Motuproprijem Antiquum ministerium (Drevna služba) pape Franje od 10. svibnja 2021. godine ustanovljena je laička služba katehete kao trajna služba u Crkvi. Prvi dio rada prikazuje i komentira ...strukturu i sadržaj navedenog dokumenta. Posebno naglašava važnost katehetâ u povijesti Crkve, razumijevanje katehetske službe, kriterije za pripuštanje u službu i zahtjeve formacije katehetâ koje navodi apostolsko pismo. Drugi dio rada interpretira apostolsko pismo kao osobito priznanje ulozi katehetâ u Crkvi i poticaj daljnjem razvoju katehetske službe, posebno na tragu novijih dokumenata i poticaja crkvenog učiteljstva. Treći dio rada sagledava značenje motuproprija kao doprinos razvoju ekleziologije zajedništva i služenja te izgradnji sinodalne Crkve. U četvrtom dijelu pogled se usmjerava prema implementaciji dokumenta s obzirom na položaj i profil katehetâ u Crkvi u različitim dijelovima svijeta i posebnim prilikama mjesnih Crkava. Metodologija ovog rada je sustavna, pretežito analitičko-interpretativna i kritičko-evaluacijska. Na temelju analize dokumenta, praktičnoteološke kriteriologije i uvida u relevantnu literaturu u članku se na vidjelo iznose katehetsko-pastoralne i ekleziološke perspektive motuproprija Antiquum ministerium.
With Pope Francis’ motu proprio Antiquum ministerium (Ancient Ministry) signed on 10 May 2021, the lay ministry of catechist was instituted as a permanent ministry in the Church. The first part of this article presents and comments on the structure and the content of the document. Particular emphasis is put on the following contents that are specified in the apostolic letter: the importance of the catechists in the history of the Church, the understanding of the catechetical ministry, the criteria for admission to the ministry, and the requirements for the formation of catechists. The second part interprets the apostolic letter as a special recognition of the role of the catechists in the Church and an incentive for further development of the catechetical ministry, especially in the wake of recent documents and incentives of the Magisterium of the Church. The third part examines the meaning of motu proprio as a contribution to the development of the ecclesiology of communion and service, and to the construction of the synodal Church. In the fourth part, the view is directed toward the implementation of the document in relation to the position and the profile of catechists in the Church, in different parts of the world and specific circumstances of local Churches. The methodology of this article is systematic, predominantly analytical-interpretive, and critical- evaluative. The article brings to light the catechetical-pastoral and ecclesiological perspectives of the motu proprio Antiquum ministerium on the basis of the analysis of the document, practical-theological criteria, and insights into the relevant literature.
Intercultural education and the pedagogy of recognition are among the fundamental dimensions of contemporary education in European schools. The recognition of the role that learning about religions ...and drawing lessons from them plays in creating a cohesive society is becoming more widespread. European educational policies suggest integrating intercultural competence into the professional identity of teachers in all subjects, including religious education teachers. Intercultural learning is a constitutive part of shaping the identity of all religious communities. The intercultural sensitivity of religious education teachers, along with attitudes and behaviours that reflect openness, adaptability, and communication with those of different cultural and religious backgrounds, influences the development of intercultural competence in students. This paper examines differences in the intercultural sensitivity of religious education teachers from various religious communities in Croatia in relation to their intercultural experiences, gender, and acquired theoretical knowledge. The research utilised a quantitative methodology, and the analysis of results incorporated descriptive and differential statistics (t-test). Although the teachers demonstrated a relatively high level of intercultural sensitivity, differences were still evident among the groups. Understanding the concept of the religious dimension of intercultural education emerged as a significant factor influencing the ethnorelative or ethnocentric attitudes and behaviours of religious education teachers. Differences observed in intercultural experiences and gender lead to the conclusion that there is a need to create equal opportunities in intercultural education for both men and women. Additionally, there is a need to increase opportunities for intercultural exchanges and encounters with members of other cultures and religions to enable teachers to develop a more open identity.
