Importance: Why is education important to promote freedom of religion or belief?

Our vision as an organisation sums up the importance of education in promoting freedom of religion or belief, which is that it contributes to a well-informed, respectful, open society. When I talk about education in an English context, I am particularly referring to what is currently called religious education or ‘RE’ in state-funded schools, although there are many other opportunities to promote freedom of religion or belief across the wider school curriculum. I actually prefer the phrase an education in religion and worldviews, rather than RE and I will explain why later. For me, the following is a helpful definition of what we mean by an education in religion and worldviews:

A school subject in which pupils develop knowledge and understanding of religious and non-religious traditions, including their diversity and impact on individuals, communities and society. In addition, pupils learn about the different ways in which people study these traditions, as well as building an awareness of and reflecting on their own personal worldview.

When presented with this definition in a UK wide Savanta ComRes Survey in mid 2021, around 64% of respondents said the subject was an important part of school curriculum. Around two thirds said the subject helped them understand beliefs of others in everyday life, as well as in the workplace, local and national government. A further 71% said it fostered mutual understanding. Although we did not ask specifically about FoRB, it is clear in my view that respondents felt understanding diversity through education helps us live well together – thus promoting the value of freedom of religion or belief.

Children too have said the same thing. If you visit our stand you can find out more about what young people have said about the importance of this subject being taught in schools. Indeed, in 2021 there was an increase in those taking religious studies as an examination subject at aged 16, and an almost 50% increase over the last 10 years of those taking it to examination level at 18. Children and young people in England know this is important.

Issues: What are some of the issues in England regarding education to promote freedom of religion or belief?

 Firstly, the provision of broad-based critical education in religion and worldviews is very inconsistent across the country. A survey by The National Association of Teachers of Religious Education recently demonstrated that of those responding 34% of academies did not provide any RE from age 11. A research review by our inspectorate Ofsted, highlighted a lack of a scholarly approach, some misconceptions, gaps in teacher subject knowledge, insufficient professional development and training for teachers. With the sensitivities around FoRB it is vital that teachers are well trained, understand the issues and know how to handle complex, often controversial questions. Lack of specialist teachers can mean that sometimes mistakes are made in terms of how different religious and non-religious worldviews are represented; this can hinder our agenda to promote freedom of religion or belief. Lastly, some are calling into question the way the subject is legally framed and the infrastructures around this – many are asking whether these are fit for purpose in terms of FoRB. So there are some significant issues for the English school system in terms of provision, standards and infrastructure of the subject.

What are some of the opportunities?

The key opportunity now for an education in religion and worldviews in England is the vision of a two-year Commission on RE (2018). This commission introduces a religion and worldviews approach as a way forward in an ever changing global landscape. The language of worldviews- religious and non-religious- is inclusive and supports the promotion of freedom of religion or belief. Everybody has a worldview.

A worldview is a person’s way of understanding, experiencing, and responding to the world. It could be described as an approach to life. This includes how a person understands the nature of reality and their own place in the world. A person’s worldview is likely to influence and be influenced by their beliefs, values, behaviours, experiences, identities and commitments. Worldviews may be organised, institutional, communal, individual and personal.

This means valuing freedom of religion and belief is everyone’s business. It is about us all. Ofsted describe the need for children and young people to be able to navigate a multi-religious, multi-secular world. I would argue that central to this navigation is understanding the importance of FoRB and its universality.

An education in religion and worldviews takes a scholarly, rigorous, academic approach drawing on different disciplinary fields- thus highlighting the ways in which religion and belief may be studied and interpreted – supporting an understanding of the complexities within and between religious and non-religious worldviews. This depth of understanding surely lies at the heart of promoting freedom of religion or belief. A religion and worldviews approach understands that our own personal worldview is the filter through which we interpret the information we receive. This means that we become more self-aware and wiser in our interaction with others.

This worldviews approach aligns well with the Toledo Guiding Principles (2007). For example,

One principle says – Teaching about religions and beliefs should be sensitive, balanced, inclusive, nondoctrinal, impartial, and based on human rights principles relating to freedom of religion or belief.

This principle is for me at the heart of an education in religion and worldviews. Indeed, it helps us to understand that some of what we have been doing up to this point in many English schools has been articulated through a westernised, protestant Christian lens – thus often not balanced or inclusive.

A second principle says -the information contained in curricula is based on reason, is accurate, bias-free, up to date, and does not over-simplify complex issues. It should also be comprehensive and pay particular attention to key historical and contemporary developments.

 A religion and worldviews approach acknowledges complexities, and reconsiders how curricula are constructed to best prepare pupils for life in a multi- religious, multi-secular world. It encourages pupils to begin with context and people, taking into account changes over time.

I will conclude with a famous quote from Nelson Mandela, which I think sums up for me the power of education in preventing, protecting and promoting freedom of religion or belief:

Education, Mandela said, is the most powerful weapon which we can use to change the world.

So together, lets change the world.

Dr Kathryn Wright, CEO Culham St Gabriel’s Trust