The Importance Of Faith Based Education

The question of whether or not religion should be taught in public schools has been an ongoing debate among parents and teachers for decades. In the article “Religion and Education: The Pitfalls of Engaging a Complex Issue” Martin E. Marty and Jonathan Moore express their views on the matter. They express that religion in public schools could potentially bring conflict to families. They also support the other scenario that religion classes would inform students of the different beliefs of the people they will meet throughout their lives. Religion in the public school system is still an ongoing debate, one that needs to be resolved. The children that will be affected by the outcome of this debate are the future leaders of America, therefore, we should not take this decision lightly. Children everywhere and in all schools need to be taught about different religions so they can make a firm stand for what they believe in.

My desire to work in the Catholic School system stems primarily from the ability to share my faith openly in such an environment, however, the Catholic School’s focus on the growth of the whole person, spiritual and academic and its commitment to service in the community and the world are also very important to me.

Presented with the task of assessing someone’s faith development required the answers to three essential questions. How has social learning played a part in the individual’s religious development? How has attachment played a part in the individual’s religious development? Upon answering these questions we must then evaluate the stages of faith development in which the individual is in according to James Fowler and David Elkind. After thorough evaluation has occurred the question pertaining to the role of doubt can then be answered. With these questions in mind, the theory that religious beliefs and adherence to spiritual faith are ultimately tested and proved during adolescence was the driving thought throughout the process of interviewing

| Understand the role of the early years practitioner when supporting moral and spiritual development (1)

Target has a corporate social responsibility plan to show the legacy of giving and service. Rothaermel (2014) explains that Target embraces social programs, such as, promoting minorities and minority women into the supply chain. Target is fostering equality in society; this begins by creating a diverse workforce. Target is engaging the community to strengthen relationships and teach ethical treatment to others (Target, 2016). Rothaermel (2014) discusses corporate citizenship, where an organization philanthropic responsibilities are evident thorough ethical practices and giving back to society. Target encourages their employees to volunteer in local community programs. Target is interested in the community stakeholders and is committed to supporting communities by giving five percent of its profits, which has added up to more than $4 million each week (Target, 2016).

Providing students to explore one’s religion or spirituality can begin to bridge the separation that exists between faith traditions in institutions. Dr. Casey mentions repeatedly that “the term religion is problematic,” and although this is true, this perspective can change. Religion is so deeply engrained in individuals and this does not have to form a type of “war zone,” but instead, it can provide us with an opportunity to learn about other citizens, rather than creating a sense fear or anxiety within us. Although we may be living in “an age of chaos today,” building understanding amongst global citizens is the prominence of religion in this

I believe Lewis University requires their students to take a theology class to help us better understand Christianity from a different point of view. They want us to explore things about religion that are beyond the norm. For example, we wouldn’t examine Gods existence in church, but in a theology class we will. The majority of students in the country attend public schools. In public schools we do not learn about a specific religion. Public schools are to diverse and there is a fine line on how much a school allows its teachers to teach. Lewis, being a Catholic and Lithuanian school has the ability to require students to take a theology class. They have the power to do so because when students enroll with Lewis they are aware that it is a

Wilkin, C. L. and Connelly, C. E. (2012), Do I look like someone who cares? recruiters’ ratings of applicants paid and volunteer experience. Int J Select Assess, 20:

Joshua 1:9; "Have I not commanded you? Be strong and courageous. Do not be terrified; do not be discouraged, for the LORD your God will be with you wherever you go."

The identity of a Catholic school is the key variable that sets that school apart from all others, and without a commitment to fostering the Catholic identity, a Catholic school becomes just a school. The Congregation for Catholic Education (1988) cited in Earl (2008) noted that if the Catholic identity "is not present, then there is little left which can make the school Catholic" (p. 197). Integral in developing and maintaining the Catholic identity of a school is the faith formation of both the adults who work in the building, as well as the students who attend. Nourishing the spirituality of these groups is the responsibility of the administration and those who lead the school. However, the faith formation needs of each group are unique, but nonetheless dependent on each other, to form the Catholic identity of the school.

Faith schools are maintained schools which follow the National Curriculum, have fully qualified staff, are inspected by Ofsted, have a governing body conforming to a standart model and should promote community cohesion(Teachernet,2011). Faith-based schools in England and Wales have been existed since Middle Ages. The Church of England and the Catholic Church founded first schools in England and Wales in 16th century to make education more obtainable for children from all social classes and family backgounds. Chadwick(2001). According to Parker-Jenkins,Hartas,Irving(2005), after the Industrial Revolution,in 19th century, it was apparent that faith schools were not able to provide a worthy educated worforce for the country. As a result,

Does having a faith-based education have an influence on the way people cope with their own individual experiences?

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

There is no other topic as sensitive and controversial as religion. It can be very awkward for people to have a conversation about religion; some people, including myself, do not feel comfortable when religion is discussed outside its normal setting. Yet the question still remains; Should Religion be Taught in Schools?

“In Educate Together schools, “faith formation” is regarded as a matter for parents. Groups of parents who wish to arrange for such classes, outside school hours, are facilitated to do so by the school’s Board of Management” (Áine Hyland and Brian Bocking, 2015). This is a way I would like religion to be taught throughout all schools in Ireland, as it includes children of all religion, but it leaves the option of sacraments to the parents. From my own experience in a roman-catholic school. Children from other religions in confirmation year were left out in most all discussion to do with