Study of Religion
&
Religion and Ethics
Professor Peta Goldburg rsm



Theology – faith seeking understanding
History of religion – sometimes one-sided
superficial treatment
Comparative Religion - explaining religion in
scientific manner
◦ Phenomenology


Where have we come from?
Religion Studies
◦ 1980s – Phenomenology
 Smart’s Dimensions
 1982 – Moore & Habel – Typology
◦ 1990s – Interpretative approach (Jackson)
 Outsider/insider
◦ 2001 – Multiple approaches
◦ 2008 – Inquiry based approach
 critical religious literacy stresses multiplicity and views
difference as a springboard for creative, political and
pedagogical change

Dialogical models
◦ Exchange of information for mutual understanding
and tolerance
◦ Accumulation of facts about other religions
◦ Possibility of learning from other religion
◦ Serious engagement with sacred texts and
teachings of another religion
◦ Includes questions of doctrine, practice,
organisation

BUT

Presupposes some level of identification with
a particular religious tradition
◦ Identification with particular denomination, school
or sect within larger religion

Catherine Cornille – ‘comparative theology’


person reaches out from their own faith
tradition ... in order to intentionally and
sympathetically interact and exchange with
other systems of theological belief in a
comparative way
comparative theology opens up the
possibility for a richer appreciation of self
and Other in their respective journeys of faith

Comparative theological approach does not
see key differences in religious belief and
practice as something to be forced into an
evolutionary theory or to be subsumed
beneath an all encompassing universalism,
but as unique examples of living theology,
which we all stand to learn from and be
challenged by

Doctrinal or epistemic humility
◦ Doctrinal humility entails certain degree of admission of
the finite and limited ways in which the ultimate truth
has been grasped and expressed within one’s own
religious teachings, practices and/or institutional forms

Commitment to a particular religious tradition
◦ People grounded in particular religious community from
which they speak
 Too many ‘seekers’ not enough ‘dwellers’
 True dialogue requires people to know, share and bring back
fruits of dialogue to their own religious traditions

Interconnection
◦ Belief that the teaching and practices of other
religion are in some related to or relevant for one’s
own religious tradition
◦ Could be shared commitment to certain social or
political causes, shared reaction to external
challenges

Empathy
◦ Knowledge of facts and concepts;
◦ grasp of religious meaning of teachings and impact
on life of believers



respects learners
promotes critical thinking
“The starting and end point of religious
education for students is that they learn to
take a personal critical and well-informed
position so as to arrive at one’s own wellconsidered conclusion with respect to belief
and learning” (Pollefeyt)

‘core’ = significant ideas and concepts that
are central to the study of religion.
core components should span and inform

core components are to be integrated


all four semesters
throughout all topics and units of work
core components may also be taught as a
discrete area of inquiry to contextualise,
introduce or link to a topic

Australian religious perspectives

World religions

The nature and significance of religion
◦ Aboriginal spiritualities and Torres Strait Islander
religions
◦ Religion in the local community
◦ Religious diversity in Australia.
A minimum of four of the following religions is to
be studied over the course:
◦ Hinduism, Judaism, Buddhism, Christianity, Islam
◦ other religions may be included in units of work.






Religion-State Relationships
Ritual
Sacred Texts
Ultimate Questions
Religion, Values & Ethics
School based topic


A minimum of four (4) topics must be
studied over the two-year course.
Time:
◦ Minimum - half a semester
◦ Maximum - whole semester

Only one school-based topic may be studied
in the course.


Study area core (personal, relational, spiritual)
Elective topics




select no fewer than four and no more than eight
electives
study each elective for no more than one
semester but no less than four weeks to ensure
adequate depth
use the study-area core (the personal, relational
and spiritual dimensions) to organise the
integration of the concepts into each elective
vary the emphases on the three dimensions in
different electives depending on the elective
topic



The study-area core is designed to allow
students to become familiar with the nature
of religion and ethics.
It should be integrated throughout the course
for a minimum of ten hours.
The study-area core is a conceptual base and
binding principle for each elective topic and
includes the personal, relational and spiritual
dimensions of human experience.









