The ‘belief styles’ of Irish primary school teachers

Abstract

This research investigates the varied approaches of teachers in Catholic primary schools of the Archdiocese of Armagh (Ireland), towards religious belief – their ‘belief styles’ – and explores how this might impact on religious school ethos in the changing socio-cultural context of Ireland today. It uses a quantitative approach in the form of a research instrument developed by the Enhancing Catholic School Identity project based at KU Leuven – the Post-Critical Belief Scale. This study reveals an overall picture of the primary school teachers sampled in the diocese who are engaged Christians with strong faith and an appreciation of diversity and plurality. Unsurprisingly however, given the socio-cultural context, a relativist approach to religious belief is evident among teachers and has the potential to become culturally dominant in Catholic schools into the future, possibly undermining their faith-based identity and ethos.

Keywords:

• Catholic schools
• teachers
• Ireland
• belief styles

Acknowledgements

The author wishes to acknowledge the help and support of Sharon Haughey (St Mary’s College of Queen’s University, Belfast), Prof Didier Pollefeyt (KU Leuven) and Jan Bouwens (KU Leuven) throughout this research study. A special word of thanks is also owed to the primary school principals and teachers of the Archdiocese of Armagh who participated in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ryan K. McAleer

Ryan K. McAleer is a doctoral researcher at the Faculty of Theology and Religious Studies, KU Leuven and a member of the Research Unit Systematic Theology and Study of Religions. He is the former Diocesan Advisor for Religious Education in the Archdiocese of Armagh, Ireland. His doctoral research, under the supervision of Prof. Dr Lieven Boeve and Prof. Dr Didier Pollefeyt, explores the systematic theological foundations of the Catholic Dialogue School. A study of the dialogical philosophies of Emmanuel Levinas and Martin Buber will help propose a rich concept of dialogue with which to understand divine revelation. This, in turn, hopes to provide the systematic theological underpinnings for a vision of the Catholic Dialogue School in the post-secular, post-Christian, and post-conflict context of Northern Ireland.