Approaches Case

Introduction

During the period before the 20th century the approach to religious teaching for the most part was confessional or dogmatic. When Religious Education was taught in the past there was a Bible centred approach. The aim was to lead children towards a Christian commitment and the Bible was thought to be the text book. The subject was referred to as Bible Knowledge during the Colonial Epoch and later on it became known as Religious Education. New approaches to the teaching of Religious Education emerged over the years. World Religions were included along with Religious Expressions. Post- Modern Approaches in the teaching of Religious Education include the phenomenological approach, the eclectic approach and the systems approach.

Phenomenological Approach

The first approach that will be explained along with the advantages is the Phenomenological Approach. According to Eric Sharpe the Phenomenological approach in religion studies does not seek to explain the origin of religion in any way, but rather to describe the religion from an internal point of view.

In the phenomenological approach one has to make allowances for practical experiences to know how the religion feels. The individual cannot have a closed mind about the religion(s) being studied. In order to make it worthwhile one has to suspend judgement to allow it to appeal to the individual as it really is.

The Phenomenological Approach describes the process of teaching Religions comparatively by the use of themes such as worship, festivals, symbols, founders, places of worship. This approach could also incorporate and include the dimensional approach. The Phenomenological approach seeks to present Religious Phenomena as facts, that is to explore religious beliefs and practices to arrive at meanings so that students will be able to examine the faith of others in a none judgemental environment. In the teaching of Religious Education there are advantages derived from the Phenomenological Approach.

The Phenomenological approach gives students and teachers an understanding of the religion being studied. It allows religious tolerance. It gives the students the ability to understand the other side of religion that is not their own. In other words individuals are willing to learn and be open to gain knowledge of other person's beliefs and practices laying aside their own prejudices and judgments. According to Mercia Eliade, a historian of Religion, in order to study or teach Religious phenomena, one should approach it with an open mind; which is putting aside one's biases and assumptions. In other words one should approach it from a neutral standpoint.

The phenomenological approach avoids the indoctrination of pupils. The teacher seeks to avoid indoctrination, biases and dogmatism. In this way each religion is examined fairly. Indoctrination means to program a pupil to