In ten chapters or one hundred and eleven pages, the author presents a compendium of methodology of the teaching of Christian religious education. The purpose of the study, myriad student misconceptions, the etymology of the word “methodology,” the definition and motive for religious education, types of research methods, and suggestions for note-taking are discussed in the first chapter. These give students the opportunity to review when they write rather than to present new information to them. The importance of the second chapter is that it provides a systematic approach to finding research / project problems, approach to finding a research topic, formulation of the research topic, information sources, relevant literature review, information sources, relevant literature review , hypotheses and format for writing research. As in the first chapter, the dimensions are not new, but they serve as a useful guide. The Nigerian approach to moral and religious instruction as set out in the 1981 Revised National Policy on Education moved from rote memory of biblical passages to affect the psychomotor and affective domains. The approaches to the study of Christian religious education discussed in Chapter 3 include the Bible-centered approach or salvation history, the phenomenological approach, the teacher-centered approach and the Bible to life, experiences of the life and life-centered approaches. Thus, new life was injected into the teaching of religious education as students discovered the religious implications of their actions.
Starting from the premise that there are several teaching methods in each discipline, the writer identifies some methods and factors that determine their suitability and the right time to use them in the fourth chapter. He rightly observes that the Christian religious studies teacher must not be dogmatic, but must apply a method as the situation requires. These methods are divided into teacher-centered (lectures, questions), student-centered (project, homework), and ensemble (drama, field trips, storytelling, role-play) methods.
In Chapter 5, the writer successfully defines technical terms such as teaching and teaching practice. The parameters used to identify the teacher’s competence are discussed. The Teaching Readiness section is consistent with Hendrick’s Readiness Law. The discussion on the management, organization and administration of teaching practice and micro-teaching and its advantages are aimed at enabling the teacher to teach effectively, especially if the evaluation instruments are implemented at the end of the chapter.
The sixth chapter clearly traces the history of the religious studies curriculum that protects the child from receiving any instruction that is contrary to the wishes of the parents. The origin and purpose of the word “curriculum” and the vital role of parents, students, teachers, the local community, religious bodies, ministries of education, and other national bodies are discussed. The seventh chapter expands the discussion of the previous chapters. A sample syllabus is a useful reference material for any teacher of Christian religious education.
The eighth chapter on the lesson plan logically follows the seventh, as the classroom experience proves what has been planned. The writer realistically observes that the success of the teacher depends on the mastery of the subject and his work is incomplete until the evaluation is done. The importance of educational objectives, cognitive, psychomotor and affective domains cannot be overemphasized.
Commenting on the application of the teaching materials, the writer observes that good material, among other things, must relate to the purpose and age of the students, match their ability and arouse interest in them. The penultimate chapter presents a vivid description of the use of didactic materials in teaching. The impact of visual and audiovisual materials is amazing. Although they create an opportunity for students to come face to face with reality, they must be seen as a means to an end.
The last chapter clearly presents the justification for moral education at school in an age of moral decline. Therefore, the objective of religious education is to facilitate desirable changes in an individual, since it encompasses theoretical, practical, moral, spiritual, human and divine aspects. All of society – home, school, church, voluntary organizations, the media – has a role to play.
Although the book presents a rather interesting assessment of Christian religious education methods, the author himself admits that he is not trying to offer new dimensions in the first two chapters. Although it presents a format for research writing, the technical terms are not defined, leaving the reader in a difficult position to see the relationship between them. Various typographical errors undermine the richness of the presentation. Notwithstanding the foregoing, this illustrative text of the Nigerian educational experience has graphic illustrations and review questions that stimulate critical thinking. A commendable idea is the lucid distinction made between syllabus and syllabus, which are treated as synonymous terms. Clear presentation of Bloom’s taxonomy of educational goals is also imperative. Perhaps another idea is how the incorrect use of textbooks could hinder self-initiative and transform learning into a mere routine.
