AREFD - Report 1
The publication of a text documenting a project and its findings is among the expected outputs of any research study. Over the course of this study, the nature of this summative publication became a subject of reflection. As outlined elsewhere in this collection, a feature of the AREFD project has been its attendance to the process, and a recalibration of the traditional mindset of ‘study-findings-report-provision of courses/training’ that shaped its gestation. What was not desired was a ‘dust-catcher’ or ‘doorstop’ of a book. During the data collection period a recurrent motif that caught our attention was the habit of doing things the way they had always been done. This was in fact a reason that could be applied to the failure of initiatives in adult religious education and faith development. With all the good will in the world, programmes and courses were created and offered, but either fizzled out, had a low uptake (or often the usual repeat customers) and were replaced with new programmes and courses. So continued the cycle.
The spirit of an interruptive theology (Boeve, 2007) and pedagogy (Biesta, 2013) naturally blossomed. The prospect of a summative text as an output of the AREFD project seemed overly-traditional as the study prompted a shift in both culture and mind-set. The ongoing conversation about AREFD rose in prominence. It was a natural flow in the work that evolved into an intentional strategy to engage in academic and non-academic discourses with offerings of insights from the AREFD project. Across publications, conferences and media, the research team contributed to discussions on a variety of themes that reflected the broad scope that is adulthood, religious education and faith development both distinctly and interconnectedly. Now, the launch of this volume can be seen as achieving the initial aim of a summative text, but in conjunction with ongoing publications and engagements during the project, it is hoped that the conversation about AREFD has been truly opened. It needs to be kept open and kept alive. Otherwise, there is a real danger of falling back into the old habit of ‘doing the same thing in the same way because that’s how it’s always been’.
The Adult Religious Education and Faith Development research project (AREFD) has been at the heart of the work of the Mater Dei Centre for Catholic Education since its inception in October 2018. It has played a significant role in shaping the vision of the Centre as it implements its latest Strategic Plan 2023 – 2026, the title of which ‘Lighting the Way’ pays tribute to Nano Nagle, the founder of the Presentation Sisters.
The Mater Dei Centre for Catholic Education (MDCCE) continues the proud legacy in Catholic education of former Mater Dei Institute of Education (MDI) and St Patrick’s College of Education, Drumcondra (SPD). MDCCE is a third-level Centre for Catholic Education, based at the Institute of Education, Dublin City University since the Incorporation of MDI, SPD and the Church of Ireland College of Education with the School of Education Studies at DCU in 2016.
The AREFD project was generously funded by the Presentation Sisters North East Province through a gift agreement with the DCU Educational Trust and this facilitated the employment of a post-doctoral researcher (Dr. Bernadette Sweetman) to work with the Director of the MDCCE on the study. Dr. Gareth Byrne carried out this role until 2021 at which point Dr. Cora O’Farrell became Director of the Centre. An Advisory Group for the AREFD project was established to bring expertise and insight from a variety of perspectives to the AREFD project. It met approximately twice a year and maintained communication throughout all periods of the study. The members of the Advisory Group were:
- Dr Cora O’Farrell, Director of the Mater Dei Centre for Catholic Education, DCU (since September 2021)
- Dr Gareth Byrne, Director of the Mater Dei Centre for Catholic Education, DCU (until September 2021)
- Sr Anne Codd, representing the Provincial Leadership Team of the Presentations Sisters, North East Province
- Ms Kate Liffey, Chaplain, St Brendan’s Community School Birr (formerly National Director for Catechetics of The Irish Bishops’ Conference)
- Dr Aoife McGrath, practical theologian and expert in academic research, St. Patrick’s College, Maynooth.
The AREFD research project commenced in October 2018 and aimed to provide:
- A broad picture of current practice in adult religious education and faith development in local faith communities in Ireland today.
- A critical evaluation of the strengths and weaknesses of existing approaches to adult religious education and faith development operative in other contexts worldwide.
