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1

Die Berufsbiografie verantwortlich gestalten – Religion und Veränderungskompetenz aus religionspädagogischer Perspektive

100%
Schwendemann W.
Studia z Teorii Wychowania
|
2013
|
issue 1(6)
95-127
EN
A general socialising task of religious education during the apprenticeship in vocational schools consist of supporting teenager and young adults, in developing their identity and subjectivity. Each individual is incorporated in a communicative context in which he constitutes himself as a unique and personal subject which interacts with other subjects of any kind. Subject orientation requires learning, knowledge and incidence of relationships especially in religious education in vocational schools. Indeed, a dialogic - dialectic cooperation develops subjectivity. Although it contains an additional benefit, it cannot be entirely measured in mutual respect nor determined in compensation of contingency. Religious education in vocational schools enables a variety of education methods to establish a goal differential education. Therefore, the singularity as a quality character is guaranteed and education lessons can be successfully arranged. Social appreciation is a requirement to develop especially the potential of young people. The appreciation consists of a moral – intrinsic and pedagogic – extrinsic dimension. It needs both factors to gain acquisition of diversity competence. An education method which is based on appreciation and respect is the platform of “education for everyone” and guarantees a potential orientated education. A modified school model based on a potential orientated education would be the structural and organising answer of diversity and heterogeneity in school.
2
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Osnovy náboženství na českých státních školách v současnosti

80%
Muchova L.
Studia theologica
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2004
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vol. 6
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issue 1
74-89
EN
The article informs about the principles of the curriculum didactical theory. This theory is based upon a gradual and elaborate formulation of aims. These aims come out of the needs of a developing human being, then they come out of the needs of the developing society and finally out of the logic of the subject area which appears in the background of the particular subject. It shows the consequences, which this theory has on the conception of the curriculum of religious education with regards to needs of the society (the development of attitudes and personal responsibility) and with respect to the natural relation of the developing personal relationship to the pupil's faith (the way from 1st to 2nd naivety). Basing upon its arguments the authoress differentiates the process of religious education done by teaching this subject in state schools from the process of catechesis activities done by the Church.
3

THE SKILL OF ACTING' OF A RELIGIOUS INSTRUCTOR; FORMATION TRENDS IN THE PEDAGOGY OF RELIGIOUS INSTRUCTION (Umiejetnosc dzialania nauczyciela religii i katechety. Kierunki formacji ksztaltowania umiejetnosci pedagogiczno-katechetycznych)

80%
Stala J.
Rocznik Teologii Katolickiej
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2011
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vol. 10
161-170
EN
The aim of the article is to discuss the problem of improving teaching skills in the i eld of religious instruction. Religious instructor is not only a teacher, but also a tutor and witness. What he does is an act of communication, so it is necessary to go through suitable religious and pedagogical formation. Teaching religion means participating in God's pedagogy. The formation should lead one to maturity which means respecting an individual, the ability to answer and interpret educational questions, help people to understand various problems and guide them towards their own maturity.
4

„JESUS IST HALB GOTT, HALB MENSCH UND SO“. SYSTEMATISCH-THEOLOGISCHE UND RELIGIONSPÄDAGOGISCH-KATECHETISCHE ANNÄHERUNGEN

80%
Schörkhuber B.
Verba Theologica. Teologický časopis
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2020
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vol. 19
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issue 2
52 – 70
EN
Who is Jesus Christ? When reading the Jesus stories, one’s own questions, hopes and longings are caught up in the field of tension that leads people to understand their lives more deeply and openly. In this new openness, freedom and concentration on the human being, the reality of God, upon which faith and trust are built, is experienced again and again in all the Jesus stories. In the interplay of didactics, religious education studies and theology, the task of Christology didactics contours itself to master central questions of Christology in a thoughtful way.
5
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JOSEF HLOUCH, PORANĚNÍ A LÉK. IMPULSY PRO SOUČASNOU NÁBOŽENSKOU VÝCHOVU

80%
Muchová L.
Studia theologica
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2013
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vol. 15
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issue 3
231–243
EN
The article reflects on the stimuli for the religious education of Josef Hlouch’s work. It deals with the similarities and differences between the time period at the beginning of the 20th century and the current one in the social context of this country. It points out the stimuli for religious education with regard to the amount of people, who were “dropping out“ of the Catholic church in both time periods. It describes three reasons for people leaving the Church as they have been defined by J. Hlouch: Rational, moral and social. It compares their manifestations and draws concrete stimuli for religious education. It pays special attention to stimuli for development of Christian educators’ attitudes towards belief.
6