Interkulturizam u obrazovanju Filipović, Ana Thea
Diacovensia,
2021, Letnik:
29, Številka:
4
Journal Article, Web Resource
Recenzirano
Odprti dostop
Što je interkulturizam i koje je njegovo značenje u obrazovanju? Kako se problematika interkulturnoga odgoja i obrazovanja profilira u kontekstu religijskopedagoške misli i prakse? Zašto je ...interkulturno obrazovanje važno i za izobrazbu nastavnika vjeronauka? Na postavljena pitanja nastoji se odgovoriti polazeći od temeljnih pojmova i perspektiva te moguće važnosti teme za hrvatski kontekst. Članak se usredotočuje na razvoj ideje interkulturizma kao pedagoškoga koncepta koji izrasta iz problematike američkoga društva u prvoj polovini 20. stoljeća, kao i njegovu recepciju u tamošnjoj religijskoj pedagogiji. Zatim prikazuje razvoj interkulturnoga obrazovanja u Europi u drugoj polovini 20. stoljeća i njegovu religijskopedagošku relevantnost. Potom izlaže novije socijalnofilozofsko utemeljenje interkulturizma, koje ga povezuje s ljudskim pravima te etikom i politikom priz-navanja različitosti. Na toj osnovi elaborira značenje interkulturizma za izobrazbu i kompetencije nastavnika, a posebno nastavnika vjeronauka u odnosu na interkulturno i međureligijsko učenje.
What is interculturalism and what is its significance in educa-tion? How is the issue of intercultural education profiled in the context of religious-pedagogical thought and practice? Why is intercultural education also important for the training of reli-gious education teachers? We try to answer these questions starting from basic concepts and perspectives and the possible importance of the topic for the Croatian context. The article focuses on the development of the idea of interculturalism as a pedagogical concept emerging from the problems of American society in the first half of the 20th century and its reception in the religious pedagogy of the place. It then shows the development of intercultural education in Europe in the second half of the 20th century and its religious-pedagogical relevance. The ar-ticle then presents the newer socio-philosophical foundation of interculturalism which connects it with human rights and the ethics and politics of recognition of diversity. On this basis, it elaborates the significance of interculturalism for the education and competencies of teachers, especially religious education teachers with regard to intercultural and interreligious learning.
The coronavirus pandemic and measures to protect against the spread of infection have had a specific effect on individual age groups. This research is focused on adolescents (from 13 to 19 years old) ...because young people at that age are already going through a developmental crisis, which is further intensified by pandemic circumstances. The survey, conducted in Croatia from December 2020 to February 2021 (N = 857), sought to identify the possible personalizing of faith in adolescents as well as the impact of religiosity on their coping with the pandemic, especially in terms of social-emotional resilience and personal growth. In addition to descriptive indicators, the analysis used inferential procedures to check the statistical significance of differences (t-test, ANOVA), as well as connections and determinations between variables (correlation and regression analysis). The hypotheses were confirmed that the faith of religious adolescents became more personal and that it had a positive effect on psycho-social resilience and personal growth, but in combination with family cohesion, which on the one hand was stimulated by religiosity, and on the other, influenced personal growth.
