Religious education as a multi-process curriculum

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dc.contributor.advisorCumpsty, John Sen_ZA
dc.contributor.authorBurke, Michael Terenceen_ZA
dc.date.accessioned2016-05-16T11:59:52Z
dc.date.available2016-05-16T11:59:52Z
dc.date.issued1996en_ZA
dc.descriptionAnnexure to thesis: CORD : a curriculum for Catholic high school religious education : 15 intertwined process-strands : a book for teachers / composed and compiled by Michael Burke. Pietermaritzburg : Centaur publications, 1991. ISBN 0 947472 68 1.en_ZA
dc.descriptionBibliography: pages 181-187.en_ZA
dc.description.abstractFinding a satisfying approach to Religious Education is a problem even to schools with a specifically religious character; it is even more of a problem to multi-faith public schools. The root of the problem may lie in the monolithic way that "religion" and "religious education" are perceived. Everyone develops ways of making sense of life, however inadequate, and everyone possesses the same range of faculties for doing so. In a broad sense, this is religion - even if only some are conditioned to call it this - and any assistance given to awakening the faculties concerned is religious education - even if only some recognise it as such. Agnostics often possess highly developed faculties that in believers are seen as belonging to the fabric of their faith. In devising a programme of Religious Education for Catholic Schools, my starting point was to examine the range of faculties involved and how learning and growth happen in practice. It became apparent that, just as a language is approached by many routes (such as learning to understand, speak, read, write, and appreciate it) so too a number of processes operate in parallel to produce the effect called Religious Education. The analysis crystallised fifteen distinct learning processes. Some are immediately recognisable as "religious"; others are partly motivated and orientated by religion; still others are religious only in implicit ways.en_ZA
dc.identifier.apacitationBurke, M. T. (1996). <i>Religious education as a multi-process curriculum</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Religious Studies. Retrieved from http://hdl.handle.net/11427/19685en_ZA
dc.identifier.chicagocitationBurke, Michael Terence. <i>"Religious education as a multi-process curriculum."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Religious Studies, 1996. http://hdl.handle.net/11427/19685en_ZA
dc.identifier.citationBurke, M. 1996. Religious education as a multi-process curriculum. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Burke, Michael Terence AB - Finding a satisfying approach to Religious Education is a problem even to schools with a specifically religious character; it is even more of a problem to multi-faith public schools. The root of the problem may lie in the monolithic way that "religion" and "religious education" are perceived. Everyone develops ways of making sense of life, however inadequate, and everyone possesses the same range of faculties for doing so. In a broad sense, this is religion - even if only some are conditioned to call it this - and any assistance given to awakening the faculties concerned is religious education - even if only some recognise it as such. Agnostics often possess highly developed faculties that in believers are seen as belonging to the fabric of their faith. In devising a programme of Religious Education for Catholic Schools, my starting point was to examine the range of faculties involved and how learning and growth happen in practice. It became apparent that, just as a language is approached by many routes (such as learning to understand, speak, read, write, and appreciate it) so too a number of processes operate in parallel to produce the effect called Religious Education. The analysis crystallised fifteen distinct learning processes. Some are immediately recognisable as "religious"; others are partly motivated and orientated by religion; still others are religious only in implicit ways. DA - 1996 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1996 T1 - Religious education as a multi-process curriculum TI - Religious education as a multi-process curriculum UR - http://hdl.handle.net/11427/19685 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/19685
dc.identifier.vancouvercitationBurke MT. Religious education as a multi-process curriculum. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Religious Studies, 1996 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/19685en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Religious Studiesen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherReligious Studiesen_ZA
dc.titleReligious education as a multi-process curriculumen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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