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1

Restoring the Foundations of Reason and Faith in Religious Education

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O’Shea G.

Studia Ełckie

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2012

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vol. 14

41-56

EN

This paper explores reasons for the apparent ineffectiveness of religious education programmes in the Catholic schools of the West. It examines the impact of the anti-realist educational philosophy of Constructivism and the inadequacy of responses to these challenges, including those proposed by Recontextualisation theologians. The paper examines the work of the nineteenth century Eng-lish Cardinal, John Henry Newman, and recommends possible solutions to the crisis in religious education based on the work of his insights. It also argues the case for certitude as a necessary component of religious education.

2

Human Embodiment and Trinitarian Anthropology – Six Implications for Religious Education

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O’Shea G.

Studia Ełckie

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2013

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vol. 15

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issue 4

455-466

EN

The author starts his considerations with a remark on the human person as a unique kind of reality – an embodied being with a Trinitarian structure. He claims that we must account for human nature as it is and educate the human person accordingly. He focuses on six key areas which need further exploration for the renewal of religious education: (1) religious education and the human person, (2) religious education for the body, (3) religious education for the heart, (4) religious education for the mind, (5) religious education and moral formation, and (6) the nature of faith.

3

Developing a Continuum of Experiences for Catholic Faith Formation

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O’Shea G.

Studia Ełckie

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2012

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vol. 14

19-39

EN

This paper summarizes the contribution of Montessori approaches to religious education, both by Maria Montessori herself and by the more recent work of Sofia Cavalletti, Gianna Gobbi and the Catechesis of the Good Shepherd. It is acknowledged that this work has been pursued primarily in an attempt to match religious experiences with developmental sensitive periods. The question remains, however, of how the needs of those who have missed the ideal moment for the various aspects of their religious development can be accommodated. A case is made for seeing the typi-cal stages of human development described by Montessori as a general sequential process for all learning, including religious. Consequently, the sequence of experiences used in the Catechesis of the Good Shepherd might be able to serve the wider purpose of indicating an appropriate se-quence for all religious learning.

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3 Studia Ełckie

1 2013

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3 O’Shea G.

Restoring the Foundations of Reason and Faith in Religious Education

Human Embodiment and Trinitarian Anthropology – Six Implications for Religious Education

Developing a Continuum of Experiences for Catholic Faith Formation