+ABSTRACTS+ Orthodox Christian Religious Education Association (OCREA) CONFERENCE 2017 IN DURRËS, ALBANIA

Transcription

1 1 +ABSTRACTS+ Theological Academy Resurrection of Christ Shen Vlash, Myrrhbearers Skete Durrës, Albania November 2017

2 2 KEY NOTE 1 Analysis of goal setting and approaches to the study of Orthodox religion OLGA YANUSHKEVICHIENE Saint Tikhon's Orthodox University Novokuznetskaya str. 23 5a, , Moscow olgjan@mail.ru TATYANA SKLYAROVA Saint Tikhon's Orthodox University Novokuznetskaya str. 23 5a, , Moscow tsklyarova@mail.ru The investigation of the teaching Orthodox culture in the former USSR is done. As an example, is considered religious education in Lithuania and Russia. These two countries were choosing because Lithuania was the first Republic of the former USSR in which religious education rather successful was introduced after the Soviet time. In contrast, in Russia, teaching of religion culture in the public schools was introduced relatively recently and still there are a lot of debate and difficulties. The objective of this paper is to compare and contrast teachers views on a goal and preferable type of religious education in these countries. Our investigation shown that in Lithuania the Orthodox religion teachers are free to use any type of religious education. The situation in Russia is different. After the anti religious propaganda of Soviet times, many people are afraid of indoctrination from religion. In bought countries, the goals of learning the majority of teachers formulate as the possibility to provide the opportunity for students to relate their own spiritual and moral feelings with religious culture. Almost all of them think that religious culture has its own values such as love, family, Mercy, compassion, spiritual life, sanctity, fatherland, tradition, collegiality, patriotism, conscience, beauty, hierarchy, faith and hope in God and so on. Our research shows that the teaching pupils mentioned values require more freedom in choosing the type of teaching religious culture than now has a teacher in Russia. KEY NOTE 2 The State of Religious Education in the Orthodox Church of Albania HIS EMINENCE METROPOLITAN NIKOLAI Albanian Orthodox Church See the link: us/

3 3 PAPERS Risto Aikonen, Senior University Lecturer University of Eastern Finland, School of Applied Educational Science and Teacher Education, Joensuu Campus The Curricula Renewal 2016 of Religious Education in Finland Abstract: The national core curriculum for pre primary and basic education was renewed in It was drawn up by the Finnish National Agency for Education in cooperation with the educational processionals of school subjects. The curricula set out the key objectives, content and policies of education. This core curriculum were implemented in schools from August 2016.The curricula includes the objectives and core contents of school subjects, as well as the principles of pupil assessment, special needs education, pupil welfare and educational guidance. The education providers, usually the local education authorities and the schools themselves draw up their own curricula for pre primary and basic education within the framework of the national core curriculum. The curricula renewal has also effected to the Religious education (RE) at schools. First time ever there are common tasks and goals to the different religions (Christian and none) taught at the Finnish schools. This does not mean that consequently, neither there was made a new school subject nor that RE is the same to all religions. Still each religion has its own contents and goals based on the core curricula. Curricula in RE gives as well three common main key content areas, which have to be as guidelines when dealing the contents in each religion during the basic education. Those are pupil's relationship with his or her religion, world of religions and good life. Sirmo Vairamidou, Teacher counselor svairamidou@gmail.com Mitropoulou Vasiliki, Associate Professor mitro@theo.auth.gr Basic factors influencing the effectiveness of the teaching of Religion course Abstract: The course of Religion is included among the courses of the primary school curricula and is applied with pedagogical procedures, exactly as the rest educational subjects do. However, there are several factors, which affect this educational procedure and influence, directly or indirectly, its effectiveness. These are the pupils abilities and competences, the peculiar nature of the courses content, the distinctiveness of the aims and expected learning outcomes and the role of the educator. More specifically, the differentiation in the capturing and processing of knowledge is considered as a characteristic of the primary schools pupils. This applies also to the understanding of the truths of faith. However, the existence of intellectual constrains in the religious thought of the child impose the transformation of the teaching procedure at the level of their

