The nature and status of religious belief in contemporary Britain (with particular reference to the concept of 'truth') as reflected by acts of collective worship in a sample of Luton schools since the 1988 Educational Reform Act
The aim of this study is to produce a critical description and analysis of the understanding of religious belief (with particular reference to the concept of 'truth') which underlies the current practice of collective worship in schools. The research is based on a sample of twelve schools which makes no pretence at being random, but is broadly representative of state education in Luton between the ages of 5 and 16. The study was conducted primarily within the qualitative, interpretive tradition of social research, using the method of 'verstehen', and the 'grounded theory' approach of Glaser and Strauss (1967). The main sources of data were semi-structured interviews with teachers who lead collective worship, participant observation, and the relevant official documents. There was also a brief questionnaire. The research data was, in grounded theory terminology, 'saturated' with four major themes: inclusivity; freedom of choice and personal integrity; the location of the heart of collective worship in moral exhortation, individual reflection, personal spirituality, and 'worthship' rather than in traditional worship; and the powerful influence and leeway of the individual teacher. A critical analysis of these
Cheetham, Richard Ian
Schools ; Morals ; Morality
The nature and status of religious belief in contemporary Britain (with particular reference to the concept of 'truth') as reflected by acts of collective worship in a sample of Luton schools since the 1988 Educational Reform Act. The aim of this study is to produce a critical description and analysis of the understanding of religious belief (with particular reference to the concept of 'truth') which underlies the current practice of collective worship in schools. The research is based on a sample of twelve schools which makes no pretence at being random, but is broadly representative of state education in Luton between the ages of 5 and 16. The study was conducted primarily within the qualitative, interpretive tradition of social research, using the method of 'verstehen', and the 'grounded theory' approach of Glaser and Strauss (1967). The main sources of data were semi-structured interviews with teachers who lead collective worship, participant observation, and the relevant official documents. There was also a brief questionnaire. The research data was, in grounded theory terminology, 'saturated' with four major themes: inclusivity; freedom of choice and personal integrity; the location of the heart of collective worship in moral exhortation, individual reflection, personal spirituality, and 'worthship' rather than in traditional worship; and the powerful influence and leeway of the individual teacher. A critical analysis of these
nature status religious_belief contemporary britain particular_reference concept_truth reflect act_collective worship sample schools since educational reform act aim_study produce critical description analysis religious_belief particular_reference concept_truth underlies current_practice collective worship school base sample twelve school make pretence random broadly representative state education study_conduct primarily within qualitative interpretive tradition social use method grounded theory main_source data semi_structured_interview teacher lead collective worship participant_observation relevant official_document also brief questionnaire data ground_theory terminology four_major theme freedom choice personal integrity location heart collective worship moral exhortation individual reflection personal spirituality rather traditional worship powerful influence individual teacher critical_analysis