Abstract
The last twenty‐five years have seen the development of several different pedagogical models of religious education in the United Kingdom. What has not always taken place is an analysis of the culture in which young people in the West are living and the way in which that should inform the development of models for RE. An analysis of this culture and the characteristics of young people within it comprises the first part of this paper. Building on this examination, a model is proposed which enables students to identify and articulate their own worldviews and to engage critically with the different, and often conflicting, worldviews they encounter in their culture.
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