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Religious Freedom in Indonesia: Worldview of Bhinneka Tunggal Ika for Multicultural Education
Full text linkThis study looks into issues facing Indonesian multicultural education and offers solutions based on the worldview of Bhinneka Tunggal Ika. The study tries to clarify how Bhinneka Tunggal Ika’s worldview applies to the nation’s rich history, numerous tribes, nations, races, worldviews, including customs. The worldview is deeply established in the historical background of the Majapahit Kingdom and deeply embedded in Indonesia’s identity as the world’s largest Muslim nation; it can serve as a foundation for promoting religious freedom and building a peaceful, multicultural society for multicultural education
Learning from Negativity of Experience in School Moral Education
Full text linkThe paper attempts to answer the questions of what learning from negativity of experience perspective is and if it could become the right way of teaching and learning morality at school. It consists of three sections. The first one explains the fundamental distinction between negative moral experiences and negativity of moral experience. In the second section, the author’s attention focuses on the possibility of didactic application of teaching and learning from negativity of experience. The last section contains J. F. Herbart’s concept of educative guidance as a permanently valid theoretical framework for contemporary moral education at school
Crisis in the Life of Professionals in Pastoral Ministry
Full text linkThis article presents the topic of crisis in the context of prevention in pastoral workers. It points to the possibility of coping with crisis and thus offers a theological view of overcoming it. It is based on the theoretical points of view and practical experience of pastoral workers. Selected aspects, types, preventions and therapies of crisis at the psychotherapeutic or spiritual-theological level are presented in this paper
Individuation and Movements of Existence in Jan Patočka: Horizon of Education
Full text linkJan Patočka addresses the concept of individuation in relation to the three movements of existence. This article argues that education functions as a process of individuation, requiring educators to engage with the third movement of existence in order to summon learners’ potential in their search for truth, autonomy and responsibility. The article is structured into three sections: Education in Patočka, Individuation and the movements of existence, and Pedagogical implications of the third movement, characterized by the open soul, as the horizon of education
Deep Callings: The Will of the Heart
Full text linkIs something calling us? Maybe the heart knows something we love, but the head is not aware of or does not believe in it. In cultures driven by patriarchal modes more remains unconscious than needs to because we lack the means to contact deeper dimensions which could be inherently alive. The narrowing of epistemology is a loss of self. Considering whether the heart has qualities of self, dream, and desire may provide a framework to recognise it in an embodied education and to liberate ways of knowing that can deepen subjectivities and enable potentials that were interrupted to begin ripening again. It may also encourage us to consider our relational agreements and to create educational spaces that refine attention to the hosting of futures. Setting up mirrors to make the heart more cognisable may revive individualities and what is meant to be in the world
Dedication to the Truth: Newman’s Philosophy and Theology of Education
Full text linkThe main thesis of this article is that Newman’s philosophy of education can only be understood within his Christian vision of the nature and vocation of humankind. That vision included a deep appreciation for real dialogue and human encounter at the very heart of education as well as an equally profound understanding of the deep complexity and inter-relation of all areas of knowledge including that of theology among the many subjects taught at university. For Newman, education, like truth, must result in wisdom and positive action as well as more intellectual and theoretical advances. Real education informs the intellect as well as forming the moral heart of the person. We may learn all the knowledge available to us, but we must also be agents of that knowledge by acting morally for the wellbeing of our fellow human beings, that is, in Newman’s language, to be able to marry our doctrine (knowledge) with our devotion to action and prayer (spirituality)
Reflection, Action and the Double Transformation
Full text linkAn examination of the ‘Jocist’ reflection/action method as a tried and tested means of effective social transformation as well as profound personal transformation for the individual. Widely recognised for its efficacy as a tool used among young workers and students, the reflection/action method is equally valuable in animating lay women and men, of all ages, in the much neglected work of the lay apostolate and the task of being a ‘leaven’ in the world (Lumen Gentium N31)
The Role of Teacher and Pupil in the Context of Autonomous Learning
Full text linkThe paper offers a brief overview of the role of teacher and pupil in the context of autonomous learning. An autonomous pupil means an active pupil. His activity consists not only in motivation to learn, but also in participating in social processes, defining one’s own goals and responsibly managing the way to achieve them. The teacher accompanies the active student through the learning process as a manager, mediator, advisor, but also as a fellow pupil. The aim of the paper is to specify the roles and characteristic features of the autonomous teacher and pupil and to point out their differences with respect to the traditional perception of the teacher and pupil in the process of upbringing and education
Theology and Philosophy of Education or on the Meaning of Academy
Full text linkThe meaning of academy given in Athens in antiquity is connected with the aim of the journal Theology and Philosophy of Education. This text explains the journal's conceptual roots with methodological distinctions. Both the role of the phenomenological approach and key persons are mentioned
Autonomous Learning in Religious Education in Slovakia
Full text linkThe article deals with the issue of autonomous learning in the context of religious education. It offers a definition of autonomous learning and its characteristics. Autonomous learning is subsequently included in the context of religious education. The implementation of autonomous learning in the teaching of religious education is carried out based on the competency model of religious education, which is part of the prepared curriculum for this subject in Slovakia. The paper justifies using autonomous learning in religious education regarding this teaching model and presents autonomous learning as one of the possible forms of acquiring religious knowledge and developing religious competences and connecting them with other subjects and with everyday life