Adrian Gellel
University of Malta, Faculty of Education, Faculty Member
- University of Malta, Pastoral Theology, Faculty MemberUniversity of Malta, Theology, Faculty Memberadd
- Children's Spirituality, Religious Education, Catechetics, Catholic Religious Education, Youth Ministry, Adaptive Teaching, and 17 moreInstructional Design, Children and Religion, Teacher Education, History of Education, Sociology of Religion, Spirituality, Sciences of Education, Values Education, Teacher Identity Formation, European Catholicism, Postsecularism (Sociology), Spirituality and Education, Early Childhood Education, Early Childhood Curriculum, Early Childhood, Malta (Archaeology), and Phoenician Punic Malta; Mediterranean archaeologyedit
- Prof. Adrian-Mario Gellel is a Professor in the Department of Early Childhood and Primary Education (Faculty of Educa... moreProf. Adrian-Mario Gellel is a Professor in the Department of Early Childhood and Primary Education (Faculty of Education) and in the Department of Pastoral Theology, Liturgy and Canon Law (Faculty of Education). Prof. Gellel pursued his doctoral studies on meeting individual differences in the classroom at the Pontifical Salesian University in Rome.
His main areas of interest are Symbol Literacy and metaphorical/symbolic reasoning in children, Child and Adolescent Spirituality, Religious Education and Education. His academic interests led him to convene the International Conference on Children’s Spirituality (2005), and the International Conference EARLI SIG19 Religious and Spiritual Education Conference (2011), and the first International Conference on Catholic Religious Education (2018).
Between 2006 and 2010 he was appointed as the National Coordinator for Religious Education in Schools for the Catholic Church. Amongst other, during his term of office, he coordinated and led the publication of the consultation policy document Religious Education in Malta: Reflections by the Catholic Community, as well as the syllabus and the Form 1 Religious Education scholastic textbook My Adventure.edit
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Rethinking Catholic Religious Education in the light of Divine Pedagogy The ever increasing secular context in which Catholic Religious Education (CRE) operates requires that the Church adopts a new way of thinking. From a practical... more
Rethinking Catholic Religious Education in the light of Divine Pedagogy
The ever increasing secular context in which Catholic Religious Education (CRE) operates requires that the Church adopts a new way of thinking. From a practical point of view CRE cannot be equated with catechesis since most of the students that attend these classes have barely received the initial proclamation of the Gospel. From a ministry point of view, this new scenario places CRE in an in-between the ministry of witness (marturia) and that of service (diakonia). In most cases, CRE has become more of a ministry of service than of witness. However one decides to evaluate CRE, its nature and mission require that it is radically rooted in Divine Pedagogy in that it is called to emulate the incarnational pedagogy of God, divine accommodation and the gradual and progressive pedagogy of God. This theology and way of conceptualising CRE calls for changes in at least three levels, namely (i) the way the Church understands the ministry of teaching, (ii) the way curriculum leaders and episcopal conferences develop the curriculum as well as textbooks and (iii) the way how the community of believers understand the period on of the teacher of CRE.
Even though this is a novel situation the practices and reflections of the early and patristic Church may help us to rethink the meaning of the ministry of teaching in today’s society and to re-establish it as separate from the teaching ministry of the bishop. This will acknowledge and strengthen the mission of the CRE teacher as a pedagogue who is called to accompany his/her students to the Pedagogue. Likewise, the richness available in the way God the Teacher has dealt with humanity should help us move beyond the impasse of catechetical method inspired by the Catechism.
The ever increasing secular context in which Catholic Religious Education (CRE) operates requires that the Church adopts a new way of thinking. From a practical point of view CRE cannot be equated with catechesis since most of the students that attend these classes have barely received the initial proclamation of the Gospel. From a ministry point of view, this new scenario places CRE in an in-between the ministry of witness (marturia) and that of service (diakonia). In most cases, CRE has become more of a ministry of service than of witness. However one decides to evaluate CRE, its nature and mission require that it is radically rooted in Divine Pedagogy in that it is called to emulate the incarnational pedagogy of God, divine accommodation and the gradual and progressive pedagogy of God. This theology and way of conceptualising CRE calls for changes in at least three levels, namely (i) the way the Church understands the ministry of teaching, (ii) the way curriculum leaders and episcopal conferences develop the curriculum as well as textbooks and (iii) the way how the community of believers understand the period on of the teacher of CRE.
