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.

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

My parents raised me with a strong sense of kindness, independence, and work ethic that has guided me through academics and service. In my home, you succeed in academics by studying hard and doing what you can to get good grades- whether that be extra credit, tutoring, or retaking tests if the teacher allows it. At the same time, I was taught never to rely on other people to get opportunities for me or push me through- I had to want it. These values have shaped my choices both in education and extracurriculars.

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.

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

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.

There are many similarities and difference when discussing the life of Chinese and Egyptian peasants. Egyptian peasants were made up with the lowest social class of ancient Egypt. Most peasants consisted of farmers, unskilled laborers, and craftsman. Majority of Egyptian peasants lived with an extremely low standard of living. For instance, most peasants resided in small mud-brick houses.

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.

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

Hinduism teaches low-caste people that the way to elevate their status in their next life is by leading an honorable life this time around and not performing any acts of wrongdoings towards the caste system and others in different castes (Deshpande & Kerbo, 2010). Since a person can climb the social ladder through reincarnation they will be able to become a priest, if they reach Moksha and yoke their Atman with Brahman. Since becoming a priest could only be achieved through rising to the top of the caste system through reincarnation, which could possibly take many lifetimes, an alternative route was created for people to become priests in one lifetime through the modernization of Hindu society. In this alternative route, there are four stages of life, the first twenty-five years of someone’s life they are dedicated to being a student, the next twenty-five are being a householder, the third part of someone’s life is when they move out of the house and into the woods once their children are grown and out of the house, and finally the last stage is becoming a priest and renouncing the world. This way more people are becoming priests than through the caste system and because of this people are reaching Moksha quicker, which is becoming one with their god, Brahaman the creator and is the ultimate goal in Hinduism. In addition to the four recognized castes, there is another group of people that are not recognized* as a part of the Hindu social system, they are called the Dalit’s

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.