A Theological Reflection on the Catholic Policy on Christian Religious Education in Nigeria

  • Mary-Chizurum UgborEmail author


The Education Committee of the Catholic Bishops’ Conference of Nigeria (CBCN) in September 2005 published a policy on education in Catholic schools as part of articulating and defending its schools’ Catholic identity. With regard to Christian Religious Education (CRE), the policy unequivocally underscored the confessional identity of Catholic schools whose Christian education is Christocentric. The policy states that CRE curriculum must ‘be sensitive to cultural, racial, and religious plurality’ and must involve ‘all sectors of the school community’.

Those responsible for articulating the policy appear not to be concerned about the pedagogical methods to be used to realise its lofty ideals. Many of them resort to rote-learning and monological approaches which do not go beyond memorisation, conversion and imposition of faith and that are disconnected from life experiences of people.

Accordingly, this chapter argues that a Christian education that is sensitive to multicultural and multireligious realities should be imparted to children and young people. Teachers of religion can do this by developing an integral and transformative model that invite and empower students to develop, make and shape their own lived faith meaningful in and outside the classroom. Therefore, instead of monological and confessional approaches that give little room for interreligious and interfaith understanding, integral and transformative model hopefully can engage students in a dialogue with others from different religious background.


Transformative Model Religious Tradition Human Person Catholic School Christian Faith 
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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Daughters of Mary Mother of MercyUmuahiaNigeria

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