Repensar la educación religiosa considerando la educación a la ciudadanía como un paradigma: Una propuesta para la Universidad de la Salle, Dasmariñas

Gil A. Ellema

Resumen


El desafío propuesto a los centros de educación superior del siglo XXI es el de proveer de experiencias educativas que inciten a los estudiantes a desarrollar su propio potencial para llegar a ser creativos y críticos en su aprendizaje y, al mismo tiempo, prepararlos para una mayor participación en el mundo del trabajo, de la comunidad y de la sociedad. El llamado urgente consiste en formar ciudadanos responsables y comprometidos no solamente con el futuro, sino con el momento actual. Fieles a la tradición lasaliana, los centros de enseñanza superior lasalianos a lo largo del mundo han contemplado su curriculum y sus prácticas según esta mirada actual, es decir, “formar cristianos y ciudadanos” y “profetas y profesionales” entre los estudiantes. Este estudio afirma en consecuencia que esta orientación sobre la educación refleja los aspectos de la educación ciudadana de hoy. La educación a la ciudadanía como experiencia de aprendizaje es entendida aquí como una práctica ya presente en los programas de estudio, en las actividades extraescolares y las iniciativas de formación. Este artículo trata sobre la posibilidad de repensar la educación religiosa como un paradigma, elaborando propuestas siguiendo las perspectivas de la UNESCO y de la tradición lasaliana. Explica el contexto, las perspectivas y los contenidos de la educación religiosa en vistas a la educación a la ciudadanía. Propone a continuación un programa de educación religiosa enriquecido por la Universidad de La Salle Dasmariñas en Filipinas.

Palabras clave


educación para la ciudadanía; educación religiosa; institución de educación superior; democratización

Texto completo:

PDF

Referencias


Alpago FSC, B. (2000). The institute in the educational service of the poor. In Lasallian Studies 7. Rome: Brothers of the Christian Schools.

Barnett, R. (1997). Higher education: A critical business. Buckingham: SRHE & Open University Press.

Belmonte, T. (2014). Rethinking lasallian education, with a view to the future, in light of current educational trends. In MEL Bulletin 50. Rome: Brothers of the Christian Schools, pp. 1-40. Retrieved from http://www.lasalle.org/wp-content/uploads/2012/01/Cahier50_eng_web.pdf

Bernstein, R. (1997). Praxis and action. Contemporary philosophies of human activity. Philadelphia: University of Pennsylvania Press.

Biesta, G. (2011). Learning democracy in school and society. Rotterdam: Sense Publishers.

Bowen, G. A. (2009). Document analysis as a qualitative research method. In Qualitative Research Journal, vol. 9, no. 2, pp. 27-40. Retrieved from: https://www.academia.edu/8434566/Document_Analysis_as a_Qualitative_Research_Method 142

Brothers of the Christian Schools (2014). The Documents of the 45th general chapter. Circular

Rome: Brothers of the Christian Schools, Retrieved from http://www.lasalle.org/wp-content/uploads/2011/07/Circ469_Actas45CG_eng.pdf

Burke FSC, J. (1990). The future of catholic higher education: an oipnon. In A Sense of the future: Illinois: Christian Brtothers Conference, pp. 96-111.

Catholic Bishops’ Conference of the Philippines. (1992). Acts and decrees of the second plenary council of the Philippines. Manila: Paulines Pub. House.

Commission of Higher Education of the Philippines. (2012). A policy-standard to enhance quality assurance (QA) in Philippine higher education through an outcomes-based and typology- based QA, CHED Memorandum, no. 46, Series of 2012. Retrieved from http://pacu.org.ph/wp2/wp-content/uploads/2013/03/CMO-No.46-s2012.pdf

Commission of Higher Education of the Philippines (2013). General education curriculum: Holistic understandings, intellectual and civic competencies, CHED Memorandum, no. 20, Series of 2013. Retrieved from

http://www.scribd.com/doc/160890783/New-General-Education-Curriculum-K-to-12-compliant-as- per-CHED-Memorandum-Order-CMO-No-20-s2013-pdf#scribd

Delanty, G. (2003). Ideologies of the knowledge society and the cultural contradictions of higher education. In Policy Futures in Education, I (1), pp. 71-82.

Diamond, L. (1999). Developing democracy toward consolidation. Baltimore and London: The Johns Hopkins University Press.

Echeverría, R. (2010). The Lasallian mission at the tertiary level: IALU encuentro IX. In Lasallian centers of higher education, Bulletin no. 252. Rome: Brothers of the Christian Schools, pp. 23-40, Retrieved from

http://www.lasalle.org/wp-content/uploads/pdf/boletin/252_bulletin_en.pdf

Faure, E., et. al. (1972). Learning to be. The world of education today and tomorrow. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0000/000018/001801e.pdf

Gil, P. (1998). Three centuries of Lasallian identity: the relation between mission and spirituality throughout the history of the Brothers of the Christian Schools. In Lasallian Studies 4. Rome: Brothers of the Christian Schools.

Giroux, H.A. (2003). Selling out higher education. In Policy Futures in Education, I (1), pp. 179- 200.

