Spiritual Competence in the Religion Curriculum.

A project for the future.

Ana Isabel Gómez Villalba

EUROPEAN FORUM FOR TEACHERS OF RELIGIOUS EDUCATION

19th march 2011Seville (Spain)

Why?¿Por qué?

CompetenciaEl lenguaje competencial del

mundo empresarial se traslada al mundo de la

educación

EspiritualDescubrimientos de la

neurobiología y psicología.

CompetenceThe competency

language of the business world taken into the world of education

Spiritual

Findings of neurobiology and psychology

New model of education in Europe

The pressure of working life to a

kind of school that sends knowledge unsuited for the

realities of the XXI century.

The findings of neurobiology and psychology have questioned the

functioning of the human brain, learning and

teaching.

European Union

Delors Report “Learning, the

treasure within”, UNESCO, 1996

DeSeCo Project “Defining and Selecting

Key Competences” OCDE, 1999).

European Union

Delors Report “Learning, the

treasure within”, UNESCO, 1996

DeSeCo Project “Defining and Selecting

Key Competences” OECD, 1999).

Establish

Key Competences

What is a Key Competence?

The ability to integrate knowledge, skills and attitudes in a practical way to solve problems and react appropriately in a variety of contexts and situations. In other words, it is the integration and application of theoretical and practical knowledge in settings outside the academic context.

What are the European Key Competences?

Key competences for lifelong learning:1. Communication in the mother tongue.2. Communication in foreign languages.3. Mathematical competence and basic

competences in science and technology.4. Digital competence.5. Learning to learn.6. Interpersonal, intercultural and social

competences and civic competence.7. Entrepreneurship.8. Cultural expression.

Which key competences are described in Spanish Education System?

1. Competence in linguistic communication.2. Mathematical competence.3. Competence in knowledge of and interaction

with the physical world.4. Competence in processing information and use

of ICT.5. Competence in social skills and citizenship.6. Cultural and artistic competence.7. Learning to learn.8. Autonomy and personal initiative.

8 Key Competence

sLengua

Matemáticas

E. Física

MúsicaReligión

Plástica

Idiomas

C. Sociales

C. Naturales

All subject areas should contribute to the development of as many competences as possible, and each one includes specific reference to the competences most associated with the area.

Key competences and learning

The integration of the key competences into the curriculum allows a focus on essential learning, in a holistic sense, and learning that is directed towards the practical application of the knowledge acquired.La integración de las competencias básicas en el currículo permite un enfoque esencial en el aprendizaje, en un sentido holístico, y el aprendizaje que está dirigido hacia la aplicación práctica de los conocimientos adquiridos.

 

  

KNOW

DO

LIVE

BE

RATIONALINTELLIGENCE

EMOTIONALINTELLIGENCE

EDUCATION 

PERSON INTEGRAL  DEVELOPMENT 

TOGETHER

The Four Pillars of Education

These four learnings, which are recognized as strategic for the XXI century human beings, are orientated to the four dimensions of

holistic education, science, society, ecology and spirituality.But in the Spanish context, the latter term, spirituality, has strong

religious connotations of a denominational kind causing mixed reactions.

All state educational systems explicitly pursue comprehensive education.This is considered as the new educational paradigm for the twenty-first century.

Todos los sistemas educativos declaran de manera explícita perseguir la educación integral.Esta es considerada como el nuevo paradigma educativo para el siglo XXI.

The result is a very creative educational paradigm that is revolutionizing our ideas about education.

Limitations

Limitaciones

Potential

Potencialidades

Throughout these four years working in this new education framework, we have detected the great potential of the competence model as well as the limitations it presents.

After analysing the eight Basic Skills laid out, we can see that at least one is missing, one that should be basic: SPIRITUAL COMPETENCE.

Spiritual Competence

Is it specific for the area of religion?

Is it the ninth Key Competence?

We shall leave this debate open. Now we will focus on the integration of spiritual competence in the religion curriculum.

It might help us to look over what has been said about this kind of intelligence and about this kind of skill.

In Spain:

Francesc Torralba: Inteligencia espiritual. 2010.

Howard Gardner: Frames of Mind: Theory of Multiple Intelligences. 1983.

Zohar y Marshall IN 1997 coined the term «Spiritual Intelligence».

Howard Gardner: Intelligence reframed. 1999.

For a long time it has been believed that human intelligence is unitarian, unique and, consequently, it’s possible to define it and quantify it.

