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    Wyświetlanie 1-4 z 4
    Tytuł:
    Developing a Continuum of Experiences for Catholic Faith Formation
    Autorzy:
    O’Shea, Gerard
    Powiązania:
    https://bibliotekanauki.pl/articles/512351.pdf
    Data publikacji:
    2012
    Wydawca:
    Wydawnictwo Diecezjalne Adalbertinum
    Tematy:
    religious faith
    education
    Maria Montessori
    Sofia Cavalletti
    Gianna Gobbi
    the Catechesis of the Good Shepherd
    Opis:
    This paper summarizes the contribution of Montessori approaches to religious education, both by Maria Montessori herself and by the more recent work of Sofia Cavalletti, Gianna Gobbi and the Catechesis of the Good Shepherd. It is acknowledged that this work has been pursued primarily in an attempt to match religious experiences with developmental sensitive periods. The question remains, however, of how the needs of those who have missed the ideal moment for the various aspects of their religious development can be accommodated. A case is made for seeing the typi-cal stages of human development described by Montessori as a general sequential process for all learning, including religious. Consequently, the sequence of experiences used in the Catechesis of the Good Shepherd might be able to serve the wider purpose of indicating an appropriate se-quence for all religious learning.
    Źródło:
    Studia Ełckie; 2012, 14; 19-39
    1896-6896
    2353-1274
    Pojawia się w:
    Studia Ełckie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Restoring the Foundations of Reason and Faith in Religious Education
    Autorzy:
    O’Shea, Gerard
    Powiązania:
    https://bibliotekanauki.pl/articles/512371.pdf
    Data publikacji:
    2012
    Wydawca:
    Wydawnictwo Diecezjalne Adalbertinum
    Tematy:
    reason
    faith
    religious education
    John H. Newman
    Opis:
    This paper explores reasons for the apparent ineffectiveness of religious education programmes in the Catholic schools of the West. It examines the impact of the anti-realist educational philosophy of Constructivism and the inadequacy of responses to these challenges, including those proposed by Recontextualisation theologians. The paper examines the work of the nineteenth century Eng-lish Cardinal, John Henry Newman, and recommends possible solutions to the crisis in religious education based on the work of his insights. It also argues the case for certitude as a necessary component of religious education.
    Źródło:
    Studia Ełckie; 2012, 14; 41-56
    1896-6896
    2353-1274
    Pojawia się w:
    Studia Ełckie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Human Embodiment and Trinitarian Anthropology – Six Implications for Religious Education
    Autorzy:
    O’Shea, Gerard
    Powiązania:
    https://bibliotekanauki.pl/articles/512496.pdf
    Data publikacji:
    2013
    Wydawca:
    Wydawnictwo Diecezjalne Adalbertinum
    Tematy:
    embodiment
    Trinitarian anthropology
    religious education
    Opis:
    The author starts his considerations with a remark on the human person as a unique kind of reality – an embodied being with a Trinitarian structure. He claims that we must account for human nature as it is and educate the human person accordingly. He focuses on six key areas which need further exploration for the renewal of religious education: (1) religious education and the human person, (2) religious education for the body, (3) religious education for the heart, (4) religious education for the mind, (5) religious education and moral formation, and (6) the nature of faith.
    Źródło:
    Studia Ełckie; 2013, 15, 4; 455-466
    1896-6896
    2353-1274
    Pojawia się w:
    Studia Ełckie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    VULGARISED RAHNERIANISM AND POST-CRITICAL RECONTEXTUALISATION: SOLVENTS OF CATHOLIC IDENTITY IN CONTEMPORARY CATECHESIS
    Autorzy:
    O’SHEA, GERARD
    Powiązania:
    https://bibliotekanauki.pl/articles/512558.pdf
    Data publikacji:
    2014
    Wydawca:
    Wydawnictwo Diecezjalne Adalbertinum
    Tematy:
    CATECHESIS
    IDENTITY
    CATHOLIC
    Opis:
    It would appear that the whole Catholic educational project faces an important decision regarding its future development. Decades of support for the vulgarised Rahnerian anthropological vision is now serving as a conduit for the Re-contextualisation perspectives of Boeve and his collaborators, and a parallel effort to re-define the meaning of a successful Catholic educational enterprise. Despite the clear findings of contemporary educational research of eminent and respected theorists such as Hattie, Sweller, Kirschner, Clarke and Lillard (all of whom support a narrowing of the field of study of novice learners), determined efforts are still being made in the field of catechesis to emphasise the symbolic over concrete real; a disparagement of content in favour of process. This continues to find its most damaging application in the denigration of a permanently valid and divinely revealed Deposit of Faith (admittedly, one which continues to be subject to ever deepening understanding). Contemporary students are encouraged to exchange this patrimony for a brave new world of moral and intellectual autonomy, whereby they are encouraged to opt for their own inexpertly constructed, personally validated version of reality, made in their own image and according to their own taste. It can be argued, of course, that such a worldview is neither brave nor new. Students are merely being asked to situate themselves outside the hermeneutic circle of the Catholic faith, and told that they should make up their own minds regarding what they will accept – all based on their own independent inquiries. Catholic schools now face the choice of grounding themselves in an effective epistemology, supported now both by the traditions of the Church and the findings of modern educational research, which is capable of mediating the Christian message with clarity. Further work needs to be done to articulate the practical implications of such a desirable prospect. Alternatively, Catholic schools may choose to adopt a Recontexualising trajectory and widen the gulf between themselves and their traditional roots still further.
    Źródło:
    Studia Ełckie; 2014, 16, 3; 341-373
    1896-6896
    2353-1274
    Pojawia się w:
    Studia Ełckie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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