prospect
faith
affirming
support
ubuntu
care
expectation
tenderness
resrespect
llove
concern
love
wish
hope
trust
hope
love
respect
confidence
F
possibility
hope
optimism
friendship
integrity
trust
faith
personal regard
faith
aspiration
Why, then do you look at the speck in
your brother’s eye, and pay no attention to
the log in your own eye? How dare you say
to your brother ‘Please let me take that
speck out of your eye’, when you have a
log in your own eye? You hypocrite! First
take the log out of your own eye, and then
you will be able to see clearly to take the
speck out of your brother’s eye.
(Jesus, recorded by Matthew)
Research ‘on’ others can be vicious
– how can we ensure virtuous,
values-based research/practice?
Name one educational value that you hold.
In what way does this value inform practice?
How can practices be said to be 'values-based'?
How do we conceptualise 'virtues' and 'virtuous practices'?
What is the difference between 'values' and 'virtues’?
What might be some of the implications of these ideas for everyday educational
practices?
How do we assess 'quality' and 'impact' in light of a commitment to virtuous
practices?
If 'value' refers to what we believe is 'good', how do we define 'good' or 'the good'?
What might be everyday criteria for judging quality in practice and research?
How do we live with values pluralism?
What does a pedagogy of love look like?
http://www.inclusionalresearch.org/thedance.php
The Dance
By Laura Bateson
We meet nervously
I invite you to walk
I find you dancing
I rejoice
Palmer maintains that
‘technique is what teachers
use until the real teacher
arrives’ (2007, 118).
Rego
Matisse
I didn't like RE at primary school. I was
taught by our headmistress who I remember
would always tell me off for not joining up all
of my handwriting and expected more from
me. She thought that I wasn't putting all of
my effort into RE, and she was right because
I found it boring. We would basically read a
story from the bible and then go home and
have to write about it and draw a picture of
it. I did like drawing the pictures though!
(Camilla, PGCE 2010).
In a real conversation (that is, not one whose individual
parts have been pre-concerted, but one which is
completely spontaneous, which each speaks directly to
his partner and calls forth his unpredictable reply), a
real lesson (that is, neither a routine repetition nor a
lesson whose findings the teacher knows before he
starts, but one which develops in mutual surprises), …
in all these what is essential does not take place in
each of the participants or in a neutral world which
includes the two and all other things; but it takes place
between them in the most precise sense, as it were in a
dimension which is accessible only to them both.
(Buber, 2002, 241-242)
Hessed:
It is love moralised into small gestures of help and
understanding, support and friendship: the poetry of
everyday life written in the language of simple deeds.
Those who know it experience the world differently
from those who do not. It is not for them a
threatening and dangerous place. It is one where
trust is rewarded precisely because it does not seek
reward. Hessed is the gift of love that begets love
(Sacks, 2005, 46).
What might a pedagogy of faith look like?




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Developing an other-centred epistemology
Developing a pedagogy appropriate to
transformational learning
Developing a pedagogy of space
Becoming a fellow traveller
One student said ‘you look to recognise’
Expressions of a pedagogy of faith
emancipation
pregnant pause
ontology
dialogue
gentleness love
creativity
growth
Creative space
ambiguity
space
puzzlement
respect
Non- coercion
Non- confessionalism
dignity
freedom
encounter
human
face
hope
Packaged RE Materials
How do some RE materials perpetuate a download mentality?
Drawing Hands by Escher (1948)
Relativity by Escher (1953)
The second image … feels calming and more human. The two hands
immediately make me think of the two attainment targets of RE and
how they link together, help define each other and create an intriguing
bigger picture. Like the first image, it’s a puzzle which invites debate
where the answers are not as important as the shared discussion
about the mystery – something I am excited to get to try out in the
classroom as we have done. I also see the relationship between
teacher and pupil – each side sharing their ideas equally – as well as
the relationship between pupils and the faiths … The hands are still
drawing, suggesting a work in progress, which is also how I see RE –
a positive, ongoing process of engaging with ideas creatively rather
than just simply learning dry facts.
(Justin, PGCE Student, Pictorial Transition Metaphor)
Supper at Emmaus Caravaggio 1601-2
Invitation to learn? To encounter faith?
How might a pedagogy of hope be developed?
Figure 6:1 Hope – Back Cover of Seed Magazine, Chicago, January 1968
Hope in using one’s voice
 Hope in being heard
 Creating a dialogue of hope
 Developing a practice of attentiveness

How might a pedagogy of hope be developed?
Minimal movement in perception in learning in RE – No! for this Irish student the movement was immense
From static to more living forms of knowledge?
Why would a student choose this image to
represent her initial thinking about teaching
Primary RE?
The image of the tree encapsulates what, after one
lesson, I will expect to get from RE lessons. I will
expect to get a strong grounding in the facts and
knowledge (roots and trunk) but then a spread of
views and opinions from the tutor and the class
about what we learn and how to share it with the
class (branches) The artist decorated dead trees. I
am very interested in faiths and as a non-believer
am a little envious of those with faiths. I hope the
resurrected tree conveys my desire to take my
current position as an agnostic to keep exploring,
understanding and questioning so that I may be a
good teacher of RE in the future.
What about this image after
our RE course was completed?