Reconceptualist Approach
Elliot, M, Stower, L.et al. (2013) Religious Education Curriculum, Archdiocese of Brisbane. Brisbane, Australia. Catholic Education Archdiocese of Brisbane. (p22-25)
Since 2008, the classroom learning and teaching of religion in the Archdiocese of Brisbane has been characterised by a reconceptualist approach. In short, it operates from an educational framework rather than from a catechetical or ‘shared Christian praxis’ framework. The most prominent proponent of the reconceptualist approach has been Gabriel Moran upon whose work the Brisbane Catholic Education Model for Religious Education is based.
In a reconceptualist approach, the classroom religion program becomes a primary arena for dealing with the critical religious issues and concerns of life. There are three key considerations for teachers using this approach: the Avoidance of Presumptive Language, Teaching ‘about’ the Tradition and Powerful Pedagogies.
Avoidance of Presumptive Language
In a reconceptualist approach, teachers avoid using presumptive language and do not start with assumptions about students’ faith development based upon their particular religious affiliation. At Holy Spirit School, teachers use language that is invitational and educational to better engage students in the religion classroom. Students who can readily identify themselves as Catholics are affirmed by this approach. Further, when using non-presumptive language, teachers provide students with the freedom to respond in ways that do not assume a programmed response (Brennan and Ryan, 1996).
Teaching ‘about’ the Tradition
A reconceptualist approach to teaching religion entails “exploring the meaning of one’s own religious life in relation to both those who share that life and those who do not” (Scott, 1984, p.334). This educational focus requires a critical appreciation of one’s own religious tradition and an empathetic understanding of the religious beliefs and practices of others. A reconceptualist classroom is not simply a place for transferring facts and knowledge. Nor is it merely a phenomenology or a values driven philosophy of religion. In teaching about the Catholic Christian tradition, teachers of religion at Holy Spirit give witness to the value they place on their personal religious beliefs as much by the authenticity of the teaching processes they employ, as by who they are as people of faith.
Powerful Pedagogies
The pedagogical practices embedded in the Brisbane Catholic Education Model of Pedagogy (2012) are consistent with a reconceptualist approach to the teaching of religion. Five practices provide a common language for planning and reflecting on learning and teaching in the religion classroom: focusing on learners and their learning; establishing clear learning intentions and success criteria; activating multiple ways of knowing, interacting and opportunities to construct knowledge; responding with feedback to move learning forward; and evaluating learning with students as activators of their own learning and resources for others.
Since 2008, the classroom learning and teaching of religion in the Archdiocese of Brisbane has been characterised by a reconceptualist approach. In short, it operates from an educational framework rather than from a catechetical or ‘shared Christian praxis’ framework. The most prominent proponent of the reconceptualist approach has been Gabriel Moran upon whose work the Brisbane Catholic Education Model for Religious Education is based.
In a reconceptualist approach, the classroom religion program becomes a primary arena for dealing with the critical religious issues and concerns of life. There are three key considerations for teachers using this approach: the Avoidance of Presumptive Language, Teaching ‘about’ the Tradition and Powerful Pedagogies.
Avoidance of Presumptive Language
In a reconceptualist approach, teachers avoid using presumptive language and do not start with assumptions about students’ faith development based upon their particular religious affiliation. At Holy Spirit School, teachers use language that is invitational and educational to better engage students in the religion classroom. Students who can readily identify themselves as Catholics are affirmed by this approach. Further, when using non-presumptive language, teachers provide students with the freedom to respond in ways that do not assume a programmed response (Brennan and Ryan, 1996).
Teaching ‘about’ the Tradition
A reconceptualist approach to teaching religion entails “exploring the meaning of one’s own religious life in relation to both those who share that life and those who do not” (Scott, 1984, p.334). This educational focus requires a critical appreciation of one’s own religious tradition and an empathetic understanding of the religious beliefs and practices of others. A reconceptualist classroom is not simply a place for transferring facts and knowledge. Nor is it merely a phenomenology or a values driven philosophy of religion. In teaching about the Catholic Christian tradition, teachers of religion at Holy Spirit give witness to the value they place on their personal religious beliefs as much by the authenticity of the teaching processes they employ, as by who they are as people of faith.
Powerful Pedagogies
The pedagogical practices embedded in the Brisbane Catholic Education Model of Pedagogy (2012) are consistent with a reconceptualist approach to the teaching of religion. Five practices provide a common language for planning and reflecting on learning and teaching in the religion classroom: focusing on learners and their learning; establishing clear learning intentions and success criteria; activating multiple ways of knowing, interacting and opportunities to construct knowledge; responding with feedback to move learning forward; and evaluating learning with students as activators of their own learning and resources for others.