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Mrs. L. Caprara​, Religion & Philosophy Department Head H.B.A., B.Ed. 

“I believe in Christ like I believe in the Sun. 
Not because I can see it, but by it I can see everything else.” 
​- C.S. Lewis​    

The Vision of Catholic Education

Religious Education, as an evolving discipline, enables young people to discover the truth, nurture the attitudes and develop the skills necessary to grow as young Catholics in these changing times. For these reasons, Religious Education is designed to promote a Catholic identity that will assist them in the task of becoming life-long learners in relation to their faith within a multi-religious and sometimes   anti-religious society. It is also designed to assist in the process of ethical and moral formation within a culture that all too often fails to recognize the call of God upon women and men, the fundamental dignity of the human person and the existence of absolute ethical norms. In Catholic secondary schools, Religious Education    functions as the academic component within the nexus of activities that seek to evangelize and catechize students. As such, it plays an integral role in the learning experiences of students and complements the various faith-related activities (e.g., chaplaincy services, community outreach, peer ministry) that take place within the instructional setting of these schools.​


Religious Education courses need to contribute to the goal of Christian unity and as such the pedagogy of religious education should encourage authentic ecumenical dialogue:

“Catechesis…is always called to assume an ‘ecumenical dimension’ everywhere. ... [such]    catechesis brings to the fore that unity of faith which exists between Christians and explains the divisions existing between them and the steps  being taken to overcome them. Catechesis also arouses and  nourishes a true desire for unity, particularly with the love of Sacred Scripture.” General Directory for Catechesis (197)

Inter-Faith Dialogue

“The Church, therefore, exhorts her sons [and daughters], that through dialogue and collaboration with the followers of other   religions, carried out with prudence and love and in witness to the Christian faith and life, they recognize, preserve and promote the good things, spiritual and moral, as well as the socio-cultural values found among these men [and women].” Nostra Aetate (2)

First Nations Spirituality

Religious Education courses contribute to the affirmation of FNMI identity by being able to make numerous references to common forms of First Nations spirituality as one example of the connections between religious knowledge, values, and practice. Key features of First Nations spirituality that are addressed in Religious Education courses include: seeing the world as the home of   sacred activity; working to achieve harmony among the spiritual, cultural, social and cosmic realms; and activities or symbols that work holistically to reveal the spiritual dimensions of life.