The sole of Religious education in the integrated humanities curriculum

Abstract

An early example of integration is to be found in the attempt to introduce Geography into the curriculum. The most significant writing is that of Halford J. MacKinder who saw in the notion of integration an opportunity for a simplified curriculum and the promotion of right values and curiosity. (MacKinder, 1913). The work was an attempt to provide a general education for a wider range of pupils and stemmed from a genuine concern for the non academic child. Such concern was later addressed in terms of social science but its association with the non academic child was the cause of its downfall. In order to assess the value of such an approach it is necessary to arrive at an understanding of subjects and the curriculum within theoverall aims of education. A study of the philosophical arguments surrounding education suggest that the integration of the curriculum is not logical although the need for wholeness in education is recognised. If the subjects on the curriculum are to be integrated this necessarily involves a clear understanding of what this means and in particular how this may relate to Religious Education. This latter point requires anunderstanding of the various approaches to Religious Education which have developed. Only from such an understanding will it be possible to ascertain the particular role of Religious Education within a given scheme of integration. What is clear is that the possibility for integration is dependent upon a variety of factors. It is clear, for example that the integration of subject content alone is not desirable. An approach is required which carries into the integrated scheme the essence of Religious Education in a way that satisfies the demands of the curriculum and also of those Government Acts relating to the provision of Religious Education in county schools.