Australian Religion Studies Review 61 Courses & Curricula

Religious Ed~ation in the UK: A View from Down Under

"Bitter blow for Church School", "The the U.K. covered both denominational and National Curriculum will damage every non-denoininational institutions and so the child's education", "Parental voices raised following thoughts need not be seen as . . . against Kenneth Baker's 'Shake Up"', one-eyed or sectarian. "Baker, architect of the second . It may be wise for me to attempt to Reformation", "Health attacks 'confidence 'define' Religious Education as I perceive trick' on parents". it. Since Terry Lovat in his recent book, These and many other similar comments "What is This Thing Called Religious were circulating in the United Kingdom Education?" maintains that educational press and media during the latter part of and theological developments have my sabbatical of eighteen months in 1987/ worked together to change the Religious 88. They apply to Kenneth Baker's Education agenda once and for all, the task proposal to introduce a National . of defining such a life-long work could. Curriculum in 1989. The first comment take a whole paper in itself. For the (from The Universe) focuses on one aspect purpose of this article let it suffice to say of Kenneth Baker's 'Second reformation' that most of what I see RE to be can be viz. the implications for Religious activity engaged in by both teacher and Education. Since the purpose of my pupil which hopes to free people from Sabbatical in the U.K. was to visit ignorance, prejudice and an over education institutions and to look at RE, its dependence on an emotional response to academic and curriculum aspects, I will life's events. I realise that this 'definition' reflect on these issues in the context of appears to have little to do with the both the National Curriculum and my traditional notions of what is being visit. attempted in RE lessons, but I'll take the Firstly a few disclaimers. My risk of the backlash for the purpose of background professionally is in. the brevity. My trinitarian freedoms mean that Catholic expression of the Christian I do see a place for both the cognitive and tradition and so a great deal of what I say affective dimensions being treated more or will be with this tradition as a backdrop. I less equally. Included· in my don't claim that what I saw and understanding is the present centrality of experienced, nor what I write here, is the the important debates about Education in whole picture of RE in the U.K.; it is Faith and Education of Religion and the simply one person's perception of what place of commitment in the classroom. people were attempting to do in Teacher This latter point is not intended to Education Colleges, Theology centres and narrow my perception of RE to the both Secondary and Primary schools. classroom as I do see that the whole ethos However, my visits to Tertiary, Secondary and philosophy of a school contributes to and Primary educational establishments in my understanding of RE in its most 62 Volume Two, Number 2

effective implementation in the confines of RE has two functions within a school the school setting. This comment is curriculum; it is a matter of good civics; it is a matter of religious formation. With regard to intended to imply that I also see the school the first, it is necessary for pupils in school to context as only a part of the RE scene and learn about Ouistianity, which still has some that some of the places I visited, eg, significance in explaining the post-Christian seminaries and Parish Diocesan Pastoral society ~ UK; it is necessary for pupils to learn about non-Otristian religions which are Offices are equally involved in RE in its practised by UK citizens such as Buddhism and wider understanding. It is probably the Islam; a study of comparative religion on a point of RE in the classroom that most of world-wide base is required so that a better the opponents of Kenneth Baker's National understanding of other peoples sharing this Curriculum proposal (for the remainder of planet becomes possible. There is sufficient here for a course which should be allocated a this article I will use the letters NC to refer position in any National core curriculum. With to the National Curriculum), and its regard to the second function of RE, the VA/ implication for Religious Education both in VC schools pay for the privilege of teaching the State school and the voluntary aided their religion (as well as paying their proportion of the maintained system>. But schools were addressing in their while this is their right, it is not - as is often objections. feared - a right to indoctrinate, but a right to Some of the prominent names among educate, that is, with sensitive and proper those who objected to the N.C.' s regard for the freedom of conscience of the pupils. A voluntary-aided/voluntary marginal ising of Religious Education were controlled school is expected to cover both Michael Grimmitt, John Hull and an kinds of religious teaching in its curriculum, impressive list of other academics. The and to require that RE holds a central part of essence of their opposition was expressed the core curriculum. Lastly it is incumbent on a in a letter to Kenneth Baker on 14 October, VA/VC school to evaluate regularly its curriculum so that its hidden curriculum gives 1987 in~which they said, "it is being widely the same messages to its pupils, staff and pointed out that the effects of your present . parents as its avowed RE curriculum. proposals upon Religious Education would be disastrous. You seem to be The Bishops of England and Wales relying on the 1944 legislation, and systematically worked through the N.C. particularly the·Sth Schedule of the Act, to and made some positive suggestions about protect RE but it is becoming increasingly redressing what they saw as a life­ clear that this reliance is misplaced. If RE is threatening situation. Their anxieties could. not actually wi thin the Foundation be summed up as follows: Subjects (if not the Core) the effect will be "At present the governors of Catholic to marginalise spiritual ,and moral values Schools are responsible for the whole in education". FroIlliheir positions as curriculum. In future they will only have a tertiary educators, they rightly point to the real say over the RE the school provides .. reduction in numbers of students who will . At present the curriculum in our schools eventually enter theft institutions (the is unified by the vision our faith proclaims. letter states that thirty-eight academics In future RE will be isolated from the rest from twenty Universities in England Wales of the curriculum." David Konstant, now were signatories) and work in the areas of Bishop of and a recognised Religion and associated disciplines. authority on RE for many years, spoke out During the twelve months I spent as a on three issues of concern: admission to Visiting Scholar at Heythrop College, schools, 'opting out' and the relationship , the debate surfaced of RE to the N.C. In The Universe of many times and the registrar, Sr Maura December, 1987, David Konstant was O'Carroll summarized the situation with mildly optimistic that after recent regard to RE and its wider implications for consultation, RE would be given adequate social1iving in the U.K. as follows: time in the curriculum. However, he saw Australian Religion Studies Review 63

