Self-Twisted Response Paper

With reference to Peta Goldburg’s (2012) Transforming religious education: Implications from the Second Vatican Council, the following discussion will review and critique the important religious education approaches that has had an impact on the Catholic schooling system for the past fifty years, and also help shape the contemporary classroom we teach in today.

Catholic social teaching (CST) or thought are belief or set of belief that is taught or developed by a catholic church or religious organisations (Australian Catholic Social Justice Council, 2016). It expresses human dignity as a foundation for the common good in our society to flourish together as one (Australian Catholic Social Justice Council, 2016). Therefore, this wiki page will explain and discuss each of nine CST.

I believe that the religious atmosphere, or culture, of a learning environment is crucial for the success of the learners. “The atmosphere and relationships in the school are as much the focus of the Catholic school as is the formal religious education.” (Church Document Quotes) The importance of my root belief, Make God known, loved and served, encompasses so many aspects of the culture for learning. If we, as school leaders, along with our teachers and students are always making God known, loved and served, it means that we are being respectful of one another. By having the foundation set for loving and respecting self, others and the world, we ensure that

Another argument against faith-based schools is that they do not provide an objective social and moral education for young generation. All religious philosophies have biased views on issues such as abortion or homosexualism. Therefore, children from faith-based schools have conservative views on modern society. For example, the Church of England forbids to do an abortion, Muslim institutions are against of sex before marriage, Jewish religion seem to be strongly in opposition of homosexualism. All these cases proves that in religious schools children raised in biased way and they are not adapted for modern world challenges(Gardner, Cairns, Lawton, 2005). Moreover, MacMullen(2008) states that children

This religion consists of the belief in one God and one God only as well as purity of the soul of its members. Although some may believe the Catholic Church does not have a unique culture, the religion has shown a very active role in society as it is easily the largest religion internationally and is often associated with education. During the residential school era, the Catholic Church was as active in youth education as it ever had been and believed this association with education could strengthen the faith. The system of education used was “strict and efficient” (Hanson) and similar to the native ways, practiced worship, prayer, charity, and tradition. Overall the mentality and history of this religion may be different to that of native ways, however, when analyzed well enough it is difficult to not see the many hidden

Catholic Schools are educational institutions that are devoted to teaching and developing young individuals under the faith and guidance of Jesus Christ (Catholic Education Commission of Western Australia, 2009). Central to the vision of Catholic schools is the belief that Jesus is in the heart of all young Catholic believers (CECWA, 2009). Therefore in order to fulfil the mission and proclaim the gospel students are required to learn about how to live out the life that God intended through the lessons of Jesus Christ (CECWA, 2009). This paper aims to outline unique features that distinguish Catholic education from that of other educational institutions through linking peer-reviewed sources to a school based analysis. The school that will be

Pedagogical Idea - When students question their faith because it feels like the world is against them, students need to show the love of God and follow His commands by honoring those in authority over them.

A wall of separation has long been established and it is understood that two basic institutions of society can influence one another, yet neither will dominate the other. The issue of teaching religion in school can be judged by this principal. A strong point addressed, which I agree with, states that teaching morals and values is different than teaching religion.

The effects of catholic social thought can have a significant impact on developing a peaceful and compassionate society. Catholic social thought also embraces non-official material that goes back to catholic scholars (Australian Catholic University.Section. 3.1.1). It also values both official teaching and non-official scholarship that relates to teaching, with both of these being interdependent (ACU,2014, section. 3.1.1).

Overall, the theological approaches described in this artefact support the children in understanding justice, liberation and equality in the world (Reddie,1998). This supports children in thinking more critically about how the world works. Since Catholic Schools are becoming more diverse, this approach advocates for the various cultures, nationalities, and religious beliefs in school’s today. The Black Theology and Liberation approach allows students to embrace Christianity using their differences to empower their faith. Thus, providing an inclusive education for those outside or within those experiences, gaining learning experiences (Cone,1969).

In the interviewee’s culture, many people value the aspect of religion in their lives. This is seen even more in elders. They believe in Catholicism and go to church every Sunday to pray. There are also catholic schools, where people are taught by priests. The interviewee’s family did not influence her to believe in any specific religion, and so she expressed that she identifies herself as agnostic.

The communication approach requires questioning, measuring, and recording personal responses (Cooper & Schindler, 2014, p. 218). Gatherings respondent’s thoughts, motives, objectives, and expectations are critical in the communication approach (Cooper & Schindler, 2014, p. 216). Self-administered, telephone, and personal interviews are means of the communication approach. Self-administered surveys are advantageous with low-cost, require nominal staffing, more anonymous, and can facilitate quick data collection (Cooper & Schindler, 2014, p. 225). However, self-administered surveys have disadvantages with low response rates, unable to probe responses, anxieties of participants, and potential skewed response data (Cooper & Schindler, 2014, p. 225). Telephone surveys are beneficial in accessing hard-to-reach

Central to our beliefs and actions lies our worldview. That is, what we see as real, true, and of value will dictate how we act, respond, and view others. Furthermore, our worldview will determine what we give our attention to and what we avoid. Everyone has a worldview, regardless of whether we analyze each of our beliefs and determine whether they complement our other beliefs. It is important for Christian educators (or really all Christians) to examine our own worldview and ensure that it is based on truth and not relativity. People receive and base their beliefs on the following means: family, education, peers, media, and religion. Gradually, family and religion have had a diminishing impact on this socialization process while media and education have had an increasing impact. Educational systems have the attention of students often for more than 20 years. Thus, the worldview of educators and school systems is of utmost importance.

The research behind this particular study showed that students whether non- athletes or athletes that attend RPI (religious practicing institutions) or those that attend NRPI (none religious practicing institutions) all vary in regarding to the strength of their religious faith. These results of the study were based upon four different questions that were used to keep the study with in the appropriate context. Both male and female athletes as well as non-athletes were chosen during psychology classes from either institution. The results of the study showed that NPRI athletes didn’t have a stronger differentiation from non-athletes that attended the same NPRI but one variable that did prove to have a strong contextual showing once the results were shown was that females were shown to have a stronger sense of religious faith in comparison to men..

Gearon, the solution has lain, or has been sought, in the seeking of foundations, the grounds, of contemporary religious education and to assist with this … goal is to help educators arrive at a more rigorous theoretical conceptualisation of the underlying paradigms of contemporary religious education. On Holy Ground offers a critical outline of six paradigms or models of religious education: the scriptural-theological; the phenomenological; the spiritual-experiential; the philosophical-conceptual; the socio-cultural; and the historical-political. In educational terms, the implications of Gearon’s research is significant for each of these paradigmatic models have their own direct pedagogical implications which Gearon summarises thus: