In this rapidly changing and increasingly unequal world, I believe our young people are in desperate need of the confidence that comes from an informed moral conscience. As faith educators, we are uniquely positioned to cultivate the knowledge, beliefs and values necessary for our learners to become empathetic, informed, and active global citizens.
By incorporating global citizenship education into religious, moral, philosophical studies and faith formation, we can guide our learners to engage meaningfully with global issues in light of their faith, seeing its relevance in addressing real-world challenges, promoting justice, the common good and nurturing holistic development of the whole person.
"Major world religions make reference in some form or another to global values or principles often revolving around empathy and the moral obligation to care for others."
Integrating Faith and Transformational Learning
Integrating religious and moral education with global citizenship principles is not a new idea but a continuation of a rich tradition of using faith to advocate for a better world. Major world religions make reference in some form or another to global values or principles often revolving around empathy and the moral obligation to care for others. For instance, Buddhists practice compassion or mercy to others, known as “karuna” while Christianity’s directive to “love your neighbour as yourself” strongly promotes global citizenship. Similarly Christian teachings emphasise the interconnectedness of the world, telling us that "we are one body; when one suffers, we all suffer."
Non-religious philosophical traditions like Ubuntu – an African indigenous concept that defines the self through relationships with others – support a collective mind-set, connecting the individual with the global.
Many of history's most influential leaders, educational theorists and theologians, such as Mahatma Gandhi, Paulo Freire and Gustavo Gutiérrez, drew on the spirit to advocate for justice, liberation and a fairer world. Most recently, Pope Francis has made additions to Catholic Social Teaching which calls for radical shifts in global systems, denouncing the "collective selfishness" that perpetuates inequality and called for shifts in values, behaviours, and attitudes in order to address global inequalities.
"Non-religious philosophical traditions like Ubuntu – an African indigenous concept – support a collective mind-set, connecting the individual with the global."
SCIAF’s Approach
At SCIAF, the relief and development agency of the Catholic Church in Scotland, we have a core responsibility to educate the Scottish Catholic community about global injustices, ensuring they have the opportunity to learn, pray for and act on these issues in light of their faith. Our vision of faith-filled development education is concerned with the growth of the whole person. It is not only a method for learners to acquire knowledge and skills but also a transformative process involving critically examining our own assumptions, values and beliefs about global injustices, in light of our Catholic faith. This transformational learning becomes a human development journey of the whole person, and society, towards a more hopeful, just and sustainable future.
Religious Education for Global Citizenship
RE for Global Citizenship brings global citizenship principles into religious education by fostering empathy, a commitment to the common good and to faith in action. It encourages young people to view real-world issues and make informed decisions on how to act on these issues, in light of their faith and beliefs.
When I’m creating resources for SCIAF, I look for ways to combine transformational learning with faith formation and one of the methodologies we use is the Head, Heart, Hands, Spirit model.
"It is not only a method for learners to acquire knowledge and skills but also a transformative process involving critically examining our own assumptions, values and beliefs about global injustices."
The model can be expanded to include the RMPS curriculum by considering the spiritual, moral, intellectual, and emotional dimensions of RE for Global Citizenship.
- Head (knowledge and skills): Linking knowledge of religious text to global issues such as poverty, peace, inequality, rights, and climate justice.
- Heart (values and attitudes): Analysing and thinking critically about our own perceptions and assumptions about global inequalities and encouraging hope and resilience in facing global challenges.
- Hands (action): Using religious beliefs and values when making moral decisions and by participating actively in society as an expression of human dignity.
- Spirit (development of the whole person): Processing and engaging with deep emotions and existential questions forming beliefs and values which develop a sense of global responsibility and interconnectedness.
Religious Education for Global Citizenship links with faith-based programs in schools such as Laudato Si’ Schools and also with award schemes like Eco-Schools, Fairtrade Schools, and Rights Respecting Schools all of which are aimed at developing empathetic, informed, and active global citizens, ready to contribute to a fairer and more sustainable world.
I’d love to hear your ideas about how you incorporate global citizenship principles into religious education. Get in touch with me: This email address is being protected from spambots. You need JavaScript enabled to view it.
