The issue raised in the text concerns the role that German textbooks for religious instruction play in shaping the identity of a child from the initial classes. The first part defines the key concept: religious identity. Modern contexts of religious socialization and the resulting challenges to the educational process were also recalled. In the second part, based on the results of the analysis of textbooks, the conclusion about the positive meaning of these books was formulated as a means of supporting the development of the individual and social aspect of the child’s religious identity and shaping a reflective and at the same time affirmative attitude towards religion.
The article concentrate on several aspects related to the person of Saint Thecla. One of the most important issues is the presentation of Thecla as historical figure and her role – a female Saint equal to the apostles – in the history of Christianity. Another aspect of the considerations is the searching for this saint woman iconography based on the analysis of the oldest surviving examples in comparison with the content of the hagiographic “Acts of Paul and Thecla”, which were written in the 2nd and 3rd centuries after Christ. The considerations were used in the development of an iconographic pattern, which contains historiographic premises of presenting the first martyr Saint Thecla on the Deacon’s Doors into the orthodox church of Saint Nicholas the Wonderworker in Topilec village.
The iconostasis and icons created by Jerzy Nowosielski (1923–2011) for Podlasie orthodox temples half a century ago and rejected at that time, were brought to Podlasie again – this time into a different space – as an exhibition of the Museum of Icons in Supraśl, Branch of the Podlasie Museum in Białystok. This exhibition contributed to raising many questions and reflections. Why were the works created by Nowosielski rejected? Common neo-Russian architecture and icon patterns present in Orthodox churches half a century ago might have shaped aesthetic preferences of the faithful at those times. Are contemporary church art perceptions changing? Are we able to give a fresh look to the iconographic canon, get a new perspective, or is it likely to stay unreachable or perilously close to oblivion? Nowosielski was an artist and theologian. Although his painting grew out of the icon’s aesthetics, the understanding of the theology and icons was not constant and it was an unending search for his own way. Over half a century ago the combination of avantgarde and iconography proved to be risky – in Podlasie, many of Nowosielski’s works were misunderstood and rejected. A lot of interesting projects of Orthodox church architecture, polychrome or interior arrangement were not carried out at all. The exhibition ‘<(...) and I regret that Jerzy is not here ... .> Novosielski Unknown’45 presented many sketches, including unrealized concepts. And nowadays, is it a popular attitude among artists to treat the canon as a path they follow in their unique way? Observing contemporary realizations orthodox churches’ interiors, is right to ask ourselves, are we not resort back to experiences from far centuries of icon painting now, in the 21st century? Can we ignore aesthetic preferences and sensibility of the contemporary man? Was Nowosielski not more imaginative and authentic in his realizations half a century ago than many artists today? Nowosielski opened up new paths in the iconography half a century ago. The time of the awareness to view the icon as a fully valuable art work may have come. It is possible to reconcile a very important language of the iconographic canon with the present-day context, so that our artistic legacy would not turn out unattractive and unauthentic in the future. The aesthetics of the icons created by Nowosielski could still inspire contemporary artists-iconographers, who have been following the path opened up by him.
W artykule autorka omawia teorię Johna F. Haughta, który odcinając się od kreacjonizmu i krytykując materializm metafizyczny, stara się pogodzić ewolucjonizm z biblijną wizją świata. Rozważane są tutaj główne założenia teistycznego ewolucjonizmu Haughta: hierarchiczna wizja świata, która wraz z hierarchią wyjaśnień ma uzasadniać potrzebę łączenia teorii ewolucji z wiarą religijną; metafizyka przyszłości, która ma wyjaśniać problem teodycei; a także estetyczna zasada kosmologiczna, mająca stanowić alternatywę dla socjobiologii i dualizmu psychofizycznego w dziedzinie etyki i ekologii.
EN
Author discusses the theory proposed by John F. Haught who, cutting himself off from creationism and criticizing metaphysical materialism, tries to reconcile evolution with Biblical vision of the world. Considered here are the main suppositions of Haught’s theistic evolution: hierarchical vision of the world which in connection with hierarchy of explanations is supposed to account for necessity of combining the evolutionary theory with religious faith; metaphysics of the future which should explain theodicy problem; and aesthetic cosmological principle understood as an alternative to sociobiology and psychophysical dualism in the fields of ethics and ecology.
In the article the author presents the dialogical model of religious education and its didactical implications as well as analyses the roles of this model in the process of students’ religious identity development, creating their relations with other sacrum representatives and developing their ability to dialogue. In the second part of the text the outcomes of the research concerning German school religion course books treating them as the examples of the model mentioned above. The empirical analysis enabled to point at positive potential of the course books as the tools of creating the attitude of openness towards other religions and their disciples among students as well as taking responsibility for the creation of their own religious identity.
PL
Odnosząc się do roli i miejsca edukacji religijnej w obszarze kształcenia i wychowania do życia we współczesnym świecie (wyzwania i trudności wynikające z podejmowania przez szkołę tego zadania opisane zostaną poniżej), wskazać można na jej ogromny potencjał. Dla odpowiedzi na pytanie o możliwości urzeczywistnienia tego potencjału istotna staje się kwestia koncepcji edukacji religijnej. W prezentowanym artykule autorka opowiedziała się po stronie dialogicznego modelu edukacji religijnej
The essay refers to the cities on the border of Hrodna and Kaunas, which were in Trakai Voivodeship at the end of the first Republic of Poland. The main purpose of this study is to present prevention, causes, frequency, course and effects of fires of Lithuanian cities from the end of the 18th century. The citizens were obliged to take part in firefighting actions. Every farmer was obliged to possess a ladder, an axe, a bucket and a full water tank near his house. Moreover, objecting the rules caused hard punishments. The main source of the fires was the breweries. Therefore, it was decided to build them outside the town.
Relacja z otwarcia 6 grudnia 2019 r w Muzeum Ikon w Supraślu ekspozycji stałej w Sali Podlasie pt. Ikony-relikty podlaskich Świątyń. Uroczystość została zorganizowana w ramach obchodów jubileuszu 70-lecia Muzeum Podlaskiego w Białymstoku, którego Muzeum Ikon jest oddziałem.
This article concerns three fundamental dimensions of all educational methods: technical, epistemological, and cultural. We perceive them as equally important in the process of (re)creating and using any educational method. It seems to us that the technical dimension is quite often the only one or at least the most essential one in the area of Polish educational practices, and sometimes also in the theory of education. This situation is, however, undesirable since it may lead to the decontextualisation of the methods, and – as a consequence – limit their educational potential. Referring to the Montessori approach and more specifi cally to one of the most signifi cant concepts within the method – namely to the idea of „prepared environment” in which three aspects can be distinguished: material, structural – dynamic, and personal, we describe the roles that they play in the procedures of constructing teaching methods showing their integral character.
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