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Theology ‘hardest hit’ by course cuts, warns former archbishop

Religious studies under threat as universities close courses to save money

Published on
八月 14, 2025
Last updated
八月 14, 2025
Stained Glass St Saviour's Church Basilica Dartmouth Devon England
Source: iStock/bpperry

Academics and public figures including a former archbishop of Canterbury have warned that the decline of religious studies degrees could?cause further polarisation in society.

As students across the UK receive their A-level results, universities are?expected to offer more places?than usual throughout this admissions cycle to help bolster their income as international student recruitment remains volatile.

But the sector’s financial crisis – which has?seen many institutions cut courses?and, in some cases, entire departments – has resulted in a “narrowing of the opportunities” available to young people, with theology and religious studies among the subjects “hit hardest”, according to an open letter published by the thinktank Theos on 14 August.?

According to the letter, soon only 21 higher education institutions in England and Wales will offer an undergraduate degree in theology and religious studies. For comparison, 90?run undergraduate degree courses in history, 80 in music and 101 in sociology.

Spurgeon’s College, a 170-year-old institution that taught roughly 200 students theology degrees recently announced that it is closing all its courses, blaming “significant financial challenges for several years, driven by declining student numbers and an increasingly complex and difficult financial landscape”.

The Theos letter argues that the decline of theology has “adverse effects for society” because it “provides space for interfaith dialogue in an environment where people from different?backgrounds…can explore issues of belief together. In an increasingly polarised world, it helps us understand other points of view.”

Among the letter’s 75 signatories are Rowan Williams, formerly the archbishop of Canterbury; Wajid Akhter, secretary general of the Muslim Council of Britain; and Trupti Patel, president of the Hindu Forum of Britain.

Analysis by the?British Academy in 2019 found?that enrolment on bachelor’s courses in religious studies dropped 31 per cent between 2011-12, the year before tuition fees were increased in England, and 2017-18.?

More recent research?by the national academy also showed that subject “cold spots” have developed across the UK as a result of course closures, with theology one of the programmes most affected. There are?concerns that such subjects?could become the “preserve of the elite”.?

The decline has also led to a reduction in qualified RE teachers in school, with more than half these classes currently taught by teachers whose specialism is in another subject.?

“The future looks increasingly complex, diverse and pluralistic; local, national and global?changes require us to wrestle with moral, ethical and spiritual challenges and ideas well,” the letter says.?

“We owe it to the citizens of tomorrow to equip them with the tools to navigate this?future and live together better. We can think of few better tools within our education?system than theology and religious studies.”

helen.packer@timeshighereducation.com

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Reader's comments (4)

"The decline of theology has “adverse effects for society” because it “provides space for interfaith dialogue." If this is the main complaint, it is a symptom of the modernism and subjectivism that Pius X warned against in his Encyclical Pascendi (1907). Theology should teach the truths of natural theology and the content of revelation. If its teachers are subjectivists who don't think they have any truths to convey, the subject is unteachable.
Is it the job of the academic to convey truths as such, especially as in this case the so-called truths are statement of dogma with no evidential basis? I would see the role of the academic first and foremost to train the students to read, think, and write critically about a body of knowledge that they have chosen to study. Some disciplines will require the mastering of materials, skills, and technique in various degrees of course and there is a more rigfourous concept of scientific enquiry which is evidence based. But what is the basis of these truths, the confused and contradictory texts of revelation or personal communication a creator?
Well do you know, I have not heard anyone cite Saint Pius X for many years now. There are important things our students do need to know about for hstorical reason, such as the Reformation, the murderous atrocities of the Thirty Years War (all in the name of religion), the Inquisition, and the burning of heretics and such like. We need to undersand how the Catholic Church persecuted those such as Galileo and other natural philosophers for their evidentially based discoveries in astronomy, and how it tried to prevent the progress of science generally at every step. We certainly need to know about Pius XII's accommodation with German National Socialism, for example. We need to understand the impact of the prohibition of birth control and its effects around the globe (notably the sopread of HIV Aids) and many other cognate issues. The recurring history of institutional religious child abuse also needs to be understood and why, it seems, religious institutions are especially prone to this kind of behaviour. We do need to understand the structures of all human constructed ideologies (revelation) and all belief systems generally, and religion is no exception however bizarre and irrational it tends to be (the vicarious atonement, the trinity, the immaculate conception, original sin, transubstantiation, sharia law, etc etc). If the view is that this body of dogma can only be studied by those 'specialists' who are deluded or foolish enough to have "faith" in such things and concepts for which there is no evidential basis then the subject is untenable and unteachable and yes we should not weep at its passing. And of course all religious thinking comes under this rubric. Ecce Homo!
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These courses were always in constant difficulty due to recruitment even when admissions were genrally bouyant and the sector expanding if memory serves me well. I think that the scholarly and study of religious texts and beliefs from a historical and textual perspective is very important. Provided the enquiry is undertaken in a scholarly and objective manner, the beliefs of the person researching and teaching are really not important. Fir example studying the Bible and other religious books as textual artefacts produced by societies and cultures later modified over time, is important and we need specialists with the requisite linguistic abilities to undertale this task. However, we have to accept that this will be a niche and specialist, even arcane, area of study which only a comparative few students want to undertake and thus should be resticted to a few specialist centres. I think the Writing has been on the Wall (as they say) for many years now and to blame it on the current financial crisis seems to be entirely disingenuous to me. Many of these programmes I am sad to say are simply not sustainable.
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