THE UNIVERSITY OF HULL. NAME: Thomas Joseph Deenihan DEPARTMENT: Institute for Learning DEGREE: EdD Deposit of thesis in accordance with Senate Minute 131.1955/56 and 141.1970/71. I, Thomas Joseph Deenihan, hereby give my consent that a copy of my thesis Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction o f an examinable, non- denominational syllabus for religious education if accepted for the degree of EdD in the University of Hull and thereafter deposited in the University library shall be available for consultation, inter library loan and photocopying at the discretion of the University Librarian from February 1st. 2002. University of Hull Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction of an examinable, non-denominational syllabus for religious education being a thesis in partial fulfilment of the Degree of Doctor of Education in the University of Hull by Rev. Thomas J. Deenihan. M.Ed. 1 August 2001. One last thing, my son, be warned that writing books involves endless hard work, and that much study wearies the body. (Ecclesiastes 12:12) To my parents and friends in Bantry who provided refuge and support to an oft wearied writer. ACKNOWLEDGEMENTS. I would like to record sincere appreciation to the following, without whom the completion of the thesis would not have been possible. Firstly, I would like to thank Prof. V.A. McClelland who directed this thesis with enthusiasm, expertise and a genuine interest in religious education. Appreciation is due to Br. Matthew Feheney and CLEO who have provided a venue and medium for post-graduate study in the Catholic dimension of education. In so doing, they have addressed a long-standing lacuna for teachers within both the educational and Church communities. I am grateful to Dr. Frank Steele of CLEO for his advice and support throughout. I would also like to thank Dr. Mike Bottery and, through him, the staff at the Institute for Learning at The University of Hull for their advice and assistance. I am deeply indebted to the religion teachers throughout Ireland involved in the first phase of the introduction of religious education as an examination subject who obliged by responding to the questionnaire. I am also grateful to Fr. Gearoid O’Donoghue and Ms. Eilis Murphy of The Institute of Technology, Tralee for their assistance in analysing same. I would like to thank my fellow clergy in Bantry parish, Canon Donal O’Callaghan and Fr. Michael Kelleher, who often, and sometimes unwittingly, provided valuable assistance by ‘covering’ for an absent or otherwise engaged colleague. I am also indebted to my principal, Ms. Noreen Deasy, and teaching colleagues at St. Goban’s College, Bantry, who facilitated and motivated this work and to my friends in Bantry and Kealkil who expressed interest and provided encouragement. Finally, I would like to thank my colleague, Kevin Healy for casting his eye over the many drafts for errors and for his support throughout. In any event, responsibility for any such errors remains mine! iii TABLE OF CONTENTS. Acknowledgements iii Table of Contents iv Table of Figures viii Tables xi Abstract xii Chapter One INTRODUCTION 1 1.1 Introduction and definition. 1 1.2 The scope of this dissertation. 9 1.3 Religious education in the third millennium. 10 1.4 Religious education and the ethos of Catholic schools. 20 1.5 The legal obligation on post-primary schools to teach religious instruction. 22 1.5.1 The Secondary School and religious instruction. 22 1.5.2 The Community School and religious instruction. 25 1.5.3 The Community college and religious instruction. 27 1.5.4 The Vocational School and religious instruction. 29 1.5.5 A changing post-primary education landscape. 32 1.6 Overview. 34 Chapter Two CHAPTER TWO - THE CHURCH AND RELIGIOUS INSTRUCTION / CATECIIETICS. 37 2.1 Towards a separation of religious education and catechetics. 37 2.2 The Catechetical Movement. 41 2.3 The emergence of the General Catechetical Directory. 45 2.4 The role of the catechism in Catholic catechesis. 49 2.5 An approved catechetics programme. 54 2.6 The faith context in which catechetics/ religious education is taught. 58 2.7 A Synopsis of Church documents in relation to religious education and catechetics in the current Irish context. 60 2.7.1 Gravissimum Educationis. 61 2.7.2 Ad norman decreti, The General Catechetical Directory. 62 2.7.3 Maigre les declarations, Catholic Schools. 65 2.7.4 Catechesi Tradendae. 68 2.7.5 The Religious Dimension of Education in a Catholic School. 70 2.7.6 The Catholic School on the threshold of the third millennium. 71 2.8 Overview. 73 /v Chapter Three THE STATE AND RELIGIOUS EDUCATION 75 3.1 The State and religious education. 