Part I. Theoretical Issues1. The Teacher of Religion: Choosing Between Professions in Catholic Schools2. Catholic Religious Education: Educating for Faith3. The Challenge of Integrating Catholic Religious Education and Catechesis: An American Quandary?4. Rethinking Catholic Religious Education in the Light of Divine Pedagogy5. New Wine in Fresh Wineskins. Rethinking the Theologicity of Catholic Religious Education6. Theological Underpinnings of Australian Catholic RE: A Public Theology Proposal7. The Religious Education of the Religion Teacher in Catholic Schools8. Moral Formation in Catholic Religious Education: Insights from the Fourth Gospel9. Von Balthasar’s Theo-aesthetics Applied to Religious Education10. Primary School Parents’ Perspectives on Religious Education11. Examining School and Parish Interaction: Some Implications for Religious EducationPart II. Teacher Formation and Professional Development12. The Transmission of Religion: Reconceptualising the Religious Education Leader13. Confident Student to Confident RE Teacher: A Perspective from Scotland14. Formation for Mission: A Systems Model Within the Australian Context15. Catholic Teachers, Theological Literacy and Engagement with Biblical Texts16. Teacher Readiness: A Pedagogy of Encounter17. Pilgrimages: Fruitful Sources of Faith Formation for Catholic Student Teachers?18. Teacher as Expert: Using Teacher Knowledge to Engage Students19. CPD and RE: What Do RE Teachers in Irish Catholic Schools Say They Need?20. Pedagogical Content Knowledge: A Missing Piece in the Puzzle that Is Religious Education in Catholic SchoolsPart III. Pedagogical and Content Issues21. Early Childhood Religious Education: It Matters, but What Is Its Matter?22. Catholic Early Years Educators’ Dilemma: Remaining Faithful to Children’s Spiritualities23. God, the Church and Today’s Child: Cavalletti in the Classroom?24. Effective Tools for Pedagogical Change in Religious Education: Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools25. Enhancing Curriculum Syllabi and Frameworks: Catechetical, Cognitive, and Affective Principles26. Religious Art and Liturgical Catechesis of Children27. Education Through Art: The Use of Images in Catholic Religious Education28. From Early Christian Art to Postmodern Visual Imaginary. New Approaches to Catholic Religious Education29. Storying Faith: The Promises and Contradictions of New Media in Catholic Religious Education30. Using Digital Technologies to Interpret Life: Media Literacy and Catholic Religious Education in Dialogue31. Contextual Influences on Knowledge Mediation in Religious Education and Its Significance for Teacher Education32. Catholic Social Teaching, Catholic Education and Religious Education33. The Anthropological Dimensions of the Preparation of Youth for Marriage and Family34. Stewards of Creation: Laudato Si’, Ecological Conversion and Religious Education35. Engagement in Religious Education: Focusing on Spiritual and Religious Capabilities36. Integrating Community Spirituality into Religious Education: A School Educator’s Role37. Applying Rene Girard’s Mimetic Theory in the Religious Education Classroom38. Profiling and Enhancing Religious Education in Catholic Schools39. How Do Sport Educator-Coaches Contribute to RE in Catholic Schools?Part IV. Inter-religious Issues40. Teaching About Religious Diversity: Policy and Practice From the Council of Europe41. Religious Education: A Creative Time and Space for Spiritual Development42. The Student Voice in South African Catholic School Religious Education43. Pedagogical Identity for Religious Education in Catholic Schools: A Brazilian Case Study44. A Panorama of Christian Religious Education in Nigeria44. Identity and Dialogue: Learnings from a Personal Interreligious Encounter46. Catholic Religious Education in Germany and the Challenges of Religious Plurality47. Interreligious Education Involving Christianity and Confucianism in Hong Kong48. A Theory of Alterity as a Perspective for Interreligious LearningPart V. Contextual Issues49. Policies to Reform Religious Education in Hong Kong Catholic Schools50. Catholic Youth Associations’ Activities in All-Day Schools in Germany: Opportunities and Limits51. The Medellin Path in the School Institution: The Chilean Case52. Religious Education in the Secularized Netherlands