Vol. 537 No. 5
515 Mr. Gregory asked the Minister for Education and Science his response to the issues raised with his Department by Dialogue Ireland on the issue of new religious movements or cults; and if he will make a statement on the matter. [16967/01]
Dialogue Ireland has sought my views on the efficacy of current curriculum provision at primary and second levels to address issues such as young people coming under the influence of undesirable or extremist groups, cults, sects and new religious movements.
The issues to which the group refers are addressed in a number of curriculum areas: in the social, personal and health education programme at primary level and in the civic, social and political education, social, personal and health education, and religious education syllabi at second level.
Social, personal and health education – SPHE – is a new subject within the recently revised primary school curriculum. Among the aims of SPHE are: (1) to promote the personal development and well-being of the child; and (2) to enable the child to make informed decisions and choices about the social, personal and health dimensions of life, both now and in the future. Pupils are taught to be aware of and to respect the various cultural, religious, ethnic or other groups that exist in their communities. They are also taught self-protection, and safety skills, such as identifying and avoiding situations and people who make them feel threatened, and accepting an increasing degree of responsibility for their own safety and well-being as they get older. They are encouraged to be assertive, to know when to seek help and to confide in people whom they consider to be trustworthy. The SPHE curriculum is designed to be delivered in three ways: through the attitudes, values and practices conveyed through a positive school climate and atmosphere; through integration with other subject areas in a cross-curricular approach; and through dedicated time on the timetable. The content of the second level SPHE curriculum builds on the primary curriculum and develops these themes and skills at an appropriate level.
Civic, social and political education – CSPE – prepares students for active participatory citizenship. The syllabus is based on a number of central concepts, which collectively inform and clarify the concept of citizenship. These include democracy, rights and responsibilities, human dignity and law. The syllabus helps students to develop their ability to explore, analyse and evaluate. It enables students to become skilled and practised in moral and critical appraisal and capable of making decisions and judgments, based on human rights and social responsibilities. In its methodology and assessment procedures, there is a significant bias towards the application of practical skills required for participatory citizenship. Thus, students are equipped to confront such issues as the work of groups, who might seek to impose their beliefs on others by illegal means or through the use of undue pressure or duress.
