Abstract
Confessional or Denominational Religious Education is a reality in different schools, both private (normally denominational schools) and state-funded schools. If we agree that among the main aims of Religious Education are the formation of identity and character, and the enhancement of one’s spiritual, social and cultural, development, then we also have to agree that Religious Education needs to respect and take into consideration various tensions, among which the rights of parents versus the rights and duties of the wider community, and contextual realties versus global realities. The present chapter explores how Denominational, in particular Catholic Religious Education, can be inclusive without playing down its confessional character. After presenting the philosophical basis for this standpoint, the chapter will also illustrate examples of how a Catholic Religious Education Syllabus can not only include at its very basis a sense of openness, respect and a will to grow through interaction and dialogue with other faiths but can also present contents and beliefs present in other worldviews. The chapter will take into account various difficulties that arise from this approach, particularly the tension between the will and aims of the institutional Church and the biases, especially of interpretation, that a Catholic approach may generate.
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Gellel, A. (2010). An Inter-religious Basis for a Denominational Religious Education: A Paradox?. In: Engebretson, K., de Souza, M., Durka, G., Gearon, L. (eds) International Handbook of Inter-religious Education. International Handbooks of Religion and Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9260-2_28
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DOI: https://doi.org/10.1007/978-1-4020-9260-2_28
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