Bogoslovska smotra, Vol. 75 No. 1, 2005.
Izvorni znanstveni članak
Correlation: As Systematic-Theological and Religious-Pedagogic Principle
Đuro Zalar
; Katolički bogoslovni fakultet Sveučilišta u Zagrebu, Zagreb, Hrvatska
Sažetak
The starting point of this paper is the renewed introduction of catechesis in Croatian schools in 1991, and the adoption of correlation as a didactic principle. Using an inter-disciplinary approach, we wish to observe the meaning and scope of this principle. Correlation is presented as: (1) a theological principle (P. Tillich, E. Shchillebeeckx) (2) a didactical principle (3) and finally certain questions shall be covered regarding this topic.
(1)Having wanted to develop a particular theology based on a conscious connection with a person's situation, Tillich used correlation to place these two realities in a specific
co-relationship. According to Tillich, revelation answers man's questions, while man, inspired by revelation, poses once again new questions. Hence, begins the cycle of questions and answers, which stand in mutual dependency. Prior to this, it is necessary to always keep in mind that revelation altogether surpasses man and his world.
Schillebeeckx considers man's experience to be a hermeneutical key for the mediation of experiential tradition of Christian revelation. Understanding Christian revelation can be realised only in correlation with the apostolic experience of faith recorded in the biblical texts and contemporary experience. This co-relation, in the light of the Gospel, allows human experience to be subjected to a critical re-examination. Similarly, traditional means of understanding Christian experience can be evaluated in the context of contemporary experience. Therefore, correlation for both of these realities is both critical and productive. Furthermore, the author endeavours to show, especially through the concept of 'critical inter-relationship', that Christian tradition is not a rigid entity, but rather, is open towards the future.
(2)The transposition of the theological principle of correlation in the area of religious pedagogy and catechetics has its origins in the 1970s in Germany. The intention is to search for a new »third way« and avoiding positivism in revelation and the monotone
formulations of the content of faith, while hastily conforming to the spirit of the time. In applying correlation as a didactic principle, catechesis in schools becomes a place of creative mutual operation in the contemporary experience of the catechist and Christian
faith.
(3)The principle of correlation is associated with two fundamental problems.
Firstly, how to avoid the danger so that the dynamic principles of correlation not be reduced to a mechanistic relationship of 'question and answer', and therefore cause an anthropological narrowing of the content of revelation?
The second problem relates to the actual realisation of the relationship between the existential situation of the catechist (and the student) and the message of God. In a critical reflection of didactic correlation, having in the last few years become somewhat even a little sceptical, this problem poses three difficulties. Firstly, the principle of correlation has received the status of didactics and has become not only the foundation but also the exclusive criteria in organising catechetical classes, which cannot always appreciate all the aspects of complex situations in classes. The second difficulty poses the question: arethe students during the course of study, reasonably well prepared for didactic correlation? The third and most difficult problem comes from the fact that some catechists (and students), due to a lax attitude in practicing the faith, possess inadequate religious experience, and therefore it is hardly possible to realise this concrete relationship between life and faith.
Ključne riječi
correlation; revelation; experience; school catechesis; didactics
Hrčak ID:
24694
URI
Datum izdavanja:
7.9.2005.
Posjeta: 2.260 *