scholarly journals Care and educational activity of the Salesians in Prague in years of People's Poland

2021 ◽  
Vol XII (3 (36)) ◽  
pp. 263-272
Author(s):  
Hanna Markiewicz
Keyword(s):  
World War Ii ◽  
Young People ◽  
Religious Education ◽  
Structural Changes ◽  
Teaching Practice ◽  
Educational Activity ◽  
Spiritual Support ◽  
Educational Method ◽  
Catholic Organizations ◽  
High Crime

The Society of Saint Francis de Sales was founded by St. John Bosco. The guiding principle of the activities of the Salesians was to take care of abandoned and neglected youth. St. John Bosco (b. 1815, d. 1888), who had the good of young people at heart, launched his works in Turin and gave an example of how to make friendly contacts with young people who were waiting for understanding, spiritual support or the warmth of the family. Henceforth, he funded the Oratory, a place that was a substitute for a family home, where love for God and people was sown and deepened. In the Oratory created by John Bosco, his charges, usually vagrants, street children, people with prison experiences, met with understanding, spiritual values, kindness, help, in an atmosphere conducive to overcoming various types of mental crises, as well as material support. Don Bosco also ensured that they would receive education, mainly vocational one. Although he had no formal pedagogical education, St. John Bosco intuitively sensed the needs and expectations of young people. A distinctive characteristic of the educational method developed by St. John Bosco was its preventive system (pre-emptive, anticipatory). Its three pillars are reason, religion and educational love. In 1898 the Salesians came to Poland to Oświęcim where their Motherhouse still exists. After Poland had regained her independence and undergone structural changes, the parish of the Sacred Heart of Jesus was established in Warsaw's Praga district in 1919 and a few years later the Salesians officially took over the basilica, opening an oratory for abandoned, loitering youths in its basement. Praga was a working-class district populated mainly by poor and unemployed people, living in cramped flats with numerous offspring. In pursuit of earnings parents often did not have the time and skills to take care of their own children, hence there was a high crime rate in this district. The Salesians managed to create an educational community and appointed Fr. Ludwik Rupala, a strict follower of the instructions of St. John Bosco and one of the most outstanding educators with many years of teaching practice, to the position of the head of the Oratory. Rupala was in charge of the Oratory from 1934 until the outbreak of World War II. During the war, the Oratory could not function officially and it was only after 1945 that work with youth was resumed, but in a revised format. This change was dictated by the then prevailing communism in which religion was not tolerated, therefore the functions of the Oratory were taken over by altar boys. The authorities tried to make tutelage more difficult for the Salesians, who, in their eyes, were treated as followers of religion, an opium for the people. The scientific, socialist worldview was the leading theme in Polish schools, where there was no room for either religion or Catholic organizations that successfully functioned in the pre-war Polish education. Despite admonition from the church hierarchy regarding the removal of all religious elements from schools, the state authorities have not changed their position on this issue since 1947. Irrespectively of the position of the authorities, the Salesians unofficially continued their educational and pastoral work among the Praga children and youths, organizing summer holidays, providing shelter, developing interests, promoting culture, creating a healthy educational environment, cultivating Christian traditions by putting on Nativity plays and the Passion of the Lord, receiving the Eucharist. And the reluctance of the residents of both the district and the citizens of the country towards the new system has integrated them, as more and more young people clung to the Praga Oratory which was providing home warmth, religious education, entertainment, education and relaxation.

scholarly journals Youth as Producers

2008 ◽  
Vol 29 (2) ◽  
pp. 193-204 ◽  
Author(s):  
Birgit Hertzberg Kaare
Keyword(s):  
Young People ◽  
Religious Education ◽  
Digital Storytelling ◽  
Digital Tools ◽  
Local Congregation ◽  
Educational Method ◽  
Faith Stories ◽  
The Church ◽  
Religious Training

Abstract What are the actual inner processes taking place when youth shape and share stories about their lives through digital storytelling? In the present study, we follow an experiment in religious education in a local congregation outside Oslo. In the autumn of 2005, the Church of Norway initiated a project wherein young people raised questions of faith and life in short biographical mini-films called ‘Digital Faith Stories’. As the title suggests, digital tools are central to the project. We focus on the youth participants, analysing their role as media producers and following the construction of their stories. The adult leaders of the project are also given some attention. The analysis shows that the method of ‘Digital Storytelling’ might lead to a more systematic educational method for including the lifeworld of the young in religious training. The research has been carried out in cooperation with Prof. Knut Lundby.

STUDY OF PECULIARITIES OF PEDAGOGICAL CONTROL OF PUPILS 'TRAINING

2021 ◽  
Vol 23 (2) ◽  
pp. 25-30
Author(s):  
Belalov R.M.
Keyword(s):  
General Education ◽  
Teaching Practice ◽  
Educational Process ◽  
Educational Activity ◽  
Research Issues ◽  
School Research ◽  
Growth Of Knowledge ◽  
Subjective Element ◽  
Current Assessment ◽  
Teaching Function

