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Wychowanie Integralne W Edukacji Katolickiej. Idee

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Wychowanie Integralne W Edukacji Katolickiej. Idee Idee – twórcy – instytucje KATOLICKI UNIWERSYTET LUBELSKI JANA PAWŁA II WYDZIAŁ NAUK SPOŁECZNYCH Instytut Pedagogiki Ideas – creators – institutions Wychowanie integralne Wychowaniew edukacji katolickiej integralne Wychowaniew edukacjiIdee – twórcy katolickiej – integralne instytucje Wychowaniew edukacjiIdee – twórcy katolickiej – integralne instytucje w edukacjiIdee – twórcy katolickiej – instytucje Idee – twórcy – instytucje Redakcja s. M. Loyola Opiela ORCID:Ewelina 0000-0002-0077-8985Redakcja Świdrak Małgorzatas. M. Loyola ŁobaczOpiela EwelinaRedakcja Świdrak Redakcja ORCID:Małgorzatas. M. 0000-0002-6815-5370 Loyola ŁobaczOpiela s.Ewelina M. Loyola Świdrak Opiela MałgorzataEwelina Świdrak Łobacz ORCID:Małgorzata 0000-0002-1476-8278 Łobacz © Copyright by Wydawnictwo KUL, Lublin 2014 ISBN 978-83-8061-023-1 Spis treści Contents Wstęp . 9 Introduction . 9 CZĘŚĆ I TEORETYCZNE PODSTAWY I WYMIARY WYCHOWANIA INTEGRALNEGO THEORETICAL BASIS AND DIMENSIONS OF INTEGRAL EDUCATION Mikołaj Krasnodębski Antropologiczne podstawy pedagogiki integralnej . 21 Anthropological basis for an integral education . 21 Ewelina Świdrak Psychologiczne aspekty rozwoju i wychowania integralnego . 45 Psychological aspects of integral development and education . 45 Ks . Mariusz Sztaba Zagadnienie duchowości i religijności w integralnym wychowaniu osoby . 61 The issue of spirituality and religiosity in the integral upbringing of a person . 61 Iwona Jabłońska Rola rodziny w procesie integralnego rozwoju i wychowania człowieka . 87 The role of the family in the integral human development and education process . 87 Małgorzata Łobacz Znaczenie wychowania integralnego w przeciwdziałaniu współczesnym zagrożeniom duchowym dzieci i młodzieży . 111 The importance of an integrated education in combating children’s and young people’s spiritual threats . 111 6 Spis treści s . M . Loyola Opiela Kształtowanie instytucjonalnego wymiaru wychowania integralnego we wczesnej edukacji w Polsce . 135 The evolution of the institutional dimension of the integral education in early childhood education in Poland . 135 CZĘŚĆ II WYCHOWANIE INTEGRALNE W POGLĄDACH WYBRANYCH ZAŁOŻYCIELI I DZIAŁALNOŚCI ZGROMADZEŃ ZAKONNYCH INTEGRAL EDUCATION IN THE VIEWS AND ACTIVITIES OF SELECTED RELIGIOUS CONGRGATION FOUNDERS Agata Mirek Wychowanie integralne w pracy oświatowo-wychowawczej bezhabitowych wspólnot zakonnych na przykładzie Zgromadzenia Córek Maryi Niepokalanej . 157 Integrated education in non-habit religious communities work on the Daughters of Mary Immaculate example . 157 s . Teresa Antonietta Frącek Wychowanie integralne w koncepcji arcybiskupa Zygmunta Szczęsnego Felińskiego i w działalności Zgromadzenia Sióstr Franciszkanek Rodziny Maryi . 187 Integral education in the concept of Archbishop Z.S. Feliński and in the activities of the Congregation of the Franciscan Sisters of the Family of Mary . 187 s . Maria Julita – Dorota Lipieta Personalistyczna pedagogia wychowania w myśli św . ks . Zygmunta Gorazdowskiego – założyciela Zgromadzenia Sióstr św . Józefa . 