scholarly journals Enseñanza del cristianismo y cultivo de la inteligencia

2021 ◽  
Vol 79 (278) ◽  
Author(s):  
Ramiro Pellitero ◽  
Keyword(s):  
Young People ◽  
Christian Education ◽  
Religious Education ◽  
Practical Wisdom ◽  
Science And Religion ◽  
Social Dimensions ◽  
Interdisciplinary Nature ◽  
Educational Task ◽  
Educational Potential

From its very beginnings, the teaching of Christianity has been characterised by its cul- tivation of intelligence. This task is still fundamental, especially as education does not always succeed in harmonising the intellectual dimen- sion with other dimensions (especially the emo- tional or affective and social dimensions), which often come to the fore. However, it is necessary to demand that the educational task refers to reason theoretically and in practice, and here this is presented as an objective. Within this framework, this work considers that Christian education provides the light of faith, faith which enters into relationship with reason and, there- fore, with culture or cultures. This is presented, in religious education classes in a dialogue be- tween ethics, science and religion, with a view to the interdisciplinary nature of education. The teaching of Christianity has its scientific roots in theology, on the level of both speculation and practical wisdom. In conclusion, religious educa- tion classes, with their humanising and educational potential and their proclamation of faith, can enrich reason and the works of humankind. All of this is especially relevant when illuminat- ing the intellectual approaches and existential attitudes of young people.

scholarly journals Ecclesiastes as a representative of Jewish theological education

2021 ◽  
Vol 3 (3) ◽  
pp. 288-301
Author(s):  
Priest Alexander Boyko ◽  
Keyword(s):  
Young People ◽  
Christian Education ◽  
Religious Education ◽  
Critical Analysis ◽  
Personal Experience ◽  
Theological Education ◽  
Practical Advice ◽  
Modern Education ◽  
The People ◽  
Jewish Religious Education

This article deals with the study of the author’s personality of the Book of Ecclesiastes as a representative of theological education. Many Western scholars of the Book of Ecclesiastes assume that its author was a Jewish teacher. Since the author calls himself Ecclesiastes (ἐκκλησία, gathering of people) or Qoheleth (qahal, gathering), it seems that he gathered people for teaching. A reference to this is in the book itself: “In addition to being a wise man, the Preacher also taught the people knowledge” (Eccl 12:9). Thus, he appears to have served as a teacher of young people (Eccl 11:9) and had a group of disciples to whom he gave practical advice about life. It was a time of great changes in Israel, new circumstances of life demanded new answers, and Ecclesiastes, through studying the Holy Scriptures and through personal experience and reflection, made a critical analysis of the reality around him and those teachings that were spread among the Israelites. On the basis of this analysis, he provided answers to young people, trying to form a holistic worldview and save them from temptations: “The conclusion, when all has been heard, is: fear God and keep His commandments, because this applies to every person. For God will bring every act to judgment, everything which is hidden, whether it is good or evil” (Eccl 12:13–14). These words have not lost their relevance today. As a result, this work can be useful for analyzing the modern education system, through the prism of Jewish religious education, which is closely related to Christian education.

scholarly journals Problematic aspects of Christian education in the assessment of Fr. Dmytro Blazheiovsky

2020 ◽  
pp. 83-87
Author(s):  
Lesia Vaskiv ◽  
Andrii Vaskiv
Keyword(s):  
Christian Education ◽  
Religious Education ◽  
Pedagogical Practice ◽  
Younger Generation ◽  
Educational Potential ◽  
The Church

The problematic aspects of the national-religious education of Ukrainians in the evaluation of the famous theologian and historian of the Church of Fr. Dr. Dmitry Blazheyovsky. The educational potential of the Church is analyzed, the methodology of Christian upbringing, worked out by pedagogical practice in the church environment, is researched. The extrapolation of the forms and methods of religious education into the plane of modern educational space was carried out. In interpretation of. D. Blazheyevsky reflects on the importance of cooperation between family, church and school in the cause of Christian upbringing of the younger generation.

scholarly journals Argumentation and interdisciplinarity: reflections from the Oxford Argumentation in Religion and Science Project

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Sibel Erduran ◽  
Liam Guilfoyle ◽  
Wonyong Park ◽  
Jessica Chan ◽  
Nigel Fancourt
Keyword(s):  
Science Education ◽  
Religious Education ◽  
Teaching And Learning ◽  
Science And Religion ◽  
Religion And Science ◽  
Practical Applications ◽  
Considerable Debate ◽  
Interdisciplinary Nature ◽  
Knowledge Claims

AbstractArgumentation has emerged as a key area of research and development in science education in recent years. Simply defined, argumentation is about the justification of knowledge claims with evidence and reasons. Although there is now a vast amount of work in argumentation, much research remains to be pursued. Given the interdisciplinary nature of argumentation, the dialogue between science education and other relevant domains can potentially produce constructive research agendas that could profit argumentation research and lead to practical applications. Following an overview of the relevant interdisciplinary investigations that can be pursued in science education, the paper subsequently focuses on the interphase of science and religion. Although science education research has witnessed considerable debate about particular issues related to science and religion such as the teaching and learning of evolution and creationism, the role of argumentation remains an uncharted territory. Hence, the paper focuses on how argumentation may be explored in science and religious education in comparison. Some preliminary observations from the Oxford Argumentation in Religion and Science (OARS) Project are reported including a comparative analysis of curricula and teachers’ views. Implications for interdisciplinarity in the context of argumentation in science education are discussed.

