stated mission to Christianise Britain, from its earliest years the BBC broadcast religious programmes intended for a child audience. Directed at sites domestic and educational, these broadcasts constituted a means of the... more
As part of its stated mission to Christianise Britain, from its earliest years the BBC broadcast religious programmes intended for a child audience. Directed at sites domestic and educational, these broadcasts constituted a means of the mediatisation of religion for children. This paper explores the work of the pioneer children’s religious broadcaster John G. Williams, the nature and character of childhood religion and its nurture espoused by him whilst at the BBC, and as an educationist in the years following the 1944 Education Act. Setting a close reading of Williams’ views on childhood religion and school worship alongside those of a later critique, from the religious educationist John Hull in his School Worship: An Obituary (1975), this article argues that the differences between these two religious educators illustrate fracture lines occurring between religious education in the home, school and broadcast spaces in the long 1960s. Additionally, the historical evidence presented here provides a nuanced understanding of mediatisation as a process, indicating that other social processes in any national context, for example de-Christianisation in the English one, disrupt media logic. Finally, further research is called for on the historical intersections of religious education, and schools and religious broadcasting, as well as the more recent effects of broadcast collective worship in mediatising religion for children.
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Classrooms are a neglected aspect of the scholarship on religious and moral education and socialization. This chapter seeks to remedy this by providing some examples of past and present religious education classrooms in the English... more
Classrooms are a neglected aspect of the scholarship on religious and moral education and socialization. This chapter seeks to remedy this by providing some examples of past and present religious education classrooms in the English context, focusing particularly upon their spatial and material culture and aesthetics, as shown by personal memory, photographs and film. It puts forward the idea of religious education classrooms as offering evidence of everyday religious education and pedagogy, leading to a consideration of contemporary notions of religious education classrooms as 'sacred space' and 'safe space'. The chapter will critically examine the various ways in which the organizational spaces and learning technologies of the classroom have been implicated in the network of learning about religion and morals which happens within such sites, reflecting as well as enacting influential ideas, policies and curricula beyond its walls.
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Worship in schools has been a permanent feature of BBC's religious educational output since the 1940s, providing successive generations of children with an experience of religion, by ritual, drama, the spoken word, and music. From its... more
Worship in schools has been a permanent feature of BBC's religious educational output since the 1940s, providing successive generations of children with an experience of religion, by ritual, drama, the spoken word, and music. From its beginnings broadcast worship for schools was avowedly Christian, supplying children with a language and experience akin to that of adult religious broadcasting and the worship of the mainstream Christian churches. By the late 1970s, however, the diet of experience supplied in worship broadcasts seemed not to match what schools required. This led to the development of a new hymn book for schools to resource the changing needs. The new book 'Come and Praise', first published in 1978, proved enormously popular and represented a slippage between the traditional orthodoxies of religious discourse and a new and open language which affirmed moral commitments aside from the religious. That it also successfully elided the distinctions between the religions cemented its success beyond the scope of the radio service itself. In any event, it is observed here, particularly popular songs in the 'Come and Praise' repertoire have provided a language and common experience of the religious for generations of British children.
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From recent sex abuse scandals in the Roman Catholic Church, to arguments about faith schools and religious indoctrination, this volume considers the interconnection between the actual lives of children and the position of children as... more
From recent sex abuse scandals in the Roman Catholic Church, to arguments about faith schools and religious indoctrination, this volume considers the interconnection between the actual lives of children and the position of children as placeholders for the future. Childhood has often been a particular site of struggle for negotiating the location of religion in public and everyday social life, and children's involvement and non-involvement in religion raises strong feelings because they represent the future of religious and secular communities, even of society itself. The Bloomsbury Reader in Religion and Childhood addresses wider questions about the distinctiveness of childhood and its religious dimensions in historical and contemporary perspective.
Divided into five thematic parts, it provides classic, contemporary, and specially commissioned readings from a range of perspectives, including the sociological, anthropological, historical, and theological. Case studies range from Augustine's description of childhood in Confessions, the psychology of religion and childhood, to religion in children's literature, religious education, and Qur'anic schools.
- Religious traditions covered include Christianity, Judaism, Islam, Hinduism, and Buddhism, in the UK and Europe, USA, Latin America and Africa
- An introduction situates each thematic part, and each reading is contextualised by the editors
- Guidance on further reading and study questions are provided on the book's webpage
Divided into five thematic parts, it provides classic, contemporary, and specially commissioned readings from a range of perspectives, including the sociological, anthropological, historical, and theological. Case studies range from Augustine's description of childhood in Confessions, the psychology of religion and childhood, to religion in children's literature, religious education, and Qur'anic schools.
