Spiritual Competence in the Religion Curriculum.
A project for the future.
Ana Isabel Gómez Villalba
EUROPEAN FORUM FOR TEACHERS OF RELIGIOUS EDUCATION
19th march 2011Seville (Spain)
Why?¿Por qué?
CompetenciaEl lenguaje competencial del
mundo empresarial se traslada al mundo de la
educación
EspiritualDescubrimientos de la
neurobiología y psicología.
CompetenceThe competency
language of the business world taken into the world of education
Spiritual
Findings of neurobiology and psychology
New model of education in Europe
The pressure of working life to a
kind of school that sends knowledge unsuited for the
realities of the XXI century.
The findings of neurobiology and psychology have questioned the
functioning of the human brain, learning and
teaching.
European Union
Delors Report “Learning, the
treasure within”, UNESCO, 1996
DeSeCo Project “Defining and Selecting
Key Competences” OCDE, 1999).
European Union
Delors Report “Learning, the
treasure within”, UNESCO, 1996
DeSeCo Project “Defining and Selecting
Key Competences” OECD, 1999).
Establish
Key Competences
What is a Key Competence?
The ability to integrate knowledge, skills and attitudes in a practical way to solve problems and react appropriately in a variety of contexts and situations. In other words, it is the integration and application of theoretical and practical knowledge in settings outside the academic context.
What are the European Key Competences?
Key competences for lifelong learning:1. Communication in the mother tongue.2. Communication in foreign languages.3. Mathematical competence and basic
competences in science and technology.4. Digital competence.5. Learning to learn.6. Interpersonal, intercultural and social
competences and civic competence.7. Entrepreneurship.8. Cultural expression.
Which key competences are described in Spanish Education System?
1. Competence in linguistic communication.2. Mathematical competence.3. Competence in knowledge of and interaction
with the physical world.4. Competence in processing information and use
of ICT.5. Competence in social skills and citizenship.6. Cultural and artistic competence.7. Learning to learn.8. Autonomy and personal initiative.
8 Key Competence
sLengua
Matemáticas
E. Física
MúsicaReligión
Plástica
Idiomas
C. Sociales
C. Naturales
All subject areas should contribute to the development of as many competences as possible, and each one includes specific reference to the competences most associated with the area.
Key competences and learning
The integration of the key competences into the curriculum allows a focus on essential learning, in a holistic sense, and learning that is directed towards the practical application of the knowledge acquired.La integración de las competencias básicas en el currículo permite un enfoque esencial en el aprendizaje, en un sentido holístico, y el aprendizaje que está dirigido hacia la aplicación práctica de los conocimientos adquiridos.
KNOW
DO
LIVE
BE
RATIONALINTELLIGENCE
EMOTIONALINTELLIGENCE
EDUCATION
PERSON INTEGRAL DEVELOPMENT
TOGETHER
The Four Pillars of Education
These four learnings, which are recognized as strategic for the XXI century human beings, are orientated to the four dimensions of
holistic education, science, society, ecology and spirituality.But in the Spanish context, the latter term, spirituality, has strong
religious connotations of a denominational kind causing mixed reactions.
All state educational systems explicitly pursue comprehensive education.This is considered as the new educational paradigm for the twenty-first century.
Todos los sistemas educativos declaran de manera explícita perseguir la educación integral.Esta es considerada como el nuevo paradigma educativo para el siglo XXI.
The result is a very creative educational paradigm that is revolutionizing our ideas about education.
Limitations
Limitaciones
Potential
Potencialidades
Throughout these four years working in this new education framework, we have detected the great potential of the competence model as well as the limitations it presents.
After analysing the eight Basic Skills laid out, we can see that at least one is missing, one that should be basic: SPIRITUAL COMPETENCE.
Spiritual Competence
Is it specific for the area of religion?
Is it the ninth Key Competence?
We shall leave this debate open. Now we will focus on the integration of spiritual competence in the religion curriculum.
It might help us to look over what has been said about this kind of intelligence and about this kind of skill.
In Spain:
Francesc Torralba: Inteligencia espiritual. 2010.
Howard Gardner: Frames of Mind: Theory of Multiple Intelligences. 1983.
Zohar y Marshall IN 1997 coined the term «Spiritual Intelligence».
Howard Gardner: Intelligence reframed. 1999.
For a long time it has been believed that human intelligence is unitarian, unique and, consequently, it’s possible to define it and quantify it.
