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The importance of Religious Education (RE) in Irish secondary schools is a topic that is often debated. A common argument put forward in opposition to giving class time to the subject is that the other core subjects are deemed more important; and therefore, should merit more time. This argument is perhaps particularly prevalent in schools where RE is not a State-examined subject. This article will seek to identify the ways in which the RE curriculum and classes in schools contribute to the social development of the student, the resources that can support how it is taught, and the impact it can have on the broader community, overall.

The content, delivery and structure of RE as a subject in Irish secondary schools is something that has evolved in various ways over the last few decades. It is beyond doubt that this changing attitude towards the subject is closely connected to the transformation Irish society has been experiencing with its relationship to Religion as a whole. In the 1960s for example, the Catholic Church was the primary influence on education and culture throughout Ireland.^[1] Today, that is not the case. The links existing between the Church and its authority on these societal structures have gradually separated. This separation has had an effect on RE and how it is taught in Ireland. There is now considerably more social diversity in Ireland, than in the 1960s, and with that comes an openness to new cultures, faiths and backgrounds – making it clear to see that Ireland is in a time of adjustment. While the RE curriculum has responded to those adjustments in Ireland, and endeavoured to facilitate knowledge about global religions, it seems as though the collective consensus on the need for RE as a subject in our schools is rapidly declining.

Social Justice Ireland has also speculated in this changing environment that the “internationalisation of the population presents Ireland with the key challenge of developing a truly integrated society that values cultural and ethnic diversity”.^[2]  With one of the main concentrations of both the Junior and Leaving Cycle RE Syllabi on the major World Religions,^[3] it would stand to reason that this subject addresses to some degree the real concern that Social Justice Ireland perceives for our society today.

Maintaining a dedicated class where students learn about different religions and the cultures and frameworks they have stemmed from, is invaluable education for the new generations passing through the Irish secondary school system. This pocket of time in the school schedule for RE could have a rippling impact on a student’s ability to empathise, understand and appreciate the differing beliefs and morals of another – which, in turn, could have a large-scale influence on the overall atmosphere and capacity for acceptance within our society.

As previously mentioned, whether exam or non-exam based, an argument against RE has been that it is a subject taking up valuable space on the timetable, that could be used for studying more pressing subjects. However, the infamous quote and outlook of ‘Dead Poets Society’, and their reference to the writings of Walt Whitman may offer a different angle to this perspective: “Medicine, law, business, engineering, these are all noble pursuits, and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for… ‘O me, o life of the questions of these recurring, of the endless trains of the faithless, of cities filled with the foolish. What good amid these, o me, o life? Answer: that you are here. That life exists, and identity. That the powerful play goes on, and you may contribute a verse. That the powerful play goes on and you may contribute a verse.’”^[4] Although ‘Romance’ or ‘Poetry’ may not necessarily be a central focus within RE, the dealings one has with faith, morality, their identity and sense of belonging are all core to one navigating life with the many profound, difficult and demanding questions along the way- and all of which hold a principal place in RE. In fact, the very first section in the Senior Cycle curriculum for RE is ‘The Search for Meaning and Values’^[5], which are foundational elements for the existence of any human being. As the above quote notes: “these are what we stay alive for”^[6]. RE can deeply impact the personal development of students and equip them with important tools to discover the meaning, value and purpose of life and their place within it all.

In looking at the ethical and relational structure of RE being quite distinct to many other school subjects, such as Mathematics or Geography, for example, it would be reasonable to suggest that the ways in which it is taught would also reflect this. As it is a discipline that is primarily focused on understanding and relating to each other’s beliefs and experiences of life, an approach that ‘practises what it preaches’, so to speak, and practically demonstrates how to exchange ideas, listen openly and appreciate outlooks dissimilar to one’s own, could be very impactful. Living in the digital age, there are many resources available that can be a great support in promoting reflection and conversation amongst the students. For instance, many online learning platforms now provide educational videos, interactive activities, experiential learning games and much more that both appeals to entertaining the students and giving the teachers these helpful resources to facilitate a collaborative time of learning. SAOL, An Tobar Nua’s digital resource for the classroom^[7], is a tool that aims to aid dialogue among students – through engaging video content that provides discussion questions at key points during the video to allow time to digest and share their own thoughts on the different topics. Another way of delivering lessons from the curriculum that can be very effective, is having guest speakers in to share their personal experiences with the relevant subject matter, e.g. having a scientist from a particular faith background discuss the connections they see between religion and science. These resources and methods for teaching RE can bring the subject to a practical level for students; by listening to the real experiences of others, practising how to sympathise with the differing views of their peers, participating in respectful debate, and forming conclusions on their own opinions about moral issues and religious beliefs. Pupils develop abilities they will use not only in the context of RE class, but throughout their lives. It provides a place for students to explore these sensitive, or even evaded topics, and has the potential to have a profound impact on the academic years of the student, as well as how they communicate and function in a world full of distinct perspectives and beliefs.

Although faced with the challenge of increased academic pressure, maintaining a schedule for RE in secondary schools is valuable, despite sometimes being considered somewhat unwanted in today’s classroom. With the production of more online and innovative material for this course, these can be effective tools that aid how it is taught to and received by today’s generation. The inclusion of RE in the students’ timetable has the potential to teach them how to reflect the contents it teaches about and assist in the task of “developing a truly integrated society that values cultural and ethnic diversity”.^[8]

Bibliography

Charles, Josh. “Tom Schulman – Dead Poets Society (Entire Script).” Genius, https://genius.com/Tom-schulman-dead-poets-society-entire-script-annotated. Accessed 22 April 2024.

Inglis, Tom. “”Church and culture in Catholic Ireland.”” Studies: An Irish Quarterly Review vol. 106, no. 421, 2017, p. 21. Project Muse, https://muse.jhu.edu/pub/420/article/800384/summary.

An Tobar Nua Retreats, SAOL, https://antobarnuaretreats.ie/. Accessed 22 April 2024.

“Embracing Ireland as a multicultural society.” Social Justice Ireland, 24 April 2019,  https://www.socialjustice.ie/content/policy-issues/embracing-ireland-multicultural-society. Accessed 22 April 2024.

National Council for Curriculum and Assessment, https://ncca.ie/en/. Accessed 22 April 2024.

^[1] Inglis, Tom. “”Church and culture in Catholic Ireland.”” Studies: An Irish Quarterly Review, vol. 106, no. 421, 2017, p. 21. Project Muse, https://muse.jhu.edu/pub/420/article/800384/summary.

^[2] “Embracing Ireland as a multicultural society.” Social Justice Ireland, 24 April 2019, https://www.socialjustice.ie/content/policy-issues/embracing-ireland-multicultural-society. Accessed 22 April 2024.

^[3] National Council for Curriculum and Assessment, https://ncca.ie/en/. Accessed 22 April 2024.

^[4] Charles, Josh. “Tom Schulman – Dead Poets Society (Entire Script).” Genius, https://genius.com/Tom-schulman-dead-poets-society-entire-script-annotated. Accessed 22 April 2024.

^[5] National Council for Curriculum and Assessment, https://ncca.ie/en/.

^[6]  Charles, Josh. “Tom Schulman – Dead Poets Society (Entire Script).” Genius, https://genius.com/Tom-schulman-dead-poets-society-entire-script-annotated.

^[7]An Tobar Nua Retreats. SAOL. https://antobarnuaretreats.ie/ . Accessed 22 April 2024.

^[8] “Embracing Ireland as a multicultural society.” Social Justice Ireland, 24 April 2019, https://www.socialjustice.ie/content/policy-issues/embracing-ireland-multicultural-society.