75 3.2 The development of the syllabus for religious education. 77 3.3 The aims of the syllabus for religious education. 79 3.4 Combining catechetics and religious education. 83 3.5 Church reaction to the State syllabus. 87 3.6 State funding for religious education. 90 3.7 Priests, chaplains and pastoral agents. 93 3.8 The role of the universities in relation to the provision of qualified ‘graduate’ teachers of religion. 94 3.9 The Irish Universities and their denominational theology faculties. 95 3.10 The 1908 Irish Universities Act and the provision and prohibition of theology in the university. 99 3.11 The 1997 Universities Act and a secular theology. 104 3.12 The University, the theologian and academic freedom. 106 3.13 The implications of a non-denominational theology faculty for Catholic schools, religious education and catechetics. 110 Chapter Four SOME LEGAL, EDUCATIONAL AND ETHICAL IMPLICATIONS ARISING FROM THE INTRODUCTION OF RELIGIOUS EDUCATION AS AN EXAMINATION SUBJECT. 111 4.1 Implications arising from the combining of religious education and religious instruction. I l l 4.2 A shortage of qualified religious education/catechetics teachers. 114 4.3 Difficulties arising from the issue of teacher qualification. 118 4.4 Relevant implications arising from Irish and European employment legislation. 122 4.5 Further issues for schools arising from the introduction of religious education as an examination subject. 126 4.5.1 Staffing. 126 4.5.2 Time. 126 4.5.3 Inspection. 127 4.6 Religious education and catechetics in the Irish context: two compatible or opposed disciplines? 128 Chapter Five METHODOLOGY 135 5.1 The survey. 135 5.2 Objectives. 136 5.3 Method. 137 5.4 Structure. 138 5.5 Analysis. 139 5.6 Limitations. 141 v Chapter Six AN ANALYSIS OF THE SURVEY FINDINGS 142 6.1 Response rates. 142 6.2 Reliability Tests. 142 6.3 Analysis. 143 6.3.1 The gender of religious education teachers. 144 6.3.2 The status of religious education teachers. 145 6.3.3 Respondent inside or outside the Leinster area. 147 6.3.4 Respondents school type. 148 6.3.5 Number of first year students in respondents school. 149 6.3.6 Number of first year students taking religious education as an examination subj ect. 150 6.3.7 Number of students in the examinable religious education class. 151 6.3.8 Time allocation for religious education. 152 6.3.9 Respondents highest religious education qualification. 154 6.3.10 If all students in your school were, in time, to take religious education as an examination subject, would there be sufficient qualified teachers to teach the subj ect? 157 6.3.11 I welcome the introduction of religious education as an examination subj ect. 160 6.3.12 I have reservations about the introduction of religious education as an examination subject. 162 6.3.13 The State coordinator has been supportive. 165 6.3.14 The Diocesan advisor has been supportive. 167 6.3.15 The texts supplied by Veritas have been useful. 169 6.3.16 Teaching religious education can be combined with teaching catechetics. 172 6.3.17 First year classes in my school taking religious education as an examination subject will continue with the subject until Junior Certificate. 176 6.3.18 Religious education as an examination subject has raised the subject profile among parents. 179 6.3.19 Religious education as an examination subject has raised the profile among staff. 182 6.3.20 Religious education as an examination subject has raised the profile among pupils. 185 6.3.21 Is your school teaching catechetics in conjunction religious education according to the guidelines issued by the Catechetics Commission of the Irish Episcopal Conference? 187 6.3.22 What measures have been taken in your school in relation to teaching catechetics to students who are taking religious education as an examination subject? 191 v/ Chapter seven SUMMARY OF FINDINGS, RECOMMENDATIONS AND CONCLUSION. 194 7.1 Difficulties arising for religious education. 194 7.1.1 The issue of time. 194 7.1.2 Teacher qualification. 196 7.1.3 The support structures in place for the religious education teacher/ catechist. 198 7.1.4 The status of religious education among parents, staff and pupils. 200 7.1.5 Attitudes of teachers towards religious education and catechetics. 201 7.1.6 The syllabus in religious education. 203 7.2 Recommendations. 206 7.2.1 A separation of religious education and religious instruction. 206 7.2.2 The availability of qualifications. 208 7.2.3 The roles of the inspectorate and the diocesan advisor. 210 7.2.4 The role of the local Church. 213 7.2.5 Appointment to membership of Trustee and Management Boards. 215 7.3 Conclusion.