A healing model of religious education

Abstract

This article will explore woundedness as a characteristic of learners of and about religion. It will suggest woundedness, and the challenges it presents, as a characteristic of religious learners universally, but it will look at the phenomenon through the prism of my own working context, that of religious education in Scotland. A healing model for religious education may provide useful analogies, and may also draw together religious educators working in confessional and non‐confessional contexts.

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Notes on contributors

Mark Chater

After teaching, and educating teachers, in Scotland for many years, Mark Chater has recently become Tutor in Religious Studies at Bishop Grosseteste College, Lincoln, LN1 3DY.