“We conceive human beings as a multidimensional unit, both from an inner
and outer point of view, and who are capable of very different operations as a consequence of the different intelligences
within them.”
“Concebimos al ser humano como una unidad multidimensional, exterior e interior,
dotado de un dentro y de un fuera, como una única realidad polifacética, capaz de operaciones muy distintas en virtud de las
distintas inteligencias que hay en él.”
The depthLo profundoFeelingsSentimientos
MindMente
BodyCuerpo
All that we express is forged and
cemented at this invisible depth, but
central to our lives.
What you see.Exterior
What is not seenInterior
Religion is “re-ligaturing”: with ourselves, with others, with the real presence, but unprovable, that we call God
OUTER ME
EXTERIOR
INNER ME
INTERIORLO TOTALMENTE
OTROLO SAGRADOLO SUPREMO
Ámbito de lo sagradoYO INTERIOR
Ámbito de lo profanoYO EXTERIOR
It’s centrifugal force which takes children towards
exploration; Es la fuerza centrífuga, que
lleva al niño a la exploración …
And centripetal force what takes adults back
into introspectionY la fuerza centrípeta,
que devuelve al adulto a la introspección
Silence refers us to the essential. It’s a kind of breathing, a
door to the inner world that feeds and allows us to grow as people,
it’s what gives us energy as a whole.
When we find that Source of Life, when we find Christ in our inside it sets our path
towards:“Go and announce the Gospel”
“Id y anunciad el Evangelio”(Mc 16, 15)
knowingSaber
SavouringSaborear
12
3OpeningApertura
Interacción
DecisionsDecisiones
3 key processes in our “inner growing”
EXPERIENCE
ERFROM WITHIN
OUTHacia fuera
ERFAHRUNG
ERFAHREN
FAHRENGO
GUIDEIr, hacer
Being openUn ser abierto
OUTER MEExterior
INNER MEInterior
HISTORYHistoria
Thes
e ar
e th
e wa
ys o
f exp
erie
nce
Exterior
Interior
DoHacerCienciaTécnica
Go beyondTrascenderInteligencia espiritualEvocación
Think Pensar
RazónFilosofía
Thes
e ar
e th
e fo
rms o
f exp
erie
nce
DoHacer
ThinkPensar
Go beyondTrascender
“The human being enjoys a spiritual sense which cannot developed or satisfied except
by cultivating and developing his o her
spiritual intelligence. These are common needs for all
human beings; it turns out to be essential to identify and express them, as well as to
find intelligent ways to answer them as very
happiness and overall well-being is at stake.”
“In contexts of spiritual anaemia, such as the one we
are in at the moment, the development of such
intelligence opens new horizons in many senses; for
that object it’s essential to draw out appropriate strategies to educate intelligence in such a way and to stimulate it in the new generations. An integral
education must draw it together because not only is the
person’s full development at stake but also of cultures and
peoples”.
What we are discussing today is just that, opening new horizons, think about appropriate strategies to educate the spiritual intelligence from the RE.
Lo que hoy tratamos es precisamente esto, abrir horizontes nuevos, pensar estrategias oportunas para educar la inteligencia espiritual desde la ERE.
¿Qué
es l
a in
telig
encia
? INTELIGENCIA
INTELLIGENTIA
INTUS LEGERE
EntreBetween
Escoger o leerChoose or read
¿Qué
es l
a in
telig
encia
? 1. Saber escoger la mejor alternativa entre varias, pero también saber leer el adentro de las cosas.
2. Capacidad de aprender o de comprender.
3. Capacidad que permite adaptarnos con cierta velocidad a los recursos disponibles y a enfrentarnos a situaciones nuevas no previstas.
4. Conjunto de aptitudes que las personas utilizan con éxito para lograr sus objetivos racionalmente elegidos.
5. Capacidad que tiene ésta de crearse a sí misma.
In defining intelligence as a capacity, Gardner makes it a skill that can be developed.
Al definir la inteligencia como una capacidad, Gardner la convierte en una destreza que se puede desarrollar.
No elite athlete reaches the top without training,
however good their natural qualities are. The same is true for
mathematicians, poets or emotionally
intelligent people.
Howard Gardner:Multiple Intelligences
LinguisticMusical
Logical-mathematicalBodily-kinesthetic
Spatial- visualIntrapersonalInterpersonalNaturalistic
Existencial
Linguistic Intelligence
Ability to think in words and to use language in order to understand, express
and appreciate complex meanings.
