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Toward an Appropriate Religious Education for Future Teachers of Religious Education

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Toward an Appropriate Religious Education for Future Teachers of Religious Education TOWARD AN APPROPRIATE RELIGIOUS EDUCATION FOR FUTURE TEACHERS OF RELIGIOUS EDUCATION: PRINCIPLES FOR A THEOLOGICAL EDUCATION APPROACH Sandra Cullen, B.Rel.Sc., M.Ed. A thesis submitted in fulfilment of the requirement for the award of PhD Supervisor: Dr Gareth Byrne School of Education Mater Dei Institute of Education A College of Dublin City University July 2013 DECLARATION I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of PhD, is entirely my own work and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: C l^ U L s , ID No: 54180236 ACKNOWLEDGEMENTS This dissertation would not have been possible without the help and guidance of several individuals. I am indebted to Gareth Byrne who supervised this research. His breadth of knowledge and his depth of wisdom have had a significant impact on the development of my own understanding of religious education. His, encouragement, availability, support, and attention to detail made the research process less arduous than it could have been. I particularly wish to thank Dermot Lane, former President of MDI, who first suggested that I undertake doctoral research and made it possible for me to pursue this in MDI. I also wish to thank Andrew McGrady, Director of MDI, who invited me to work on the LOGOS project, and who has always been an engaging conversation partner in the discussion about religious education. In addition, I am grateful to Michael Drumm, former Director of MDI; it was in conversation with him that the theme of this research emerged. I would also like to thank Patrick Devitt for his insight and direction in the initial stages of the research. Very special thanks are due to my colleagues in the School of Education, PJ Sexton, Mary Coffey, Enda Donlon, Sabrina Fitzsimons, Elaine McDonald, and Kevin Williams, who have each provided me with every type of support and encouragement. It is a privilege to be part of such a dynamic and creative team of people. Gratitude is also due to Brad Anderson, Roisin Blunnie, Eoin Cassidy, John Murray, and Ethna Regan for their continuing interest and support. I would also like to acknowledge the practical assistance of Gabriel Flynn, Deirdre Daly, and Annabella Stover in bringing this research to completion. Thanks are also due to Grainne Treanor for her careful proofreading of the final text. I would particularly like to thank the students and graduates of MDI, from whom I have learned more than I have ever taught. Their willingness to engage in a conversational approach to religious education was the impetus for this research and validates what this research set out to do. I have been fortunate to have had the opportunity to meet a number of people who are committed to reflecting on religious education. Bob Jackson, John Sullivan and Tom Deenihan very kindly made material available to me and gave generously of their time to discuss aspects of the research with me. Both Tom Groome and Mary Ann Confoy offered a conversation space and wise counsel along the way. I wish to thank my family and friends for their on-going support and encouragement. Finally, a heartfelt and loving thank you to Bernard, Aisling, and Conor who so generously gave me the space and time to pursue this research. TABLE OF CONTENTS 1, INTRODUCTION TO THE STUDY........................................................................ 1 LI Purpose of the Study..................................................................................................1 1.2 The Research Question..............................................................................................1 1.3 Rationale for the Study............................................................................................. 2 1.4 The Scope of the Research.......................................................................................4 1.5 The Context within which this Research takes Place............................................5 1.6 The ITE of Teachers of Religious Education: A Historical Perspective............7 1.7 The ITE of Teachers of Religious Education: A Contemporary Perspective .... 8 1.8 The Research Paradigm...........................................................................................11 1.8.1 Ontological and Epistemological Assumptions................................................12 1.8.2 Educational Assumptions................................................................................14 1.8.3 Theological Assumptions................................................................................16 1.8.4 The Understanding of Religious Education in this Research......................18 1.9 Methodological Assumptions.................................................................................20 1.9.1 Undertaking a Qualitative Inquiry................................................................21 ] .9.2 The Role of the Researcher............................................................................. 24 ] .9.3 Using Documents as the Source of Data.......................................................25 1.9.4 Content Analysis.............................................................................................. 26 1.9.5 Generating a Conceptual Framework............................................................ 27 1.10 The Structure of the Study....................................................................................29 2- CONSIDERING CONTEXT: THE STATE’S UNDERSTANDING OF RELIGIOUS EDUCATION.......................................................................................... 31 2.1 Introduction............................................................................................................. 31 2.2 The State’s Understanding of Teaching Religion Prior to the Education Act,.33 2.3 The State’s Understanding of Religious Instruction...........................................34 2.4 The Emergence of the Use of the Term Religious Education............................41 2.5 Whither Religious Education? The Weafer and Hanley Report....................... 43 2.6 Renewing the Call for Examinations in Religion................................................ 45 2.7 General Developments in Education that Impact on Religious Education 47 2.8 The State’s Understanding of Religious Education at Second Level................50 2.8.1 A Syllabus for Junior Certificate Religious Education................................ 52 2.8.2 A Syllabus for Leaving Certificate Religious Education.............................53 2.8.3 Leaving Certificate Applied: Draft Syllabus for Religious Education 55 2.8.4 A Curriculum Framework for Senior Cycle Religious Education..............56 2.8.5 A Framework for Junior Cycle.......................................................................56 2.9 Evaluation of the DES Syllabi................................................................................57 2.10 Recent Developments in the Public Space that Impact on the State’s Understanding of Religious Education........................................................................ 63 2.10.1 The Irish Human Rights Commission......................................................... 63 2.10.2 The Forum on Patronage and Pluralism......................................................65 2.1] Conclusion............................................................................................................. 71 3. CONSIDERING CONTEXT: A CATHOLIC UNDERSTANDING OF RELIGIOUS EDUCATION.......................................................................................... 74 3.1 Introduction............................................................................................................. 74 3.2 Documents from Vatican II, Paul VI and John Paul II........................................75 3.2.1 Gravissimum educationis.................................................................................77 3.2.2 Evangelii nuntiandi.......................................................................................... 78 3.2.3 Catechesi tradendae ............................................................................80 3.3 Documents from the Congregation for the Clergy...............................................82 3.3.1 General Catechetical Directory...................................................................... 82 3.3.2 General Directory for Catechesis................................................................... 83 3.4 The Congregation for Catholic Education.............................................................85 3.4.1 The Religious Dimension of Education in a Catholic School..................... 86 3.4.2 Circular Letter to the Presidents o f Bishops' Conferences on Religious Education in Schools.................................................................................................88 3.5 A Review of Significant Contributions to the Debate in the Irish Context...... 90 3.5.1 A Syllabus for the Religious Education of Post-Primary Pupils................90 3.5.2 Responses to the Introduction of the DES Syllabus for Religious Education....................................................................................................................94 3.5.3 Guidelines for the Faith Formation of Catholic Students.........................100 3.5.4 Share the Good News: National Directory for Catechesis in Ireland......103 3.6 Conclusion..............................................................................................................104
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