- Religious traditions covered include Christianity, Judaism, Islam, Hinduism, and Buddhism, in the UK and Europe, USA, Latin America and Africa
- An introduction situates each thematic part, and each reading is contextualised by the editors
- Guidance on further reading and study questions are provided on the book's webpage
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This essay considers the Church of England’s policy towards religious education in fully-maintained schools without a religious character in twentieth-century England and Wales. At first glance, religious education may seem to be a minor... more
This essay considers the Church of England’s policy towards religious education in fully-maintained schools without a religious character in twentieth-century England and Wales. At first glance, religious education may seem to be a minor aspect of ecclesiastical and political history.Yet, it is very revealing in several respects. First, the Church has always been committed to the religious education of the whole of the people in England and Wales, not least through schooling. It has consistently taken the view that,as the national Church,it has the cure of all souls, regardless of faith. Such is the Church’s commitment to the religious education of all, that its attitudes on this issue towards schools without a religious character is difficult to distinguish from those in its own Church schools.Second, policies on religious education maybe regarded as a barometer of the dynamic between Church,state,other denominations, other faiths,and those of no faith. Education has been an issue ...
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What relevance has Virtue Ethics got to exploring the notion of ethical leadership. This paper outlines Virtue Ethics, focusing particularly upon the virtues of courage and integrity, asking 'how can the character of ethical leaders... more
What relevance has Virtue Ethics got to exploring the notion of ethical leadership. This paper outlines Virtue Ethics, focusing particularly upon the virtues of courage and integrity, asking 'how can the character of ethical leaders be formed?'.
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Research Interests: History and World War II
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This article explores the mixed fortunes of historical inquiry as a method in educational studies, and exposes evidence for the neglect of this method in Religious Education research in particular. It argues that historical inquiry, as a... more
This article explores the mixed fortunes of historical inquiry as a method in educational studies, and exposes evidence for the neglect of this method in Religious Education research in particular. It argues that historical inquiry, as a counterpart to other research methods, can add depth and range to our understanding of education, including Religious Education, and can illuminate important longer-term, broader and philosophical issues. The article also argues that many historical voices have remained silent in the existing historiography of Religious Education because such historiography is too generalized and too biased towards the development of national policy and curriculum and pedagogical theory. To address this limitation in educational research, this article promotes rigorous historical studies that are more substantially grounded in the appropriate historiographical literature and utilise a wide range of original primary sources. Finally, the article explores a specific e...
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From its inception in 1922 the BBC pioneered a new medium in the education of children. This article traces the origins and development of a particular broadcast, Children’s Hour Prayers, a short worship time for children (appended to... more
From its inception in 1922 the BBC pioneered a new medium in the education of children. This article traces the origins and development of a particular broadcast, Children’s Hour Prayers, a short worship time for children (appended to Children’s Hour) which began in wartime, and ended, along with the host programme itself, in the early 1960s. This article considers the ways in which adult-child relatedness is challenged and changed by the broadcasts, and how disputes about the best approach to teaching the young to pray affirmed the importance of treating children maturely, valuing their religious experience and communicating with them authentically. This paper concludes by arguing that the programme makers’ straightforward approach in exploring religious ideas with children was a forerunner of pedagogical development in school RE, speculating whether the demise of Children’s Hour Prayers is indicative of the incipient dechristianization of Britain from the 1960s onwards.
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The media of radio, television and film – the focus of papers in this panel – have provided a means of shaping and disseminating ideas about the body from their inception in the early twentieth century. From programmes which fostered... more
The media of radio, television and film – the focus of papers in this panel – have provided a means of shaping and disseminating ideas about the body from their inception in the early twentieth century. From programmes which fostered bodily movements and actions amongst children, to broadcasts and films portraying particular conceptions of the body, these media became a tool of customary practice in classrooms, reinforcing values and understandings for generations of children. This panel cuts across a variety of themes of the conference (regulating bodies; mediated and hybrid bodies; thinking and feeling bodies) in exploring how educational broadcasting, emanating in particular from one public service broadcaster, shaped children’s (and adults) conceptions of body and its place and function in education. The papers in this panel explore ways in which ideas about the ‘normal’/’abnormal’ body were conveyed through these media. Additionally, the panel narrates the history of the publ...
