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Sex education and science education in faith-based schools

Reiss, MJ; (2014) Sex education and science education in faith-based schools. In: International Handbook of Learning, Teaching and Leading in Faith-Based Schools. (pp. 261-276). Green open access

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Abstract

© Springer Science+Business Media Dordrecht 2014. The key issue for a faith-based school is the extent to which, if at all, its aims, ethos, curriculum, pedagogy and assessment should differ from other schools and the impact this has for its students on their learning, attitudes and dispositions. This chapter explores these issues with specific reference to the teaching of sex education and the teaching of science education. I conclude that the role of religion is somewhat different in science education and in sex education. In science education, a teacher needs to be sensitive to religious objections to aspects of the science curriculum for two reasons: first, out of respect for students; secondly, because not to be sensitive is to make learning in science less likely for some students. However, it is not the case that a science teacher should alter the science that is taught because of the religious views of students or anyone else. In sex education, though, religious views, while they should not have the power that some religious believers would like, nevertheless can, indeed often should, have a place in decision making. This is because of the central importance of values in general and religious views in particular for sex education and because values lack the degree of objectivity of scientific knowledge.

Type: Book chapter
Title: Sex education and science education in faith-based schools
ISBN-13: 9789401789714
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/978-94-017-8972-1_14
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10024040
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