Towards a New Integral and Transformative Model of Religious Education for Nigeria in the 21 st Century
Chapter Four: Exposition on Robert Jackson’s Interpretive and Dialogical Approach to Religious Education
Religious education has been seen as a binding force that integrates spiritual, religious, moral, and values education together. In RE studies today, the tensions between moral and religious diversity in modern democracies are yet to be overcome among students and religious educators. Religious education has become hotly contested because there is the growing sensitivity to plural contexts in the world. The older RE model (e.g. mono-RE model) has not sufficiently responded to the challenges posed by secularisation and an increasingly globalised world. As a result of this, the relationship between religions and education is implicitly an issue which could be considered as a ‘parting of ways.’
Robert Jackson1 struggles to build a pedagogical paradigm that fits a pluralistic RE aimed at establishing the interconnection between education and religions. He stands out as a renowned author since his concern is to move beyond the practice of a particular cultural or religious identity being accentuated in the midst of many. Contra to this, Jackson’s interpretive and dialogical approaches encourages a balance that presents other religious perspectives on a particular educational subject matter. While at the same time relating RE with other fields of studies such as spirituality, civic studies, and interculturality vis-à-vis the values of education.
Also, he built his approach on the field work of the “Warwick RE Project”2 (henceforth, WREP). The WREP is made up of project team members with ← 249 | 250 → various roles of “supervising and conducting ethnographic research and curriculum development; contributing...