What is the enquiry of RE? It’s a question I’ve been wrestling with a lot lately. I think that in order to move on from such a fundamental question you do, sooner or later, have to plant your flag in the ground and say “this is what I am doing”. In that spirit here is what I think we are enquiring into when we enquire into RE: we seek to understand the worldviews of others by developing an understanding of the concepts that underpin them, by building a knowledge of the theology and philosophy that deepens and diverges within those concepts and by looking at the ways in which those concepts are expressed through religious practice. This blog post is an attempt to put forward this three-stage disciplinary enquiry in RE and show how a curriculum model can be built around it.
I’m not sure if I should apologise in advance for the metaphor that follows. My experience tells me that metaphors in teaching have a tendency to oversimplify what is being discussed but then I also know the power of metaphors to make complex ideas easy to understand and I wouldn’t be the first person to torture a metaphor for the benefit of education.
The model I want to put forward for this RE curriculum is that of a well-managed forest enclosure. Imagine a few acres of trees, mature and healthy, well spaced and deep-rooted. Each tree represents a different enquiry into a religious concept – the concept itself is the seed which begins the growth, the roots are the theological and philosophical knowledge which that concept is grounded in and the branches and leaves are the practices which express the concept within that faith. The whole tree becomes the answer to an enquiry question, the kind of question which history teachers have spent decades discussing as the basis of a series of lessons. It is a form of disciplinary knowledge that I think we should use as a model for developing the discipline of RE.
Though we are now imagining that mature plantation of trees we must also remember that 12 years ago we had to stand here on barren ground and plant the first seed. As ever with the curriculum: when we are at the beginning we must plan toward the end and when we are at the end we must always keep in mind the beginning.
The Seed – a concept
At the heart of this enquiry model will be the concept. I do not think anyone has ever described what a concept in RE looks like better than Mary Myatt in her blogpost On a cardboard curriculum:
“My argument is that concepts are ‘holding baskets’ for facts. They help to make sense of multiple pieces of information and this makes them efficient. Concepts are largely, but not exclusively expressions of important ideas within an academic discipline. Our pupils are entitled to know them and to use them. Concepts enable connections to be made across a disparate range of facts; they reside in the long-term memory and can be called on to make sense of new information. Concepts provide the intellectual architecture on to which new knowledge and insights can be pinned”
In this metaphor concepts are the seed from which the roots and branches of knowledge can grow and flourish. Part of planning out the curriculum forest we will grow means deciding, as early on as possible, what concept enquiries we will plant and nurture. There is no point in trying to fill your acre with forty saplings, they will never grow to be happy trees. Instead you have to be realistic with yourself and look at the curriculum time you will have to decide how many religions you can explore and how many concepts within each religion you can do justice to.
We can use the concept as the foundation for our disciplinary enquiry. An initial series of enquiries into Christianity might focus on the triune God, sacrifice, love and the soul. In Buddhism perhaps the seeds you will grow will be the concepts of suffering, impermanence, moderation and enlightenment. From here you can begin to plan out an initial enquiry: why did God send down his son only for him to be executed by the Roman state? What does it mean for a Buddhist to be able to end suffering? Do Christians need to understand the Trinity in order to believe in it? There is more to be said on formulating enquiry questions in RE.
Roots – the theology
scripture – theological writing – heresies and schisms – religious leaders – parables – myths – philosophy
From this point, once the seed has been planted, a strong root system is needed to support and sustain the tree that will grow. What is the disciplinary route of enquiry in RE? It is not necessarily a chronological one but it should have some internal logic to it. I would argue that nearly every enquiry should start with a grounding in scriptural sources of authority – without that familiarity it would be incredibly difficult to accurately answer the enquiry questions we are asking. Even within scripture there is often an internal logic to follow – should we begin an enquiry into the nature of God with the Old Testament and work forward or with Paul and work backward?
When we’ve laid the first set of roots in scriptural study then we can develop deeper roots by looking at theological writings and the writings of religious leaders. In Christianity we can go to Aquinas, Augustine and Julian to deepen our thoughts on God. Then our roots can begin to diverge, there is a great value in teaching schisms, heresies and splits within religions. Arian, Luther, the Council of Nicea, even Paul deciding on what to advise the early Churches. All of these represent turning points where one option was seen as being correct and another incorrect (or at least divergent). We can bring those differing beliefs to our enquiry alongside the interpretation of scripture.
In order for a healthy tree to develop the roots need to go deep and wide. You might choose to study a piece of scripture for an entire lesson but then next lesson do you continue to go deep into scripture and find supporting stories that will bring more depth to the concept or you may choose to bring in four divergent voices to allow students to compare and contrast differing viewpoints on the concept? Striking the right balance is tough but absolutely necessary in order for students to be able to answer the enquiry question with the optimal level of depth and breadth.
Branches – the practices
prayer – meditation – ritual – visual art – poetry – pilgrimage – architecture – festivals – liturgy – social action
Above the ground, what we see of the tree, is what grows from those roots. The trunk, branches and leaves of religious practice. And I mean practice in its broadest sense from traditional forms of practice like worship to the exploration of religious ideas in visual culture and the ways in which religious people enact their faith in their everyday life.
Learning about these different forms of practice in the light of theological knowledge about the concepts behind them is the apotheosis of RE. In some cases knowledge of practices can be used to enrich an ongoing enquiry: the use of light in Renaissance religious paintings can help to illustrate Christian ideas about God. In other cases the knowledge of practices will be an answer to a secondary enquiry question: “and how does this influence [religious people]?”.
Ultimately either way students will be growing their understanding of the place of religion in both the contemporary world and the historical-cultural world and here is where the metaphor comes to fruition. The enquiry question can now be answered with depth, with breadth and with illustration and an understanding of influence. The tree, now it has grown to maturity, will have a beauty and a value of its own and we can take time to step back and admire it but it will also begin to produce fruit or berries or pinecones or catkins and each of these contains seeds that can find their way into the soil to grow another tree.
In this way the curriculum grows naturally. It is the beginning of a sequence and from here we have to plan our way forward to that end point of the mature forest enclosure. Sometimes we will plant entirely new seeds which are unfamiliar, sometimes we will revisit growing saplings, sometimes we will allow a tree to grow where seeds have naturally fallen.
Thank you for bearing with this metaphor. It is a very preliminary model at the moment and I want to take time to think about it further and go deeper into the meaning of disciplinary enquiry in RE but I hope it gives some shape to the discussion that is being had at the moment.
A. J. Smith 
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