Postmodernity is thought of as being characterised by a more or less pervasive relativism, pluralism, sceptics, particularism, materialism and agnosticism. Sojourners in postmodern world are said to experience a lack of coherence, meaning, conviction, commitment and security consequent upon scepticism about, and marginalisation of, Grand Narratives or Stories reinforcing religious faith. In the past, Grand Narratives, such as the Christian Grand Narrative, seemingly held sufficient sway to be able to sustain universalist and absolutist claims to truth in a

relatively unchallenged fashion. In a postmodern, westernised world only the Grand Narrative of Capitalist Economics is regarded as exercising such universal hegemony. Some maintain that, in order to be effective in a postmodern world, the Christian Grand Narrative needs to take on the character of an Open Narrative, displaying greater flexibility, permeability and openness to the pluralism inherent in the narratives or stories of postmodernity. In the contemporary world the movies are a significant carrier of the stories of postmodernity, especially for young people. What use might religious educators make of movies to link the stories of postmodernity with the Christian Story, understood as Open Narrative.

Return to top of list of presenters

Margie Beck

‘Pottermania’ – themes for religious education

The current worldwide popularity of the Harry Potter series amongst young people, both primary and secondary, gives rise to how religious educators can use these novels in class. This paper looks at the way in which themes in the books can be used in RE lessons. Discussion about the witchcraft in these books will also be outlined.

Return to top of list of presenters

During 1996-1999 the dioceses of Canberra and Goulburn, Parramatta, Wilcannia/Forbes and Wollongong collaborated in the review and revision of Sharing Our Story (1991). The process was inspired by a commitment to work collaboratively drawing upon the experience, wisdom and resources of four NSW diocesan educational communities. The process anticipated eventual local diocesan adaptation of curriculum documentation respecting both the teaching authority of the local bishop and local needs and curriculum directions.

The paper will:

• describe the rationale and inter-diocesan processes of religious education curriculum revision;
• describe the local contexts for which the curriculum was adapted and the adaptation that occurred;
• contain reflections and evaluations of the process from various diocesan perspectives.

Return to top of list of presenters

This presentation reflects on insights gained during the review, design and implementation of a diocesan religious education program, including curriculum and professional development documents over a period of a five year period. Some of the lessons learnt along the way by curriculum developers will be of interest to any educators responsible for reviewing and developing new curriculum or introducing change in any sensitive area.

Return to top of list of presenters

This presentation will process the issue of quality assurance in religious education. It will share the experience of the program validation and endorsement process used in the Archdiocese of Brisbane and reflect on the formal RE visitation process – all linked to the three year RE Guidelines implementation process commenced in 1977. One focus will be on outcomes and an evaluation of the support available to classroom teachers.

Return to top of list of presenters

Almost exactly sixteen hundred years ago, Deogratias, a Carthaginian deacon, wrote to Augustine for help in presenting the Christian faith in a way that would appeal to those who had previously received no formal instruction in it. Augustine’s reply took the form of the work that we now know as de catechizandis rudibus (On the Instruction of Beginners [?]). Of all the literature that has come down to us from the ancient catechumenate, de catechizandis rudibus is unique in addressing the precise question "how to present the ‘good news’ to someone who now, for the first time, approaches the church with the express wish to become a Christian." This specific focus, however, has frequently been blurred in the programs of influential educators who, like Josef Jungmann and the kerygmatic movement, have found their inspiration particularly in the work’s generalisable insights. In de catechizandis rudibus, Augustine displays great psychological astuteness in attending to the milieu, motives and types of candidates who present themselves for their first "catechesis", to the principles and shape of the first "catechesis" itself, and to the need to counteract burn-out in the "catechist" who has the responsibility of ministering to these newcomers. A recovery of the original specific focus of the work may lead to fruitful insight into a form of ministry that is of particular challenge to the church today.

