Four Models of Teaching Religion

Four models of teaching religion

Author: Robert R. Newton

Persistent link: http://hdl.handle.net/2345/2429

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Published in PACE, vol. 11, 17 p., 1981

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Four Models of Teaching Religion

RELIGIOUS EDUCATORS plan programs, purpose of religious education as the develop- conduct workshops, and teach their classes on ment of students capable of making their own the basis of some dominant but usually implicit religious and moral decisions. Others are con- educational theory. As a result of their own cerned first and foremost with what students religious education and of their experience in know about their religion. Still others focus on teaching religion, they have come to practical the religious behavior of students and direct their conclusions about the major issues in religious attention to the production of such behaviors. education; these conclusions in turn have devel- Finally, social activists insist that the aim of oped into attitudes which direct their initiatives religious schooling should be to produce Chris- and responses in teaching religion. More often tian change agents who will be active in the than not, this theory is held as an unspoken solution of fundamental human problems. These assumption rather than as a set of clearly articu- opinions are not necessarily identified with par- lated propositions. Yet, at the same time, it forms ticular groups; all four perspectives may be the value structure which gives coherence and represented on a school faculty, a parish council, direction to the person's educational activities. a diocesan religious education office, etc. What seems important is that these various concerned Consequently, explication of a religion teach- individuals and groups be clear about their basic er's underlying educational theory can have nu- assumptions and the practical implication of merous benefits. It can provide a framework these assumptions for religious education pro- which enables the teacher both to integrate the grams. otherwise disparate elements of an educational theory, and, as a result, to construct and articulate a more solid basis for his or her teaching activity. I hope, therefore, that the following presenta- tions—here and in four subsequent articles—will Delineation of this theoretical position can also be helpful for all these purposes. These models help the teacher compare and contrast competing of teaching religion are based on different as- theories and enrich his or her current position sumptions about the purpose of religious educa- with insights from other theoretical perspectives. tion and about how students grow religiously. Finally, greater awareness can enlarge the effi- These basic premises in turn generate conclu- cacy of the theory as a guide to action, both by sions on the proper roles for teachers and stu- increasing consistency and by creating a greater dents, on the content of religious education, on sense of direction and purpose for individual the environment in which religious education teachers and for their classes. should occur, and on the way in which students An understanding of models can also benefit and outcomes should be evaluated. The four others concerned with religious education. Much models which will be presented are: the Open of the confusion and conflict that surrounds the Education Model, the Academic Model, the Edu- teaching of religion stems from a disagreement cational Technology Model, and the Social Jus- over basic assumptions. Many see the primary tice Model.

TEACHING—E I. The Open Education Model

Assumptions of Open Education easily into a model of religious education. The child is perceived as a discoverer and maker of Religious education was dramatically influenced his or her own religious meaning. God is present by the open education movement which emerged in the most profound dimension of human expe- in American schools in the 1960s. Based on the rience. As the self emerges, there is a parallel humanistic, third-force psychology of Abraham emergence of the religious in the individual's Maslow, this movement took a very positive view experience. God is not someone out there, speak- of the person and his or her capacity for self- ing to the person from a distance. Rather, similar directed growth. Maslow sought to strike a path to the analogy used by Maslow, God is a voice between what he regarded as the excesses of deep within, calling the person into a relation- behaviorism and Freudianism by proposing a ship with the divine, prompting the individual third alternative based on the conviction that to understand the religious significance of per- each individual had a unique "self which, if sonal experience. allowed to develop in an atmosphere of freedom and encouragement, would produce creative, Much of spiritual direction today takes the productive, and complete human beings. Maslow same "growth from within" approach. The retreat saw the role of the parent, therapist, and teacher is a time when the person puts aside outside as promoting the child's own initiative and distraction and attempts to discover God in the exploration rather than as forming the child to a significant movements in his or her life. The aim predetermined ideal. of the spiritual director is not to impose something from the outside but to help the person Carl Rogers expressed this same idea in his understand the divine as it emerges in the writings on counseling and on education. In both thoughts and feelings of the person in prayer. spheres, Rogers argued that real growth takes Growth takes place from the "inside out" rather place only if the helping adult is client-centered, than vice versa. Religion is not pumped into i.e., transferring responsibility to the person people; it is drawn out. being treated or educated rather than attempting to direct the person's growth. Individuals know The Open Religious Educator is critical of better than others what is necessary or appropri- programs that concentrate predominately on ate for their development; they have within extrinsic religious learning, i.e., developing in themselves the resources to solve their own prob- the student religious practices, associations, hab- lems and to grow and learn in the most appropri- its, conditionings, and so forth. Rather the teach- ate way. The person is the discoverer of his or her er is convinced that the "process of becoming a own meaning rather than a passive receptacle for religious person" is the aim of the religion the conclusions and insights of others. Life is a program. The initiative for growth resides in the constant exploration, a striving to listen sensi- person rather than in the environment or a pre- tively to a unique inner voice which prompts the determined curricular sequence. Obviously, as individual to become all that he or she might be. in the development of the "natural self," religious growth is stimulated by the environment, by the message, by the community. But the student is Implications of Open Education for Teaching Religion trusted to grow rather than forced into patterns which someone else has determined. Paralleling The Open Education theory translates quite Maslow's key insight, one might propose that "in