that while the general tenor of the Bill team teacher in the Myth, Ritual and Symbol promoted "spiritual, moral, cultural, and Approaches to the Study of Religion mental and physical development of courses where I was able to 'enlighten' pupils and society" he hoped that the Bill both the Lecturer and the students about would promote values other than these. Aboriginal spirituality. In the courses with This anxiety is justified in terms of an the Head of the Religion Department, viz., understanding of RE which is more than Religion and Morality and Psychology and what occurs in the classroom and more So~wlogy of Religion courses I was specifically in RE lessons. participant and 'guest lecturer' and found The Times Education Supplement of the level of sophistication and discussion January 8, 1988 reinforced one of my own of religion and religious issues very fears in terms of how I see education in commendable; these students were Third Australia shaping up in relation to values Years and were preparing for their Tripos other than those directly related to Exams so one would expect a fairly technology and its satellite subjects. thorough grasp of the relevant issues. During the whole debate that I was privy Besides the stage at which these students to in the U.K. there did not appear to be ' . were, there were always fewer than ten many voices raised against the specifically students in each of these courses, so the technology-orientated stress in the Core degree of individual attention would and Foundation subjects. It seems to me undoubtedly aid their understanding. that the present dolorous state of our earth Proximity to the Divinity Faculty of the is very much a product of the masculine/ University meant that some of the four and technological/ cognitive/competitive five week courses eg., Science and Religion mode of educating in family, school and could be given by outside lecturers. Rev society. Until we re-claim the feminine/ John Bowker, College Chaplain, I intuitive/affective/ co-operative mode of Hirst, Rev V. Buddie and Don Cupitt saw educating and being with each other and me in the role of student at the feet of the the Universe, we continue to court master and what a master was John disaster. As an aside, I was very impressed Bowker! Don Cupitt undoubtedly stirred with the great awareness given to and disturbed many people and students ecological issues by the Religion Studies in the whole of the U.K. as did the Modules prepared by Noel Donnelly for controversial Bishop of Durham; but who the Scottish National Development project said that Religionwas not to be questioned in January-June 1984, to be used by and challenged! students age 16-18. The implementation of In Cambridgeshire I had the opportunity these Modules was very creatively to visit both Catholic and State schools. executed by St Saviour's High School, The student I had 'digs' With was fortunate Dundee, just one of the schools whose in that she had been a nursery school work in this area I saw. teacher, otherwise she would not have While the diatribes, debates and dinner­ received much curriculum in the table discussions were going on, just what undergrad training. All the lecturers I had was actually happening in relation to RE in dealings with felt that the Government the schools, Teacher Education Colleges insistence on University graduates doing and Theological Institutes? My first one year of Post Grad curriculum work experience of RE in the U.K.' was at before they were employed in the Homerton College Cambridge where I Teaching profession was inadequate but spent two months initially and made later better than nothing. However, in spite of periodic visits. While involved with the this fact RE in both school systems was , B.Ed. Secondary and Post Grad Primary given credibility and ~espect. Later contact Programmes, my roles included being with other Teacher Education COlleges, 64 Volume Two, Number 2