Capacidad de pensar en palabras y de utilizar el lenguaje para comprender,
expresar y apreciar significados complejos.
Musical Intelligence
Ability to recognise tonal patterns with a high sensitivity to rhythms
and sounds.
Capacidad de reconocer patrones tonales, con alta sensibilidad para
los ritmos y sonidos.
Logical-Mathematical Intelligence
Ability to solve problems through inductive processes, applying
reasoning, numbers and abstract patterns.
Capacidad para resolver problemas mediante procesos inductivos y
deductivos, aplicando el razonamiento, los números y patrones abstractos.
Bodily and kinaesthetic Intelligence
Ability to use our own body in order to solve problems and
perform activities.
Capacidad para utilizar el propio cuerpo con el fin de resolver
problemas o realizar actividades.
Spatial and visual Intelligence
Ability to recognise and produce visual images, distinguish through sight specific features of objects, create mental images, reason about
space and its dimensions, manage and reproduce external and internal images.
Capacidad para reconocer y elaborar imágenes visuales, distinguir a través de la vista rasgos
específicos de los objetos, crear imágenes mentales, razonar a cerca del espacio y sus
dimensiones, manejar y reproducir imágenes externas e internas.
Intrapersonal Intelligence
Ability to form a truthful and precise image of ourselves to differentiate what we are from what we represent in the social relations level. It also
enables to understand the deepest needs and basic desires that emerge from our inner selves.
Capacidad para formarnos una imagen veraz y precisa de nosotros mismos, para distinguir lo que somos de lo que representamos en el plano de las
relaciones sociales. También nos permite comprender las necesidades más hondas y los
deseos fundamentales que emergen de nuestro ser.
Interpersonal and social Intelligence
Ability to understand others; capacity for social relations , to establish bonds and
empathic alliances with our equals.
Capacidad para entender y comprender a los otros. Habilidad para las relaciones
sociales, para establecer vínculos y alianzas empáticas con sus semejantes.
Naturalistic or ecological Intelligence
Ability to observe our natural environment closely and study the processes which take place in it.
Capacidad para observar atentamente el entorno natural y estudiar los procesos que tienen
lugar en él.
Spiritual Intelligence
Ability, faculty to have deep and intimate aspirations; to long for a vision on life and
reality which integrates, connects and gives a sense to existence.
Faculta para tener aspiraciones profundas e íntimas, para anhelar una visión de la
vida y de la realidad que integre, conecte, trascienda y dé sentido a la existencia.
“La inteligencia consiste no sólo en el conocimiento,
sino también en la destreza de aplicar los conocimientos en la práctica.”
Aristóteles
“Intelligence is not only knowledge, but also the ability to
put knowledge into practice.”Aristotle
Intelligence is knowledge and
competence is to apply this knowledge.
La inteligencia es saber y la
competencia es aplicar ese saber
They are not new content, but a way of
achieving that knowledge is used
effectively.
No son un contenido nuevo, sino una forma
de lograr que el conocimiento se use
de forma eficaz.
1. Linguistic 2. Mathematical3. Physical world.4. Processing information5. Social6. Cultural and artistic7. Learning to learn8. Autonomy and personal
initiative.9. Espiritual
1. Linguistic2. Musical3. Logical-mathematical4. Bodily-kinesthetic5. Spatial- visual6. Intrapersonal7. Interpersonal8. Naturalistic9. Espiritual
Inteligences
Competences
Linguistic communication
Cultural and artistic
Learning to learn.Autonomy and
personal initiative.Social and citizenship
Mathematical
Interaction with the physical world
Information and use of ICT.
Closer
Transvers
Religious Education
Spiritual Competence
• Faculta para tener aspiraciones profundas e íntimas, para anhelar una visión de la vida y de la realidad que integre, conecte, trascienda y dé sentido a la existencia.
Capacidad
SPIRITUAL INTELLIGENCE
• Faculty to have deep and intimate aspirations; to long for a vision on life and reality which integrates, connects and gives a sense to existence.
Capacity
Spiritual intelligence mustn’t be mistaken for religious awareness!
¡La inteligencia espiritual no
debe confundirse con la consciencia religiosa!
!
The first is the condition that makes the second possible. Only because human beings
have this form of intelligence, are they capable of living a religious experience; but spiritual intelligence is an anthropological fact, not a
question of faith.!La primera es la condición de posibilidad de la segunda.
