Wzajemność i międzypodmiotowy dialog w edukacji religijnej

Daniel Shuster

DOI: http://dx.doi.org/10.12775/SPI.2015.008


Celowa wzajemność i międzypodmiotowy dialog, wplecione w pedagogię młodzieży i dorosłych, stanowi radykalną ideę w dziedzinie edukacji. W przypadku edukacji religijnej może to oznaczać organizację generatywnej i hermeneutycznej platformy nauczania, służącej rozwijaniu chrystocentrycznego modelu życia (jako jednego z przykładów). W ten sposób platforma ta może łatwo się rozszerzać, wkraczając na obszar ponowoczesny i świecki, łagodząc i równoważąc przy tym jego epistemiczne formy hermeneutyką, etyką, empatią i sprawiedliwością społeczną. Tam, gdzie edukacja religijna pozostaje wolna od kontroli ze strony neoliberalnej ideologii, tam może pomóc uczniom w rozwoju ich człowieczeństwa i aktywności. W tym samym czasie edukacja religijna oraz krytycznie ukierunkowane pedagogie mogą być rozwijane przez ich głównych orędowników, zbierając przy tym doświadczenia również ze świeckiego świata, tj. praktyki i metody reprezentujące rozmaite tradycje. Podążając za tym przykładem, autor przejmuje znaczące elementy ze swej wcześniejszej pracy (Shuster 2006) na temat skuteczności dialogu i międzypodmiotowości w ponowoczesnych grupach pracowniczych i zastanawia się nad ich przydatnością w grupach osób uczących się oraz podczas zajęć w klasie szkolnej.

Słowa kluczowe

hermeneutyka; etyka; sprawiedliwość społeczna; pedagogia krytyczna; międzypodmiotowość; interakcje neurolingwistyczne; fenomenologia genetyczna; trójpodział międzypodmiotowości

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