Edukacja religijna w świetle realizmu krytycznego i teorii morfogenezy

RESEARCH OBJECTIVE: Account of religious education in the perspective of the morphogenetic approach, formulated by Margaret Archer on the assumptions of critical realism. THE RESEARCH PROBLEM AND METHODS: Research problem: what is the understanding of religious education from the perspective of form...

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Bibliographic Details
Published in:	Horyzonty Wychowania Vol. 18; no. 45; pp. 109 - 120
Main Authors:	Horowski, Jarosław, Sadłoń, Wojciech
Format:	Journal Article
Language:	English German Polish
Published:	Ignatianum University in Cracow 01-08-2019 Uniwersytet Ignatianum w Krakowie Jesuit University Ignatianum in Krakow
Subjects:	doświadczenie religijne Education edukacja religijna Methodology and research technology podejście morfogenetyczne rozwój religijny Theology and Religion wyłanianie się tożsamości religijnej morphogenetic approach religious experience religious development religious education emergence of religious identity
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Summary:	RESEARCH OBJECTIVE: Account of religious education in the perspective of the morphogenetic approach, formulated by Margaret Archer on the assumptions of critical realism. THE RESEARCH PROBLEM AND METHODS: Research problem: what is the understanding of religious education from the perspective of formulated by Archer morphogenetic approach; method: hermeneutics. THE PROCESS OF ARGUMENTATION: In the following points are shown: 1) the controversy regarding the interpretation of religious education; 2) the theory of socialization formulated by Archer; 3) the analysis of religion from the perspective of morphogenesis; 4) the account of religious education in the light of morphogenesis. RESEARCH RESULTS: The independent from education experience of transcendental reality should be perceived as the source of religious development; religious education is a help in the interpretation of this experience and in the search for a modus vivendi in relation to the concerns from different orders: natural, practical, social and transcendent. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Because religious education refers to an independent experience, lack of religious education may result in difficulties in interpreting the experience of the Transcendence and formulating a modus vivendi or taking over the irrational or fundamentalist proposals present in culture.
ISSN:	1643-9171 2391-9485