particularly in the North and in Scotland stunned to find a Cambridge student was rev~aled a different approach to the using the Aussie soapie ''Neighbours'' in curriculum side of the training her classroom! As a matter of fact this programme. The two Catholic schools I same student rushed home each lunchtime visited had very different approaches to to get the first of the two daily editions of RE. St Mary's catered for the children of the sai~ soapie. At this stage I had not . the staff of Cambridge University and even seen the show! therefore the parents' expectations meant Both King's College and London that there was a very academic emphasis Institute of Education were very worth in this school. The traditional approaches visiting. A brilliant curriculum lecturer, Ms of Scripture, Doctrine and Liturgical Year Linda Smith at the Chelsea Campus of were the sole areas of input. Very few staff King's College and I spent hours taught RE, there being only two specialis~ discussing the use of the media in training teachers. Attempts to introduce any kind RE teachers and we eventually exchanged of reflection/retreat work was not videos and teaching strategies. Her course supported either by the parents, staff or outline spelled out that the course "is students. St Bede's school, however, was in fundamentally committed to an interactory the throes of becoming a Joint School, to model of education which finds its save it from closure in the rationalising of expression in the active participating of the Kenneth Baker. student to her/his own learning at every Here I sensed a less traditional approach level"; this I did not see spelled out in any with more possibility for variety. No doubt other course outline I acquired during my the presence of more than one chaplain visits to educational institutions. from differing denominations would At the London Institute both Edwin Cox enhance the possibility of variety. The and Jo Carins invited me to join their State schools in Bury St Edmunds and M.Ed. evening courses. Edwin Cox, whom Peterborough were stressing the multi­ most people would know from the book he cultural and multi-faith aspects as were the has written, concentrated on the schools in Leeds, Sheffield and Liverpool. philosophical issues involved in RE, while Peterborough had a very well equipped Jo Carins, a former student with Enid and much used multi-faith resource centre. Mellor (retired Head of RE Department of It was fascinating to see the equivalent of King's College), concentrated on selecting our Australian Year 9 students avidly content for RE curriculum, and RE and asking questions about Roman Catholicism integrated programmes. Jo seemed to be and showing respect for the 'trappings' of more concerned with the integrative Irish Catholicism eg beads; much of aspects of RE and the students were not as the series of lessons' on prayer was familiar with the different/ differing prepared in a little local pub in models of RE. Grantchester made famous by Rupert As I moved north from London, I Brooke; maybe this is as it should be! detected a greater emphasis on At Strawberry Hill and Roehampton Curriculum in the Teacher Education Institute, specifically Digby Stuart College, Colleges. One Liverpool Institute, an where I spent a month, the courses and amalgamated College of St Katharine's, teaching practice seemed fairly much akin Christ's and Notre Dame had not only a to those with which I am familiar in strongly ecumenical Religious Education Sydney. Numbers were still small, as in staff and course, no doubt encouraged by Cambridge, but I was not as conscious of the legendary relationship of the Bishops the presence of a University to dictate Derrick and David whose Cathedrals are ~.' academic standards. Mostly the students joined by Hope Street, but also had a great were as are most young adults and I was degree of involvement in post-service Australian Religion Studies Review 65 work with teaching staff. I was present for teachers. As a team they were brilliant in the final weeks of an in-service course on their pastoral outreach to teachers in this reporting of student progress by means of pragmatic way. They were equally profiles. Care for the up-grading of RE pastoral to visitors! The Paisley RE Centre teaching staff was carried over to the that I visited with the Head of RE from whole Liverpool Diocese where a lay-led Jordanhill College was that run by the Pastoral Team was operating. I stress the State school office. Here the Irish-named 'lay-led' to highlight the absence of the genius inecumenism confessed thclt staff one-time indispensable cleric. Patricia development days were open to teachers Jones, the U.K. representative to the from both the denominational and non­ Roman Synod on the , while denominational schools and that there respectful of the Leadership of the Synod were no problerns provided they kept to said in her report to Heythrop College and issues of methodology and avoided Staff that while Synods do not always content. This is not meant to sound as appear to accomplish anything they do though it was.a replay of the Celtic v give the Bishops practise in talking to each Rangers weekend clash; Shauna was other and to laity and of listening to others acknowledging the reality of the Religion and this must be a worthwhile exercise! issue particularly in Glasgow, and actually The Province of Glasgow, embracing the saying that RE teachers in both school three Dioceses of Glasgow, Mofherwell ( systems had managed to overcome what and Paisley, contains nearly three-quart~rs in ordinary circumstances may have of Scotland's Catholics (555,000 out of just presented difficulties. over 800,(00). Not only this fact, but the As with the Liverpool area there was a reputation of Scotland as being one of the thoroughgoing attempt at In-servicing of best teacher educating countries led me teachers with the Catholic College staffing North. Here, in both St Andrew's Catholic and servicing courses from their College of Education and Jordanhill State Edinburgh buildings. Further staff were College, I received the most located in Dundee and Aberdeen and it comprehensive look at education in the was nothing for the Teacher Education whole of the U.K. The Diocesan offices of College staff to give In-Service days and Glasgow, Motherwell and Paisley all had evenings after a day in College. The distinctly different methods of addressing Principal of St Andrew's, as President of RE issues in the Schools. Glasgow was the Education Commission of Scotland at concerned with the credibility of the an In-service evening during part of my methods of assessment in RE; so much so, I month's sojourn, pointed to some of the suggested they bring the two lecturers advances in Catholic education as: from Liverpool whose course I had been (i) improved teaching in RE ... the impressed by, to help work through the development of a national syllabus issue. Staff development was another issue and accompanying text. that the Assistant Director was very (ii) improved recruitment of Catholic preoccupied with; I suspect that this was Teachers in Catholic Schools ... (but part of his new-found charismatic life- he hastened to add that this was not but the Principal of the St Andrew's the case in the east of Scotland). College of Education was and still is very (iii) the curriculum in many schools has aware of the need to continually address been reshaped to offer a balanced the personal and religious development of curriculum with the introduction of School and College Staff. Motherwell RE modular courses. (A member of the Diocesan team seem to be more concerned RE staff of St Andrew's was chairman with getting lessons, worksheets and of the RS development committee to creative strategies into the hands of the RE write these modules in RE.) 66 Volume Two, Number 2

