Teaching Methods In Religious And Moral Education


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The term ‘Religious and moral education’ is an education in a school which places a strong emphasis on the beliefs associated with a particular religion.

However, Religious and Moral Education is concerned with the deep meaning that individuals and groups make of their experiences and how this helps them give purpose to their lives. It provides opportunities to explore, make and respond to the meanings of those experiences in relation to the beliefs and experiences of others as well as to one’s own experiences.

In addition, syllabi for Islamic and Christian Religious Knowledge were drawn up by State and Federal Ministries of Education since the 1950s. These syllabi prepared students for the subject in the West African School Certificate Examinations. The subjects were very popular.

Furthermore, in the case of Islamic Religious Knowledge, there were no textbooks in English until about 1968 – 1970. The teachers, who were mostly traditional mallams (scholars) who passed through Arabic Teachers Colleges would use Arabic books, from which they would translate to the students.

With the production of books in English written to the syllabus, Islamic Religious Knowledge became much easier to teach. The Government-run post-secondary Advanced Teachers Colleges and Colleges of Education ran three-year courses in Islamic Studies (as well as Christian Religious Knowledge) and the subject became widely available in the universities. Gradually the Arabic speaking Mallams were replaced at the secondary level by English-speaking young teachers who were products of the mainstream educational system.

Teaching Methods In Religious And Moral Education

(1)        Discussion Method: The discussion method is a situation whereby a question or issues is thrown often in the class and pupils or student are asking to make a contribution. This is very useful as its developed communication skills among the pupils or student. It encourages constructive logical thinking and makes the student aware of contrary viewpoints. Self-confident and self-radiant is developed among the participatory student and it helps to involve them in our own learning.

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(2)        Role Play Method: Role play method involves making pupils or students play the part of a character the teacher is putting them. They put themselves in the shoes by acting play. They attempt to make the situation clearly and stick to the memory. It developed citizenship skills by showing successful and unsuccessful method one can use to solve any life facing method.

(3)        Oral Question and Answer: This method is the oldest discovery method. The teacher asks pupils series of question designing to bring to thought to force them to think deeply about some issues, believe or problems. The methods help to elucidate the answer to issues at hands. The motivation here is natural as it comes from the necessity to answer challenge question and the pupils and developed their own idea as the result for questioning.

(4)       Inquiry Method: Students under this method are to find out an answer and draw a conclusion. e.g. Children will be made to discover the work of creation like animals, plant, and planet. For this, they will conclude that the supervisor being created this thing. This method help student to think carefully about the ideas, problems, and issues under consideration.


The purpose of Religious and Moral Education is to help pupils to reflect upon the experiences and the mysteries of life and the contribution of religious and spiritual dimensions.

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In addition, it is important for children to have a broad awareness of religions. Therefore, they believe that it will help them make an informed decision on the religion they would like to believe in and understand it, as opposed to only learning about religion at home. Many people who argue for religious education in school curriculums feel that they would have liked to have been offered an option as children about what to believe and to have been able to learn about the different religions that exist. However, the argument for children understanding about all religions is that they can have a more logical and well-rounded perspective on faith and religious beliefs so that they can choose to think and what they want to believe, for themselves, instead of it being something that they are taught as a fundamental fact by their parents.

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