1. Core Values in Our Schools
Exploring Possibilities and Tensions in the ETB School Context

2. An ETB Philosophy of Education
Public entities, it is argued, are required to ‘understand, articulate and continually review their public value aims’ (Williams and Shearer, 2011, p. 7) through an on-going process of dialogue and deliberation.
Such considerations underpin the need felt by the ETB sector to explore and articulate the ‘characteristic spirit’ that guides their schools and to devise a sector-wide philosophy by questioning, discussing and articulating ‘the good of education’ (Trant, 1998; Dunne, 1995) as provided in them.

3. Setting the International Context
‘Despite different national contexts, there is one striking similarity..the identified tension nowadays in religious education between the formerly self-evident linkage to Church and confessionalism and the increasing respectfulness to democratic values of pluralism in modern society’ (Berit Askling, ‘Religious Education at the Crossroads’)

4. Different Levels of Ethos
School ethos at any given time is the outcome of a number of influences; [James Norman]
1. Instrumental Ethos - curriculum
2. Organisational Ethos - admin, religion etc
3.The expressive culture of the school – relationships

5. ‘Characteristic Spirit’
1998 Education Act. Section 15(2)(b), outlines,
the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school

6. How is Ethos Formed?

7. Goya – As If They Were Another Breed

8. Pollock – Convergence (1952)

9. The Irish Context of Schooling – A Peculiar Reality 2018
Almost uniquely in Europe, Ireland has a monopolistic denominational tradition in schools
96% of primary schools being denominational, with 90% Catholic and 6% Protestant (2 Islamic schools/1 Jewish)
4% of schools ‘multi-denominational’ (80+ Educate Together/12 Community N.S. ETB)

10. 36% of Post-Primary ETB
In some 36% of the 723 recognised post-primary schools were under the management of ETBs.
The concepts of patron and characteristic spirit did not apply to ETB schools prior to the 1998 Education Act.
Almost twenty years later, a sector-wide understanding of the underpinning values of the ETB sector has yet to be developed and explicated (UL Global Report 2016 )
Nonetheless, although there are differences across contexts, ETB schools are considered to be ‘multi-denominational’ schools for the most part

11. Diversity Beyond Religion
‘It is important to acknowledge that catering for diversity in our schools does not solely focus on the religious and cultural dimensions of the student population’ (UL Global Report 2016)

12. Challenges
‘It is arguable that one of the greatest challenges to the ETB sector will be presented by the significantly denominational nature of their many of their schools’ (Darmody & Smyth, 2013)

13. Variables Relationship between School and Parents/ Community
Teacher-Student Relationships
Student-Student/Teacher-Teacher Relations
Academic/Curricular Issues
Organisational Structure – Principal/Teachers Relation (Hierarchy)
Self-Understanding of School (Ethos/C.S.)

14. Variables In Values Education
GENDER
SEXUALITY
CLASS
ETHNICITY
RELIGION

15. Variables
Identity
Class
Gender
Academic
Sexuality
Ethnicity
Religion

16. Ethos and Irish State Schools
What in your view are the most important aspects of the state role and responsibility in relation to diversity and religion in schools, especially in pluralist societies? Discuss from an ETB school perspective.
Pay particular attention to the difference between designated and nondesignated ETB schools.

17. Ethos and Irish State Schools
Also, how should we understand the relation between the ETB Primary and Secondary Sectors?
A triangular relation between Designated ETB, Nondesignated ETB and Community National Schools?

18. A Separate Articulation?
Questions to be explored include; Is there a need for a separate articulation of characteristic spirit and core values for designated schools?
Given that ETB’s are individual patrons, how can a consistency of Core Values be maintained across all schools in the country?

19. 2 Interpretations
One interpretation (A) sees the designated ETB school as a denominational form of schooling and the nondesignated ETB school as a multi-denominational form of schooling
Another interpretation (B) sees the ETB school as multi-denominational, but as involving distinct approaches to religion

20. A. ETB Core Values in Schools
Designated Schools
NonDesignated ETB Schools
Community National Schools

21. B. ETB Core Values in Schools
Designated Schools
NonDesignated Schools
Community National Schools

22. Core Values

23. Religious Provision
‘The evidence indicates that religion in ETB schools is a complex issue. Schools appear to have a wide range of attitudes to and arrangements for religion and religious education in the participating schools. This is particularly evident when the distinction between designated community colleges and non-designated schools is taken into account’ (UL Global Report 2016)

24. A Significant Finding Re. CS
Table 18: Teachers’ stated level of understanding of characteristic spirit
Level of understanding
Frequency
Percentage
Excellent 9
7.1%
Good 35
27.8%
Average 47
38.2%
Poor 21
17.1%
No Understanding 11
8.9%

25. Teacher Views
‘What is the characteristic spirit? That's the million dollar question…. The fact that I can't succinctly say what the characteristic spirit is, is disappointing for me… I suppose sometimes it depends on the day of the week’ (Key Personnel, School 14).
‘‘Tis a kind of a strange one’.

26. Community National Schools
Fundamental principles (2012 NCCA)
Whole Child Development
Parent is primary educator
Respect for and Celebration of Diversity of Beliefs
School Community/Process Curriculum

27. Broader Issues of ETB Ethos
The understanding or labelling of ETB characteristic spirit requires thought. Should there be an overarching term selected for defining the status of ETB schools?
E.g. multi-denominational or non-denominational- are these labels too restrictive as they focus just on matters of religion?

28. Broader Issues of ETB Ethos
Other possible options to be considered
Democratic Schools
Equality Based Schools
Common Schools
Citizen Schools
Open Schools Etc.
The understanding should be sufficient to allow Community National Schools to be a subset of the chosen category

29. ‘Participation – it is all the better to eat you with my children’

30. END