- Some pilot projects with partnership communities, providing case studies planning and reviewing local practice.
- Proposals for new models and approaches responding to the adult education challenges of contemporary Ireland.
The AREFD research project was dynamic, fluid and responsive to changing circumstances. Its research continues to contribute both to academic and faith community settings. Opportunities emerged that became defining characteristics of effective adult religious education and faith development, including:
Opening up the conversation about AREFD
Over the period of the AREFD project, the research team worked hard to prompt and maintain meaningful discourse on the various aspects of adult religious education and faith development in a number of areas. The regular presentations and publications by the research team as well as invitations to contribute to media and events meant that the AREFD project became a recurring fixture in the agendas of different gatherings and functions. The nationwide consultations which followed the online survey in year one kept up a momentum in clearly stating the importance of listening to the current needs of adults in relation to their faith development and religious education. Encouraging the ongoing work in AREFD was important to the research team and they endeavoured to bring attention to the many individuals and groups already involved and to keep this important conversation on AREFD going.
Collaborating across academic and pastoral dimensions
A particular strength of the AREFD project has been its involvement with and promotion of religious education and faith development opportunities for adults in both academic and pastoral contexts. The mutual contribution that those involved in AREFD academically can afford to those involved in a pastoral way and vice versa is a key feature of the project over the course of its timeline. Based at a denominational centre within a progressive pluralist university, the research team were in the position to learn from and contribute to the work of fellow academics both nationally and internationally. Similarly, through involvement with catechetical groups, parish and diocesan centres as well as engagement with the Northern Pastoral Network and the National Faith Development Team of the Irish Episcopal Conference, the AREFD research team advocated how academic and pastoral groups can challenge, learn from and collaborate with each other.
Maximising opportunities for impact
Dissemination of findings and sharing of insights from the AREFD project was strategically conducted so as to engage with different media (local, national and Vatican radio; general media such as RTÉ Brainstorm and Rite and Reason articles in the Irish Times; and peer-reviewed academic publications). As a result, the AREFD project was within the radar of a broad range of target audience and spectators. As the COVID-19 pandemic emerged, the research team accepted the invitation of York St. John University to work together on a two-part research project on the impact of COVID-19 on Churchgoers across the United Kingdom and the Republic of Ireland. This kept the AREFD project relevant in changing circumstances and provides a unique insight on faith matters in this historical period. Publications and presentations of the AREFD project not only gave important evidence-based accounts on the current landscape of AREFD in Ireland and the needs of contemporary Irish adults, but these are also pertinent to non-Irish contexts. Indeed, much interest from abroad was generated over the years that convinces the research team of the significance of this work going forward. The disseminations also provided practical recommendations based on the research evidence for a number of different contexts such as learning from the AREFD project for Initial Teacher Education; LGBTQI+ matters; working within detraditionalised contexts; and the significance of dialogue.
Committing to a long-term vision
The research project has resulted in a strong publication portfolio and a substantial network of contacts and possibilities for future funding, research and engagement with teaching and learning. Notwithstanding, the work of the AREFD project research team also underscores the slow pace that can feature in both pastoral and academic contexts in relation to religious education and faith development. The need for greater religious literacy, agency, confidence and collaboration amongst laity and clergy is clear. Strategic investment both financially and time-based for both personnel and resources is recommended. Such investment as well as any training, professional development and ongoing support requires a long-term commitment with reflective practice at its core. With this in mind, the research team are keen to see springboards emerge on foot of the AREFD project that will continue this very significant work.
Advocating a strategic vision with strong networks and support
Sustaining a long-term vision where people are nourished in their roles and quality resources are produced is an endeavour that is founded upon the principles of collaboration, co-responsibility and mutual respect. The networking that has been highlighted and encouraged by the research team requires ongoing support in the future.
