RELIGIOUS EDUCATION AND CATHOLIC SCHOOLS

1927 ◽  
Vol 22 (5) ◽  
pp. 477-482 ◽  
Author(s):  
Francis M. Crowley∗
Author(s):  
Amalee Meehan ◽  
Derek A. Laffan

AbstractThe Irish religious landscape is changing. Census data reveal that the percentage of those who identify as Catholic is in steady decline, while the proportion of those with no religion continues to rise. Christian religious practice in Ireland is also decreasing, especially among young people. Catholic schools, once the dominant provider of second level education, are now in a minority. This changing landscape has influenced Religious Education in second level schools. It is now an optional subject, and the historic tradition of denominational, confessional Religious Education has given way to an approach designed to be inclusive of students of all faith and none. Yet the surrounding discourse is unsupported by the perspectives of Religious Education teachers. This study attempts to address this knowledge gap by investigating their views and experiences, particularly with regard to inclusion. Results indicate that teachers are concerned about ‘religious students’. Whereas new to the Irish context, this reflects international research which suggests that in a rapidly secularising society, those who continue to practise any faith, especially the once-majority faith, are vulnerable. Findings signpost evidence of this, with RE teachers most concerned about the bullying of Catholic students and least concerned about the bullying of atheists.


2021 ◽  
Vol 25 (2) ◽  
pp. 184-205
Author(s):  
Rina Madden

Abstract This paper proposes a focus on human experience as the locus of identity construction and meaning making and presents a dialogical framework of Christian spirituality as a heuristic for teacher professional learning in religious education in Australian Catholic schools. Firstly the paper explores spirituality as a growing area of interest for young people today and its relation to identity formation for teachers and students in Australian Catholic schools. Secondly it presents a relatable theological framework of spirituality as an opening to transformative dialogue and self-reflection. Finally it describes the four paradigms of spirituality of the framework and the curriculum possibilities they raise.


Author(s):  
Nurudin Nurudin

The key issues in this study include: Has there been any violation in the implementation of religious education in Catholic schools? Are the sanctions by the Ministry of Religious Affairs in accordnce with appropriate mechanisms and procedures? What is the local government response in following recommended sanctions by the Ministry of Religious? What individual, social and political consequences/implications from such violation in the implementation of religious education at schools? While the purpose of the study is, firstly, to obtain accurate data and information on issues related to religious education in Catholic schools in Blitar; secondly, to verify the proposed closure of Catholic schools by Blitar Municipal Ministry of Religious Affairs; thirdly, to explore various possible religious, social, political, and security consequences in the community. This study uses qualitative method, from which the results can be described as follows: (1). Based on the applicable laws and regulations, obviously there has been a violation in the implementation of religious education at Catholic schools. (2) Sanctions from the Ministry of Religious Affairs have been found to conform the mechanisms and procedures, from the socialization, training, coordination, to sanctioning stages. (3). No follow up actions have been made by the local government with respect to recommended sanctions by the Ministry of Religious Affairs upon varied considerations (of social, political, and security). (4). Drown-out resolution to the continuing violations of religious education in schools would potentially disturb religious harmony and tend to harm the community to a greater extent. Permasalahan dalam penelitian ini adalah apakah terjadi pelanggaran dalam pelaksanaan pendidikan agama di sekolah-sekolah Katolik? Apakah pemberian sanksi yang diberikan oleh Kementerian Agama telah sesuai dengan mekanisme dan prosedur? Bagaimana respon Pemerintah daerah dalam menindaklanjuti rekomendasi pemberian sanksi oleh Kementerian Agama? Bagaimana konsekuensi/implikasi individual, sosial dan politik terhadap pelanggaran pelaksanaan pendidikan agama di sekolah?. Sedangkan tujuan penelitian adalah Pertama, memperoleh data dan informasi yang akurat tentang persoalan yang terkait pendidikan agama di sekolah-sekolah Katolik kota Blitar, Kedua, verifikasi terhadap usulan penutupan sekolah-sekolah Katolik oleh Kementerian Agama kota Blitar, Ketiga, mendalami berbagai kemungkinan dampak keagamaan, sosial, politik, dan keamanan pada masyarakat. Penelitian ini menggunakan metode kualitatif. Adapun hasil penelitiannya adalah (1). Berdasarkan peraturan dan perundangan yang berlaku, secara nyata telah terjadi pelanggaran dalam pelaksanaan pendidikan agama di sekolah-sekolah Katolik. (2). Prosedur pemberian sanksi yang diberikan oleh Kementerian Agama telah sesuai dengan mekanisme dan prosedur, yaitu dimulai tahap sosialisasi, pembinaan, koordinasi, dan pemberian sanksi. (3). Pemerintah daerah belum menindaklanjuti dengan memberikan sanksi atas rekomendasi Kementerian Agama dengan berbagai pertimbangan (sosial, politik, dan keamanan). (4). Penyelesaian yang berlarut terhadap pelanggaran pelaksanaan pendidikan agama di sekolah akan berpotensi mengganggu kerukunan umat beragama dan cenderung merugikan masyarakat yang lebih luas.


