Religious Teaching in British Schools 


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Religious Teaching in British Schools



(by Alan Osborn)

 

Britain has opened the way to a potentially significant extension of the teaching of Islam, Buddhism and other faiths to its schoolchildren. Reflecting the growing strength of non-Christian faiths and cultures in the UK, the official School Curriculum and Assessment Authority (SCAA) has proposed two models for teaching religion in schools which will ensure that by the age of 16 every child in England and Wales will have studied at least two faiths besides Christianity.

The announcement has been warmly welcomed by leaders of the five main non-Christian religions – Buddhism, Hinduism, Islam, Judaism and Sikhism.

 

Civic Life

But there are some observers who believe this could pose a long-term threat to Christianity as the spiritual foundation of civic life in the country. The debate was also fuelled by a recent remark of the Prince of Wales to the effect that if and when he acceded to the Throne he would wish to be known as the "defender of faiths" rather than the "Defender of the Faith" as at present.

Prince Charles' hint that he wished to rule over a nationofmany faiths rather than just Anglican church caused a stir among traditionalists who are anxious about the prospect that Christianity will no longer command total devotion in classrooms.

But the Government's plans, announced in July, have been based on wide prior consultation. John Patten, the Education Secretary, outlined draft proposals six months ago which provided for Christianity to take up at least 50% of religious course time in schools.

The Church of England recommended that 75% of religious teaching time be reserved for Christianity, but the non-Christian groups lobbied to ensure that there is to be no specified minimum time for teaching Christianity. They argued that such a stipulation would send out "the wrong message" to people concerned about possible racial tension.

 

Traditionally Dominant

The Archbishop of Canterbury,Dr George Carey, nevertheless rejected the view that the failure to set a minimum time for teaching Christianity was a blow to the Church, noting that the traditionally dominant British religion had still been given "pride of place."

The new model syllabuses were drawn up after two years of work by representatives of the six faiths and others. Sir Ron Dearing, SCAA chairman, said there was almost unanimous agreement that the models "achieved the right balance between learning about religions and pupils' own personal search for the meaning and purpose of life."

He said all agreed that "in the early years the curriculum should 'draw particularly on the traditions the children bring with them to school, so that religious education can develop from the beliefs and insights the children already have."

It was accepted this would be Christianity in most cases, but other religions might predominatein some regions.

Commenting on the SCAA teaching models, the prominent political commentator and author Hugo Young said they meant "the redefining of Christianity's part in Britain's civic life."

But in all cases, whatever the background of the children, the legislation will require the curriculum "to reflect the predominantly Christian heritage of the country and it (Christianity) should therefore form an important part in the curriculum at every one of the key stages."

 

Where to Study

 

One major decision which faces the American student ready to begin higher education is the choice of attending a large university or a small college. The large university provides a wide range of specialized departments, as well as numerous courses within such departments. The small college, however, generally provides a limited number of courses and specializations but offers a better student-faculty ratio, thus permitting individualized attention to students. Because of its large, cosmopolitan student body (often exceeding 20,000) the university exposes its students to many different cultural, social, and extra-curricular programmes. On the other hand, the smaller, more homogeneous student body of the small college affords greater opportunities for direct involvement and individual participation in such activities. Finally, the university closely approximates the real world; it provides a relaxed, impersonal, and sometimes anonymous existence. In contrast, the intimate atmosphere of the small college allows the student four years of structured living in which to contemplate and prepare for the real world. In making his choice among educational institutions the student must, therefore, consider many factors.

English universities and colleges, because of their selective intake, are relatively small, American universities, which combine a number of different colleges and professional schools, are large, sometimes with 20,000 to 25,000 students on one campus. Teacher training colleges and polytechnics are alternatives to the university course for some students in England, being established for specific purposes. In contrast, virtually all schools of education, engineering and business studies, are integral parts of universities in the United States. In England, universities receive about 70% of their financial support through Parliamentary grants. Similarly, in the United States, public institutions receive about 75% of their funds from local, state, and federal sources, but private colleges and universities receive little or no government support.

In England, personal financial aid is provided by the government to over 80% of the students, through local education authorities, according to the parents' income. In the US, student aid is administered by the university or the sponsoring agency and is provided by private organizations, and the state or federal governments. Obviously, British and American universities have similar educational aims but different means for achieving these aims.

 

The University of London

 

In the early nineteenth century Oxford and Cambridge were the only two universities in England. The cost of education at these universities was so high that only the sons of the wealthier classes could afford to attend. But more restrictive still were the religious tests; only Church of England members could attend. It was to overcome these limitations that in 1827, in Gower Street, London, a non-denominational college, "University College" was founded. Its first years were years of struggle for survival against hostile forces of Church and State. The "godless" college was opposed by the Archbishop of Canterbury, Sir Robert Peel, and the Prime Minister, the Duke of Wellington, who in 1831 opened a rival institution – King's College.

In 1836 these two institutions. University College and King's through a typically English compromise joined forces. Each retained the control of its own internal organization, faculty, and. teaching, a separate body, the University of London, was created to "conduct the examination of, and to confer degrees upon, their students." Thus was born the University of London.

In the early years a candidate for the University of London was forced to attend either University College or King's, but in 1849 it became possible for an institution situated "anywhere in the British Empire to present students for degrees" – a unique provision. In 1858 the regulations were further broadened so that now anyone anywhere may sit for U. of L. examination provided that he satisfies Matriculation requirements. Consequently there are Africans who have U. of L. degrees who have never seen London.

The long reign of Victoria saw many and rapid changes in the University. Medical schools of the various teaching hospitals, Bedford College for women, Imperial College of Science and Technology, and many other schools and colleges became a part of the federal university. The famed London School of Economics was a newcomer in 1895.

Up until 1900 the University was only an examining body but in that year an Act of Parliament permitted that "The Senate... may provide lecture rooms, museums, laboratories, workshops, and other facilities for the purpose both of teaching and research." This allowed the first actual teaching on any level, however, the Senate has never invaded the undergraduate field, except specialized subjects.

In many ways the University has departed from the traditions of Oxford and Cambridge. London was the first to abolish religious tests, to admit women in England for degrees, to grant degrees without residence. The following names are associated with the U. of L.: Sir Alex Fleming, Thomas Huxley, Thomas Arnold, Michael Faraday, Lord Macmillan.

 



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