Even though this is a novel situation the practices and reflections of the early and patristic Church may help us to rethink the meaning of the ministry of teaching in today’s society and to re-establish it as separate from the teaching ministry of the bishop. This will acknowledge and strengthen the mission of the CRE teacher as a pedagogue who is called to accompany his/her students to the Pedagogue. Likewise, the richness available in the way God the Teacher has dealt with humanity should help us move beyond the impasse of catechetical method inspired by the Catechism.
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The purpose for the Recognition and Validation of Non-formal and Informal Learning of Youth Leaders serving within the Maltese Catholic Archdiocese is to recognize and, where appropriate, accredit the expertise gained by youth leaders... more
The purpose for the Recognition and Validation of Non-formal and Informal Learning of Youth Leaders serving within the Maltese Catholic Archdiocese is to recognize and, where appropriate, accredit the expertise gained by youth leaders through their service to youth ministry. By contributing to the holistic assessment of youth leaders, the Church is ensuring that even volunteers working within youth ministry are well mentored and given the necessary formation to carry out their mission. The tool has been developed after a three-year research process among Maltese youth leaders (Gellel & Rossi 2017), as well as after consulting research in the area and a number of European documents (see for instance Dotterweich 2015; Schut, 2015; Scout et Guide de France, 201; YEUInternational, 2017). The current tool is in line with the European Agenda for Lifelong Learning (Council of European Union, 2011). This document aims to
i. map out the process of validation by providing a set of core principles and the key features.
ii. provide clear guidelines for mentors who accompany youth leaders in their journey so as to facilitate their recognition by the community of practice,
iii. provide a tool to help the youth leader organise, present and demonstrate the knowledge, skills and competences that are acquired through informal and non-formal education.
i. map out the process of validation by providing a set of core principles and the key features.
ii. provide clear guidelines for mentors who accompany youth leaders in their journey so as to facilitate their recognition by the community of practice,
iii. provide a tool to help the youth leader organise, present and demonstrate the knowledge, skills and competences that are acquired through informal and non-formal education.
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Many youth leaders and workers acquire many of the competences necessary for their leadership roles ‘on the job’ in the course of their experience within the Church organisations, both as members and as leaders. This learning and growth... more
Many youth leaders and workers acquire many of the competences necessary for their leadership roles ‘on the job’ in the course of their experience within the Church organisations, both as members and as leaders. This learning and growth often risks not being recognised both by the leaders themselves and also by society. Through the current project, the Church aims to develop a tool and an educational process by which youth workers and leaders come to validate the learning that has been acquired through ‘informal’ and ‘non-formal’ processes of learning.
Thirty-two in-depth interviews with youth leaders working in parishes (n=16); small religious movements (n=6) and large religious movements (n=10) were carried out. The interviews invited the youth leaders to reflect and to speak about their journey towards becoming youth leaders, whilst exploring the skills, knowledge and attitudes which they had acquired, as well as those that they would like to acquire. The interview was preceded by a self-assessed inventory of competences.
Thirty-two in-depth interviews with youth leaders working in parishes (n=16); small religious movements (n=6) and large religious movements (n=10) were carried out. The interviews invited the youth leaders to reflect and to speak about their journey towards becoming youth leaders, whilst exploring the skills, knowledge and attitudes which they had acquired, as well as those that they would like to acquire. The interview was preceded by a self-assessed inventory of competences.
