Abstract
The CD-ROM opens up the possibility of a new approach to religious learning which is
particularly relevant to secular contexts. This thesis arises from the question of how a
public education system may respond appropriately to the religious dimension of life in a
plural society. Three main issues are considered: the nature of religious learning, the
ethical legitimacy of its provision in a secular context, and the feasibility of using
computers to assist in this learning. These issues are brought together in an experimental
study conducted across nine local authority primary schools in one Region of Scotland.
Contemporary religious education in Scottish schools is set against its distinctive
historical background. Principal arguments connected with its theory and practice are
discussed, and a review is undertaken of what religion means today. The case for the
primacy of religious studies in schools is rejected and religious learning, understood as
world view formation, is proposed as both ethically acceptable and necessary for a fully
developed secular education. The relevant legislation as well as data collected from the
study both advance the argument that non-denominational does not equate easily with
religious, and might more appropriately be considered secular. It is in this context of
uncertainty about religious matters that the power of the interactive CD-ROM has a
special place.
An original paradigm for world view analysis is proposed and discussed. From this
paradigm is derived a personal profiling instrument which is used to map the world views
of a normal sample of 808 children in the 9-12 years age range. These personal world views
are seen to have no statistically significant association with the subjects' experiences of
religion and attitudes to it. At the same time as generally valuing moral behaviour,
subjects appear to value religion less the more they know about it. As might be expected,
girls are seen to value caring more than justice, and boys justice more than caring. Girls,
however, also value justice more than boys.
The paradigm also generated the conceptual framework for the CD-ROM whose
development is described and trial evaluated. Little doubt remains about the feasibility
of an interactive programme to aid religious learning, but its effectiveness is not fully
established in this study; several contributory factors external to the CD-ROM are
identified. Those taking part in the trial amplified the effect already identified of
simultaneously knowing more and caring less about religion. This result reinforces doubts
about the current focus on religious traditions in the school's religious and moral education
curriculum. The thesis is thought to have been satisfied in all essentials, and the need to
review the direction now being taken in non-denominational religious and moral education
is the main conclusion drawn.