U prvom dijelu rada prikazuje se razvoj koncepta pedagogije pri- znavanja različitosti u odnosu s promicanjem društvene pravedno- sti u odgoju i obrazovanju. Na temelju relevantne literature pokazuje ...se ekstenzija ideje egalitarne razlike onkraj rase, kulture i nacije na spol, društveni sloj, mogućnosti i sposobnosti te druge razlike koje tvore identitete osoba. Osvjetljavaju se etičke implikacije inkluzivnih, odnosno ekskluzivnih filozofskih i antropoloških koncepata sadrža- nih u pedagoškim opredjeljenjima, skrivenom kurikulumu i didaktič- kim sastavnicama odgoja i obrazovanja. Pritom dolaze do izražaja i poveznice s postmodernističkim mišljenjem kao i sa specifičnim okol- nostima hrvatskoga tranzicijskog društva. Uloga vjeronauka u školi smješta se u kontekst odgoja i obrazovanja koje afirmira razlike kao prednosti. Na toj pozadini u tekstu se iznose rezultati kvantitativnog empirijskog istraživanja o odnosu vjeroučiteljica i vjeroučitelja u Repu- blici Hrvatskoj prema razlikama i nejednakostima u razredu i nastavi. Riječ je o prvom istraživanju na reprezentativnom uzorku koje je obu- hvatilo vjeroučiteljsku populaciju svih vjerskih zajednica koje imaju vjeronauk u školi i na čitavom prostoru Hrvatske. Glavni nalaz istra- živanja potvrđuje kod ispitanika visok stupanj kulture priznavanja i uvažavanja različitosti te promicanja vrijednosti inkluzivne i pluralne škole i društva. Ipak, vidljive su i neke nijanse koje ostavljaju prostor za poboljšanje i napredak.
A practical theology, that wants to face the complexity, plurality and differentiation of situations and contexts of religious practices from a global point of view, needs to refer to the discourses ...that shape them. The contributions can be divided into the sections ‘concepts of religion’, ‘religious practices’, and ‘discourses’, their aim is to identify the respective religious-cultural context and the related framework of interpretation.
The first part of the article deals with the European and, specifically, Croatian sociopolitical and cultural framework of inclusive pedagogy and presents its basic postulates. The second part ...contains answers to questions linked to the treatment of differences in religious education in Croatia and characteristics of teachers that can be linked to this theme. It presents and interprets the results of a quantitative study conducted in April 2015 among religious education teachers of various religious communities that teach religion in schools (N = 471).
Ovaj rad razumijeva se kao doprinos, u Hrvatskoj deficitarnom, empirijskom istraživanju nastave koje se uvodno objašnjava povijesno i tematski, a pritom je naglasak na nastavi vjeronauka. Vjeronauk ...posreduje religijska znanja potrebna za kompetentno ophođenje s religijskim pitanjima, vlastitu religijsku usmjerenost i suživot s onima koji drukčije vjeruju ili nemaju religijskih uvjerenja. U ovome članku istražuje se koji su modeli posredovanja religijskog znanja zastupljeni u nastavi katoličkog vjeronauka u hrvatskom uzorku. Podatci su dobiveni kvalitativnom metodologijom na temelju promatranja i analize nastave kojom se mogu dokučiti nakane nastavnika o religijskoj participaciji učenika i namjeravani učinci religijske socijalizacije. Interpretacijom podataka valorizira se značenje nastavne prakse za propitivanje i moguću reviziju teorijskih modela. Rezultati također pokazuju važnost i ulogu subjektivnih teorija nastavnika u posredovanju religijskog znanja koje se mogu razlikovati od aktualnih usmjerenja obrazovnih reformi, nastavnog kurikula i izobrazbe nastavnika.
What is interculturalism and what is its significance in education? How is the issue of intercultural education profiled in the context of religious-pedagogical thought and practice? Why is ...intercultural education also important for the training of religious education teachers? We try to answer these questions starting from basic concepts and perspectives and the possible importance of the topic for the Croatian context. The article focuses on the development of the idea of interculturalism as a pedagogical concept emerging from the problems of American society in the first half of the 20th century and its reception in the religious pedagogy of the place. It then shows the development of intercultural education in Europe in the second half of the 20th century and its religious-pedagogical relevance. The article then presents the newer socio-philosophical foundation of interculturalism which connects it with human rights and the ethics and politics of recognition of diversity. On this basis, it elaborates the significance of interculturalism for the education and competencies of teachers, especially religious education teachers with regard to intercultural and interreligious learning.
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