Religious Education in School in the Service of Dialogue and Reconciliation

U prvome dijelu ovoga teksta promišlja se o važnosti odgojnoga djelovanja za promicanje dijaloga i pomirenja u hrvatskome društvu, a uzimajući u obzir mnogobrojne izazove koji dolaze iz suvremenoga konteksta i koji dodatno usložnjavaju odgojno‑obrazovnu djelatnost. Odgoj se našao pred izazovom od središnje važnosti za sadašnjost i za budućnost: omogućiti suživot različitosti i promicati dijalog u korist miroljubivoga društva. Posebna odgovornost s obzirom na promicanje dijaloga i pomirenja leži na katoličkome odgoju, osobito vjeronaučnome odgoju. U drugome dijelu promišlja se o kršćanskom pristupu dijalogu i pomirenju u odgojnoj perspektivi. Ističe se kako je opredjeljenje za odgoj koji je za dijalog i pomirenje, želimo li miran suživot, jedini mogući izbor. Ta opcija ima jasan teološki, antropološki i pedagoški temelj. Već sam čin Božjega stvaranja objavljuje nam istinu o čovjeku i njegovu dostojanstvu. Cijelo je, naime, čovječanstvo izišlo iz Božje ruke kao velika Božja obitelj. Posebno važan doprinos međukulturalnome dijalogu može i treba dati religija. Postalo je, naime, očito koliko je snažan religijski aspekt u definiranju vlastita identiteta unutar snažnoga globalizacijskog procesa koji je na djelu. U trećem se dijelu ističe kako se odgoj za dijalog i pomirenje može smatrati temeljnim ciljem vjeronaučne nastave, koji se ostvaruje na različitim razinama i područjima. Ponajprije, riječ je o promicanju interdisciplinarnoga dijaloga budući da vjeronauk u školi nije izdvojeni otok, nego je u dinamičnom odnosu sa svim drugim znanjima. Vjeronauk, nadalje, promičući »gramatiku dijaloga« i omogućujući upoznavanje vlastita identiteta te poznavanje drugoga i drukčijega, donosi plodove na razini zajedničkoga života. To je dijalog koji stvara mir. Riječ je, nadalje, o odgoju usmjerenome izgradnji »unutarnjeg čovjeka«, čovjeka koji postupno i strpljivo uči živjeti trajno se nadahnjujući na Isusovoj zapovijedi ljubavi.U četvrtome dijelu daju se obrisi nekih pedagoških i didaktičkih usmjerenja s obzirom na promicanje dijaloga i pomirenja u vjeronaučnoj nastavi.The first part of this article reflects on the importance of educational activity for the promotion of dialogue and reconciliation in the Croatian society, while taking into account numerous challenges that come from the contemporary context and additionally complicate educational activity. The previous pope, Benedict XVI, pointed out that education of the human being is a fundamental and decisive issue for which the courage for making decisive decisions needs to be awakened. Aiming at the renewal of society and community, each activity »that does not put education at the centre, will only be something seen«, pope Francis points out. Education is facing the challenge of central importance for the present and the future: to create a possibility of living together in diversity and to promote dialogue for the benefit of peaceful society. This living together needs to be promoted in the atmosphere that is strongly marked by the »culture of conflict«. When it comes to the promotion of dialogue and reconciliation, Catholic education, and especially religious education, has a special responsibility. In order to realise dialogue and reconciliation, which are so needed today, education that presupposes building up of new mentality is needed. The second part of the article reflects on the Christian approach to dialogue and reconciliation in the educational perspective. It is pointed out that the commitment to education for dialogue and reconciliation is indispensable if we aim at peaceful co‑existence. This option has a clear theological, anthropological, and pedagogical basis. The very act of God´s creation reveals the truth about the human being and his/her dignity. The whole humanity has come forth from God´s hand as one big family of God (GS, n. 32). The development of the human being and the development of society depends on the acknowledgement that we are all members of one big human family that is called to cooperate in true communion. In the reflection on intercultural dialogue the author starts from the concrete person who needs to take the central place in the educational model and educational practice. This demand is especially relevant against the background of various ideologies of the previous and current century that are closed to the Transcendent and the true good of the human being. Religion can give an important contribution to intercultural dialogue as well. It has, namely, become quite obvious how important the religious aspect is for the definition of one´s identity within the strong globalising process that is at work. The third part reflects on education and reconciliation as fundamental constituents of religious education. Education for dialogue and reconciliation can be considered one of the fundamental goals of religious education and it is being realised on various levels and in various areas. Firstly, religious education promotes interdisciplinary dialogue, since the subject is not an isolated island in school but, instead, it is in a dynamic relation with all other subjects. Secondly, by promoting the »grammar of dialogue«, knowing one´s own identity, and getting to know others and those who are different, religious education brings forth fruits on the level of common life. This is a dialogue that creates peace. Thirdly, there is a need to promote dialogue with a concrete human being who needs to be encountered in his/her own life situation, i.e. in his/her own state in relation to life and God. The fourth part offers some fundamental pedagogical and didactic directives in relation to promotion of dialogue and reconciliation in religious education. The promotion of dialogue and reconciliation within religious education means, primarily, the promotion of education directed towards building up of the »inner human being«, the human being who gradually and patiently learns to live, while continuously finding inspiration in Jesus´ commandment of love