Some Implications of the Youth Spirituality Research for Catholic Schools

1. Peter Ryan and Peter Mudge Parramatta Catholic Education Office Some Implications of the Youth Spirituality Researchfor Catholic Schools

2. Suggested Implications for Catholic Schools The research did not indicate a lack of factual knowledge but rather confusion about what Jesus meant to students. In programs about Jesus, his life and times teachers should provide time for prayer/reflection to encourage a personal faith relationship with Jesus. Catholic teachers are generally uneasy about guest speakers even Religious speaking about ‘What Jesus means to me’ 1. Research –Who is Jesus for me?Quote: Throughout all levels of school, many students were quite uncertain about who Jesus is. Putting life together (PLT), Page 114.

3. 2. Research –MusicQuote: Listening to music received the highest mean score for attaining a sense of peace and happiness. (PLT,p.34) Suggested Implications for Catholic Schools Greater inclusion of music related to topics in Religious Education could create life long connections to styles of music or individual songs. Christianity in the Middle Ages, Ways people pray, the Search for meaning, Justice and peace are all rich sources of musical styles and songs. Perhaps there could be a specific study of Music and Poetry from the Psalms to hiphop.

4. 3. Research –EthicsThe most highly affirmed topic in religious Education was ethics. (PLT, p.152) Suggested Implications for Catholic Schools Clearly students valued research and discussions about ethical issues. Teachers should build on this strength and place in programs where ever possible ethical challenges, moral dilemmas and discussion on current issues in the media such as global warming and the use of nuclear energy in Australia.

5. 4. Research –RetreatsThe most fun they had ever had? A spiritual retreat? Yes. (PLT, p.64) Suggested Implications for Catholic Schools The senior school retreat is regarded in Catholic schools as one of the most significant opportunities for spiritual growth and insight, even life changing experiences for students and in the research it receives scant attention. The Catholic school needs to reiterate the value and importance of the retreat programs as they come under attack from the crowded curriculum and issues of staffing overnight camps.

6. 5. Research –School for life.Close to two-thirds of all respondents rated deep friendships at the highest level of the scale. Page 58Many young people told us they are simply bored by church services. (PLT, p.157) Suggested Implications for Catholic Schools After twelve years of catholic schooling, upon graduation, our young people disappear into the ether. For many this is their only connection to prayer, sacraments and ‘being a Catholic’. Why can’t schools maintain this valuable connection by providing space on the school website for year groups where ex students can maintain connections with each other and the school? Could the school provide gatherings for students to maintain this connection to a community who share history, experience and catholic values?

7. 6. Research – Peace and HappinessFinding a sense of peace and happiness, especially through the cultivation of close relationships (PLT, p.33) Suggested Implications for Catholic Schools Include this aspect in related topics such as ‘the search for meaning’; provide opportunities and practical exercises for students to explore the nature of peace and happiness; cf. Vera Ranki’s research, University of Sydney, on ‘The examined life – the pursuit of happiness’; Key questions: ‘What matters in the end?’ ; ‘What is the purpose of human existence?’

8. 7. Research – Connection with NatureBeing in and connecting with nature (PLT, pp.34-35); combined with: maintaining a relationship with ethical links with the natural environment, and linked to peace and well-being. Increasing importance of nature for peace and wellbeing between ages of 13 and 59 (PLT, p.86ff) Suggested Implications for Catholic Schools Students reported enjoyment associated with spending time in the bush and/or beach environments. There are implications for students based on ‘creation as the first gospel’ in Genesis; in the way we teach and provide opportunities for our students. Still the question remains about the strength of an ethical relationship with nature?? What is this and ‘what does it look like in practice?’

9. 8. Research – ‘Whateverism’The chimera of ‘whateverism’ supported by the adages: whatever floats my boat; ‘whatever you find helpful is fine for you’ (PLT, p.116ff) Suggested Implications for Catholic Schools The report suggests that the drift by some young people towards fundamentalism (e.g. through miracles, literalism) is a worrying trend; religion as not central to their priorities; more of an emphasis on humanism, relativism, and aspects of the postmodern stance. The need to engage these stances in religious education and the total curriculum (e.g. there ARE core beliefs and core narratives that we need to adhere to and base our lives on)

10. 9. Research – Status of ‘Religious knowledge’Religious knowledge is perceived as different to other types of knowledge; teachers can no longer solely teach ‘rational faith’ or religion as fact (PLT, p.137) Suggested Implications for Catholic Schools The research suggests that processes need to be set up whereby young people can work towards their own insights and decisions, perhaps based on principles that they test out and validate. How can we help students develop a view of the world that is ‘meaningful, coherent, and, most importantly, ‘works’ for them’ (see p.137)

11. 10. Research – Lesser influence of School R.E. ProgramsLesser influence (but still strong) of school R.E. programs, with the strongest influences in the areas of Ethics, Jesus & Social Justice (PLT, pp.149-151ff) Suggested Implications for Catholic Schools The need to explore the relevance and practical applications of ethics, Jesus and social justice (highly affirmed by students in that order) to maximise their influence on student viewpoints and actions (p.151). Linked to this is the need to use accessible language to communicate the importance of these areas to students, but not to heavily weigh this down with ‘religious terminology’. Need to open up new pathways in areas such as history, science, cosmology (P. Hughes, AARE Conference, Oct 2006).

12. 11. Additional Implications for Schools - related insights from Mason, Singleton, Bouma, and Tacey ‘People define their own spirituality’; often treated as the person’s ‘world view’ or ‘set of values’ (Michael Mason, ‘Generation Y Spirituality’, The Spirit of Things, 13 August 2006, transcript, p.3) Phenomenon dating from Hans Moll (1970s) of ‘private believers’ and the privatisation of religion (Ibid, p.8); loss of a sense of personal responsibility to society; cf postmodernism (Andrew Singleton, Ibid, transcript, p.10) Use accessible language for students, but don’t weigh this down with excessive ‘religious terminology’. Need to open up new pathways in areas such as history, science, cosmology (P. Hughes, AARE Conference, Oct 2006). ‘Youth are event-oriented…[and] are most unlikely to commit to a weekly event’ (G. Bouma, Australian soul, p.209) Interspirituality, bricolage, postmodern blending of beliefs is likely to keep influencing young people’s religion and spirituality (Bouma, p.211; cf. also David Tacey’s observations)