Andrea Gironda
The school recently is striving to regain the role of the educational community, which forms the person in all aspects relating to it. Each discipline, according to its characteristics, contributes in a unique and valuable to form the great puzzle of the formation of student "who needs a lot of pieces, if they were to miss even one game would not give the result as expected.
the teaching of the Catholic Religion (IRC) has a precise position in the training of student and citizen. My experience as a teacher - for now confined to the primary school - has increasingly strengthened the idea that the IRC is one of those basic knowledge of law to which the person needs to grow and develop in its entirety. The global society, information 360 degree contact with foreign cultures and people, ease of movement from one area to another world puts man in front of a continuous dialogue with other religions and religious people around the world. Leafing through a newspaper or hear a television news program requires knowledge that the IRC provides in its path of study that accompanies each student since childhood.
Often, however, the greater effort that the IRC must do is not so much to learn something new, but to strengthen and consolidate - or even to know from the beginning - the same Catholic religion. Unfortunately many people are still tied to the idea of \u200b\u200btime religion as a religion lesson that many priests and nuns had been in school more than two decades ago. I also remember that the priest at my elementary school in the nearby '80s was a lot of issues with the same cut of the catechism in the parish who attended. The prospects are no longer present catechetical nell'IRC today, precisely because it is not the purpose of this discipline to invade the camp of the faith of students. Very often, some parents come to me saying that their son will be going to catechism advantage in the discipline that I teach, or others concerned with the opposite because their child does not go to catechism.
If a teacher of religion at the end of his teaching mattered on who should or should not be in the parish would make a grave mistake. This is because the IRC must "promote the acquisition of religious culture" [1]. That's because - in the same pastoral note - the IRC 'fits smoothly into school life, respecting and promoting the purposes and methods of its own "[2]. In this, I always found great respect for each student, believer or not, and many parents are often to clarify one's mind on this point, I really appreciate this cultural level on which the IRC stands. He teaches religion, is true, but we must not forget that teaching remains a confessional, Catholic precisely; but the study of original sources of the Catholic religion, the Bible, tradition and the Magisterium of the Church, often find it easy to integrate with many spiritual and moral values \u200b\u200bin many peoples and religions other than Christianity. For me and my students is a great enrichment in the classroom when students participate in a constructive way of other religions. In the school
IRC finds its basis and its birth in the Concordat of 1929 [3], then revised in 1989 [4] by the Church with the Italian, the latter stage was a turning point for the IRC has eliminated those aspects of catechetical present until then, "including himself in connection with the purposes school [5]. While wanting to see the IRC-catechism a certain relationship, do not forget that the scope and method of changing radically and that the programs are presented to students who are chosen in accordance with the objectives of the school and brought in accordance with the methods of all types and levels of itself.
With the passage of time have changed the teachers of religion. The smaller number of priests present, demands that the Church has faced, has meant that the IRC is now entrusted to the lay teachers at 90% [6] recognized as eligible by the Church. The Italian government has recently acknowledged teachers of religion by a state law that allow some years to put in the role, becoming also a legally equal to all other teachers. This process lasted for many years is a sign of confidence and hope for many people who work with seriousness and commitment to school and still living in a state of precariousness.
The great hour of religious membership (between 95% and 91% for kindergarten, elementary and middle schools, about 75% in secondary schools of the second degree), is an index that expresses a certain degree of part of students and their families and encouraging every teacher to do better work, however, aware of many difficulties that still persist. I think of the rather limited time that teachers in secondary schools have to establish a dialogue and knowledge with their pupils, the fact of having a certain inconsistency in affirming the cultural approach of the DSU and to enable pupils to choose whether or not to use this teaching "culture" of Catholicism , the belief that many have yet to consider the IRC as a matter "secondary" of little importance.
My experience has now made it clear that no religious need to know. Very often children are small theologians to ask questions of deep meaning. To the extent that we try to make them reflect on the themes and content of belief is to help develop their knowledge of faith, which in shape then, mature and articulate, is called theology: faith effort to understand! I can not forget in this regard my first lesson - then to alternate - the third in a class of elementary school where a child after a few minutes of class he asked me, 'Master, but who is the father of God? "I was blown away by a question instead in the following years almost all children I constantly repeat. The children will pose big questions, those questions which are unlikely to subside with time because it is the man who needs to know.
then IRC is at the service of the person and the school, making a contribution that aims to educate and grow. The challenge of our time is faced with globalization, which involves millions of people in Europe and the rest of the world. For a truly multicultural integration will be the knowledge of certain basic requirements to defeat religious ignorance is so widespread in our society. A knowledge that is culture, a culture that is host, which becomes a welcome peace and respect.
top
Author: Andrea Gironda is an elementary school teacher in Rome.
Bibliography:
[1] "Teaching Catholic Religion Today." No.6 Pastoral Note of the CEI, Rome, 05.19.1991
[2] Ibid.Legge 27/05/1929, No 810, Composition deIl'11-2-1929 between Italy and the Holy See
[3] Law 03.25.1985, n. 121, revision of the Lateran Agreements between Italy and the Holy See 's 02/11/1929
[4] "To teach the Catholic religion today," No. 13, Pastoral Note of the CEI, 1991 - The term "secular", we mean one that is not part of the priestly order. The term also has taken a different meaning in common language referring to people who do not believe or did not like religious values. Imagine if the teacher of religion could be the latter!
0 comments:
Post a Comment