St Michael’s Primary School, Lane Cove, Sydney mages&hl=en&rlz=1W1ADFA_enAU470&prmd=imv ns&tbm=isch&tbo=u&source=univ&sa=X&ei=5hdpT 7WrLbCyiQeU79mNCg&sqi=2&ved=0CFUQsAQ&bi w=1600&bih=900 Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

Catechism refers to a book, mainly short questions and answers, easily memorized and reproduced (Ryan, 2007). Catechist is a person from the church leading others to the Christian faith. Catechesis (katechein), a word used to describe the process of echoing or resounding”. Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

As Lombaert (1986) states that catechetical instruction during the last fifty years became complex and extensive. Strengths of Catechism Approach  Catechism produced good memories in students.  Classroom teachers found it easy to employ.  Consistency of practice, a way of teaching the masses.  Children were being taught about their faith was orthodox. Kim M m/tag/children/ Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

 Emphasised on rote recall and rote memorisation. Inflexibility in the learning.  Repetitive and regurgitation without thought, students would get bored.  Children did not appreciate the meaning.  Lack of room for criticism, alternative explanations and doubt (Ryan, 2007).  Overemphasis of authority. Teacher-centred approach. Rapid changes in the modern world and with the central event for Catholics was the Second Vatican Council ( ) bought ideas which shaped religious education and Catholic tradition. Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

The word Kerygma means a “herald of good news”. Strengths of Kerygmatic Approach and Vatican II  In Australia, “ My Way to God” text were bright coloured text, large format and cheerful.  Text was to gain a deeper understanding of the stories.  Joyful proclamation of the good news of salvation.  Engage in with biblical stories, making connections with their own world.  Teaching manuals was provided. iw=1600&bih=900 Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

 Students were taught foreign to their parents.  Similar material presented in the same way each year level, boredom for the students.  Lack of preparation time for many of the teachers.  Did not address socio-cultural diversity or have input from one’s philosophical or person understanding of spirituality or faith.  More concern with the content than the teaching method. If catechesis was to be meaningful for students in Australian Catholic schools, more emphasise on life experience and interest of the students was required (Ryan, 2007). Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

For religious education, this period (1970’s) was the most turbulent. Life experiences emphasized the person’s own experience. Religion was a way of life (Lovat, 2002). Strengths of Life experience catechesis  Australian textbooks, ‘Come Alive’, person’s own experience.  Students experiences and making the connections and deepened understanding.  Teacher as a facilitator.  Nurturing and developing their Christian faith (Ryan, 2007).  Four point plan including; Experience Shared; Reflection Deepened; Faith Expressed; and, Insights Reinforced. Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

 Uncomfortable with sharing feeling.  ‘Manufactured’ experiences from students to please the teacher.  Many saw this approach a waste of time.  Lacked clear, systematic curriculum content.  Religious education was evaluated subjectively.  Teachers seen as a group counsellor. There was a lack of balance of the traditional and historical content which is important for students to learn. Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

Groome, attempts to bring back the balance and critical dimension. Praxis is defined as “ a combining of theory and practice with a view to change” (Lovat, 2002 p. 22). Strengths of Shared Christian Praxis  Christian tradition in accordance with their own needs & interests.  ‘Inform, form and transform’, to share their personal experiences in ways that they feel comfortable.  Allows students to learn and understand the tradition which is critical and personally relevant.  Religious education and catechesis should work together (Groome, 1992). Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

 Expectation of a required response from students. Perceived as a ‘Hoop’(Ryan, 2007).  Commercially produced teaching materials were not appropriate or helpful.  Many students and teachers felt lessons were forced and too predictable (Ryan, 2007). “ The issues of openness and freedom are central to the ideas of other religious education” (Ryan, 2007, p.125). Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

During 1980’s, several theorists proposed approaches which incorporated intellectual dimensions. ‘Teaching the people’ (Moran, 1991, p.249). Strengths in the Educational Approach to Religious Education  This approach was more in line with other curriculum areas. Students taking it more seriously.  “Assist people to think, feel, imagine, act and grow religiously in an intelligent manner” (Ryan, 2007, p.143).  Intellectually master the traditions and values, not required to share or discuss their personal faith, ’Zone of freedom’.  Comparisons for other traditions. Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

 Too academic and not sufficiently religious.  Lack of clarity in the aims and processes.  Greater expectation on the teacher with higher knowledge or greater levels of religious literacy.  Flynn suggested division between faith and religious education. The search for balance of intellectual development of students and also the nurturing of the personal and relational dimensions of religious understanding. Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

In 1990’s, Australia followed Great Britain to study major world religions for Senior Secondary students. Vatican II opened dialogue with other religions, seeking understanding and working towards a just, free and peaceful world. Strengths of the Study of Religion  Appreciation of different cultures, Increase tolerance and social harmony.  Social context and multiculturalism in Australia.  Not require to share their personal beliefs.  More faith intensive approaches without the disadvantages of a lack of freedom.  Resources and materials were plentiful. Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

 Engagement is dependent on the teacher’s lessons and activities.  Teacher needs knowledge on a wide range of religions.  Creating or modifying activities to suit students needs may be time consuming for the teachers.  Large amount of preparation and resources are required.  Lack personal relevance therefore not engaging the students.  Lack attention to the Catholic Tradition. As McArdle suggests that teaching world religion remains an important challenge for the Australian society (McArdle, 2003). Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation

God calls David. In My way to God: Book 4. (p ). (1964). Sydney: E.J. Dwyer Groome, T. (1992). Catechesis and religious education: ‘Let’s stay together’. Living Light, 29(3), Lombaerts, H. (1986). Religious education today and the catechism. Word in Life. 34(1), Lovat, T. (2002). Life-centred models of religious education. In What is this thing called religious education?: A decade on (p ). Katoomba: Social Science Press. Lovat, T. (2002). What is this thing called RE: A decade on? Katoomba: Social Science Press. Lovell, D. (Ed.). (1977). Here and now: You and your communities. (p. 2-5). East Malvern: Dove Communications. Marthaler, B (1983). The modern Catechetical movement in Roman Catholicism: Issues and personalities. In Michael Warren, (Ed.). Sourcebook for modern catechetics. (p ). Winona: St Mary’s Press. McArdle, P. (2003). How to teach religions of the world: A consideration of the NSW experience. Studies of Religion Journal of Religious Education. 51 (2), Moran, G. (1991). Understanding religion and being religious. Professional Approaches for Christian Educators O’Murchu, D. (1991). The Kingdom of God: The comtemporary challenge. Compass Theology Review. 25 (1), Primer catechism for use in junior grades. (p.10-15). (no date). Rossiter, G. (1986). The place of faith in classroom religious education. Catholic School Studies, 59 (2), Ryan, M. (2007). A common search: The history and forms of religious education in Catholic Schools. Brisbane: Lumine Press References of Images CyiQeU79mNCg&sqi=2&ved=0CFUQsAQ&biw=1600&bih= &tbo=u&source=univ&sa=X&ei=HK5xT5ygN_GNiAfGsLnkDw&ved=0CCQQsAQ&biw=1600&bih= Kim Melloy EDRE515 Assignment 1: PowerPoint Presentation