Abstract
Beginning with the anthropology of Teilhard de Chardin, this paper explores the need to reimagine education in light of an evolutionary cosmos. Teilhard understood the human person as deeply involved in the meaning-making processes of the cosmos, and as co-creators with God in evolution. To progress the human person must choose organization over entropy and develop a deep rooted “zest” for her own evolution. The classroom can provide an important space that allows the student to develop this zest for her own evolution by providing the student with the opportunity to envision the ways in which her own life contributes to the evolution of the world and the life of God. Religious educators and educational systems have the unique task of cultivating spaces in which students are invited to realize their own energetic centers of creativity and how this energy can be used to co-create an evolving world. Through the development of a Teilhardian pedagogy students can ultimately embrace a deeper sense of “wholeness” as God’s presence in an evolving world.
Highlights
In his essay, “The Christic”, Pierre Teilhard de Chardin wrote: “we cannot move a finger without finding ourselves involved in the construction of a total human act that includes what we see and what we make” (Teilhard de Chardin 1955)
This paper will explore how Teilhard conceived of the human person in the process of becoming in an evolutionary universe and consider the ways in which religious educational systems must adapt to guide students in the formation of Self1 and the activation of human energy, leading each student to contribute to the genesis of the cosmos and the life of God
In order to consider the role of the human person in the process of evolution, and how the human person ought to be shaped through education, it is essential to first examine the role that evolution plays in the theology and anthropology of Pierre
Summary
“The Christic”, Pierre Teilhard de Chardin wrote: “we cannot move a finger without finding ourselves involved in the construction of a total human act that includes what we see and what we make” (Teilhard de Chardin 1955). As the human person is faced with the task of moving toward deeper arrangement over entropy, educators and educational systems have the unique task of creating a space in which the energetic center of each student is recognized, leading to a recognition of Self Through this deepening can one begin to contribute to the world in evolution, participate in the life of God, and develop an awareness of the ongoing presence of God in the self and world
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