This book aims to substantiate the fact that religion still plays a key role in our contemporary society and that it is important to retain SRE/SRI in government schools. SRE provides a number of key benefits. These include firstly values education within the framework of belief in God or a higher spiritual being, which has been shown to be a powerful factor in empowering student decisions, fostering their ability to act and assigning student responsibility. Secondly, religious belief has been shown to strengthen students’ sense of identity and belonging and to have important psychological benefits for students’ mental health and wellbeing. Thirdly, retaining the rich mix of the different faith communities strengthens Australia’s multicultural fabric. Finally, SRE/RI classes provide safe places for students to explore the deeper questions of their religion and identity. At the same time, this study argues that SRE/RI pedagogy needs to be brought into the twenty-first century, ensuring best practice drawing on constructivist, reflected, critical pedagogy to achieve the core competencies of Social and Emotional Learning (SEL). This is needed to meaningfully engage the next generation. To achieve this goal, SRE/RI providers, with government support and assistance, need ongoing professional development and more effective transparency, accountability and supervision. As well, for effective multicultural education, a combination of Special Religious Education (SRE) with General Religious Education (GRE) is needed, so that children can, on the one hand, explore their own religious identity, and on the other hand learn about and interact with children of different religious faiths. This book argues that adopting these best practice approaches will meet the criticisms expressed about SRE/RI pedagogy to ensure a robust SRE/RI curriculum which is suitably equipped to develop students in contemporary Australian society. A strengthened SRE/RI program will enrich Australian society and improve students’ mental health and wellbeing, assisting to equip them to be confident, functioning adults in the rapidly changing contemporary world.
Conclusion and Recommendations