A Reconceptualist Approach to Religious Education
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 teachers at Southern Cross Catholic College employ in using this approach: the Avoidance of Presumptive Language, Teaching ‘about’ the Tradition and Powerful Pedagogies.
Avoidance of Presumptive Language
Religious Education curriculum documents have commonly used language that is presumes that the learner has a Catholic tradition. Brennan and Ryan (2011) have observed that when presumptive language is used by teachers in classroom settings some students can experience that language as alienating and judgmental. Teaching religion and assuming that a tradition is shared marginalises those members of the school community (student and parent) whose tradition is not Catholic.
In a reconceptualist approach, teachers at Southern Cross Catholic College aim to avoid using presumptive language and do not start with assumptions about students’ faith development based upon their particular religious affiliation. It is considered preferable that teachers use language that is invitational and educational to better engage students in the religion classroom. 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 Southern Cross Catholic College strive to 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
A reconceptualist approach requires powerful pedagogies that engage students with the richest resources of the tradition. As Brennan and Ryan (2011) remind us, the Catholic tradition is accessible through good teaching.
The pedagogical practices embedded in the Brisbane Catholic Education Model of Pedagogy (2012) and employed by the teachers at Southern Cross Catholic College are consistent with a reconceptualist approach to the teaching of religion and are the basis of the teaching process employed by teachers at Southern Cross Catholic. 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. In addition, for the past 2 years Southern Cross Catholic College have explored Visible Learning (John Hattie) and have participated in the DELT – Learn and Teach initiatives where best practice and data analysis inform planning and pedagogy.
focusing on learners and their learning
While some students at Southern Cross College College come from families strongly connected to their local parish community and are literate in the Catholic Christian tradition, a growing number of students enrol with low levels of religious affiliation and at best a tentative familiarity with public expressions of Catholic life.
In adopting the reconceptualist approach, teachers at Southern Cross Catholic College acknowledge the reality of students’ lives, identify learners’ levels of thinking and build on the attributes each student brings to the religion classroom.
establishing clear learning intentions and success criteria
The starting place for the classroom religion program is the Religion Curriculum P-12. Religion teachers use the curriculum to create and make clear and visible the learning intentions and success criteria for all students. A reconceptualist approach to learning and teaching in the religion classroom takes account of the capabilities and readiness of students, while at the same time ensuring a classroom that engages and challenges students.
At Southern Cross Catholic College as part of our participation in the Delivering Excellence in Learning and Teaching (DELT) and Visible Learning strategies we focus on clearly establishing a coherent Learning Intention and Success Criteria in conjunction with the students.
activating multiple ways of knowing, interacting and opportunities to construct knowledge
Historically, a feature of many religion classrooms has been a “one size fits all approach” to planning and pedagogy. Such an approach fails to acknowledge the integrity of religion as a discipline and a learning area that requires all the rigour and challenge of other learning areas.
At Southern Cross Catholic College, teachers strive to differentiate their lessons according to the specific learning needs of their cohort. These needs are informed by and not limited to; Number of Catholic and Non-Catholic students, Literacy levels (PM & PAT-Reading) and students who are on IEP’s.
responding with feedback to move learning forward
Effective learning in the religion classroom is advanced by informative feedback. Learning is facilitated when learners are given timely and rich information regarding their performances and achievements and how to improve.
As part of a College wide approach to John Hattie’s Visible Learning, staff at Southern Cross Catholic College have explored Dylan William’s work around Formative assessment to inform effective practice and pedagogy. Feedback when employed with appropriate intention connects information about a student’s prior or current achievement and the criteria for success associated with a learning intention.
evaluating learning with students as activators of their own learning and resources for others
In evaluating the effect of teaching on student achievement and success in the religion classroom, effect size becomes an important consideration. Hattie (2009) says effect sizes are the best way of answering the question, ‘What has the greatest influence on student learning?’ When using effect size the religious educator is invited to consider:
Teachers at Southern Cross Catholic College have worked closely with exploring strategies that statistically provide maximum effect sizes. This work has led to the establishment of a College wide Vision for Learning which encompasses, incorporates and validates the Reconceptualist Approach to Religious Education.
