Religious education as a multi-process curriculum

Finding a satisfying approach to Religious Education is a problem even to schools with a specifically religious character; it is even more of a problem to multi-faith public schools. The root of the problem may lie in the monolithic way that "religion" and "religious education" are perceived. Everyone develops ways of making sense of life, however inadequate, and everyone possesses the same range of faculties for doing so. In a broad sense, this is religion - even if only some are conditioned to call it this - and any assistance given to awakening the faculties concerned is religious education - even if only some recognise it as such. Agnostics often possess highly developed faculties that in believers are seen as belonging to the fabric of their faith. In devising a programme of Religious Education for Catholic Schools, my starting point was to examine the range of faculties involved and how learning and growth happen in practice. It became apparent that, just as a language is approached by many routes (such as learning to understand, speak, read, write, and appreciate it) so too a number of processes operate in parallel to produce the effect called Religious Education. The analysis crystallised fifteen distinct learning processes. Some are immediately recognisable as "religious"; others are partly motivated and orientated by religion; still others are religious only in implicit ways.

Grantor dc:publisher.institution

Department of Religious Studies

Year dc:date.issued

1996

Author dc:creator

• Burke, Michael Terence

Advisor dc:contributor.advisor

• Cumpsty, John S

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/19685

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/19685