Edukacja w ostatnich dniach zn\u00f3w jest w wiadomo\u015bciach. Wynika to z faktu, \u017ce nowy model programowy zosta\u0142 zaproponowany w ramach ustawy o\u015bwiatowej LOMLOE. W prasie mogli\u015bmy przeczyta\u0107, \u017ce rz\u0105d planuje gruntown\u0105 przebudow\u0119 edukacji, aby przesta\u0142a by\u0107 ona uczeniem si\u0119 na pami\u0119\u0107, a centralnym punktem edukacji sta\u0142 si\u0119 proces uczenia si\u0119 przez kompetencje. W mediach m\u00f3wi si\u0119 te\u017c o tym, \u017ce minister Cela\u00e1 chce promowa\u0107 w systemie edukacji model obszar\u00f3w nauczania, zrywaj\u0105c w pewien spos\u00f3b z koncepcj\u0105 przedmiotu. A wraz z nimi wiele innych zagadnie\u0144 i debat specyficznych dla dziedziny edukacji zajmuje strony gazet, takich jak co-teaching, projekty service-learning i wiele innych.<\/p>\n\n\n\n
Wszystko to b\u0119dzie mia\u0142o wp\u0142yw na nauczanie religii w szko\u0142ach. Jakie s\u0105 implikacje tego nowego modelu i jak zmieni\u0142by on szkoln\u0105 edukacj\u0119 religijn\u0105, gdyby by\u0142a ona oparta na kompetencjach lub gdyby zaproponowano j\u0105 jako cz\u0119\u015b\u0107 \u015brodowiska uczenia si\u0119, a nie jako przedmiot?<\/p>\n\n\n\n
Oczywi\u015bcie w zale\u017cno\u015bci od sposobu zastosowania tych modeli pedagogicznych pojawi\u0142yby si\u0119 konsekwencje w zakresie organizacji, pracy czy samego podej\u015bcia do programu nauczania religii.<\/p>\n\n\n
\n\tWykorzystanie naszej pami\u0119ci, nie tylko w nauce, ale w \u017cyciu w og\u00f3le, to zniuansowane zagadnienie, kt\u00f3re zas\u0142uguje na znacznie szersz\u0105 refleksj\u0119.<\/p>\n<\/p>\n\tJavier Segura<\/span><\/cite>\n<\/blockquote>\n\n\n
Chcia\u0142bym przeanalizowa\u0107 to, co jest by\u0107 mo\u017ce najbardziej centralnym podej\u015bciem nowego prawa, czyli uczenie si\u0119 w oparciu o kompetencje. W r\u00f3\u017cnych mediach przedstawiano j\u0105 jako przeciwie\u0144stwo uczenia si\u0119 na pami\u0119\u0107. Na wst\u0119pie nale\u017cy zaznaczy\u0107, \u017ce ta dialektyka jest ca\u0142kowicie fa\u0142szywa. Nie s\u0105 one sobie przeciwstawne, ale powinny si\u0119 wzajemnie wzmacnia\u0107. A w ka\u017cdym razie kwestia wykorzystania naszej pami\u0119ci, nie tylko w nauce, ale w \u017cyciu w og\u00f3le, to aspekt pe\u0142en niuans\u00f3w, kt\u00f3ry zas\u0142uguje na znacznie szersz\u0105 refleksj\u0119.<\/p>\n\n\n\n
Na czym polega uczenie si\u0119 w oparciu o kompetencje? Centraln\u0105 ide\u0105 jest to, \u017ce jest to uczenie si\u0119, w kt\u00f3rym dzieci musz\u0105 by\u0107 w stanie zastosowa\u0107 tre\u015bci poznawane w klasie do \u017cycia, w taki spos\u00f3b, \u017ce staj\u0105 si\u0119 transformatorami w\u0142asnej osoby. Przej\u015bcie od prostych abstrakcyjnych tre\u015bci, kt\u00f3re s\u0105 oderwane od \u017cycia, do nauki, w kt\u00f3rej uczniowie s\u0105 w stanie zastosowa\u0107 je do swojego codziennego \u017cycia w naturalny spos\u00f3b. Unia Europejska proponuje osiem kluczowych kompetencji dla ca\u0142ego systemu edukacji, ale sama dynamika uczenia si\u0119 w oparciu o kompetencje jest modelem, kt\u00f3ry nale\u017cy stosowa\u0107 w poszczeg\u00f3lnych przedmiotach.<\/p>\n\n\n\n
