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
* Does the subject incorporate a
*
“ …learning about religion and learning
from and through religion”
(Strategic Plan, p.3)
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)
* Importance of
creating ‘zones of
freedom’ in the
religion classroom
for an authentic
educational process
and genuine student
engagement
* the tragedy would
be that that
academic inquiry is
not challenging
enough and
formation is not
particular enough
*
* “ …learning about religion and
learning from and through religion”
(Strategic Plan, p.3)
* A powerful
questioning
pedagogy, within the
context of a
community of
thinking, stimulates
and supports
genuine, active and
authentic student
engagement
• 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.