There were two main data collection phases in this project: the online survey in 2019 that gathered 738 responses and the consultations with a total of 22 people spread between 2019 and 2021. This mixture of qualitative and quantitative data represents the perspectives of a wide range of Irish adults from 18 years and up. Their engagement with religious education and faith development was varied and the analysis of their input generated a number of key learnings for the research project. These are listed below and expanded upon in turn.
- The specific realm of AREFD
- Centrality of Jesus Christ
- Physicality of religion
- Importance of strategic investment in AREFD
- Language, communication and religious literacy
- Practicalities and relevance
- Agency and empowerment
The specific realm of AREFD
The needs of adults in relation to religious education and faith development vary according to a number of factors. These range from age, life experience, learning preferences and motivation for involvement. Consequently, it is necessary to create a wide variety of opportunities and to revisit these opportunities to ensure relevance. These may be formal, informal, accredited, individual or group-based, short-term or long-term. In particular, the nature of the adult as just an adult, emerged as a simple yet provoking concept. Adults can fill many roles and ‘wear many hats’ often simultaneously. For example, some are parents; some are employed; some have large social and family networks; some have special needs. The list goes on and no one size fits all. To a large degree, opportunities for faith development and religious education for adults has been with a particular role(s) in mind, for example, for parents or for those working in a certain context. The underaddressed sector of the realm is that of just adults, who self-select what need or role or aspect of themselves that they wish to develop. In brief, AREFD is complex and cannot be encapsulated in the same models used in school-based religious education or broad parish initiatives.
Centrality of Jesus Christ
The personal relationship with Jesus Christ emerged as an important feature for adults. A greater sense of connection within faith communities was evident in those adults for whom Jesus Christ was a familiar and real presence in their lives. Comparisons were made between how the person of Jesus is presented when engaging in religious education and faith development with younger people. In such cases, Jesus is a portrayed as a friend, a real person with real life encounters. The Gospels and parables are replete with examples of conversations, emotions and events. In contrast, it was noted that this tangible person of Jesus faded into the background as young people grew up. Church, hierarchy, moral issues, politics and political correctedness instead came to the fore. The personal dimension and the ensuing relational nature diminished. Issues with institutional or organised religion were named as barriers for some adults to engagement with religious education and faith development. By comparison, a more meaningful and deep experience may be possible when the person of Jesus Christ is emphasised.
Physicality of religion
Engaging all the senses and approaching religious education and faith development holistically is very important for adults. The concept of ‘head, heart and hands’ is well known in general pedagogical practice and this was strongly emphasised by adults in the AREFD project. They indicated how good religious education and faith development can deeply impact upon their thoughts, feelings and actions. Likewise, the senses can prompt memory, association and emotion. Use of images, scents or tactile objects can lead to thinking and talking about topics that can otherwise be difficult to engage with ‘cold’ as it were. On the other hand, getting away from the headiness of content or subject knowledge, and the refocusing on the why and how over the what are all part of the holistic view which values the physical just as much as the mental, emotional and spiritual. Religious education and faith development opportunities that intentionally involved an experiential dimension were particularly effective.
Importance of strategic investment in AREFD
Ongoing support for providers of AREFD is essential. Recruitment and succession planning are important. Those involved in AREFD noted the rewarding and fulfilling nature of their work yet stressed that it can take a significant amount of time, tenacity and talent. There was a recognition of the importance of volunteerism. On the other hand, there was also a fear of what would happen when the stalwarts in the community who have reliably stepped up time and time again have gone. Who will continue the mission? In addition, if this work is truly valued then why not value it in the same way as other sectors, with practical benefits, pay and recognition. A giving nature, a willingness to meet people where they are at, and to encourage others to meet their potential are all characteristics of people involved in education generally, but perhaps especially in religious education. To nourish others, we must also be cherished and nourished ourselves so it is important to recognise that personnel involved in AREFD need and deserve purposeful support.