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In an era where globalisation has brought the contemporary world together in previously inconceivable ways, the impetus to find the means to communicate on common ground has contributed to a reorientation towards intercultural and... more
In an era where globalisation has brought the contemporary world together in previously inconceivable ways, the impetus to find the means to communicate on common ground has contributed to a reorientation towards intercultural and interfaith dialogue. This has also led various policy makers to either implement a policy of a separation of church and state, resulting in either not providing for the teaching of religion in the classroom or the promoting of a multifaith approach in religious education that fosters social conviviality among people of different faiths. Within such a context an edited collection on Global Perspectives on Catholic Religious Education in Schools may appear to be confronting in contemporary times
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Due to the relatively recent developments in academia as well as cultural and social contexts, it has become imperative for religious educators to dialogue with a variety of disciplines. If no real dialogue is initiated, the subject risks... more
Due to the relatively recent developments in academia as well as cultural and social contexts, it has become imperative for religious educators to dialogue with a variety of disciplines. If no real dialogue is initiated, the subject risks irreversibly enter a ghetto reserved for irrelevant scholastic optional choices. Research in the fields of instructional science, sociology, philosophy and psychology, amongst others, can assist scholars in identifying the specificity of religious education. The paper argues that the dialogical identity of the discipline depends on the ecclesial model one holds. It also argues that the context of the school, which is very different from the context of the believing community, defines the very nature and role of Catholic Religious Education
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"Reading this book is like looking through a kaleidoscope. Its twenty-three essays are like so many pieces of the whole whose brilliance is enhanced by their ever-changing relationships with others within the whole. As with a... more
"Reading this book is like looking through a kaleidoscope. Its twenty-three essays are like so many pieces of the whole whose brilliance is enhanced by their ever-changing relationships with others within the whole. As with a kaleidoscope whose slightest twist of the hand yields new patterns and possibilities, so too with Catholic Religious Education in schools as seen through the lenses of multiple countries, cultures, ethnicities, languages and theological and educational thought."
Prof. Gloria Durka, Fordham University, New York, NY, USA
Catholic Religious Education is accessible to millions of students worldwide, mainly in Church Schools but also in many Public schools. In the global arena there is a richness of contemporary research and expertise in need of dissemination. The breadth and depth of scholarship presented in Global Perspectives on Catholic Religious Education in Schools makes this edited collection a major resource for those involved in Religious Education in general and in particular those who are interested in the examination of Catholic Religious Education from multiple theoretical and contextual perspectives.
There is a richness of research and expertise around the global that deserves to be shared. The edited collection, Global Perspectives on Catholic Religious Education is the first publication of its kind oriented towards providing contributions from leading and emerging scholars from North America, South America, Europe, Africa, Asia and Australia.
We hope that this publication will serve as a means to foster discussion on the reality of Catholic Religious Education and Religious Education in general.
Prof. Gloria Durka, Fordham University, New York, NY, USA
Catholic Religious Education is accessible to millions of students worldwide, mainly in Church Schools but also in many Public schools. In the global arena there is a richness of contemporary research and expertise in need of dissemination. The breadth and depth of scholarship presented in Global Perspectives on Catholic Religious Education in Schools makes this edited collection a major resource for those involved in Religious Education in general and in particular those who are interested in the examination of Catholic Religious Education from multiple theoretical and contextual perspectives.
There is a richness of research and expertise around the global that deserves to be shared. The edited collection, Global Perspectives on Catholic Religious Education is the first publication of its kind oriented towards providing contributions from leading and emerging scholars from North America, South America, Europe, Africa, Asia and Australia.
We hope that this publication will serve as a means to foster discussion on the reality of Catholic Religious Education and Religious Education in general.
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Contemporary studies in different areas of knowledge put the respect of the individual and the Self at the centre of their very methodological approach. The Self has become a privileged communication tool with today's humanity. Since... more
Contemporary studies in different areas of knowledge put the respect of the individual and the Self at the centre of their very methodological approach. The Self has become a privileged communication tool with today's humanity. Since the Self has become the object of all discourse as well as the communication tool, we acknowledge that the Self is also one of the signs of our times, a challenge which has to be taken up. The rich Judeo-Christian tradition has the necessary tools and content to dialogue with today's culture. Nonetheless, theology needs to learn to communicate using the contemporary privileged tool of communication: the modern and postmodern framework of the Self.
