TeachingRE Issue 4.pdf - the Second Level Support Service

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STUDENTS REFLECTIONSON LEAVING CERTIFICATERELIGIOUS EDUCATIONBy Lorraine GillespieA Snapshot!If you have any interest in students’ perceptions and experiences ofLeaving Certificate Religious Education, then read on! I decided inMay to ask some students about their perceptions of LCRE so thatwe might have a sense of the extent to which it measures up to theobjectives and goals outlined in the syllabus, and in particular thesyllabus rationale. Analysis of the results would seem to indicate apredominantly positive experience.Forty six students of Leaving Certificate Religious Education (LCRE)in nine schools kindly agreed to answer a questionnaire which I sentto their teachers in May 2009.The schools were randomly selectedand consisted of a broad mix of co-educational, all-girls, all-boys,boarding/day schools. Of the forty six students who returned thecompleted questionnaire, 28 were female, 16 were male and 2 didnot state their gender. (For the purposes of analysis, I have presumedhere that these two questionnaire results represent one male andone female.) Fifteen questions were asked in total. The first fivequestions used the Leikhart scale (students circled a number on ascale of 1 to 5). There was one closed question (Yes/No answer),and 9 open-ended questions. In all cases students were afforded anopportunity to explain, justify or expand on their answers.Firstly, I would like to say a huge ‘thank you’ to those students whokindly completed the questionnaire at such a stressful time of year.Their contribution here is highly valued and I am delighted to be ina position to share some of the highly interesting findings with thereader. I have no doubt that the voices of such students will continueto impact on curriculum and educational policy in Ireland in future. Ihope therefore that they will realise that their contribution is bothenlightening and powerful, not least for the awareness it raises aboutthe experience of our students of Leaving Certificate ReligiousEducation.Secondly, I wish to thank their teachers for agreeing to facilitate myenquiry through the questionnaire. May, as we all know, is ademanding and tiring time of year for many, particularly when helpingstudents prepare for Leaving Certificate examinations. I thank themfor their participation in this investigation.Thirdly, it is important that the reader understands this article in thecontext of a small-scale enquiry. It is intended only as a ‘snap-shot’view of some reflections by students of LCRE. It does not constitutea large-scale research project and one must therefore exercisecaution when forming judgments or conclusions based on theevidence presented here.There are many variable factors which canhelp shape how a student or group of students answer on any day(or at any time of the year!). Nevertheless, the questionnaire resultspresent many interesting findings and I expect that the reader will beinterested to learn about this particular educational experience fromthe perspective of these forty six students.In this article therefore I will include each question asked on thequestionnaire, indicate the range of answers given, and give examplesof some of the most commonly help opinion types, and indeed someof the interesting comments which students wished to share. Thereader is free to form his/her own conclusions on the basis of thisenquiry, and of course I will include my own personal analysis andcomment towards the end of the article.Q1: On a scale of 1 to 5 please rate how much you enjoyed yourLeaving Certificate R.E. by circling the appropriate number (1 = Ididn’t really enjoy it much ….. 5 = I really enjoyed it very much).Please outline the main reason(s) for this rating.1 2 3 4 5Findings:•15 students (11 female, 4 male) rated LCRE as 5 out of 5 (I reallyenjoyed it very much).• 18 students (10 female, 8 male) rated LCRE at 4.• 13 students (9 female, 4 male) rated LCRE at 3.Comments:• I really do feel that I have developed as a person. It has given mea new outlook on art, politics and opinion. I have really enjoyedcontinuing to look at the topics outside of books and the courseitself.• It was very enjoyable to learn about different sections in R.E. whichwere new to me such as philosophy. I also enjoyed theCoursework which enabled us to visit Clonskeagh mosque andMater Dei library.• I really enjoyed the course as I found the topics really interestingand relevant to the world at present. I find it to be quite a practical,personal subject.• The wide range of topics on the course from philosophy toBuddhism to religion & science was very appealing to me. Thecourse is very interesting and helps with general conversation andessay writing. It also helps develop other important skills likecontrasting and reflection.• I gave it a 3 because I think there is a lot of learning to be done.It is very different to JCRE and I think most people are unawareof this.• It annoys me that you can’t learn the answers off by heart. Lackof time in the exam kills me. Ii find it hard to get good results inexams which makes me hate it, although I’d find the course itselfvery interesting.50TEACHING RELIGIOUS EDUCATION ISSUE FOUR SEPTEMBER 2009
