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RELIGION AND CULTURE IN RELIGIOUSLY AFFILIATED SCHOOLS: THE ROLE OF TEACHERS IN NURTURING INCULTURATION
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For more content, see Journal of Empirical Theology.
In this article we focus our attention on one of the goals of religiously affiliated schools, namely, that of nurturing inculturation. Religiously affiliated schools, as educational institutions concerned with the critical transmission of culture on the one hand, and as institutions belonging to a particular religious tradition on the other, offer a natural environment for promoting a meaningful and reciprocally enriching encounter between religion and culture. In other words, they serve as an excellent "laboratory" for initiating the young in the ongoing and lifelong process of inculturation. These schools can promote the integration of religion and culture if their entire curriculum is geared to it. This however would be conditioned by the cultural stand of the religion to which the school is affiliated and by the cultural context in which the school is located. Evidently, the role of teachers in such a process would depend on their ability to correlate religion and culture while dealing with the curriculum content and on the use of an appropriate instructional method in promoting the same among students.
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