The Australian Scene
Ethics and Morality
Exploring Meaning of Life
Gender and Spirituality
Good and Evil
Heroes and Role Models
Life Choices
Origins, Purpose, Destiny
Peace Studies


Religious Citizenship
Religions of the World
Indigenous Australian Spirituality; Buddhism;
Christianity; Hinduism; Islam; Judaism




Sacred Stories
Social Justice
Spirituality and Ritual
One school-based
elective

The Archdiocesan P-12 Religion Curriculum
details the essential minimum theological
content to be taught in all Archdiocesan
Catholic and ecumenical schools

Sacred Texts
◦ Old Testament
◦ New Testament
◦ Christian Spiritual Writings and Wisdom

Beliefs
◦ Trinity: God, Jesus the Christ, spirit
◦ Human Existence
◦ Religions of the World

Church
◦ Liturgy and Sacraments
◦ People of God
◦ Church History

Christian Life
◦ Moral Formation
◦ Mission and Justice
◦ Prayer and Spirituality



Liturgy and Sacraments
People of God
Church History


Where are 4 strands and specific topics
covered in your SoR program?
Where are 4 strands and specific topics
covered in your R & E program?




Old Testament texts
recurring themes in the texts
(e.g. covenant, liberation,
preferential option for the poor, restoration, eschatology, parousia,
judgement, hope and redemption)
nature of the truth revealed in the text (e.g.
historical truth, factual truth, religious truth).
Old Testament texts are used by the Church
to form and inform individuals, communities
and traditions; assist personal and communal
prayer; and provide insights into life and
guidance for living


Apply biblical criticism to explore the
particular political, cultural, literary, social
and geographical contexts of Old Testament
texts.
Examine recurring themes in Old Testament
texts in order to evaluate their capacity to
impact on Australian culture and lifestyle.




New Testament texts need to be understood
in historical and cultural contexts.
Application of Biblical criticism (exegesis)
The intention of the human author is
important in determining the nature of the
truth revealed in the text
New Testament texts are used by the Church
to form and inform individuals, communities
and traditions; assist personal and communal
prayer; and provide insights into life and
guidance for living


Use biblical criticism to analyse and draw
conclusions about similarities, differences
and contradictions in the Synoptic Gospels
Examine stories about Jesus and his
teachings and actions in New Testament texts

Contemporary Christian spiritual writings
reflect the signs of the times in the light of
the Gospel and use a variety of mediums and
modes of communication to reveal the
mystery of God and of life.

Identify and describe how the mystery of God
and of life is revealed through the message,
mediums and modes of contemporary
Christian spiritual writers.










Readings and interpretations of texts
Religion and texts
Texts in context
Visual sacred texts
Social, cultural and political influences on text
Translations of texts
Sacred texts in Australia
Scriptures and strictures
Sacred text as foundation for belief and doctrine
Primary and secondary texts



Analyse some Christian rituals (e.g. marriage,
Holy Orders, funerals) using models of ritual
analysis, to draw conclusions about the beliefs
being expressed and how they meet the spiritual
and emotional needs of believers.
Investigate examples of Christian liturgy in order
to identify some formal principles and rubrics
applied.
Critique examples of Christian liturgy for their
capacity to express the cultural diversity of
believers and encourage their active
participation.

Investigate how and why Christians
(individuals or groups, past or present) have
used their gifts in the service of God and for
the sake of the common good (e.g. social,
political or ethical reform; defence of human
rights; action for social justice; ecological
stewardship).


Investigate patterns of belief and religious
traditions and the ways in which these
contribute to shaping and interpreting
people’s lives and experiences, past and
present.
Examine and account for significant
continuity and change in religions in a variety
of historical and cultural contexts.