Valuing and Cultivating Dialogue Amongst Learner–Educators: Ongoing Challenges for Post-Primary Religious Education Teachers in Catholic Schools

Abstract

Over recent years, due to changing cultural, political and economic factors, many education systems the world over have been facing the challenge of adapting to continuous ‘new eras’, while striving to maintain their identity as the bulwark of society. Amidst all the developments and policy changes in education, the context within which the school community exists is also in a constant state of flux. The chapter initially draws on the work of philosophical anthropologist, Martin Buber. His theoretical framework of education as dialogical relationship is used. In this context, this chapter supports and promotes the central role of the religious education teacher in the Catholic school as one who can navigate the ongoing changes faced in the educational sphere. More than just an educator, the nature of the RE teacher in particular as a lifelong learner will be highlighted. Reflecting on Buber’s philosophies of education, dialogue and relationship, it is proposed here that by forming in the RE teacher the ability to see him/herself as learner-educator, a further extension of Buber’s theory could be explored—that of the RE teacher as professional dialogian. While the arguments and proposals in this chapter will be illustrated using the current Irish context, they aim to inspire meaningful conversation in educational contexts around the world.