Return to top of list of presenters

This presentation of work in progress towards a PhD brings together three strands of thought:

The Victorian Board of Studies English Curriculum and Standards Framework, places introduction of the linguistic phenomenon known as 'metaphor' with that of symbolic language in Level 3, to be addressed by most students in Years 5 or 6. Placement of metaphor, that device where we speak about on thing in terms more accurately suited to another, in a level of study usually covered by senior primary students whose language formation is already well developed.

James Fowler, in his Stages of Faith, reports that the faith development of young people is typically "concrete and literal" for much of their primary years. He proposes that students aged around 10-12 (generally Years 5-6) move to more abstract, conceptual thought.

Philosophers and biblical scholars alike report the important role metaphor has in speaking of the transcendent; in knowing that which we have no concrete knowledge of. Indeed G. B. Caird (1980) claims that "almost all language used by the bible to speak about God is metaphor".

Input and discussion will explore the thesis that the use of metaphors for God in religious education occurs long before students are either formally educated about metaphor or have the cognitive capacity to understand them. participants will be invited to consider how research in this area might clarify and assist formal religious education programs.

Return to top of list of presenters

Theological reflection, which draws on lived experience and religious tradition, aims at inviting a practical response from participants. After surveying the various styles of theological reflection, the particular relevance that the process has for religious educators will be investigated. This will involve exploring what theological reflection offers as a tool for both integrating their life and ministry with their faith, and for grappling with the challenge of teaching the religious tradition in our contemporary culture.

Return to top of list of presenters

With the growing distance that young people appear to be putting between themselves and institutionalised religions and religious practices, the task for religious educators in addressing the spiritual development of middle and senior school students has become particularly important. This paper explores some approaches that are based on teaching affectively to promote cognition which have the potential to address the spiritual dimension of education for adolescents.

Return to top of list of presenters

This presentation will provide an historical background and overview of the Perth Plan and its importance n the Australian church. The paper will outline the work of Dr John McMahon and his group in providing religious education and sacramental formation for Catholic children in the Western Australian bush. The Plan was not an educational method. Rather it focussed on children’s needs and applied the "principle of interest" to teaching religion. Finally there will be an application of the religious and educational insights from the Perth Plan to teaching religion today.

Return to top of list of presenters

This will be a presentation and discussion of some of the student drawings of their images of God. These were collected during the interview process forming part of the PhD study, "The Images of God of Middle Adolescents".

Return to top of list of presenters

Classroom-centred RE took its place as an academic subject at a time when the general curriculum was being reshaped. Schools were being called to serve the economic and social goals of a nation adjusting to globalisation. The resultant period of high structure gives priority to curriculum processes that are systematic, linear and means-end oriented; strong in technical procedure, not so strong in underlying philosophy. To what extent is RE deriving its structures and methods from the current curriculum orthodoxies? Is it too compliant, too tame, too unimaginative? Or is it offering an essential critique, a genuine alternative that is both educational and prophetic? What can a Catholic educational philosophy continue to offer?

Return to top of list of presenters

The Archdiocese of Melbourne is moving from a guidelines-based religious education curriculum to a text-based curriculum, To Know, Worship and Love. The first challenge raised by this transition has been to honour what others have achieved, while offering a new vision. This has included innovative approaches, such as the adaptation of the Catechesis of the Good Shepherd to the classroom. A wider theology of Revelation and the educational needs of students are reflected in a more cognitive approach to religious education, while retaining the "call to faith" model of the 1995 Melbourne Guidelines. Other changes include the integration of methods moving from educational goals to learning outcomes and shaping the secondary syllabus in light of the Victorian Certificate of Education. The crucial challenge has been to show educators that a textbook curriculum is modern, useful and creative. This was carried out through widespread consultation and the participation of CEO and ACU personnel in developing and promoting the new resources. Ongoing professional development continues by way of seminars and practical resources such as the Teaching Companions that accompany the texts and as RE website.

