A look at how the religion program of Australian Christian secondary schools has evolved to suit the current diversities of the Australian communities.
Written in 2008; 1,996 words; 9 sources; APA; $ 63.95
Paper Summary:
This paper discusses how the obvious cultural diversity occurring in Australia throughout the 1960s up until the present has significantly impeded a response from the educational system of each state of Australia to accommodate the new and assorted students entering the Catholic secondary school system. It looks at how the application of this response has created various reactions by educators and theorists about the direction in which religious education in Australia is heading and consequential implications.
From the Paper:
"Ryan (1997, p. 158), introduces the phenomenological approach to religion education, with the considered founder Edmund Husserl (1859-1938), and explains need for people to 'suspend all presuppositions and prior judgements about the phenomena (Ryan, 2007)' which would prevent their own consciousness as it approaches and forms its own perceptions of that phenomenon. This human intuition is allowed to form in order to gain an understanding of the traditions from the believer's position (Moore and Habel, 1982, p.63). ''Bracketing" is used to remove but not dismiss the questions of religion, such as 'Does God exist?' in order to reach this understanding. Husserl's contemporary, Emilie Durkheim (1858-1917) remodelled religion into a new social science of which Ninian Smart used to develop school courses in the study of religion based on his description of the different dimensions of religion commonly shared by the different religious groups around the world (Smart, 1989)."
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