Author(s):  
RICHARD RYMARZ

This paper examines student perceptions on use and delivery of online resources in religious education. It examines student responses to one series of religious education resources widely used in Australian Catholic Schools. Data was collected using school based religious education leaders to ask students about their opinions and preferences on delivery of online material. Major findings include: the need to present text in small manageable sections that clearly identified key concepts; the desirability of interactive and engaging presentations of material; utilizing images and narratives as a way of presenting complex information; the need to make decisions about the amount of material to be presented as text. These results were discussed within a conceptual framework of seeing effective online resources as contributing to reducing cognitive load for students in religious education.


Author(s):  
Roisín Coll

AbstractThere has been a rise in claims of LGBTI youth in schools generally across the UK with a surge in young people self-identifying. This is a ‘theme’ or ‘matter’ or ‘question’ that has been insufficiently ventilated in relation to the Catholic school. It is shrouded in inhibition, confusion, evasion or fear. Burying our heads in the sand is not helping us move forward and there is a potential political threat to the mission of Catholic schools from failing to engage. A key driver of this paper is the rapidly changing climate of opinion and activism around LGBTI experiences in schools and society. From an essentially rights based perspective, and supported by powerful equality legislation, people are campaigning vigorously through formal and informal groups for what they perceive as a redress of longstanding exclusion and discrimination. The concern in particular for LGBTI rights and recognition for under 18s has inevitably drawn schools into these national debates.  Three narratives are worthy of discussion around this theme and are inextricably linked: the legal, theological and pastoral narratives. This paper will consider these and suggest the impact that developments are having on the Catholic school sector, and in particular, the teaching of Religious education.


Religions ◽  
2018 ◽  
Vol 9 (12) ◽  
pp. 403 ◽  
Author(s):  
Leonardo Franchi

There is much emphasis today on inclusion and diversity in educational systems. As the place of religious belief remains a significant factor in such debates, there is a need for shared understanding of the language and purpose of Religious Education in schools. Given the substantial international footprint of Catholic schools, the conceptual framework of Religious Education in Catholic schools merits serious scrutiny. The Catholic Church’s written teaching on education has a strong focus on the contemporary school as a site of intercultural dialogue. The related teaching on Religious Education in schools, however, remains underdeveloped, with strong voices debating the desirability, or otherwise, of a strong focus on ‘faith formation and practice’ as an outcome of Religious Education. Problematically, terms like ‘Religious Education’ have inconsistent translations in the official documents of the Catholic Church, leading to a plurality of understandings internationally of the ultimate aim of the subject. A presentation of the linguistic inconsistency between English and Italian translations of documents of the Holy See reveals the scale of the challenge. This unsatisfactory arrangement needs reform. Rooted in a close critical study of Catholic teaching on education, the article presents two arguments designed to initiate the reform process: (a) the Catholic Church’s settled teaching on Religious Education must develop greater internal cohesion before it can make a meaningful contribution to intercultural dialogue, and (b) an International Directory of Religious Education, written collegially by qualified lay people and clergy, will build stronger foundations for shared understanding of the aims and scope of Religious Education among key stakeholders in Catholic schools. This shift in direction will harmonise Religious Education expectations in Catholic schools, and offer firmer ground for dialogue with those who manage and teach Religious Education in so-called ‘non-denominational’ schools.


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