It is also important to be open to change. Referring to the specific realm of AREFD as mentioned above, and how the needs of adults change over time and experience, how one size doesn’t fit all – it must be acknowledged that providers of AREFD must also be flexible and open to challenge and change. New skills and new perspectives feed into a flourishing AREFD environment. In order to avoid inertia and stagnation, there needs to be an openness to new voices and methodologies. A theme that was raised repeatedly during the data collection phases of the AREFD project was the habituation of the same processes and often the same faces. On one hand, comments were made about the same people turning up to events organised as parish level. Other comments were made about the jobs in the community being done by the same people. There is a danger of exclusivity here. For a flourishing AREFD environment, providers and participants alike must feel welcomed and valued. Strategically planning for and investing in variety may reap rewards. Having set timelines for tenures in various positions might enable some to give of the time they can afford, and for others a sense of being able to share the responsibility could be appreciated. If addressing the religious education and faith development needs of adults is to be taken seriously, it is necessary to invest appropriately in terms of personnel and resources.
Language, communication and religious literacy
Religious education and faith development are important aspects of a person’s life. Adults deserve the opportunity to reflect upon and explore these dimensions. In order to do this, it is necessary that space is created for conversation. During the data collection phases of the AREFD project, a repeated motif was the busy-ness of those involved. There is a place for religion and faith in the public domain as well the private and it is important that religious education and faith development continue to feature in academic and pastoral settings as well as in the media and everyday living.
Practicalities and relevance
Adults juggle many roles and responsibilities while still having their own religious education and faith development needs to be addressed in different ways across their lifetimes. It is important to keep in mind the varied levels of time availability, financial conditions and areas of interest when creating opportunities for them in this area. The potential benefits of online environments, digital innovations and blended learning approaches must be considered. Keeping the importance of personal encounter and relationality at its core, the appropriate use of the tools that facilitate the global networking of everyday life could bring a fresh and invigorating sense to adult religious education and faith development. Rather than replacing the ‘local’ or ‘in-person’ approach, complementing the existing opportunities with online, digital and international layers may prove effective as well as pragmatic. Such an approach necessitates appropriate training and investment in the infrastructures and personnel needed in digital learning environments.
Agency and empowerment
Data showed that while many adults feel they have talents and gifts that could be channelled into AREFD for their benefit and for others, there are some barriers to overcome. There can be a sense that you must be a ‘certain type of person’, ordained or religious in order to engage in AREFD. This misconception must be challenged to honour the dignity of the human person, enabling each person to fully live out their baptismal call. Affordability and flexibility must be features of any AREFD opportunities and all infused with an atmosphere of hospitality and welcome.
At the outset, an aim of the AREFD project was to conduct and then evaluate ‘some pilot projects with partnership communities, providing case studies planning and reviewing local practice’. Two factors shifted the trajectory of this aim to encompass an accompaniment model instead. Firstly, COVID-19 and its resulting restrictions meant that the traditional route of meeting with and forming groups, implementing a programme together and reviewing its outcomes could not happen. The second factor was the growing shift in mindset of the research team that was inspired by the data collected thus far. Essentially, the implementation model of the traditional pilot project needed to be replaced with one that allowed for more organic growth, walking with faith communities in their endeavours rather than providing a programme for their use.
Selecting pilot projects
Our learnings from the AREFD project emerged both from our data collection and from the research process itself. Some key insights were gained by reflecting on the selection of accompanied projects and the low progression rate of the AREFD initiatives we came across in our research. These learnings included:
- Many potential projects were led by volunteers. These projects were not developed because these volunteers did not have enough time, support or confidence to commit to the process.
- We explored a huge variety of potential pilots including virtual pilgrimages, the spirituality of sea-swimming, LGBTQI+ faith communities and eco-parishes. In each case, the drivers behind the projects were largely doing so in their spare time with little or no funding or support, and in most cases the motivation dwindled.
This underscored a key finding from the AREFD project that targeted and strategic investment is needed if adult religious education and faith development is truly to be taken seriously and nurtured in the long term.
