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CRS3141 Religious Education in Schools OL 2009-2010

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CRS3141 Religious Education in Schools OL 2009-2010

    CRS3141 Religious Education in Schools

    Lecture W9 W10; CKB 123

    TSA

Course Description

    This course introduces the students to the theories and practices of religious education in

    schools. It aims to give the students a balanced picture of the present states and the potential development of this educational area. We will first explore some of basic issues

    concerning the nature and task of religious educaiton. Then we will then look into some theories of human and faith development. We will examine some past and recent approaches to religious education in the West and Hong Kong. Lastly, we will inquire into

    the pedagogical issues in the field. Special emphasis will be given to the context of Hong

    Kong.

    Course Content and Schedule

Date Topic Contents

    Sept 9 Course overview Syllabus

    Sept 16 The nature and Learning about religion; learning form religion; freedom

    task of RE and tolerance; Confessional approach; phenomenological

    approach; RE in Hong Kong

    Sept 23 Religion and Theories by Erikson, Kohlberg, Fowler and Noddings

    human

    development

    Sept 30 Postmodernist and The postmodernist approach of Clive and Jane Errickers; the

    Critical approaches critical approach of Andrew Wright

    to RE

    Oct 7 Interpretive The interpretive approach of Robert Jackson

    approaches to RE

    Oct 14 Moral and life The roles of religious education in moral education;

    education morality, values, and character formation

    approaches (1)

    Oct 21 Moral and life Life education; caring approach to moral education

    education

    approaches (2)

    Oct 28 RE in Hong Kong: Ethnographical information about the formal and informal

    Case studies (1) education in two Christian-sponsored schools (Screening of

    the film Secondary School (中學))

    Nov 4 RE in Hong Kong: School visit

    Case studies (2)

    Nov 11 RE Curriculum and Issues of RE curriculum design and pedagogical practices

    Pedagogy (1)

    Nov 18 RE Curriculum and Issues of RE curriculum design and pedagogical practices

    Pedagogy (2)

    1

Nov 25 Project

    presentations (1)

    Dec 2 Project

    presentations (2)

Course Readings

1. Course Introduction

    吳梓明. (2004) 宗教多元化的挑戰及香港學校宗教教育的目標. 《從宗教教育到生命教

    育》, 81-95.

2. The Nature and Task of RE

    Wright, Andrew. (2004) Chapter 14: Modern Religious Education. Religion, education,

    and post-modernity. London; New York : RoutledgeFalmer.

    Read, G., Rudge, J., Teece, G., and Howarth, R. B. (1998) The aim and general principles

    of Religious Education. In How do I Teach RE ? 2nd ed., repr. with corrections.

    [Cheltenham] : Stanley Thornes,.

    Boradbent, L. (2002) A rationale for Religious Education. In L. Broadbent and A. Brown

    (eds), Issues in religious education, London; New York : Routledge, 16-26.

    Cooling, T. (2002) Commitment and indoctrination: a dilemma for Religious Education.

    In L. Broadbent and A. Brown (eds), Issues in religious education, London; New

    York : Routledge, 44-55.

3. Religion and human development

    (*) Brian G. (2002) How far do programmes for RE relate to the Social and Psychological

    Devleopment of Pupils? Devleopment through religious eduation. In L. Broadbent

    and A. Brown (eds), Issues in religious education, London ; New York : Routledge,

    101-110.

    Noddings, N. (1992) Chapter 2 Caring. In The challenge to care in schools: an alternative

    approach to education. New York: Teachers College Press. 15-27.

    Fuller, R. C. (1998) Chapter 2 Belief and identity formation, in Religion and the life cycle.

    Philadelphia : Fortress Press. 34-55

    Fowler, J. W. (1981) Stages of faith: the psychology of human development and the quest

    for meaning. Publisher San Francisco: Harper & Row.

    Erickson, E. H. (1950) Chapter 7 Eight ages of man, in Childhood an society. 2nd ed.

    New York : Norton, 241-274.

4. Postmodernist and Critical approaches to RE

     (*) Wright, Andrew. (2003) The Contours of Critical Religious Education: Knowledge,

    Wisdom, Truth, British Journal of Religious Education, 25:4, 279 - 291.

    Jackson, Robert. (2004) Chapter 4: Postmodernist approaches to religious education.

    Rethinking religious education and plurality: issues in diversity and pedagogy.

