1. Trends and Issues in the Religious Education Literature
Catholic Education
Trends and Issues in the
Religious Education Literature

2. Nine Religious Education Journals 2000 – present (April 2015)
Journal of Catholic Education,
International Journal in Catholic Education,
Journal of Catholic Studies (Australia),
Religion & Education,
British Journal of Religious Education,
Journal of Beliefs and Values,
Journal of Research on Christian Education,
Religious Education Journal of Australia

3. Recurring topics
Read internationally but frame of reference was Canadian – specifically Albertan
Found a great diversity of topics but most could be categorized into one of four themes:
Common definition
Nemo dat quod non habet
A secular age
What are human rights?
Fifth issue should have been present but no one was talking about!

4. What is Religious Education?
Pre-evangelization?
Evangelization?
Catechesis?
Religious education?
Religious Studies?
Theology?
Tolerance?
Faith?
Conversion?
Appropriation?
Indoctrination?
Assimilation?
Social Science?
Family?
Parish?
School?
Individual?
Communal?

5. What does this lack of clarity mean?
Rymarz suggests that this inability to clearly articulate a definition and differentiation leaves schools and teachers without clear aims and objectives. He asks, “What are the aims of religious education programs in Canadian Catholic schools for students who are not, and have no strong desire to become, “young believers” or “living the way of Christ”? Rymarz offers a series of problems that occur if we do not answer this question adequately. Ultimately he suggests that we see religious education in Canadian Catholic schools as outlined in the GDC: they (approaches) are separate and we need to focus on religious education but always maintain that good religious education can lead to faith and the need for catechesis. This article provides an interesting dilemma and reflection for Canadian Catholic schools. The approach taken appears to be a shotgun of methods and ideologies including religious education and catechesis.

6. How do we form Catholic Teachers?
Historically – professed religious taught (modelled) through “word and deed”.
Laity trained in secular institutes today
“Catholic” culture not as pervasive – modern culture anti-Christian in many cases
Extra programs? Personal formation?
Ongoing division formation?
Expectations of our teachers?
Can we force another to “believe”?
Faith of the administration is dominant factor – a school, and its staff, is only as Catholic as its principal

7. Postmodernism and Catholic Education
What is modern? Postmodern? Post postmodern?
Secular? Post Secular? Post Christian?
Objective vs subjective? What is truth?
Spirituality vs Religion?
Individual and communal?
Plurality of “truths” – School must reflect this diversity
Freedom of religion vs. Freedom from religion

8. Legal Issues in Canadian Catholic Education
Casagrande v. Hinton (pregnant single mother), Caudwell v. Steward (divorce and remarriage), Buterman v. GSACRD (transgender) and “human” rights
Hall v Durham (Prom date) and Bill 10 (GSAs)
Loyola High School v. Quebec (curriculum)
Interesting – Courts tend to side with individual students (Hall) but with the school divisions on religious freedom of institutions issues (Loyola, human resources)

9. Ecospirituality, Ecopedagogy and Catholic Education
Found less than five articles out of approximately 200 in the 16 years of publications reviewed that were on this topic.
Only two directly dealing with teaching creation spirituality to students
Recent poll (AP, Aug19, 2015) only 39% of Catholic have heard of Laudato si and less than 20% heard about it at mass.
Few Catholics know the Church’s position on environmental issues
Far too many Christians believe that dominion means domination (Gen.

10. Peace with All Creation (1990) St. John Paul II
An education in ecological responsibility is urgent: responsibility for oneself, for others, and for the earth. This education cannot be rooted in mere sentiment or empty wishes. Its purpose cannot be ideological or political. It must not be based on a rejection of the modern world or a vague desire to return to some "paradise lost”. Instead, a true education in responsibility entails a genuine conversion in ways of thought and behaviour. Churches and religious bodies, non-governmental and governmental organizations, indeed all members of society, have a precise role to play in such education. (#13)
Read Laudato si!