Return to top of list of presenters

This paper proposes a model of evangelisation for Catholic schools in contemporary times. It draws on anthropology, neurology, psychology and the cognitive sciences to construct a new view of the evangelising school. It is a major premise of this paper that evangelisation is an intentional activity that develops and nurtures spiritual intelligence.

Return to top of list of presenters

This paper will condense and present key points about young people, religion and spirituality as discovered in current literature and research. A case will be made for the role of the Christian school, particularly in religious education both in affirming and developing spirituality, and in helping young people to build bridges between their own spirituality and the tradition of Christianity.

Return to top of list of presenters

As part of my current research into RECs in secondary schools I interviewed a cross section of RECs. These interviews have been analysed and they reveal challenging insights into the role. While the research was undertaken in the Archdiocese of Melbourne and in secondary schools there are many insights that have application for wider application. The presentation will involve an overview of the interviews and what the RECs said about their role.

Return to top of list of presenters

What does it mean to be a teacher in today's schools? More particularly given the enormous rate of change and the pressures on schools and teachers and students to perform, what are the qualities which are more important for today's teachers.

In this paper Dr Gaffney will explore contemporary issues in teaching and argue that a broader view of teachers' work and professionalism is now called for. His argument centres upon the deeper motivations, sources of satisfaction and responsibilities of highly effective teachers. He explains that these individuals consciously encourage their students to develop a greater understanding of themselves and their ways of being in the world. In this way such teachers illustrate the spiritual dimension of their work, engaging the religious imagination of their students. This is a quality that is beyond traditional understanding of 'teacher professionalism' and raises the possibility for considering the term 'religious educator' in a fresh light.

Return to top of list of presenters

Since the late 1800s filmmakers have attempted to portray the life of Jesus. Jesus films both reflect and are influenced by cultural, religious and theological values. This paper critically explores some Jesus films and suggests ways in which teachers might more effectively use such films in the RE classroom.

Return to top of list of presenters

Community is a highly used, yet problematic concept. Research continues to identify it as a major issue for many Australians. Educational research prizes community as the critical factor in effective educational change and student performance. Community is also an issue for the effective teaching of religious education. Church teaching states that it is at the heart of Catholic school identity and is central to the evangelising and catechising functions of Catholic schools and in particular the implications for religious education and catechesis. How can Catholic schools institutionalise authentic experiences of community into its structures, culture and ethos?

Return to top of list of presenters

In the first half of the session current literature regarding children's spirituality will be reviewed and its implications for teaching religious education will be considered. In the second half some practical suggestions will be made, particularly about the use of children's literature and story for sacramental education.

Return to top of list of presenters

Recent developments in learning and teaching theory have led to a critical investigation of religious education as an area of learning. Within the Archdiocese of Melbourne, the goal of religious education has traditionally been to serve the growth and understanding of the person and to serve the mission of the church.

Conversations about religious education within the Australian context have been influential in the development of new resources for the Archdiocese of Melbourne. These resources are aimed at equipping the student with a critical knowledge of the Catholic faith tradition as well as providing opportunities for the formation of the young person and their initiation into the life of the church.

This paper presents the educational foundations, which underpin the resource To Know, Worship and Love. It gives an overview of the intended learning and teaching process and examines the place of catechesis within it.

Return to top of list of presenters

This paper examines the diversity and similarity of the ways in which the ministry of the SRE educator is carried out with children who attend government schools or who are home schooled. This paper draws on the experience of many dioceses across Australia with input from diocesan teams and parish coordinators. It examines key area such as training, spiritual formation, recruiting, funding and so forth.

Return to top of list of presenters

The production of Teachers' Manuals to support classroom curriculum material by any organisation represents a considerable investment in time, labour and, by implication, money. Indeed, the very format of a Teachers' Manual conveys to the user an understanding of how the curriculum developer believes the classroom material ought to be used. Yet, despite this investment, surprisingly little research has been conducted on how teachers who use resources in the classroom engage with Teachers' Manuals in their planning and preparation.

