Abstract

The Roman Catholic tradition extols rationality, yet it also speaks of "mysteries" and the "gift" of faith. Consequently, one wonders if Roman Catholic religious educators would share the concerns for promoting critical thinking that have been expressed by educational philosophers. ;This study analyzed Thomas Groome's philosophy of Christian religious education in light of the concerns for critical thinking expressed by Richard Paul to investigate the extent to which it could be argued that Groome shares Paul's concerns for promoting critical thinking in education. ;The study argued that Groome shares, with qualifications, all of the concerns expressed by Paul in his rationale for promoting critical thinking in education, pedagogical strategies for promoting critical thinking, and approach to defining critical thinking. ;Generally, four qualifications limit the extent to which Groome shares the concerns expressed by Paul: Paul assigns absolute epistemological power to rationality to acquire truth. In contrast, Groome maintains that certain realities, e.g., Christian faith, revelation, etc., though consonant with reason, are not ultimately intelligible in terms of rationality. Paul maintains that rationality is the only means by which humankind can achieve its higher interests. In contrast, Groome maintains that rationality and God's grace and revelation are the means by which humankind can achieve its higher interests. Paul views the Christian Story and Vision as simply one religious ideology competing among others. In contrast, Groome, with the conviction of Christian faith, proclaims the veracity of the Christian Story and Vision and its "normative character" for evaluating one's critical thinking about God and the Christian life. Paul views critical thinking as an activity that should be insulated from the influences of one's existential situation. In contrast, Groome maintains that critical thinking should always be grounded in one's whole "being" in the world. ;Despite these qualifications, the study concluded that the promotion of critical thinking is an essential component of Groome's philosophy of Christian religious education and is similar to the promotion of critical thinking that Paul advocates for other subject areas