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 Realism
2. Epistemic Relativity
3. 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.