Enhancing Curriculum Syllabi and Frameworks: Catechetical, Cognitive, and Affective Principles

  • Max T. EngelEmail author


This chapter proposes a theoretical basis for the design and analysis of Catholic high school religious education curricula in Catholic schools. It is based in the Catholic school experience in the United States context which is similar to, but also distinct from, other Catholic school contexts.


  1. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.Google Scholar
  2. Bloom, B. S. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay.Google Scholar
  3. Buetow, A. B. (1988). The Catholic school: Its roots, identity, and future. New York: Crossroad.Google Scholar
  4. Buchanan, M. T., & Hyde, B. (2008). Learning beyond the surface: Engaging the cognitive, affective and spiritual dimensions within the curriculum. International Journal of Children’s Spirituality, 13(4), 309–320.CrossRefGoogle Scholar
  5. Canadian Conference of Catholic Bishops. (2015). Criteria for Catechesis. Retrieved from:
  6. Catechism of the Catholic Church. (1993). Vatican City: Libreria Editrice Vaticana. Google Scholar
  7. Catholic Bishop’s Conference of England and Wales. (2012). Religious education curriculum directory for Catholic schools in England and Wales. Retrieved from file:///Users/mte30466/Documents/Scholarship/Religious_Ed/EnglandRE_2012.pdf.Google Scholar
  8. Daily, E. (2015). Core outcomes for Catholic religious education. Religious Education, 110(1), 10–15. Scholar
  9. de Souza, M. (2001). Addressing the spiritual dimension in education: Teaching affectively to promote cognition. Journal of Religious Education, 49(3), 31–41.Google Scholar
  10. de Souza, M. (2005). Engaging the mind, heart and soul of the student in religious education: Teaching for meaning and connection. Journal of Religious Education, 53(4), 40–47.Google Scholar
  11. Engebretson, Κ. (2000). The Melbourne archdiocesan textbook project: An innovation in Australian religious education. Journal of Religious Education, 48(1), 28–32.Google Scholar
  12. Engel, M. T. (2013). An analysis of Catholic high school religion textbooks based on identified methods for catechesis and taxonomies for cognitive and affective learning. Unpublished doctoral dissertation, The Catholic University of America. ProQuest LLC, #3562977.Google Scholar
  13. Franchi, L. (2011). St. Augustine, catechesis and religious education. Religious Education, 106 (3): 299–311.Google Scholar
  14. Groome, T. (1980). Christian religious education: Sharing our story and vision. San Francisco: Harper and Row.Google Scholar
  15. Groome, T. (2007). Religious education: No divorce for the children’s sake. Catholic Education, 16(4), 12–14.Google Scholar
  16. Hyde, B. (2013). A category mistake: Why contemporary Australian religious education in Catholic schools may be doomed to failure. Journal of Beliefs and Values: Studies in Religion and Education, 34(1), 36–45.CrossRefGoogle Scholar
  17. Johnson, J. A., Musial, D., Hall, G. E., & Gollnick, D. M. (2018). Foundations of American education: Becoming effective teachers in challenging times (17th ed.). New York: Pearson.Google Scholar
  18. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals: Handbook II: Affective domain. New York: David McKay.Google Scholar
  19. Kravatz, M. (2010). Partners in wisdom and grace: Catechesis and religious education in dialogue. Lanham, MD: University of America Press.Google Scholar
  20. National Catholic Education Association. (2018). Our mission in a changing world: An update on a national market research study. Momentum XLIX(1):48–49.Google Scholar
  21. Nuzzi, R. (2015). The teaching of religion in Catholic schools in the United States: One faith amidst competing ecclesiologies. In M. T. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 245–256). New York: Springer.CrossRefGoogle Scholar
  22. Rossiter, G. (1982). The need for a creative divorce between catechesis and religious education in Catholic schools. Religious Education, 77(1), 21–43.CrossRefGoogle Scholar
  23. Rymarz, R. (2011). Catechesis and religious education in Canadian Catholic schools. Religious Education, 106(5), 537–549.Google Scholar
  24. Scott, K. (2015). Problem or paradox: Teaching the Catholic religion in Catholic schools. In M. T. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 47–60). New York: Springer.CrossRefGoogle Scholar
  25. Scottish Catholic Education Service. (2015). Key sections of this is our faith. Retrieved from
  26. Sosniak, L. A. (1994). The taxonomy, curriculum, and their relations. In L. W. Anderson & L. A. Sosniak (Eds.), Bloom’s taxonomy: A forty-year retrospective (pp. 103–125). Chicago: The National Society for the Study of Education.Google Scholar
  27. The Sacred Congregation for the Clergy. (1997). General directory for catechesis. Retrieved from:
  28. United States Conference of Catholic Bishops. (2005). National directory for catechesis. Washington, DC: USCCB.Google Scholar
  29. United States Conference of Catholic Bishops. (2007). Doctrinal elements of a curriculum framework for the development of catechetical materials for young people of high school age. Retrieved from:
  30. Warren, M. (1981). Catechesis, an enriching category for religious education. Religious Education, 76(2), 115–127.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Creighton UniversityOmahaUSA

Personalised recommendations