Contemporary Contexts
Elliot, M, Stower, L.et al. (2013) Religious Education Curriculum, Archdiocese of Brisbane. Brisbane, Australia. Catholic Education Archdiocese of Brisbane. (p12 - 15)
Four contexts have been identified as having a significant impact on Religious Education in contemporary Catholic and ecumenical schools. They are the Societal Context, Ecclesial Context, Educational Context and Digital Context. No one context can be ignored and each offers opportunities and challenges to schools as they endeavour to deliver high quality Religious Education in faithful and authentically responsive ways.
Societal Context
The Catholic and ecumenical schools of the Archdiocese of Brisbane operate in a complex and ever-changing environment. Contemporary students are immersed in a global world and from an early age are exposed to a range of values represented through diverse media. Most students have some awareness of the diverse cultures, religions and belief systems of the world. In this context, the Catholic Christian tradition may be seen as one option among many. Students in Archdiocesan schools are part of the broader Australian culture that promotes tolerance of, and provides legal protection for, a range of religious beliefs and practices. While the contribution of religious groups in addressing social disadvantage and promoting social welfare is recognised and respected, many Australians are uncertain of and at times, indifferent to, the relevance of beliefs and practices of religion in their daily lives.Catholic and ecumenical schools embrace families from a wide range of socio-economic and cultural backgrounds. Parents enrol their children in Archdiocesan schools for a variety of reasons. Therefore, Religious Education in the Archdiocese of Brisbane seeks to reflect a Catholic Christian worldview that integrates faith, life and culture. At the same time it seeks to embrace an ecumenical perspective and reflect the multi-faith context and reality of contemporary schools and colleges.
Ecclesial Context
Brisbane Catholic Education’s research project, Who’s coming to school today? (2009), confirmed the experience of many teachers and school leaders about the religious engagement of students and their families. An increasing number of students and their families are less engaged with the formal life of the Church than in the past. Consequently, for many students, the culture and language of religion is underdeveloped.
As an integral expression of Church, schools have the opportunity to support students and their families by connecting them with the Catholic Christian tradition and its spiritual richness; providing a forum in which this tradition can be experienced and explored. Religious Education serves to provide students with a religious voice that they can bring to everyday life experience; a lens through which they might view the world.
Educational Context
Each Archdiocesan school seeks transformation of the whole person so that those in the school community are empowered to live the gospel of Jesus Christ in their everyday lives. In the Catholic Christian tradition, education is a work of love and service. Schools seek to nurture and develop the faith of individuals in ways that are mindful of their cultural and religious identity. The school is primarily a place for learning and teaching. Individually and collectively the Catholic and ecumenical schools of the Archdiocese of Brisbane seek to educate all to live the gospel of Jesus Christ by being empowered to shape and enrich our world (Brisbane Catholic Education Learning and Teaching Framework, 2012). Catholic and ecumenical schools seek to be counter-cultural, challenging negative societal influences that impact upon the spiritual wellbeing of their students, such as excessive individualism, moral relativism and consumerism. In doing so, educators in their mission of evangelisation also draw upon positive social values such as care for the environment, justice and peace, outreach to the poor and the marginalised and community service. Therefore, Religious Education in the Archdiocese of Brisbane builds on best practice of the broader educational community. The classroom learning and teaching of religion reflects the philosophy, content, structure, academic rigour and assessment and reporting modes used in other learning areas. The religious life of the school forms and skills students to negotiate the tension of maintaining Christian integrity when confronted with the complexities of life in contemporary society
Digital Context
The rapid growth in the development and use of technology continues to impact significantly on schools. An increasing number of students are skilled in their use of electronic and digital resources, regularly using mobile devices as their preferred means of communication. This enables them to engage in new ways of belonging and have access to a world of ideas and knowledge literally at their fingertips. Definitions of “community” have changed to include not just a physical sense of community but also connections between people in digital communities. Therefore, Religious Education in the Archdiocese of Brisbane seeks to engage students in the critical, creative, and responsible use of digital tools which is an important component of digital citizenship. This enables them to express their learning in rich and relevant ways.