Accompaniment Model in action
To carry out our research in adult religious education and faith development, postdoctoral researcher Dr Sweetman met on a regular basis with the facilitators of two projects. These were:
- ‘Know Us By Our Love’, Living Church Office, Diocese of Down and Connor
- ‘The Spiral’, CEIST post-primary leaders development programme
The Spiral Programme
CEIST
Facilitator: Kate Liffey
According to the flyer issued to prospective participants, The Spiral is ‘a programme for your own personal and professional development as the leader of your school’. As such the target participants were principals of post-primary schools in Ireland under the umbrella Trust Board CEIST. The image of the spiral comes from the CEIST logo and is a visual means of portraying the mission of the trustee body to provide a holistic education in the Catholic tradition inspired by the life and teaching of Jesus Christ. Consultations with leaders in CEIST schools conducted during 2020/21 identified three needs:
- A need for community
- A need to be kept up to date with CEIST’s work and DES / HSE guidelines
- A need for a space to pause and reflect together
Led and envisioned by Kate Liffey, The Spiral was CEIST’s offering to leaders addressing these needs, especially the first and third need, in the concept of journeying together through interactions with leading thinkers in different areas.
The programme took place online from September to November 2021 on a weekly basis with each weekly session being 1 hour 15 mins long consisting of opening reflection / meditation, 25 minute input from speaker following by discussion, reflection and journaling.
The learnings from accompanying The Spiral included:
- Need for religious literacy both in terms of understanding the purpose of the programme and the expected outcomes as well as to assist participants to cope with the varying perspectives offered by different speakers;
- Variance in ‘comfort zones’ of the participants in relation to the divide (or lack thereof) between personal and professional engagement in the programme;
- Importance of motivation for participation in programme; intrinsic, extrinsic; and maintaining this motivation over a long period;
- Participant-readiness. Different levels required depending on the experience (or lack thereof) of participants with reflective practice; group discussions; topics etc;
- Importance of factoring in sustainability i.e. change of personnel, time commitment, facilitator skills;
- Need for realistic approach in terms of ‘curriculum content’ and length of individual sessions
Know Us By Our Love
Living Church Office, Diocese of Down & Connor
Facilitators: Jim Deeds and Paula McKeown
Know Us By Our Love was a process initiated by Bishop Noel Treanor in the Diocese of Down & Connor as a listening process to inform the new Diocesan Pastoral Plan. The facilitators prepared a group in leadership, facilitation and discernment skills who then in turn conducted the data collection (listening to parishioners) in semi-structured settings. The data was collated and organised by the Living Church Office to present to the Diocesan Pastoral Council as contextual information and needs analysis for the construction of a new Diocesan Pastoral Plan. This entire process took place from Summer 2021 to Spring 2022.
The Living Church Office, and in particular the two facilitators, were already very experienced in this field. The processes involved in relation to training and actually conducting the sessions and listening activities was already established, having been utilised in previous initiatives by the Office. The most significant outcome of the accompaniment by the post-doctoral research as part of the AREFD project was the mindset of researcher adopted by the facilitators. From the outset, they acknowledged that the work was not new to them, indeed they expected to be carrying out similar endeavours again in the future. The difference this piloting experience made was that of their own reflective practice. They began to see themselves as researchers using the language of data collection, coding, analysis and developing a deeper awareness of researcher bias, respondent validation, and the different ways data can be used.
The learnings from accompanying ‘Know Us By Our Love’ included:
- Witnessing the impact of targeted Diocesan support. Through the establishment of the Living Church Office with dedicated resources and personnel, the task of conducting this listening process was far easier and robust than would have been the case if left solely to volunteerism.
- The talent and skills of laypeople already working in Church needs to be celebrated and more widely recognised.
- The benefit of developing basic research and project management skills for higher quality of work.