TEACHING—E the normal religious development of healthy students, assisting them in their highly personal children, it is believed that, much of the time, if quest for God. The Open Religious Educator is they are given really free choice, they will dis- eager to help —to provide resources, to answer cover God for themselves." questions, to help the child interpret experience, to provide reaffirmation and acceptance. At the An Open Education approach obviously em- same time, the teacher is convinced that he or she phasizes enlarging the student's capacity for cannot put into the child a body of religious continuous growth. Its stress on religious self- knowledge and practice. As a result, the teacher discovery develops skill in ongoing reflection creates a learning situation which emphasizes and analysis of experience; in the process, it student initiative, questioning, and discovery. creates a set of "religious lenses" through which The teacher is accepting and receptive rather the person can discern the religious and moral than directive and intrusive. The student is made dimensions of that experience. By concentrating to realize that the teacher will help but that the on developing the capacity for self-initiated quest, and ultimately the responsibility, is the growth, the Open Education theory prepares student's, not the teacher's. The teacher is not young people not only to continue self-develop- unlike the spiritual director who is there to help ment after their formal education, but also to but reluctant to interfere with the spiritual move- become creative contributors to the emerging ments that are taking place in the person under Church. Given the shift in emphasis today to the the divine initiative. wide participation of all members of the Catholic community in determining the direction and The curriculum in the Open Education model growth of the Church, the development of emphasizes the natural unfolding of the student's questioning/growing young Catholics seems innate curiosity about God. It focuses on the both appropriate and essential. needs and questions which emerge in both the ordinary and significant experiences of the child. The student is regarded as innately curious; The curriculum, though obviously planned and given a rich and supportive environment, he or divided in general areas, is flexible rather than she is capable of responsible exploration and rigid and is designed to promote exploration of discovery. Students have both the competence questions that naturally arise, rather than ques- and the right to make important decisions about tions that are predetermined by the "logical what they learn and how they learn. Deep within sequence" of the material. There is structure, but there is a natural striving toward God, a "restless the emphasis is on adaptation to individual needs searching" which not only must be allowed but or questions rather than on insistence that "the also must be promoted. There is a conviction plan" be followed at all costs. that this natural movement, inspired by the voice of God calling the person within his or her An individualized program is appropriate in experience, will lead to religious faith. Though other areas of the curriculum because of the this response takes place in the context of the different ways in which students develop, based Christian community and in light of the Christian on individual needs, abilities, learning styles, message, the student, cooperating with the divine and backgrounds. How much more appropriate initiative, is seen as the primary actor. is it that the religion program, focused on the most personal area of individual development, The teacher in the Open Education model of be based on the same sensitivity to the unique religious education is a deeply religious person characteristics of individual learners? who has discovered God in his or her own life and who now becomes an experienced partner to Evaluation in an Open Education religious ed-

TEACHING—E ucation program emphasizes divergent and sub- the abandonment of all content, logic, or direc- jective outcomes rather than uniform and stan- tion. More moderate proponents have tempered dard results. The goal of the program is not to the basic insights of Open Education with the produce predetermined behaviors in each student; realities of the religious education task, e.g., the rather the aim is to stimulate personal reaction. developmental needs of students, the legitimate As a result of shifting the initiative from the direction of the Church. At the same time, the teacher to the student, unique rather than uni- Open Education Religious Educator makes a form responses emerge. Evaluation in the Indi- commitment to a very different religious educa- vidual Fulfillment model avoids traditional mark- tion, a process which emphasizes experience, trust, ing systems and instead moves toward more openness, and self-discovery. As a consequence, descriptive analysis and reporting of outcomes. the Open Religious Educator makes substantial Just as a mark is not assigned to an individual for adjustments in student and teacher roles, in the the personal growth that takes place during a content and environment of instruction, and in retreat or liturgical experience, so also precise the evaluation of outcomes—in the conviction determination of results in the religion classroom that true religious growth can take place only is out of place. from within.