The aim of the work was to study the features of pedagogical control of schoolchildren's learning in a modern general education school. Research methods: theoretical: a review of psychological and pedagogical literature on research issues. The advantages of the system for assessing the degree of training are that each subsequent parameter is qualitatively higher than the previous one, and the system as a whole assesses the growth of knowledge and skills of students and the proposed parameters are convenient to operate in practice during the current assessment of knowledge, skills and abilities of students. The disadvantage of the system - the last parameter - "transfer" - characterizes as the student's ability to solve problems of a heuristic and creative type, ie. this stage requires detailing. The teaching function of control is to determine the content, techniques and methods of control, which are educational in nature. Any controlling task, except for the controlling function, trains students in the implementation of specific educational actions, ensuring a more solid mastery of these actions. The controlling task includes an element of novelty in the informative and substantive terms, providing an expansion of the cognitive horizons of students, developing and increasing the learning value of control. It is difficult to eliminate the subjective element of pedagogical control due to various circumstances: the designation of learning outcomes is rather arbitrary: knowledge, abilities, skills, assimilation, academic performance, etc .; methods of direct measurement of educational activity have not been developed, and it is judged indirectly by the answers, by the actions of students. Pedagogical control is an important component of the educational process that influences the result, the course of training and education. This problem is one of the most urgent in teaching practice.

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 The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Deborah Larssen ◽  
Ion Drew
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Picture Book ◽  
Target Language ◽  
Educational Method ◽  
Efl Learners ◽  
Video Recordings

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

scholarly journals Issues in developing the learning motivation of adult learners for studying foreign languages

2020 ◽  
Vol 133 (4) ◽  
pp. 99-105
Author(s):  
А.А. Palina ◽  
◽  
T.A. Kokhanover ◽  
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Teaching Practice ◽  
Native Speakers ◽  
Foreign Languages ◽  
Educational Activity ◽  
Learning Needs ◽  
Distinctive Features ◽  
Experimental Training ◽  
Basic Learning

This article highlights issues of formation a motivation to learn foreign languages in adult students. The teaching practice shows that working with students of different ages has its own distinctive features, and teaching adults has its own specifics. This article considers such element of educational activity as motivation, and particularities of its formation namely in adults. It presents the basic learning needs of adults, their requirements for the pedagogical process, as well as possible difficulties in teaching them. It provides the list of conditions and principles necessary for successful development and maintenance of adult students’ motivation. The article suggests such method as correspondence with native speakers of a foreign language. It describes the conduct of experimental training using the proposed method, which is supported by the results of a survey to identify the level of adult students’ motivation.

scholarly journals PENDIDIKAN AGAMA HINDU BERBASIS BUDAYA DALAM MEMBENTUK KARAKTER PESERTA DIDIK

2019 ◽  
Vol 10 (1) ◽  
pp. 66-82
Author(s):  
Roy Wentas
Keyword(s):  
Young People ◽  
Religious Education ◽  
Role Models ◽  
Rapid Development ◽  
Science And Technology ◽  
Value Orientation ◽  
Shared Responsibility ◽  
Nation State ◽  
The Arts ◽  
Global Trend

The progress of science and technology tends to give rise to differences between the older generation and the younger generation. Therefore learn the value orientation among young people and learners, especially the attitude of diversity is certainly important. Coaching youth as the next generation is a shared responsibility between families, communities and the nation state. Religious Education can run and practice the teachings of Hinduism so that the formation budhi noble character and noble morals. In the holy book, Bhagavadgita stated two trends affect the human character, the properties of all devata's (daivi sampat) and properties of giant (asuri sampat). Both of these trends are directly or indirectly will shape human character. The rapid development of science and technology these days have influenced the characters of the children, who are faced with heavy challenges. Teaching children should be then directed towards strenghtening their morals. Regarding that, it needs a neo-traditional norm that is based on the traditional origins. The Hindu education could become the normative agent that builds any modern Indonesian characters through their local wisdoms that are motivative to the children. On the instrumental level, the primary values to be taught are autonomy, dignity, creativity, morality, pride, and sense of aesthetics, and democracy awareness. They should preserve the local cultural heritage, including the languages and the arts, while adapting the global trend. As the educators, the teachers at schools as well as the parents at homes must be the role models whose responsibilities and disciplines are followed

scholarly journals Inclusive second level Religious Education in Ireland today: what do teachers say?

2021 ◽  
Author(s):  
Amalee Meehan ◽  
Derek A. Laffan
Keyword(s):  
Young People ◽  
Religious Education ◽  
International Research ◽  
Catholic Schools ◽  
Census Data ◽  
Religious Practice ◽  
Knowledge Gap ◽  
Irish Context ◽  
Religious Landscape ◽  
Inclusion Results

AbstractThe Irish religious landscape is changing. Census data reveal that the percentage of those who identify as Catholic is in steady decline, while the proportion of those with no religion continues to rise. Christian religious practice in Ireland is also decreasing, especially among young people. Catholic schools, once the dominant provider of second level education, are now in a minority. This changing landscape has influenced Religious Education in second level schools. It is now an optional subject, and the historic tradition of denominational, confessional Religious Education has given way to an approach designed to be inclusive of students of all faith and none. Yet the surrounding discourse is unsupported by the perspectives of Religious Education teachers. This study attempts to address this knowledge gap by investigating their views and experiences, particularly with regard to inclusion. Results indicate that teachers are concerned about ‘religious students’. Whereas new to the Irish context, this reflects international research which suggests that in a rapidly secularising society, those who continue to practise any faith, especially the once-majority faith, are vulnerable. Findings signpost evidence of this, with RE teachers most concerned about the bullying of Catholic students and least concerned about the bullying of atheists.

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