Abstract:

In this paper, I explore the role of knowledge in the RE curriculum. Based on research I attempt to answer the question regarding the knowledge that constitutes RE as a subject, using philosophical, theological, and educational (derived from psychology and neurosciences) argumentation. I discuss the differences between the Greek ideas of paideia (αγωγή/παιδεία) and education (εκπαίδευση)from which the English word education is conceptually beholden. The discussion relies on Biesta’s distinction between ‘cultivation humanity’ and ‘educating the human’. Above all, the key point is that Dewey’s theory of knowing works hand in hand with substantive knowledge and its transformative power in individual’s life where the other is more than significant. RE’s what of education is as important as the how of education. Content and process are perceived here as an educational experience (thinking, reflection, and action) which provides, within the curriculum context the ‘language game’ of the religion(s) and worldviews facilitating students’ knowledge processes and therefore communication with self and others and their cosmopolitanism. In practice, experiential learning applies within the classroom the RE’s content in ‘events with meaning’ from which contributions to knowledge-based teaching are made possible.

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