The environment in which religious education takes place is important to the teachers adopting Further Reading on the Open Education Model the Open Education approach. From what has been said, it obviously should be an environment Association for Supervision and Curriculum De- where the student feels at ease, where there is a velopment, Perceiving, Behaving, Becoming: high degree of mutual acceptance and a strong A New Focus for Education (Washington: As- rapport among students and between students sociation for Supervision and Curriculum and teachers. As in open education, the environ- Development, 1962). ment is rich in "religious things"—objects, people, Maslow, Abraham H., Toward a Psychology of events, situations—an environment which raises Being, 2nd ed., (Princeton: Van Nostrand, religious questions for students and stimulates 1968). and allows their natural curiosity about God to Silberman, Charles E., ed., The Open Classroom unfold. This is a key element in religiously Reader (New York: Vintage, 1973). oriented schools which is denied to students in public education: an atmosphere where students and faculty feel free to raise and explore the Note: on the following page is an outline for religious and moral dimensions of ideas, events, using open education as a model for religious decisions, and so on. This sensitivity to the education. religious in all aspects of school life is characteristic of the manner in which all subjects are taught and of the tone of the school in general.

Obviously, as with any basic insight, the Open Rev. Robert R. Newton, author of numerous articles on religious education and educational management, is at present Education emphasis is subject to distortion and assistant to the academic vice-president of Boston College, exaggeration. Some have interpreted it to mean Chestnut Hill, Mass.

TEACHING—E Open Education As a Model for Religious Education

AIM OF RELIGIOUS • to become a religious person EDUCATION

FIRST PRINCIPLE • natural discovery of God within • reflective exploration of the religious dimension in personal experience

TEACHER • a religious guide, helper • the spiritual director model adapted to the classroom

STUDENT • agent, maker of his/her own religious meanings • capable of developing the capacity for life-long religious search and growth

CURRICULUM • founded on the needs/questions/interests/experiences of students • less rigid than flexible; adaptable rather than predetermined

ENVIRONMENT • accepting, reaffirming • rich in religious experiences which stimulate questioning/reflection/growth

EVALUATION • highly individualized • avoiding uniform outcomes • descriptive, subjective rather than traditional grading

ADVOCATES • personalists, immanentists, open educators, experientialists

TEACHING —E Robert R. Newton

Four Models of Teaching Religion: II. The Academic Model of Religious Education

Assumptions and Origins sophistication/ignorance in their students. On both levels, remedial courses seem to be more The back to the basics movement which has appropriate than advanced work. Less and less affected American education generally has been can be presumed; more and more of the basics prompted by serious concern over apparently must be supplied. declining aptitudes and achievements of young Proponents of a more academic emphasis in people. Educators on every level are distressed educational programs generally, and religious and vocal about their students' inadequate mas- education programs in particular, view with tery of basic information and skills. Secondary dismay the lingering effects of the educational schools complain about the poor preparation of movements of the sixties and early seventies elementary school graduates; colleges point to which shifted the curricular emphasis from "what the declining SAT and achievement scores of students should know" either to what students the college applicant pool. American educators wanted to learn or to what teachers, many times sense that something has gone wrong. Our tech- in an attempt to recover student interest and nological advances, better methods of teacher attention, wanted to teach. In the movement preparation, substantially enlarged educational towards relevancy, a systematic, comprehensive expenditures, more rigid standards of certifica- development of basic religious knowledge and tion, increased specialization of educational roles, values was lost. etc. —all should have logically produced more rather than less learning. But the expectation of The academic approach interprets the role of increased outcomes has given way to growing the educational system as preserving, transmit- disappointment with new approaches and a call ting, and enlarging the culture, or, in the case of for a return to tried and true methods. religious education, the religious tradition. Re- ligious continuity is possible only when the new It would be surprising if this general concern generation is introduced to the accumulated over the declining outcomes of education did not wisdom of the past eras and aware of fundamental have impact on religious education. As a matter truths and values which undergird the religion of fact, concern with "religious illiteracy" has and provide the basis for its continuation. been as acute in religious education programs as concern over decreased reading and math scores. Starting with the premise that religious educa- Religion teachers dealing with a school-age pop- tion should transmit first and foremost the tradi- ulation can no longer presume a common reli- tion, the academic model of religious education gious background on which they can build. emerges as a distinctive approach both in terms Professors in theology departments in Catholic of its fundamental goals and its practical impli- colleges discover the total spectrum of religious cations.

