Post-secularism and parabolic enquiry in the primary religious education classroom: developing an appropriate hermeneutic

Parker, Ryan Daniel (2024). Post-secularism and parabolic enquiry in the primary religious education classroom: developing an appropriate hermeneutic. University of Birmingham. Ph.D.

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Abstract

In this doctoral research, I propose that post-secularism calls the religious education (RE) community to look afresh at textual enquiry in the primary school (Reception to Year Six, ages four to eleven) in a way which brings rich hermeneutical possibilities and questions to the fore. The parables of Jesus are often presented within RE lessons as having a single meaning, often one which is secular-ethical rather than theological. As a consequence, pupils have sparse opportunities to consider a) that different people interpret a parable differently, and b) why variant readings exist. Despite increasing calls that students should understand the internal diversity of living religious traditions, it remains that few practical exemplifications exist to assist primary teachers in structuring such enquiries.

In an attempt to redress this state of play, this research trials a sequence of learning activities with Upper Key Stage Two pupils in three schools (n: 85 students). My research journey towards these trials involves proffering of a conception of post-secular RE, one informed by critical literature reviews into post-secularism and pupil agency. Using Biesta’s (2015; 2017) domains of education as a purposeful frame, this envisioning presents an innovative direction for the subject, one which takes post-secular (non-) religiosity, epistemic ability (Habermas, 2006), pupil agency and a post-secular perception of the child seriously. This conception inspires a theory-informed post-secular enquiry into the Parable of the Good Samaritan (Luke 10:25-37), which draws upon rich hermeneutical discussions sitting at the heart of parabolic scholarship. These enquiries were created to see if pupils can become more hermeneutically aware, developing reasoned responses to the question, ‘Why might people interpret the Parable of the Good Samaritan differently?’.

This research is significant. It demonstrates that, contrary to wide and deeply-entrenched views, primary-aged pupils can ably engage in rich hermeneutical reasoning pertaining to why a parable is interpreted differently by different people. Through agentively encountering a myriad of perspectives and interpretive questions constellating around this parabolic narrative, pupils’ efficaciously developed their understanding of self and others. This research makes a much-needed contribution towards our understanding of how epistemic ability and religious literacy could be developed in the crucible of the classroom through a more hermeneutically-informed RE offer. In so doing, the conceptualising and enacting of this post-secular RE can contribute substantially to pupils’ substantive, disciplinary and personal knowledge (Ofsted, 2021b).

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):