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Religious education in Lithuania

  
 
 
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Religinis švietimas Lietuvoje. Darbas anglų kalba. Religious education in Lithuania. Circumstances of Development of Institutional Education in Lithuania. Religious education and moral education in text books. Religious education and moral education in text books. Dimensions of citizenship and morality: intensity of expression. Conclusion.

Ištrauka

Circumstances of Development of Institutional Education in Lithuania
The XIV century is held to be the beginning of the development of institutional education in Lithuania. A surviving 1397 document attests to the existence of a school, functioning at the Vilnius Cathedral.
Education was under the cultural domain of the Church during the Middle Ages in Lithuania, as well as throughout all of Europe. The official Act of Christianity, introduced by Jogaila and Vytautas, was dated in 1387. Lithuania accepted Christianity later than other European countries. Thus, it may also be concluded that the system of institutional education also developed later, and was chiefly aimed at the training of the clergy.
Religious education and moral education in text books

In Lithuanian basic schools religious education is realized by teaching the subject
‘Faith’ for grades 5-10. This subject is based on the values and doctrine of
the Christian Catholic faith. Teachers are confirmed and accredited by the catechetic
centre of the Catholic Church. It is an elective subject. The parents of students have
an opportunity to choose from either the Christian Catholic Faith or Ethics. The
subjects are similar because both have elements of religious and moral education.
Textbooks of religious education (‘Faith‘) have been chosen for the analysis. After
content analysis of 6 textbooks for grades 5-10 several dimensions of citizenship and
morality have been found. These dimensions are presented here according to the
frequency of their occurrence in the textbooks (see Figure 1).
The first dimension of citizenship found in religious education textbooks is national
identity. The issues of national identity are revealed as a direct or indirect idea of the
topic. As a direct element it is found in narrations of important Lithuanian historical
events, in discussions and stories about national, traditional customs and holidays,
Lithuanian symbols and their symbolic meanings, legends, pagan rituals and pagan
deities. Students are introduced to the establishment and development of Lithuanian
parishes, dioceses and monasteries, the activities of bishops, Lithuanian clergy, and
monks. They also learn about worship rituals and worship customs practiced in
Lithuania and are acquainted with other religions, which are practised in Lithuania.
As an indirect element it is revealed through stories about some political or social
situations in Lithuania, stories by Lithuanian writers, and poems. It is developed
through different references to national, cultural and historic values, pieces of art,
linguistic characteristics of the national language, references to celebrities, and
places of interest. Illustrations in the textbooks also reveal ethnical motifs and
elements.
Historical figures and modern celebrities are often mentioned. Analysis of the
national history, development of the state, analysis of the national anthem, and
stories by the state leaders about our parents, ancestors are found in practical tasks.
The features of our national character are discussed. Students are encouraged to
identify themselves as citizens of Lithuania, having their own culture, symbols,
history, legends, and traditions.
Discussion skills, reasoning and argumentation abilities, an ability to summarize are
one more dimension of citizenship that is found in the textbooks through content
analysis. There is even one separate topic aimed at the formation and development
of discussion skills. It describes the concept of discussion and teaches the principles
of discussion; specific steps, features and rules of discussion are given. Students are
trained through practical tasks (e.g., to hold a debate on a given topic, a debate
between creationalists and evolutionists). An ability to discuss, give arguments and
reason are constantly developed through practical tasks.
The third dimension is Responsibility. It is developed through teachings, stories, and
practical tasks. Students not only get knowledge, but they are also educated through
attitudes and skills. The categories found in the textbooks are: responsibility for the
environment (the texts disclose the importance of clean environment, students are
taught how to keep it clean, what to do in order to protect and save it for other
generations), responsibility for their own and other people's health and life,
responsible thinking about their own future, responsibility for a neighbour,
responsible to help and care about a neighbour, responsibility and respect for their
parents, responsibility in a family (it is described as an ability and duty to
understand and satisfy another person's needs), responsible preparation for family
life, responsibility for their own decisions, behaviour and actions and a responsible
use of freedom. ...

Rašto darbo duomenys
Tinklalapyje paskelbta2007-05-04
DalykasPedagogikos referatas
KategorijaPedagogika
TipasReferatai
Apimtis5 puslapiai 
Literatūros šaltiniai0
KalbaAnglų kalba
Dydis54.12 KB
AutoriusLaura
Viso autoriaus darbų1 darbas
Metai2007 m
Klasė/kursas3
Mokytojas/DėstytojasMr. Martin.Ubani
Failo pavadinimasMicrosoft Word Religious education in Lithuania [speros.lt].doc
 

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  • Referatai
  • 5 puslapiai 
  • 3 Klasė/kursas
  • Mr. Martin.Ubani
  • 2007 m
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