The Concept of Plurality and its Meaning for Religious Education

Abstract

Plurality has always been a central part of education, but the plural classroom of today is understood as much in terms of culture(s) as in terms of individual or psychological differences. The article shows that plurality and pluralism is understood and used in many ways, depending on the context. Focusing on socio‐cultural plurality, it is argued that this may be interpreted in differing ways. A naturalistic, rationalistic and romantic attitude towards plurality is described and discussed. A historical perspective is introduced, and it is suggested that we understand dimensions of plurality in a co‐ordinate system of opposites, on the one hand weak and strong ‘traditional'plurality, and on the other hand weak and strong ‘modern’ plurality. It is further argued that debates about religious education and plurality may be analysed with the help of these attitudes and dimensions. The teaching of RE within this context may be improved by focusing on aims rather than content. The importance of recognising plurality as part of young people's everyday socio‐cultural context is underlined and it is suggested that students should be involved both in the priority of aims and in the choice of methods to teach them