Abstract
Catholic education struggles with an apparent tension between student-centred methods and remaining true to the official Church teaching. The traditional view holds that students are to learn ecclesial facts, but contemporary pedagogy promotes a wider range of experiences. Consequentially, teachers struggle with the question of how to deal with reasonable student dissent on non-infallible teachings like contraception, female ordination and homosexuality. This essay comments on interview findings that religion teachers attempt to accommodate dissent, but since there is no firm theoretical grounding for student-centred methods the possibility of nurturing a reasonable intra-Church intellectual plurality becomes lost in the Catholic school.
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