“We conceive human beings as a multidimensional unit, both from an inner

and outer point of view, and who are capable of very different operations as a consequence of the different intelligences

within them.”

“Concebimos al ser humano como una unidad multidimensional, exterior e interior,

dotado de un dentro y de un fuera, como una única realidad polifacética, capaz de operaciones muy distintas en virtud de las

distintas inteligencias que hay en él.”

The depthLo profundoFeelingsSentimientos

MindMente

BodyCuerpo

All that we express is forged and

cemented at this invisible depth, but

central to our lives.

What you see.Exterior

What is not seenInterior

Religion is “re-ligaturing”: with ourselves, with others, with the real presence, but unprovable, that we call God

OUTER ME

EXTERIOR

INNER ME

INTERIORLO TOTALMENTE

OTROLO SAGRADOLO SUPREMO

Ámbito de lo sagradoYO INTERIOR

Ámbito de lo profanoYO EXTERIOR

It’s centrifugal force which takes children towards

exploration; Es la fuerza centrífuga, que

lleva al niño a la exploración …

And centripetal force what takes adults back

into introspectionY la fuerza centrípeta,

que devuelve al adulto a la introspección

Silence refers us to the essential. It’s a kind of breathing, a

door to the inner world that feeds and allows us to grow as people,

it’s what gives us energy as a whole.

When we find that Source of Life, when we find Christ in our inside it sets our path

towards:“Go and announce the Gospel”

“Id y anunciad el Evangelio”(Mc 16, 15)

knowingSaber

SavouringSaborear

12

3OpeningApertura

Interacción

DecisionsDecisiones

3 key processes in our “inner growing”

EXPERIENCE

ERFROM WITHIN

OUTHacia fuera

ERFAHRUNG

ERFAHREN

FAHRENGO

GUIDEIr, hacer

Being openUn ser abierto

OUTER MEExterior

INNER MEInterior

HISTORYHistoria

Thes

e ar

e th

e wa

ys o

f exp

erie

nce

Exterior

Interior

DoHacerCienciaTécnica

Go beyondTrascenderInteligencia espiritualEvocación

Think Pensar

RazónFilosofía

Thes

e ar

e th

e fo

rms o

f exp

erie

nce

DoHacer

ThinkPensar

Go beyondTrascender

“The human being enjoys a spiritual sense which cannot developed or satisfied except

by cultivating and developing his o her

spiritual intelligence. These are common needs for all

human beings; it turns out to be essential to identify and express them, as well as to

find intelligent ways to answer them as very

happiness and overall well-being is at stake.”

“In contexts of spiritual anaemia, such as the one we

are in at the moment, the development of such

intelligence opens new horizons in many senses; for

that object it’s essential to draw out appropriate strategies to educate intelligence in such a way and to stimulate it in the new generations. An integral

education must draw it together because not only is the

person’s full development at stake but also of cultures and

peoples”.

What we are discussing today is just that, opening new horizons, think about appropriate strategies to educate the spiritual intelligence from the RE.

Lo que hoy tratamos es precisamente esto, abrir horizontes nuevos, pensar estrategias oportunas para educar la inteligencia espiritual desde la ERE.

¿Qué

es l

a in

telig

encia

? INTELIGENCIA

INTELLIGENTIA

INTUS LEGERE

EntreBetween

Escoger o leerChoose or read

¿Qué

es l

a in

telig

encia

? 1. Saber escoger la mejor alternativa entre varias, pero también saber leer el adentro de las cosas.

2. Capacidad de aprender o de comprender.

3. Capacidad que permite adaptarnos con cierta velocidad a los recursos disponibles y a enfrentarnos a situaciones nuevas no previstas.

4. Conjunto de aptitudes que las personas utilizan con éxito para lograr sus objetivos racionalmente elegidos.

5. Capacidad que tiene ésta de crearse a sí misma.

In defining intelligence as a capacity, Gardner makes it a skill that can be developed.

Al definir la inteligencia como una capacidad, Gardner la convierte en una destreza que se puede desarrollar.

No elite athlete reaches the top without training,

however good their natural qualities are. The same is true for

mathematicians, poets or emotionally

intelligent people.

Howard Gardner:Multiple Intelligences

LinguisticMusical

Logical-mathematicalBodily-kinesthetic

Spatial- visualIntrapersonalInterpersonalNaturalistic

Existencial

Linguistic Intelligence

Ability to think in words and to use language in order to understand, express

and appreciate complex meanings.

