Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.449179
Title: The Nature and Place of Religion in English State Education c1900 - c1944 with Special Reference to Conceptions of the Relation of Religion to Education and the Development of Christian Education c1920-c1944.
Author: Bates, D. J.
Awarding Body: University of Lancaster
Current Institution: Lancaster University
Date of Award: 1976
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Abstract:
Ecclesiastical disputes over the 1902 Education Act caused inertia in religion in early twentieth century state education. Despite the conciliatory efforts of Idealist educationists, secular conceptions of education were well established by 1920. But Nunn accorded religion a place in secular education as a 'natural activity of the human spirit' and an aspect of culture. Dewey combined a rejection of traditional religion with a view of education as 'religious' in function. Improved ecumenical relations after the First World War facilitated vital rationalisation of the Dual System and promoted the development of religious education through Agreed Syllabuses. 'Progressive' views of education often allied to secularist credos vied with religioidealistic conceptions of education. Russell and Neill rejected traditional religion and accorded no place to religion in education yet held secular conceptions of religion which influenced both their values and their educational ideals. W. B. Curry rejected traditional religion but saw objective religious studies as necessary to education. The movement for Christian Education aimed to promote the influence of Christianity in national life and education in face of secularisation, Secular Humanism and Fascism. It was focussed in the work of exponents of Public School Christian Education, notably Norwood, and the educational thought of the Ecumenical Movement expressed by Oldham. The liberal Christian Idealism of Clarke was a major influence for moderation at the centre. The Public School ideal permeated influential documents like the Cambridgeshire Agreed Syllabus of 1939 and the Spens and Norwood Reports, and the Institute of Christian Education promoted both the improvement of standards in religious education and the educational evangelism of the war period in which Christian Education was posed as the answer to Nazi education. The 'religious' clauses of the 1944 Education Act reflect the developments of the period.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.449179  DOI: Not available
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