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A critical realist epistemology and the Catholic notion of ‘sensus fidei’ as key to critical thinking in confessional Catholic religious education in the Philippines
Author
Go, Johnny Chupeco
Supervisor
Wright, Andrew
Bhaskar, Roy
Hawkes, Denise
Chua, Jude Soo Meng
Abstract
The research question is: ‘Is critical thinking compatible with confessional Catholic religious education as practiced in the Philippines? If so, in what way can it be taught to students and promoted in the classroom?’ Adopting an epistemological approach to critical thinking, I conducted a survey among 1,068 teachers in our network of fifteen Catholic schools in the Philippines and found that a significant percentage of our teachers — specially those teaching religious education—exhibited a level of epistemic cognition considered incompatible with critical thinking. Drawing from critical realism and the Catholic notion of the believer’s ‘sense of the faith’ (sensus fidei), I proposed that critical thinking be understood not only as (a) the expression of one’s commitment to judgemental rationality to serve as the basis for one’s motivation for critical thinking, but also as (b) the exercise of one’s sensus fidei to guide the actual practice of Catholic religious critical thinking in particular. Based on these two conceptions, corresponding to the disposition and competence components of critical thinking, respectively, I recommend two initial concrete steps to promote the practice of Catholic religious critical thinking in our confessional religious education classrooms in the Philippines: (a) the inclusion of a staff development programme that promotes epistemic self-awareness especially vis-à-vis a Catholic religious epistemology; and (b) the identification of the development and exercise of sensus fidei as an explicit learning objective and its implications on curriculum, pedagogy, and assessment.
Date Issued
2016
Call Number
LB1590.3 Go
Date Submitted
2016