TEACHING —E Implications of the Academic Model for Teaching founded on the former. It is the distinctive role Religion of the school and, by delegation, of the teacher to promote knowledge and understanding. Cer- The student in the academic model is viewed as tainly, the school should also provide an envi- an emerging member of the religious community ronment which encourages the "living out" of who must be told "the story" of those who came one's beliefs and values; but knowledge rather before him or her. By developing an under- than action is its peculiar task and strength. standing of the tradition, the young person comes to know who he or she is by discovering and, to The curriculum in an academically oriented the extent possible, reliving the process/journey religious education program follows closely the which has brought the community to this point general categories of religious studies generally: in time. Students in this way are incorporated Scripture, moral theology, systematic theology, into the community, its history, values, and church history, and liturgy. The sequence of beliefs; and they can both live out and enlarge courses is characterized by logical and systematic the message in their own generation and transmit presentation of the key ideas of Christianity. It is it to those who follow them. comprehensive, covering all the enduring values, concepts, and practices that are the substance of In the academic model of religious education, the religious tradition. It demands careful coor- the student is primarily someone who learns dination so that in the end the student has a firm about his or her religion. While the environment grasp of all the areas which are considered essen- obviously nurtures faith, the aim is primarily tial to a complete religious understanding. It understanding. Effective goals and ultimately definitely returns curriculum planning to the religious commitment are the long-range aims; principle that "what should be taught" is more more immediately, the religious education pro- important than what students wish to learn or gram is the instrument which develops the un- what teachers wish to teach. derstanding necessary for this development.

Teachers in academically oriented religious Evaluation focuses on cognitive outcomes. Can education programs are individuals with exten- students recall and do they comprehend funda- sive academic background in religious studies. mental religious beliefs and values? More than Their primary task is to insure that their students simple understanding is sought. Students are develop solid understanding of the religious expected to have mastered, in at least a prelimi- tradition in its various dimensions: its beliefs, nary way, the scholarly methods of Scripture history, moral teaching, ritual expression, etc. scholars, of moral theologians, and so on. It is Though they consider it important to demon- essential that they be capable of thinking critically strate the relevance of religion to their students' about the religious tradition. Thorough knowl- lives, they are more concerned with an accurate edge provides the basis for continuity and con- communication of content. They view approaches tinuation, but it is vital that the students be which stress immediate problems/issues, whether prepared to apply, adapt, and synthesize the personal or social, with suspicion, arguing that religious tradition in a way which makes sense to such methods exchange short-term gains for their age and which passes the tradition to the more substantial long-term personal growth. next generation enlarged and enriched. Evalua- And they argue that students who are religiously tion of knowledge and critical skills is carried out illiterate are ill-prepared to enlarge and transmit in fairly traditional ways. Students are tested on the tradition to future generations. Though their comprehension and on their ability to use knowledge is not virtue, the latter must be creatively what they have learned. The grading

TEACHING —E system is similar to that employed in other disci- background. There may be too much content plines. and instruction and too little of either the activities or the environment which nurtures religious The environment in an academically oriented faith. The academic approach to religious educa- religious education program stresses learning tion is an important model and one which con- and knowledge. In schools, religion is regarded tinues to increase in strength and advocates as a as a major academic discipline, equal in the response to the mood of the times. minds of faculty and students to any other subject in the school. Standards for performance, as noted above, are similar to other subjects. Stu- Further Reading on the Academic Model dents "work hard" in religion courses. The school or program prides itself, not only on the compre- Bruner, Jerome S., The Process of Education (New hensive and systematically organized religion York: Vintage, 1960). sequence, but also on the academic training and McNeil, John D., "The Academic Subject Curri- competence of its teachers and the thorough culum" in Curriculum: A Comprehensive knowledge of its graduates. Introduction (New York: Little, 1979).

