The curricular potential of common religious values

M.Ed.One problem in the education system is that there is an apparent sidelining of religious education. It has become an exception rather than a norm to find schools with religious education in the timetable. With the gradual phasing out of religious education comes the fading of religious and moral values education. Can the education system ignore religious and moral values education without serious repercussions? After all the main religions share some common values schools can teach in values education. The main aim of this study, therefore, is to identify and describe the common religious values of the six main religions and ascertain their curricular potential. Methodologically, the study was conducted by means of literature study, conceptual analysis and semi-structured interviews. A literature study and semi-structured interviews were used to establish the core characteristics, beliefs and values of the main religions. Conceptual analysis was employed to clarify the meaning of central concepts such as values, religion, education and curricular and to differentiate values from facts, principles and norms. Judaism, Christianity, Hinduism, Buddhism, Islam and African traditional religions were identified as being the six main religions in South Africa. Christianity has the highest number of followers in South Africa. Many black people who claim to be Christians are also strong adherents of African traditional religions. On the other hand Judaism and Buddhism have the least number of follower s , The research also revealed that truth, peace, love, respect, honesty, kindness, non-violence, justice, freedom, responsibility and unity are considered to be universal values. The core values of each religion are tabulated in table 3.2. All the six religions share common values but love, truth, justice, humility and kindness appear to be central values in all religions.The fact that there is commonality of religious values has great significance to the education system. It means religious education in public schools does not have to be sidelined any longer. A teacher or school does not have to run the risk of being blamed for indoctrinating values of a specific religion but could simply teach the common religious values. Parents won't have to worry any more about religious inclinations of any state school because there will be common and universal religious values in religious education lessons