Religious Education: Interim Edition

Chapter I

Nature of Non-Denominational Religious Education

Introduction

On September 2, 1997 a referendum was held on a revised Term 17 (Appendix A). This framework for religious education results from government's promise and commitment to the voters of the province to develop a common religious education program for all students.

Vision

Rationale

Appreciation of the human encounter with transcendence in its multiple forms can be as important as an appreciation of literature and the other arts in helping us lay hold of the wisdom of our collective past. (Michael Warren, "Catechesis: An Enriching category for Religious Education, Source Book for Modern Catechetics, Winona: St. Mary's Press, 1983, p.388.)

Fundamental questions about life continue to be asked. From a very young age children set out on a quest for answers, not always simple answers but answers relating to the profound questions of life here on earth and life beyond. This quest is lifelong and it includes a search for answers related to questions about the purpose of life, where we fit into the scheme of things, what is the ultimate mystery which embraces our entire existence, what makes us different from other living things, what is the source of suffering, how can happiness be found, what happens after death, and other fundamental questions. These are questions addressed by all major religions and because of their importance should be given attention in a K-12 curriculum. While a religious education program should provide a forum to address such questions, it must be noted that central to the faith development of the young person is the family and church. The religious education program should support the role of each, where appropriate. Students should be given structured and unstructured opportunities to search in their own religious heritage for the answers to these questions, and to compare these with the answers or frameworks provided in other religious traditions.

In their search for meaning students should develop an awareness of what it means to be human and the inherent responsibilities which come with this. Out of this realization should come a sense of value for humanity and all of creation. In their personal search for meaning it is important that students acquire the knowledge, understanding and skills needed to interpret religious ideas. They need to see themselves as an integral part of creation. When this conclusion is reached behaviour and attitudes towards all creation will be caring and affirming. The religious education curriculum should help students explore their role in the natural order.

In a world that is truly multi-cultural and multi-faith it is important that each person can value and celebrate his/her own faith (religious heritage or commitment). However, with accurate information about other religions the individual should recognize that others have religious beliefs that they value and celebrate as well. Religious and denominational intolerance will be eliminated only when people are more understanding of the intrinsic worth of religious views and traditions that are not their own. An effective religious education program should give accurate information and demonstrate respect for all world faiths without diminishing the values and truths found within Christianity.

Most of the values and morals upheld by any society have their origins in religious teachings. Through discussion and study of various issues confronting society students will be in a better position to develop a value system and adopt moral standards that give them principles by which to live. In addition to becoming familiar with the teachings of the Bible and Christian values, ethics, and morals, students should come to the realization that most religions have sacred writings and all teach values, ethics and morals.

"Persons demand beliefs; societies need convictions; and civilizations require a basic social ethical vision by which to guide behavior." (M. Stackhouse, Creeds, Society and Human Rights. Grand Rapids, Michigan: W.B. Eerdmans Publishing Co., 1984, p. 4.)

There are other considerations for the importance of religious education being included in the curriculum.

Religion is too important a part of history, culture, and current experience of mankind to be left to believers alone. There is a role for the school in preparing pupils to take an informed and thoughtful part in a pluralistic society. When the society contains not one but several religions, the need for a thoughtful study of religion becomes greater, not less. (John M. Hull, "Religious Education in a Pluralistic Society", Studies in Religion and Education , London: Falmer Press, 1984, p. 48.)

Religion has been a determining factor in history and in our cultural heritage. Major decisions have been made in light of religious teachings. While it is true that at times religions have been responsible for conflicts in the world it is also true that they have served to bring about resolutions, peace, and social justice. Our students need to be aware of the role religion has played historically. An effective religious education program will enable the student to appreciate the relationship between religion and history.

Religion is also a large contributing factor in current national and international events. By coming to a realization of the importance of religion in these events the student will better understand some of the underlying causes and complexities.

Consideration and recognition should be given to the impact and contributions made by religion in the areas of literature, architecture, art, music, film, and theater.

Finally, it must be noted that young people develop intellectually, physically, emotionally, socially, and spiritually. It is important to have a religious education component in the school because the school addresses the development and education of the whole child. The spiritual development needs to be addressed as well as the other areas of development.

The Atlantic Canada Framework for Essential Graduation Learnings in Schools states that the mission of Public Education is "to enable and encourage every individual to acquire, through lifelong learning, the knowledge, skills and values necessary for personal growth and the development of society." In addition to the six Essential Graduation Learnings outlined elsewhere in the Framework, a specific Seventh Learning for Newfoundland and Labrador references: "Graduates will demonstrate understanding and appreciation for the place of belief systems in shaping the development of moral values and ethical conduct." An effective religious education program will be a contributing factor to that mission. There will be aspects of the religious education curriculum that support each of the Essential Graduation Learnings.

Principles Underlying a Non-Denominational Religious Education Curriculum

The intent is that the religious education program will give major attention to Christianity because this reflects contemporary Newfoundland society and its heritage. Historically, and presently, the majority of the population has been affiliated with the Christian tradition. Many topics in the program will include a Christian perspective as well as perspectives from other selected religions.

The Framework recognizes that in addition to studying Christianity and other religions students will be enabled to reflect on and make personal decisions about their own spirituality and religious traditions.

Recognition must be given to the fact that students are living in a global society and in a country that is multi-cultural and multi-faith. Newfoundland and Labrador, along with the other provinces and territories, is also witnessing the emergence of different faith communities. Therefore, it is desirable for the citizens of the province to understand and respect different living belief systems.

Students should also be aware that religion influences local and global events. It is imperative that they be educated regarding other religions. They should acquire knowledge of the founders, beliefs, main practices, symbols and festivals of various religions. They should also understand the similarities and differences among the religions studied.

Throughout the ages, religion has influenced, and been expressed through the arts, including music, art, drama, literature, and architecture. As students study religious education, they also study history, music, literature, and vice versa.

A non-denominational religious education curriculum acknowledges and supports the notion that young people have a spiritual dimension and grow spiritually as well as physically, emotionally, psychologically and intellectually. (For information and theories on spiritual and moral development the following people are recommended: Fritz Oser, James Fowler, and Lawrence Kolberg.)

A non-denominational religious education curriculum acknowledges that the essence of all ecumenical dialogue is the awareness that human beings share essential truths and experiences that are much more important than those which divide them.

A non-denominational religious education curriculum respects the place and role of parents and faith communities as the primary influences on the faith lives of young people. At the same time it acknowledges the complementary and supplementary role of partnership that the school can play in the spiritual, moral, and faith development of young people.

Through their study of Christianity and other religions students should come to appreciate the intrinsic worth of each of these religions for its adherents.