The Scottish Government

« Previous | Contents | Next »

Listen

The Report of the Religious Observance Review Group

four: issues

This section identifies key issues raised during the consultation process and explores these within the context of the statutory requirements and the nature of contemporary society.

The key issues raised during consultation were:

• the definition and aims of religious observance
• the meaning of spiritual development in a school context
• the extent to which there are shared values within our society
• the appropriateness of the term 'religious observance'
• the relationship between religious observance and religious and moral education
• the frequency and quality of religious observance
• locations for religious observance
• the role of chaplains in religious observance and organised acts of worship
• exemplar material and training
• diversity and flexibility of approach

The definition and aims of religious observance

Issues were raised relating to the clarification of the meaning of the terms 'spiritual development' and 'shared values' and these terms are explored below. Issues were also raised relating to the role of schools in relation to Christianity and these are explored in the consultation report. There was, however, broad agreement with the review group's definition and aims of religious observance.

The consultation paper defines the term for use in schools in Scotland as:

'community acts which aim to promote the spiritual development of all members of the school community and express and celebrate the shared values of the school community.'

The aims of religious observance are defined as:

'to promote the spiritual development of all members of the school community; to express and celebrate the shared values of the school community.'

The meaning of spiritual development in a school context

The consultation process revealed the need to clarify the meaning of 'spiritual development' as used in the consultation paper. The consultation paper states that spiritual development 'includes being helped to recognise, reflect upon and develop a deeper understanding of the value and worth of each individual which comes from one's dignity as a person'.

The idea of spiritual development led the group to look at the concept of spirituality. The concept of spirituality has its origin in religion and is still popularly identified as a religious concept used by members of religious traditions. Its use, however, is not limited to members of religious traditions. It is also used by many outwith formal religion to describe key aspects of their experience. In fact, in spite of the move away from involvement with formal religion in Scottish society, there is evidence of a growing interest in the spiritual dimension.

Those who belong to a faith community believe that the human spirit is created by God and can only be fully developed through a relationship with God. Others believe that the human spirit can be understood and developed without any reference to a divinity. Most would agree that the spiritual dimension comes from what makes us human, it is a reflection of our deepest humanity. The spiritual dimension is seen and expressed in many ways such as:

Within the educational context, Spiritual and Moral Development, National Curriculum Council, Discussion Document, makes the following statement:

'The term "spiritual" applies to all pupils. The potential for spiritual development is open to every one and is not confined to the development of religious beliefs... The term needs to be seen as applying to something fundamental in the human condition... it has to do with the unique search for human identity...'

In the setting of the school, whether this be a denominational school where the focus will be very much aimed at the fostering of religious life based on the belief of the divine origin of the human spirit, or a non-denominational school faced with a broader cross-section of religious and other viewpoints, the review group would maintain that religious observance can play an important role in the spiritual development of all within the school community.

An analysis of the policy statements of local authorities on religious observance reveals a set of concerns similar to those identified as belonging to the spiritual dimension suggesting that these are already at the heart of good practice in religious observance.

The extent to which there are shared values within our society

The second element within the definition is the reference to the 'shared values' within the school community. The consultation process raised the issue of the extent to which there are shared values within school communities.

Whilst Religious and Moral Education 5-14 National Guidelines identifies 'honesty, liberty, justice, fairness and concern for others' as common shared values in our society, several respondents highlighted the fact that different communities also hold values particular to their own tradition. The review group believes that these values should be acknowledged, the right of people to hold them respected and that pupils should be encouraged to reflect on these values and the life stances which they reflect.

Within the context of a school community, shared values give a sense of belonging and should underpin all aspects of its life. The review group agrees with the view expressed during the consultation that the process of understanding and developing the shared values should involve pupils, staff, parents, churches, other faith communities and the wider community in which the school is set. Participation in the process is an essential element in terms of ownership of the agreed values.

The appropriateness of the term 'religious observance'

In the non-denominational sector there are two aspects in relation to the appropriateness of the term religious observance. First, some concern was expressed as to whether what was being defined in this report was in fact religious observance. The second aspect relates to misgivings about the term 'religious observance' within the contemporary educational context.

