Excellence in Scholarship and Learning
The Story of a Multifaith Journey
W. Owen Cole’s teaching career began in 1954 and has continued into the twenty-first century, a period of considerable social change but, in his opinion one of too little educational response. In England he has taught at all stages of education from primary schools to university and in India at universities. His principal interest has been in teacher training. His life has been one of opportunities gratefully received. Readers are encouraged to share his journey and pursue their own. All that is needed is vision, empathy and a willingness to accept the unexpected.
Owen Cole has taught at all stages of education from primary school
to university. He began his teaching career as a very conventional
Christian supporting the daily act of collective worship punctiliously
and arguing with head teachers who did not observe the requirement
that they were breaking the law. The content of Religious Education
(RE) was Christian and its purpose to persuade children of its truth
if not to convert them.
His dogmatic approach changed radically in the light of experience. The author is now of the firm opinion of a need to be pragmatic. He would abolish school worship whilst opening up RE further to a broad study of beliefs and values with the aim of enabling pupils to become religiate, in the same way that they should be literate and numerate. Schools should be places where diversity of culture and belief can be explored and celebrated.
Although religion is at the core of Owen Cole's journey it is clear that he believes that since the end of empire Britain has lacked vision and the religious and political classes are still clinging to the world of yesterday rather than recognising, embracing and cherishing our multifaith society. The year 1945, which saw the beginning of the end of empire, is far away and fast receding but parliament and the churches still behave as though it lies in the future. They give little place or attention to other faiths in Britain's national life, treating them often as guests who they wish would soon go home, even though their members are third generation citizens at least, or as children who should be seen but not heard at most of the national events to which they are invited. This tokenism is unacceptable and dangerous as it can result in alienation, especially of the young. A social and spiritual revolution is required. What is true of Britain is equally applicable to the rest of the West if humanity is globally to become a species worthy of its creator and of survival. We must also reconsider our views on the authenticity of other religions.
Owen Cole's journey has led to him being an interfaith consultant to Archbishop Runcie, visiting Pakistan, India, Canada, the USA and Australia, sharing the hospitality of people of faith in the UK and abroad, to being a founder member of the influential Shap Working Party on World Religions in Education, and also serving on many national and interfaith committees.
|Hardback Price:||£16.95 / $29.95|
|Release Date:||July 2009|
|Page Extent / Format:||224 pp. / 228 x 152 mm|
Foreword by Charanjit K. Ajit Singh
1 Setting Out
2 Getting There
3 National Service and Beyond
7 Setting foot in the Subcontinent
9 Back to India
10 Return to Leeds
12 India Revisited
14 Return to Chichester
15 At End Is My Beginning
A venerable teacher in religious education, Cole has commented widely on multi-faith issues and practice and on Sikhism. He takes this opportunity in the window between retirement and failing health to write his memoirs. Beginning with his birth in Sheffield, England in 1931, he shares memories of national service and beyond, Newcastle, Leeds, Pakistan, back to India, back to Leeds, Chichester, back to India again, Paiala, and back to Chichester to wait for his life to catch up.
Reference & Research Book News
It has been recognised, perhaps uniquely
in the school curriculum, that the teaching of RE may lead to profound
personal reflection and potentially life-transforming experiences.
This was particularly true of the generation of RE professionals
who lived through the revolution in attitudes to RE which began
around the late 1960s and continued for the next 40 years.
... Owen Cole is of that generation, and his personal memoir is timely. …The story of how he progressed from these beginnings to become a renowned scholar of Sikhism, widely respected and loved within the international Sikh community, can hardly fail to fascinate. Although best known for his expertise in Sikhism, Cole was active in promoting multifaith RE (he was a founder member of Shap) and in interfaith initiatives in Leeds and elsewhere, with friends among all the major faiths and humanists and atheists too. … What emerges very strongly is his absolute commitment to respecting others, whether as a member of another faith or the least able pupil in the school…. RE teachers may find this book fascinating because of the insights it gives them into what the pioneers of modern RE went through to achieve what they did.
Life experience can change one’s vision and beliefs, even those held dogmatically. Such is the life of Cole, as depicted in this autobiography. He is a religious educator who is highly traditional in his views, and this is his story of the pilgrimage that takes him from his native England to the Asian subcontinent, where he eventually spent much time in India forming deep relationships and gaining invaluable insights.
... His traditional view of religion began to expand as he embraced the breadth of interfaith experiences. This growth includes his understanding of “religious education,” which he ultimately defines as “the study of belief and values, many of which will be religious but which will also include Humanism and Atheism” (p. 179). He became an expert in Sikhism and so respected – thus the use of the appellation “Sahib” – that he contributed to the Encyclopedia of Sikhism.
... The final chapter at last communicates the effects of his experiences and his evolution as a religious educator. His forward-looking insights sum up well his beliefs and his commitment to English interfaith religious education. Some of his conclusions are not new; some are brilliant, while others are quite arguable, from an academic, spiritual, and exegetical point of view. However, he does communicate openness to the nonexclusivist religious perspective. His insights are of value on a universal level but, methodologically, will be hard to implement except in an English education al context.
Journal of Ecumenical Studies
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