The use of metaphors as models in religious discourse, with special reference to implications for syllabuses in religious education

Abstract

A frequently advocated method in contemporary religious education syllabuses is the thematic method. In Part A an account of the method is provided,and the reasons for its emergence indicated. A representative sample of syllabuses published between 195 and 1975 is examined. On the basis of this evidence, types of theme are identified. It is asserted that the origin of the method is to be found in developmental psychology, particularly as ascribed to Piaget. It is further argued that a lack of a clearly articulated theological base led to confusion in the practical application of the method. In the rest of the study, an attempt is made to remedy this defect.It is argued that themes are metaphors, which are themselves models. In the literature, the theological model has been described through the scientific model, and this has been compared with the literary metaphor. In Part B evidence from a selected group of authors is presented to demonstrate that literary metaphors can function like scientific models in significant respects. In Part C the characteristics of the theological model are indicated, and a comparison made with the scientific and literary model. On the basis of the evidence consulted, it is argued that models are of cognitive value.It is further asserted that two theological approaches to the operation of the model can be distinguished. These divergent theologies are related to the types of theme described in Part B. In a final section, Piaget's classification system is described, and possible ways of incorporating these systems into the model theologies indicated.