Capacidad de pensar en palabras y de utilizar el lenguaje para comprender,

expresar y apreciar significados complejos.

Musical Intelligence

Ability to recognise tonal patterns with a high sensitivity to rhythms

and sounds.

Capacidad de reconocer patrones tonales, con alta sensibilidad para

los ritmos y sonidos.

Logical-Mathematical Intelligence

Ability to solve problems through inductive processes, applying

reasoning, numbers and abstract patterns.

Capacidad para resolver problemas mediante procesos inductivos y

deductivos, aplicando el razonamiento, los números y patrones abstractos.

Bodily and kinaesthetic Intelligence

Ability to use our own body in order to solve problems and

perform activities.

Capacidad para utilizar el propio cuerpo con el fin de resolver

problemas o realizar actividades.

Spatial and visual Intelligence

Ability to recognise and produce visual images, distinguish through sight specific features of objects, create mental images, reason about

space and its dimensions, manage and reproduce external and internal images.

Capacidad para reconocer y elaborar imágenes visuales, distinguir a través de la vista rasgos

específicos de los objetos, crear imágenes mentales, razonar a cerca del espacio y sus

dimensiones, manejar y reproducir imágenes externas e internas.

Intrapersonal Intelligence

Ability to form a truthful and precise image of ourselves to differentiate what we are from what we represent in the social relations level. It also

enables to understand the deepest needs and basic desires that emerge from our inner selves.

Capacidad para formarnos una imagen veraz y precisa de nosotros mismos, para distinguir lo que somos de lo que representamos en el plano de las

relaciones sociales. También nos permite comprender las necesidades más hondas y los

deseos fundamentales que emergen de nuestro ser.

Interpersonal and social Intelligence

Ability to understand others; capacity for social relations , to establish bonds and

empathic alliances with our equals.

Capacidad para entender y comprender a los otros. Habilidad para las relaciones

sociales, para establecer vínculos y alianzas empáticas con sus semejantes.

Naturalistic or ecological Intelligence

Ability to observe our natural environment closely and study the processes which take place in it.

Capacidad para observar atentamente el entorno natural y estudiar los procesos que tienen

lugar en él.

Spiritual Intelligence

Ability, faculty to have deep and intimate aspirations; to long for a vision on life and

reality which integrates, connects and gives a sense to existence.

Faculta para tener aspiraciones profundas e íntimas, para anhelar una visión de la

vida y de la realidad que integre, conecte, trascienda y dé sentido a la existencia.

“La inteligencia consiste no sólo en el conocimiento,

sino también en la destreza de aplicar los conocimientos en la práctica.”

Aristóteles

“Intelligence is not only knowledge, but also the ability to

put knowledge into practice.”Aristotle

Intelligence is knowledge and

competence is to apply this knowledge.

La inteligencia es saber y la

competencia es aplicar ese saber

They are not new content, but a way of

achieving that knowledge is used

effectively.

No son un contenido nuevo, sino una forma

de lograr que el conocimiento se use

de forma eficaz.

1. Linguistic 2. Mathematical3. Physical world.4. Processing information5. Social6. Cultural and artistic7. Learning to learn8. Autonomy and personal

initiative.9. Espiritual

1. Linguistic2. Musical3. Logical-mathematical4. Bodily-kinesthetic5. Spatial- visual6. Intrapersonal7. Interpersonal8. Naturalistic9. Espiritual

Inteligences

Competences

Linguistic communication

Cultural and artistic

Learning to learn.Autonomy and

personal initiative.Social and citizenship

Mathematical

Interaction with the physical world

Information and use of ICT.

Closer

Transvers

Religious Education

Spiritual Competence

• Faculta para tener aspiraciones profundas e íntimas, para anhelar una visión de la vida y de la realidad que integre, conecte, trascienda y dé sentido a la existencia.

Capacidad

SPIRITUAL INTELLIGENCE

• Faculty to have deep and intimate aspirations; to long for a vision on life and reality which integrates, connects and gives a sense to existence.

Capacity

Spiritual intelligence mustn’t be mistaken for religious awareness!

¡La inteligencia espiritual no

debe confundirse con la consciencia religiosa!

!

The first is the condition that makes the second possible. Only because human beings

have this form of intelligence, are they capable of living a religious experience; but spiritual intelligence is an anthropological fact, not a

question of faith.!La primera es la condición de posibilidad de la segunda.

