- the idea that life must have some benefitsfor it to be worth livingthe belief that, after death, the body stays in the grave until the end of the world when it is raisedending life painlessly when someone in greatpain asks for deathending someone's life painlessly when they are ...
Religious Studies Online - Philosophy, Ethics and Religious Education resources for A level, GCSE and KS3. Ethical theories include Kant, Natural Law, Situation Ethics, Virtue Ethics and Utilitarianism. Ethical issues include Abortion, Euthanasia, Gene
This article draws on three sources of evidence that together indicate hermeneutical weaknesses in exam courses on Christianity in English Religious Education (RE). It scrutinises a single exam paper and an associated text book from a recent authorised course. It conceptually explores features of a...
Afua Hirsch called for a closer examination of Britain’s heroes The more I look back at my history education the more I’m embarrassed by the gaps in it. Having gained an A at GCSE and then taken an MA in Middle Eastern studies 20 years later, I feel qualified to generalise, given ...
OCR GCSE Religious Studies B: Christian Philosophy & Applied Ethics Student Book Religious studies teachers may also experience a third challenge in their approach to instruction: to teach in a constructivist or student-centered manner or... J Mayled 被引量: 1发表: 2009年 ...
the British Government had made 'a false and misleading statement of law' when it claimed a Religious Studies (RS) GCSE syllabus that excluded the systematic teaching of non-religious worldviews like humanism would meet the statutory requirements for teaching Religious Education (RE) at Key Stage ...
British Journal of Religious EducationGodfrey, R. and Morris, A. H. (2008). Explaining high attainment in faith schools: he impact of religious education and other examinations on pupils' GCSE points scores. British Journal of Religious Education, 30, 211-222. doi: 10.1080/01416200802170136...
It should be noted that quantifying diversity between respondents on grounds such as nationality, gender, or level of education was mainly deemed irrelevant and unilluminating to this study's aims. Given the qualitative and cross-disciplinary approach, participants were treated as experts of their ...