engleski

Theory and Practice of Recognition and its Meaning for and in Religious Education

The article explores the development, contexts, and coordinates of the concept of recognition in the complex of scientific and social issues in which it has found a fertile ground, and then examines the relationship between recognition and religious education. The first part of the paper outlines the development of the concept in philosophical-ethical discussions. The second part elaborates the importance of recognition in psychology, social and political sciences, and their interaction with social practice and the issues it raises. The third part focuses on recognition in educational theory and practice, highlighting various aspects of school reality in a plural society and its relationship to educational policy and constructions of knowledge. The fourth part of the paper is dedicated to the relationship between the concept of recognition and religious education. On the one hand, recognition is seen as a hermeneutical key that reveals the theological potential and contribution to the theory and practice of recognition in the context of school and religious education. On the other hand, it can serve as an analytical instrument for the critical examination of the Christian tradition, the content, approaches, and relations that are mediated by religious education and that determine it institutionally. This opens up new questions for theology and the training of religious education teachers.

Recognition theories, politics of recognition, pedagogy of recognition, theology of recognition, competencies of Religious Education teachers

L’article explore le développement, les contextes et les coordonnées du concept de reconnaissance dans l’ensemble des questions scientifiques et sociales où il a trouvé un terrain fertile, et examine ensuite la relation entre la reconnaissance et l’enseignement religieux. La première partie de l’article décrit le développement du concept dans les discussions philosophico-éthiques. La deuxième partie développe l’importance de la reconnaissance dans la psychologie, les sciences sociales et politiques, et leur interaction avec la pratique sociale et les questions qu’elle soulève. La troisième partie se concentre sur la reconnaissance dans la théorie et la pratique de l’enseignement, en soulignant divers aspects de la réalité scolaire dans une société plurielle et sa relation avec la politique éducative et les constructions de la connaissance. La quatrième partie du document est consacrée à la relation entre le concept de reconnaissance et l’enseignement religieux. D’une part, la reconnaissance est considérée comme une clé herméneutique qui révèle le potentiel théologique et la contribution à