Central to the first of these aspects is the perceived relationship between religious observance and worship. The contentious nature of this relationship was articulated, though not resolved, in Moral and Religious Education in Scottish Schools. Subsequent reports - Bulletin 1: A Curricular Approach to Religious Education; Religious Observance in Primary and Secondary Schools, An Interim Report by HM Inspectors of Schools; and Report of SCOSDE - SSB8, Religious Observance in Primary and Secondary Schools - reiterate but do not resolve the issue.

The problem was highlighted in the 1990s by the publication of two documents giving different interpretations of the relationship between religious observance and worship. SOED Circular 6/91 identifies religious observance as being 'occasions set aside for different forms of worship'. Religious and Moral Education 5-14 National Guidelines refers to religious observance as being 'something akin to worship'. These national reports reflect the popular perception that religious observance is very closely related to, if not synonymous with, worship.

In considering this relationship the consultation paper attempted to distinguish between an organised act of worship and religious observance. Worship is a free response of an individual and community to what is considered worthy of worship. This response involves three elements: belief in the reality of the focus of worship, desire to offer worship to the focus of worship and the commitment to life stances related to the focus of worship. An organised act of worship is based on the assumption that those present share these elements. Religious observance does not assume these elements.

All pupils and staff participating in religious observance within the context of a school assembly will share the same stimulus drawn from a range of sources such as story, music, art, drama, poetry, films or television. Religious traditions will provide a rich resource. Responses to the stimulus may, however, take a range of forms, one of which for some members of the school community may be worship. This acknowledges the diversity of beliefs, practices and experiences within the school community. Whilst religious observance as defined in the consultation paper is not an act of organised worship, it does not preclude the possibility of worship as the free response of individuals to the stimulus offered.

In distinguishing between religious observance and organised acts of worship, the consultation paper makes the following statement:

'Where the school community, whether denominational or non-denominational, is continuous with a faith community, that community's faith in "the focus of worship", may be assumed and worship may be considered to be appropriate as part of the formal activity of the school. Where, as in most non-denominational schools, there is a diversity of beliefs and practices, the Review Group believes that the appropriate context for an organised act of worship is within the informal curriculum as part of the range of activities offered for example by religions, groups, chaplains and other religious leaders.'

In relation to the second aspect, misgivings about the term 'religious observance' within the contemporary educational context, the review group devoted a considerable amount of time to discussing the appropriateness of the term. Some respondents saw the use of the term as undermining the review group's concern with inclusiveness. Some members of the review group shared some of the concerns about the use of the term but came to the conclusion that it should be retained at present.

The following reasons are offered for retaining the term religious observance:

• it is the term used in the statutory documents
• no alternative term has been suggested which has gained universal support
• it recognises the fact that the reflective activity at the heart of the review group's definition of religious observance has traditionally, though not exclusively, taken place within the context of the great world religions
• though most people today in Scotland are not active members of religious communities, many still use the world views of these communities as the context for their search for meaning.

The relationship between religious observance and religious and moral education

The consultation process identified concern at what was perceived to be a blurring of the distinction between religious observance and religious and moral education. The review group takes the view that religious observance is distinct from religious and moral education which is defined within the context of this review as follows:

Within the non-denominational sector, Religious and Moral Education 5-14 National Guidelines define the aims of religious education in terms of the knowledge and understanding of religions. The questions and answers that religions can offer about the nature and meaning of life and the development of the pupils' own beliefs, attitudes, values and practices through a process of personal search, discovery and critical evaluation.

Within the denominational sector, Religious Education 5-14 Roman Catholic Schools, states that the aim of religious education is to foster and deepen the children's faith.

Religious observance in all schools builds on the whole experience of education and not just the religious and moral education class by allowing pupils and staff space for celebrating and reflecting on their spirituality and on the shared values of the school.

The frequency and quality of religious observance

During the consultation process a diverse range of views was expressed in relation to the frequency with which religious observance should take place, from those who felt that it should be on a daily basis to those who thought that there should be no religious observance in schools. There was widespread support for maintaining the status quo.