219 Personality-based education according to Saint priest Zygmunt Gorazdowski – the founder of St Joseph’s Sister Convention . 219 s . Jolanta (Beata) Peliksza Wychowanie integralne osób z niepełnosprawnością intelektualną w myśli pedagogicznej Sługi Bożej Antoniny Mirskiej . 241 Intellectual disabled people’s integral education in terms of God Servant Antoinette Mirski thoughts . 241 s . Jana Aneta Morzyc Wychowanie integralne w świetle charyzmatu bł . Bolesławy Lament . 259 Integral education in the blessed Boleslawa Lament’s charism light . 259 Spis treści 7 s . Monika Sztamborska Pedagogika św . Urszuli Ledóchowskiej – implikacja wychowania integralnego . 275 The pedagogics of St. Urszula Ledóchowska – the implementation of integral upbringing . 275 Weronika Jóźwiak Znaczenie ideału wychowawcy w systemie księdza Jana Bosko w integralnym wychowaniu dzieci w wieku przedszkolnym . 293 The importance of the ideal educator in system of father John Bosco in the integral education of preschool children . 293 Ks . Mirosław Stanisław Wierzbicki Uczeń jako podmiot wychowania integralnego w szkolnictwie salezjańskim . 311 The student as the integral education subject in the Salesian School . 311 s . Joanna Teresa Korzeniewska Wychowanie integralne – drogą ku zmartwychwstaniu . 335 Integral education – the way towards resurrection . 335 s . Felicyta (Lidia) Świerz Doprowadzać wszystkie władze do harmonii, czyli wychowanie integralne w ujęciu bł . Marceliny Darowskiej . 347 Bring all to harmony, which is the integral education in terms of the blessed Marcelina Darowska . 347 Zakończenie . 371 Ending . 371 Noty o autorach . 375 Notes about the Authors . 375 Wstęp Introduction Wychowanie jest zjawiskiem wpisanym w naturę ludzkiej egzystencji, dynami- zmem rozwoju cywilizacji, znajdującym odzwierciedlenie w sferze historii i kultury ludów i narodów . Wraz z ich rozwojem i przemianami wymaga ono znajomości i interpretacji zarówno pojęcia wychowania, jak i rozumienia jego podstaw, istoty i prawidłowości . Wśród wielorakich koncepcji wychowania przedstawia się ono dzisiaj jako zadanie złożone, rozległe i pilne . Złożoność rzeczywistości niesie ryzyko utraty tego, co istotne, to znaczy formacji osoby ludzkiej w jej integral- ności, zwłaszcza w tym, co dotyczy wymiaru religijnego i duchowego . Za dzieło wychowania jednak, nawet jeśli jest ono podejmowane przez więcej podmiotów, odpowiedzialność spoczywa przede wszystkim na rodzicach i rodzinie . Ta odpo- wiedzialność realizuje się także w prawie wyboru przedszkola czy szkoły, które gwarantowałyby wychowanie zgodne z ich zasadami religijnymi i moralnymi1 . Rodzice, wychowawcy i nauczyciele stają przed zadaniem wyboru najlepszej drogi prowadzącej do pełnego rozwoju dzieci i młodzieży, począwszy od urodzenia, aż do przejęcia przez nich odpowiedzialności za swój osobisty rozwój i formację osobową . Pragną wykorzystać w tym celu jak najlepsze metody i środki . Wyda- wałoby się, że wraz z rozwojem myśli ludzkiej, w tym pedagogicznej, i postępem techniki, jej wytwory współcześnie w wieloraki sposób służą pełnemu rozwojowi osoby . Obserwujemy jednak zdecydowane „oderwanie idei postępu od osobowego doskonalenia się i kształcenia człowieka”2 . Czym zatem mogą kierować się rodzice i wychowawcy, stając wobec licznych propozycji teoretycznych i praktycznych rozwiązań w dziedzinie pedagogiki i edukacji? Jakie powinno być wychowanie? 