Of the four Secondary Schools I visited computers and religion. They were in the area, the two that struck me most extremely well motivated and with the were those that attempted to put into stress on 'helping students to identify practice the pastoral concerns of the religion in terms of the phenomena of Diocesan Directors. One was with a group religion and the human experiences from of severely handicapped people using the which they arise' they were very much in SPRED programme of RE from Chicago. In the -mainstream with the content being . practice the Montessori approach is taught, but the method was certainly admirably suited to the group I was with. unique. Simplistically, the method can be seen to Unique also was the experience of be in three parts: q~ietening down, the meeting Sr Anna, an Anglican who actual RE lesson, making use of tactile was an integral part of the /IAll Children materials and copius repetition, and finally Together" project begun at the instigation the community sharing of a supper/meal. of parents in Belfast in 1970 and For any RE educators this method can be culminating in 1981 in the formation of used and adapted to admirably achieve Lagan College, Belfast, where ~l religious most of our objectives. The other school denominations come together to offer was established as a remand school for Christian education to all comers. All told, teenage boys aged 11 to 17. Not only the there were eight such schools operating in Principal but all the teachers were Northern Ireland at the time of my involved in the predominately pastoral/ meeting Sr Anna. The College handbook esteem reclaiming RE lessons. The day I speaks of the RE programme as an attempt was there five boys had abSconded and it to "meet the requir~ments of parents was a measure of the commitment of all belonging to the main Christian churches, staff that no ranting and raving W:f1s and those of other faiths or none. The indulged in; people simply made phone programme will cover the common calls, took off in cars, contacted police, Christian traditions and the church­ parents and other agencies in an effort to specific doctrinal, moral and ethical find them. Some educationalists may traditions and sacramental practice for question the wisdom of this type of school, children of major denominations where but given that these are a special type of desired." Sr Anna summed up the Project's boy, maybe this kind of personal boarding­ success' as follows, ''The solid unity forged type school is needed. To me this is an exemplifies the school motto THAT THEY example of the aspect of RE that goes MAY BE ONE, in a Province where Jesus, beyond the school and classroom and blasphemously, is so often portrayed as a hopefully has the effect that a recent text divider." published in the U.K. claims is Another attempt at unity was viewed characteristic of its approach," objective, when I visited the Irish School of fair and balanced". Ecumenics, Milltown Institute, Dublin. The three non-denominational schools I This Institute also has a branch in Belfast. visited with the Head of Jordanhill RE This is an example of that broader department were a,l quaintly called understanding of RE which attempts to Academies. One was for musically and free people from ignorance and prejudice. dance gifted students; the other was At the time 'of my meeting with the Bearsden Academy where the not­ Director, there was to be a change-over of unknown phenomenon of a state school leadership and an Australian, Dr John attracting Catholic students was very D' Arcy waS to arrive in the Autumn, 1987. strongly operating at the time of my visit; '. All Hallows Seminary, Dublin not only and the third at Kilysth rev~aled a group had quite a brilliant Church historian of 16year old boys who were into \ '{whom I subsequently met in a cemetery in Australian Religion Studies Review 67