This article begins by outlining the format of the Teachers' Manuals that support the Joy for Living (Kindergarten - Year 6) series. In doing so, it describes the way in which the Confraternity of Christian Doctrine (Archdiocese of Sydney) as curriculum developer hopes the Teachers' Manuals are used in planning and preparation processes. The article then explores findings from a survey conducted by the Confraternity of Christian Doctrine (Archdiocese of Sydney) into the usage of the Joy for Living series Teachers' Manuals. It offers a description of the ways in which this particular group of teachers used the Teachers' Manuals. The article then examines whether there is a connection between a teacher's training profile and the way in which Teachers' Manuals are used. Finally, the article discusses some implications of this research for curriculum developers.

Return to top of list of presenters

The great texts and the great art of the world deals with the dimensions of the sacred. Never before in history have teachers and students had such access to the world's sacred writings and art in the form of excellent translations and reproductions. This material represents the distilled wisdom of humanity. This paper examines the use of this material in the RE classroom.

Return to top of list of presenters

The character of the historical present and the quality of our self-presence are mutually conditioning. We ask, then as key questions for both religious education and ministry (and their inter-relationship): At this historical moment, how can we experience the full dimensions of selfhood? This paper notes the 'postmodern' tensions associated with the human self, and examines two relevant spiritual testimonies; that of Père de Caussade (18^th Century) in his Self-Abandonment to Divine Providence; and that of Teilhard de Chardin (20^th Century) in The Divine Milieu. This suggests a theological conclusion regarding the trinitarian dimensions of human selfhood in its interior, social and cosmic aspects.

Return to top of list of presenters

In response to terms, 'evangelisation, 'catechetics' and 'religious education' used in the General Directory for Catechesis, the document Australian Religious Education states that "different understandings of revelation go to the heart of much controversy about religious education". As "believers, doubters, searchers and non-believers" are all part of the pastoral care of the church clearer understanding and appreciation of contributions of many agents might enable us to maximise the contributions of the whole community in our Australian context as we address a broad catechesis.

Return to top of list of presenters

This paper will explore issues related to teaching/learning online and their specific implications for religious education. It will consider both the theoretical discussions of teaching online and the author's experience of teaching postgraduate units that are both web based and web enhanced.

It will consider some of the changing paradigms for learning as suggested by Shepard (2000) and the framework of a 'knowledge ecology' as set out by Lewis (2000). It will examine some of the implications of these theoretical frameworks for current approaches to religious education. It will pose some questions to religious educators in terms of the learning paradigms and processes that underpin their current approaches.

Shepard, L. A. (2000) The role of assessment in a learning culture. Educational Researcher 29, 7, 4-14.

Lewis, J. (2000) Developing a Knowledge Ecology- a new role for teachers. The Leading Edge: Journal of the Australian Council for Educational Administration, Autumn, 1-8.

Return to top of list of presenters

Gaudiam et Spes suggested that men and women of high culture and great personality were needed {a.31}. Commenting on this call, Adrian Hastings asked if the kind of Catholic education that is the norm, produces 'great-souled' persons or if the model of education that is offered is too often based on an ideal of "safe, prudent people, who will remain firmly in the middle of the flock, good docile members of a static society."

This paper argues that if such a situation is to be avoided, and if the call of Gaudiam et Spes is to be heeded, religious education must be characterised by a contemporary theological anthropology. Such an anthropology will be a relational anthropology, grounded in Creation, and recognise that living a Christian life is a "prolongation of the incarnation among those in need."

Return to top of list of presenters

This presentation in dialogical mode will discuss the work of Youth Ministry Coordinators in Catholic secondary schools in Broken Bay. It will focus on the vision for and principles of school-based youth ministry and its relationship to wider aspects of religious education. it will address the challenge of offering a variety of relevant faith development opportunities to students in a way that invites them to participate in their local faith communities.