Sólo porque el ser humano tiene esta forma de inteligencia puede vivir la experiencia religiosa, pero la inteligencia espiritual es un dato antropológico, no una

cuestión de fe.

Inteligencia espiritual

Spiritual intelligence

Religiousawareness

Belief is a question of will but also intelligence. La creencia es una cuestión de voluntad, pero también de inteligencia.

SpiritualintelligenceInteligencia espiritual

Religious awarenessConsciencia religiosa

It’s a process, an itinerary.

Es un proceso, un itinerario.

What we do is designed to promote teaching strategies that create situations of spiritual

learning

Activities or processes for cultivating spiritual

intelligence(11)

Lo que debemos hacer es diseñar estrategias

pedagógicas que fomenten, que creen

situaciones de aprendizaje espiritual

Actividades o procesos para cultivar la

inteligencia espiritual(11)

1. Searching for, and valuing, loneliness as a source of development for spiritual life and as the engine that activates social intelligence.

1. Buscar y valorar la soledad como fuente del desarrollo de la vida espiritual y motor que activa la inteligencia social.

2. Experiencing silence as the ideal sphere for the irruption of

transcendental questions.

3. Experimentar el silencio como

ámbito especialmente idóneo para la irrupción de preguntas

trascendentales..

3. Practising contemplation in order to capture the beat of

outer reality.

4. Practicar la contemplación para captar el latido de la

realidad exterior.

4. Promoting the capacity of wondering about outer

and inner reality.

5. Fomentar la capacidad de preguntarse por la

realidad exterior e interior.

ARTISTA

OBRA

ESPECTADOR

5. Descubrir en las obras de arte su esencia espiritual nos

ayuda a experimentar la belleza y desarrollar el

sentido de comunión con el Todo.

Silencio estético

Silencio creativo

5. Discovering, in works of art, the spiritual essence which allows us to experience beauty and to develop the sense of communion with the Whole.

Creative silence: it’s a projection of expressive silence.

Aesthetic or contemplating silencerefers to an absolutely receptive attitude.

Silence is an essential element in the process of artistic creation and outer

contemplation. Silence is the link between the artist and the spectator.

6. Abrirse al otro a través del diálogo, para aprender a modificar los comportamientos y a enriquecer las opiniones desde una nueva

visión.Dos palabras clave: escuchar y acoger.

6. Opening up to others through dialogue in order to learn how to modify behaviours and to enrich opinions from a new point of view. Two key words: Listening and taking in.

7. Practising physical exercise both to strengthen the body and to awaken a

sense of order, to educate in examining and dominating oneself. It’s a source of ethical experience and it activates noble

values

8. Practicr ejercicio físico tanto para fortalecer el cuerpo, como para despertar el sentido

del orden, educar en el examen y en el dominio de uno mismo.

Es una fuente de experiencia ética y activa valores nobles.

8. Coming to a stop, stopping the activism which goes along with us all the time; and breaking usual routines to enquiry

about the sense of life.

9. Detenerse, parar el activismo que permanentemente nos acompaña y romper con las rutinas habituales para

indagar el sentido que tiene la vida.

9. Experiencing human fragility which brings up the question of sense, that triggers spiritual

intelligence.

10.Experimentar la fragilidad humana suscita la pregunta por el sentido, activa la inteligencia

espiritual.

10. Putting into practice meditation on sacred

texts to integrate them and assume them in

our own being.

11. Practicar la meditación de textos

sagrados para integrarlos y

asumirlos en el propio ser.

11.Cultivating solidarity as a spiritual experience of

deep union with the other’s being

12. Cultivar la solidaridad como experiencia

espiritual de profunda unión con el ser del otro.

Spiritual Pedagogy

AtentionAtención

ListenEscucha

DecisionDecisión

The Christian model of inner world is embodied in Jesus.

He lives from the inside

(from the deep experience of loving links to the Father);

and from the inside he has contact actively and compassionately with humanity, assuming the

consequences of his approach to live.

Christ, a model of an “Inner world” man.

Father

Humanity

SPIRITUAL COMPETE

NCE• It’s the ability to:

LA COMPETEN

CIA ESPIRITUAL

• Es la habilidad para:

1. Question oneself about the very sense of existence and search for answers.

2. Interrogarse por el sentido de la existencia y buscar las respuestas.

2. Distance oneself from the surrounding reality but also from oneself. This is the action which makes

freedom, criticism and humour possible.