Four contexts have been identified as having a significant impact on Religious Education in contemporary Catholic and ecumenical schools. They are the Societal Context, Ecclesial Context, Educational Context and Digital Context. No one context can be ignored and each offers opportunities and challenges to schools as they endeavour to deliver high quality Religious Education in faithful and authentically responsive ways.
Societal Context
The Catholic and ecumenical schools of the Archdiocese of Brisbane operate in a complex and ever-changing environment. Contemporary students are immersed in a global world and from an early age are exposed to a range of values represented through diverse media. Most students have some awareness of the diverse cultures, religions and belief systems of the world. In this context, the Catholic Christian tradition may be seen as one option among many. Students in Archdiocesan schools are part of the broader Australian culture that promotes tolerance of, and provides legal protection for, a range of religious beliefs and practices. While the contribution of religious groups in addressing social disadvantage and promoting social welfare is recognised and respected, many Australians are uncertain of and at times, indifferent to, the relevance of beliefs and practices of religion in their daily lives.Catholic and ecumenical schools embrace families from a wide range of socio-economic and cultural backgrounds. Parents enrol their children in Archdiocesan schools for a variety of reasons. Therefore, Religious Education in the Archdiocese of Brisbane seeks to reflect a Catholic Christian worldview that integrates faith, life and culture. At the same time it seeks to embrace an ecumenical perspective and reflect the multi-faith context and reality of contemporary schools and colleges.
Ecclesial Context
Brisbane Catholic Education’s research project, Who’s coming to school today? (2009), confirmed the experience of many teachers and school leaders about the religious engagement of students and their families. An increasing number of students and their families are less engaged with the formal life of the Church than in the past. Consequently, for many students, the culture and language of religion is underdeveloped.
As an integral expression of Church, schools have the opportunity to support students and their families by connecting them with the Catholic Christian tradition and its spiritual richness; providing a forum in which this tradition can be experienced and explored. Religious Education serves to provide students with a religious voice that they can bring to everyday life experience; a lens through which they might view the world.
Educational Context
Each Archdiocesan school seeks transformation of the whole person so that those in the school community are empowered to live the gospel of Jesus Christ in their everyday lives. In the Catholic Christian tradition, education is a work of love and service. Schools seek to nurture and develop the faith of individuals in ways that are mindful of their cultural and religious identity. The school is primarily a place for learning and teaching. Individually and collectively the Catholic and ecumenical schools of the Archdiocese of Brisbane seek to educate all to live the gospel of Jesus Christ by being empowered to shape and enrich our world (Brisbane Catholic Education Learning and Teaching Framework, 2012). Catholic and ecumenical schools seek to be counter-cultural, challenging negative societal influences that impact upon the spiritual wellbeing of their students, such as excessive individualism, moral relativism and consumerism. In doing so, educators in their mission of evangelisation also draw upon positive social values such as care for the environment, justice and peace, outreach to the poor and the marginalised and community service. Therefore, Religious Education in the Archdiocese of Brisbane builds on best practice of the broader educational community. The classroom learning and teaching of religion reflects the philosophy, content, structure, academic rigour and assessment and reporting modes used in other learning areas. The religious life of the school forms and skills students to negotiate the tension of maintaining Christian integrity when confronted with the complexities of life in contemporary society
Digital Context
The rapid growth in the development and use of technology continues to impact significantly on schools. An increasing number of students are skilled in their use of electronic and digital resources, regularly using mobile devices as their preferred means of communication. This enables them to engage in new ways of belonging and have access to a world of ideas and knowledge literally at their fingertips. Definitions of “community” have changed to include not just a physical sense of community but also connections between people in digital communities. Therefore, Religious Education in the Archdiocese of Brisbane seeks to engage students in the critical, creative, and responsible use of digital tools which is an important component of digital citizenship. This enables them to express their learning in rich and relevant ways.