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I. the History of Post-War Religious Education, with Particular i. The History of Post-war Religious Education, with Particular Reference to the Relationship between Religious and Moral Education. A Study ~n Pluralism. Volume One. Norman Arthur Richards. Submitted for the degree of Doctor of Philosophy, the University of Sheffield. Research conducted in the Faculty of Educational Studies, Division of Education. November, 1985. ii. ACKNOWLEDGEMENTS Thanks are due to Professor John Roach, for his stimulus and encouragement as Supervisor, and to Miss Valerie Stevens, RE Adviser, Sheffield LEA, to Mr. Ian Wragg, then Seni~ Adviser, with responsibilitl for RE, Derbyshire LEA, and to Mr. David Bennett, Inspector for RE, Nottingshamshire LEA, for their kindness in facilitating the postal survey. iii. -NOTA 1. Abbreviations used in the text are to be found in their complete formsin Appendix 4, pp. 377f. 2. All books mentioned in the references and bibliography are first-edition London texts, unless otherwise stated. 3. The references aim to reproduce the exact wording cf the publication. Hence an author's surname will sometimes be followed by initials only, sometimes by a forename and initials. But where a title contains no capitals, except (usually) for the first word, the customary procedure of including capitals is followed. 4. There is a general preference in the text for lower cruB letters, as in broad terms such as 'science' and 'education'. Where such terms are used to denote school, college or Universi:ty academic subjects, capitals are used. Where 'Syllabus' refers to an Agreed Syllabus a capital would be given. 5. There is also a preference for the avoidance of the hyphen. Some nouns are consistently used as adjectives, especially 'school', and two adjectives would only unusually be hyphenated. 6. Words of foreign origin are underlinedv unless they are deemed to have passed sufficiently into the language as to make this unnecessary. 'Questionnaire' is underlined as a word of foreign origin, not for purposes of emphasis. 7. The term '~.' is used to refer to the immediately preceding reference. 'Op. Cit.' refer's to the reference not immediately preceding but contained in the same set of chapter references. iv. SUMMARY The History of Post-war Religious Education, with Particular Reference to the Relationship between Religious and Moral Education. A Study in Pluralism. Norman Arthur Richards I The study opens with an examination of the theory and practice of Religious and Moral Education in the forties. Special attention is given to the view, reaching back into the nineteenth century, that Religious Education and Moral Education were to be equated. From this base in monism the subsequent course of RME into increasing complexity, differentiation and plurality is analysed. Particular attention is given to the emergence of ME as an autonomous exercise, and to the relationship of RE both to a secular rational educational philosophy and to a multi-faith society. Advocacy of these positions began in the forties, and reached a convincingly argued case in the seventies. The major curriculum-development schemes in RE and ME in the seventies were said to operate on 'complementarity' as the best way of viewing the relationship between the two areas. But the teaching material implied that complementarity meant parallel practice rather than interaction. It will be argued in this thesis that such a position may be an over-reaction against the former view of equation between RE and ME. There may be a better way of seeing the relationship so as to allow for mutually beneficial intersection. This argument is not advanced primarily on empirical grounds, but a research-scheme in 1983 among Sheffield, Derbyshire and Notting- hamshire teachers and headteachers gave encouragement to pursue the notion of an intersecting RE/ME, with possible benefits to Personal and Social Education. v. CONTENTS CHAPTER ONE INTRODUCTION: Incipient Pluralism 1. 1.1. OPENING ASSUMPTIONS 1• .,.2. NINETEENTH-CENTURY LEGACIES 1.2.1. The Religious Difficulty 1.2.2. The Moral Difficulty 1.3. STATUTORY RELIGIOUS EDUCATION 9. 1.3.1. The Inter-war Years 9. 1.3.2. Consultation and Debate 11. 1.3.3. Parliamentary Proceedings 14. 1.4. THE RE/ME RELATIONSHIP 16. 1.5. SUMMARY. 20. REFERENCES 22. CHAPTER TWO ECCLESIASTICAL MONISM: The Forties INTRODUCTION 27. 2.1. THE CHURCHES' VIEWS ON RELIGIOUS AND MORAL EDUCATION 29. 2.1.1. Christian Platonism 29. 2.1.2. The Agreed Syllabuses 32. 2.1.3. The Year Book of Education, 1951. 35. 2.2. ACTUALITIES AND REALITIES 40. 2.2.1. Religious Pluralism 40. 2.2.2. Moral Pluralism 42. 2.2.3. Classroom-RE 46. 2.2.4. In-service Training 52. 2.2.5. An Example of Syllabus-making 54. vi. 2.3. THE RE/ME RELATIONSHIP 59. 