- The need for greater collaboration between Dioceses both in terms of sharing personnel, processes and methodologies.
- The importance of nourishing and supporting facilitators and those involved in providing for AREFD.
In documenting the progress of these projects through an accompaniment model, the research team could identify elements of best practice for AREFD. In addition, the accompaniment of the postdoctoral researcher was an experience that the facilitators found useful, both as a sounding board and as an affirmative presence.
Perhaps the most significant outcome of each of our accompanied projects was the development of a strategic reflective practice on the part of the facilitators. They attributed this in part to the accompaniment of the AREFD research team. Adopting the mindset of a researcher provided structure to their work that fostered clarity and mission with an embedded practice of reflection and evaluation. This strategic reflective practice highlighted some elements of best practice including:
- Needs analysis to clarify the aims of a project or programme
- Doability, practicality and affordability
- Competence and confidence-building for facilitators
- Balance between input from experts and active listening amongst participants fostering agency
- Honest evaluation of the process and implementing improvements for future initiatives
- Support for facilitators and participants in acknowledging the need for and value in these endeavours
Over the course of the AREFD project, opportunities arose to attend gatherings and conferences; to engage with media including radio, online and print; and to publish in peer-reviewed academic books and journals. The nature of these outputs generally spoke to insights emerging from the AREFD project across its phases and the intended readership ranges from pastoral to academic contexts. A feature of these insights however has been their transferability from one context to another, resulting in a selection of the publications focusing on what can be learned from the AREFD project for a range of settings. Below are the titles and abstracts of the publications to date emerging from the AREFD project. An account of the various presentations made at gatherings and conferences and a commentary on this networking and connecting follows thereafter. All attest to the broad reach of the AREFD project, its pertinence both at academic and pastoral level, and justification for the continuation of the conversation sparked by the project.
Book chapters
Sweetman, B. 2024. What can the Adult Religious Education and Faith Development project (AREFD) tell us about the research agenda in Catholic education in relation to LGBTQI+ matters. In: Queer thriving in Catholic education: Going beyond the pastoral paradigm for LGBTQ+ inclusion. Edited by S. Whittle & S. Henry. Springer. Pp. - 113 - 122.
Abstract:
The Adult Religious Education and Faith Development project (AREFD) commenced in October 2018 at the MDCCE with the aim of identifying the current landscape of religious education and faith development for adults in Ireland. Over the course of the last three years, two key data collection phases took place. The first was an online survey publicised nationwide and open to all adults in Ireland over 18. The second phase of data collection were consultations with a total of 22 people (some individual interviews and some focus groups) who have been involved in AREFD in Ireland in a variety of contexts for an established period of time. The overall brief given to participants was to articulate what their understanding of religious education and faith development; what experience (if any) they had of same as an adult; what areas would they like to see developed in AREFD and Publications from the Adult Religious Education and Faith Development Project (AREFD) The importance of opening up and continuing the conversation on AREFD February 2025 suggestions on how this might be achieved. The specific issue of LGBTQI+ in relation to AREFD was not expressly addressed by the research team during the study. Nonetheless, some LGBTQI+-related insights were offered by the participants. The context in which they occur and to some extent the absence of certain elements of this topic may prompt purposeful and guided conversation as to the research agenda of Catholic education for adults in relation to LGBTQI+ issues. This chapter provides a commentary on the data and suggests some avenues for research.
Sweetman, B. 2022. Valuing and cultivating dialogue amongst learnereducators: Ongoing challenges for Post-Primary Religious Education teachers in Catholic schools. In Formation of Teachers for Catholic Schools: Challenges and Opportunities in a New Era. Edited by L. Franchi & R. Rymarz. Singapore: Springer. Pp. 139 -150.
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.
Sweetman, B. 2021. Adult religious education and faith development in Ireland: Pushing the boat out. In Catholic Education: A Lifelong journey. Edited by G. Byrne & S. Whittle. Dublin. Veritas pp. 49 – 62.
