Katechetyka a pedagogika religijna
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Date
2007
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Księgarnia Świętego Wojciecha w Poznaniu
Abstract
Wydawałoby się, że złożony termin pedagogika religii wskazuje, iż opisywana dyscyplina naukowa jest częścią (subdyscypliną) pedagogiki ogólnej. Można byłoby wtedy powiedzieć, że pedagogika dostarcza perspektywy badawczej i metod, natomiast religia jest przedmiotem badań. Wtedy katechetyka byłaby nauką teologiczną a pedagogika religii nauką pedagogiczną. Posiadałyby własne cele, treści, zadania, metody a problem relacji byłby jasny. Większość jednak pedagogów, z najróżniejszych motywów, pojmuje pedagogikę religii jako naukę teologiczną. Tak więc pedagogika religii stanowi jeden z najmłodszych przedmiotów teologii naukowej, choć wśród samych pedagogów religii trzeba odnotować ciągłe spory o ugruntowanie tego przedmiotu oraz jego relacji do katechetyki, a także teologii. Trudno wciąż opracować klarowne relacje między pedagogiką religii a katechetyką poza obszarem niemieckojęzycznym. Powodów jest wiele. Po pierwsze dokumenty Magisterium Kościoła powszechnego nie wymieniają tej dyscypliny naukowej pośród nauk teologicznych. Po drugie analizując programy studiów poza obszarem niemieckojęzycznym, obecność przedmiotu pedagogiki religii jest fragmentaryczna. Po trzecie trudności w zdefiniowaniu pedagogiki religii i jej relacji do katechetyki występują także w obszarze niemieckojęzycznym, a wiążą się z brakiem centralnego ośrodka pedagogiki religijnej, który zdefiniowałby podstawowe problemy tej dyscypliny. Trudno więc mówić o jednej niemieckojęzycznej pedagogice religijnej. Nie tylko łatwo zauważyć różnorodność poglądów w Szwajcarii, w Austrii czy w Niemczech, lecz trzeba odnotować dalsze podziały stanowisk dotyczących tej dyscypliny nie tylko w pojedynczych landach, lecz również pośród ośrodków akademickich. Proces rozpowszechniania pojęcia pedagogika religii przebiegał dość długo w atmosferze sporów, czasem nieco ostrych, o jego uzasadnienie i znaczenie. Przede wszystkim powstała sytuacja konkurencji wobec starszego, używanego od samego początku chrześcijaństwa, pojęcia katecheza.
It would seem that the composite term pedagogy of religion indicates that the scientific discipline described is a part (sub-discipline) of general pedagogy. One could then say that pedagogy provides the research perspective and methods, while religion is the object of study. Then catechetics would be a theological science and pedagogy a pedagogical science. They would have their own aims, content, objectives, methods and the problem of the relationship would be clear. However, most pedagogues, for various motives, conceive of the pedagogy of religion as a theological science. Thus, the pedagogy of religion is one of the youngest subjects of scientific theology, although among the pedagogues of religion themselves it is necessary to note the continuous disputes about the grounding of this subject and its relation to catechetics as well as theology. It is still difficult to develop a clear relationship between religious pedagogy and catechetics outside the German-speaking area. There are many reasons for this. Firstly, the documents of the Magisterium of the universal Church do not list this academic discipline among the theological sciences. Secondly, when analysing study programmes outside the German-speaking area, the presence of the subject of pedagogy of religion is fragmentary. Thirdly, difficulties in defining the pedagogy of religion and its relation to catechetics are also found in the German-speaking area and are connected with the lack of a central centre of religious pedagogy, which would define the basic problems of this discipline. It is therefore difficult to speak of a single German-speaking religious pedagogy. Not only is it easy to see the diversity of views in Switzerland, Austria or Germany, but it is necessary to note the further division of positions concerning this discipline not only in individual Länder, but also among academic centres. The process of dissemination of the term pedagogy of religion took place for quite a long time in an atmosphere of disputes, sometimes somewhat sharp, about its justification and meaning. Above all, a situation of competition arose against the older term catechesis, which had been in use since the very beginning of Christianity.
It would seem that the composite term pedagogy of religion indicates that the scientific discipline described is a part (sub-discipline) of general pedagogy. One could then say that pedagogy provides the research perspective and methods, while religion is the object of study. Then catechetics would be a theological science and pedagogy a pedagogical science. They would have their own aims, content, objectives, methods and the problem of the relationship would be clear. However, most pedagogues, for various motives, conceive of the pedagogy of religion as a theological science. Thus, the pedagogy of religion is one of the youngest subjects of scientific theology, although among the pedagogues of religion themselves it is necessary to note the continuous disputes about the grounding of this subject and its relation to catechetics as well as theology. It is still difficult to develop a clear relationship between religious pedagogy and catechetics outside the German-speaking area. There are many reasons for this. Firstly, the documents of the Magisterium of the universal Church do not list this academic discipline among the theological sciences. Secondly, when analysing study programmes outside the German-speaking area, the presence of the subject of pedagogy of religion is fragmentary. Thirdly, difficulties in defining the pedagogy of religion and its relation to catechetics are also found in the German-speaking area and are connected with the lack of a central centre of religious pedagogy, which would define the basic problems of this discipline. It is therefore difficult to speak of a single German-speaking religious pedagogy. Not only is it easy to see the diversity of views in Switzerland, Austria or Germany, but it is necessary to note the further division of positions concerning this discipline not only in individual Länder, but also among academic centres. The process of dissemination of the term pedagogy of religion took place for quite a long time in an atmosphere of disputes, sometimes somewhat sharp, about its justification and meaning. Above all, a situation of competition arose against the older term catechesis, which had been in use since the very beginning of Christianity.
Description
ORCID: 0000-0003-3076-6878
Keywords
Katechetyka, Catechetics, Pedagogika religii, Pedagogy of religions
Citation
Katechetyka i katecheza u progu XXI wieku, red. A. Kiciński, Poznań 2007, s. 147-165.
ISBN
978-83-7516-060-4