Albion Park!) but quite a unique ethos in Heythrop in opening it up to laity, that they see themselves as preparing men including women, has probably made all to be missionaries to the Third World. It the difference to the approaches, attitudes was from here that many an Irish cleric to change and capacities to be creative and came to evangelize the Antipodes. I was of real service to the Church in the U.K. fascinated to hear a Religious Sister, As I said at the outset, much has been research assistant to the Major Superiors' omitted, much in the RE field was not even . and Bishops' Conferences, say that such an seen by me; many people that I passed en ethos is out of place today when it is route and who shared their insights with obviously easier to go abroad and be feted me have not been mentioned. The as heroic than to stay 'at home' and deal hundreds of primary and secondary school with the pastoral problems that face students who attempted my survey have present-day Dublin and southern Ireland. not been included in these pages. The staff Maybe we who are in the RE education of the fifteen schools whose students field as opposed to those who see participated in my survey, staff who were themselves more in the education m~de of very encouraging and interestfXi in my Universities are more capable of change; work remain silent. Maybe another time! maybe we know that readiness is so vital Tony De Mello in his book, "The Song of to real learning that we have tended to the Bird" talks about a world fair of bring a more flexible approach to our RE religion. Two friends having been to all the than some other institutions. Maybe stalls and heard so many varied attributes seminaries traditionally run by men and of God come to the conclusion that God the masculine education mode referred to must be bigoted, fanatical and cruel. One earlier in this paper, operates to the of the people put the question to God, detriment of change, intuition an~ the "How do you put up with this sort of capacity to be 'in touch' with life's realities. thing, Lord? Don't you see they have been Three other seminaries I visited, in giving you a bad name for centuries? God Bearsden (Scotland), Allen Hall (London), replied, "I didn't organise the Fair, I'd be and former seminary Heythrop College to ashamed to even visit it." seem to have a more flexible approach to both theological and methodological - Catherine Thorn, issues. The wisdom shown by the Jesuits at . Catholic College of Education, Sydney 68 Volume Two, Number 2

The Four Phases of Teaching Ancient Greek Religion at the Tertiary Level

It is illuminating to reflect on the path texts. It was a beginning, the phase of the teaching of Greek Religion has taken in textual fundamentalism. . at least one tertiary institution during the past decade. We can identify four phases. PHASE 2 In each phase certain parts of the subject matter took the centre of the stage and in During phase two the heroes came under each phase the subject matter was the spot-light. They were brought into illuminated by a particular approach or focus by the insights of psychoanalytical methodology. scholars. Some Freudians like Deutsch (1976) and Slater (1974) insisted that the PHASEl heroes of Greek mythology were handicapped by women, especially About ten years ago the subject matter mothers: and,horror of horrors, and the methodology of a course in stepmothers. Jungians like Hillman (1967) Ancient Greek Religion was fairly and especially Campbell (1975) allowed a traditional and classical. This was to be more positive role, albeit a secondary one, expected of course, since the lecturer, in for women. They were helpers. Ariadne, this case, was (and is) a classicist. for example, was the indispensable The Gods, as mythically described by assistant to Theseus, or so we were left to Hesiod and Homer, were on centre stage. understand. Without her help Theseus The Gods, of course, included selected could never have slain the beast at the Goddesses like Athena (but not much centre of the labyrinth and extricated attention was given to Artemis and no himself again. The Jungian point was attention at all to Aphrodite). Dionysos unambigiously clear. Men, even heroes, occupied the terminal part of the course as need the help of women to take the heroic uneasily, but inescapably as the surviving journey inward into the psyche to confront ancient iconography has him, just the beast, psychic beast, lurking in the (embarrassingly) making his presence felt shadow. among the Olympian Twelve. For a The matter of the feminine journey was discussion of Dionysos, Euripides' Bacchae ignored or at least given but minor was the set text. --- consideration. The psychic quest of women Indeed the study of AncientGreek was not (or so it then seemed) illuminated Religion ten years ago was based almost by the mythology of the Gods and the entirely on the study of three or four heroes. This was phase two, a phase in Ancient Greek texts (in translation, which psychoanalytical psychology was unfortunately). It was assumed that a the tool for understanding the text and careful examination of the text (the ourselves, or at least those of us who were lecturer, at least, being able to read the of the masculine gender. This was original) would be sufficient to reveal the unquestionably a sexist phase. Female . essence of Ancient Greek Religion. Much mythic characters were either hinderers or, time was devoted to etymology, and the at best, helpers. Neither of those roles was portraits of the Gods were lifted, particularly appealing to the somewhat naively it would seem in predominantly female students of the mid­ retrospect, from the surface of the ancient eighties. The stage was set for phase three. Australian Religion Studies Review 69

