ED2618 Lecture Notes - Lecture 2: Utopia, Experiential Learning
Reading Guide: Principles of Religious Education1 Week 2 - Chapter: 4
Text: Grajczonek, J., & Ryan, M. (2014). Growing in Wisdom: Religious Education in Catholic Primary Schools and Early
Childhood. Hamilton, Qld: Lumino Press.
Chapter 4: Empowering Children in Religious Education - Author: Annemie Dillen
1. A recent image of the child is one of active agents and competent subjects rather that passive
receivers. Dillen suggests different concepts of power, briefly explain each:
Power within:
- Refers to the strength a person has in him/herself, and the ability to control his/her own
feelings/thoughts and to use them in positive ways
o Example
▪ Stimulating children
Power with:
- Shared power, to a form of power people have when they clearly recognise their
interdependent relations with others.
- This form of power can also be seen as a more democratic style of power
o Example
▪ Talk less, listen more
Power over:
- A form of hierarchical power possessed by one person over another, and refers to the
most common interpretation of the term power.
2. Theologising with children is similar to philosophising with children. How do teachers do this?
• The input of Theological language
• Introduce some specific religious content and elements of the tradition that form part of the
reflection process
• Search for ways in which the children themselves can respond to these elements
• These elements form a heteronomous element in the dialogue or learning process, which may
be considered a type of ‘power over’
3. Guided learning, experiential learning mediated learning have different ways of empowering
children. Describe them:
Guided learning
- Considered to be the mere transmission of structured information
o With the teacher as the expert and the tradition in the centre of learning
Experiential learning
- Refers to peoples own experiences
Mediated learning
- Considered as a mixed form
o Educator and participants both have a guided role in the learning process
o Power with
4. Reflect on this statement:
“In order to nurture children’s spirituality one needs to offer some content”
- Guidance
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Growing in wisdom: religious education in catholic primary schools and early. Chapter 4: empowering children in religious education - author: annemie dillen: a recent image of the child is one of active agents and competent subjects rather that passive receivers. Dillen suggests different concepts of power, briefly explain each: Refers to the strength a person has in him/herself, and the ability to control his/her own feelings/thoughts and to use them in positive ways: example, stimulating children. Shared power, to a form of power people have when they clearly recognise their interdependent relations with others. This form of power can also be seen as a more democratic style of power: example, talk less, listen more. A form of hierarchical power possessed by one person over another, and refers to the most common interpretation of the term power: theologising with children is similar to philosophising with children. How do teachers do this: the input of theological language.