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This chapter sets out to provide an overview of various aspects of Malta’s social, cultural and economic characteristics, focusing in particular on the role played by education in forging the island’s fortunes and identity, and... more
This chapter sets out to provide an overview of various aspects of Malta’s social, cultural and economic characteristics, focusing in particular on the role played by education in forging the island’s fortunes and identity, and specifically on the initial preparation of teachers in the light of reforms to educational provision aimed towards the country’s aspiration that ‘all children may succeed’ (Ministry of Education, Youth and Employment, 2005).peer-reviewe
This paper provides an overview of initial education in Malta, setting the programme in its national context and indicating the various social, economic, political and demographic forces that shaped the development of education and ITE in... more
This paper provides an overview of initial education in Malta, setting the programme in its national context and indicating the various social, economic, political and demographic forces that shaped the development of education and ITE in the past.peer-reviewe
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Teaching has always been central to the identity of the Catholic Church, and consequently, the teaching of religion has always been fundamental to the educational mission of the Church. Over these past two millennia, this was, and still... more
Teaching has always been central to the identity of the Catholic Church, and consequently, the teaching of religion has always been fundamental to the educational mission of the Church. Over these past two millennia, this was, and still is, reflected in the centrality that the subject, in its various forms, holds in the educational institutions of the Church. Yet the changing context of schools, education, society and Church require a rediscovery and a redefinition of teaching as a ministry essential to the very ontological nature of the whole community of believers, and consequently a redefinition of what is Catholic religious education.
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Abstract By exploring the evidence brought forward by palaeontologists and archaeologists, this paper will investigate the hypothesis that spirituality is rooted in our primordial origins. It will be claimed that as a fundamental human... more
Abstract By exploring the evidence brought forward by palaeontologists and archaeologists, this paper will investigate the hypothesis that spirituality is rooted in our primordial origins. It will be claimed that as a fundamental human dimension that distinguishes humans, spirituality needs to interact with the other constituent dimensions that make us human, including our need for community, our characteristics of learning, of being rational and of developing tools that change us. If spirituality emerged so early in the evolutionary process, and if it is tied to the quest of search for meaning, one could put forward an argument that it precedes most of the tools and knowledges developed by humans. There seems to be evidence that its ability to spur human development is mainly done through the development and use of symbols which, if understood in a wider sense, seem to be the primary language of spirituality.
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This paper discusses the potentiality of popular music as a resource in the R.E. classroom. It is argued that popular music has the potential of developing students' symbolic repertoire and thereafter act as a symbolic resource,... more
This paper discusses the potentiality of popular music as a resource in the R.E. classroom. It is argued that popular music has the potential of developing students' symbolic repertoire and thereafter act as a symbolic resource, especially when students are faced with challenges, or in their construction of Self. The music video Judas by Lady Gaga is used as an example of how the R.E. teacher may engage students in a process that may lead to symbol acquisition and critical analysis of the way fundamental human experiences are dealt with.
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Research Interests: Sociology, Perception, Teacher Education, Maltese, Religious Education, and 14 moreValues, Politics, National Identity, Music and identity, Comparative Study, Immigrants, Catholic, Emigration, Comparative Analysis, Questionnaires, Initial teacher training, Curriculum and Pedagogy, Catholic school identity, and Beliefs & Values
This paper will explore the type of spiritual expression of adolescents and young people in and through current popular music culture. In particular, the paper will propose the music and industry constructed by and around the popular... more
This paper will explore the type of spiritual expression of adolescents and young people in and through current popular music culture. In particular, the paper will propose the music and industry constructed by and around the popular singer and songwriter Lady Gaga as a test case. Her incessant use of religious language and religious symbolism has equally attracted praise and criticism. This paper will acknowledge that Lady Gaga is not simply an icon of this hypermodernity, but she is a complex phenomenon which brings together various elements as well as actors. It will explore if and to what extent the main spiritual elements are traceable in this phenomenon.
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While being a fairly old term, it is only in these past few decades that interest in spirituality has gained popularity. By exploring the evidence brought forward by palaeontologists and archaeologists, this paper will investigate the... more
While being a fairly old term, it is only in these past few decades that interest in spirituality has gained popularity. By exploring the evidence brought forward by palaeontologists and archaeologists, this paper will investigate the hypothesis that spirituality is rooted in our primordial origins. It will be claimed that as a fundamental human dimension that distinguishes humans, spirituality needs to interact with the other constituent dimensions that make us human, including our need for community, our characteristics of learning, of being rational and of developing tools that change us. If spirituality emerged so early in the evolutionary process, and if it is tied to the quest of search for meaning, one could put forward an argument that it precedes most of the tools and knowledge developed by humans. There seems to be evidence that its ability to spur human development is mainly done through the development and use of symbols which, if understood in a wider sense, seem to be the primary language of spirituality.
