Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

Constructing God : educational implications of two framings of religion

Lewin, David (2017) Constructing God : educational implications of two framings of religion. In: Philosophy of Education Society of Great Britain Annual Conference 2017, 2017-03-31 - 2017-04-02, New College.

Text (Lewin-PESGB-2017-Constructing-God-educational-implications-of-two-framings-of-religion)
Accepted Author Manuscript

Download (354kB) | Preview


Many discussions of the relations between religion and education develop critical accounts either of certain religious ideas or educational assumptions. This paper takes a different tack by resisting assessment of particular religious views or framings of religion within education. Rather the paper attempts to elaborate some of the educational implications that certain views of religion entail. The discussion focuses on two conceptions of religion: one a propositional or worldview framing of religion, and the other characterised here as a hermeneutic or aesthetic view of religion. Many of the typical problems of religions influence on education, such as indoctrination and the competing rights between various agents, are solved if we shift from the former view of religion to the latter. Furthermore, the implications of the two are suggestive of a particular conception of subjectivity as a free agent that make choices. It is that conception of subjectivity that is influential both within religion and education: within religion as the idea of a subject who chooses to believe certain religious doctrines, and within education as the ultimate goal being understood as the development of rational autonomy.