2.4. SUMMARY 62. REFERENCES 67. CHAPTER THREE NOT FOR TURNING: The Fifti'es 77. INTRODUCTIon 77. 3.1. PRESSURES TO MONISM 80. 3.1.1. Educational 80. 3.1.2. Ecclesiastical 82. 3.1.3. Values-continuity 83. 3.2. PRESSURES TO PLURALISM 84. 3.2.1. Technological 84. 3.2.2. Changes in Community 86. 3.2.3. Values~presentation in the Media 89. 3.2.4. Immigration 92. 3.2.5. Romanticism 93. 3.2.6. The Youth Phenomenon 9.5. 3.2.7. Educational Method 98. 3.3. STRATEGIES FOR RELIGIOUS EDUCATION 99. 3.3.1. Continuance in the Same 99. 3.3.2. Re~interpretation 102. 3.3.3. Progress by Research 104. a. The I.C.E. Report, 1954 104. b. The University of Sheffield Enquiry, 1961 109. 3.4. STRATEGIES FOR MORAL EDUCATION 108. 3.4.1. Values~research 108. 3.4.2. Religious-motivation Research 109. 3.4.3. Re~interpretation 110. a. Hemming 110. b. Hadfield 112. vii. 3.4.4. Autonomous Moral Education 114. 3.5. THE RE/ME RELATIONSHIP 116. 3.6. SUMMARY 119. REFERENCES 122. CHAPTER FOUR RESEARCH AND RE-APPRAISAL: The Sixties 133. INTRODUCTION 133. THE CULMINATION OF MONISM 138. 4.1.1. The Agreed Syllabus Tradition 138. 4.1.2. Goldman 141. 4.1.3. The West Riding Syllabus, 1966 144. 4.1.4. Further Evidence of Values-continuity 146. 4.2. PLURALISM EMERGENT 149. 4.2.1. Counter-culture 149. 4.2.2. Secular Humanism 151. 4.2.3. Sixties' Theology and Ethics 153. 4.2.4. Progressive Education 156. 4.2.5. Social Studies, Humanities and Integrated RE 159. 4.2.6. Comprehensive Education 161. 4.2.7. The Shap Movement 165. MORAL EDUCATION EMERGENT 167. Secular Moral Education 169. Developmental Moral Education 173. CHURCH RESPONSE 177. THE RE/ME RELATIONSHIP 180. SUMMARY 185. REFERENCES 197. viii. CHAPTER FIVE PLURALISM AND ITS IMPLEMENTATION: The Seventies 210. INTRODUCTION 210. 5.1 • THE RE/ME DEBATE 214. 5.1.1. Philosophical Spadework 214. 5.1.2. RE and Pluralism 223. 5.2. MORAL EDUCATION: A DEVELOPING CONCEPT 227. 5.2.1. Theoretical Perspectives 227. 5.2.2. ME and Secularism 232. 5.3. CURRICULUM-DEVELOPMENT 239. 5.3.1. Religious Education 239. 2.3.2. Moral Education 244. 5.4. RE, ME AND 'COMPLEMENTARITY' 249. 5.5. THE RE/ME RELATIONSHIP 253. 5.6. SUMMARY 258. REFERENCES 268. CHAPTER SIX SURVEY OF TEACHERS AND HEADTEACBERS. 1983 .380. INTRODUCTION 280. 6.1. THE STRUCTURE OF THE SURVEY 283. 6.2. TABULATION AND ANALYSIS 288. 6.2.1. Question One 288. 6.2.2. Question Two 290. 6.2.3. Question Three 297. 6.2.4. Question Four 306. 6.2.5. Question Five 313. 6.3. GENERAL SYNOPSIS 317. ix. 6.4. THE RE/ME RELATIONSHIP 321. 6.5. REFERENCES 324. CHAPTER SEVEN CONCLUSION 32.5. 7.1. SOME DEFINITIONS 32.5. 7.2. ON DEPENDENT AND INDEPENDENT VARIABLES 328. 7.3. THE CHURCHES' ROLE IN RME 330. 7.4. PLURALISM 340. 7•.50 THE RELATIONSHIP BETWEEN RE AND ME 3~. 7.6. ON INTERSECTION 3.56. APPENDICES 3.59. A.1. The Cambridgeshire Agreed Syllabus, 1949 360. A.2. Survey-tables 3~3. A.3. Survey-questionnaire and Associated Correspondence 370. A.4. Abbreviations 377. BIBLIOGRAPHY AND SOURCES 381. B.1. Agreed Syllabuses and Handbooks 381. B.2. Archival Material 384. B.3. Dissertations and Theses 384. Bo4. H.M.S.O. Publications 385. B.5. Periodicals 386. B.6. Reports 389. x. B.7. Research-surveys 390. B.8. Survey of Teachers and Headteachers 391. B.9. Texts Consulted and Referred to in Script 392. B.10. Texts Consulted but not Referred to in"Script 405. CHAPTER ONE INTRODUCTION: Incipient Pluralism 1.1. OPENING ASSUMPTIONS i. This study will begin with three assumptions. One, the 'religious difficulty', customaril~ viewed as two-sided, has a th.ini aspect in the relationship between RE and ME. Two, RE and ME intersect by reason of the nature of both. Three, the mere fact of plurality of religious and moral systems does not in itself constitute pluralism. Evidence will then be presented in a historical format to show that these notions are more than assumptions, as the course of post-war RME is charted, from early recommendations for mODism to later proposals for pluralism. The criteria upon which selection from the quite considerable historical data is made are as follows. One, What light do the sources throw upon the nature of the relationship between RE and ME? Two, what can be ascertained about the implication. for RME from the changing social and political conditions of the period? Three, what evideace is there for changing attitudes among youagpeople to moral val.e., and how ~tild. this effect the relationship betweea RE and ME? FoUl:'t iIi what w~ might the study hay. something positiv.. aad usetul to s~ in the present decade·? Although this investigation i8 Dot intended as a study in moral philos.phy, it is DeTertheleS8 aware of the strictures of the naturalistic fallaoy, aad recogDise.
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