Module: RE: Theories & Approaches

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	RE: Theories & Approaches
Module Code	EDS1040 (ITS: ED3302)
Faculty	Human Development	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

This module invites students to explore approaches to religious education by considering fundamental principles such as inclusivity and global citizenship, and issues associated with the field: the variety of contexts; different models of religious education; key religious education theorists and key approaches to religious education. With recourse to creativity, imagination and reflective practice, the module encourages students to develop their own approach to RE.

Learning Outcomes

1. Demonstrate knowledge of a variety of theories and models associated with Religious Education.
2. Explore international perspectives on and approaches to Religious Education
3. Engage in guided research and reading in the field of Religious Education and exhibit an ability to analyse and evaluate the contribution of various authors.
4. Display creativity, imagination and reflective practice in the pursuit of knowledge and understanding of Religious Education.
5. Show a degree of independence of thought with an awareness of and appreciation for the independent thoughts and needs of others.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	22	Two lectures a week for eleven weeks
Seminars	11	One seminar per week for eleven weeks
Independent Study	67	Research, reading and online activity
Assignment Completion	25	Preparation and completion of assignments
Total Workload: 125

Section Breakdown
CRN	10487	Part of Term	Semester 1 & 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Amalee Meehan	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Knowledge, understanding and application of a key approach to Religious Education	50%	n/a
Essay	Critical reflection on themes/content of the module	50%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Overview the role and place of Religious Education in 21st Century

Analyse and evaluate a variety of models and approaches to Religious Education

Analyse and evaluate European perspectives on Religious Education

Locate the debate about the nature of RE in Irish schools within a wider European discussion

Consider the application of learning from this module to the Irish context, especially SCRE

Apply what has been learned to an understanding of the role of the religious educator

Indicative Reading List

Books:

Byrne, Gareth and Leslie Francis: 2019, Religion and Education: The Voices of Young People in Ireland,
Council of Europe,: 2014, Signposts - Policy and practice for teaching about religions and non-religious world views in intercultural education,
European Wergeland Centre,: 2020, Signposts: Teacher training module,
Irish Episcopal Conference: 2010, Share the Good News: National Directory for Catechesis,
National Council for Curriculum and Assessment,: 2017, Background Paper and Brief for the Review of Junior Cycle Religious Education,
OSCE/ODIHR Toledo Guiding Principles On Teaching About Religions And Beliefs In Public Schools (2007) https://www.osce.org/odihr/29154?download=true: 2007, Toledo Guiding Principles On Teaching About Religions And Beliefs In Public Schools,

Articles:

Cullen, Sandra: 2019, 'Turn up the volume: Hearing what the voices of young people are saying to religious education', Religion and Education: The voices of young people in Ireland, 518589
2005: ‘Shared Praxis – A Way Towards Educating for Spiritual Wisdom’, NCCA, Religious Education Leaving Certificate Ordinary Level and Higher Level; Guidelines For Teachers. (Dublin: Government Publications, 2005)., 518590, 1
Relationships between local patterns of religious practice and young people’s attitudes to the religiosity of their peers,: Journal of Beliefs & Values, 33:3, 33:3, 518591, 1, Jackson, Robert, in Byrne, Gareth and Patricia Kieran (eds), Toward Mutual Ground: Pluralism, Religious Education and Diversity in Irish Schools
518592: 1, Meehan, Amalee, 2019, Wellbeing in the Irish Junior Cycle: the potential of Religious Education., Irish Educational Studies,
1: Meehan, Amalee, and Laffan, Derek A., 2021, Inclusive second level Religious Education in Ireland today: what do teachers say?, Journal of Religious Education., https://doi.org/10.1007/s40839-021-00144-8
PEW Research Center: 2019, Religion’s Relationship to Happiness, Civic Engagement and Health Around the World, http://www.pewforum.org/wp content/uploads/sites/7/2019/01/Wellbeing-report-1-25-19-FULL-REPORT-FOR WEB.pdf Religion Teach,

Other Resources

None