| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 399-410 |
| Abstraksi Narasi | : | Everywhere questions are being raised about the school: its mission, achievements, efficiency. More generally speaking, questions of legitimacy and relevance are being asked concerning all institutions. The Catholic schools do not remain outside the turmoil. In May 1995, the General Board of Catholic Education in French speaking Belgium adopted a text entitled Mission of the Christian School. This document does not describe a situation but fosters a mission and gives orientations. Two aspects deserve a special mention: the way in which the role and function of the christian school are defined and the manner of expressing its true identity. In the preliminary chapter, the document makes a brief survey of recent history. chapter II deals with social mission of the school. chapter III shows how this service to society takes on another dimension in the light of the Gospel. The last chapter invites all concerned to integrate in a school project this double mission, taking into account the vision of the founders, the Children`s background and the school environment. Beyond this particular text, the article raises a few questions regarding the Chriatian educational project, pluralism in a denominational school, the responsibilities concerning the Christian character of the school and, finally, the concrete steps and proposals which have to be undertaken. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 379-386 |
| Abstraksi Narasi | : | The Gospel has a specific place in State schools. First, the population, staff and pupils, of State Schools is pluralistic. Moreover the pupils (or the parents) have the choice between several religious persuasions and moral science. The religious education teacher must join in the education and pedagogical project of the State school. It is in this way, first of all, that he can bring the Gospel to the school and vis-a-vis his colleagues. In relation to the pupils, the Gospel-along with other ways-must appear as one possible path on the search for meaning and identity. The choice between different proposals shall be the fruit of the working of different documents. In such a perspective, the narrative dimension of religious pedagogy shall hold pride of place. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 367-377 |
| Abstraksi Narasi | : | Most State Schools in Quebec are denominational, whether Catholic or Protestant. This situation results primarily from an article of the 1867 Canadian Constitutional Act. But nowadays, Quebec lives to the rhythm of the Convention of the General Estates on Education. The denominational status of schools and the place of religious education in the curriculum continue to raise passions and provoke discussions. With such a situation as background, the article follows a double objective. It first underlines the ambivalence behind the concepts of denominationalism and the Gospel. Secondly, it tries to give an account of the evolution of religious education in the Quebec school system during the last thirty years. In conclusion, the author raises a few questions on the relationship between the Gospel and denominational structures, and between the Gospel and religious education patterns. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 423-438 |
| Abstraksi Narasi | : | from 1993 onward, a new R.E. Programme has been set up for all fundamental and primary Catholic schools (i.e. from age 2 1/2 to 12) in French-speaking Belgium. This new programme does not define the matter to be taught but the skills to acquire and to master. Within this basic framework, a R.E. programme has been elaborated with three obectives: to give a renewed value to R.E. in terms of school and society; to reinforce biblical and theological contents; to inculturate catechetical pedagogy. This programme is characterized by a series of new accents: it makes a cear distinction between R.E. and catechesis; it seriously takes into account, from a faith perspective, the pluralism of the receivers; it makes of the R.E. class a place of learning and of exercise of religious freedom; it formulated in terms of four basic skills: a. to be acquanted with Holy Scripture, b. to understand and to express the faith of the Church, c. to understand and to express the various dimensions of Christian faith along the classical threefold axis (to believe, to celerate, to live) and d. to initiate a responsible Christian behaviour. To conclude: this programme integrates and goes beyond the demands of erthodoxy and of orthopraxis; it considers with seriousness the receivers and places them in a postion of agents of their own learning while giving back to the catechist his/her true place, i.e.the role of a mediator. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 457-468 |
| Abstraksi Narasi | : | The purpose of the article is to investigate the Christian school as a possible opportunity for the mission of the Church to take place. In order to find the answer, the fuction of school in society is examined and an answer to the question ``what is the mission of the Church?`` is provided. The final answer is nuanced. Yes, the Christian school can be missionary, but in order to determine the ``when`` and the `where` of its missionary activity it is necessary to take into account the concrete situation: is it taking place for the children of a Christian population, for people who have distanced themselves from the Church or for believers of other religions? In each case, a different and specific activity of the Church is involved, althoough ultimately and in all circumstances it is the missio Dei wich is fulfilled. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 447-455 |
| Abstraksi Narasi | : | Pastoral work is different frm religious education. The article describes a pastoral project undertaken in several secondary schools of the Tournai diocese in Belgium. During a diocesan meeting for pastoral workers, the school staff were invited to look at the various forms of poverty and to clarify the link between social commitment and Christian faith. The work from various diocesan agencies (parishes, movements, hospitals,..) was consigned in a declaration: The church of the Hainaut province commits herself... with the poor against poverty. The various schools of the diocese have been invited to remain attentive to the needs of youth and adults, and to keep in mind the weak and the needy. Pastoral work in a school setting, concludes te author, is still worthwhile. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 387-398 |
| Abstraksi Narasi | : | Through its study programmes and its pedagogical methods, the Christian school aims at a first objective: to form citizens capable of working with others for the building of society in the spirit of the Beatitudes. A Christian school shall, therefore, give an important place to an actualized reading of the Gospel. The aim is to look for criteria which enable one to assess contemporary social issues and to reas in tem new meaning in the light of up-to-date social analysis. The practice of socio-economic and political sciences should find a particular consistency in a Christian school. As means toward this objective, the Christian school should be concerned with the development of an institutional culture marked with the values of democracy and fraternity. Far from any elitism, it will favour academic excellence at the service of the education of the whole person. It will also offer liturgical and pastoral activities of acknowledgment and commitment, at the personal and collective level, for justice. |
| Nama Pengarang | : | Xaviere Remacle, Jean-Paul Laurent, Marie-Renee Scohier, Eugene Lapointe, Marcel Villers, Raymond Brodeur, Jean-Marie Virlet, Etienne Florkin, Gerard Fourez |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 439-446 |
| Abstraksi Narasi | : | In Brussels. the Muslim school population is steadily increasing. By law, in Catholic schools, the children have to follow Catholic religious education. How canthe teacher, whose pupils in great part belong to the Muslim community, describe his/her mission? I a "Christian" world confronted with wester culture and values, the Muslim pupil sees in the recognition of his religion a condition of his identity and dignity. In such circumstances, the R.E. teacher can help the youth to be inserted in society, if a true exchange is encouraged, if the children are awakened to the symbolic dimension of existence and if religious questions are envisaged in relation to the many challenges of the modern world. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 337-350 |
| Abstraksi Narasi | : | The approach which is here proposed has its roots in the charismatic movement. It extends over several days and is executed in the manner of an ornate liturgy. Even if it implies the whole persnality of the young candidate for confirmation, it is above all a community exercise. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Lumen: A Journal of Catholic Studies |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 313-328 |
| Abstraksi Narasi | : | The author proposes a pedagogical type of reflexion to construct and evaluate a pastoral actvity focussed on youth, which encompasses the process of confirmation. At a first stage he establishes general principles, and then, he explores many concrete paths and pastoral activities, which implement each of the principles. |
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