Edited By Stephen G. Parker, Rob Freathy and Leslie J. Francis
This introductory chapter seeks to provoke reflection on the concepts that provide the theme for the volume overall: history, remembrance and Religious Education. It begins by setting out some epistemological and methodological questions concerning the writing of history, and demonstrates their ethical significance, specifically with regard to the Holocaust. It then exemplifies some historiographical considerations of pertinence to the present volume by drawing upon archival, oral life history and published documentary data collected during research into the history of Religious Education in England. Recent public pronouncements from David Bell, Richard J. Evans and Michael Gove are then discussed to highlight issues pertaining to the acts of remembrance concerning the 100th and 70th anniversaries of the start of the First World War in 1914 and the passing of the Butler Education Act (England and Wales) in 1944 respectively. It is argued that we have a moral obligation to engage with historical discourses and to participate in acts of remembrance. Lastly, the chapter outlines the contents of the remainder of the volume and summarises the various ways in which the contributing authors have addressed the theme of ‘History, Remembrance and Religious Education’. ← 1 | 2 →
In defence of history
What is history? Is it a series of events or phenomena in the past, the narration or representation of such events or phenomena in the present, and/or a branch of academic knowledge associated with a discrete subject or discipline? What is the relationship between the...
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