The academic religious education model's strength is the concern for content as the focus of Note: on the following page is an outline for a complete religious education. It emphasizes using the Academic Model in religious educa- continuity with the past and an investment in the tion. fundamental knowledge, beliefs, and practices which will insure the continuation of the religious tradition. Those less enthusiastic about a strong academic approach interpret as a weak- ness the same characteristic that proponents see as a strength. By emphasizing the systematic Dr. Robert R. Newton, author of numerous articles on communication of the tradition, the personal religious education and educational management, is at present assistant to the academic vice-president of Boston interests/needs of the individual recede into the College, Chestnut Hill, Mass.

TEACHING —E The Academic Model of Religious Education

AIM OF RELIGIOUS • to know, comprehend, and be able to critically EDUCATION adapt the religious tradition

FIRST PRINCIPLE • thorough religious knowledge as the basis of religious development

TEACHER • a scholar, well-trained in the religious disciplines

STUDENT • capable of understanding, of creatively adapting, and of transmitting the religious tradition to the next generation.

CURRICULUM • current theological insights presented so that students understand both the content and methods of religious studies

ENVIRONMENT • academic atmosphere which stresses knowledge

EVALUATION • traditional testing/grading system as in other subjects

ADVOCATES • religious scholars • back-to-the-basics advocates

TEACHING—E Robert R. Newton

Four Models of Teaching Religion: III. The Educational Technology Model

Assumptions and Origins never pursued the development of a validated, effective science of teaching. Perhaps the most pervasive movement in Amer- ican education during the past decade has been The educational technologist proposes that a the attempt to interpret all aspects of education simple but powerful paradigm should be the in terms of specific outcomes. Central to this inner structure of all educational planning. movement is the clear statement of the knowledge, skills, attitudes, and practices that students are expected to acquire as a result of instruction; assessment of definition of precise needs objectives based on the these outcomes are then restated as the precise needs objectives of the instructional program. The "management of education by objectives" derives in large part from behaviorist psychology, which selection or elaboration of emphasizes the definition of terminal behaviors a program designed to achieve the objectives as the first and most vital step in learning. It is a different approach insofar as it concentrates

much more attention on defining the behavioral feedback in order to evaluation of whether the changes desired prior to any other educational improve the system program has in fact achieved the objectives decisions; an objective is in reality the definition of an outcome with a precision formerly thought either impossible or inappropriate in education. This approach has a number of distinct ad- The attempt to devise a highly scientific ap- vantages. It insists that instruction be matched proach to teaching and learning has aptly been to the real needs of students. Obviously it also termed "the educational technology move- assumes that educators will have defined, prior ment." to the inception of the educational process, the behaviors they regard as learning. Rather than In large part, educational technology is a beginning instruction with general and usually reaction against the generally fuzzy goals and vague goals, the educational technology move- hit-or-miss methods that have characterized ment requires that the outcomes expected be schooling. Proponents of educational technolo- stated in terms of observable student behaviors. gy point to the giant strides other areas (e.g., Clearly defined objectives then provide a new medicine, industry) have taken through the and more powerful criterion for the selection of development of technology derived from basic instructional content and methods. Evaluation ex- scientific insights. They argue that education plores the link between the program selected has never taken research seriously and has and the achievement of the outcomes defined