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In response to the present situation in RE (outlined in detail below), the University of Worcester were pleased to host a day conference on the future of the subject in June 2013. With the intention of drawing together delegates... more
In response to the present situation in RE (outlined in detail below), the University of Worcester were pleased to host a day conference on the future of the subject in June 2013. With the intention of drawing together delegates representing a range of organisations and views to reflect upon input provided by a spread of expert opinion, the day conference provided a forum to debate many of the current issues challenging of the subject’s future.
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This paper uses historical methodology to attempt reconstruct the contribution of one leading mid-twentieth century Christian religious educationist, John G. Williams, to the early years of broadcasting at the BBC, and later to religious... more
This paper uses historical methodology to attempt reconstruct the contribution of one leading mid-twentieth century Christian religious educationist, John G. Williams, to the early years of broadcasting at the BBC, and later to religious education in English schools. It seeks to expound Williams’ idea of childhood piety based upon his correspondence, his publications and broadcasts, analysing these against the backdrop of the work of the French historian Philippe Aries and others who have sought to trace changing notions of childhood in the Modern period. The legitimacy, nature and purpose of worship in schools – and the character of adult-child relating in spiritual formation – form the critical backdrop to this historical case study.
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ABSTRACT Set against the background of mid-nineteenth century concerns about an erosion in the denomination’s standing and influence, this article highlights the differing responses to the matter from parties within the Church of England,... more
ABSTRACT Set against the background of mid-nineteenth century concerns about an erosion in the denomination’s standing and influence, this article highlights the differing responses to the matter from parties within the Church of England, which determined their degree of sympathy with proposals for an education act. Specifically, we point out that the debate over schooling between co-religionists centred upon rival understandings of religious education: ‘denominational’ and ‘undenominational’. We examine the claims of some contemporary High Church leaders and later commentators, that acceding to elements of the 1870 Act, specifically the ‘conscience’ and ‘Cowper-Temple’ clauses, represented a pyrrhic victory and that in doing so the Church appeared to resile from its place in society. However, we argue that, though the Church could no longer be described as ‘England’s educator’, it retained considerable influence within the evolving school system and in policymaking. Moreover, we point out that ‘denominational’ religious education continued to be championed, having diffusive influence, well into the twentieth century. Finally, just as understanding nineteenth-century ecclesiastical history and religious culture is crucial to understanding this moment in the educational past, we argue that a thoroughgoing religious historical literacy is essential to understanding educational policy development regardless of the period under scrutiny.
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David Geiringer’s fascinating and intimate account of the lived religious experiences of twenty-seven Catholic women in post-war England is highly revealing of the dynamics between social change, o...
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Research Interests: Music Education, Propaganda, Global Citizenship, Language and Ideology, Ideology, and 13 moreNationalism, Multicultural Education, National Identity, History Education, Moral Education, Philosophy of Music Education, Comparative Education, Multicultural music education, Global education, Citizenship, Historical Studies, Comparative International Education, and Immigration Status & Nationality
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Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty... more
Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty and'good citizenship'of students. But to what extent have music educators critically examined the potential benefits and costs of nationalism? Globalization in the contemporary world has revolutionized the nature of international relationships, such that patriotism may merit rethinking as an objective for ...
Research Interests: Music Education, Propaganda, Global Citizenship, Language and Ideology, Ideology, and 13 moreNationalism, Multicultural Education, National Identity, History Education, Moral Education, Philosophy of Music Education, Comparative Education, Multicultural music education, Global education, Citizenship, Historical Studies, Comparative International Education, and Immigration Status & Nationality
Abstract The contribution of E.W. Barnes, bishop of Birmingham 1924–1953, is dealt with only in passing in the historiography of both pacifism and the Church of England, and then somewhat scathingly. This is somewhat surprising given the... more
Abstract The contribution of E.W. Barnes, bishop of Birmingham 1924–1953, is dealt with only in passing in the historiography of both pacifism and the Church of England, and then somewhat scathingly. This is somewhat surprising given the durability of his personal absolute pacifist conviction and his clear pastoral role to many leading Christian pacifists of the time. Seeking to remedy this historiographical oversight, this paper traces the origin of Barnes's moral conviction and the measure of his contribution in terms of his interaction with many Christian and non-Christian pacifist individuals and groups in Birmingham and elsewhere against the backdrop of world events. Barnes's contribution requires such reassessment, for though he lacked the common touch and charisma to make a popular leader, his influence upon the movement was manifest. Of particular note is the clear influence of Barnes's eugenics upon his conceptualisation of pacifism.
