Before one can establish whether or not religion is a beneficial or a corrosive element in primary and secondary education, one must first define both what religion and education consist of. One can define “religion” as a set of beliefs and practices, or as a more holistic response to the events of one’s life. One can define “education” as the inculcation of information from the topics set by the National Curriculum, or as a more general preparation for the rigors of adult life.
Because this paper addresses religion in general, as opposed to one particular faith, such as Anglicanism or Islam, religion will be viewed as the human response to the events of life. Based on what happens in life, one may choose to follow the Judeo-Christian God, or Allah, or Buddha, or to follow no particular deity at all. Education will be viewed in a more holistic sense as well – the role that schools play in taking Britain’s children and molding them into adults. It will become clear, after a review of relevant literature, that there is not one mixture of religion in education that works for every student. ...Show more