Core Objectives of Religious Education

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Domain A – Stories

  • Students can express life experiences in personal stories and share them with others.
  • Students form thoughts and express feelings about their own life questions and their own life experiences and can express their thoughts about this in different ways.
  • Students are willing and able to respond to Bible stories and stories of meaning that make them sensitive to faith, hope, and love, and to life questions and experiences.
  • Students learn to listen and can ask questions about Bible stories and stories in which existential and religious experiences are communicated.
  • Students place Bible stories in the bigger picture of that Biblical story tradition. They get an eye for the historical setting of those stories. Students recognize stories from the Bible and the Christian tradition in cultural and artistic expressions.
  • Students appreciate stories from other (religious) traditions.
  • Students can connect important rituals, celebrations, and days of commemoration with accompanying stories from Christian and other religious and cultural traditions.

Domain B – Giving Meaning

  • Students can reflect on their own life story and that of others.
    Pupils dialogue using stories as well as existential and religious experiences.
  • Students can connect sources of faith in their own living environment.
  • Students discover the ambiguous symbolic dimension of Bible stories and other stories.
  • Students can recognize and use symbols as referring language.
  • Students look for meaningful persons and meaningful events from the Bible, tradition, and their living environment.
  • Students are sensitive to the philosophical views of people.

Domain C – Celebrate and meet

  • Students appreciate moments of sharing and experiencing together as part of life.
  • Students can interpret religious rituals.
  • Students can give meaning and derive meaning from encounters with meaningful persons and places.

Domain D – Reactivate

  • Students recognize that they are acting and that their actions are based on what is valuable.
  • Students are guided in their actions by moral and aesthetic awareness.
  • Students learn to make choices and justify them and learn to live with moral dilemmas.
  • From healthy self-esteem, students value the other person and can show this in their actions.

We assume that children are all smart in their own area and that they want to develop their smartness. That is why we want to give children the opportunity to develop their own intelligence, in addition to the cognitive. We give the child that possibility within the choice task.

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