Dear Editor, – Writing in solidarity with the authors of your correspondence of March 9th, the delegate of initial teacher education concisely stated that a faith-based learning environment should not be distinctly identified by one curriculum or course, specifically the religion-centric curriculum authorised by the patron.
The authenticity of an educational institution with a religious background isn’t solely attributed to a denominational education curriculum. Rather, the indwelling moral fabric that is rooted in a faith-based societal and traditional framework which encapsulates the day-to-day operations of the school system, is what gives it its unique identity. In the case of Roman Catholic learning institutions, such an ethos, based on the teachings and life of Jesus Christ, is the constant element that flows through every aspect of our schools, defining our objective, our methodology and how we nurture and build our interpersonal relationships. This fundament is inseparable from the academic content.
Under the authority of patrons, the principle curriculum is an integral aspect of learning across all types of patronages, which has been acknowledged in discussions with the National Council for Curriculum and Assessment connected to the primary curriculum framework. This principle aligns with the comprehensive perspective of the life-oriented curriculum and is well matched with the Catholic educational schema specifically, which places high regard in the complete growth of the student; spiritually, ethically, intellectually, emotionally, physically, and socially.
This methodology finds its roots in our Catholic anthropological view, our insight of human existence, our ultimate life purpose, and our destined path. While some believe in a baseless moral perspective, we recognize that all moral viewpoints rise from a specific anthropological framework and like other patronages, we openly admit where our roots lie. There is no such thing as an impartial moral perspective.
I find no merit in an educational structure striving to root itself in a monotonous, neutral ethical collective, enforced through a standard educational system. A strong metropolitan culture should comfortably recognize the diversity in moral and religious perspectives. We should encourage an atmosphere of respectful dialogue, embracing the complicated reality of human existence.
Ireland, a signatory to The International Covenant on Economic Social and Cultural Rights, is obliged to respect parents’ freedom to select schools for their children, ensuring their religious and moral education aligns with their beliefs. This commitment demands the education system accommodate and support a variety of schools reflecting differing religious and ethical convictions, to the utmost feasible extent. Catholic education bodies have been actively cooperating with the Irish government to create an education system that’s truly pluralistic, respecting parents and communities’ preferences.
For a long time, Catholic schools have been integrating “religions, beliefs, and worldviews” into their curriculum, hence, it’s not a foreign concept in the new proposal for the academic framework. In the proposed Social and Environmental Education Curriculum Specification, this feature is suggested to be shifted from religious studies to history/geography, a move Catholic schools are comfortable with. For several decades, the Catholic Church has emphasized a respectful interaction with other religious and ethical views, grounded in a comprehensive understanding of their faith and tradition. This was confirmed by Alan Hynes, CEO of the Catholic Education Partnership, Maynooth, Co Kildare.
Choosing Catholic school for her daughter was a conscious choice for Lorna Roche, a parent from Blackrock, Co Dublin. Despite not being raised as a Catholic, her child never felt ostracized due to her religious beliefs during her primary school tenure. Whenever sacramental classes were conducted, her daughter and others not taking part in the sacraments, were productively occupied with alternative learning activities. Roche believes that in multicultural Ireland, encouraging children to interact with others irrespective of their faith is crucial, rather than wiping out aspects of spiritual development, ethics and values from the school curriculum.