The teaching of religious instruction in schools in terms of concept methodology

Abstract

'Teachers need to be aware of the key concepts, which, when related to each other, form the principles of a subject or academic discipline . . . . . Piaget's work (like that of J.S. Bruner) has highlighted the central position which is occupied in thinking and learning by concept formation. ». Thus Piaget has indicated to teachers the outstanding need for them to first of all identify the key concepts within a subject and then devise means of helping to develop them. It is regrettable that in so many academic fields, including theology, very little thought and work has been expended on this crucial task.' 1