Why There Is a Place for Dialogue in Religious Education Today

Abstract

Recognising the plural nature of classrooms in Australia, this article explores the importance of using dialogue within Religious Education classes. We explore the characteristics and learning styles of young people and provide students’ ideas about Religious Education gathered from small focus groups of students aged 10–18. We also provide students’ ideas about God, gathered from survey responses, that could be deepened through a dialogical approach. Finally, we explore ways for teachers to incorporate a dialogical teaching and learning approach within a catechetical, didactic curriculum.