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Notes
1. To give one example from my article: ‘teaching which proceeds on the basis of the truth of Christian faith does not refuse, but rather requires, some enquiry into alternative perspectives’ (p. 68).
2. ‘Intention and articulation are separable’. It seems equally odd, in relation to how children learn, to say: ‘Intention is separable from method’ (p. 154).
3. Smart’s view was that studying these dimensions helped a teacher to avoid too narrow a study of any religion: ‘these six dimensions of religion are interrelated and interdependent. So long as this is borne in mind, and the interrelations traced, they suggest six different starting‐points for the study of a given religion’ (Schools Council, Citation1971, p. 48). See also Thompson (Citation2004b) chapter 3. For a thorough study of the difficulties associated with the word ‘religion’ see Jackson (Citation1997).
4. Doble raises the question as to what form of Christianity I have in mind. I attempted to address this on p. 67 and can only reiterate that I am thinking of those beliefs and practices which agreed syllabuses have had no difficulty in prescribing and which show a remarkable level of consistency. See Thompson (Citation2004b) chapters 12 and 13 for a fuller explanation.