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Educación Escolar Del Pluralismo Religioso Ante Los Cambios De Paradigma

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Educación Escolar Del Pluralismo Religioso Ante Los Cambios De Paradigma UNIVERSIDAD DE MURCIA ESCUELA INTERNACIONAL DE DOCTORADO Teología de las Religiones y Educación Escolar del Pluralismo Religioso ante los Cambios de Paradigma D. Jaime Laurence Bonilla Morales 2018 UNIVERSIDAD DE MURCIA INSTITUTO TEOLÓGICO DE MURCIA Programa de Doctorado en Artes y Humanidades Línea de Investigación en Teología Teología de las religiones y educación escolar del pluralismo religioso ante los cambios de paradigma Director: Bernardo Pérez Andreo Jaime Laurence Bonilla Morales 2018 2 !"#$%#&'"( Introducción!"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!#! Capítulo 1. Consideraciones sobre el concepto de paradigma en el marco de las revoluciones científicas!"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!$$! 1.1 El papel de la historia""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!$%! 1.2 Descripción del paradigma como ciencia normal!"""""""""""""""""""""""""""""""""""""""""""""""""""""""""!&'! 1.3 De las anomalías en los descubrimientos científicos al contexto de la crisis!""""""""""""""!(#! 1.4 Las revoluciones científicas!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!()! 1.5 El paradigma revisado, criticado y ampliado!"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!#&! Capítulo 2. La teología como ciencia y el esquema de sus paradigmas!""""""""""""""""""""""""""""""""!*%! 2.1 La teología como ciencia y ante las ciencias!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!*%! 2.2 Una mirada a la historia de la teología y a la teología de la historia!""""""""""""""""""""""""""!'&! 2.3 Lectura paradigmática de la teología!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!)+! 2.4 Los paradigmas en teología!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!$+,! Capítulo 3. La estructura paradigmática de la teología de las religiones (teología del pluralismo religioso)!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!$$%! 3.1 El marco de las ciencias de las religiones!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!$$)! 3.2 El desarrollo de la teología de las religiones!"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!$&)! 3.2.1 Algunos énfasis del reciente Magisterio de la Iglesia!""""""""""""""""""""""""""""""""""""""""""""""!$,$! 3.2.2 De los modelos a los paradigmas en la teología de las religiones!""""""""""""""""""""""""""""!$,%! Capítulo 4. Hacia una educación religiosa desde el paradigma de la teología del pluralismo religioso y el caso de la educación religiosa en Colombia!""""""""""""""""""""""""""""""""""""""""""""""""""""!$*(! 4.1 El marco de la educación religiosa escolar!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!$*,! 4.1.1 Pronunciamientos del magisterio eclesial reciente sobre la educación católica y la educación religiosa!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!$*,! 4.1.2 Identidad y propósitos de la educación religiosa escolar!"""""""""""""""""""""""""""""""""""""""""!$'$! ,"$"(!-./0123/!045.!64!7345.853!93/:3;.<43!=!>?3@0?AB0;3!""""""""""""""""""""""""""""""""""""""""""""!$')! 4.2 Componentes de la educación escolar del pluralismo religioso como paradigma: pluralismo, diálogo y liberación!"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!$)'! 4.3 Configuración de la Educación escolar del pluralismo religioso y aportes a las políticas públicas y políticas eclesiales: el caso colombiano"""""""""""""""""""""""""""""""""""""""""""""!&$,! 4.3.1 Configuración de la Educación escolar del pluralismo religioso!"""""""""""""""""""""""""""""!&$'! 4.3.2 El caso de la educación religiosa en Colombia!""""""""""""""""""""""""""""""""""""""""""""""""""""""""!&&*! Conclusiones!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!&,#! Bibliografía general!"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""!&#)! 3 ! ( ( ( ( ( ! ! ! ! ! ! ! ( ( ( ( ( ( ( ( ! ! 