Abstract
The aim of the article is to discuss how pedagogy of religion can contribute to the formation of moral competence and how this competence is in turn conducive to a new quality of life. Such analysis seems to be extremely important for modern educational theory. There are controversies concerning the role of morality in human life and its relationship with religion, and at the same time there is an increasing body of research that highlights the place and importance of religion in the formation of healthy individuals and societies. At the same time, the problem of the relationship between morality, religion and health is by no means new. The biblical writers already pointed out the connection between good and life, and between evil and death on the other hand. Both health and illness were taken to have their physical, inner, and spiritual dimensions. While Kulikova and Malchukova (2019) review the pedagogical and psychological subject literature, they lack references to the pedagogy of religion as a scientific discipline. This article aims to outline the Christian perspective on the formation of moral competence and its relationship with human health, understood as physical, mental, social and spiritual well-being. The understanding of this relationships is built on anthropological and transcendent foundations. Christian anthropological perspective means the acceptance of the so-called “personalistic norm.” Christian transcendent framework of moral education refers to the divine reality of the only God, the Creator and Redeemer of man. Moral competence is the result of moral education, which aims at engaging all human faculties—reason, emotions, and will—in discovering, accepting and internalizing values. One way of fostering moral competence based on the pedagogy of religion is to use the principles of the so-called pedagogy of accompaniment and testimony.
Highlights
Discussion about the place and role of morality in human life triggers different emotions and opinions
Is there a connection between morality and religion? And further, do morality and religion have anything to do with health? On the one hand, such questions make us aware of the natural need to discover the source and meaning of human existence and action, and, on the other, they express a sense of our own limitations and of the longing for a more solid foundation, giving a more complete sense of security and happiness
The existential, cultural, social and religious context of the relationship between morality, health and religion outlined above determines the goal of activities inspired by the pedagogy of religion
Summary
Discussion about the place and role of morality in human life triggers different emotions and opinions. In the context of searching for relationships between religion, morality and health, it is worth to recall attempts to describe, not so much to define, what is behind the category of health undertaken by Józef Bogusz (1984) He refers to Aristotle, who recognizes that a person does not want to know what health is, but wants to be healthy. —as stated by Kulikova and Malchukova (2019)—this problem is dealt with by both educators and psychologists, no such reflection was undertaken in the aspect of religious pedagogy, which is considered both a theological and pedagogical discipline The legitimacy of such deliberation is primarily due to the fact that this discipline focuses on the educational potential of various forms of religion and on religious education and socialization in the communities and in the society as a whole. Their interpretation is narrowed to moral competences inspired by Christianity
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