Teaching Religion

Approaches to the classroom learning and teaching of Religion Approaches used in Brisbane Archdiocesan schools in different historical

periods:

• Catechism Approach ( mid-1960s): doctrine-centred, rote learning

• Apologetics Approach ( mid-1960s): assumed Catholic tradition based on faith & reason – able to be defended using reasoned argument

• Kerygmatic Approach (1960s, 1970s): oriented to study of material from the Bible

• Experiential Approach (1960s, 1970s): drew material from scripture and traditions of the Church to depth life experiences of students

• Reconceptualist Approach (1980s present): educational emphasis in contrast to previous ecclesial and theological emphases

• Phenomenological Approach (1980s present): religion can be studied and appreciated as a phenomenon, without making a judgement as to whether it is true or false

*A Reconceptualist Approach

“ …learning about religion and learning from and through religion”

(Strategic Plan, p.3)

*Does the subject incorporate a unique mode of thought and awareness that is worthwhile for a person’s understanding of self and human life?

*Does the subject widen and deepen the student’s perspective in a unique and valuable way and so contribute to human development?

*Can the subject be taught in ways that ensure understanding and foster the student’s ability for independent thought?

(Michael Grimmitt, What can I do in RE? , 1973, pp. 9-10)

Crawford and Rossiter

* Importance of creating ‘zones of freedom’ in the religion classroom for an authentic educational process and genuine student engagement

Gabriel Moran

* the tragedy would be that that academic inquiry is not challenging enough and formation is not particular enough

Yoram Harpaz

*A powerful questioning pedagogy, within the context of a community of thinking, stimulates and supports genuine, active and authentic student engagement

*A Reconceptualist Approach* “ …learning about religion and

learning from and through religion”

(Strategic Plan, p.3)

• Read about different approaches to religious education using the Tiki-Toki timeline.

• Identify one of these approaches that you have used as a teacher of Religion or experienced as a learner.

• Describe this approach using the ‘Y Chart’ strategy.