Sólo porque el ser humano tiene esta forma de inteligencia puede vivir la experiencia religiosa, pero la inteligencia espiritual es un dato antropológico, no una
cuestión de fe.
Inteligencia espiritual
Spiritual intelligence
Religiousawareness
Belief is a question of will but also intelligence. La creencia es una cuestión de voluntad, pero también de inteligencia.
SpiritualintelligenceInteligencia espiritual
Religious awarenessConsciencia religiosa
It’s a process, an itinerary.
Es un proceso, un itinerario.
What we do is designed to promote teaching strategies that create situations of spiritual
learning
Activities or processes for cultivating spiritual
intelligence(11)
Lo que debemos hacer es diseñar estrategias
pedagógicas que fomenten, que creen
situaciones de aprendizaje espiritual
Actividades o procesos para cultivar la
inteligencia espiritual(11)
1. Searching for, and valuing, loneliness as a source of development for spiritual life and as the engine that activates social intelligence.
1. Buscar y valorar la soledad como fuente del desarrollo de la vida espiritual y motor que activa la inteligencia social.
2. Experiencing silence as the ideal sphere for the irruption of
transcendental questions.
3. Experimentar el silencio como
ámbito especialmente idóneo para la irrupción de preguntas
trascendentales..
3. Practising contemplation in order to capture the beat of
outer reality.
4. Practicar la contemplación para captar el latido de la
realidad exterior.
4. Promoting the capacity of wondering about outer
and inner reality.
5. Fomentar la capacidad de preguntarse por la
realidad exterior e interior.
ARTISTA
OBRA
ESPECTADOR
5. Descubrir en las obras de arte su esencia espiritual nos
ayuda a experimentar la belleza y desarrollar el
sentido de comunión con el Todo.
Silencio estético
Silencio creativo
5. Discovering, in works of art, the spiritual essence which allows us to experience beauty and to develop the sense of communion with the Whole.
Creative silence: it’s a projection of expressive silence.
Aesthetic or contemplating silencerefers to an absolutely receptive attitude.
Silence is an essential element in the process of artistic creation and outer
contemplation. Silence is the link between the artist and the spectator.
6. Abrirse al otro a través del diálogo, para aprender a modificar los comportamientos y a enriquecer las opiniones desde una nueva
visión.Dos palabras clave: escuchar y acoger.
6. Opening up to others through dialogue in order to learn how to modify behaviours and to enrich opinions from a new point of view. Two key words: Listening and taking in.
7. Practising physical exercise both to strengthen the body and to awaken a
sense of order, to educate in examining and dominating oneself. It’s a source of ethical experience and it activates noble
values
8. Practicr ejercicio físico tanto para fortalecer el cuerpo, como para despertar el sentido
del orden, educar en el examen y en el dominio de uno mismo.
Es una fuente de experiencia ética y activa valores nobles.
8. Coming to a stop, stopping the activism which goes along with us all the time; and breaking usual routines to enquiry
about the sense of life.
9. Detenerse, parar el activismo que permanentemente nos acompaña y romper con las rutinas habituales para
indagar el sentido que tiene la vida.
9. Experiencing human fragility which brings up the question of sense, that triggers spiritual
intelligence.
10.Experimentar la fragilidad humana suscita la pregunta por el sentido, activa la inteligencia
espiritual.
10. Putting into practice meditation on sacred
texts to integrate them and assume them in
our own being.
11. Practicar la meditación de textos
sagrados para integrarlos y
asumirlos en el propio ser.
11.Cultivating solidarity as a spiritual experience of
deep union with the other’s being
12. Cultivar la solidaridad como experiencia
espiritual de profunda unión con el ser del otro.
Spiritual Pedagogy
AtentionAtención
ListenEscucha
DecisionDecisión
The Christian model of inner world is embodied in Jesus.
He lives from the inside
(from the deep experience of loving links to the Father);
and from the inside he has contact actively and compassionately with humanity, assuming the
consequences of his approach to live.
Christ, a model of an “Inner world” man.
Father
Humanity
SPIRITUAL COMPETE
NCE• It’s the ability to:
LA COMPETEN
CIA ESPIRITUAL
• Es la habilidad para:
1. Question oneself about the very sense of existence and search for answers.
2. Interrogarse por el sentido de la existencia y buscar las respuestas.
2. Distance oneself from the surrounding reality but also from oneself. This is the action which makes
freedom, criticism and humour possible.
