The Challenges and the Future of Religious Education in Europe T-SJ>mon22/23-L-5
Catholic Religious Education as a subject in school curricula is an area in which the need for change is constantly felt. This change is driven by the paradigm shift in anthropology brought about by Vatican Council II, which sought to put the human being at the centre. Notwithstanding this shift proposed more than 50 years ago, we are still struggling to handle and implement this change. In practice, this calls for a re-evaluation of the traditional doctrinal methods, which have been associated with teaching Religious Education in the past and seeking to adopt new methods
which are more anthropological and depart from where the human being actually stands and seek to answer the existential questions which contemporary human beings pose. The point of departure for such a vision is the etymological meaning of the term ‘education’ from the Latin root educere.
In practical terms, such a shift from a content-centred to a more student-centred approach entails adopting a constructivist approach and putting into practice the principles of what is referred to as ‘Adaptive Religious Education’, which seeks to educate children in all the six dimensions of the human being simultaneously in a holistic way.
Koordynatorzy przedmiotu
Efekty kształcenia
- Knowledge:
Religious education in Europe encloses a multitude of concepts, of institutional settings and national heritages. Some detailed national characteristics will be preceded by a sketch of three dimensions: the institutional, the religious and the cultural one. This would be based on my own research and some other publications.
Religion lesson, as a part of a teaching-learning process, embedded in the postmodern social and cultural style of living
Some historical background to understand the present idea of religious instruction, its goals, tasks and content presented by the staff to the children and youth at Polish schools
- Skills:
to depict Polish youth in terms of social, ethical and religious values that are important for the transmission of religiosity in Poland
to discuss the nature of religious instruction in the light of Bernie Neville’s theory of education.
- Attitudes and transferrable (generic) competences:
To foster the necessity of narrative knowledge, traditions and religion for the stability of human upbringing.
To propose solutions for the future of teaching Roman Catholic religion in European countries.
Kryteria oceniania
Learning activities and teaching methods:
Lecture, discussion, brain-storm, essay or presentation
Assesment methods and criteria:
Apart from attending the course, each participant would be asked to prepare an essay (2.5 – 3 thousand words) or a PowerPoint presentation on one of the discussed subjects.
Literatura
A. Kielian, T. Panuś, The Perspectives of Catechesis in Europe, Krakow 2010,
J. Mariański, The Religiosity of Polish Society from the Perspective of Secularized Europe, in: Religions Churches and Religiosity in Post-Communist Europe, ed. I. Borowik, Kraków 2006, pp. 81-91,
Policies and Politics of Teaching Religion, eds. Th. Hanf, K. El Mufti, Baden-Baden 2014, pp. 89-144,
B. Neville, Educating Psyche: Emotion, Imagination and the Unconscious in Learning. Melbourne 1989. Expanded and revised edition. Greensborough: Flat Chat Press. 2005. Polish edition: Psyche i Edukacja. Krakow 2009, pp. 15-46.
Zellma, Anna, Andrzej Michał Kielian, Wojsław Wojciech Czupryński, and Monique van Dijk-Groeneboer. 2022. "Religiousness of Young People in Poland as a Challenge to Catholic Education: Analyses Based on a Survey" Religions 13, no. 12: 1142. https://doi.org/10.3390/rel13121142
C.M. Sultana, Religious Education in Transition: From Content-Centred to Student-Centred, Religions 13: 986.https://doi.org/10.3390/rel13100986
Kiełb, Dominik, Michał Pierzchała, and Marcin Gazda. 2023. "Youth Attitudes towards Religious Education in Poland" Religions 14, no. 1: 7. https://doi.org/10.3390/rel14010007
Więcej informacji
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