Should Philosophy Be the Tool for Inquiry-Based Learning in Religious Education?

Abstract

Abstract This paper will identify some studies which suggest that Religious Education (RE), at least in the West, has problems in its ability to engage students in deep learning. In order to posit a suitable pedagogy, we need to ask, what are the aims of RE? These vary, but some common goals include, promoting values, personal meaning, moral behavior and spiritual or religious faith. The pedagogy best suited to these aims remains a contentious issue. This paper will add to the ongoing discussions that support the view that RE can benefit from inquiry learning, and the methodology and content of philosophy.