TEACHING—E and then returns information into the system in clearly defined outcomes and provide the ap- order to improve it. Explicit and rigorous propriate reinforcements can produce the des- application of this model, its proponents argue, ignated religious behaviors. In the educational will make teaching and learning more purposeful technology model the student is seen as moving and will build into the process the information through successive, clearly defined stages to full and evaluation which promote its continual im- development as a religious person. provement. The teaching/learning unit thus becomes increasingly more effective with continued Teachers in the educational technology model use; shifting goals and erratic methods are are highly skilled technicians, applying the best replaced with a systematic design for the defini- possible treatment to meet individual student tion and improvement of education. needs. They are obviously familiar with the behavioral objectives approach to instruction The impact of the educational technology on and skilled in diagnosing student needs, either religious education has been significant. Na- through the use of existing evaluative instru- tional religious associations, diocesan offices, ments or by devising their own. Similarly, once individual school faculties and teachers began student needs are defined, educational technol- to define their goals in terms of behavioral ogy teachers match objectives with needs and objectives. Textbook and instructional materials prescribe the proper program to achieve the publishers responded by redesigning units to desired outcomes. Teachers in this model are incorporate the educational technology model. also committed to and skilled in evaluative The serious and almost immediate interest of techniques which measure student achievements religious education in this model stemmed as a result of instruction. In general, teachers from two factors: (1) the realization that in no are committed to the educational technology area of the curriculum were objectives less clear paradigm and are systematic and scientific in than in the teaching of religion, and (2) the their approach to religious education. growing awareness that because of a variety of environmental factors traditional religious edu- The curriculum in the educational technology cation approaches seemed to be producing less approach is a carefully defined, sequentially and less in the way of religious knowledge, planned series of objectives and outcomes. A beliefs, attitudes, and practices. Consequently, master outline provides an overview of the the educational technology movement found entire program and defines what is to be a- fertile ground in Catholic religious circles and chieved at each stage of the process. The was quickly elaborated into a model of religious program is comprehensive inasmuch as it in- education. cludes all elements of knowledge, belief, attitude, and practice that constitute religious behavior. It is carefully sequenced and proposes objectives Implications of Educational Technology for Teaching and programs suited to the developing needs of Religion students in various stages of development. The program moves from the simple to the complex The student in the educational technology model in all phases of religious behavior. The curricu- is viewed as capable of achieving the knowledge, lum is a tightly organized, systematic outline attitudes, beliefs, and practices that normally for religious instruction. define a religious person. Educational technol- ogists accept fully the premise that the student Evaluation in the educational technology ap- is a highly adaptable respondent; properly de- proach focuses on observable outcomes. Well- signed educational strategies which identify defined objectives have provided clear targets

TEACHING—E

PACE 11 to subscribers of PACE 11 and may not be used by others without explicit permission of the publisher. since a properly defined objective contains model is its insistence on the clear definition of within its statement the criterion by which its purpose in religion programs. It is convinced accomplishment can be measured. Consistent that religion programs will never accomplish with the aim of the model, the evaluative phase what they seek unless they define with precision is vital for two reasons: (1) it indicates whether what it is. It is difficult to dispute this logic, the student has achieved the desired outcome or especially given the confusion and lack of direc- not, resulting in a decision about the appropriate tion that has plagued the teaching of religion next treatment for the student; and (2) it throughout the past two decades. provides data on the effectiveness of the instructional strategy employed, data which can be Opponents of the educational technology used to improve the system and eventually movement in religious education argue that the student outcomes. Evaluation provides the key model forces what is basically a creative and to the constant improvement of religious in- personal endeavor into a process which is too struction through the elaboration of better and systematic and which, if implemented to its full better instructional systems. logical conclusion, leaves little room for the 'Spirit' or choice. The environment in an educational technology religious education program provides constant Whether religious educators are for or against reinforcement to ensure the development of the the model, there is no one who would deny that appropriate religious behaviors. This applies the educational technology model of religious not only to positive reinforcement within the education has had and will continue to have a classroom but also to the content and structure powerful impact on American religious educa- of rewards in the institution or program more tion. generally. The educational technologist, in ac- cord with the more general behaviorist approach, is convinced that the environment plays the key Further Reading on the Educational Technology role in the molding of behaviors. Careful plan- Model ning goes into providing the proper atmosphere to promote the emergence of the desired behav- Lee, James Michael, The Shape of Religious In- iors. struction: A Social-Science Approach (Dayton, Ohio: Pflaum, 1971). The advocates of the educational technology Newton, Robert R., "Having Your Educational approach are religious educators, parents, church Cake and Eating It Too: Behavioral Objec- officials, etc., who are convinced that religious tives for Open Educators," The Living Light education must be approached more systemati- (Summer, 1972), pp. 33-42. cally in the design of programs, in the training of teachers, and in the evaluation of outcomes. There is a concern that religious education not Note: on the following page is an outline for fall behind other disciplines which are becoming using the Educational Technology Model in more scientific in approach and more effective religious education. in producing outcomes. Advocates of the educational technology movement in religious education are echoing the concerns of their secular counterparts for greater purpose and closer Dr. Robert R. Newton, author of numerous articles on accountability in education. religious education and educational management, is at present assistant to the academic vice-president of Boston The strength of the educational technology College, Chestnut Hill, Mass.

