The literature regarding technological and pedagogical knowledge has been addressed. The subject specific content considerations for RE will now be explored. As Schrum et al. highlighted:
Different technologies do have unique pedagogical affordances and that the effects of these affordances can only be understood in the context of a specific content area (and related learning outcomes) and a specific pedagogy (2007, p.3).
RE is without doubt a unique subject. The Irish Catholic Bishops in the National Directory for Catechesis in Ireland, Share the Good News (SGN) highlight that the “study of religion in class can be both intellectually challenging and personally stimulating” (SGN, 107). It is the blend of potential impact on the head, heart and hands or what is more formally referred to as information, formation and transformation that make this subject special. As well as teaching an academic subject RE teachers are potentially involved in fostering faith and seeing this lead to action. In the context of pluralist Ireland today RE needs to be rooted, responsive and relevant to the current landscape. Content knowledge therefore not only includes an awareness of the RE syllabus as outlined in chapter one, but it is imperative to look at content in light of the influence of contemporary culture.
Many adolescents today have little experience of committed faith and religious practice compared to previous generations. In light of this Byrne (2017) concludes that the role of RE in schools is more important than ever as it gives the majority of young people their only opportunity to consider how religious, spiritual and moral questions impact on them. This opportunity to reflect on these topics is as relevant as ever. The Junior Certificate RE Syllabus (JCRES) clearly states that one of its aims is the ‘spiritual and moral development of students’ (DES 2000). The new
Framework for Junior Cycle includes an “awareness of personal values and an
understanding of the process of moral decision-making” (DES 2015) as one of its twenty-four learning statements. Many young people today describe themselves as being more spiritual than religious. Byrne (2004) acknowledges that spirituality can be a difficult term to define, but says it can be generally understood as “a consciousness at the core of each individual’s being, affecting the way a person lives life.” Lane (2008) speaks about this new trend in people emphasising their spirituality as a common movement in Irish society today. He feels that this increasing turn towards spirituality poses a new challenge for RE suggesting that if this turn to spirituality is not addressed explicitly in RE, it will become increasingly empty and disconnected from religious traditions (Lane 2008).
Many people underestimate the impact that RE can have on teenagers but Meehan points out that “the spontaneous Spirit of God is equally at home in the awkward, the giddy, the sullen, the world of iPods and iPads” (2012, p.19). She asks the reader to think not only of the aspects of young people that are the clichéd notions that we have come to know, but to consider the questions of faith, spirituality and beliefs that young people may want to explore. RE gives students the opportunity to look at a variety of cultures and faiths and consider the impact it may have on their own lives. She outlines the benefits of RE as part of a more holistic approach to education and linking to personal well-being (Meehan 2012). Students can feel a sense of belonging in the study of their own faith communities, as well as gaining wisdom and knowledge about different faiths that will foster a respect that will continue into their adult life.
The move towards spirituality is a great opportunity for RE. Groome (1999) explains that religion and spirituality are two sides of the same coin and they badly need each
other. If students are to consider everyday experiences and issues that matter to them in the study of RE this allows for spiritual wisdom to be brought back to their own lives. Groome’s belief is that embracing spirituality in RE can have a positive impact on their study in all subjects and believes that “our scientific knowledge, and especially our technical knowledge, if not accompanied with spiritual wisdom, is likely to destroy us” (1999, p.165). The heart of RE is encountered especially in response to the great questions of life, what is, could be and should be (Groome 1999).
The sense of searching and wondering are universal. Journeys to sacred places can be traced back to the Stone Age, when megalithic sites like Newgrange were built. The design of Newgrange is still marvelled at by those who visit it today but what is even more remarkable is that journeys to sacred places are still as popular as ever in this digital age. However, going on pilgrimage is much more than an opportunity for a digital detox. As Drumm (1997) says a pilgrimage can strengthen our sense of fellowship, broaden our perception of things, deepen our awareness of mystery, renew our identity and heal our wounds. The peaceful atmosphere of sacred places appeal to people from all faiths and none, as people can tap into their innate sense of spirituality and sacredness that can, for some, be separate from organised religion. The JCRES (DES 2000) explores pilgrimage from the perspective of different world religions and outlines a variety of religious rituals and practices that can accompany a pilgrimage such as prayer, fasting and almsgiving. Howell notes:
To seek out shrines, temples of yore, burial grounds of saints, places made immortal by heroic vigil is to acknowledge life as a spiritual journey. Caught in the human condition of infinite desires meeting seemingly finite capacities, we want to know what saints know. The education that pilgrimages offer is far less factual than experiential. (Howell 2013)
This shift from the factual to the experiential, as well as the wide appeal of pilgrimage, can tap into the universal human search for meaning making this a unique topic to teach from the JCRES. It is rooted in the long tradition of religious practice, it responds to the innate sense of searching within people and it is relevant to young people today as large numbers embark on spiritual pilgrimages such as the Camino de Santiago.