SOED Circular 6/91 stated that religious observance should take place at least weekly in primary schools and at least monthly in secondary schools. In providing this guidance, the Circular took the view that 'regularity is necessary to ensure an impact on pupils' experience. It is, however, the quality of such occasions which is of paramount importance.' Frequency and quality were key elements of discussion in the course of the consultation.

The review group acknowledged the need to balance the frequency of religious observance to be such as to impact on the spiritual development of the school community with providing a valuable and inclusive experience of religious observance. The group recognised that the latter would require careful planning by schools, particularly in the early stages of moving towards any new arrangements. It concluded that every school should provide opportunities for religious observance at least six times in a school year in addition to traditional celebrations central to the life of the school community. In doing this, the review group wished to emphasise quality rather than quantity.

At present school assemblies are the most common vehicle for delivering religious observance. A clear distinction, however, has to be drawn between assemblies devised for the delivery of religious observance and assemblies which support other purposes. There will be times when the whole school community, or substantial groupings of pupils, will be gathered together for assemblies which are concerned with matters such as administrative announcements and reports of extra-curricular activities. Such assemblies form an important and necessary part of school life, but should be kept separate from assemblies organised for religious observance.

Whilst all were agreed on the importance of quality in relation to religious observance, issues were raised about how to achieve and evaluate this. In relation to achieving quality, the issues which are identified as locations, role of chaplain, exemplar material and training and the diversity and flexibility of approach are all pertinent. In relation to evaluation, the review group believes that the school itself should play the primary role in this and suggests that consideration be given to the development of a self-evaluation package.

Locations for religious observance

Responses to the question on locations for religious observance identified the importance of a communal location within the school. All schools have areas such as assembly halls or gymnasia which have the potential for being appropriate locations for religious observance. In addition, to take account of the fact that religious observance may at times be organised on a group basis, the review group identified the need for schools to have a smaller area available for religious observance. This space could also be made available for organised acts of worship or private reflection. The review group would like to note the implications of appropriate locations for religious observance in terms of the planning and design of new school buildings.

The role of chaplains in religious observance and organised acts of worship

During review group meetings issues were raised about the role of chaplains in non-denominational schools including concerns that their personal faith positions may be compromised.

The review group recognises the wide variety of roles which chaplains perform within schools, but within the context of this report will focus on the chaplains roles in relation to religious observance and organised acts of worship.

Central to the resolution of those issues would be a full discussion between head teacher and chaplain on how religious observance should be planned and implemented in order to address the needs of the school community. Such a discussion, in fact, should always take place when a chaplain is appointed to a school. The discussion should be based on the premise that the way in which religious observance in schools is implemented should be justifiable on educational grounds.

The review group advocates the involvement of a range of people - members of staff, pupils, members of chaplaincy teams including representatives from a range of traditions - in the planning, preparation and presentation of acts of religious observance. Each member of the chaplaincy team will be able to draw on the rich resources of their own religious tradition. These resources can be used by the group responsible for religious observance as stimulus material relevant to the school community's experience and understanding. Some chaplains may also draw on material from other sources including stories from other religions. Where chaplains are not comfortable with this, their stance should be respected and other members of the religious observance team would plan and implement the assembly or other activity when material from other traditions or faiths is being used.

Within the context of organised acts of worship within schools, the chaplain will be addressing members of their own faith communities. Within a context such as this a confessional approach is, of course, appropriate. This is an issue which could usefully be covered in the development of guidance on the role of chaplains and chaplaincy teams in schools.

Exemplar material and training

The consultation process highlighted the need for exemplar material to illustrate how the revised guidance could be implemented. In addition it recognised the need for training for school staff and chaplains.

Diversity and flexibility of approach

Concern was raised during the consultation process at a 'one-size-fits-all solution' to religious observance. The review group recognises the range of schools covered by this report - primary and secondary, urban and rural, denominational and non-denominational - and the different cultural contexts in which they are set and concurs with the concepts of diversity and flexibility. The guidance offered in this report sets out principles which provide a framework for religious observance in the twenty-first century but which are capable of being implemented according to the needs of the local school community.

« Previous | Contents | Next »