Search results

1

Bosnian Identity – Myth And/Or Reality

100%

Zekić M.

Slavica Lodziensia

|

2017

|

vol. 1

EN

The rich socio-cultural history of Bosnia and Herzegovina as a single territorial, political, state and legal and administrative rounded whole, can be seen in several separated simultaneous fl ows arising as a result of the deep-rooted ethno-confessional division of this area, where religion, as the dominant integrating cultural factor, also represented the main distinctive element of the national identity of the three Bosnian constituent peoples, which the unaltered state agrees with to this day. As a unique area with religions at the border, and denominational boundaries at the edges of Catholicism and Orthodoxy among which Islam is wedged between, Bosnia and Herzegovina represents a unique civilizational bridge between East and West, where the followers of these religions see as their guardians, highlighting specifi c religious, cultural and national characteristics which establishes the opposition to the “other” and “diff erent” with which for centuries has coexisted. The most prominent features of identity and otherness which exist in symbiosis are articulated precisely on the borders as places of their meetings, which in turn have never been so impervious to keep the integration of diff erent ethnic and religious traditions followers, leading to ghettoisation and creating worlds closed for themselves, and long-term coexistence of diff erent and often confl icting civilizational-religious system characterized by a certain closeness of high culture of individual entities and openness, and mutual intertwining of which was out of the realm of popular culture.

2

Mimetyzm, parler-femme i mówienie prawdy: kobiece wypowiedzi konfesyjne w perspektywie myśli Luce Irigaray

89%

Bednarek J.

Śląskie Studia Polonistyczne

|

2019

|

vol. 13

|

issue 1

101-112

EN

This article’s aim is to show, as exemplified by fiction and activism, that the concept of mimeticism appearing in Luce Irigaray’s early works may prove to become instrumental in overcoming difficulties associated with giving witness or uttering a confession. Though ostensibly they are uttered to “tell the truth,” or to produce the authenticity effect, thanks to Irigaray’s optics, we may gauge their efficacy under present circumstances by deconstructing their alleged veracity and the credibility of the witness-giver.

3

Religious Education in Austria: Between Confessionality and Pluralism

75%

Weirer W.

Horyzonty Wychowania

|

2016

|

vol. 15

|

issue 33

51-65

EN

ABSTRACT RESEARCH OBJECTIVE: The aim of the paper is to redefine “confessionality” in religious education in Austrian schools, regarding to changing circumstances. THE RESEARCH PROBLEM AND METHODOLOGY: The paper describes the history of confessional religious education in Austria, which gets several problems in different school-situations. In some schools, there are 8 and more sorts of confessional religious education. After the description of possible alternatives, a proposal of redefining confessional education is presented. THE PROCESS OF ARGUMENTATION: The paper starts with an overview of the history and the actual situation of religious education in Austrian schools. Currently 13 recognised religions and denominations in Austria provide religious education. In some situations religious education becomes impossible due to insufficient student numbers. So the state and religious communities will have to try and establish new models of teaching. The main part of the paper consists of pros and cons in the conceptual considerations of confessionality. RESEARCH RESULTS: It is a challenge to rethink confessional religious education: religious communities will have to take joint responsibility and provide religious education as a service to students with clear denominational features. CONCLUSIONS, INNOVATION AND RECOMMENDATIONS: There are three first steps very necessary in the next future: Commitment of the religious communities to religious education; a new concept to try at several locations; practical support concerning multi-religious events.

4

Problem konfesyjnego nauczania religii w Niemczech

63%

Chałupniak R.

