Case Study: Special Religious education vs.
Philosophy Based
Ethics in Australian Primary Schools
As you know the state primary schools in New South West in
Australia are facing a controversy because of the introduction of
ethics classes as alternative to Special Religious Education (SRE).
In theory, parents and students can choose between these two
options based on their preferences and beliefs. However, there is
one problem with this decision. If ethics and religious classes are
treated like options is because they have a similar or identical
learning objective, otherwise they would not be really
alternatives. If that is the case, some questions need sensible and
clear answers:
1) What could be that learning objective?
2) How do ethics and SRE classes could contribute to achieve it -
separately?
3) What kind of activities in each class can develop that learning
objective?
4) How students should be evaluated in this subject?
In groups, you have to answer these four questions by using a
power point presentation and recording it with audio (max 10
minutes). Your main objective is to persuade parents who are
either religious or non-religious that their children will have a
good education not matter if they are believers or not -after all,
public schools are secular institutions.
1) The learning objective of both ethics and special religious
education could be developing human values and an
authentic respect and appreciation for people and nature
based on the most important principles found in all the
religious tradition and philosophical schools throughout
history.
2. The ethics classes could focus more on the human values
aspect based on cases of study on real life and maybe taking as
reference some of the important philosophers and thinkers in
our history. On the other hand, the religious education classes
could have a different approach in which the moral behavior and
essential values of a nice human being are based on religious
principles and faith. These classes should include a wide vision on
all the religious traditions of the world, because all religions have
the same points in common: Love, respect, peace with others,
compassion, etc.
3. Activities in the ethics class should include debates on cases of
study with concrete argumentation based on great thinkers. Also,
examples with real life situations that the students are going
through could be very useful. Additionally, a review on the
different perspectives of great schools of philosophy about the
most important values for us: respect, responsibility, honesty,
compassion, living with others, etc.
Now, religious classes should include a review of the common
points among all the religions around the world and should not
be limited only to the Christian faith. Also, some open debates
and discussions on religious topics should be encouraged. The
teachers should not try to impose any point of view or limiting
theory on the students.
4) In ethic classes Students should be evaluated based on the
consistency of their arguments when they have to defend or
speak in favor of a certain view point. Also, some basic
knowledge of the most important philosophy schools could be
evaluated with a normal exam. Now, teachers should promote
open questions that do not have a correct answer, but rather the
answer should be supported by concrete arguments.
In religious education classes, a basic understanding of the
common points among religions should be evaluated by a normal
exam. Also, teachers may include again open questions without a
correct answer that motivate students to think critically.
