Your children are fortunate to have thinking and discussion happening at a metacognitive level at home. For those children who do not have that sort of environment, religious knowledge classes used to be of some comfort at an existential level. I am considering this point in today’s context where many have neither.

Outside the home environment, it boils down to the quality of teaching happening – whether the teaching is in the science subjects or in religion.

Just as there is little metacognitive awareness in the output, there is even less in the input. There is likely to be comparatively more metacognitive awareness when a priest is delivering knowledge than any other regular teacher: philosophy, including logic, does constitute an important element and formative function in the education of a priest.

The irrational thinking required for religious doctrine, and rational thinking, are mutually exclusive. That is the primary reason my own children were not sent to religious doctrine classes. I have nothing against the religious itself – on the contrary – but I wanted them to be very clear thinkers with rational minds, because it’s important.