2. Tomar distancia de la realidad circundante, pero también de sí mismo.
Este acto es la condición de posibilidad de la libertad, de la crítica y del humor.
3. Transcend (go beyond) to move towards the unknown, to enter transition, a path, an
itinerary towards what he isn’t yet. Selftranscendence is the engine of human life, the vital impulse that pushes it to go further, to overcome any limitations, to
enter new worlds, to live more fully, more intensely, to enjoy the most intimate side of
reality.
4. Trascender, para moverse hacia lo que no conoce, para penetrar en el territorio de
lo desconocido. El ser humano es transición, camino, itinerario hacia lo que todavía no es. La autotrascendencia es el motor de la vida humana, el impulso vital
que le mueve a ir más allá, a superar cualquier límite, a entrar en nuevos
mundos, para vivir más plenamente, más intensamente, para gozar en lo más
íntimo de la realidad.
4. Realise that “one” exists when he might not have existed. Experiencing this surprise leads him to loving life and deeply
enjoying it, to turning his being in the world into a project.
4. Darse cuenta de que “uno” existe, pudiendo no haber existido.
Experimentar esta sorpresa le conduce a amar la vida y a gozar intensamente de ella, a
convertir su estar en el mundo en un proyecto.
5. Get to know oneself, realising that not only am I and do I exist, I know about my being and my life; Transforming life into an object of knowing. Knowing about one-self is an opening towards inside whereas knowing about things, opens us up towards the outside.
5.Conocerse a sí mismo, darse cuenta de que no sólo soy y no sólo vivo, sé de mi ser y de mi vida. Convertir la vida en objeto de saber. El saber de sí mismo es apertura hacia dentro, mientras que el saber de las cosas es apertura hacia fuera.
6. Value our actions, our omissions, our words, our silence, from an ethical point of view, and having, as well, the capacity to modify, if possible, the trajectory, of
our path. Being able to design a scale of values and live according to it.
6. Valorar éticamente sus acciones, sus omisiones, sus palabras, sus silencios y tener, además, la capacidad de modificar, si cabe, la trayectoria de su andadura. Ser capaz de construir una escala de valores y vivir conforme a ella.
7. Live the aesthetic experience: delighting its beauty of the reality, seize the sublime side of things and be
spellbound by it. Beauty is neither an object nor a thing. It’s an experience that takes place in the inside of the human being and which is directly related to spiritual
intelligence.
7. Vivir la experiencia estética: deleitarse con la belleza de la realidad, captar lo sublime de las cosas y
embelesarse con ello. La belleza no es un objeto, tampoco una cosa. Es una experiencia que acontece en
el interior del ser humano y que está directamente relacionada con la inteligencia espiritual.
8. Conmoverse frente al misterio de las cosas y desarrollar el pensar
meditativo, la divagación sobre el sentido de la
vida y el propio proyecto existencial.
8. Become moved by the mystery of things and
allow the development of meditative thinking, digressing about the
sense of life and one’s own existential project.
9.Sintetizar una visión global de la existencia y
orientarse en ella. Para articular tal
visión, debe integrar las aportaciones de la ciencia y de la propia
experiencia.
9.Synthesizing global vision on existence and orientating oneself in it; in order to articulate such vision, science contributions and those
which come from our own experience, must be integrated.
10.Tomar consciencia cósmica o relacional, que consiste en sentirse parte
de una unidad con los todos los demás, con todos
los seres, humanos y no humanos. Tomar consciencia de la
fraternidad de todo cuanto existe.
10.Becoming aware from a cosmic and a relational point of view which consist of feeling as part of a unit with all the others, all beings, human and no-human. Being aware of fraternity in all that exists.
11.Communicating one’s deepest feelings and thoughts through
symbols
11.Comunicar sus más hondos sentimientos y pensamientos a través
de símbolos.
12.Being receptive to the inner call, to our personal vocation. When we live identifying ourselves with our mission, we experience the enthusiasm of living.
12.Ser receptivo a la llamada interior, a la
vocación personal. Cuando uno vive
identificándose con su misión, experimenta el
entusiasmo de vivir.
13.Setting out life ideals; Ideals which are the expression of what one wishes to become, of what one sets out to achieve and intends to get through
with effort and sacrifice. They are links in the construction of sense.