Q2: On a scale of 1 to 5 please rate how effective the LCRE wasin helping you to live in a multi-cultural society (1 = It didn’t reallyhelp me much … 5 = It really helped me a lot).Please outline the main reasons for this rating.Findings:• 9 students (6F, 3M) circled 5. (F = female; M = male)• 16 students (12F, 4M) rated 4.• 15 students (9F, 6M) rated 3.• 4 students (2 F, 3M) rated 2.• 1 student (F) rated 1.• 1 student – no response.Comments:• Learning about different religions was very beneficial in making mefeel open-minded about people of other religions.• I think that in the present age it is vital to know more about otherpeoples’ cultures and beliefs. It is necessary for us to respect theirreligion and not be as ignorant to think that our beliefs are theonly beliefs.• From looking at some of the ‘big questions’ in philosophy I havedeveloped a new interest and respect for how individuals tackleand interpret them for themselves.• I helped me to understand the background of others, look at bothsides, especially morality section – how my opinion may not beright for others – relativism etc.• It gave me a greater understanding of various religions.Q3: On a scale of 1 to 5 please rate how effective the LCRE coursewas in helping you to develop tolerance and understanding ofothers. (1 = It hasn’t helped me much … 5 = It has helped me alot)Findings:• 14 students (10F, 4M) circled 5.•19 students (14F, 5M) circled 4.• 10 students (4F, 6M) circled 3.• 0 students circled 2.• 2 students (1F, 1M) circled 1.• 1 student – no response.Comments:• The course really helped me to understand others.We looked atissues and faiths that I would never have understood or learntabout otherwise and I think this has strengthened myunderstanding of others.• It has made me think more of how foreign students feel in theclass and putting myself in other peoples’ shoes before makingdecisions.• Balanced views on everything discussed – for and against.• I feel I am more understanding of different people. I think I don’tjudge people before I get to know them as I might have donebefore.• It didn’t help me much as I already understand others.Q4: On a scale of 1 to 5 please rate how effective Coursework wasin helping you to personally engage with an issue of interest orconcern. (1 = It didn’t help me much … 5 = It helped me a lot).Findings:• 11 students (9F, 2M) circled 5.• 20 students (10F, 10M) circled 4.• 7 students (6F, 1M) circled 3.• 4 students (2F, 2M) circled 2.• 0 students circled 1.• 4 students – no response.Comments:• The coursework allowed me to engage personally with differentinterests in the world but it also helped me understand more andgave me scope to do so in my own religion.• I got to learn more about Christianity by doing Coursework. Ifound out things that weren’t even in the book.• Religion and gender: the ways in which women of differentreligions were treated upset me.• Helped me consider both sides to each issue. My opinion isn’talways right in certain instances.• It was a struggle to find links in the Coursework but throughresearch I found a lot of useful information that has made meconsider broader views.• I didn’t feel that the Prescribed Titled piqued my interest.Q5: How would you rate your critical thinking skills as a result ofstudying LCRE? (1 = Poor … 5 = Excellent).Findings:• 11 students (8F, 3M) circled 5.• 20 students ((15F, 5M) circled 4.• 12 students (9F, 3M) circled 3.• 1 student (F) circled 2.• 1 student (M) circled 1.• 1 student – no response.Comments:• Far better than before. I am no longer as rigid or judgemental. Ithink the subject really lends itself to developing tolerance forsubjects and developing them further beyond the obvious.• You have to ask a lot of questions in this course and I feel it helpedme to question different things I may not have asked questionsabout.• It helps develop a lateral, rational thinking.• It definitely made me think for myself instead of learning materialsoff by heart like my other subjects. I love how it allows me toexpress my opinion.• I have learned to question everything to come to a criticalconclusion.• Personally I will take my own side of an argument as I am stubbornso I will stick by my own word.• I think I could do better because in other subjects I am doing Ijust have to read and learn from the book whereas in R.E. it is allabout your own opinion and what you think.Q6: What was your favourite part of the course / topic? Pleasegive reasons.Findings:• 23 students (13F, 10M) selected Section A:The Search for Meaningand Values. 11 of these (2F, 9M) referred to the topic on thephilosophers.• 0 students selected Section B: Christianity: Origins andContemporary Expressions.• 5 students (4F, 1M) selected Section C:World Religions.• 10 students (8F, 2M) selected Section D: Moral Decision-Making.• 3 students (2F, 1M) selected Section E: Religion and Gender.• 0 students selected Section F: Issues of Justice and Peace; SectionG:Worship, Prayer and Ritual; Section H:The Bible: Literature andSacred Text; Section I: Religion:The Irish Experience.• 1 student (M) selected Section J: Religion and Science.• 3 students (2F, 1M) selected Coursework.• 1 student – no response.TEACHING RELIGIOUS EDUCATION ISSUE FOUR SEPTEMBER 2009 51
Page 2 and 3: Welcome TO ISSUE FOUR OFIN THIS ISS
Page 7 and 8: ownership of the Truth and acts as
Page 9 and 10: End NotesiWhile I will use the term
Page 11 and 12: of those who had becomeimportant to
Page 13 and 14: Tony Kenny teaches REat Coláiste C
Page 15 and 16: The Hindu Religionand WomenBy Sudha
Page 17 and 18: In the name of Allah Most Gracious
Page 19 and 20: spreads out his hands to the heaven
Page 21 and 22: WHY CARE? NewStudent-Friendly Jesui
Page 23 and 24: GLOBALISATION:Between Religion and
Page 25 and 26: peculiar way it reminds me of a rep
Page 27 and 28: RELIGION AND THEe n v i r o n m e n
Page 29 and 30: In conclusion, we hope that this in
Page 31 and 32: The Bible:THE MUSIC OF GODBy Louise
Page 33 and 34: U S I N G V I D E OI NR E L I G I O
Page 35 and 36: Religious Eductaion at KINSALECommu
Page 37 and 38: subject together with education.The
Page 39 and 40: students, supplemented with handout
Page 41 and 42: RELIGIOUS EDUCATION INOur Lady’s
Page 43 and 44: • To explore how this search for
Page 45 and 46: This year for open night, we turned
Page 47 and 48: What is spirituality? If anything i
Page 49: Are We Missing Something Here?1000
Page 53 and 54: for devout followers as ‘belief w
Page 55 and 56: BUILDING CAPACITYBy Lorraine Gilles
Page 57 and 58: RELIGIOUS EDUCTAION SUPPORTS e c o
Page 59 and 60: Students and teachers alike reflect
Page 61 and 62: God’s Music‘Truly I tell you, u
Page 63 and 64: CLOZE TESTKey concepts in JCRE Sect

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