RELIGIOUS PEDAGOGY SP-ENG PEDAGOGIKA-RELIGII Strony-Tytulowe.Qxp 2020 19/02/21 23:58 Page 2

SP-ENG_PEDAGOGIKA-RELIGII_strony-tytulowe.qxp_2020 19/02/21 23:58 Page 1 RELIGIOUS PEDAGOGY SP-ENG_PEDAGOGIKA-RELIGII_strony-tytulowe.qxp_2020 19/02/21 23:58 Page 2 SOCIAL DICTIONARIES Series edited by Wit Pasierbek and Bogdan Szlachta RELIGIOUS PEDAGOGY Edited by Zbigniew Marek and Anna Walulik SP-ENG_PEDAGOGIKA-RELIGII_strony-tytulowe.qxp_2020 19/02/21 23:58 Page 3 SOCIAL DICTIONARIES RELIGIOUS PEDAGOGY EDITED BY Zbigniew Marek Anna Walulik IGNATIANUM UNIVERSITY PRESS KRAKOW 2020 © Jesuit University Ignatianum in Krakow, 2020 Publication financed within the “DIALOG” programme of the Minister of Science and Higher Education for the years 2019-2021 Reviewers prof. dr hab. Anna Zellma dr hab. Iwona Jazukiewicz, prof. US Translated into English by Ewa Pałka Proofreading Michael Timberlake Editing and proofreading Anna Grochowska-Piróg Cover design Studio Photo Design – Lesław Sławiński Layout and typesetting Jacek Zaryczny ISBN 978-83-7614-495-5 Ignatianum University Press ul. Kopernika 26 • 31–501 Krakow, PL tel. +48 12 39 99 620 [email protected] http://wydawnictwo.ignatianum.edu.pl Printing and binding Kowalcze Małgorzata Zakład Poligraficzny “SINDRUK” Contents Foreword 7 Introduction 9 Zbigniew Marek, anna walulik Origins of religious pedagogy 11 artur aleksiejuk, Zbigniew Marek, bogusław Milerski Religious pedagogy in Poland 31 kaZiMierZ MisiasZek Religious pedagogy in relation to religious instruction in schools 49 jarosław Michalski Aims and objectives of religious pedagogy 71 bogusław Milerski Methodology of religious pedagogy 91 jan PersZon Cultural determinants of religious pedagogy 113 toMasZ DutkiewicZ Anthropological determinants of religious pedagogy 135 stanisław chrobak Religious pedagogy in the tradition of Christian theology 147 6 CONTENTS sławoMir jacek Żurek Religious pedagogy in the Judaic tradition 161 Michał łysZcZarZ Religious pedagogy in the tradition of the Polish followers of Islam 181 celina kisiel-Dorohinicka Philosophical foundations of religious pedagogy 207 krZysZtof stachewicZ, Zbigniew Marek Axiological foundations of religious pedagogy 219 lesZek waga Ethical foundations of religious pedagogy 235 jarosław horowski Aretaic determinants of religious pedagogy 253 ewa gurba Psychological determinants of religious pedagogy 271 janusZ Mariański Sociological determinants of religious pedagogy 291 jarosław lisica Religious pedagogy in relation to intercultural education 309 ulrich riegel Religious pedagogy and religious education in Europe 325 wojciech cichosZ Anthropological determinants of religious education 345 janusZ sZulist Religious pedagogy from the perspective of Catholic social teaching 367 List of authors 381 Foreword In 2019, the team members of the Ignatian Social Forum decided to continue the work that was initiated by the publication of the Social Dic tionary in 2004. Scientists from both Polish and foreign academic centres contributed to this publication, which contained over one hundred extended essays that discussed the findings of recent humanities and social science research. This new project, the first volume of which the Reader is looking at now, is more extensive than the original Social Dictionary. The aim of the project is to present the state of knowledge from within various fields of humanities and social sciences as they are at the beginning the third decade of the 21st century. They plan to show man, who is developing within diverse civilizations, cultures and societies, who adheres to many religions, and who honours diverse patterns of behaviour and products that condition his behaviour. However, rather than divide the humanities and social sciences according to the fields and disciplines listed by various international or national (departmental) institutions, we will divide them according to research areas that have been investigated by “offi cially acknowledged” scientific disciplines, with the use of a range of methods that yield a more comprehensive, interdisciplinary view. The research subject areas include issues considered particularly important to the humanities and social sciences in the 21st century that relate to man and his social environment, political and public affairs, and international 8 FOREWORD relations. The analyses, which consider diverse research perspectives, allow a multi-faceted approach to problems that are typically addressed by only one discipline and broaden the horizons of the research under- taken by the Authors of the articles. They look for an “interpretative key” that will allow them to present the most significant issues related to each of the main categories; sometimes these issues are controversial or de- batable among scientists. These research areas give the titles to the four