TEACHING—E The Educational Technology Model of Religious Education

AIM OF RELIGIOUS • to produce religious persons through changes in EDUCATION behavior

FIRST PRINCIPLE • clear objectives • positive reinforcement as the key to religious growth

TEACHER • an educational technologist skilled in diagnosis, prescription, and evaluation of religious outcomes

STUDENT • an adaptable respondent to religious education strategies

CURRICULUM • sequentially arranged, precisely defined performance objectives

ENVIRONMENT • carefully designed to promote changes in behavior

EVALUATION • an essential component; focus on specific religious behaviors

ADVOCATES • behavioral objectives advocates • scientific managers

TEACHING—E Robert R. Newton

Four Models of Teaching Religion: IV. The Social Reconstruction Model

Assumptions of the Social Reconstruction Model of poisoning of the environment, the proliferation Religious Education of nuclear arms, etc.

During the past several decades both religious Equally vigorous in the past decade and a half and secular educators have felt the need to has been the movement within the Church to provide an educational response to the demand reemphasize the gospel of social justice. Papal that schools train students to an active concern documents, statements of conferences of bishops, for the major social issues of contemporary conclusions of religious congregations and chap- society. The call to use schools as agencies to ters, and so on have reflected the resurgence of reconstruct society is not a new emphasis but the concern that social justice be at the heart of more the reemergence of a longstanding trend in the Catholic educational effort. The National American education. Probably the best known Catechetical Directory highlights the role of cate- proponent of this theory was John Dewey. chesis in bringing people to a recognition of "their individual and collective obligations to Dewey envisioned the school as the major strive to overcome the grave injustices in the force in the continual renewal of a democratic world." society. He saw education as "the fundamental method of social progress." By making the society The underlying assumption in these move- of the school itself a laboratory in democratic ments in the American Church is that the educa- participation and by using instructional methods tional agencies of the Church are instruments which promoted systematic inquiry, Dewey which can produce individuals capable of and aimed to produce individuals who could think motivated to changing society for the better. freely and reflectively, who had an awareness of Schools, whether secular or religious, are viewed how a democratic society functions, and who had as effective only when their graduates work a strong social consciousness. toward the improvement of society.

Others such as Harold Rugg and George Counts preached the gospel of social reform Implications of Social Reconstruction for Teaching approach to schooling even more directly, asking Religion "dare the school build a new social order?" For many modern-day social reconstruction proph- The Social Reconstruction model suggests a very ets, the social reform role of the school has not distinct approach to religious education. In fact, changed though the issues schools are called this approach was rather well developed during upon to confront have shifted, e.g., the glaring the first part of the twentieth century in Protes- inequities in the use of world resources, the tant religious education circles as the socio-cul-

TEACHING—E

Copyright 1981 by Saint Mary's Press, Winona, Minnesota 55987. Permission to reproduce any material on this page is granted only PACE 11 to subscribers of PACE 11 and may not be used by others without explicit permission of the publisher. tural approach to religious education. It sought share his/her knowledge and experience with to shift emphasis from the more traditional aim students. While there is full realization that of transmitting the message of Christianity to knowledge is important, direct experience is providing the vital social interaction in which viewed as equally if not more vital in developing Christianity could be recreated by confronting persons bent on Christian social reform. The the major social problems of an era. The primary teacher sees the classroom as flexible and open emphasis on the salvation of individuals was to and as flowing out into the community to allow be replaced by the broader aim of social recon- students direct contact with the destructive con- struction, the creative, religiously inspired solu- sequences of social injustice. He/she is not only a tion to vital social issues. teacher in the traditional sense but also a coordi- nator of social justice activities, a guide who Social reconstructionists of previous eras, as helps students individually or in groups reflect well as the contemporary advocates, are critical on and derive insights from their experiences. of religious education approaches which do not produce Christian change-agents. Today the The curriculum in the Social Reconstruction Church is saying that social justice is a constitu- model emphasizes issues that are of critical con- tive element of the gospel and that one cannot be cern in the real world. Though the "message" is a Christian unless he/she is actively engaged in not neglected, it is interpreted in the light of its the solution of social problems. Critics claim that relevance to pressing human problems. The most religious education programs have been ethical dimensions of current issues and events unconcerned about this call from the Church are probed; the gospel is read in the light of its and are ineffective in dealing with vital social radical challenge to contemporary values and issues and in confronting the prejudice and mores. Since attitudes are formed more through unjust structures which dehumanize individuals, personal experience than through information, groups, and even nations. They argue that the the curriculum is planned to allow the student criterion of success of a religious school should easy movement between the classroom and the be the degree to which the school produces community. The program aims to inculcate pat- individuals bent on the Christian reformation of terns of social action as well as to awaken more society. sensitivities; thus the program looks to personal involvement in significant issues and events. The student in the Social Reconstruction model Obviously, this is adapted to the maturity and is viewed as capable, through serious reflection, capacities of students. At the same time, the aim, of developing sensitivity to religious and moral no matter what the level of instruction, is the values. Further, the student is seen as a potential- same: to demonstrate the importance of living ly powerful actor in the social drama; through out- one's Christian commitment. participation in the society of the school and an emphasis on experiential contact with real prob- It is important to emphasize that the curricu- lems, he/she can become a vigorous agent of lum in a Social Reconstruction approach concen- social change, eager to better human society and trates on both process and substance. The "what" build the Kingdom of God on earth. of the curriculum focuses on serious societal problems and aims at the development of indi- The teacher in the Social Reconstruction model viduals who are carefully informed and morally of religious education is an ethically sensitive sensitive. The "how" of the curriculum empha- and socially active Christian. Starting from per- sizes a process which develops a "problem-solving sonal contact with the problems of social injustice, approach" to issues and situations. Students are, the Social Reconstruction teacher is eager to to the extent possible, active participants in social