PHASE 3 Some myths suggest that she left him for another, Dionysos. No wonder Thesus Phase three disposed of the Freudians sailed home with black sails; he, not she, but not the Jungians. Jungian was the jilted lover. psychoanalytical scholarship was the This phase led to a kind of feminine major spotlight and the Goddesses now, 'triumphalism' in which it was asserted by not the Gods, occupied centre stage. Stone (1976), for example, that in the Attention now was given to the myths of beginning 'God was a woman'. In the Hera, Artemis and Athena, even if there history of Ancient Religions this is known was a tendency to shy away from as the Matriarchal Thesis. Gimbutas (1982) Aphrodite. gave archaeological support for this Religionists like Downing (1983) position. However it is now generally revealed how she had discovered the . ( considered to be at least a questionable Goddesses within her psyche as she thesis. ~ moved from a career to being a wife, Phase three remil:lded us that Jungian mother and even lover. She spoke from her psychology can be tainted with sexism of own experience, certainly, but she spoke both kinds. Phase four returned us to the for many women who were beginning to stage of Ancient Greek Religion and the experience a 'life after marriage', as Hera, full range of mythic characters who bred mythically speaking, discovered when she that stage. The insights of psychoanalytical separated from Zeus and lived, for a while, psychology were still deemed to be useful, in Boetia. This usually neglected myth, and as were the insights of several other many like it, provided the content during disciplines. During phase four there was a phase three. return to the texts, realising, of course, that Shifting from autobiography to the texts were written by men for men. biography, or at least case studies of What was needed now was a feminist women in crisis, Bolen (1986) focussed her hermeutic, methods for reading the text considerable knowledge and skill as a which do not distort the female story. Jungian therapist on the myths of Ancient Greek Goddesses and heroines. An PHASE 4 examination of the myth of Demeter and her lost daughter Persephone is a useful We are still at the beginning of Phase exercise to illuminate 'the ~mpty nest four, so it is impossible and undesirable to syndrome'. And, tragically, 'the Medea be too definitive. Phase three reminded us complex' is not merely an ancient story. that the Greek myths need to be liberated During this phase the psychic journey of from a frequently extreme patriarchal bias. every woman and the psychic problems of However it is not sufficient with Downing some women in crisis were illuminated in to choose which part in the male script a the interaction between Jungian woman might choose, Athena/career, psychology and the Ancient Greek Hera/wife or Demeter/mother. The Mythology. Women were beginning to female story, character and story line, is rediscover the power of the Goddess and distorted in the ancient texts, or at least it to remember neglected myths which is obscure. A feminist hermeneutic is recounted the times and the occasions needed to de-construct the text, and the when women were more active, or at least iconography. The text can be re­ less passive. There are myths, for example, constructed in part at least, and it is this which suggest that Ariadne wasn't exciting heremeneutical activity which is dumped on the island of Naxos as the engaging our attentions at the end of this ancient James Bond, Theseus, made his decade. way home with his mission accomplished. Our efforts, at this juncture, are focussed 72 Volume Two, Number 2

Zuesse, Evan M. 'Exile in the Academy: The Task of Jewish Studies ...Then and Now'. Menorah: Australian Journal of Jewish Studies, 2, no 2. (December 1988): 51-67. Delivered as the Keynote Address at the Inaugural Conference of the Australian Association for Jewish Studies, Melbourne, 10-13 August, 1987.

Religions of Asia

Zuesse, Evan M. Religions of China: External Studies Guide to Study. Underdale: SACAE External Studies Centre, 1988.

Christianity

Goosen, Gideon 'Orthodoxy and Roman Catholicism: A Tale of Two Sisters', Word in Life, Vol. 36, No 4, Nov 1988.

Goosen, Gideon 'Boomerang Theology on Materialism' Discovering an AustralianTheology (ed. P. Malone, 1988, Sydney: St Paul's). Australian Religion Studies Review 71

Australian Publications in Religion/s 1988 Supplementary List

In response to the call for 1988 publications omitted from the last issue of the ARS REVIEW, the following entries are listed. No further entries will be accepted. The next publications period covers May 11989 to December 311989 and forms will be sent to AASR members in time for 1989 publications to be feature? in the second issue of the ARS REVIEW in 1990.' .

Anthropology of Religion

Howell, Julia Day. 'The Social Sciences ~nd Religious Experience' in Exploring the Paranormal: Perspectives on Belief and Experiences edited by G.K. Zollschan, J.F. Scl}umaker and G.F. Walsh. (London: Prism Press, 1989).

Comparative/General

Rule, Paul 'Dialogue and Monologue' in P. Fenner and P. Bilimoria (eds), Religions and Comparative Thought, Delhi: Sri Satguru Publications, 1988.

Judaism

Abrahamson, Brian 'The Life-Spans of the Antediluvian Patriarchs' . Menorah: Australian Journal of Jewish Studies, vol. 2, no. 1 (June 1988): 42-54.

Anderson, Robert A. I Antisemitism in the New Testament: The State of the Debate'. Menorah: Australian Journal of Jewish Studies, voL, 2, no. 2 (December 1988): 8-21.

Brown, Kathryn IOrder and Chaos: Religious Issues in the Works of Osip Mandelstam'. Menorah: Australian Journal of Jewish Studies, vo12., no. 1. (June 1988): 28-41.

