^{page 61 note 1} For example see the case made out by Hirst, Paul, ‘Christian Education: A Contradiction in Terms’, Learning for Living, 11, 4 (1972), pp. 6–11.CrossRefGoogle Scholar

^{page 61 note 2} See the discussion of Wiles, Maurice, What is Theology? (London: Oxford University Press, 1976.)Google Scholar

^{page 63 note 1} See Hull, John M., ‘Christian Theology and educational theory: can there be connections?’, British Journal of Educational Studies, 24 (1976), pp. 127–143CrossRefGoogle Scholar; ‘What is theology of education?’, Scottish Journal of Theology, 30 (1977), pp. 3–29.

^{page 63 note 2} See for example Schools Council Working Paper 36, Religious Education in Secondary Schools (London: Evans/Methuen Educational, 1971)Google Scholar; and Journeys into Religion: teachers handbook A (London: Hart-Davis Educational, 1977).

^{page 63 note 3} See Francis, Leslie, ‘Readiness for Research in Religion’, Learning for Living, 16 (1977), PP. 109–114.CrossRefGoogle Scholar

^{page 64 note 1} See for example Piaget, Jean, The Child's Conception of Number (ET, London: Routledge & Kegan Paul, 1952).Google Scholar

^{page 64 note 2} A useful index to recent studies is provided by Modgil, Sohan, Piagetian Research: A handbook of recent studies (Slough: N.F.E.R., 1974).Google Scholar

^{page 64 note 3} For example, Williams, R., ‘Testing for Number Readiness: Applications of the Piagetian theory of the child's development of the concept of number’, Journal of Educational Research, 64 (1971), pp. 394–396.CrossRefGoogle Scholar

^{page 65 note 1} Goldman, Ronald, Religious Thinking from Childhood to Adolescence (London: Routledge & Kegan Paul, 1964).Google Scholar

^{page 65 note 2} Peatling, John, ‘On beyond Goldman: Religious Thinking and the 1970s’, Learning for Living, 16 (1977), pp. 99–108.CrossRefGoogle Scholar

^{page 66 note 1} For example, Hughes, Margaret, The Importance of Bread (London: Rupert Hart-Davis, 1968)Google Scholar; or Dingwall, R., Sheep and Shepherds (London: Rupert Hart-Davis, 1966).Google Scholar

^{page 66 note 2} Barker-Lunn, Joan, Streaming in the Primary School (Slough: N.F.E.R., 1970).Google Scholar

^{page 66 note 3} Burstall, Clare, French in the Primary School (Slough: N.F.E.R., 1970)Google Scholar; and Primary French in the Balance (Slough, N.F.E.R., 1974).

^{page 66 note 4} Bennett, N., Teaching Styles and Pupil Progress (London: Open Books, 1976).Google Scholar

^{page 67 note 1} Some of the problems with Bennett's study are well presented by Sutcliffe, John, ‘Bennett and after: progressive or traditional teaching in primary schools’, Cambridge Journal of Education, 6 (1976), pp. 166–173.Google Scholar

^{page 68 note 1} My own two studies are available as An Enquiry into the concept ‘Readiness for Religion’. Unpublished PhD dissertation, University of Cambridge, 1976Google Scholar; and School Influence and Pupil Attitude in Religious Education. Unpublished MSc dissertation, University of London Institute of Education, 1977.

^{page 69 note 1} Murphy, Roger, ‘Does Children's Undemanding of Parables Develop in Stages?’, Learning for Living, 16 (1977), pp. 168–172.CrossRefGoogle Scholar

^{page 69 note 2} Dodd, C. H., The Parables of the Kingdom (London: James Nisbet & Co., 1935).Google Scholar

^{page 69 note 3} Linnemann, Eta, Parables of Jesus (London: S.P.C.K., 1966).Google Scholar

^{page 69 note 4} Martin, B. and Pluck, R., Young People's Beliefs (London: General Synod Board of Education, 1977).Google Scholar

^{page 70 note 1} See for example Alatas, S. H., ‘Problems of Defining Religion’, International Social Science Journal, 29, pp. 213–234Google Scholar, and M. King, ‘Measuring the Religious Variable: Nine proposed dimensions’, Journal for the Scientific Study of Religion, 6, pp. 173–90.