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Despite narratives of secularization, it appears that the British public persistently pay attention to clerical opinion and continually resort to popular expressions of religious faith, not least in time of war. From the throngs of men... more
Despite narratives of secularization, it appears that the British public persistently pay attention to clerical opinion and continually resort to popular expressions of religious faith, not least in time of war. From the throngs of men who gathered to hear the Bishop of London preach recruiting sermons during the First World War, to the attention paid to Archbishop Williams' words of conscience on Iraq, clerical rhetoric remains resonant. For the countless numbers who attended National Days of Prayer during the Second World War, and for the many who continue to find the Remembrance Day service a meaningful ritual, civil religious events provide a source of meaningful ceremony and a focus of national unity. War and religion have been linked throughout the twentieth century and this book explores these links: taking the perspective of the 'home front' rather than the battlefield. Exploring the views and accounts of Anglican clerics on the issue of warfare and international conflict across the century, the authors explore the church's stance on the causes, morality and conduct of warfare; issues of pacifism, obliteration bombing, nuclear possession and deterrence, retribution, forgiveness and reconciliation, and the spiritual opportunities presented by conflict. This book offers invaluable insights into how far the Church influenced public appraisal of war whilst illuminating the changing role of the Church across the twentieth century.
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This publication makes the case for ‘religion and education’ as a distinct, but cross-disciplinary, field of inquiry. To begin with, consideration is given to the changing dynamic between ‘religion and education’ historically, and the... more
This publication makes the case for ‘religion and education’ as a distinct, but cross-disciplinary, field of inquiry. To begin with, consideration is given to the changing dynamic between ‘religion and education’ historically, and the differing understandings of religious education within it. Next, ‘religion and education’ is examined from methodologically specific perspectives, namely the philosophical, historical and sociological. The authors outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to these methodological standpoints. Overall, this publication is concerned with demonstrating the scope of the field, and the importance of having a range of disciplinary, and interdisciplinary, perspectives informing it.
This publication makes the case for ‘religion and education’ as a distinct, but cross-disciplinary, field of inquiry. To begin with, consideration is given to the changing dynamic between ‘religion and education’ historically, and the... more
This publication makes the case for ‘religion and education’ as a distinct, but cross-disciplinary, field of inquiry. To begin with, consideration is given to the changing dynamic between ‘religion and education’ historically, and the differing understandings of religious education within it. Next, ‘religion and education’ is examined from methodologically specific perspectives, namely the philosophical, historical and sociological. The authors outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to these methodological standpoints. Overall, this publication is concerned with demonstrating the scope of the field, and the importance of having a range of disciplinary, and interdisciplinary, perspectives informing it.
"What opportunities and challenges are presented to religious education across the globe by the basic human right of freedom of religion and belief? To what extent does religious education facilitate or inhibit 'freedom of... more
"What opportunities and challenges are presented to religious education across the globe by the basic human right of freedom of religion and belief? To what extent does religious education facilitate or inhibit 'freedom of religion' in schools? What contribution can religious education make to freedom in the modern world? This volume provides answers to these and related questions by drawing together a selection of the papers delivered at the seventeenth session of the International Seminar on Religious Education and Values held in Ottawa in 2010. These reflections from international scholars, drawing upon historical, theoretical and empirical perspectives, provide insights into the development of religious education in a range of national contexts, from Europe to Canada and South Africa, as well as illuminating possible future directions for the subject. What opportunities and challenges are presented to religious education across the globe by the basic human right of freedom of religion and belief? To what extent does religious education facilitate or inhibit 'freedom of religion' in schools? What contribution can religious education make to freedom in the modern world? This volume provides answers to these and related questions by drawing together a selection of the papers delivered at the seventeenth session of the International Seminar on Religious Education and Values held in Ottawa in 2010. These reflections from international scholars, drawing upon historical, theoretical and empirical perspectives, provide insights into the development of religious education in a range of national contexts, from Europe to Canada and South Africa, as well as illuminating possible future directions for the subject."