4 Introducción (OFRQFHSWRGH³SDUDGLJPD´SDUHFLHUDVHUXQOXJDUFRP~QHQHOFRQMXQWRGHUHIOH[LRQHV sobre las ciencias y para la teología este concepto no es ajeno, pues desde distintos autores ha sido aplicado a un conjunto de propuestas o énfasis que para algunas comunidades teológicas adquieren relevancia y se convierten en un camino que guía el alcance de sus propósitos. Se trata de una manera de pensar la estructura del quehacer disciplinar, en este caso el teológico, y de proyectarlo para dar respuesta a situaciones de crisis o a nuevas maneras de presentarse de manera creíble en un mundo en constante cambio. Uno de esos caminos de la teología es el que ha dado lugar al paradigma pluralista que ha surgido como respuesta a una reflexión e impulso de renovación teológica y eclesial, pero también como declaración ante la crisis religiosa causada, entre otras razones, por las críticas que se han realizado sobre las religiones, sus ritos, narraciones, estructuras y proyecciones, al lugar que ocupan en las dinámicas culturales y sociales, por el asombro o confusión que puede generar la multiforme cantidad de expresiones religiosas y comunidades de fe, por la confusión o la pérdida de sentido de la propia identidad religiosa, al igual que por los procesos de comunicación y transmisión de la dimensión religiosa. El denominado paradigma pluralista, en el marco de la teología cristiano católica, ha mostrado en las últimas décadas un posicionamiento que ha ido de la mano de la transformación y variedad de la reflexión propia de la comunidad teológica, que ha ido dejando a un lado los anteriores paradigmas (exclusivismo e inclusivismo), que ha transformado la manera de expresar algunos elementos de la identidad, la manera como se lleva a cabo la propia tarea como creyente en el marco de una comunidad de fe y, particularmente, la manera como se educa en la dimensión religiosa que tiene como su fuente principal la teología. Partimos entonces de una comprensión de la teología cristiana como reflexión crítica ante la autorrevelación de Dios en Jesucristo a través de la historia y la respuesta de fe de los creyentes. Esta teología se ha configurado como una disciplina que hace parte del conjunto de las humanidades. Entre sus particularidades y las múltiples formas de ser 5 concebida, la teología expresa la tensión de la revelación entre el auditus fidei y el intellectus fidei, entre la gracia de Dios que se da a conocer y la condición de posibilidad de todo ser humano para escucharlo, acogerlo, entrar en relación, crear comunidad y reflexionar sobre sus acciones. Así, la teología se dedica al estudio metodológico de las fuentes de la revelación (Sagrada Escritura, Tradición y Magisterio), a la sistemática reflexión sobre las formas como se despliega la comprensión de la experiencia creyente, en relación dialógica con otras disciplinas, pero también responde a las manifestaciones propias de la relación del ser humano con Dios, del ser humano consigo mismo y del ser humano con el mundo. En este escenario la teología da cuenta del innegable contexto de pluralidad religiosa, de la existencia de diferentes experiencias de sentido, de distintas expresiones de fe y de la diversidad de cristianismos que entran en relación en la cotidianidad de la vida y en la construcción de la sociedad. Y si bien es cierto que la teología católica ha dado distintas respuestas sobre esta realidad de pluralismo religioso, de encuentro y valoración de quienes tienen otros credos, el reto que aquí se plantea se hace extensivo al contexto educativo escolar. De hecho, la tarea formativa en estos contextos educativos ha tenido acogida por parte de la Iglesia católica a lo largo de su historia en los lugares en donde hace presencia, asumiéndolo como parte del despliegue de su misión, renovando constantemente la tarea de educar en la fe y de formar en la dimensión religiosa a las nuevas generaciones en diferentes instituciones de educación, a la par que se ofrece una sólida educación en las distintas ciencias y disciplinas, como aporte a la sociedad entera. Precisamente, el objetivo de esta investigación consiste en dilucidar la estructura paradigmática que debe sustentar la dinámica educativa de la formación en la dimensión religiosa, desde la educación religiosa escolar como misión eclesial, que facilite hacer de este tipo de educación un proceso significativo y transformador, que dé sentido a la vivencia religiosa, que permita dar cuenta de sus fundamentos teóricos y experienciales, que propicie una respuesta adecuada a la intencionalidad formativa en un mundo plural, 6 sin renunciar a los componentes propios de la tradición que se enseña, como en el caso de instituciones cristiano católicas. Por tanto, este tipo de educación religiosa debe propiciar la valoración pertinente entre las distintas confesiones religiosas o expresiones de sentido de la vida y la formación en la propia tradición cristiana, dando testimonio de la experiencia de Jesucristo en la comunidad eclesial y social, pero movidos por el ímpetu que lleva a ampliar las fronteras del conocimiento y a dialogar sincera y abiertamente con los demás,
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