Teaching the Unteachable or Why Too Much Good Is Bad. Religious Education in Catholic Schools Today

In a recent article, Didier Pollefeyt reflected on the worrisome observation that young children seemingly successfully raised in the Christian faith in Catholic schools lose this faith by the end of secondary education. According to him, the combination of an all-too-positive theology and positive psychology in primary schools (turning these into safe havens) should be complemented by theologies of vulnerability and responsibility in order to present a Christian faith that is able to assist youngsters in situations of conflict, suffering, etc. In this contribution, however, I argue that a more fundamental analysis is to be made to solve this problem, not only for pedagogical but especially for theological reasons. A theological recontextualisation in dialogue with the current context will show us that the interruption of (all too) positive theologies urges these theologies themselves to change from within, into theologies of interruption. After summarising Pollefeyt’s argument, I will analyse the current context of detraditionalisation and pluralisation, pointing to the challenges it poses to all identity construction (including Christian identity construction) that are to be interrupted by difference and otherness. Afterwards, I will shed light on the precise way in which the dynamics of negative theology foster a radical critical hermeneutical consciousness at the heart of the Christian faith, challenging any attempt at solidifying it within closed, self-securing narratives, and thus opening up these narratives to be interrupted. I will illustrate my point with a short reflection on the Gospel of Mark as a Gospel for our times. In the conclusion, I will apply the insights gained to the project of the Catholic dialogue school in order to prevent the counterproductive outcome of self-securing identities.

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Faith Inside an Immanent Frame

Sharkey

2024

Religions

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Those who are charged with the responsibility of governing, leading or teaching in Catholic schools at this time are challenged by questions which go to the heart of their school’s mission. How is it possible for the mission of the Catholic school to be realised in a culture that is increasingly secularising? What is the secularising context and how is religious belief still possible today? These are questions of profound significance also for the families who seek a Catholic education for their children. Charles Taylor’s analysis of our secular age provides a foundation for addressing these questions as do findings from the Enhancing Catholic School Identity (ECSI) research. Whilst the secularising context is sometimes painted as the enemy of Catholic education, it is presented here as being the context in which Catholic schools must realise their mission and this cultural context, like any cultural context, has elements which support the mission and elements which impede it. The following key concepts from Taylor’s analysis are reviewed because of their relevance for Catholic schools: the Expressivist Age, the Cross-Pressured context and the Immanent Frame. The Post-Critical Belief Scale from the ECSI research is also reviewed, as a key finding is that Post-Critical Belief is the only viable option for faith in a secularising context.

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Teaching the Unteachable or Why Too Much Good Is Bad. Religious Education in Catholic Schools Today

Cited by 3 publications

References 3 publications

The impact of public, Catholic and Waldorf schools on pupils’ moral judgement

The impact of public, Catholic and Waldorf schools on pupils’ moral judgement

Interrupting Christian Identity Construction: Catholic Dialogue Schools and Negative Theology

Faith Inside an Immanent Frame

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