Presents teaching suggestions for multifaith religious education in British schools, including teaching content and materials for various ages, chapel or assembly practices, and recommended teacher resources. Discusses the importance of the teacher's attitude. (SJL)

The author analyzes the different purposes and processes of religious nurture, religious studies, and religious education to show why "commitment" becomes a problem in school-based Religious Education when the roles of the religious nurturer and the religious educator are confused. (Author/SJL)

Examines various strands of philosophical opposition to contemporary religious education programs which are based more on religious elucidation than advocacy. Concludes that those religious education programs are best which help students assess and evaluate various religions and make informed religious choices for themselves. (DB)

Based on the author's educational experiences as a student and teacher at Jesuit high schools and developed within the framework of the cognitive development theories of Lawrence Kohlberg, describes six stages of moral development. Concludes with a description of teachers at six stages of professional development. (AYC)

Argues that schools should resist, not welcome, becoming responsible for remediating community and personal failings in such areas as sex education, optimal development of the whole child, student motivation, ethnic identity, religious observances, and psychotherapy. (RH)

Discusses the difficulty parish catechetical coordinators face in recruiting volunteer religion teachers. Presents recommendations for successful recruiting: stable programs that are spoken of confidently; in-service formation of catechists; recruitment that is done by the entire parish; casting a wide net; and creating an environment welcoming…

Discusses the history of using religious art to teach young children about their faith. Quotes and discusses a speech about art and catechesis by Pope Paul VI, who maintained that the image of Jesus arouses compassion in everyone. Argues that images of Christ brings new insights to people, especially children. (AJL)

Discusses the history of the Plains Indians' relationship with the Catholic Church. Argues that some Catholics who denied the validity of Native American ritual turned Indians away from the Church. But currently, the Church's attempts to allow incorporation of those rituals into Church services have helped to revitalize the Native Catholic Church.…

Discusses ways in which the "New" South expresses its history through iconography such as the cross, the Bible, and the Confederate flag. Analyzes the meaning of and the opportunities for Catholic evangelism in this New South. (Contains eight references.) (NB)

Offers suggestions for ways in which Catholic educators can set priorities for developing religious education programs. Recommends visual symbols of Catholicism in each classroom, required prayer, a sacred place on campus, spiritual retreats for students, and reaching out to students. Also suggests that students be required to invest hours in…

Argues that, though many schools have the technological infrastructure required to keep up with advances in educational technology, many of them do not know what to do with it. Suggests that educators define what they want to accomplish and try it out with pilot projects using equipment already available. (NB)

Offers web addresses for three different sources that might be useful to Catholic educators: (1) U.S. Government Printing Office, which provides educational information; (2) New Moon Magazine, which urges young people to focus on good works rather than good looks; and (3) Discover Nursing, which aims to recruit people interested in nursing…

Describes the major issues tackled by the school board in a New Jersey Diocese. The key areas addressed were: revision and expansion of tuition assistance program, a move to president/principal model of administration for high schools, and overhaul of school policy manuals. Describes characteristics of an effective board. (NB)

Discusses the origins and nature of the phenomenological approach to the study of religion. Examines the way in which this approach has become accepted as a suitable methodology for religious education. Argues that certain features of this approach are untenable in the light of recent work in the philosophy of language and mind. (CAJ)