This dissertation examines the problem of rejection of the biblical message by pupils within Key Stage 3. A survey of 3,412 pupils was undertaken in order to gain their responses to biblical interpretation, their attitude to religious education and religious issues, and to establish a profile of the pupil cohort.
Chapter one discusses the aims of religious education and considers how they have developed since the 1944 Education Act. Chapter two considers the research undertaken within the field of 'Understanding' and particularly cognitive stage development, and its links to religious education. Chapter three assesses the research concerned with 'Attitude' and how it is applied within religious education. Chapter four discusses research dealing with symbolic. understanding, thus providing the supporting material for this present research. Chapter five links the previous research with the present study, and presents empirical data in support of a profile of the pupils. Chapters six and seven present empirical data obtained from pupils in eighteen secondary schools in Warwickshire and Shropshire. Chapter six is concerned with the changes that take place
in pupils' interpretation of biblical passages during Key Stage 3. Chapter seven is
concerned with changes that take place in pupils' attitudes to religious education and religious issues between Year 7 and Year 9. The implications of the data are then discussed.