Gatt-Rutter, John 1talo Svevo: Pseudo-Jew, or Pseudo-Gentile?' Menorah: Australian Jqurnal of Jewish Studies, vol 2., no. 1. (June 1988): 20-27.

Kohn, Rachael'Secular Jewish Identity and Hebrew Christianity', Menorah: Australian Journal of Jewish Studies, vol. 2, no. 2 (December 1988): 22-36.

Stephens, Anthony IElse Lasker-Schuler and Nelly Sachs: Female Authority and Jewish Identity'. Menorah: Australian Journal of Jewish Studies, vol.~, no 1. (December 1988): 37-50. 70 Volume Two, Number 2

on recovering the Goddess Aphrodite as a reflect, in retrospect, on the four phases of positive image of the feminine. She was the teaching of Ancient Greek Religion. In clearly a central character for Sappho, or so a sense, phase four is a return to the text. the fragments of her poetry, that which However, the reading of the text is now survived the attempts to expunge her enriched with the tools of the social poetry from the pages of literature, would science~, especially psychoanalytical suggest. The iconography, statues and vase psychology, and the tools of contemporary paintings reveal some interesting insights. literary analysis. However this is the subject matter of another article. - Tom Atherton My purpose in this article has been to SACAE

Two M~re Courses· in Women and -Religion

In the first issue of the REVIEW, we (1) Images - the Virgin Mary published details of all the Women and (2) Images - Joan Religion courses we could find offered in Australia, collected and edited by Alana Women in Protestant Sectarianism Bayley. Two more courses have recently been accredited: Contemporary Feminist Theology Dr Elizabeth Isichei, Department of World Religions at the Victoria University Technical and Further Education in of Wellington, New Zealand, offers a new Adelaide offers a Certificate in Women's course entitled Women in Religion. Themes Studies. Among the units is one entitled of the course are: Women, Religion and Spirituality taught by Kate Lawrence at the Brighton campus of Introductory Perspectives TAPE. Topics in the course include: The Land of Milk and Honey: the Women in Organized Religion Today Goddess . Indigenous Women speaking about Women's Experience in the Old Religion and Spirituality Testament:, .' Matriarchal Religion - in the Beginning - the context of patriarchy Patriarchal Religion - Eve and Adam Christianity and Political Power Feminist Theology Women in the early Jesus Movement (1) The debate about Paul STOP PRESS: The latest issue of the NZ (2) The growing impact of patriarchy Newsletter, The Yana. notes that Massey· University's Women and Religion Courses, More about Patriarchy - attitudes to written by the late Renee Turner, and women - the Church fathers mentioned in the first issue of the REVIEW, have a total of 45 external Women in Christian counter cultures - studies students. It is hoped that a more Gnosticism and Montanism detailed write-up of these courses will The counter culture continues - women appear in the next issue of the ARS medieval mystics REVIEW. Australian ReZ"19Jon . Studies Review

.1 I~oad , ml\\\lI'lh Fal _' _ t'.: (lI·m 57 2355 SOC I ,J ~, PRFSSA' - 157 BI' ,Ianel \\ ' 74 Volume Two I Number 2

concept, Identity, conformity, gender and se:J[ role stereotyping. As well as these internal factors, UNDERSTANDING RELIGION external influences on the (People, Culture & Change Series) adolescent are examined: the roles of famUy and the school, of the T. LOVAT peer group and other & relationships, as well as the legal 65 Pages. Illustrations Class Activities and political rights and Softcover. $14.95. Published 1987. ISBN 0 949218561 responsibilities of the adolescent are special areas. This book deals with the need creeds, the physical 1bis book concludes with a number people display everywhere to ~~ Sitroctwres, the roles of of cross

Inequalities related to se:J[, age, disability, ethnldty, sodal class, poUtical and reUglous beUefs are particular focuses of the study. The UNDERSTANDING relationships of Australia to other societies, and the relative ADOLESCENCE responsibilities one society might have to another, are assessed. TERRY LOVAT, RICHARD LORNIE, SUSAN MILNER . SnJDENTS ARE CHAILENGED TO 87 pages. Illustrations and class activities. Softcover. $14.95. EVALUATE ANY PRE-CONCEIVED Published 1988. 25.5cm x 18.5cm. ISBN 0 949218 96 0 NOTIONS 11IEY MIGHT HAVE CONCERNING SEX, AGE, 111is book deals with the process of 'adolescence'. It focuses particularly DISABILITY, ETC., TO SEE WAYS growing up, and with all that is in the Importance of this stage of life IN WJll0I11IEIR CULn1RAL involved in that stage of life which '. on the total development of a BIASES HAVE INFWENCED many cultures describe as person. Areas studied include: self 11IEIR ATI1TUDES AND VALUES. Australian Religion Studies Review 75

