Explores changes that have taken place in the Catholic Church's understanding of the concepts of "religion" and "faith." Discusses the effects of these changes on the ministry of religious education. Makes suggestions concerning the development of a suitable environment and atmosphere for approaching religious education within…

Many principals want to respond to their faculty's increasing interest in and need for meaningful community prayer. This publication was prepared for the teaching community with selections of prayer forms and programs, and plans for extending the program to spouses and family. Part 1, "Introduction," is comprised of scriptural…

Discusses the features of the National Catholic Educational Association's newest instruments for assessing students' faith, attitudes about religious and social questions, and religious practice. Describes the 1989 administration of the Assessment of Catholic Religious Education multi-level instruments. (DMM)

Proposes guidelines for Catholic religious educators to distinguish between acceptable and unacceptable theological pluralism, and infallible and non-infallible religious teachings. Considers personal theological competence to be essential in dealing with dissenting ideas in the classroom. (DMM)

Identifies three great religious catenas which interpret suffering. Discusses the classical and post-modern Christian catenas. Urges religious educators to question the classical Christian beliefs concerning suffering while not abandoning the Bible through dissatisfaction. Encourages acceptance of the idea that more than traditional beliefs find…

After interviewing Jewish teenagers about death, finds Reform Judaism teachers teach about love and marriage but not death. Observes students know little of Jewish customs related to death. Notes Jewish doctrine focuses on the needs of the living. Considers elements that will be necessary to provide for effective death education in Reform Jewish…

Presents results of a study of 16 to 18 year olds measuring attitude toward Christianity and interest in science. Finds significant negative correlation between the two. Cites key factors explaining this negative relationship as the perception of Christianity as necessarily involving creationism and of science as attaining to absolute truth or…

Argues that religious education should be sensitive to the existential limits that are commonly shared. States the religious life of children must be respected. Maintains that the religious curriculum topics are death, freedom, aloneness, and meaninglessness. Asserts religious education teachers must be comfortable with the presence of God, and…

Analyses the effect of religious schools on the moral education of English secondary school students. Derives four scales to measure students' general religious attitudes, specific Catholic beliefs, specific Jewish beliefs, and secular morality. Concludes that religious schools produce stronger, more uniform attitudes toward religion and morality…

Efforts by Christian colleges to integrate faith and learning in communication courses through conscious and direct planning are based on several questionable assumptions: that faith must be learned through the intellect, that all evangelical Christians share the same theological roots, and that interpersonal communication can be taught like any…

Listed are print and audiovisual materials that support the "Curriculum Guide for Division IV: Christian Ethics" intended for use in grades 10, 11, and 12. The course is designed to help students articulate, reflect upon, and understand what they believe and practice. Cited in this resource manual are textbooks, teacher's guides,…

Criticizes the concept that secular, rationalist thought is more objective than religious thought. Maintains that all human inquiry and interaction is rife with subjective bias and assumptions. Defends the teaching of religious subjects in public schools on this basis and calls for an "intersubjective" approach (acknowledging rationalist…

Defines evangelization as a cooperative religious educational experience regarding the efficacy of the gospel. Considers its role in the lives of young people. Concludes that evangelization must incorporate and address current social concerns as well as questions of belief and unbelief. (MJP)

Criticizes the notion that secular humanists and religious educators can equitably agree on a common or middle ground. Maintains that the so-called middle ground is often primarily secular ideology with a token acknowledgment of the validity of religious thought. Argues for a more open discussion with both positions receiving equal consideration.…

A three-year course of study in Christian ethics for grades 10, 11, and 12 is outlined. The course is intended to help students articulate, reflect upon, and understand what they believe and practice. The guide's introduction discusses the need for Christian development and the role that parents, school, and parish should play in that development.…