Z takiego podej\u015bcia mo\u017cna wyci\u0105gn\u0105\u0107 dwa wnioski. Pierwszym z nich jest to, \u017ce pewien zas\u00f3b wiedzy jest niezb\u0119dny, je\u015bli ma by\u0107 zastosowany w \u017cyciu. Tre\u015bci intelektualne i ich zapami\u0119tywanie nie tylko nie s\u0105 sprzeczne z nauk\u0105, ale s\u0105 konieczne. Drugi wniosek jest taki, \u017ce uczenie si\u0119 przez kompetencje jest innym sposobem na odniesienie si\u0119 do tej edukacji dla \u017cycia, kt\u00f3r\u0105 z przedmiotu Religia zawsze mieli\u015bmy za cel. Nauka, kt\u00f3ra nie dotyczy tylko poj\u0119\u0107, ale jest przenoszona do codziennego \u017cycia, kt\u00f3ra zmienia nasz spos\u00f3b bycia w \u015bwiecie. Powinna ona prowadzi\u0107 nas do rozumienia \u015bwiata i wsp\u00f3\u0142dzia\u0142ania z nim za pomoc\u0105 spojrzenia i kryteri\u00f3w Jezusa z Nazaretu.<\/p>\n\n\n
\n\tPrzedmiot Religia zawsze mia\u0142 za cel wychowanie do \u017cycia.<\/p>\n<\/p>\n\tJavier Segura<\/span><\/cite>\n<\/blockquote>\n\n\n
Takie podej\u015bcie nie jest w\u0142a\u015bciwie nowe. By\u0142 to klucz u\u017cywany przez wielkich chrze\u015bcija\u0144skich wychowawc\u00f3w na przestrzeni dziej\u00f3w. Zawsze m\u00f3wili o konieczno\u015bci formowania inteligencji, ale tak\u017ce kszta\u0142cenia serca i uczu\u0107. A wi\u0119c uwzgl\u0119dnienie ca\u0142o\u015bci osoby, tak\u017ce jej schematu warto\u015bci i tego, jak je stosuje w swoim zwyk\u0142ym \u017cyciu.<\/p>\n\n\n\n
LOMLOE, ze swoj\u0105 propozycj\u0105 kompetentnego uczenia si\u0119, oferuje nam w tym aspekcie wsparcie pedagogiczne i prawne dla edukacji integralnej, w kt\u00f3rej proponujemy bez l\u0119ku i w spos\u00f3b odnowiony integraln\u0105 formacj\u0119 osoby z humanizmu chrze\u015bcija\u0144skiego i jej interakcj\u0119 w spo\u0142ecze\u0144stwie, zgodnie z wizj\u0105, kt\u00f3ra bierze pocz\u0105tek z Ewangelii.<\/p>\n\n\n\n
Prawdziwe wyzwanie. Prawdziwa okazja.<\/p>","protected":false},"excerpt":{"rendered":"
Estos d\u00edas la educaci\u00f3n ha vuelto a estar en el centro de las noticias. El motivo es que se ha propuesto el modelo de nuevo curr\u00edculo en el marco de la ley educativa LOMLOE. Hemos podido leer en la prensa que el Gobierno planea un vuelco a la educaci\u00f3n para que no sea memor\u00edstica o […]<\/p>\n","protected":false},"author":45,"featured_media":10970,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_members_access_role":[],"_members_access_error":""},"categories":[552,548],"tags":[28],"class_list":["post-10961","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-educacion","category-foco","tag-libertad-de-ensenanza"],"yoast_head":"\n
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