4 4 cognitive skills and their empirical data. As concerns, the nature of the courses content we consider that the fundamental characteristics of its structure are both at sense social reality and at hyperemotional spiritual elements. By understanding the child s capabilities, we think that the teachings character will be childcentered. The structure of the aims and the expected learning outcomes of the Religion course, are defined in the curriculum. Finally, the teacher is one of the key factors in the teaching approach, since his role is interwoven with teaching, thus, influencing its outcome. The peculiarity of the course requires a special educational role, which also includes skills in the use and integration of information and communication technologies into the teaching procedure. Niki Papagerorgiou, Associate Professor nipap@theo.auth.gr Maria Haita, Master student mariahaita15@yahoo.gr Religious Course in front of the pluralism challenge: the case of Roma in Greece Abstract: Mono cultural and mono religious societies of the past century, which were based on the uniform and homogeneous nation state, are slowly being transformed [others earlier, others later] into modern pluralist and multicultural societies and are confronted with the challenge of political and religious pluralism. The causes lie in a series of endogenous and exogenous (internal and external) factors (globalization, transfer of ideas and people, technological communication) that "push" modern societies to penetrate through their real and imaginary borders and to coexist with the other, the culturally and religiously different. Modern pluralist societies do not consist a patchwork of various unchanging cultural identities, but "offer the ground" for the coexistence of people or communities with different political background, that produce and redefine their identity through a dialectic process of communication and interaction. For the smooth development of such societies, an educational policy is needed, which would raise awareness of these differences and enhance dialogue and communication. Educational policy is necessary both to identify common shared human values and to recognize and respect the existing differences. These interactions promote the intercultural view. In this paper, with research field the Roma community in Greece, we will try to investigate the ways with which the religion course can serve the purposes of intercultural education, adapt to the needs of preserving cultural identities and recognition of their cultural specificity, but also to contribute to their integration into the Greek context. Dimitra Tzimagiorgi, Master student, teacher filio95@yahoo.gr, Linking time to Ecclesiastic time and celebrations via internet tools in Religious Education Abstract: The lecture presents a teaching scenario through ICT for the Religious lesson of Grade 3 of the Primary School "We are glad to celebrate" according to the New Curriculum, and supervising professor Mrs. V. Mitropoulou.

5 5 The scenario involves actively the students in participatory, exploratory and group centered activities during the learning process. The scenario aims to succeed specific religious literacy goals, such as the concept of ecclesiastical time and its circularity, as well as the existence of feasts in it dedicated to the worship of God, Christ, the Virgin and in honor of the Saints or to reminder of great religious events. Simultaneously, the scenario pursues and more general learning goals, such as listening and respecting each other's opinion. It is based on the use of ICT, offering a multisensory and multimedia environment that keeps pupils interest alive. The ICT is a necessary and easy to use tool for every teacher. In fact, the combination of ICT with new teaching techniques, such as "Five P and one C" or Creative Questions, or "Beginning, middle, end", Looking: ten times two, or Listening: ten times two and others, children gain permanent knowledge of religious content, cultivate critical thinking and imagination, and finally they want to participate in ecclesiastical life and worship. The scenario was developed based on constructivism and a holistic approach. It allows the autonomy and personal development of every student. In addition, it respects the individual rhythm of learning, highlighting the personal abilities of each student. There is no specific teaching material, but it is developed gradually by students themselves who answer to interesting for them subject s interest and are understandable for their age and their intellectual background, such as correlating the time and its celebration in personal and social life with the religious time and its celebrations in religious life. It enables students to use their experiences to understand new concepts and to come to conclusions. It generally respects the student's right to religion and aims to link knowledge with school, school with life, life with religion and religion with the church as a place of worship and communion with Christ. In conclusion, the teaching scenario follows the principle of building meaningful learning, which is at the center of the Ausebel approach. Anastasia Papathoma, Master student papathoma@windowslive.com Approaching and confronting Cyber Bullying through Religious Education Abstract: The teaching approach with aim to prevent the phenomenon of Bullying and Digital Bullying with the content of Religion course" was a program that was developed in the Course of Religion, to children of the 6th grade Primary School. This work highlights that the most effective medium to prevent Digital Bullying in the school space among pupils, would be to cultivate ethos, develop empathy, solidarity and altruism, so that the children would ultimately be led to the development of ethical thinking, moral feelings, behavior and, finally, to the forming of moral conscience and religious maturity. These are included among the aims of the Religion Course at all levels of education. Our aim also is to demonstrate the main and essential aspects of the Religion Course, which reveal the necessity of its teaching in primary and secondary school pupils. The teaching approach of the Religion Course was implemented on the basis of Teaching Plans and a specific methodology. The teacher provided guidance to the pupils so that they would search on the internet for information on bullying. In the teaching process, she described in details the attitudes and views of pupils about similar bullying issues before they were taught about it in the Religion Course, as well as their views after the elaboration of texts dealing with the teaching of the Religion Course. This work demonstrates that the Religion Course is the most appropriate course of all courses included in the Curricula to prevent incidents of violence, and bullying. Thus, it is proved that bullying in all its forms can be controlled if there would be adopted strategies that would have theological and pedagogical foundations.