STRANGE BEDFELLOWS: THE NEW NEOLIBERALISM OF CATHOLIC SCHOOLING IN THE UNITED STATES

61%
Burke K. J.
Pedagogický časopis (Journal of Pedagogy)
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2012
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vol. 3
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issue 2
177 – 197
EN
The article utilizes critical social theory and critical religious theory to examine the emergent and historically aberrant alignment between Catholic schools and neoliberal market-based reforms in the United States. The author traces the historical split between Catholic and public schooling, attending to the role of the litigious in shaping American parochial contexts. In the face of declining enrolments and vocations as well as skyrocketing tuition and a contracting share of the educational ‘market,’ Catholic leadership has sought public support through market instruments (tax credits and vouchers) in order to preserve dying religious schools. Lost in this paradigm shift is the irony of the move from proud separatism to a governmental reliance that would have seemed abhorrent thirty years ago. Missing, too, in the rhetoric of ‘saving Catholic schools’ is concern for the harm done to education on a whole when religious schools are presented as competitors with, rather than alternatives to, a free public education. Examined through the lens of the largest provider of Catholic schoolteachers in the United States, the article ultimately concludes that the public good is being sacrificed at the altar of religious pride.
7
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Rozpaky nad pluralitou v české náboženské výchově?

51%
Muchová L., Štěch F.
Studia theologica
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2008
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vol. 10
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issue 2
72-87
EN
This essay deals with the characteristics, aims and methods of contemporary teaching of religion and catechesis in the Czech Republic in the context of religious, moral-value and political orientation of the teachers of religion and the catechists. An important part of the present essay is the evaluation of the exploratory research done in the framework of the TRES European Socrates project. From the evaluation of this research above all emerges a clear contradiction. It is the contradiction between the religious situation of the contemporary Czech society and the mono-religious way of teaching which to a great extent is influenced by the orthodox attitudes of the teachers.
8

POLISH CONTEXT OF RELIGIOUS EDUCATION IN THE FAMILY (Die Religionserziehung in der Familie im Kontext der Gegebenheiten in Polen)

51%
Stala J.
Biuletyn Edukacji Medialnej
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2011
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issue 1
173-183
EN
The value and the importance of family religious education has been often recalled by the Holy Father John Paul II, who indicated, that family is the natural environment for religious education of a human person. However, it is not possible to understand religious education undertaken in the Polish family without presenting its coherence with the Church and their situation in the context of socio-political, educational and pedagogical changes. The transformation which, society and family had undergone after the World War II effected the search for new ideas and concepts of family religious education. The Church in Poland has always searched for the possibilities of preserving own identity as well as the identity of the Domestic Church - family, in order to find a place in a violently and drastically changing social, political, economic, cultural and religious conditions. Author of this article presents the issue of religious education in the family with the special attention given to the Polish context. Firstly, demonstrates the terminological presuppositions connected with religious education. Secondly, introduces the context of Polish education in general. Then, religious education in the family in the perspective given by John Paul II with the focus on the Polish situation. In the end, gives educational and pastoral conclusions and postulates.
9
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Trybunał Konstytucyjny wobec religii w szkole publicznej (kwestie wybrane)

36%
Szymanek J.
Studia z Prawa Wyznaniowego
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2012
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vol. 15
53-84
EN
The paper looks into the case-law of the Constitutional Tribunal concerning the teaching of religion in Polish state schools. The teaching of religion in a state school has long been attracting attention as a major issue in the relations between the state, churches and other religious organizations. Most of these are resolved by the Constitutional Tribunal, which, however, in the author's view, often advances theses that are debatable, inadequately justified and at times controversial. To support his assertion, the author highlights a decision of 2 December 2009 (file ref. U 10/07) in which the tribunal examined the constitutionality of including the grade in religion in the calculation of the overall pupil's performance. In the author's opinion, in acknowledging the constitutionality of such action, the tribunal assumed a misguided identification of the examined problem.
PL
Opracowanie charakteryzuje orzecznictwo Trybunału Konstytucyjnego dotyczące problematyki obecności nauki religii w szkołach publicznych w Polsce. Zagadnienie obecności religii w szkole publicznej jest dzisiaj jednym z głównych problemów w stosunkach państwa z kościołami i innymi związkami wyznaniowymi. Większość z tych problemów jest rozstrzygana przez Trybunał Konstytucyjny, który jednak zdaniem autora często formułuje tezy wątpliwe, niedostatecznie uzasadnione, czasami kontrowersyjne. Na poparcie tego twierdzenia autor przedstawia orzeczenie z 2 grudnia 2009 r. (w sprawie o sygnaturze akt U 10/07), w którym Trybunał zajął się kwestią zbadania konstytucyjności wliczania oceny z religii do średniej ocen ucznia. W ocenie autora, Trybunał uznając konstytucyjność wliczania tej oceny do średniej, przyjął błędną identyfikację rozstrzyganego problemu
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