2. Tomar distancia de la realidad circundante, pero también de sí mismo.

Este acto es la condición de posibilidad de la libertad, de la crítica y del humor.

3. Transcend (go beyond) to move towards the unknown, to enter transition, a path, an

itinerary towards what he isn’t yet. Selftranscendence is the engine of human life, the vital impulse that pushes it to go further, to overcome any limitations, to

enter new worlds, to live more fully, more intensely, to enjoy the most intimate side of

reality.

4. Trascender, para moverse hacia lo que no conoce, para penetrar en el territorio de

lo desconocido. El ser humano es transición, camino, itinerario hacia lo que todavía no es. La autotrascendencia es el motor de la vida humana, el impulso vital

que le mueve a ir más allá, a superar cualquier límite, a entrar en nuevos

mundos, para vivir más plenamente, más intensamente, para gozar en lo más

íntimo de la realidad.

4. Realise that “one” exists when he might not have existed. Experiencing this surprise leads him to loving life and deeply

enjoying it, to turning his being in the world into a project.

4. Darse cuenta de que “uno” existe, pudiendo no haber existido.

Experimentar esta sorpresa le conduce a amar la vida y a gozar intensamente de ella, a

convertir su estar en el mundo en un proyecto.

5. Get to know oneself, realising that not only am I and do I exist, I know about my being and my life; Transforming life into an object of knowing. Knowing about one-self is an opening towards inside whereas knowing about things, opens us up towards the outside.

5.Conocerse a sí mismo, darse cuenta de que no sólo soy y no sólo vivo, sé de mi ser y de mi vida. Convertir la vida en objeto de saber. El saber de sí mismo es apertura hacia dentro, mientras que el saber de las cosas es apertura hacia fuera.

6. Value our actions, our omissions, our words, our silence, from an ethical point of view, and having, as well, the capacity to modify, if possible, the trajectory, of

our path. Being able to design a scale of values and live according to it.

6. Valorar éticamente sus acciones, sus omisiones, sus palabras, sus silencios y tener, además, la capacidad de modificar, si cabe, la trayectoria de su andadura. Ser capaz de construir una escala de valores y vivir conforme a ella.

7. Live the aesthetic experience: delighting its beauty of the reality, seize the sublime side of things and be

spellbound by it. Beauty is neither an object nor a thing. It’s an experience that takes place in the inside of the human being and which is directly related to spiritual

intelligence.

7. Vivir la experiencia estética: deleitarse con la belleza de la realidad, captar lo sublime de las cosas y

embelesarse con ello. La belleza no es un objeto, tampoco una cosa. Es una experiencia que acontece en

el interior del ser humano y que está directamente relacionada con la inteligencia espiritual.

8. Conmoverse frente al misterio de las cosas y desarrollar el pensar

meditativo, la divagación sobre el sentido de la

vida y el propio proyecto existencial.

8. Become moved by the mystery of things and

allow the development of meditative thinking, digressing about the

sense of life and one’s own existential project.

9.Sintetizar una visión global de la existencia y

orientarse en ella. Para articular tal

visión, debe integrar las aportaciones de la ciencia y de la propia

experiencia.

9.Synthesizing global vision on existence and orientating oneself in it; in order to articulate such vision, science contributions and those

which come from our own experience, must be integrated.

10.Tomar consciencia cósmica o relacional, que consiste en sentirse parte

de una unidad con los todos los demás, con todos

los seres, humanos y no humanos. Tomar consciencia de la

fraternidad de todo cuanto existe.

10.Becoming aware from a cosmic and a relational point of view which consist of feeling as part of a unit with all the others, all beings, human and no-human. Being aware of fraternity in all that exists.

11.Communicating one’s deepest feelings and thoughts through

symbols

11.Comunicar sus más hondos sentimientos y pensamientos a través

de símbolos.

12.Being receptive to the inner call, to our personal vocation. When we live identifying ourselves with our mission, we experience the enthusiasm of living.

12.Ser receptivo a la llamada interior, a la

vocación personal. Cuando uno vive

identificándose con su misión, experimenta el

entusiasmo de vivir.

13.Setting out life ideals; Ideals which are the expression of what one wishes to become, of what one sets out to achieve and intends to get through

with effort and sacrifice. They are links in the construction of sense.

