Introduction to Section Five: The Religious, Moral and Spiritual Dimension in Education: Pedagogical Implications

Abstract

The end of the twentieth century saw a trend in education that had significant implications for the development of teaching and learning environments and programs. While there was some recognition that the design of learning spaces were a contributory factor in promoting effective learning, for the most part, the intentional focus was to promote knowledge and skills in particular areas. One example of this was the introduction of interventionist literacy and numeracy programs at primary levels where cognitive learning was given precedence in learning and teaching. Correspondingly, many educational authorities incorporated an outcomes-based curriculum model as the framework in which learning programs were developed and operated, and learning outcomes were articulated in relation to the knowledge and skills that students would display/demonstrate at the end of a program or unit of work.