Vatican Two Religion Curriculum In Australia

Before Vatican Two religion curriculum in Australia didn’t differ much for almost a century. All lessons revolved around the catechism. The catechism is a small book of theological concepts comprised of four parts. Up until the 1950’s and 1960’s children learned from the catechism and recited responses to questions from the book. The learning was rote, and this style was common. This style couldn’t continue much longer as a teaching method, as growing dissatisfaction with the dogmatic approach among teachers, this process that focused heavily on memorization wasn’t the way forward. A new way of thinking was required. Teachers began looking at a new theory of learning. An approach that starts with senses, then intellect and followed by will

By 1970 the Second Vatican Council placed new reforms on the way teachers in schools taught religious education. The reform is about divine revelation, a life-experience approach. Many, but not all leaders in Australian dioceses took on the challenge of generating curriculum that focuses on a child’s personal experience when teaching religion. The approach can be identified as experiential catechesis, meaning to learn based on experience and observation. This method was looking to compliment the kerygmatic phase, but place a stronger focus on here and now. Teachers would adopt a four-point plan in their lessons involving a shared experience, a deepened reflection, an expression of faith, and reinforcement of insights gained (Ryan, 1997). The catechism and kerygmatic approaches emphasized Church tradition; this new approach argued that God was present and working in the lives of people today (Ryan, 2014). Goldburg (2008) explains how to focus on the life experience of the students, the use of a diversity of teaching sources and materials. Audio, visual, newspaper and magazines were among the types of materials encouraged. Along with the induction of new materials classrooms took a change, rooms were set up in a non-formal arrangement with no desks, chairs or textbooks also the classroom was in a different section of the school. Classes were not using texts books through a booklet series called ‘Come Alive’ was published in 1971 as a teaching aid and was endorsed by the Episcopal Conference. Some Bishops did not accept this magazine, especially Bishop Bernard Stewart of Sandhurst who banned the use of Come Alive materials in his diocese. The material in the booklet didn’t present children with an understanding of Church authority and lacked guidance for their faith. This life-centred approach and its resources separated religious education from the curriculum, making it less academic. Subsequently by having a