Return to top of list of presenters

This paper examines the nature and role of 'connected knowing' and 'slow thinking' and the practical applications of both for the religious education classroom. It examines in particular how connected knowing takes place in religious education and the extent to which 'fast thinking' has been privileged above its complementary style of slow thinking. Finally the paper posits ways in which both styles of knowing/thinking can be encouraged in the RE classroom.

Return to top of list of presenters

Effective religious education does not just happen automatically or accidentally. Units of work need to be carefully crafted and designed to meet the needs of students and to ensure that religious education is a valued and fundamental part of the curriculum. Effective units of work are not just about engaging students for the duration of each lesson, but about putting forward stepping stones for the future and impacting on the way students choose to live. In order to develop effective units of work that are both challenging and stimulating for students, there are eight key areas that need to be addressed. This paper explores each of those areas.

Return to top of list of presenters

For Sydneysiders the year 2000 was the year of big events, huge gatherings and large-scale action - the Great Jubilee, Corroboree 2000, the Olympics. the Paralympics. For Sydney Catholic schools, the gathering of 94,000 students and teachers at Stadium Australia (the Olympic Stadium) on 17 March was reminiscent of processions, congresses, marches and open-air Masses held regularly across Australia in another era. Such large religious assemblies have lost support from educators in recent decades, seen perhaps as promoting 'church triumphalism'. This paper argues that such gatherings, carefully and inclusively devised, adequately resourced and properly managed can make a significant contribution to furthering the religious education of our students, promoting the worth of a specifically catholic (universal) education and effecting a more just and equitable society. Additionally Jubilee 2000 (as the event was named) helped teachers rediscover and revitalise the symbiotic relationship between the arts and religious education. Finally, it helped clarify the meaning of the Pope's call for a 'new evangelisation' in our schools.

Return to top of list of presenters

Research has shown that "Gen X" young adults, born between the early 60s and late 70s, are generally absent from Sunday parish liturgies. Many are present however as RE teachers in our school communities. Tom Beaudoin's book, Virtual Faith - The Irreverent Quest of Generation X, explores the importance of taking seriously the culture of this generation with its interest in the spiritual dimension of life experience. They have often come to an adult faith commitment outside the institutional church and without a doctrinal frame of reference. To nurture these people for their task in the teaching of RE, it is important to have people in the school community who are able to link the traditional expression of Christian beliefs, such as salvation, incarnation and the trinitarian image of God, to their own lived experience.

Return to top of list of presenters

This presentation will examine the issue of the gifted and talented student and religious education in Catholic secondary schools. There has been a vast amount of research in the gifted and talented field in recent years and there has also been an increasing amount of research into religious education curriculum issues. However, there is a dearth of literature that combines both fields. Elliott (1998) is the only researcher to have written anything of substance in the field, and he confirms that the lack of research into GAT and RE is both surprising and alarming when one considers the efforts that have been made to bring best educational practice into RE.

The needs of GAT students do not seem to be effectively catered for in secondary RE. There is still great misunderstanding, ignorance and controversy about GAT issues, let alone applying GAT theory and practice to RE (which has its own levels of misunderstanding, ignorance and controversy). There appears to be a "dumbing-down" effect in RE where rarely there is curriculum differentiation to meet different levels of ability. Most checklists for identifying GAT students would indicate that higher order thinking, critical analysis and creative problem-solving are part of a GAT student’s makeup. Typically the secondary RE lesson does not cater for this. The GAT student is often left to flounder amidst mediocrity and is rarely challenged, as the teacher tends to teach to the lowest common denominator, or is preoccupied with the simple recall of factual knowledge or other low-order skills.

Accounting for this situation is a complex process. This presentation will examine a number of educational, ecclesial and socio-political reasons for the tendency of teachers in Catholic secondary schools to not cater effectively for GAT students in religious education.