1 Kongregacja do spraw Wychowania Katolickiego, List okólny do przewodniczących Konferen- cji Episkopatów na temat nauczania religii w szkole, w: J Poniewierski. (red ),. Służyć wzrastaniu w prawdzie i miłości, Wydawnictwo AA, Kraków 2009, s . 497 . 2 http://majorchangeacademy wordpress. com/2011/11/15/teorie-sie-zmieniaja-a-zaba-pozo. - staje-zaba [dostęp: 12 .09 .2014] . 10 Wstęp Optymalną drogą wpierania rozwoju człowieka do pełni jego dojrzałości jest wychowanie integralne . Jest ono oparte na koncepcji człowieka jako osoby, na której to koncepcji konsekwentnie budowana jest teoria i praktyka wychowania . Obejmuje ona wszystkie wymiary rozwoju człowieka: ludzkiego, duchowego, intelektualnego i zawodowego, uwzględniając całościową wizję osoby ludzkiej3 . Wychowanie ludzkie zmierza do tego, by wspierać wychowanka w budowaniu solidnej osobowości . Należy mu pomóc stawać się człowiekiem coraz bardziej wolnym, zdolnym panować nad sobą, dojrzałym uczuciowo, zrównoważonym, odpowiedzialnym, szlachetnym, na którego można zawsze liczyć, pragnącym i potrafiącym czynić dobro, umiejącym kochać, miłującym prawdę, mającym po- czucie sprawiedliwości, zdolnym do bezinteresowności, jednym słowem – pomóc mu coraz bardziej stawać się człowiekiem . Wychowanie w wymiarze duchowym polega na budowaniu i doskonaleniu kontaktu z Bogiem – źródłem wszelkiego dobra . Z jednej strony formacja ludzka ze swej natury otwiera się na formację duchową i w niej znajduje dopełnienie, z drugiej zaś formacja duchowa, kontakt z Panem Bogiem, pomaga realizować formację ludzką . Formacja intelektualna polega na przygotowaniu dziecka do samodzielnego i krytycznego myślenia, na wsparciu i pomocy w nabyciu zdolności oceniania . Formacja zawodowa jest widziana w perspektywie twórczego i dobroczynnego wykonywania zawodu4 . Integralność wychowania przejawia się w wielu jego wymiarach, odnoszących się do koncepcji człowieka w całej złożoności jego ludzkiej natury . Dotyczy ujmowania relacji i działań podmiotów wychowania – dziecka, rodziców i wy- chowawców – w odniesieniu do wszystkich wymiarów procesu wychowania i jego uwarunkowań zewnętrznych . Integralność ta przejawia się w: 1 .Całościowym ujmowaniu rzeczywistości samej osoby ludzkiej (cielesno- -duchowej): a) dziecka; b) rodzica, wychowawcy . 2 .Uwzględnianiu wszystkich wymiarów relacji osoby: a) indywidualnych: do Boga, drugiego człowieka, samego siebie; b) wspólnotowych: do rodziny, narodu, Kościoła; c) społecznych: środowisko lokalne, Ojczyzna, ludzkość . 3 .Stosunku osoby do świata: a) natury – dzieła stworzonego przez Boga; b) kultury – całości duchowego i materialnego dorobku społeczeństwa; 3 Por . Z . Grocholewski, Integralne wychowanie według bł. Edmunda Bojanowskiego, w: M .L . Opie- la, A . Smagacz, S . Wilk (red .), Służyć i wychowywać do miłości, Wydawnictwo KUL, Lublin 2009, s . 22-23 . 4 Por . tamże, s . 24-25 . Wstęp 11 c) historii – dziejów człowieka, społeczeństw i ludzkości (historia zbawienia, naturalna, powszechna) . 4 .Komplementarności ludzkich działań: a) dla własnego zbawienia; b) dla dobra innych; c) dla dobra wspólnego . 5 .Uwarunkowań zewnętrznych,
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