It is somewhat telling that even the name of our subject is up for constant debate, are we Divinity (as at Eton) or Religion, Philosophy and Ethics or Theology & Philosophy or Religion and Worldviews or simple RE? Education systems and by implication curricula are under relentless pressure to demonstrate relevance and responsiveness to national, regional, and global development challenges. The term ‘discipline-based’ or ‘subject-based’ covers the full range of distinct subjects or fields of study, both the more traditional such as mathematics or physics and the newer areas of study, such as media education. Cross-disciplinary practices refer to teaching, learning, and scholarship activities that cut across disciplinary boundaries. Practitioners of education requires skills, knowledge and attitude in the discipline. In these ways, there are clear distinctions in terms of how different disciplines set out in the pursuit of truth and knowledge. Substantial curriculum investments must yield regenerative and sustainable results. We are looking for talented individuals from around the globe to help us meet this challenge. However, this impressively accumulating wealth of knowledge is not being effectively applied to improve practice in the facilitation of learning. Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.Educational methods include teaching, training, storytelling, discussion and directed research.Education frequently takes place under the guidance of educators, however learners can also educate themselves.Education … Matt Burnage – What Knowledge? If we are serious about the idea of theology, exegesis and understanding Christian influence in social action then maybe one lesson on the Sermon on the Mount isn’t going to cut it before we move on to miracles. Matt, in his talk at ResearchEd Northampton, suggested it is the “organising structures” of the substantive knowledge that we teach. They are not. Disciplinary Knowledge and RE: an attempt at professional wrestling, New Year’s Resolutions: three honest reflections on my own practice, Teaching Beautifully: The best of what has been drawn and seen, Seeds, Roots and Branches: a model of enquiry in RE – A. J. Smith, The Baby in the Bathwater… Rejuvenating a primary Religion and Worldviews curriculum – Teachers Talk, It’s all coming together – An introduction to the disciplines of RE | missdcoxblog, Widening the divide: a response to Steve Watson, Essentialism, Debate and Diversity: a curriculum and model of progression for RE, Subject knowledge for RE: four quick recommendations, Seeds, Roots and Branches: a model of enquiry in RE. Richard Kueh, writing in RE Today, argues that such discussions in RE are always fraught with problems. We become a microcosm of the wider thrust toward cultural and academic literacy. We are a composite subject, in the same way that “English” covers the study of literature, linguistics, creative writing and textual analysis so RE covers the study of theology, religious studies, anthropology, ethics, philosophy, social history, societal change and (if I have my way) art history. Post was not sent - check your email addresses! It gives RE the chance to embody the depth of discipline and breadth of curriculum which Christine Counsell argues is necessary for our students to become literate in the real sense of that word. Education stakeholders have come to rely on mounting research evidence on teaching and learning that, ironically, is challenging to obtain and often written in scientific language not easily understood in common terms. Change ), You are commenting using your Google account. August 2, 2019 January 16, 2020 Editor Education. Hence, the subject education can be considered as a pure discipline as an applied discipline. Learning has human significance so it’s relevant to the future … If we are serious about passing on the disciplinary skills of the study of world religions then we have to say goodbye to the “six religions in six half-terms” idea and instead offer more time to a more limited selection. (Adapted from: Kridel 2010). Kueh argues that “the disciplinary tradition sets the boundaries for discussion, the conventions to follow, the rules of the game and the legitimacy of the products of pupil work” – not to forget the parameters for what is relevant substantive knowledge. We can build schema which are rich but also contain links between the different disciplines embodied by RE. I would like to see more ‘professional wrestling’ going on in my Twitter feed and even on Edufacebook so if you want to respond to this please do either in the comments or a post of your own. One of the basic benefits of being disciplined is a stress-free life. Disciplinary knowledge for all, the secondary history curriculum and history teachers' achievement. If I am honest I think a lot of my impetus to do this has come from being given exam classes from sets 3-5 instead of 1-2. The role of discipline in education and its impact on the learning process. 22, Reviewing the National Curriculum 5–19 Two … My argument is that it is a field. RE is not a subject with such a clear academic lineage as history but the history it does have is long and contentious. So is ‘education’ a discipline or a field? Inquiry in higher education for sustainable development: crossing disciplinary knowledge boundaries - Author: Cecília Galvão, Cláudia Faria, Wanda Viegas, Amélia Branco, Luís Goulão. Disciplinary knowledge is integral to the development of nurse practitioners and researchers who can provide leadership role in addressing critical healthcare problems. Once again the answer for RE isn’t obvious, I often say “religiously literate” and I stand by that but it’s a bit of a cop-out for a much more difficult discussion. The instructional emphasis of discipline-based curriculum tends to be on specific, current, and factual information and skills as it emerges from the discipline experts. A model of curriculum in which content is divided into separate and distinct subjects or disciplines, such as language, science, mathematics, and social studies. When we look at the actions of Martin Luther King Jr. in Year 8 we are primarily looking in a historical and cultural discipline in the context of the struggle for Civil Rights but, because we are RE, we also make links to Christian ethics, to the idea of the Church as a community, we can draw comparisons between the sacrifice of King and Jesus, between the struggle of Civil Rights and the internal struggle to do good in the world.
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