Return to top of list of presenters

This is a workshop showing the application of technology in the religious education curriculum.  The use of Microsoft PowerPoint can be utilised both in the teaching and learning of RE by either the teacher or the student.  Examples of teacher PowerPoint presentations and student work will be presented to demonstrate the use of such a program.  The use of PowerPoint as a means of multimedia will be explored, especially for promoting courses to students and parents on parent informational nights.

The exploration of Email lists and how to set up list servers for students will be discussed. Examples of such a discussion with a Study of Religion class will be shown.  This form of technology has several advantages for both students and teachers.

Developing online lessons will be discussed and sample lessons will be viewed.  The difference between linear and non-linear modes of lesson delivery will be discussed along with samples.  The area of online lessons is an area that is beginning to emerge in the new millenium. Along with this segment, the power of Microsoft’s Word program will be explored for the development of lessons.

The use and development of a web site will be explored along with suggestions of how to develop a web site for religious education.

Return to top of list of presenters

The quest for relevance is not a new phenomenon in school religious education. It had a shaping influence on the experiential movement in religious education in the 1970s and 1980s, and it continues to motivate educators to look for ways of helping to make the teaching and learning in religion lessons relevant to the life worlds of young people. This paper argues that there is a need to give more attention to a "language of meaning" in the content and process of school religious education. The intention to help young people become well grounded in theology and scripture remains an important aim for religious education. However, this aim is not sufficient in itself; it needs to be framed within the contemporary search for meaning and purpose. Otherwise, religious education can suffer, as regards its relevance and effectiveness, from a failure to adequately comprehend the situation of today’s young people, many of whom see little or any role for organised religion in the purpose and conduct of their lives.

Return to top of list of presenters

This presentation seeks to identify and evaluate the experiences of students in Australian Catholic schools as they are recalled in recent memoirs and autobiography. This paper will survey some memoirs of Catholic schooling in order to seek responses to the following questions: what part has Catholic school religious education played in the construction of a person’s "life map"? How do their students remember teachers and how do these memories shape perceptions of religious education? In what ways do these attempts to understand an individual’s religious education assist us to understand our own approaches to religious education.

Return to top of list of presenters

This paper reports on research conducted with Catholic secondary school RE teachers and trainee RE teachers aged 24-40 years that investigated the experiences of their own secondary school RE. Understanding the educational background of this age group has implications for professional development as well as documenting an important recent period in the history of Catholic education. Participants identified a lack of academic focus as one of their key recollections of secondary school RE. School retreats were identified as positive experiences and the school culture was recognised by participants as playing an important role in how RE was experienced. Respondents reported a generally favourable experience of their time in Catholic secondary schools. Recollections of RE teachers focussed on the human qualities of the teacher as well as their knowledge of the discipline. Preliminary results of research with participants who were teaching RE between 1978-1988 will also be presented.

Return to top of list of presenters

This presentation will outline the findings and implications of a research project conducted during 2000 in Victoria's Catholic schools. Two groups of middle schools students (Year 6 and Year 9) were surveyed in order to discover a) the level of the religious affiliation and practice of students b) the ways in which they typically express their spirituality c) the connections, if any, between religious affiliation, religious practice and spirituality.

Return to top of list of presenters

The story, that we search for, can only be heard with a creative imagination that perceives with the eye of wholeness, seeking out the faces of mystery, scientific credibility, mutually supportive concepts, the spiritual traditions of the planet, and the beauty of the wonder of Christ: the pattern that connects. The process will explore how necessary it is for us to transcend and include as the past gives fullness to the future.

Return to top of list of presenters

Dioceses across Australia have employed a variety of strategies to support the development and improvement of programs in religious education in their schools. The relationship between classroom practice and diocesan curriculum statements warrants further discussion and reflection.