Initiatives in Religious Education for Handicapped Children, Adolescents and Adults

1984 ◽  
Vol 8 (2) ◽  
pp. 30-35
Author(s):  
B. D. Briese
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Christian Education ◽  
Religious Education ◽  
Sunday School ◽  
Social Aspects ◽  
List Type ◽  
Special Schools ◽  
Handicapped Children ◽  
Adolescents And Adults

The Crossroads Special Education Task Group was formed in Queensland early in 1983 at the request of the Joint Board of Christian Education of Australia and New Zealand. Crossroads is an Australia wide, inter-church organisation which promotes the welfare of handicapped persons through: (a) regular club programs which have spirtual, recreational, educational and social aspects;(b) holiday activities under structured leadership and help from “enablers”;(c) special assistance to handicapped persons in church and Sunday school;(d) provision of religious education programsin State special schools;(e) chaplaincies to sheltered employment centres and institutions.

Analysis of the Slovak Discourses of Sex Education Inspired by Michel Foucault

Human Affairs ◽  
2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Ivan Lukšík ◽  
Dagmar Marková
Keyword(s):  
Young People ◽  
Religious Education ◽  
Sex Education ◽  
Michel Foucault ◽  
The Internet ◽  
Children And Young People ◽  
Basic Ability ◽  
And Control

Analysis of the Slovak Discourses of Sex Education Inspired by Michel FoucaultThe aims, rules and topics of sex education exist on paper, but have yet to be implemented in Slovakia. Although the curriculum creates the illusion of openness in this field, the silence on sex education in schools provides space for the alternative, "more valuable" quiet discourses of religious education. Under these conditions, it is silence that is proving to be an advantageous strategy for the majority of those who should be voicing their opinions. Instead, they listen and control. By contrast, those who do speak out, children and young people, do not in fact, speak to them, but mainly among themselves. Those who are silent and listen are not prepared for the younger generations confessions on sexuality, which are mostly taken from the liberal area of media, especially the internet. The silent frequently lack, at the very least, the basic ability to react and debate in this changed situation. Those who are involved in the discussion on sexuality in Slovakia are those who should listen and supervise.

scholarly journals Pemahaman Guru Pendidikan Agama Kristen tentang Mempersembahkan Tubuh Roma 12:1-3

2020 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
Andrianus Nababan
Keyword(s):  
Christian Education ◽  
Religious Education ◽  
Jesus Christ ◽  
Holy Spirit ◽  
The Body ◽  
Education Teacher ◽  
The Bible ◽  
The Holy Spirit ◽  
The Mind

AbstrackThe Christian religious education teacher is an educator who provides knowledge about Christianity based on the Bible, centered on Jesus Christ, and relied on the Holy Spirit. Christian Religious Education teachers must be able to offer their bodies in Romans 12:1-3. The understanding of offering the body include: 1)the Christian religious education teacher always i approaches the loving and generous God 2)give advice by encouraging, directing convey the truth of God's Words. 3). renewal of the mind by distinguishing which is good and pleasing to God. Thus, each Christian religious education teacher can understand that a true educator must surrender his/her body as a true offering according to will of God.Key word: Christian education teacher; Offering the body Romans 12:1-3.ABSTRAKGuru Pendidikan Agama Kristen merupakan seorang pendidik yang memberikan ilmu pengetahuan tentang agama Kristen yang berdasarkan Alkitab, berpusat pada Yesus Kristus, dan bergantung pada Roh Kudus kepada peserta didik dalam kegiatan belajarmengajar. Guru Pendidikan Agama Kristen harus mampu mempersembahkan tubuhnya dalam Roma 12:1-3 sebagai ibadah sejati. Pemahaman mempersembahkan tubuh yaitu 1)guru Pendidikan agama Kristen senantiasa menghampiri Allah yang penuh kasih dan kemurahan 2)memberikan nasihat dengan mendorong, mengarahkan dan berdasarkan kebenaran Firman Tuhan. 3)pembaharuan budi dengan membedakan mana yang baik dan yang berkenan kepada Allah. Demikian Guru Pendidikan Agama kristen mampu memahami mempersembahkan tubuh menyangkut kehendak Allah sebagai pendidik yang sejati.Kata Kunci: Guru Pendidikan Agama Kristen; Mempersembahkan tubuh.

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