Abstract:
This chapter will focus on a research project ongoing in Ireland on adult religious education and faith development. Share the Good News: The National Directory for Catechesis in Ireland affirms the education of adults in religion as ‘one of the urgent religious needs in Ireland in our time. An educated world needs an educated faith’ (SGN, 70). In this context the question running through the chapter is: ‘Is it time to push the boat out?’ In Ireland, as elsewhere, groups and communities are involved in different types of formal and informal activities that are aimed at helping adults achieve a greater self-understanding, make sense of their lives and find joy. Some may have an explicit religious focus and belong within a denominational expression. Others may be more broadly spiritual. No doubt however, across Ireland, there are adults in search of such opportunities for development. They might not know where to look or how to get started. How do we find out about such models of best practice and make the connections so that more adults become engaged? The chapter provides the rationale for the Adult Religious Education and Faith Development project (AREFD) ongoing at the Mater Dei Centre for Catholic Education, Dublin City University. The planned component phases are also outlined. It includes key findings from the first phase of the project which was an online survey. With a particular focus on the Catholic sector, it is nonetheless hoped that this chapter will prompt ongoing conversation about the nature, purpose, and future of religious education and faith development for adults generally in Ireland and recognises that such issues may be relevant to other contexts.
Journal articles
Abstract:
The Adult Religious Education and Faith Development project (AREFD) was launched in 2018 at the Mater Dei Centre for Catholic Education, DCU. As part of the study, the research team consulted with a variety of people involved in AREFD across a range of contexts for a number of years. The purpose of these consultations was to harness their ‘lived wisdom’, showcasing the wide variety of opportunities for engagement in and identifying possible new approaches to AREFD. When COVID-19 struck in the middle of this consultation phase, the research team availed of the opportunity to discuss the impact of the pandemic on the religious education and faith development of this particular cohort of Irish adults. The data showed a spectrum of responses. The pandemic prompted deep reflection and a re-evaluation of the importance of religion and faith in their lives. Ranging from gaining comfort and solace from their faith, to being moved to acts of compassion and altruism based on their religious beliefs, the impact of the pandemic on the faith lives of these Irish adults was diverse. This paper provides an account of how the COVID-19 pandemic impacted the faith lives of some Irish adults and prompts reflection on how such an impact might shape the future of AREFD in Ireland.
Abstract:
This study reports on findings from an online survey which was carried out in Ireland, in May–June 2019, as part of the Adult Religious Education and Faith Development (AREFD) research project being conducted at the Mater Dei Centre for Catholic Education, Dublin City University. Data provided by 24 25 738 respondents to the survey are reported upon in this paper. The three areas focused on are the profile of the respondents, the content areas and skills in religious education and faith development they said they would like to engage with, and the forms and modes of delivery they preferred. The key findings point to the importance of identity, influence, and language, the broad and diverse interests expressed by participants, and the preferences they indicated for blended learning, evening engagement during the week, and local discussion groups. The findings of the study will be beneficial to those involved in developing new and creative approaches to adult religious education and faith development.
Abstract:
Since October 2018, researchers at the Mater Dei Centre for Catholic Education at Dublin City University have been engaged in the Adult Religious Education and Faith Development (AREFD) project. The overarching aim of the project was to facilitate a re-energising of adult religious education and faith development in Ireland. Working amongst local faith communities with an academic research focus, an area of interest that has emerged is how the insights gained from AREFD project can contribute to initial teacher education, particularly involving students preparing for employment as post-primary religious educators. This paper will outline some of the key themes that emerged from the data gathered in phase two of the AREFD project as it pertains to the initial teacher education (ITE) of religious educators. In phase two, a total of fourteen semi-structured interviews/focus groups were conducted between December 2019 and April 2021, featuring twenty-two people from across the island of Ireland who have a wealth of experience in AREFD across diverse contexts. The purpose of these interviews was to gather together the rich insights from the depth of experience of the interviewees on practicalities and possibilities central to adult religious education. The contexts in which they have worked are all pertinent to both the post-primary Religious Education curriculum in the Republic of Ireland and wider related learning experiences, in Ireland and beyond. Four key findings from this phase of the AREFD project are reported upon in this paper: the specific realm of AREFD as distinct from schoolbased religious education and catechesis; the need for intentional investment in AREFD; the physicality of religion; collaboration, communication and connection. These findings may contribute to the reflections of and course development by initial teacher education providers as they seek to offer the highest quality opportunities to their students, in the understanding that their students are adults themselves and that education is a lifelong endeavour.