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This article presents the work published by a publishing company called Catholic Religious Education in Schools (BUCHANAN & GELLEL, 2015). The volume brings together scholars from all six continents to reflect and discuss contextual,... more
This article presents the work published by a publishing company called Catholic Religious Education in Schools (BUCHANAN & GELLEL, 2015). The volume brings together scholars from all six continents to reflect and discuss contextual, pedagogical and theoretical issues related to the teaching of the Catholic religion in a school context. In this sense, it is the first volume in the Catholic world to deal specifically with the theory and contextual issues of religious education as separate from Catechesis. While the former is understood that specifically occurs in formal education, the latter is understood that occur within the faith community environment. In an era of ecumenical and inter-religious and a society increasingly globalized and secularized, such a project may appear to be out of sync with reality. In addition to the work explains the construction of the project and its development proposed presentation of an international reality on the subject.
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Different societies have developed their own understanding of the human being. This understanding has been at the basis of different systems and goals of educational programmes. Likewise, Christianity has developed its peculiar... more
Different societies have developed their own understanding of the human being. This understanding has been at the basis of different systems and goals of educational programmes. Likewise, Christianity has developed its peculiar understanding of the human being through the development of the concept of person, that is, a unique and non repeatable being that necessitates relations and is capable of autonomy. This concept had deep and wide consequences on various sectors including the different forms of education offered by the Church throughout these past two millennia.
While western society is only relatively recently enjoying free schooling for all, we are experiencing difficulties with educational programmes that are heavily guided by economic and utilitarian principles. The standards and strategies enforced by Western governments are challenging the education program offered by Catholic Schools.
The paper will analyse the education scenario that is developing in the context of post-modern societies profoundly marked by an ethic and culture of authenticity and faced by the ever increasing challenges of economy, environment and changes in the population. It will argue that schools anchored in a Christian Anthropology are better equipped to dialogue with society at large and can empower the community to better face contemporary challenges.
While western society is only relatively recently enjoying free schooling for all, we are experiencing difficulties with educational programmes that are heavily guided by economic and utilitarian principles. The standards and strategies enforced by Western governments are challenging the education program offered by Catholic Schools.
The paper will analyse the education scenario that is developing in the context of post-modern societies profoundly marked by an ethic and culture of authenticity and faced by the ever increasing challenges of economy, environment and changes in the population. It will argue that schools anchored in a Christian Anthropology are better equipped to dialogue with society at large and can empower the community to better face contemporary challenges.
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Almost a third of the Maltese student population attends Catholic schools. Given that the Catholic school is closely connected to the evangelizing mission of the Catholic Church, it is only natural that the curriculum and ethos of these... more
Almost a third of the Maltese student population attends Catholic schools. Given that the Catholic school is closely connected to the evangelizing mission of the Catholic Church, it is only natural that the curriculum and ethos of these schools are imbued with a desire to foster the principles and way of life of the Gospel in pupils. In a predominantly Catholic society, how are Catholic schools contributing to the shaping of student spirituality and religiosity? After presenting the context in which these students live and after reviewing current literature on adolescent spirituality, the chapter will present the results of a quantitative research conducted among 520 Maltese adolescents attending Catholic secondary schools. The study intends to explore various elements that contribute to students’ spiritual life at Catholic schools. The study will help to delineate means of offering targeted formation programmes aimed at enhancing the spiritual life of male and female students.
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Student uniqueness demands that the teacher/catechist is inventive not only in the learning methods and teaching techniques employed but also in the way content is structured. Only in this way can the teacher ascertain that his/her... more
Student uniqueness demands that the teacher/catechist is inventive not only in the learning methods and teaching techniques employed but also in the way content is structured. Only in this way can the teacher ascertain that his/her students’ requirements are met and, consequently, student learning facilitated. However, teachers’ creativity should not mean haphazard choice of methods and techniques. Teaching is both an art and a science. The limitless nature of creativity should be used judiciously and made to bear fruit through the application of knowledge of educational psychology and instructional design. By using Adaptive Religious Education, the teacher may be guided to use different techniques in a methodical manner in order to ensure and enhance student learning. In particular, the systematic use of different symbol systems can help teachers to improve student learning. The paper will put forward a number of principles and practical suggestions that may guide teachers in planning R.E. lessons
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The particular history, politics, social milieu and size of the islands of Malta contributed to the formation of specific cultural values and identity. Central to this identity is a unique language and a very strong Catholic community.... more
The particular history, politics, social milieu and size of the islands of Malta contributed to the formation of specific cultural values and identity. Central to this identity is a unique language and a very strong Catholic community. These factors remain integral (but not exclusive) aspects of the Maltese national identity. This identity has been expressed well beyond the Maltese islands as a result of mass emigration in the mid to latter part of the last century. This article reports on the findings of a comparative study between pre-service teachers of Maltese descent from Malta and Australia who aspire to be teachers in Catholic schools. The study sought to identify the similarities and differences between their perceptions of the role of a teacher in a Catholic school and to investigate the likely influence that shared cultural religious values might have upon their perceptions.
