The intersection of faith, spirituality and interreligious engagement in Catholic schools: teachers’ perspectives from Ireland and South Korea

Cho, Jinmin, & and Heinz, Manuela. The intersection of faith, spirituality and interreligious engagement in Catholic schools: teachers’ perspectives from Ireland and South Korea. British Journal of Religious Education, 1-13. https://doi.org/10.1080/01416200.2025.2489054

Abstract

This article presents a comparative analysis of teachers’ perspectives on their faith, spiritual convictions, and approaches to religious education in Catholic primary schools in Ireland and South Korea. The study shows that teachers’ religious beliefs significantly influence how they perceive spirituality, teach religion, and approach interreligious engagement. Some teachers prioritise transmitting faith, while others, even without belief in God, express a sense of the sacred connected to spiritual awareness. They seek to appreciate the sacred in every moment and nurture children’s innate spirituality, fostering a connection to the meaning of life. The research highlights the role of teachers’ beliefs in shaping their pedagogical approaches to interreligious education beyond the boundaries of a singular Catholic tradition. It particularly underlines their understanding of the broader context of spirituality, whether rooted in religious beliefs or not, and how it relates to the intersection between secular and faith worldviews. While Korean teachers often emphasise Catholic identity more prominently, both, Irish and Korean teachers integrate interreligious learning and align their teaching with broader spiritual values that enrich the diverse educational landscape. This paper contributes valuable insights into the complex interplay of religious beliefs, spirituality, and engagement in interreligious contexts.

Publisher

Taylor and Francis Group

Rights

Attribution 4.0 International

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Collections

School of Education (Scholarly Articles)