Teachers Talking about Spirituality

What is it about?

Religious educators in Catholic schools encounter those who are spiritually attuned, have no spiritual awareness or have different spiritual expressions that may or may not relate to religious affiliation. Befriending this diversity creates a context for rich dialogue that can open up questions of meaning, identity, faith and spirituality. This article explores data from interviews with teachers of religious education at three Catholic primary schools in the Archdiocese of Melbourne who deal with this context every day. I gather their reflections around six themes that emerged: spirituality as relationship with God, as connection to tradition, compassion, wellbeing, curiosity and innocence. I share what’s working well in their practice and I identify three areas of focus for ongoing teacher professional learning in religious education and spiritual development: intentionality, diversity and complexity.

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Why is it important?

Young people today embrace the freedom and responsibility for constructing their identity and beliefs. In Catholic schools these young people from diverse cultures and experiences come together and are able to express a myriad of views, seeking to understand themselves, others and the spirituality that lies at the heart of religious expression. Religious educators have a unique opportunity to engage young people in critically reflecting on their lives and their identity, while at the same time growing in self-understanding as educators and religious and spiritual beings. As co-inquirers with their students, teachers create environments of shared power dynamics and dialogical pedagogic practices which embrace the notion of education as a spiritual endeavour. This article identifies ways teachers can identify and understand student spirituality in the classroom to create authentic learning in religious education.

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