It is ironic for me that post-truth has become such a popular word to use in the year that I have stopped teaching postmodernism at A Level, especially as it may have inspired some of my students to take postmodernists more seriously. Still, I would suggest that if you really want a better understanding of post-truth, read up on postmodernism.
Assistant Headteacher at The Reach Free School, Hertfordshire
Andrew Jones is Assistant Headteacher for CPD and Professional Mentoring at The Reach Free school, Hertfordshire, UK. Previously he was Head of Religious Education and Sociology, and Lead Practitioner for Teaching and Learning at Goffs School, Hertfordshire. He has also been a Specialist Leader of Education with the West Herts Teaching Schools Partnership, a Teacher Advisor to the Guardian Teacher Network and has written for the Guardian and Huffington Post on various issues relating to teaching and education.
We can challenge misconceptions of Islam in school by: <ul><li>being aware of the key beliefs of Muslims;</li> <li>using the correct terminology when discussing Islam;</li> <li>and, importantly, challenging stereotypes and highlighting examples of Muslim role models in British society.</li></ul>
18/11/2015 10:14 GMT
As a teacher of Religious Studies, I feel that teaching comparative religion is important; especially if we are to educate 'global citizens' that understand the religious diversity of the rest of the world, but I would prefer an option to allow schools to include a more secular element to the teaching of moral values.
17/11/2014 16:12 GMT
It's not easy being young. According to a recent study a third of Swedish teenagers are suffering from chronic stress. In the US an estimated 10% of students suffer from a serious anxiety disorder and in the UK 10% of children suffer from some form of mental disorder, which include anxiety and depression.
15/08/2013 14:12 BST
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