Abstract:
The culture of provision of adult religious education and faith development, whereby talks or courses are made available at parish level and/or in formal educational settings, has undoubtedly dominated the Irish scene for many years. The low level of uptake of such opportunities or long-term engagement, however, coupled with the recognised decrease in regular church attendance would suggest that this culture of provision does not meet the needs of the adult population. This mismatch was a key driving force behind the inception of the Adult Religious Education and Faith Development (AREFD) project. Cognisant of cultural and societal changes, a core aim of the project was to assess this traditional culture of provision within a detraditionalised context. The present study is based on data gathered in phase two of the AREFD project consisting of fourteen semistructured interviews and focus groups conducted between December 2019 and April 2021. The participants were involved for a number of years in adult religious education and faith development in both the Republic of Ireland and Northern Ireland and across a variety of settings. The purpose of these interviews was to gather together the rich insights from the wealth of experience of the interviewees on the practicalities and possibilities central to adult religious education. The findings affirm dissatisfaction amongst participants with the current state of AREFD in Ireland, but indicate that there is hope for the future. Fresh and innovative engagement with adults is called for. This paper outlines key themes emerging from the data which contribute to the conversation of how innovative engagement with adults can revitalise church culture in Ireland.
Online/newspaper articles
Sweetman. B. 2019 What does a religious or spiritual Irish adult look like? RTÉ Brainstorm (online, 2nd September 2019, www.rte.ie/brainstorm)
Sweetman, B. 2019. Dominant public view of religious persons as less intelligent is lamentable. Irish Times, 25th June 2019
Conference Contributions
2022 - Sweetman, B. ‘On being an adult Catholic and flourishing: Reflections upon the Adult Religious Education and Faith Development project’. NfRCE Annual Conference, St. Mary’s University, London
2022 - Sweetman, B. ‘What can we learn from the AREFD project in relation to the research agenda of Catholic education and LGBTQI+ matters’. NfRCE Research agenda in Catholic Education and LGBTQI+ matters, DCU
2021 - Sweetman, B. ‘Learnings from the AREFD project for the ITE of Religious Educators’. AULRE 2021: Researching RE: Changing Times for Religious Education, online
2021 - Sweetman, B. ‘Covid-19 & Church 21: Perspectives on the impact of COVID-19 on the faith lives of Catholics in the Republic of Ireland and the UK’. Interdisciplinary perspectives on Catholicism in Ireland and Beyond, Irish Institute of Catholic studies (MIC) online.
2021 - Sweetman, B., Byrne, G. ‘Re-imagining adult religious education in light of COVID-19: The significance of connection’ ESAI 2021 Possibilities in Education : Re-imagining connections with People, Purpose and Place, online
2020 - Sweetman, B. ‘Exploring Adult Religious Education and Faith Development in Ireland’. 2nd International Conference on Catholic Religious Education in Schools Melbourne, Australia.
2020 - Byrne, G., Sweetman, B. Opening Up Religious Education in Ireland: The AREFD project. ESAI 2020: Opening Up Education, online
2019 - Sweetman, B. ‘Adult Religious Education in Ireland: Pushing the boat out’. NfRCE Annual Conference Catholic Education: Formal, informal and lifelong, DCU.