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This article seeks to exemplify the extent to which oral life history research can enrich existing historiographies of English Religious Education (RE). Findings are reported from interviews undertaken with a sample of key informants... more
This article seeks to exemplify the extent to which oral life history
research can enrich existing historiographies of English Religious
Education (RE). Findings are reported from interviews undertaken
with a sample of key informants involved in designing and/or
implementing significant curriculum changes in RE in the 1960s
and 1970s. The interviews provided insights into personal narratives
and biographies that have been marginal to, or excluded from, the
historical record. Thematic analysis of the oral life histories opened a
window into the world of RE, specifically in relation to professional
identity and practice, curriculum development and professional
organisations, thereby exposing the operational dynamics of RE at
an (inter-)personal and organisational level. The findings are framed
by a series of methodological reflections. Overall, oral life histories are
shown to be capable of revealing that which was previously hidden
and which can be confirmed and contrasted with knowledge gleaned
from primary documentary sources.
research can enrich existing historiographies of English Religious
Education (RE). Findings are reported from interviews undertaken
with a sample of key informants involved in designing and/or
implementing significant curriculum changes in RE in the 1960s
and 1970s. The interviews provided insights into personal narratives
and biographies that have been marginal to, or excluded from, the
historical record. Thematic analysis of the oral life histories opened a
window into the world of RE, specifically in relation to professional
identity and practice, curriculum development and professional
organisations, thereby exposing the operational dynamics of RE at
an (inter-)personal and organisational level. The findings are framed
by a series of methodological reflections. Overall, oral life histories are
shown to be capable of revealing that which was previously hidden
and which can be confirmed and contrasted with knowledge gleaned
from primary documentary sources.
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This study set out to explore the trajectory of personal, moral and spiritual values of students taking Religious Studies at A level in the UK. A sample of 150 students completed a battery of measures at the beginning of their period of A... more
This study set out to explore the trajectory of personal, moral and
spiritual values of students taking Religious Studies at A level in the
UK. A sample of 150 students completed a battery of measures at
the beginning of their period of A level study and again at the end. The
data found no difference over this period of time in personal values
(purpose in life, self-esteem, and empathy) in some moral values
(concerning anti-social behaviour and concerning substance use) and
in levels of religious exclusivism or frequency of private prayer. The
areas in which significant differences were observed were concerned
with attitude toward sex and relationships, religious pluralism, belief
in life after death, and mystical orientation. Between the ages of 16
and 18 years, following two years’ engagement with Religious Studies
at A level, the participants became more liberal in their approach
toward sex and relationships, less convinced about the truth claims
of religious pluralism, less likely to adhere to traditional Christian
teaching on life after death, and less open to mystical experience.
They are also less certain of ever having had a religious experience,
and less frequent in their practice of religious attendance.
spiritual values of students taking Religious Studies at A level in the
UK. A sample of 150 students completed a battery of measures at
the beginning of their period of A level study and again at the end. The
data found no difference over this period of time in personal values
(purpose in life, self-esteem, and empathy) in some moral values
(concerning anti-social behaviour and concerning substance use) and
in levels of religious exclusivism or frequency of private prayer. The
areas in which significant differences were observed were concerned
with attitude toward sex and relationships, religious pluralism, belief
in life after death, and mystical orientation. Between the ages of 16
and 18 years, following two years’ engagement with Religious Studies
at A level, the participants became more liberal in their approach
toward sex and relationships, less convinced about the truth claims
of religious pluralism, less likely to adhere to traditional Christian
teaching on life after death, and less open to mystical experience.
They are also less certain of ever having had a religious experience,
and less frequent in their practice of religious attendance.
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This study was established to profile students currently studying religion at Advanced level (A level) in terms of their demography, motivation, experience and attitudes. Eight specific areas were identified for examination: their... more
This study was established to profile students currently studying
religion at Advanced level (A level) in terms of their demography,
motivation, experience and attitudes. Eight specific areas were
identified for examination: their personal motivation to study religion
at A level, the personal challenges posed by the subject, their personal
experience of studying the subject, their growth in understanding
stimulated by the subject, the impact of their study on respecting
religious diversity, the impact on their personal development, the
impact on spiritual and religious development, and the connection
between studying religion at A level and their personal faith. Data
were provided by 462 students at the end of the first year of A level
study. Key findings demonstrated that 78% of students opted for the
subject because they enjoyed their earlier experiences of religious
studies in school, that 80% of students have become more tolerant
of religious diversity, and that only 7% of students feel that studying
religion at A level has undermined their personal religious faith while
three times that number feel that it has affirmed their religious faith.
religion at Advanced level (A level) in terms of their demography,
motivation, experience and attitudes. Eight specific areas were
identified for examination: their personal motivation to study religion
at A level, the personal challenges posed by the subject, their personal
experience of studying the subject, their growth in understanding
stimulated by the subject, the impact of their study on respecting
religious diversity, the impact on their personal development, the
impact on spiritual and religious development, and the connection
between studying religion at A level and their personal faith. Data
were provided by 462 students at the end of the first year of A level
study. Key findings demonstrated that 78% of students opted for the
subject because they enjoyed their earlier experiences of religious
studies in school, that 80% of students have become more tolerant
of religious diversity, and that only 7% of students feel that studying
religion at A level has undermined their personal religious faith while
three times that number feel that it has affirmed their religious faith.
