The A. distinguishes religiousness from religion, meaning by the term religiousness the intertwining interactive among a form of historical religion and the psychological and spiritual dynamics that are established in relation to it. Summing up the results of a theoretical study started since 2010 on the notion of religion and "religious sense" in multi-disciplinary perspective, the A. relates some philosophical (Banfi, 1940) and socio-anthropological definitions (Geertz, 1973), which appear to be significant and undervalued, although in recent decades, in the area of the humanities, more subtle reductionism and denials have been made, for example with the introduction of the category of "spiritualism" in place of religiosity. According to the A., scientific theories led to a series of representations of religiousness acting in fact on educational processes and adult’s transformations, even of all who believe. In this way, the socially widespread representation of the religiousness acts on the formation of the same religiosity, and on the development of personal religious conscience. The essay highlights the need for human religiousness and religious experience come back to be recognized objects of scientific inquiry, and so, consequently, also the phenomenology of religious education. The investigation opened through the first empirical material analyzed (interviews, personal talk and writings) allows to consider radical ambivalence already in the constitution of personal religious experience, and developmental outcomes or involution of it during adulthood, precisely in relation the shared representations, which, according to the A., have greater educational effectiveness of the ideas and concepts. Particular attention is given in this research program, to the theme of "figures" of the mind and the assumption that "germinal nuclei" unconscious, presumably capable of long periods of stasis and latency, as of sudden reactivations and "germination". This notion would throw new light on the early educational processes and their outcomes, especially in religious education.
La religiosità e la sua formazione. Una prospettiva pedagogica
MOSCATO, MARIA TERESA
2013
Abstract
The A. distinguishes religiousness from religion, meaning by the term religiousness the intertwining interactive among a form of historical religion and the psychological and spiritual dynamics that are established in relation to it. Summing up the results of a theoretical study started since 2010 on the notion of religion and "religious sense" in multi-disciplinary perspective, the A. relates some philosophical (Banfi, 1940) and socio-anthropological definitions (Geertz, 1973), which appear to be significant and undervalued, although in recent decades, in the area of the humanities, more subtle reductionism and denials have been made, for example with the introduction of the category of "spiritualism" in place of religiosity. According to the A., scientific theories led to a series of representations of religiousness acting in fact on educational processes and adult’s transformations, even of all who believe. In this way, the socially widespread representation of the religiousness acts on the formation of the same religiosity, and on the development of personal religious conscience. The essay highlights the need for human religiousness and religious experience come back to be recognized objects of scientific inquiry, and so, consequently, also the phenomenology of religious education. The investigation opened through the first empirical material analyzed (interviews, personal talk and writings) allows to consider radical ambivalence already in the constitution of personal religious experience, and developmental outcomes or involution of it during adulthood, precisely in relation the shared representations, which, according to the A., have greater educational effectiveness of the ideas and concepts. Particular attention is given in this research program, to the theme of "figures" of the mind and the assumption that "germinal nuclei" unconscious, presumably capable of long periods of stasis and latency, as of sudden reactivations and "germination". This notion would throw new light on the early educational processes and their outcomes, especially in religious education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
