The Disconnected Link between Philosophy of Religion and Primary Education: A Critical Analysis of Research Gaps in Children’s Meaning-Making

Abstract

This study aims to identify and explain conceptual, methodological, and pedagogical gaps in the relationship between philosophy of religion and primary education with a focus on children’s meaning-making. Using a qualitative approach, this study adopted a systematic critical literature review. Relevant scholarly works in philosophy of religion, religious education, philosophy of education, and children’s meaning-making were screened, resulting in the selection of 17 articles. Data were collected through close textual analysis and examined using theoretical thematic analysis. The findings indicate that children’s meaning-making is often implicitly addressed and conceptually underdeveloped in religious education research. Adult-centered methodologies marginalize children’s lived experiences, while pedagogical practices reveal a persistent gap between philosophical depth and classroom application, limiting opportunities for active meaning construction. Reconnecting philosophy of religion with primary education requires integrative frameworks that recognize children as active meaning-makers and reposition religious education as a space for reflective and meaningful engagement.