Solitude practices in the context of Catholic Education

Approaches to solitude in learning communities can contribute to students’ and teachers’ experiences of disconnection but it can also contribute to a sense of connection. A recent study on religious education leadership within the context of Catholic education, which is responsible for the education of one-fifth of Australia’s diverse student population, identified the need for ongoing planned opportunities for solitude for religious education leaders, teachers and students at all levels of schooling (Buchanan, 2019). This chapter draws on the insights generated by this study to illustrate the importance of solitude practices in Catholic education. It commences with an overview of broad insights gleaned from the existing body of literature concerning social understandings of solitude. It then proceeds to consider experiences of solitude encountered within the Catholic tradition and education. The research design underpinning the religious education leadership investigation is outlined, as it provided the impetus for this examination of solitude practices. The study revealed a need for positive practices of solitude to support individuals (leaders, teachers and students) in the organization of their thoughts, in their reflection on past actions, as well as in their preparation for future educational and social encounters.