6 6 Xanthi Almpanaki. Teacher, Master student Educational framework of the implementation of electronic games: a proposal of harnessing technology to cultivate religious education Abstract: This paper focuses on the educational framework of the usage of electronic games in the subject of Religious Education. It presents the board game design and the pilot implementation of a digital literacy environment in the form of an electronic game in Religious Education, followed by a research method, a qualitative one among primary school pupils. The game is related to the figure of the Apostle Paul, one of the most beloved Apostles of the Orthodox Christian Tradition, and his missionary journeys for the expansion of the Church. The game is also related to a great variety of teaching units of different classes and educational levels. It is designed as a traditional board game, both in its function and its appearance, but, at the same time, there has been a didactic transposition for teaching purposes as well as renewal in context and religious meaning according to the Orthodox Christian Tradition. The approach of religious education to the Greek school has gone a long way and has passed from teaching authority, catechism and teaching to the point of view of pedagogical, psychological and theological criteria as a modern educational process emphasizing the religious and moral development of the child. Board games provide extraordinary resources and can be used to cover a wide range of learning objectives, while offering a multidisciplinary approach (linking science, art, technology and history within a social context). This game has the title: "Following the steps of the Apostle of the Nations: connecting yesterday to today" and is classified as "educational games". Afroditi Sereti, Master student sereafro@theo.auth.gr Implementation of creativity in School Religious Education Abstract: Nowadays, creativity is embedded in the learning process, resulting in creative teaching. Creativity has been added and is in cooperation with various school subjects, Religious education, among them, rendering them more appealing and innovative. With creative teaching, the courses become more interesting and appealing to the students. Creative teaching differs a great deal from mainstream teaching, as it focuses and reveals the beauty of each subject. Students use their imagination when asked to create something new. Creativity regards people of all ages, but not at the same grade. It develops principally within the school environment, under the guidance and help of the teachers, who with the activities they assign to their pupils facilitate and enhance the development of learners creativity as well as their critical thought. However, in order that creative teaching would be successful, the teachers must overcome some difficulties, which come up during the teaching approach. As long as the teachers use creative medium, they attract the interest and the attention of the pupils, who then involve more willingly at the activities during the lesson. This way, the bond between the teacher and the student is expected to be strengthened and the Religion course to become more interesting. Key words: creative learning, creative teacher, creative teaching, creative thought

7 7 Chrysoula Gkioura, Teacher, Master student Reading an icon: Digital Literacy in Religious Education Course Abstract: The integration of digital techniques into education adds new dynamic opportunities to the lifelong learning process to stimulate interest and attract student s interest. Digital literacy is related to a person's ability to use digital technology in order to approach, manage, evaluate and generate information to work in the society of Knowledge by dual activating the user as a "reader writer". The content of the Religious Education cannot "be offered" only as simple information; it should create opportunities for research and discovery by the pupils themselves and, in particular, should be associated with life. Such a combination of traditional and digital literacy, while also involving the artful thinking in the Religious Education subject, is attempted by the specific practice of the second Thematic Unit of Religious Education of the fourth Primary School class: "The Mother of Christ". The goal is dual: on the one side the search for digital material to identify and understand elements of Virgin Mary, through listening to hymns and image processing, and on the other side to encourage students' speech, thought, imagination and feelings through digital narration, creative writing and the creation of a virtual museum with mosaic images created by pupils of the 4th Primary School class. Key words: Digital narration, creative writing, virtual museum, Religious Education Stelios Nikolaidis, Master student styl.nikolaidis@gmail.com Online learning in Religious Education: What, How, Why Abstract: In our paper, we attempt to refer to a concept that emerged in recent years, due to the rapid development of Information and Communication Technologies. This new concept is referred to as Distance Learning or Online Learning and in this paper; we will present some facts about it. Initially, we will make an introduction to this new type of learning and the concept of distance learning will be clarified, quoting terms from international literature. Thus, as from the definition of distance learning, it is evident that it is different learning as concerns conventional learning. Then, we discuss the roles that participants are called upon to play in such learning environments. First, we present the student s profile, then the trainer s profile and, finally, the role of the media. After we present the participants in such a learning environment, we will present some basic rules for the implementation and structuring of distance learning so that it would be successful, interactive and creative. Finally, there will be presented some basic advantages of distance learning, which can be made clear, if, the above mentioned rules are followed. Roger Coresciuc, Rev., Professor roger_coresciuc@yahoo.com Faculty of Orthodox Theology Alexandru Ioan Cuza University of Iasi Catechesis, Knowledge and Hesychasm in the context of Romanian Secularized Culture Abstract: Knowledge cannot be dissociated from love and the existential bearing of the Living Tradition of the Church. The educational act must be in a dynamic connection with the religious act and if the space of the chair is not one of proselytism, it is, however, a testimony of the existential religious act. Theology offers substance to knowledge, determines it to not stay closed in the strict universe of information, helping it to