    London; New York : RoutledgeFalmer. 58-74.

    2

Jackson, Robert. (2004) Chapter 5: Religious education as religious literacy. Rethinking

    religious education and plurality: issues in diversity and pedagogy. London; New

    York : RoutledgeFalmer. 75-86.

    Bellett, Eileen (1998) 'Religious Education for Liberation: A Perspective from Paulo

    Freire', British Journal of Religious Education 20(3), 133-43.

    5. The Interpretive approach of Robert Jackson

    (*) Jackson, Robert. (2004) Chapter 6: The interpretive approaches to religious

    education. Rethinking religious education and plurality: issues in diversity and

    pedagogy. London; New York : RoutledgeFalmer. 87-108.

    Jackson, R. (1997) Religious education: an interpretive approach. London: Hodder &

    Stoughton.

    6. The Moral and life education approach (1)

     (*) Noddings, N. (2002) Chapter 10 Educating moral people. Educating moral people :

    a caring alternative to character education. New York: Teachers College Press.

    102-117.

    吳秀碧编. (2006) 第一篇: 生命教育課程的設計基礎.《生命教育 : 理論與教學方案》台

    北市 : 心理出版社股份有限公司.

    O'Keefe, B. and Zipfel, R. (2007) Formation for citizenship in Catholic schools.

    Chelmsford: Matthew James.

    7. RE in Hong Kong

    (*) Cheng, R. H. M. (2004) Moral education in Hong Kong: Confucian-parental,

    Christian-religious and liberal-civic influences. Journal of Moral Education, 33 (4):

    533-551.

    (*) Yeung, G. K. K. and Chow, W. Y. (2009) “To take up your own responsibility”: The

    religiosity of Buddhist adolescents in Hong Kong. Paper presented in the 9th

    International Conference on Children's Spirituality.

    Hue, M.-T. (2007) Emergence of Confucianism from teachers' definitions of guidance

    and discipline in Hong Kong secondary schools. Research in Education, 78, 1: 21-

    33.

    Francis, L.J., Lewis, C.A., and Ng, P. (2003) Psychological health and attitude toward

    Christianity among secondary school pupils in Hong Kong. Journal of Psychology

    in Chinese Societies, 4, 231-245.

    Wong, P. H. (2005) ‘The Ambiguity of the Term “Spiritual” in Hong Kong Educational

    Discourse: Rhetoric and Substance,’ International Journal of Children’s Spirituality,

    10: 3, pp.243-261.

    吳梓明. (1988) 《香港敎會辦學初探》香港;崇基學院神學組.

    8. RE Curriculum and Pedagogy

    Pinar, W. F. et al (1995) Understanding curriculum : an introduction to the study of

    historical and contemporary curriculum discourses. New York : P. Lang. 744-763,

    781-790.

    3

    Read, G., Rudge, J., Teece, G., and Howarth, R. B. (1998) The aim and general principles

    of Religious Education. In How do I Teach RE ? 2nd ed., repr. with corrections.

    [Cheltenham] : Stanley Thornes,.

    Erricker, C. and Erricker, J. (2000) Section III, Reconstructing religious, spiritual and

    moral education. London; New York: Routledge/Falmer.

Relevant Policy and Curriculum Documents of Hong Kong

    香港課程發展議會.(1999)《中學課程綱要??宗教教育科?中一至中三?》香港;香港課

    程發展議會.

    課程發展議會及香港考試及評核局.(2007)《倫理與宗教課程及評估指引(中四至中六) 》香

    港;香港課程發展議會.

    課程發展議會及香港考試及評核局.(2007)《通?教育科??課程及評估指引(中四至中

    )》香港;香港課程發展議會.

    香港天主教教育事務處.(2006)《天主教中學、小學及幼稚園??宗教及道德教育課程文

    件》香港;香港天主教教育事務處.

Learning Outcomes

    Knowledge outcomes

    a. To understand the nature and task of religious education in contemporary context. b. To understand of the principal approaches to religious educaiton.

    c. To acquire the critical perspectives for evaluating religious education curricula,

    programmes and practices.

    Attitude outcomes

    a. To develop a critical yet constructive attitude in evaluating religious education

    programmes and activities.

    b. To develop a sensitivity to religious educational elements in humanities education.

Assessment Scheme

    Task Weight

    Tutorials 30%