A Reconceptualist Approach to the Religion Curriculum P-12
(From the text - Religious Education - Archdiocese of Brisbane, 2013)
The Religious Education Curriculum learning and teaching follows a reconceptualist approach. 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 Gabrial Moran upon whose work in 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
When presumptive language is used by teachers in classroom settings, some students can experience that language as alienating and judgemental.
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. Language is to be invitational and educational to better engage students in the religion classroom. Students who can readily identify themselves as Catholics are affirmed by this approach. 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 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. Teachers are challenged to build critical distance between themselves and the content they are teaching; to make available space for authentic dialogue; to allow students the freedom to investigate, to inquire and to use their religious imagination. Then, both teachers and students can return to their religious tradition with enhanced understanding.
Powerful Pedagogies
Students must be engaged with the richest resources of the tradition. The pedagogical practices embedded in the Brisbane Catholic Education Model of Pedagogy are consistent with a reconceptualist approach to the teaching religion. Five practices provide a common language for planning and reflecting on learning and teaching in the religion classroom:
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Focusing on learners and their learning
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Establishing clear Learning Intentions and Success Criteria
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Activating multiple ways of knowing, interacting and opportunities to construct knowledge
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Responding with feedback to move learning forward
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Evaluating learning with students as activators of their own learning and resources for others
