Search results for "religious education."
showing 10 items of 35 documents
Norwegian Religious Education Workbooks after World War II: Exploring Teachers’ Workbook Constructions by Interpreting Traces of Textbooks and Nation…
2010
Twenty religious education (RE) workbooks covering half a century were examined in a search for RE teachers’ typical patterns of workbook construction. Three chronological main types were distinguished: “the biblical workbook,” “the workbook of Christian cultural nurture,” and “the RE workbook of diversity.” Of greater interest, however, were the particularities found in a few workbooks produced in the two interims between the chronological types. This article discusses—in the light of collective memory theory, social semiotics, and Norwegian RE history—the meaning of the teachers’ implicit contributions to the typical as well as the untypical workbook constructions. The concept of an “irre…
“The tree was there first” – using an everyday ecological dilemma to explore the personal orientations of secondary school students in environmental …
2020
Studies have repeatedly shown that the goals of environmental education are as indispensable as they are difficult to achieve. In particular, the discrepancy between environmental awareness and eve...
Ecumenical education of children and youth according to The religious education core curriculum of the Catholic Church in Poland (2018) and The curri…
2019
W niniejszym artykule przedstawiono wychowanie ekumeniczne w ujęciu nowych dokumentów programowych nauczania religii w przedszkolu i w szkole. Zostały one zatwierdzone w 2018 r. i będą obowiązywały od 1 września 2020 r. Obecnie trwają prace nad nowymi seriami podręczników. Starano się więc zauważyć, na ile zawarte w nowych dokumentach propozycje mogą inspirować katechetyków i katechetów w zakresie wychowania ekumenicznego. Szczegółowo poddano analizie, a następnie opisano cele i treści zapisane w Podstawie programowej katechezy Kościoła katolickiego w Polsce i Programie nauczania religii rzymskokatolickiej w przedszkolach i szkołach z 2018 r. Dokonano tego pod kątem katechezy ukierunkowanej…
Neutralność światopoglądowa a katolickie wychowanie w polskiej szkole
2015
"Osallisuutta ihmistä suuremmasta" : uskonnonopetus luokkamuotoisessa erityisopetuksessa
2000
Spirituality and Sustainability of Interreligious/Interdenominational Dialogue in Theological Study Programs
2019
Abstract This article is part of broader research on “The Interrelationship of Theology and Praxis in the Context of Sustainable Intercultural and Interreligious Dialogue”1 in which we explore two essential concepts: sustainability and interreligious dialogue. We have narrowed this broader topic to study how facilitation of students’ spirituality in theology study programmes develops an environment for sustainability of interdenominational/interreligious dialogue. We provide a theoretical glimpse into research from theology, pedagogy, and spirituality. Our future research process will be based on our findings. One of the current challenges is globalization, which coincides with diversificat…
Nauka religii w Szkole Podstawowej w Trębaczewie (1918-2018)
2018
After regaining independence in 1918 Poland began developing in many areas, including the field ofeducation. Then a school was organized in Trębaczew in which Religious Education was one ofthe obligatory subjects. Despite the lack ofpriests in the diocese ofCzęstochowa caused by the previous policy ofthe invaders, catechizing ofchildren and young people was implemented with the help ofsecular people in the parish ofDziałoszyn. This development was stopped by the Second World War, which interrupted the activities ofboth schools and parishes. The priests from ziemia wieluńska were arrested and taken to Dachau concentration camp. Trębaczew and Działoszyn were almost completely bumed and the ch…
Innenfra eller utenfra, faglig eller personlig? Perspektiver i religions- og livssynsundervisningen belyst ut fra internasjonal debatt
2019
Artikkelen drøfter to perspektivspenn knyttet til religions- og livssyns-undervisning: innenfra kontra utenfra og faglig kontra personlig. På bakgrunn av religionsvitenskapelige og religionsdidaktiske diskusjoner argumenteres det for et faglig perspektivmangfold i undervisningen. Det faglige innenfraperspektivet fremmer elevenes toleranse og kognitive empati med annerledes tenkende, samt at det gir mulighet for gjenkjennelse av eget livssyn. Det faglige utenfraperspektivet fremmer evnen til objektiv og kritisk vitenskapelig tenkning. Begge fremmer faglig innsikt. Selv om læreren kan være åpen om eget livssyn, skal dette ikke påvirke undervisningen. Elevenes individuelle livssynssammensetnin…
Pedagogical Purposes of Narratives in Worldview Education : Teachers' Conceptions
2019
This study explores teachers’ pedagogical purposes for using narratives in Finnish religious and worldview education. The article stems from a philosophical and pedagogical view on narrative cognition as a fundamental element of worldview education. Teachers work as interpreters of the cultural stock of stories, including culturally fundamental religious narratives, and convert it into a pedagogical tool for identity work. The research data consists of interviews with primary school class teachers (N=6) about using narratives in the context of worldview education. Using qualitative content analysis as a research method, four main categories were identified. Teachers used the narratives: (1)…
Korelacja lekcji religii z etyką – sens czy bezsens?
2018
Głównym celem artykułu jest ukazanie sensowności korelacji lekcji religii z etyką. Pamiętając o tym, że obecnie lekcje etyki w polskiej szkole nie są obligatoryjne, lecz mają charakter zajęć fakultatywnych, wiele uwagi poświęcono potrzebie prowadzenia jej w szkole. Wskazano też na znaczenie lekcji etyki w kształceniu ogólnym każdego ucznia. Zwrócono uwagę na to, że lekcje etyki są źródłem wiedzy o wartościach, normach moralnych, zasadach życia społecznego i indywidualnego oraz odpowiednim miejscem kształtowania postaw społecznych i całościowych oddziaływań w sferze rozwoju osobowego każdego ucznia. W tych oddziaływaniach dydaktycznych i wychowawczych za ważne uznano uniwersalne wartości. Na…