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In response to contemporary concerns, and using neglected primary sources, this article explores the professionalisation of teachers of Religious Education (RI/RE) in non-denominational, state-maintained schools in England. It does so... more
In response to contemporary concerns, and using neglected primary sources, this article explores the professionalisation of teachers of Religious Education (RI/RE) in non-denominational, state-maintained schools in England. It does so from the launch of Religion in Education (1934) and the Institute for Christian Education at Home and Abroad (ICE) (1935) to the founding of the Religious Education Council of England and Wales (1973) and the British Journal of Religious Education (1978). Professionalisation is defined as a collective historical process in terms of three inter-related concepts: (1) professional self-organisation and professional politics; (2) professional knowledge; and (3) initial and continuing professional development. The article sketches the history of non-denominational religious education prior to the focus period, to contextualise the emergence of the professionalising processes under scrutiny. Professional self-organisation and professional politics are explored by reconstructing the origins and history of ICE, which became the principal body offering professional development provision for RI/RE teachers for some 50 years. Professional knowledge is discussed in relation to the content of Religion in Education which was oriented around Christian Idealism and interdenominational networking. Changes in journal name in the 1960s and 1970s reflected uncertainties about the orientation of the subject and shifts in understanding over the nature and character of professional knowledge. The article also explores a particular case of resistance, in the late 1960s, to the prevailing consensus surrounding the nature and purpose of RI/RE, and the representativeness and authority of the pre-eminent professional body of the time. In conclusion, the article examines some implications which may be drawn from this history for the prospects and problems of the professionalisation of RE today.
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This is the final report of a multi-agency colloquium on the role of religion and belief in curating a strategic debate on the future of the United Kingdom. The purpose of this report is to convey, under a series of key headings, some of... more
This is the final report of a multi-agency colloquium on the role of religion and belief in curating a strategic debate on the future of the United Kingdom. The purpose of this report is to convey, under a series of key headings, some of the discussions that were held on the topics covered by the conference agenda. It also identifies some of the further agendas that could be taken forward from this 24 hour platform.
Malvern 1941 is the template framing our conversation. During the Malvern conversations, conducted during the depths of WWII, William Temple and his peers re-imagined what a rebuilt Britain might look like. Through research, thought and conversations with others, Temple devised his ‘middle axioms’ (i.e. broad areas of policy derived from foundational religious and philosophical principles) which provide routes for high-level theological principles to feed into daily behaviours and decision-making.
These middle axioms influenced the political thinking of the day and, through the Beveridge Report (formally titled ‘Social Insurance and Allied Services’) by the liberal economist William Beveridge, they informed the creation of the United Kingdom’s Welfare State after the war.
Why revisit Malvern now? Brexit crystallises a sense that these islands are transitioning into a new sense of their own identity. We, as representatives of discourse about faith and identity, hope to contribute towards a new paradigm of British identity, for a more inclusive and peaceful future.
Today’s meeting represents the beginning of a proposed process to carry thoughts forward towards answering the questions:
• What sort of nation are we?
• What sort of nation could we be?
• What beliefs sustain that vision?
Malvern 1941 is the template framing our conversation. During the Malvern conversations, conducted during the depths of WWII, William Temple and his peers re-imagined what a rebuilt Britain might look like. Through research, thought and conversations with others, Temple devised his ‘middle axioms’ (i.e. broad areas of policy derived from foundational religious and philosophical principles) which provide routes for high-level theological principles to feed into daily behaviours and decision-making.
These middle axioms influenced the political thinking of the day and, through the Beveridge Report (formally titled ‘Social Insurance and Allied Services’) by the liberal economist William Beveridge, they informed the creation of the United Kingdom’s Welfare State after the war.
Why revisit Malvern now? Brexit crystallises a sense that these islands are transitioning into a new sense of their own identity. We, as representatives of discourse about faith and identity, hope to contribute towards a new paradigm of British identity, for a more inclusive and peaceful future.
Today’s meeting represents the beginning of a proposed process to carry thoughts forward towards answering the questions:
• What sort of nation are we?
• What sort of nation could we be?
• What beliefs sustain that vision?