8 8 open and with the help of information, to the transformation in sight. Knowledge becomes sight when the educational act or the mystagogical catechesis become themselves iconic language. The problem that current hedonism raises not only regarding confessional education, but also regarding the educational act in its entirety, is a profoundly serious one. How does the Religion professor answer to this challenge of society, to this quest more or less controlled for pleasure, stability and safety? Does modern society lose its sense of silence, introspection and contemplation? The iconicity of the information transmitted can offer definitive solutions for the revitalization of the spiritual sense, which re imagines the world, offering it support for the discovery of the true desire for the Absolute. Keywords: Gregory Palamas, Hesychasm, Mount Athos, philosophy, polytheism, Triads, knowledge, Sophrony Vasile Gordon, Rev., Professor Pr.gordon@yahoo.com University of Bucharest Miron Erdei, Rev., Senior University Lecturer prmironerdei@hotmail.com University of Oradea Traditional and modern catechization methods and means in both for schools and congregations Abstract : The paper presentation will contain the most important catechization methods and means for Schools and Congregations, in two sections: 1. For Schools (separate from Religion classes): Choose the School Programs (I IV): this project aimed at preventing and combating the phenomenon of school dropout and juvenile delinquency by developing alternative schooling solutions of the type of Sunday school required for the motivation to educate rural and urban children between the ages of 6 and 16; Other important Projects: creative camps, creative workshops, hiking, film screenings, sports and recreation activities, volunteer activities etc.; 2. For Congregations: Classical catechesis the most frequently form of catechization. Practically, like a religion lesson, trough discursive method; Weekly dialogue has a great advantage: the participants can address questions and the Catechist answers punctually. It s about dialogic (maieutic, socratic) method; Private dialogue generally, between priest and believers, separate from Confession; HIC (Hristosîmprtit copiilor = Christ to the Children) a very good alternative (complementary) for religion classes in to the space of the Church; The Way (CaleaMântuirii) a Catechetical program for instruction of laics Catechists; Other means: eparchial and parochial publications; TV + Radio Trinitas; eparchial radio stations; eparchial and parochial sites; blog; Facebook; forum; e mail; mess; private phone conversations& Kaarina Lyhykäinen, Master of Theology, PhD Student (part time) Kaarina.Lyhykainen@ort.fi University of Helsinki Developing catechumen education in the Helsinki Orthodox Parish Abstract: The Orthodox Parish of Helsinki organizes catechumen teaching to people who are interested in joining the Orthodox Church. The teaching is based on the early catechetic teaching and the program of Christian teaching of the Institute of St. Filaret. The aim of catechumen teaching is to ensure the level of knowledge of the catechumens and to give them experience of the Orthodox Christian liturgical life and the Orthodox way of life. Catechumens form small groups, which integrate into the local Eucharistic

9 9 communities. To develop its catechumen education, the Orthodox Parish of Helsinki has started an action research. The Parish made a survey for the people, who had attended in catechumen education in the years A link to an electronic questionnaire was sent to 200 former catechumens and 49 replies were received. In addition to the background information, the respondents were asked what matters they felt significant during the catechumen process and have they found their place in the community after joining the Orthodox Church. In this paper, the findings of the data gathered are introduced. There are also some action planning and preliminary action steps introduced. Anton Vrame, Rev., Professor tonyvrame@gmail.com Greek Orthodox Church of America Classrooms as Communities of Practice Abstract: The presentation will share how the recent exploration of "communities of practice" can positively affect religious education strategies, especially in parish based programs. Vasiliki Mitropoulou, Associate professor mitro@theo.auth.gr Religious Education in the 21nd century: challenges and perspectives Abstract: The last years have changed rapidly and sometimes even radically the image of the teacher, the student and the teaching approach and procedure of Religious Education in schools. The easiness with which each pupil can access information due to the possibilities offered by the technologies, especially the digital information on the internet, has rendered the schoolbooks auxiliary books, used mostly to offer possibilities for common activities in the classroom, while classroom lessons become more student centered. New opportunities for communication rise by the social media, which became the favored communication place of the students. This new situation demands that Religion, as a course, integrates these new challenges and responds in an immediate way. Under this perspective, the students experiences hold a central role in the learning procedure. The new curricula responding at this demand tried to respond to the challenges faced and aim to: (a) provide knowledge and guide the students to find, administer, organize and evaluate knowledge on Christianity, with focus on Orthodoxy, (b) create conditions that the students develop competences such as, critical thinking, communication, collaboration (c) to help the students appreciate the social contribution of human rights and values, e.g. freedom, equality, justice, and form attitudes such as solidarity, empathy, ethos. All the above characterize the religiously literate person and promote the forming of a holistic development of the students (religious, cognitive, spiritual, social, ethical, creative, communicative). This is promoted with innovations of the RE curricula, e.g. Expected Learning Results, thematic units, thematic concepts, suggested activities.