TEACHING—E justice issues and persons who can confront and emphasis in religious education programs for work toward the solution of the injustices which young people. They suggest that it may be more surround them. appropriate to focus on building a foundation of personal knowledge and belief out of which social Evaluation in a Social Reconstruction religious action can eventually emerge. A preoccupation education program is primarily concerned with with or precipitous involvement in social justice qualitative change in the student's values, atti- activities may leave unformed the essential per- tudes, and activities. What the student knows is sonal faith which must be the motivating force of not disregarded, but what the student does be- all serious Christian social action. comes the center of concern. In this model there is a much greater effort to measure moral devel- Whatever the ultimate conclusion about the opment and activity than in a more traditional Social Reconstruction model, it poses a signifi- program. Proponents of this theory take seriously cant challenge to contemporary religious educa- the warning of many Church officials that unless tors. Catholic schools produce "persons for others" they have essentially failed to respond to the challenge of the times. Further Reading on the Social Reconstruction Model

The environment in which religious education Burgess, Harold W., "The Socio-Cultural Theo- takes place, both in the classroom and the com- retical Approach to Religious Education" in munity, promotes reflection and personal action. An Invitation to Religious Education (Mishawa- The classroom or school itself becomes the model ka, IN: Religious Education Press, 1975). of a just society in which values are explored, Ogletree, Thomas W., "The Gospel as Power: articulated, and lived. The "medium is the mes- Explorations in a Theology of Social Change" sage" as students both experience the moral in New Theology No. 8, edited by Martin E. sensitivity of a value-oriented Christian commu- Marty and Dean G. Peerman (New York: nity and also commit themselves to the struggle Macmillan, 1971). for the betterment of society. Van Til, William, ed., Curriculum: The Quest for Relevance (Boston: Houghton Mifflin, 1974). The Social Reconstruction model of religious education has many attractive features. It re- sponds directly to the Christian concern for social Note: on the following page is an outline for justice by incorporating critical social issues into using the Social Reconstruction Model of reli- the curriculum. At a time when people of good gious education. will generally are concerned about humanity's apparent rush toward self-destruction, the Social Reconstructionists' call to enlist the schools in the struggle for a more just society seems not only appropriate but essential. Critics of the Dr. Robert R. Newton, author of numerous articles on model, the the other hand, suggest that it may be religious education and educational management, is at present assistant to the academic vice-president of Boston too sophisticated to become the predominant College, Chestnut Hill, Mass.

TEACHING —E The Social Reconstruction Model of Religious Education

AIM OF RELIGIOUS • to produce Christian change agents EDUCATION

FIRST PRINCIPLE • religious education programs are instruments to produce apostles of social justice

TEACHER • a morally sensitive social activist

STUDENT • potentially a "person for others"

CURRICULUM • substance: social/ethical issues in a Christian perspective • process: problem-solving, active involvement

ENVIRONMENT • easy movement between classroom and community • a just society within the school/program itself

EVALUATION • focus on change in attitudes, observed behaviors • focus on what is lived rather than what is known

ADVOCATES • social activists • Church leadership

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