The author explains the background and content of "Catechesi Tradendae," Pope John Paul II's pastoral letter of October 25, 1979, on the goals and methods of Catholic religious education. (SJL)

Describes a Catholic high school science unit on the origins of energy, matter, stars, planets, and life. Explains how the three- to four-week unit seeks to promote a unifying vision of science and religion, physics and biology, art and chemistry, education and living. (DMM)

Discusses the saints and how they should be presented to students as individuals who did great works. Explains that saints were not created but recognized for their efforts. Presents a research and writing project, with nine research questions, to help students discover which saint has their talents and can function as a role model. Includes two…

Advocates infusion (i.e., introducing new concepts across a traditional curriculum) to teach sexuality in religion classes. Stresses finding areas of correlation and planning lessons with a specific aim in mind. Identifies basic concepts of sexuality that relate to the religion curriculum and benefits/drawbacks of infusion. (BCY)

Discusses guidelines from the General Directory for Catechesis for teaching religion to children pre-kindergarten through eighth grade: (1) faith education; (2) liturgical education; (3) moral formation; (4) prayer instruction; (5) community life education; and (6) missionary initiation. Describes in-service sessions with principals and curriculum…

Examines ways in which parents and religious educators can instruct children about issues involving faith, God, and prayer. Reviews strategies for increasing children's understanding of faith and God and suggests classroom activities to help teachers support parents' religious education efforts. Provides tips for making Mass more meaningful for…

Suggests two approaches to creative writing instruction that religion teachers can use to heighten students' awareness of themselves, others and the environment; to help them share their perspectives and develop the language to account for their experience; and to encourage their imagination. (DMM)

Discusses the role of conscience in moral decisions and several approaches to moral education. Indicates that moral development is an interactive process between children and their environment and that empathy, delayed gratification, and the courage to withstand social pressure must be encouraged in the moral education of youth. (MAB)

Describes a teacher's experience after losing her sight. Explains how she incorporated audiocassettes into her classes--students recorded their assignments and listened to them with her during 20-minute interview sessions. States that in using the cassette, students improved their skills as readers, became more aware of the rhythms of the English…

For Catholic educators, the Jubilee Year 2000 brings a valuable opportunity to help students deepen their understanding of their faith and reflect on what it means to be a follower of Jesus in a new millennium. Provides various suggestions that may help Catholic educators take this opportunity and share this important tradition. (VWC)

The author discusses the particular needs of the Catholic adult as learner and believer and suggests program planning techniques for adult catechesis based on specific learning objectives and a wide choice of teaching methods. (SJL)

Describes various research results on the benefits of cooperative learning. Also addresses the shift of Catholic school education toward cooperative learning, reflecting the civic-minded nature of Catholic doctrine and values. (YKH)

Examines the impact of increased reliance on computers in education, focusing on potential implications for religious instruction. Reviews potential negative implications related to diminished student-teacher relationships, the loss for children using virtual interfaces of real tactile experiences, a lack of coherent narratives, and the loss of…

Stresses the importance for Catholic school educators to reveal the Christian message through every gesture of behavior and foster an experiential faith in students' lives. States that this demands a great deal of skill, knowledge, and self-awareness on the teacher's part, and requires self-esteem, authentic caring, humility, and communication…