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

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 wh...

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Bibliographic Details
Published inBritish journal of religious education Vol. 44; no. 2; pp. 172 - 187
Main Authors Cameron, Ewan, Cassidy, Claire
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 03.04.2022
Taylor & Francis Ltd
Subjects
Children
Childrens Attitudes
Collaborative learning
Cooperative Learning
Curricula
Curriculum Development
Dialogue
Educational philosophy
Elementary School Curriculum
Elementary School Students
Ethical Instruction
Foreign Countries
Inquiry
Moral education
Philosophy
philosophy with children
Religion
Religious and Moral Education
Religious Education
United Kingdom (Scotland)
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Summary: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.
ISSN:0141-6200
1740-7931
DOI:10.1080/01416200.2021.2009440