13.Plantear ideales de vida. Los ideales son la expresión
concreta de lo que uno desea llegar a ser, de lo que uno se
propone lograr y tiene intención de conseguir con esfuerzo y sacrificio. Son
eslabones en la construcción del sentido.
14.Vincularse, religarse a un ser que reconoce como distinto de sí y con el que establece alguna forma de comunicación. 14.Creating bonds with a
being which is recognised as different from oneself and with whom a kind of
communication is established. “Re-
ligaturing” is a bond. Communication,
admission of the alter ego. Spiritual life can
culminate in “Re-ligaturing” (religious experience), but not
necessarily.
In reality, all these skills we have just seen constitute a whole personal process. In order to synthesize and illustrate the whole of this process, I suggest you have a look at the screen and try to describe what you see …
You can only see brown, different shades of brown.But nothing else.
If we stand further and further we can guess, amongst the different shades of brown, the knots in the wood, it’s looks like a piece of wood.
If we stand a little further, we’ll see they are wooden doors with a metal handle.
We have to stand further away from the cupboard to be able to see it.This ability to distance themselves that human beings have is the beginning of a whole process; which is exclusively human. A dog doesn’t have this ability of looking at the world and itself from a distance in order to question itself. A dog’s life consists of getting stimulous and responding to them. Nothing else. It doesn’t know it exists, it can’t wonder about it.
world-beingSer-en-el-mundo
InnerInterior Others
Los demás
DistanceDistancia
!? AnswersRespuestas
Misterio
SUPREME BEING
SER SUPREMOLO TOTALMENTE
OTRO
EncounterEncuentro
PresentCurrent situation
FutureDesired situation
We fall in love with the product and not with the process.
We are obsessed with the educational profitability and create a few times and spaces of real personal growth.
Process: some types to develop spiritual competence. The idea is that we promote access to religion gradually,
through all the steps. In the fourth type we would develop the specific spiritual competence of each religion.
Question SearchListen Silence
Encounter DialoguePersonal encounter with Jesus Christ.
Basic spiritual skill
Transcendent spiritual skill
Religious spiritual skill
Christian religious
spiritual skill
Conf.Relig.
Conf.Relig.
Conf.Relig..
Two important premises:1. Access to religion must be made from type 1
to type 4.2. These types require a programming for each
age, according to their evolutionary development.
Aprender implica un deseo, un proyecto, una perspectiva que pone en marcha la apetencia de
saber.
Learning implies a desire, a project, a prospect that
triggers the desire for knowledge.
We should design educational strategies to raise and educate a searching attitude in our students.
To achieve this, the teacher has several resources: The symbolic discourse, The contemplation of nature, the experience of silence, Listening to music, The experience of human fragility, aesthetic
contemplation, etc An image, a text, a conflict in class, can be used to activate this quest. We don’t need large resources, it is a matter of attitude.
Two types of experiences
Crystallizing experiencesAre landmarks in the personal history that ignite a spark of
intelligence and begin to develop maturity.
Paralyzing experiences Block the development of
intelligence, are full of negative emotions
It’s about lighting the spark of spiritual intelligence,
that we are not an obstacle on the road.
The MANDALA in Religion class
What is a MANDALA?
Palabra sánscrita que significa “pensamiento contenido dentro
de un círculo” Es la representación organizada
alrededor de un centro, que puede contener múltiples
formas geométricas y simbólicas.
The mandala is a Sanskrit word which means“thought contained within a circle”
It’s the representation organized around a center, which can contain multiple geometric and symbolic shapes
The mandala is a projection of our
internal organization, real or
symbolic.
El mandala es una proyección de
nuestra organización
interna, real o simbólica.
It's always been present in all
cultures
Presente desde siempre en todas
las culturas
It summarizes symbolically the structure of life, presents in and
around usSintetiza de
forma simbólica la estructura de la vida misma, presente en y alrededor de
nosotros.
It presents in and around us
Both our cells as the solar system represent this concentric scheme.
Why the MANDALA in Religion class?1. As a symbolic expression present in all cultures, it will
facilitate the discovery and understanding of the great all-encompassing images, that the human being has created, about reality, man, history and God.
Why the MANDALA in Religion class?
2. As a focused scheme for the analysis and understanding of the topics covered in class.
The depth
Feelings
Mind intelligence
Body
Idea central
Why the MANDALA in Religion class?3. As a tool for "re-centering", it will help our
students organize, avoid dispersion, consolidate and concentrate in order to achieve better results. Creating and colouring focused drawings will allow them to pass, more easily, from the outer silence to the inner silence.
