From Gandhi to Geldof: The Menace of Thematic RE


A colleague once expressed to me his philosophy of teaching RE in the following way; ‘I don’t just teach the head, I teach the heart.’ His words reflect a prevalent belief in the RE community that RE should not be primarily concerned with intellectual advancement, but rather personal, spiritual or moral development. At Key Stage 3, this view manifests itself in the widespread practice of thematic curriculums where pupils explore a theme, concept or value, usually reflecting political vogue. Moulded around these themes, religion is not only marginalised, but also distorted and misrepresented, preventing pupils from gaining a systematic, coherent or accurate understanding of it.

Rather than developing a deep, rich understanding of Hinduism, a lesson on the different Hindu gods may become an opportunity to consider the importance of appreciating diversity. The Christian doctrine of the Trinity is a chance to explore the different roles that make up pupils’…

View original post 665 more words

My Weltanschauung through Hajj and some Thoughts

Hamid Mahmood

My Weltanschauung through Hajj and some Thoughts

Hamid Mahmood

“We mirror the movement of the heavens, circling the ka’bah seven times. We move in harmony, as if travelling back to the beginning of time. I feel myself becoming one with those around me, with those who have come before, and all who follow”[1]

When the month of Dhul al-Hijjah approaches, the majority of Muslims prepare for the festival of Eid al-Adha, however a minority – approximately 3 million – ready themselves for the fifth pillar of Islam: Hajj. Here, I intend to focus on Hajj and how I am in awe when pondering over its magnificence and grandeur.

When beginning the journey for Hajj, a Hajji comes into the state of ihram. This state of higher spirituality includes the wearing of two simple white sheets of cloth, which diminish social status, class, race and any other boundary. It’s when a…

View original post 638 more words