Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.663394
Title: Computer aided religious learning in a secular context
Author: Wallace, B.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1995
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Abstract:
The CD-ROM opens up the possibility of a new approach to religious learning which is particularly relevant to secular contexts. This thesis arises from the question of how a public education system may respond appropriately to the religious dimension of life in a plural society. Three main issues are considered: the nature of religious learning, the ethical legitimacy of its provision in a secular context, and the feasibility of using computers to assist in this learning. These issues are brought together in an experimental study conducted across nine local authority primary schools in one Region of Scotland. Contemporary religious education in Scottish schools is set against its distinctive historical background. Principal arguments connected with its theory and practice are discussed, and a review is undertaken of what religion means today. The case for the primacy of religious studies in schools is rejected and religious learning, understood as world view formation, is proposed as both ethically acceptable and necessary for a fully developed secular education. The relevant legislation as well as data collected from the study both advance the argument that non-denominational does not equate easily with religious, and might more appropriately be considered secular. It is in this context of uncertainty about religious matters that the power of the interactive CD-ROM has a special place. An original paradigm for world view analysis is proposed and discussed. From this paradigm is derived a personal profiling instrument which is used to map the work views of a normal sample of 808 children in the 9-12 years age range.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.663394  DOI: Not available
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