13.Plantear ideales de vida. Los ideales son la expresión

concreta de lo que uno desea llegar a ser, de lo que uno se

propone lograr y tiene intención de conseguir con esfuerzo y sacrificio. Son

eslabones en la construcción del sentido.

14.Vincularse, religarse a un ser que reconoce como distinto de sí y con el que establece alguna forma de comunicación. 14.Creating bonds with a

being which is recognised as different from oneself and with whom a kind of

communication is established. “Re-

ligaturing” is a bond. Communication,

admission of the alter ego. Spiritual life can

culminate in “Re-ligaturing” (religious experience), but not

necessarily.

In reality, all these skills we have just seen constitute a whole personal process. In order to synthesize and illustrate the whole of this process, I suggest you have a look at the screen and try to describe what you see …

You can only see brown, different shades of brown.But nothing else.

If we stand further and further we can guess, amongst the different shades of brown, the knots in the wood, it’s looks like a piece of wood.

If we stand a little further, we’ll see they are wooden doors with a metal handle.

We have to stand further away from the cupboard to be able to see it.This ability to distance themselves that human beings have is the beginning of a whole process; which is exclusively human. A dog doesn’t have this ability of looking at the world and itself from a distance in order to question itself. A dog’s life consists of getting stimulous and responding to them. Nothing else. It doesn’t know it exists, it can’t wonder about it.

world-beingSer-en-el-mundo

InnerInterior Others

Los demás

DistanceDistancia

!? AnswersRespuestas

Misterio

SUPREME BEING

SER SUPREMOLO TOTALMENTE

OTRO

EncounterEncuentro

PresentCurrent situation

FutureDesired situation

We fall in love with the product and not with the process.

We are obsessed with the educational profitability and create a few times and spaces of real personal growth.

Process: some types to develop spiritual competence. The idea is that we promote access to religion gradually,

through all the steps. In the fourth type we would develop the specific spiritual competence of each religion.

Question SearchListen Silence

Encounter DialoguePersonal encounter with Jesus Christ.

Basic spiritual skill

Transcendent spiritual skill

Religious spiritual skill

Christian religious

spiritual skill

Conf.Relig.

Conf.Relig.

Conf.Relig..

Two important premises:1. Access to religion must be made from type 1

to type 4.2. These types require a programming for each

age, according to their evolutionary development.

Aprender implica un deseo, un proyecto, una perspectiva que pone en marcha la apetencia de

saber.

Learning implies a desire, a project, a prospect that

triggers the desire for knowledge.

We should design educational strategies to raise and educate a searching attitude in our students.

To achieve this, the teacher has several resources: The symbolic discourse, The contemplation of nature, the experience of silence, Listening to music, The experience of human fragility, aesthetic

contemplation, etc An image, a text, a conflict in class, can be used to activate this quest. We don’t need large resources, it is a matter of attitude.

Two types of experiences

Crystallizing experiencesAre landmarks in the personal history that ignite a spark of

intelligence and begin to develop maturity.

Paralyzing experiences Block the development of

intelligence, are full of negative emotions

It’s about lighting the spark of spiritual intelligence,

that we are not an obstacle on the road.

The MANDALA in Religion class

What is a MANDALA?

Palabra sánscrita que significa “pensamiento contenido dentro

de un círculo” Es la representación organizada

alrededor de un centro, que puede contener múltiples

formas geométricas y simbólicas.

The mandala is a Sanskrit word which means“thought contained within a circle”

It’s the representation organized around a center, which can contain multiple geometric and symbolic shapes

The mandala is a projection of our

internal organization, real or

symbolic.

El mandala es una proyección de

nuestra organización

interna, real o simbólica.

It's always been present in all

cultures

Presente desde siempre en todas

las culturas

It summarizes symbolically the structure of life, presents in and

around usSintetiza de

forma simbólica la estructura de la vida misma, presente en y alrededor de

nosotros.

It presents in and around us

Both our cells as the solar system represent this concentric scheme.

Why the MANDALA in Religion class?1. As a symbolic expression present in all cultures, it will

facilitate the discovery and understanding of the great all-encompassing images, that the human being has created, about reality, man, history and God.

Why the MANDALA in Religion class?

2. As a focused scheme for the analysis and understanding of the topics covered in class.

The depth

Feelings

Mind intelligence

Body

Idea central

Why the MANDALA in Religion class?3. As a tool for "re-centering", it will help our

students organize, avoid dispersion, consolidate and concentrate in order to achieve better results. Creating and colouring focused drawings will allow them to pass, more easily, from the outer silence to the inner silence.