Why the MANDALA in Religion class?
4. Creating a centered picture to be given away. Thus, our students can experience two humanizing dimensions: gratitude and gratuity.
• Over the last years, neuropedagogy deepened in to the study of these concentric figures and the benefits that come from coloring them. But their presence and cultural relevance go much further
• En los últimos años, la neuropedagogía ha profundizado en el estudio de estas figuras concéntricas y los beneficios psicológicos que produce pintarlas. Pero su presencia y su peso cultural van mucho más allá
CONCLUSIONSThe new competence model opens up new horizons in
education. It’s an opportunity to justify and redimension the presence of Religious Knowledge in this school
sphere. The contributions of religion make a way of being and living in the world possible, it’s a real life proposal.
The teaching of Religion brings relevant elements in the school curriculum for the full and whole training of the pupils. “Learning to be” would be the most humanizing service this subject offers throughout
the teaching-learning process. The development of the spiritual competence in each person is an essential element in the goals the education
process aims at today.
The proposal released today is that we integrate this ninth competence, spiritual, into our programming.
We believe spiritual competence should have its own place in the curriculum of religious education.
How is Spiritual Competence included and assessed in the programming of
the R.E.?
How to name this competence?
Existentialphilosophical connotations
Trascendental
religious connotations
Can people who approach education from diferent philosophical/theological viewpoints find a common working definition?
¿Pueden aquellos que se aproximan a la educación desde diferentes puntos de vista filosóficos y teológicos encontrar una definición común?
Jack Priestlley: Lo espiritual como un proceso dinámico más a llá de las creencias.
“Una definición de trabajo apropiada común puede formularse, y debe conformar la base de la pedagogía de lo espiritual”.
Jack Priestlley: Spiritual as the dynamic process beyond beliefs.
“An appropriate commonworking definition of spirituality can be formulated, and should from the basis of our spiritual pedagogy”.
Yes
Sí
A. Thatcher A. Wright: “The Spiritual Education Project”. Lo espiritual y lo religioso.
“Una definición común de trabajo no puede ser formulada, consecuentemente la pedagogía de lo espiritual debe hacer una opción estratégica para seleccionar entre un conjunto de modelos exclusivistas.”
A. Thatcher A. Wright: “The Spiritual Education Project”. The spiritual and the religious.
“A common working definition can not be formulated, and consequently spiritualpedagogy must make a strategic choise to select from a range of alternativeexclusive models.”
No
No
D. Hay R. Nye: “Proyecto de Espiritualidad Infantil”.“Lo espiritual como algo biológicamente construido en la especie humana, una conciencia holística de la realidad que potencialmente se encuentra en cada ser humano.”
D. Hay R. Nye: “The Children’s Spirituality Proyect”.“Spirituality as something biologically bult into the human species, an holistic awareness of reality which is potentially to be found in every human being”
Clive and Tane Erricker. The Children and Worldviews Project.
The term “spirituality” can encompas learning experiences that develop an individual’s sense of self-understanding and his or her awareness of the nature of human existence in a way that can affirm o deny the sense of theTranscendent.
Clive and Tane Erricker. Proyecto de los Niños y las Cosmovisiones.
“El término “espiritualidad” puede acompañar experiencias de aprendizaje que desarrollan el sentido del individuo de autocomprensión y su conciencia de la naturaleza de la existencia humana, de modo que afirme o niegue el sentido de lo transcendente.”
J. Hull: Lo espiritual solidario.“Lo espiritual existe no dentro de las personas sino entre ellas … La Educación de lo Espiritual inspira a la gente joven a vivir para los otros, y a buscar recrear la comunidad a través de la participación en las vidas de los otros”
J. Hull: The Joint spirituality.“Spirituality exist not inside people but between them... Spiritual Education inspires young people to live for others, and seeks to recreate community through participation in the lives of others.”
Hay muchos autores y experiencias en las aulas que quedan abiertas para una
investigación posterior. Todos estos autores tienen en común su visión de cómo lo
espiritual contribuye a la educación integral del niño.
There are lots of authors and experiences in the classroom that remain open to a further
research. All of them have something in common, their vision on how the spiritual
contributes to a comprehensive education of the child
I think it would be nice if we could share ideas, experiences
and teaching materials. We could do it through The EFTRE
Journal, or websites or, even, in future meetings.Now,
it’s your time