volumes of the new Social Dictionary. This “interpretative key” would not be important if the articles published in each volume resembled succinct encyclopaedic entries; however, it becomes significant because the entries take the form of 20-page articles that follow a uniform pattern. The considerations presented by the authors are devoted to the essence of the analysed category: its history, subject matter, and practical recom- mendations. Written by Polish scien tists representing not only different academic centres and scientific disciplines but also different “research sensibilities”, they are based on theoretical reflection accompanied by practical considerations. We also treat Catholic social teaching as one of the “interpretative keys” because it is impossible to ignore twenty cen- turies of the legacy and richness of Christianity. We hope that this volume will satisfy the Reader as it offers not only an opportunity to learn about scientific approaches to the vital problems faced by contemporary man, states, and societies, but also an insight into sometimes difficult aspects of modernity as viewed from a Catholic perspective. We also hope that the Reader will appreciate the effort of Polish scientists who, while undertaking original reflection on these issues, go beyond mere presentation of other people’s thoughts, as they are aware of the importance of the intellectual achievements of Polish science. Series editors Wit Pasierbek and Bogdan Szlachta Introduction Pedagogical practice frequently encounters the insufficiency of the intellectual search for solutions that would support the development of a person and his maturity. Religion can be of help here with its potential to broaden and enrich arguments of an intellectual nature using the au- thority and doctrine (wisdom) of the Church. One result of these efforts is the increasingly popular “religious pedagogy” term found in pedagogical literature, which should not, however, be equated with religious instruction. By penetrating culture and entering into relationships with other areas of knowledge, religious pedagogy is interested in broadly understood education; drawing on both theological and non-theological reflection, it aims to teach man how to interpret his existence in the light of religious content. The subject of its research is man and his relationships with other people and his environment, all of which is analysed through the religious prism. The term “religious pedagogy” evokes disapproval in some and curio- sity in others. These contrasting reactions may be caused by a misun- derstanding of the term “religion”, which is the source of inspiration for this scientific sub-discipline. This may happen, for example, because of an erroneous understanding of the (Christian) religion, which some people see as merely orders, prohibitions, and restrictions. Primarily, however, the (Christian) religion promotes the personal relationship between God and man, which is a source of good and is conductive to man’s 10 INTRODUCTION development (his immortality), which exceeds the dimension of time. Ne- glecting the openness of a person to transcendence is another obsta- cle to any reliable reflection of what religious pedagogy can offer, which leads to abandoning the search for an explanation of human existence that goes beyond the capacity of the intellect and empiricism. These ten- dencies were present in the Polish educational system after World War II, which was founded on Marxist ideology (still in force today). In Western Europe religious pedagogy gained the status of a scientific discipline years ago, while in Poland it is still fighting for recognition. Its aim is to reveal the broadest possible meaning of human life that can be found beyond the limits of man’s intelligence and cognitive reasoning abilities. Taking into consideration the specific nature of religious pedagogy, we believe that crossing these limits is possible thanks to the two realities addressed by religious pedagogy: the divine and the human. The competences acquired will teach us to interpret matters of human life both from within the dimension of the empirically learned rules of life and from religious principles and content. The areas presented in the Dictionary of Religious Pedagogy reveal the interdisciplinarity of the issues that are the subject of its research. The ones deserving particular attention include those of a philosophical, anthropological, sociological, psychological, and theological nature. In both theoretical and practical terms, we hope that this Dictiona ry will contribute to an understanding of the role played by religion and trans cendence in educational processes. We also hope that it will in- spire reflection and lead to certain conclusions resulting from

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