1. 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 nation of many 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 predominate in 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."