ENHANCEMENT OF THE TEACHING OF RELIGIOUS STUDIES: A METHODOLOGICAL APPROACH

Résumé

This paper introduces two new methods the writers believe would go a long way to enhance the teaching of Religious Studies in tertiary institutions. These two methods are Intuitive Discussion Method and Expo-Discovery Method (Expository-Discovery Method). If these two methods are properly utilized by lecturers, learning would be very easy for the students because both methods are student-centred. In the academic domain, when learning is student-centered the outcomes are positive and consequently fixed in the long-term memory. These two methods have been used by the writers for years and practised by the students. The Intuitive Discussion Method and Expo-Discovery Method as coinage of the writers have passed the test of time in the teaching and learning process for years and have been proved satisfactory by the writers who have made use of them. The Intuitive Discussion Method allows students to solve problems in the classroom from their intuitions while teaching and learning take place. The Expo-Discovery Method exposes the students to new experiences as they seek solutions to problems without the lecturer being involved. In these two methods the lecturer introduces the concepts and allows the students to organize their thoughts by moving from the known to the unknown, thereby using previous experiences to arrive at new ones. The paper is centered on two theories namely Cognitive Information Processing and Constructivism. In Cognitive Information Processing, the learner's mental ability is needed. The learner thinks out how to relate new concepts to balance with the existing concepts he or she is aware of. The theory is internal, not external, that is, it concentrates on the learner's mental process. In constructivism, the learner creates the concept based on existing one. The learner is a problem-solver as he or she creates ideas and knowledge is prerogative of the learner. Each learner explores the concept and gives his or her own idea concerning the concept. The learner is an explorer and a creator. Therefore, learners are sui generis in constructing ideas. It is recommended among others that with these methods, students of Religious Studies will have to put more interest in the teaching and learning process. It will also discourage students from solely concentrating on lecturer's textbooks.