Textbooks remain important teaching and learning resources for Religious Education even in the period of the so-called “digital age”. While the New National Catechetical Directory of the Philippines provides guidelines to be observed regarding catechetical planning and the production of Religious Education textbooks, there is a need to come up with a particular process that will ensure not only the development of quality books, but also the involvement and growth of the key stakeholders in the process. Without definite steps to be followed, only the actual authors get to be included in the actual book writing process. When only the authors are involved, other stakeholders lose the chance to be heard, contribute, and learn from the process – especially teachers in Religious Education. This deprives the authors and the books of important inputs from those who have first-hand knowledge of the audience and other experts. Even if authors decide to collaborate with key stakeholders, confusion can ensue without specific steps to follow.
To address this, the study proposes the use of Maria Harris’ artistic process, which has religious imagination operable in its various steps or movements (i.e., Contemplation-Engagement-Form-Giving-Emergence-Release). Harris’ artistic process also treats Religious Education book writing as an activity of the ministry of didache (teaching) that is inseparable from and connected to the other ministries of koinonia (communion), leiturgia (worship), kerygma (proclamation), and diakonia (service). As such, Religious Education book writing serves as a way to respond to the Church’s vocation to serve as pastor and educator.
For this purpose, a module was prepared to guide senior high school Religious Education teachers in undergoing the process. How the process was implemented with the use of the said module was evaluated from the perspectives of the researcher, the participants, and two independent experts. The evaluation reveals that the process can be adopted for book writing, but improvements in the book writing method have to be made. Reflections and recommendations are provided to contribute to the discussion on Harris’ artistic process in the light of the implementation of the project and to inform book writing in the future.