Grossman, D., Lee, W., & Kennedy, K. (2008). Citizenship curriculum in Asia and the Pacific. Hong Kong: Comprehensive Education Research Centre, The University of Hongkong.

Jackson, R. (2004). Rethinking religious education and plurality. London and New York: Routledge Falmer.

Jones, E. and Gaventa, J. (2002). Concepts of citizenship: A review.” In IDS Development Bibliography 19.

Landeros, J. M.W. (2010). The Lasallian international university network: progress and promise. In Lasallian centers of higher education, Bulletin no. 252. Rome: Brothers of the Christian Schools, pp. 5-18, Retrieved from

http://www.lasalle.org/wp-content/uploads/pdf/boletin/252_bulletin_en.pdf

Lauraire, L. (2006). The conduct of schools: Pedagocial approach. Rome: Brothers of the Christian Schools.

Lauraire, L. (2004). Conduct of schools: An overall plan of human and Christian education. In MEL Bulletin 12. ed. Jerzy T. Geppert. Rome: Brothers of the Christian Schools.

Lipset, S. (1960). Political man. London: Heinenmann.

Lobkowicz, N. (1967). Theory and practice. History of a concept from Aristotle to Marx. Notre Dame: University of Notre Dame.

Moreno, Antonio F. (2006). Church, state, and civil society in postauthoritarian Philippines: Narratives of engaged citizenship. Manila: Ateneo De Manila University Press.

O’Donnell, G. (1999). Polyarchies and the (un)Rule of Law in Latin America. In The (un)rule of law and the underprivileged in Latin America, ed. J. Méndez, G. O’Donnell & P. Pinheiro. Notre Dame: University of Notre Dame Press.

Philippine Lasallian Family (2009). Lasallian guiding principles of the Philippine lasallian family.

Philippine Lasallian Family. (2000). Animo La Salle 2011: Living the Lasallian spirit in the Philippines today. Mandaluyong City: Philippine Lasallian Family.

Pontifical Council for Justice and Peace. Compendium of the social doctrine of the Church.

Potter, D. (1997). Explaining Democratization. In Democratization, ed. D. Potter, et. al. Oxford: University Press, 1997, pp. 1-40.

Putnam, R. (1993). Making Democracy Work: Civic Traditions in Modern Italy. Princeton, NJ: Princeton University Press.

Roche, J. (1997). Values in Theology/Religious Education. In Go & Teach, ed. Vitaliano R. Gorospe, S.J. Quezon City: Ateneo de Manila Univesity.

The rules of Christian decorum and civility. Retrieved from

https://lasallian.info/wp-content/uploads/2012/12/Christian-Decorum-reprint-2007.pdf

UNESCO (2015a). Rethinking education: Towards a global common good? Paris: UNESCO,

Retrieved from

http://www.slideshare.net/eraser/rethinking-education-towards-a-global-common- good-unesco

UNESCO (2015b). Global citizenship education: Topics and learning objectives. Paris: UNESCO, Retrieved from http://unesdoc.unesco.org/images/0023/002329/232993e.pdf

UNESCO (2014). Global citizenship education: Preparing learners for the challenges of the 21st century. Paris: UNESCO, Retrieved from http://unesdoc.unesco.org/images/0022/002277/227729E.pdf

UNESCO (2011). UNESCO and education: Everyone has the right to education. Paris: UNESCO, Retrieved from http://unesdoc.unesco.org/images/0021/002127/212715e.pdf

UNESCO (2002). Higher education for sustainable development. Paris: UNESCO, Retrieved from http://portal.unesco.org/education/en/file_download.php/21a5450c515bab552176c98215fffaf8brief% 2BHigher%2BEducation.pdf

Reinhart, C. (2010). The contribution of Lasallian higher education establishments to the Lasallian world network: IALU Cuernavaca Conference IX. In Lasallian centers of higher education, Bulletin no. 252. Rome: Brothers of the Christian Schools, pp. 41-50. Retrieved from http://www.lasalle.org/wp-content/uploads/pdf/boletin/252_bulletin_en.pdf

Tri Nguyen, F. (2007). Lasallian universities identities in the twenty-first century. In MEL Bulletin 39. Rome: Brothers of the Christian Schools, pp. 1-49. Retrieved from http://www.lasalle.org/wp-content/uploads/pdf/mel/cahier_mel/39cahier_mel_en.pdf.


Enlaces refback

  • No hay ningún enlace refback.


Copyright (c) 2017 Revista Digital de Investigación Lasaliana

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacional.

 
REVISTA DIGITAL DE INVESTIGACIÓN LASALIANA, Año 9, Número 16, Mayo – Octubre 2019, es una publicación semestral editada por la Universidad De La Salle Bajío a través de la Casa Generalizia de La Salle en Roma. Av. Universidad 602, Col. Lomas del Campestre, C.P. 37150, León, Gto. México. Tel. 52 477 7108500, http://revistalasaliana.delasalle.edu.mx/. Editor responsable: Diego A. Muñoz León fsc. Reserva de Derechos al uso Exclusivo No. 04 - 2011 – 011212333500 – 203. ISSN: 2007 – 1965 ambos otorgados por el Instituto Nacional del Derecho de Autor.