A doctrinal scope and sequence statement was approved by the South Australian bishops in 1997. A complementary framework for religious education is currently being drafted. The framework specifies learning outcomes and key ideas for religious education as a learning area of central importance in the curriculum of the Catholic school. The seminar provides the opportunity to consider, from the vantage point of the South Australian experience the relationship between teaching practice and diocesan curriculum statements.

Return to top of list of presenters

The learning area of religion, as with other learning areas in the Catholic secondary school is an area with its own distinct content and frameworks to be explored and investigated. For this to occur, religion teachers need a thorough and critical understanding of religion especially the Catholic religion. Increasingly, due to relevant university courses and diocesan programs religion teachers, it could be argued are acquiring the depth and breadth of background to be familiar with the wide range of sub-areas included in teaching religion: scripture, history, theology, philosophy, spirituality, world religions and so on.

Why do a number of Catholic school principals, religion coordinators and religion teachers support the concept of religion specialists but rarely implement it? If classroom religion is a characteristic of Catholic schooling, then why are religion departments with suitably trained specialists not yet a reality? Some survey/case study results from the diocese of Maitland-Newcastle will be examined.

Return to top of list of presenters

This paper explores the implications for religious education of the growing ecological and feminine consciousness. Social commentators suggest our era is a threshold time in the evolution of human consciousness that involves a new relationship between humankind and the universe. The implications of technology and globalisation pervade every aspect of our cultural environment. How might a scientific consciousness be reconciled with ecological awareness and earth care ethics? What does religious education say to a generation who, for the first time in history, has the power to promote the wellbeing of the planet or destroy it? Can Christianity continue to endorse an anthropocentric theology and anthropology? If not, then what is the shape of a religious education which is creation centered?

Return to top of list of presenters

Special religious education (SRE) teachers look for resources that provide a well-balanced experience for the children they teach. The Joy for Living RE program for Catholic children in state schools provides opportunity for SRE teachers to use pictures, song/music and videos. Within a thirty-minute lesson how can these resources be used effectively to address affective, attitudinal and cognitive outcomes?

Return to top of list of presenters

Christian churches and an education department working together to achieve a common vision for quality religious education in state schools: what a challenge! RENEW (RE Network of Ecumenical Writers) has achieved this. This group came together with a vision to work cooperatively to deliver a Christian message using sound educational practice that is relevant to students. To date they have published training material and run combined inservice days exploring the many and varied Christian traditions and practices. The workshop will outline the challenges/issues faced and some of the success stories.

Return to top of list of presenters

Educational tools need to be applied to learning situations that enable students to prepare for a meaningful life within society. For religious education to truly permeate the nature of human beings (i.e., interdependent relationships and human connectedness to allow the image of God to flourish within each other and within the community), cooperative learning strategies should be used within the learning environment. The social aspect of the person, and humanity's connected-ness with others in the world, is deeply rooted in the Catholic tradition. Enriching the religious education classroom with cooperative strategies allows children to actively participate in a learning structure that is consistent with the communal nature of human existence. In this presentation I will discuss the interdependence of human beings from a theological point of view; research on cooperative learning and explore how cooperative learning strategies will enrich the Catholic religious education classroom, thereby promoting the interconnectedness between each other that the Catholic church proclaims.

Return to top of list of presenters

This workshop will address the question of how all agencies in Catholic religious education can work more effectively and efficiently together. The key elements will involve dialoguing about the challenges and benefits of networking and exploring possibilities for the future.

Return to top of list of presenters

The religious education of students in government schools is provided by representatives of approved religious persuasions and SRE is considered to be an integral part of the curriculum by the Department of Education and Training in NSW. In the government secondary schools in the diocese of Broken Bay a number of models for SRE have been implemented in three quarters of the schools attended by Catholic religious education teachers (catechists). Evaluation of these models, a statistical analysis of SRE for Catholic students in government secondary schools in the diocese and details of recruitment and training of secondary catechists will be presented.

Return to top of list of presenters