Pioneering New Paths for Adult Religious Education in the Roman Catholic Community
Bibliographic record
Abstract
The Roman Catholic Church faces significant challenges in fostering effective adult religious education in contemporary social and cultural contexts. This challenge is particularly acute in western societies and the Church is currently reflecting on how best to respond. Here it is suggested that insights from communities of practice theory and contemporary educational leadership theory have potential to foster effective adult religious education in parishes, Catholic educational institutions, and many other types of Catholic organizations. As an organizational form, communities of practice can exist within different models of faith communities and be established and integrated into existing structures. It is also noted that the Church has multiple historical precursors of communities of practice to develop adult religious educators and leaders. This article presents a preliminary conceptual exploration of how the Church might benefit from current communities of practice theory. It further considers how this might be appropriated and applied to promote the development of promising lay adult religious educators to enhance adult religious education teaching and learning as part of wider institutional renewal.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.008 | 0.014 |
| Scholarly communication | 0.005 | 0.006 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".