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Spirituality is the characteristic that distinguishes our species, the Homo Sapiens Sapiens, from any other creature. From the very beginning, humans have been able to conceptualise and create symbols for them to be able to construct... more
Spirituality is the characteristic that distinguishes our species, the Homo Sapiens Sapiens, from any other creature. From the very beginning, humans have been able to conceptualise and create symbols for them to be able to construct meaning and give order to their cosmos. By so doing they were able to transcend everyday reality. It is argued that in our post-modern reality, which is marked by an individualistic and fragmented ethic, many have lost the ability to read symbols. This has considerably diminished access to the Spiritual and impoverished the quality of their Spirituality. It is suggested that the inclusion of symbol literacy in Religious Education programmes will not only serve as a means of teaching religious facts but above all it holds the potential of opening the doors of meaning, giving access to the Spiritual.
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Confessional or Denominational Religious Education is a reality in different schools, both private (normally denominational schools) as well as state-funded schools. If we agree that amongst the main aims of Religious Education are the... more
Confessional or Denominational Religious Education is a reality in different schools, both private (normally denominational schools) as well as state-funded schools. If we agree that amongst the main aims of Religious Education are the formation of identity and character, and the enhancement of one’s spiritual, social and cultural, development, then we also have to agree that Religious Education needs to respect and take into consideration various tensions, amongst which the rights of parents versus the rights and duties of the wider community, and contextual realties versus global realities. The present paper explores how Denominational, in particular Catholic Religious Education, can be inclusive without playing down its confessional character. After presenting the philosophical basis for this standpoint, the paper will also illustrate examples of how a Catholic Religious Education Syllabus can not only include at its very basis a sense of openness, respect and a will to grow through interaction and dialogue with other faiths but can also present contents and beliefs present in other world views. The paper will take into account various difficulties that arise from this approach, particularly the tension between the will and aims of the institutional Church and the biases, especially of interpretation, that a Catholic approach may generate.
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If we agree that schools and educational institutions are to take on the responsibility of playing a fundamental role in the holistic education and formation of students, then we must also agree that a better understanding of the role of... more
If we agree that schools and educational institutions are to take on the responsibility of playing a fundamental role in the holistic education and formation of students, then we must also agree that a better understanding of the role of the teacher is needed. A values education which ...
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At present, in Malta, there is an ongoing discussion about the nature and goals of Religious Education in school. The discussion seems to be moving towards a clearer distinction of Religious Education from Parish Catechesis. The basis for... more
At present, in Malta, there is an ongoing discussion about the nature and goals of Religious Education in school. The discussion seems to be moving towards a clearer distinction of Religious Education from Parish Catechesis. The basis for this distinction lies in the wider audience that is found in schools. Concurrent with this debate important changes are happening in the area of catechesis. Children’s catechesis in parishes is slowly moving form a sacramentally oriented catechesis to an initiation within the Catholic faith and adult catechesis, together with ongoing formation are being widely promoted. Amidst these changes and debates it is surprising to note that there are no differences in beliefs and practices between teachers in schools and catechists in parish settings. After giving information about the Maltese context, in particular about the system and situation of Religious Education in Schools and Catechesis, the paper moves on to analyse the data collected from an empirical research conducted amongst the two categories of teachers of religion and to discuss the findings.
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While this chapter is being written, Spain is experiencing a raging controversy over the role and importance Religious Education should have in State funded schools. After making Religious Education optional, the Spanish government is now... more
While this chapter is being written, Spain is experiencing a raging controversy over the role and importance Religious Education should have in State funded schools. After making Religious Education optional, the Spanish government is now proposing to exclude the subject from ...