National Repository of Grey Literature 3 records found  Search took 0.01 seconds. 
The Relationship between God's Revelation and the Human Experience of Beauty as a Challenge to Religious Education
This dissertation deals with a theological reflection on the relationship between the supernatural sphere of God's revelation and the natural realm of its human finding in the beauty of the created world and in the visual arts. We thus approach the question of the relationship between the sacred and beautiful theoretically from several theological and aesthetic perspectives so that we can subsequently apply these findings to contemporary practice in the field of religious education. The main theoretical background that inspired our work is theological aesthetics, especially the work of one of its main representatives, Hans Urs von Balthasar, who in his trilogy "Herrlichkeit: Eine theologische Ästhetik" presented a unique way of theological thinking about the relationship between beauty and other degrees (good and truth) of recognizing the sacred reality in the profane world. The aim of the qualitative research presented here was then to empirically find out whether one can really experience transcendence through beauty, and if so, how does one perceive this experience? The research was divided into two parts, which correspond to different target groups. In the first part, the research was conducted using the method of interpretive phenomenological analysis (IPA) and the data obtained by in-depth interviews with five visual artists. The second part of the research examined the modalities of perception of the beautiful and sacred according to high school students, using the method of grounded theory (GTM) and analysis of photographic data. The didactic method presented here, which leads its listeners from the perception of created and artistic beauty through the goodness of interpersonal relationships to the realization of the meaning of life, which can culminate in accepting the ultimate knowledge of the Truth, which is Christ, was called "Astonish-Experience-Transform." This didactic "transcendental" model is an application of empirically obtained data and theoretical conclusions and can be applied in religious education, catechesis, and pastoral care as a dynamic element of human experience that can open the way for the seeking person towards God's Love.
The Dimensions of Visual Art in the School Religious Education
This work deals with the search for the possibility of fine art with the world of religions, which appears in their common language of symbols and figurative expression. These facts may subsequently be placed in religious education. Basic theoretical definition of these disciplines is devoted to the first chapter, which also suggests the principles that determine the further procedure. The second chapter is a reflection of the interdisciplinary cooperation of the social sciences, that the phenomena of religion and the arts review from their different sectoral aspects. This is in particular on the following areas: anthropology, sociology, psychology and theology. On the experience of art and religious experience, and their mutual context deals with the third chapter. In the fourth chapter of this work devoted to the question of the symbol, its potential use in religion and the arts, and also a treatise on the character in fine art and the metaphor in biblical texts.This unit is concluded by an evaluation of individual methods that can be applied when working with image in religious education. They are: Didactics of correlation, didactics of the symbol, the didactics of biblical text and an image or the interpretation of the symbol, which are supplemented by the new program "Philosophy for children". These didactic and methodological theory have been applied in the modeling design for possible application in the teaching of religion.
The aesthetic dimension of religious education
This thesis deals with the discovery of common means of expression in the areas of aesthetics and religion, which may be also placed in the lessons of religious instruction. Basic theoretical definition of the field of religious education is devoted to the first chapter, which also provides a reflection of interdisciplinary cooperation, especially in the areas of aesthetics. The second chapter presents a philosophical and historical perspective on the subject of aesthetic science. Trinity closes approaches psychological perspective, focusing on cognitive and religious development of children at school age. This age period is the boundary line of a research problem of this work. The practical part consists of a didactic application of theoretical knowledge, which become an important part of teaching religion, by using alternative methods of work with symbols and aesthetic elements.

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