Enthusiasm and Ambivalence: Elementary School Teacher Perspectives on the Ethics and Religious Culture Program

Morris, Ronald W.; Bouchard, Nancy; Silva, Anne-Marie De

doi:10.1080/15507394.2011.609117

Cited by 5 publications

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“…Although many of these teachers were opposed to the ERC program at the outset, this possibility to participate in special teacher training programs was generously taken into consideration and it seemed that many RE teachers changed their minds towards ERC (cf. Morris, Bouchard and De Silva 2011).…”

Section: Teacher Trainingmentioning

confidence: 99%

Ethics and religious culture: an inspiring example for religious education in Flanders?

Franken

2019

j. relig. educ.

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This year, the Québec Ethics and Religious Culture program will celebrate its 10 th anniversary. The launching of this program in schools in 2008 can be seen as the final step in a profound reorganization and a related deconfessionalization of the Québec educational system, a shift considered necessary to adapt school curricula to the present Québec society, which is characterized by secularism and increasing religious diversity. At present, Flanders (Belgium) is also undergoing a similar 'paradigm shift', with all the debates that accompany it. Because there are several important similarities between the present education and RE system in Flanders on the one hand, and the previous education and RE system in Québec on the other, a comparison between both regions can benefit the discussions involving the RE system and improve the future education policy in Flanders, but also in other regions or nations with comparable educational contexts. In this paper, I will therefore address the main similarities and differences between the two education systems and explain why the Québec education system in general, and the ERC subject in particular, could be seen as an inspiring example for future Flemish education policy. In addition, I will argue why some aspects of the present Québec system, and particularly of ERC, are rather controversial and/or problematic. KeywordsEthics and Religious Culture -Québec -Belgium (Flanders)non-confessional REfaith-based schools scheduling a new subject 'Philosophy and Citizenship' during the hour that was thereby freed up. In Catholic schools, however, things remain the same: all students have Roman Catholic RE and there is no separate subject 'Philosophy and Citizenship'. 2 A proposal exists in the Flemish Community since 2008 to introduce a non-confessional, mandatory RE subject called LEF (Life-views, Ethics and Philosophy) in all state-funded schools (faith-based schools included), 3 and ever since, this school subject, the aims of which are comparable with the aims of ERC, is often discussed in the media 4 and is also taken up by several political parties. Notwithstanding this attention for LEF, there are, up until today, no substantial changes in the Flemish RE system.Because there are several similarities between the current education and RE system in Flanders on the one hand, and the previous education and RE system in Québec on the other, a comparison between the two regions can contribute to the discussions in Flanders around religious education, but also in other regions or nations where a 'shift' in RE could be a future possibility. In this paper, I will therefore address the main similarities and differences between the two education systems and explain why the Québec education system in general, and the ERC subject in particular, could be seen as an inspiring example for the future Flemish education policy. In addition, I will illustrate why some aspects of the present Québec system, and particularly of ERC, are controversial and/or problematic and should be taken into co...

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Section: Teacher Trainingmentioning

confidence: 99%

Ethics and religious culture: an inspiring example for religious education in Flanders?

Franken

2019

j. relig. educ.

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“…Certains soulignent toutefois que la pratique du dialogue serait une source d'incompréhension ou de malaise chez les enseignants (Cherblanc et Lebuis, 2011). Parmi les raisons évoquées, on trouve notamment le manque de clarté des règles et conditions favorisant le dialogue (Morris et al, 2011), le fait qu'aucune situation d'apprentissage et d'évaluation (SAE) n'a été prévue par le programme pour certains savoirs reliés à cette compétence (Rousseau et Gendron, 2010), que certaines notions telles que le dialogue intérieur et la réflexivité ne seraient pas encore bien intégrées chez le personnel enseignant (Barré, 2009) et, enfin, les difficultés reliées à l'animation des échanges dont l'issue est imprévue (Lebuis, 2008a).…”

Section: Le Dialogueunclassified

“…Selon l'Association québécoise des enseignantes et des enseignants du primaire (AQEP), les enseignants du primaire n' ont pas la formation requise en culture religieuse pour enseigner ce programme (Cornellier, 2012). Plusieurs chercheurs font le même constat : les enseignants qui donnent ce cours considèrent généralement qu'ils n' ont pas l' ensemble des connaissances nécessaires pour enseigner la culture religieuse (Bergeron, 2012;Bouchard et al, 2011;Cherblanc et Lebuis, 2011;Estivalèzes, 2010a;Morris et al, 2011). De plus, les enseignants du primaire craindraient de heurter des parents ou d'induire de la confusion dans l' esprit des élèves (Morris et al, 2011).…”

Section: La Culture Religieuseunclassified

“…Plusieurs chercheurs font le même constat : les enseignants qui donnent ce cours considèrent généralement qu'ils n' ont pas l' ensemble des connaissances nécessaires pour enseigner la culture religieuse (Bergeron, 2012;Bouchard et al, 2011;Cherblanc et Lebuis, 2011;Estivalèzes, 2010a;Morris et al, 2011). De plus, les enseignants du primaire craindraient de heurter des parents ou d'induire de la confusion dans l' esprit des élèves (Morris et al, 2011). Van der Wee (2011) note bien une telle peur des parents à l' égard des conséquences sur l'identité religieuse que pourrait avoir l' exposition des élèves à différents points de vue.…”

Section: La Culture Religieuseunclassified

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Synthèse de la littérature académique sur le programme d’Éthique et culture religieuse : la question de l’enseignant

Bouchard¹,

Haeck²,

Plante³

et al. 2016

Formation et profession

Self Cite

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“…Students are expected to understand religious beliefs, values and attitudes across a variety of cultural contexts. This poses significant challenges for teachers and students (Morris, Bouchard and DeSilva 2011; Van der Wee 2011). Moore (2007) sets out a model of religious education in a secular context and this too places significant demands on all those involved.…”

Section: Ethics and Religious Culture: Some Analytical Commentsmentioning

confidence: 99%

Teaching Ethics and Religious Culture in Quebec High Schools: An Overview, Contextualization and Some Analytical Comments

Rymarz

2012

Religious Education

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In 2008 Quebec introduced a new ethics and religious culture course. This marks a significant development in Canadian education as the mandated curriculum is intended for use in publically funded secular schools. In the past such courses have been in the domain of denominational schools. This new approach is examined in the context of the profound changes in Quebec society in recent years, typified by the sudden decline in the influence of the Roman Catholic Church. An overview of the curriculum is given, noting its basis as a particular type of phenomenological approach to the study of ethics and religion. The curriculum is analyzed against the theoretical perspectives developed by Moore and Wright. A number of issues on the scope of the study, the significant demands it places on students and teachers and how it critically engages with religious truth claims are examined

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Enthusiasm and Ambivalence: Elementary School Teacher Perspectives on the Ethics and Religious Culture Program

Cited by 5 publications

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Ethics and religious culture: an inspiring example for religious education in Flanders?

Ethics and religious culture: an inspiring example for religious education in Flanders?

Synthèse de la littérature académique sur le programme d’Éthique et culture religieuse : la question de l’enseignant

Teaching Ethics and Religious Culture in Quebec High Schools: An Overview, Contextualization and Some Analytical Comments

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