Introduction: Dimensions of Religious education

The Church document The Religious Dimension of Education in a Catholic School (Congregation for
Catholic Education, 1988) in paragraphs 68-70 explicitly outlines the two dimensions of religious education
in the Catholic school: religious instruction (the educational dimension) and catechesis (the religious life of
the school dimension). In practice, this necessitates that schools have an obligation to ensure that the rights
of all children to access religious instruction is met, while also meeting the rights of Christian children to
access, should they choose, the faith formation dimension (Congregation for the Clergy, 1997, para. 67).
Religious instruction (teaching students about religion) is the intentional teaching of knowledge of religion,
usually guided by a planned curriculum (Rush & Truasheim, 2007). Catechesis (teaching students to be
religious in a particular way) is concerned with faith formation (Moran, 2007) and is referred to in some
educational contexts as the religious life of the school. While these two dimensions are distinct, they work in
complement, as evidenced in the document The Religious Dimension of Education in a Catholic School
(Congregation for Catholic Education, 1988, para. 69), which states that religious instruction is likely to
strengthen the faith of a believing student.
Groome (1991) argues that it is inappropriate to separate education from faith formation in the Religious
education program. This is discordant with Ryan & Grajczonek (1997), who assert that when educators are
unable to delineate which aspects of religious education they are engaging with, complexities arise when
attempting to ensure that the educational and faith formation rights of each student are observed. Rossiter
(1988) posits that separation is necessary in light of the diverse populations in Catholic schools. It is
fundamental that educators adopt best practice pedagogical techniques that ensure a clear awareness of, and
distinction between, the two dimensions of religious education, in order to meet the educational and faith
formation rights of each student.

Activity instructions
1. Cut out the cards.
2. Sort them into the correct category, i.e. the primary purpose of the activity:
a. Teaching students about religion or
b. Teaching students to be religious in a particular way or
c. Other.
3. Write additional practices that are evident in your schooling context on the blank cards.
4. Add these to the correct category.
5. Review your sorting using the answer guide.

Teaching
students about
religion

Teaching
students to be
religious in a
particular way

Other

Read a book about

welcoming and
belonging as an
introduction to the
sacrament of Baptism.

Role-play the sacrament

of Confirmation,
including the use of
symbols and rituals.

Visit the Church prior to

Ash Wednesday to see,
e.g. ashes and oils, the
priests robes, colours
used, candles etc.

Invite students to share

personal photos, videos
etc. of a family Baptism
or experiences of
welcoming and
belonging.
Explore the issue: the
persistence of
widespread poverty and
consider it in light of
Catholic social teachings
about solidarity and
stewardship of and care
for creation.

View a selection of art

works of aspects of the
creation. Read the
Genesis creation
accounts and critique the
accuracy of the art
works.

As a class, read Genesis

2:4b-25 and gather
information about the
time period, geography,
culture etc.

Read a selection of
ancient creation stories
and identify information
about the time period,
geography, culture etc.
Compare this to Genesis
2:4b-26

Begin the day with a

prayer and reflections.

Read the Our Father

prayer and analyse its
words and meanings.

Read/View resources
about Lectio Divina and
the 4-step process of:
read; meditate; pray;
contemplate.

Engage in the 4-step

process of Lectio Divina:
read; meditate; pray;
contemplate.

Read Noah and the flood

and plot the story
characters, events and
settings.

Listen to the scripture

passage from Matthew
22:36-39. Students take
on the role of Scripture
Detective and find some
important words in the
story. Suggest what they
think is the main
message in this story.

Investigate
significant
Church history, events,
groups and individuals
from the Middle Ages
beginning
with
the
conversion
of
Constantine in 312 C.E
and ending with the fall
of Constantinople in
1453 C. E.

Students brainstorm
stories they know about
Jesus or stories Jesus
told.

Participate in a Caritas
fundraising activity.

Contribute to preparation
for a whole class liturgy.

Write a class vision

statement that reflects the
charism of the school.

ANSWER GUIDE:

Teaching
students to be
religious in a
particular way

Teaching
students about
religion
View a selection of art
works of aspects of the
creation. Read the
Genesis creation
accounts and critique the
accuracy of the art
works.

Visit the Church prior to

Ash Wednesday to see,
e.g. ashes and oils, the
priests robes, colours
used, candles etc.

Invite students to share

personal photos, videos
etc. of a family Baptism
or experiences of
welcoming and
belonging.

Role-play the sacrament

of Confirmation,
including the use of
symbols and rituals.

As a class, read Genesis

2:4b-25 and gather
information about the
time period, geography,
culture etc.

Participate in a Caritas
fundraising activity.

Read the Our Father

prayer and analyse its
words and meanings.

Read/View resources
about Lectio Divina and
the 4-step process of:
read; meditate; pray;
contemplate.

Engage in the 4-step

process of Lectio Divina:
read; meditate; pray;
contemplate.

Read Noah and the flood

and plot the story
characters, events and
settings.

Listen to the scripture

passage from Matthew
22:36-39. Students take
on the role of Scripture
Detective and find some
important words in the
story. Suggest what they
think is the main
message in this story.

Begin the day with a

prayer and reflections.

Read a selection of
ancient creation stories
and identify information
about the time period,
geography, culture etc.
Compare this to Genesis
2:4b-26.

Investigate significant
Church history, events,
groups and individuals
from the Middle Ages
beginning with the
conversion of
Constantine in 312 C.E
and ending with the fall
of Constantinople in
1453 C. E.

Write a class vision

statement that reflects
the charism of the
school.

Contribute to preparation
for a whole class liturgy.

Other
Explore the issue: the
persistence of
widespread poverty and
consider it in light of
Catholic social teachings
about solidarity and
stewardship of and care
for creation.
Students brainstorm
stories they know about
Jesus or stories Jesus
told.

Read a book about

welcoming and
belonging as an
introduction to the
sacrament of Baptism.