Curriculum Theory, Educational Evaluation, Bioethics and Religious Education. He also WHAT IS THIS THING CALLED lectures in Bioethics within the University Medical Faculty and at RELIGIOUS EDUCATION? St. John's Theological College, Morpeth. $16.95. Softcover. 167 pages. Tables & illustrations. 21.5cm x 13.5cm. . Dr. Lovat brings to this work a wealth of experience in Religious Education, having coordinated TIlE BOOK - is designed as a combine the best, and avoid the and taught the subject over many tertiary education text for the worst, of all of these, and which years in Government and student of Religious Education, would be appropriate for any Catholic schools in New South Religious Studies or General school, State or Independent. Wales, Victoria and South Education courses. It is also TIlE AUTIIOR - TERRY Australia. Since the early 198Os, designed for the general reader I.OVAT is a Senior I.ecturer he has been active in developing who may have an interest in any within the School Of Education Religion Depth Studies for New of these areas. And Humanities, Newcastle, South Wales Social Science The distinctiveness of the text is Australia. He is also Director of courses and has acted in 'an in its identification, description Curriculum and Secondary advisOry capacity for similar and evaluation of the various Programmes and Coordinator of developments in other States. models of Religious Education Religious Education. He has a which are employed by Church wide range of research interest, and State School Educators. It with recent publications in concludes by proposing a new model which attempts to tJ\\'-f.S10N~ )

THERE IS NO BOOK LIKE THIS CURRENTLY ON THE MARKET: • It is Australian in its orientation • It evaluates each model in the light of the best educ~tion theory available • It is extremely sensitive to the realities of the classroom • While it talks mainly about the secondary school situation, it makes good application to the primary· schoo'l • It has been endorsed .by a number of Australia's most eminent Religious Educators • Its proposals have been successfully trialled in the . classrc;>oIl1. -, - .: .' _, 76 Volume Two, Number 2

HAVE 11IR.EE IMPORTANT RACE & RACISM IN CHARACfElUSTICS. o Throughout the text the AUSTRALIA authors draw beavUy on Australian and Padfle case­ KEITH McCONNOCHIE, DAYID HOLLINSWORTH, studies, to illustrate particular JAN PETTMANN oonapborbmes. . 250 pages including class activities, figures and tables. • The text uses interactive strategies asking the reader, at . Softcover, $19.95. 24cm x 15cm. Published 1988. points throughout the book, ISBN 0 949218 17 O. to reflect on and react to Outstanding Market Responses AUSTRAliA BOTII AS A specl8e Issues or ooneepts 'We have been waiting for COMPONENT OF AUSTRAUAN through undertaking tasks McConnochie to write another book POPUlAR AWARENESS AND AS A suggested by the authors; in this field - he is the bestl' FORM OF INS'nnmONAL these tasks may. Involve both 'Good resource material- quite OPPRESSION AND, TIlROUGH individual and group excellent.' CASE STIJDIES, TIlE EXPRESSION exerclses to be undertakelL 'Yes - this meets the needs of our OF RACISM, IN CONTEMPORARY • The book Is operientlal, course a text for Australian Studies AUSTRALIAN SOCIE1Y. asking the reader, via the next year.' TIlE BOOK IS SPECIFICAlLY Interactive oomponents, to TIllS TEXT EXPLORES TIlE MAJOR DESIGNED FOR UPPER relate the oontent of the text CONCEPTS OF RACE AND RACISM, SECONDARY AND WWER. to their own experiences, TIlE DEVELOPMENT OF RACISM IN TERTIARY SlUDlES, AND WILL understandings or attitudes.

to the non-specialist. A Study In Black And White • It is balanced and even­ handed in its treatment of - 2nd Edition controversial subjects. MALCOLM PRENTIS • It contains a small number of well-chosen documents, 132 pages. Including photographs and illustrations. questions for discussions, Softcover. $13.95. 21cm x 14.5cm. Published 1988. maps and historical ISBN 0949218251. photographs and cartoons. • This edition revises the 1975 A S1lJDY IN BLACK AND 'PREHISTORIC' text in the light of more recent WIDTE IS A BRIEF IUSTORY BACKGROUND. research and adds material on OF ABORIGINAL-EUROPEAN • It is straight forward, concise the 1974-87 period. RELATIONS IN AUSTRALIA, and unpretentious. • It is divided into two parts, AIMED AT mE SENIOR IDGH • It is based on primary research looking at the history from the SCHOOL SnIDENT.IT by many historians without points of view of, first, the COVERS mE WHOLE 1788- being technical, making the Aborigines and secondly, the 1987 PER;IOD, WITII SOME: latest research easily accessible European.

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