Courtney McGrailCatholic Primary Education in a Pluralist Environment
by Anne Hession
(Veritas, €14.99)
Aidan M. Donaldson
This is an extremely valuable, well written and very well researched work that deals with one of the most pressing issues in education in Ireland today; namely the role of the Catholic school in an increasingly diverse, more secular (some might argue) post-Christian Ireland.
As the title suggests, the work does deal with religious education in the Catholic primary sector today, but the author’s treatment of the topic ensures that this book will be of interest to an audience beyond those who are most directly involved with the delivery of religious education in Catholic primary schools.
In posing the issue of religious education in the broadest theological, philosophical, educational and even political contexts, Anne Hession invites the reader to consider the most fundamental questions about the goal of education itself, the nature of the Catholic school and its role in the mission of the Church, and the validity of religious education in the formation of young people in a rapidly changing world – as well as exploring the fundamental human dignity of each person and the values of modern society.
There are, of course, those who oppose the teaching of any form of religious education in schools. Humanists and secularists argue that religious formation belongs to the home and the churches and has no place in schools.
Some, such as the Educate Together movement in the Republic of Ireland and the integrated education sector in Northern Ireland, believe that learning about different religions is important to the education curriculum. But this is very much about learning about different faith traditions and beliefs in what the educationalist James Arthur calls ‘pluralist schools’ and most certainly not about being formed in a particular religious world view.
Some supporters of Catholic schools adopt a dogmatic defensive position on this question. Confronted with the challenges of secularism and a hostility towards faith schools, some would seek to ‘build the walls higher’ so that the Faith can be passed on uncorrupted by outside influences. For many this is best done through a rigorous programme of religious instruction that seeks to ‘teach’ young people Catholic truths and dogma.
Inspiring
Anne Hession resists this temptation and instead offers a most thoughtful, inspiring, challenging and, indeed, bold vision of Catholic schools and religious education in contemporary society. Instead of simply defending the place of Catholic education in a pluralist Ireland the author suggests that it should, in fact, be celebrated and shared in an increasingly multi-cultural and diverse society.
At the heart of this work is the role of the Catholic school in the mission of the Church that seeks to serve the whole world through announcing God’s unconditional love for all – and particularly those in need, oppressed, marginalised or otherwise excluded. Ms Hession stresses that this mission – based on God’s “preferential love for the poor and oppressed, excluded, or voiceless” (p. 77) – must be evidenced and lived out in all Catholic schools with particular care being given to children who are on the margins.
Catholic schools are not simply places of learning and excellence but must be “just communities that prepare students to work for social justice and peace on earth, until the time when God will rule over all things” (p.78).
The Catholic school – in order to be truly ‘Catholic’ – must be enlivened by the gospel values of love, compassion, forgiveness, equality and inclusion. It also must exhibit these in the everyday lived experience and relationships of teachers, students, parents and all whom the school comes into contact with. In other words, the Catholic school must be a living witness to God’s love in the world.
This necessarily means that Catholic schools must enter into dialogue with all faith beliefs and spiritualities, and that the religious education programme in the Catholic school must be formational and transformational of both the individual and the community and must seek to prepare young people for responsible religious and ethical dialogue in an increasingly pluralist and diverse world.
The author provides excellent resources and suggestions to aid in the promotion and delivery of such a vision of religious education (and particularly for the primary sector).
Each chapter contains a list of relevant checklists, questions for reflection and supplementary reading which will be extremely valuable for all those who see the education of young people in and for the modern world as something that dignifies both the human person and society.
It is a work that is deserving of the widest audience and one that will inform, challenge and inspire the reader.