Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

An Empirical Study of the Problem of ‘Ecclesiastical Drift’ in Catholic School Religious Education

Version 1 : Received: 26 October 2022 / Approved: 2 November 2022 / Online: 2 November 2022 (08:39:55 CET)

How to cite: Rossiter, G. An Empirical Study of the Problem of ‘Ecclesiastical Drift’ in Catholic School Religious Education. Preprints 2022, 2022110050. https://doi.org/10.20944/preprints202211.0050.v1 Rossiter, G. An Empirical Study of the Problem of ‘Ecclesiastical Drift’ in Catholic School Religious Education. Preprints 2022, 2022110050. https://doi.org/10.20944/preprints202211.0050.v1

Abstract

Just when Catholic school Religious Education (RE) needs to be more outwardly focused on the contemporary search for meaning, its discourse has ‘drifted’ almost so exclusively into ecclesiastical terminology that its value as a spiritual/moral subject is being eroded –creating an ever widening discontinuity with classroom realities and young people’s spirituality. Religious educators’ perceptions of this problem, labelled as ‘ecclesiastical drift’, were investigated. While ecclesiastical terms were respected, issues related to their excessive usage were identified. By contrast, the unanimous, positive endorsement of educational terms raises the question why such language is largely missing from many Catholic accounts of RE.

Keywords

Religious Education; Catholic schools; Catholic education; ecclesiastical drift

Subject

Arts and Humanities, Religious Studies

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