Elliot, M, Stower, L.et al. (2013) Religious Education Curriculum, Archdiocese of Brisbane. Brisbane, Australia. Catholic Education Archdiocese of Brisbane. (p12-15)
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 teachers at Southern Cross Catholic College employ in using this approach: the Avoidance of Presumptive Language, Teaching ‘about’ the Tradition and Powerful Pedagogies.
Avoidance of Presumptive Language
Religious Education curriculum documents have commonly used language that is presumes that the learner has a Catholic tradition. Brennan and Ryan (2011) have observed that when presumptive language is used by teachers in classroom settings some students can experience that language as alienating and judgmental. Teaching religion and assuming that a tradition is shared marginalises those members of the school community (student and parent) whose tradition is not Catholic.
In a reconceptualist approach, teachers at Southern Cross Catholic College aim to avoid using presumptive language and do not start with assumptions about students’ faith development based upon their particular religious affiliation. It is considered preferable that teachers use language that is invitational and educational to better engage students in the religion classroom. 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 Southern Cross Catholic College strive to 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
A reconceptualist approach requires powerful pedagogies that engage students with the richest resources of the tradition. As Brennan and Ryan (2011) remind us, the Catholic tradition is accessible through good teaching.
The pedagogical practices embedded in the Brisbane Catholic Education Model of Pedagogy (2012) and employed by the teachers at Southern Cross Catholic College are consistent with a reconceptualist approach to the teaching of religion and are the basis of the teaching process employed by teachers at Southern Cross Catholic. 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. In addition, for the past 2 years Southern Cross Catholic College have explored Visible Learning (John Hattie) and have participated in the DELT – Learn and Teach initiatives where best practice and data analysis inform planning and pedagogy.
focusing on learners and their learning
While some students at Southern Cross College College come from families strongly connected to their local parish community and are literate in the Catholic Christian tradition, a growing number of students enrol with low levels of religious affiliation and at best a tentative familiarity with public expressions of Catholic life.
In adopting the reconceptualist approach, teachers at Southern Cross Catholic College acknowledge the reality of students’ lives, identify learners’ levels of thinking and build on the attributes each student brings to the religion classroom.
establishing clear learning intentions and success criteria
The starting place for the classroom religion program is the Religion Curriculum P-12. Religion teachers use the curriculum to create and make clear and visible the learning intentions and success criteria for all students. A reconceptualist approach to learning and teaching in the religion classroom takes account of the capabilities and readiness of students, while at the same time ensuring a classroom that engages and challenges students.
At Southern Cross Catholic College as part of our participation in the Delivering Excellence in Learning and Teaching (DELT) and Visible Learning strategies we focus on clearly establishing a coherent Learning Intention and Success Criteria in conjunction with the students.
activating multiple ways of knowing, interacting and opportunities to construct knowledge
Historically, a feature of many religion classrooms has been a “one size fits all approach” to planning and pedagogy. Such an approach fails to acknowledge the integrity of religion as a discipline and a learning area that requires all the rigour and challenge of other learning areas.
At Southern Cross Catholic College, teachers strive to differentiate their lessons according to the specific learning needs of their cohort. These needs are informed by and not limited to; Number of Catholic and Non-Catholic students, Literacy levels (PM & PAT-Reading) and students who are on IEP’s.
responding with feedback to move learning forward
Effective learning in the religion classroom is advanced by informative feedback. Learning is facilitated when learners are given timely and rich information regarding their performances and achievements and how to improve.
As part of a College wide approach to John Hattie’s Visible Learning, staff at Southern Cross Catholic College have explored Dylan William’s work around Formative assessment to inform effective practice and pedagogy. Feedback when employed with appropriate intention connects information about a student’s prior or current achievement and the criteria for success associated with a learning intention.
evaluating learning with students as activators of their own learning and resources for others
In evaluating the effect of teaching on student achievement and success in the religion classroom, effect size becomes an important consideration. Hattie (2009) says effect sizes are the best way of answering the question, ‘What has the greatest influence on student learning?’ When using effect size the religious educator is invited to consider:
Teachers at Southern Cross Catholic College have worked closely with exploring strategies that statistically provide maximum effect sizes. This work has led to the establishment of a College wide Vision for Learning which encompasses, incorporates and validates the Reconceptualist Approach to Religious Education.
Elliot, M, Stower, L.et al. (2013) Religious Education Curriculum, Archdiocese of Brisbane. Brisbane, Australia. Catholic Education Archdiocese of Brisbane. (p12-15)