Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/33920
Type of publication: Straipsnis / Article
Author(s): Stasiulevičiūtė, Stasė Alma
Title: Kaip galėtume kelti tikybos pamokų prestižą?
Other Title: How could we improve the prestige of religious education?
Is part of: Soter : religijos mokslo žurnalas, 2007, nr. 23(51), p. 179-186
Date: 2007
Keywords: Religinis ugdymas;Dorinis ugdymas;Tikybos pamokos;Pasirinkimo motyvai;Ugdymo turinys;Įkultūrinimas;Pozityvus požiūris;Religious education;Moral education;Teaching religion;Motives of choice;Educational content;Inculturation;Positive attitude
Abstract: Šiame straipsnyje nagrinėjami tikybos pamokoms alternatyvaus dalyko – etikos pasirinkimo motyvai aukštesnėse klasėse. Straipsnyje aptariama, kaip būtų galima gerinti tikybos mokymą, siekiant sustiprinti šių pamokų rinkimosi motyvaciją, labiau atsiliepiant į moksleivių poreikius. Šiuo požiūriu straipsnyje apžvelgiamos ir naujų katalikų tikybos programų teikiamos perspektyvos, svarstoma, ar jos atitinka pastarųjų laikų teologų įžvalgas bei naujausius Bažnyčios dokumentus.
In Lithuanian state schools, Religion is taught as an alternative to Ethics. These two subjects are for the students to choose as their preferred mode of Moral education. Although the numbers of students that prefer lessons of Religion to those of Ethics are somewhat larger, Religion can hardly be called a prestigious subject. We have investigated into the motives of senior students who prefer Ethics to Religion in several schools of Vilnius. Our research shows that some students (about 40 proc.) imagine Ethics provides a better analysis of public relationships. Nearly a half of all the respondents claim to believe in God, but they complain about boredom at the lessons of Religion. Another 33 proc. think that they have already learned all there is to know about God and about their faith in the lower grades. Less than one fourth (24 proc.) of the respondents presume that the teachers of Ethics are more qualified and use more progressive methodologies. As to the subjective motives (“less homework”, “better company of pals”, “my parents’ advice”, etc.), they hardly appeared to be significant. About 13 proc. only stated that they are either opposed to faith or consider religion uselless. This percentage also includes those that do not trust the Church and her representatives. Thus, the research allowed us to conclude that most of the students of Ethics could be potential students of Religion, if only we always taught them to what is truly relevant. We therefore suggest several aspects that should be especially stressed in contemporary Religious Education according to the recent Magisterium and postvatican theology, namely: a) we should give more attention to inculturation and sacramentality (the principle by Thomas Groome). This principle implies that the whole reality is graceful; it is full of the signs of God’s love. Therefore, religious dimension can and should be found while discussing all everyday issues that can interest our students; b) positive attitude towards the world and our times has to be witnessed and stressed by the educators. We should also do our best to present a positive image of the Church as a welcoming community; c) we should present a truly positive image of God as the Giver of ample gifts and encourage the students’ gratitude to Him for His graces. God should be shown as the One who calls each of us into special cooperation with His plan of making this world a better place to live and to be creative; d) the teaching of norms and rules should be replaced by teaching values; e) religious faith should be presented as a mighty liberating factor. We could make a good use of the fact that liberty is considered one of the greatest postmodern values, so this can especially impress the young people today; f) we should both witness and emphasize much more the teaching of the Church about the human person as the image of the Creator, so that this attitude could become an encouragement and a challenge for the students’ self-education and spiritual growth. A very imposing factor is live witnessing: the teacher’s attitude has to show that he or she actually treats each of his/her students as a true image and likeness of God.
Internet: https://eltalpykla.vdu.lt/1/33920
https://hdl.handle.net/20.500.12259/33920
Appears in Collections:SOTER: religijos mokslo žurnalas / SOTER: Journal of Religious Science 2007, nr. 23(51)

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