Studia Oecumenica

|

2016

|

vol. 16

81-96

EN

From the point of view of religious upbringing the issue of confessionality is very significant. According to the General Directory for Catechesis: “The confessional character of religious instruction in schools, in its various focuses, given by the Church in different countries is an indispensable guarantee offered to families and students who choose such teaching”. At present few Germans are interested in the problem of confessional differences between Christians though many of them identify themselves with Christianity, its customs, or commandments. Religious upbringing is based on confessionality and specific reference to the community of believers, both in the personal (a testimony of the teacher of faith) and material sense (transmission of confessionally determined contents). It not so obvious for everyone. Some think that in the pluralistically oriented “school for everyone” confessional division cannot be present. Contemporarily, speaking about confessionality of those classes frequently faces the accusation of non-tolerance or returning to “Church indoctrination” on the ground of the public system of education. Superficially understood ecumenism frequently connected to religious ignorance, subjectivism, and relativism lead to the decline of the sense of confessional distinctiveness and indifference to crucial confessional dissimilarities. The article reminds us significant questions related to the dilemma of confessionality of the school teaching of religion in Germany and therefore understanding of the word “confessionality” and its historical, legal, and practical references. It is worth reminding that there is no general (non-confessional) Christianity and confessional upbringing is consistent with the rights entitled to both families and children.

PL

Z punktu widzenia wychowania religijnego zagadnienie konfesyjności jest bardzo istotne. Według Dyrektorium ogólnego o katechizacji: „Charakter wyznaniowy nauczania religii w szkole, prowadzonego przez Kościół zgodnie ze sposobami i formami ustalonymi w poszczególnych krajach, jest więc nieodzowną gwarancją daną rodzinom i uczniom, którzy wybierają takie nauczanie”. Współcześnie niewielu Niemców zajmuje problem różnic wyznaniowych pomiędzy chrześcijanami, choć ciągle wielu identyfikuje się z chrześcijaństwem, z jego zwyczajami czy przykazaniami. Wychowanie religijne opiera się na konfesyjności, na konkretnym odniesieniu do wspólnoty wierzących, zarówno w znaczeniu osobowym (świadectwo nauczyciela wiary), jak i materialnym (przekaz konfesyjnie określonych treści). Nie dla wszystkich jest to takie oczywiste. Niektórzy uważają, że w pluralistycznie zorientowanej „szkole dla wszystkich” nie może mieć miejsca podział wyznaniowy. Mówienie współcześnie o konfesyjności tych zajęć spotyka się często z zarzutem nietolerancji czy też powrotu do „kościelnej indoktrynacji” na gruncie powszechnego systemu edukacji. Płytko rozumiany ekumenizm połączony często z religijną ignorancją, subiektywizmem i relatywizmem prowadzą do zaniku poczucia odrębności wyznaniowej, do zobojętnienia wobec istotnych różnic wyznaniowych. W artykule zostały przypomniane istotne kwestie związane z dylematem konfesyjności szkolnego nauczania religii w Niemczech, a więc rozumienie słowa „konfesyjność” oraz jego historyczne, prawne i praktyczne odniesienia. Warto przypominać, że nie ma chrześcijaństwa ogólnego (akonfesyjnego), a wychowanie konfesyjne jest zgodne z prawami przysługującymi zarówno rodzicom, jak i dzieciom.

5

Confessionality and Mentality between the End of the 15th and the Second Half of the 16th Century from the Perspective of Czech Book Culture:

32%

Voit P., Roberts S.

Knihy a dějiny (Books and history)

|

2020

|

vol. 27

|

issue 1-2

8-84

EN

a2_However, through the study of book culture, we are becoming convinced that the bourgeoisie began to compensate for the privileges which the monarch had deprived them of through various forms of self-education and self-presentation, by means of which it revived itself from these medieval residuals and at the same time competed with the aristocracy.

6

Konfesionalita a mentalita mezi koncem 15. a druhou polovinou 16. století pohledem české knižní kultury:

32%

Voit P., Pulkrábek J.

Knihy a dějiny (Books and history)

|

2020

|

vol. 27

|

issue 1-2

85-153

EN

a2_However, through the study of book culture, we are becoming convinced that the bourgeoisie began to compensate for the privileges which the monarch had deprived them of through various forms of self-education and self-presentation, by means of which it revived itself from these medieval residuals and at the same time competed with the aristocracy.

Refine search results

2 Knihy a dějiny (Books and history)

1 Horyzonty Wychowania

1 Slavica Lodziensia

1 Studia Oecumenica

1 Śląskie Studia Polonistyczne

2 Voit P.

1 Bednarek J.

1 Chałupniak R.

1 Pulkrábek J.

1 Roberts S.

1 Weirer W.

1 Zekić M.

2 2020

1 2019