MODULE: RELIGIOUS EDUCATION (HISTORY AND PHILOSOPHY) –ESSAY GUIDANCE EXAMPLE /STRUCTURE
QUESTION: Using a reading of Our Faith Story BY Patrick Purnell- SEE EXCERPTS BELOW PP. 3)
Explain the three terms Evangelisation, Catechesis ad Religious Education, and explore their relationship to one another. (1500 WORDS)
| SECTION | REFLECTIONS | SOURCES |
| INTRODUCTION (100 words) | Set out the need to differentiate between intentions of each activity, target audience and likely/desired outcomes, who does what with whom when and where? | Purnell pp.63-75 |
| Paragraph 1 What is Evangelisation?
(200 words) | Etymology-conversion-recommitment-agnostics, atheists, apostates, other faiths, secular society-believing and living the gospel- missionary work- parish and school missions-public witness– faith in action | Mark 16:15 St Pope Paul V1 |
| Paragraph 2 What is Catechesis?
(200 words) | Etymology-instruction-catechists and catechumenate-Sacraments: Baptism, First Communion, Confirmation, Marriage-Rite of Christian Initiation of Adults (RCIA) | Purnell pp.63-75 2 Corinthians 4:5-7 |
| Paragraph 3 What is Religious Education?
(200 words)
| The Catholic School- teaching and learning-religious literacy-curricula-pupils, students, adult learners, knowledge, understanding and skills-enthusiasm and independent learning
| Purnell pp.72-75
CES website (see left) |
| Paragraph 4 Evangelisation and Catechesis (200 words) | Evangelisation can precede catechesis (conversion – formal catechesis can precede deep-felt evangelization (recommitment) – evangelization can recur- catechesis can be a lifelong process – evangelisation = inspiration, catechesis= perspiration? | Purnellpp.63-75 |
| Paragraph 5 Evangelisation and Religious Education (200 words) | Evangelisation is separate to education but can result from it – education can result from evangelization but remains separate – popular confusion of faith school’s educational role with their evangelical role – Section 48 ofsted – ethos of a school and religious education in a school: supportive of each other | Purnell 63-75 |
| Paragraph 6 Catechesis and Religious Education (200 words) | History of catechesis in/with schools- move to parish-based catechesis –partnership parish/school/family – catechesis has elements of education –education supports catechesis | Purnell 63-75 |
| Conclusion (150 words) words) | Purnell summary of definitions and relationships and personal reflection | |
READING
- Educating Today and Tomorrow: A Renewing Passion http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_doc_20140407_educare-oggi-e-domani_en.html
- Pithy Purnell. Our Faith Story (Chelmsford: Harper Collins 1995)
- Evaluating the Distinctive Nature of the Catholic School http://www.cesew.org.uk/
- Pastoral letter from Bishops’ Conference of England & Wales on Catholic schools (May 2000) http://www.portsmouthdiocese.org.uk/bishop/pastoral_letters/20161002-BoP-PL-Catholic-Schools-A4.pdf
https://cisva.bc.ca/info/pastoral-letter-on-catholic-schools/
- The Catholic School on the threshold of the new millennium http://www.cesew.org.uk/
Gravissium Educationis http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_decl_19651028_gravissimum-educationis_en.html
The Religious Educator
Those responsible for Religious Education in our schools should:
▪ be prepared to give living witness to what they teach;
▪ recognise that they share in the teaching office of the Church exercised in the person of the local bishop;
▪ fulfil their professional responsibilities with regard to all that develops and enhances the life of the Catholic school;
▪ plan and teach schemes of work that are engaging and accessible so that all pupils may progress appropriately in their knowledge and understanding of the Catholic faith;
▪ have high expectation of all their pupils;
ensure that 10% of the curriculum to age 16 and 5% of the curriculum beyond the age of 16 is devoted to Religious Education;
▪ ensure Religious Education contributes positively to the broad and
balanced curriculum of a Catholic school;
▪ take care continually to deepen their own knowledge and understanding of the Catholic faith;
▪ take seriously the duty of every Catholic to form his or her conscience;
be given opportunities for their own spiritual and professional
development as Catholic educators.
Pope Benedict XVI, 2010
Pope Francis, 2014
The focus for learning
Auctore Deo – Our enterprise is the work of God.
The curriculum develops:
Attitudes – e.g. determined, adaptable, confident, risk-taking, enterprising and challenging but should also develop the key Christian attributes (fruits of the Spirit)
Skills – e.g. literacy , numeracy, ICT, personal, learning and thinking skills and listening but also a deeper awareness and understanding of God’s love (Faith in action)
Knowledge and understanding – ideas that shape the world but that reveal the true mission of the Church.
How do we organise learning?
The curriculum is an entire planned learning experience underpinned by a broad set of common values and purposes.
- Support each student in the learning environment so that they learn to see God in all, through all, and from all they do.
- Learning is delivered with dignity and respect to all students. Students are encouraged to meet God in all people.
The guiding principles of Catholic Education
The
four pillars
of a Catholic
School
- CREED
- SACRAMENT
- THE MORAL LIFE
- PRAYER AND SERVICE
Gospel values for Catholic Schools – R. Friel, 2017
- Preferential option for the lost and least
- Service of neighbour
- Dignity of the human person
- Stewardship
- Outward facing
- Compassion
- Humility
- Integrity and truth telling
- Servant Leader
- Commitment to excellence