WAYS OF ACHIEVING RELIGIOUS AND MORAL EDUCATION THROUGH COMBINED ACTIONS OF FAMILY AND SCHOOL ACTORS: A MARKETING RESEARCH IN THE NORTH-EASTERN REGION OF ROMANIA

Adrian Ciprian Ghinea

doi:10.29358/sceco.v0i31.466

Abstract

This research is based on the PACE recommendation and in this paper we will showcase some of the results. Our main purpose was to describe and analyse possibilities to achieve a moral and religious education by both family and school actors, as well as to come up with an inventory of suggestions for the improvement of this two-fold type of education. For this article we will only focus on a supportive objective, namely identifying the state-of-fact of religious and moral education in the North-Eastern region of Romania, more specifically the item concerning the effectiveness of religion and the belief that it provides answers to some problematical issues in the lives of the subjects selected for the study.

Highlights

In the pedagogy textbooks edited after 1989, religious education has regained its rights in a gradual manner (Leach & Moon, 1972)
Other three principles (Alexander, 2003) are directly connected to religious education and teaching, namely 4) the constitution of the christian character, 5) the specific purpose and means of religion: it addresses predominantly to the affect, as it is a teaching which is not taught, but rather shared, or imparted, since the teacher plays the role of a spiritual mentor and the classroom becomes a small ecclesia; 6) the ethical-moral character of education, according to which christian religion undertakes from moral education the method to mould moral beliefs and behaviors and, in return, it bestows moral education the ideological content of the ethics necessary to be nurtured in school, that is christian morals
It is believed that there are at least four reasons for strengthening the knowledge of religious facts in the public education system across Europe: 1) fighting religious illiteracy; 2) seeking answers to the challenges brought by democratic and religious pluralism; 3) counteracting the drift caused by the relativism sourced in the collapse of all major ideologies; 4) educating with the purpose of better living in the polis and of respect owed to the other (Mathieu & Willaime, 2005)