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Religious Education (RE) in Greece is a compulsory school subject according the 2011 new framework for compulsory education, entitled ‘New School’. This article focuses on two statutory documents for RE, ‘The Curriculum for RE’ and the ‘The Teacher’s Guide for RE’, and the pilot scheme of the new curriculum running in school years, 2011–2014, in 188 schools (primary and secondary education). Findings of the research demonstrate that, though the revision seems inevitable, the pedagogical and theological dimension of the RE curriculum is radical as it is based on contemporary theories and methodologies of the construction of the curriculum and RE approaches. However, the article indicates constructivist and critical approaches to RE that influenced the change to an actual non-confessional compulsory subject and also highlighted the tension between an overall constructivist approach to learning and the traditional orthodox content of much of the curriculum. The author opens a discussion on problematic aspects that need to be taken in to consideration when revising the curriculum.

This article presents the results of a three year research conducted by the author based on an educational project which was implemented in a Greek Secondary school for two years (2009-11). ‘We organise a conference’ was a project that presented students with an open-ended key evaluative question which they were required to answer. It was based upon enquiry based learning and it used the methods and techniques of applied theatre. Over the school year students researched an issue through role play (related to the process of organizing and taking part in a conference), which led to improvements in their cognitive skills while at the same time gaining greater insight into the issue and their own attitudes and practices. This is the educational way of ‘making sense of’ and ‘giving meaning to’ an issue related to students’ lives. The author discusses the learning outcomes of the process and the educational importance and value of the method in the larger context of educational design. Empirical methods such as texts and by-products of the project, a research journal and semi-structured interviews, questionnaires and observation provided the basis for the hermeneutical analysis method which was used in the quantitative and qualitative survey, the findings and results of which are presented in the article. DOI: 10.5901/mjss.2013.v4n11p333

In this article the author argues that the teaching of religion(s) in education, in a social pedagogical context, can encourage community cohesion especially when, during the current harsh crisis, the need for cohesion seems to be of paramount importance in enabling seemingly insurmountable problems to be overcome. At the same time minorities become vulnerable and diversity, a matter of high priority, comes to the fore. The author reviews evidence of research on the effect of educational intervention within Religious Education on student attitudes toward religious diversity. He proposes that constructivist methodology, using theatre/drama as a means of Religious Education, could give people the choice to be critical religious believers and active members in a society applying the fundamental social pedagogical principle of tolerance to and respect for the ‘other’.