Why the MANDALA in Religion class?

4. Creating a centered picture to be given away. Thus, our students can experience two humanizing dimensions: gratitude and gratuity.

• Over the last years, neuropedagogy deepened in to the study of these concentric figures and the benefits that come from coloring them. But their presence and cultural relevance go much further

• En los últimos años, la neuropedagogía ha profundizado en el estudio de estas figuras concéntricas y los beneficios psicológicos que produce pintarlas. Pero su presencia y su peso cultural van mucho más allá

CONCLUSIONSThe new competence model opens up new horizons in

education. It’s an opportunity to justify and redimension the presence of Religious Knowledge in this school

sphere. The contributions of religion make a way of being and living in the world possible, it’s a real life proposal.

The teaching of Religion brings relevant elements in the school curriculum for the full and whole training of the pupils. “Learning to be” would be the most humanizing service this subject offers throughout

the teaching-learning process. The development of the spiritual competence in each person is an essential element in the goals the education

process aims at today.

The proposal released today is that we integrate this ninth competence, spiritual, into our programming.

We believe spiritual competence should have its own place in the curriculum of religious education.

How is Spiritual Competence included and assessed in the programming of

the R.E.?

How to name this competence?

Existentialphilosophical connotations

Trascendental

religious connotations

Can people who approach education from diferent philosophical/theological viewpoints find a common working definition?

¿Pueden aquellos que se aproximan a la educación desde diferentes puntos de vista filosóficos y teológicos encontrar una definición común?

Jack Priestlley: Lo espiritual como un proceso dinámico más a llá de las creencias.

“Una definición de trabajo apropiada común puede formularse, y debe conformar la base de la pedagogía de lo espiritual”.

Jack Priestlley: Spiritual as the dynamic process beyond beliefs.

“An appropriate commonworking definition of spirituality can be formulated, and should from the basis of our spiritual pedagogy”.

Yes

Sí

A. Thatcher A. Wright: “The Spiritual Education Project”. Lo espiritual y lo religioso.

“Una definición común de trabajo no puede ser formulada, consecuentemente la pedagogía de lo espiritual debe hacer una opción estratégica para seleccionar entre un conjunto de modelos exclusivistas.”

A. Thatcher A. Wright: “The Spiritual Education Project”. The spiritual and the religious.

“A common working definition can not be formulated, and consequently spiritualpedagogy must make a strategic choise to select from a range of alternativeexclusive models.”

No

No

D. Hay R. Nye: “Proyecto de Espiritualidad Infantil”.“Lo espiritual como algo biológicamente construido en la especie humana, una conciencia holística de la realidad que potencialmente se encuentra en cada ser humano.”

D. Hay R. Nye: “The Children’s Spirituality Proyect”.“Spirituality as something biologically bult into the human species, an holistic awareness of reality which is potentially to be found in every human being”

Clive and Tane Erricker. The Children and Worldviews Project.

The term “spirituality” can encompas learning experiences that develop an individual’s sense of self-understanding and his or her awareness of the nature of human existence in a way that can affirm o deny the sense of theTranscendent.

Clive and Tane Erricker. Proyecto de los Niños y las Cosmovisiones.

“El término “espiritualidad” puede acompañar experiencias de aprendizaje que desarrollan el sentido del individuo de autocomprensión y su conciencia de la naturaleza de la existencia humana, de modo que afirme o niegue el sentido de lo transcendente.”

J. Hull: Lo espiritual solidario.“Lo espiritual existe no dentro de las personas sino entre ellas … La Educación de lo Espiritual inspira a la gente joven a vivir para los otros, y a buscar recrear la comunidad a través de la participación en las vidas de los otros”

J. Hull: The Joint spirituality.“Spirituality exist not inside people but between them... Spiritual Education inspires young people to live for others, and seeks to recreate community through participation in the lives of others.”

Hay muchos autores y experiencias en las aulas que quedan abiertas para una

investigación posterior. Todos estos autores tienen en común su visión de cómo lo

espiritual contribuye a la educación integral del niño.

There are lots of authors and experiences in the classroom that remain open to a further

research. All of them have something in common, their vision on how the spiritual

contributes to a comprehensive education of the child

I think it would be nice if we could share ideas, experiences

and teaching materials. We could do it through The EFTRE

Journal, or websites or, even, in future meetings.Now,

it’s your time