Theologizing With Children a New Paradigm for Catholic Religious Education in Belgium

  • Annemie Dillen
Part of the International Handbooks of Religion and Education book series (IHRE, volume 2)

In Flanders (Belgium), religious education is a compulsory subject for all children and adolescents, from the age of 6 to 18 in all Roman Catholic public schools. Students who do not want to follow the courses of religious education in public schools can replace this course by one in moral education. This arrangement means that a large number of young people follow some form of religious education in Flanders, mostly Catholic religious education. The educational system in Belgium is different in the northern part (Flanders) from the southern part (Wallonia). As I live and work in Flanders, I discuss the situation here in Flanders. Nearly 60% of the population identify themselves as members of the Catholic Church, while 37% say they do not belong to any church. A small minority belong to other religions, like Protestantism, Islam, Judaism, etc. (Dobbelaere & Voyé, 2001, pp. 117–152). Of the people who say they do not belong to any church, there are still a few who would prefer a Catholic funeral to a secular one or who send their children to Catholic schools. About 75% of children and adolescents go to a Catholic school. Nearly 85% follow Catholic religious education in Flanders (Pollefeyt, 2004, pp. 44–45).

Keywords

Europe Mold Topo Defend Shoe 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Anderson, T. R. (1996). Child and Family in Christianity. In H. Coward, & P. Cook (Ed.), Religious Dimensions of Child and Family Life: Reflections on the UN Convention on the Rights of the Child (pp. 31–52). Victoria: Wilfried Laurier University Press.Google Scholar
  2. Boszormenyi-Nagy, I., & Krasner, B. R. (1986). Between Give and Take. A Clinical Guide to Contextual Therapy. New York: Brunner.Google Scholar
  3. Bucher, A. A. et al (Ed.) (2002). Mittendrin ist Gott. Kinder denken nach über Gott, Leben und Tod (Jahrbuch für Kindertheologie, 1). Stuttgart: Calwer.Google Scholar
  4. Bucher, A. A. et al (Ed.) (2003). Im Himmelreich ist kein Sauer. Kinder als Exegeten (Jahrbuch für Kindertheologie, 2). Stuttgart: Calwer.Google Scholar
  5. Bucher, A. A. et al (Ed.) (2004). Zeit ist immer da. Kinder erleben Hoch-Zeiten und Fest-Tage (Jahrbuch für Kindertheologie, 3). Stuttgart: Calwer.Google Scholar
  6. Bucher, A. A. et al (Ed.) (2005). Kirchen sind ziemlich christlich. Erlebnisse und Deutungen von Kindern (Jahrbuch für Kindertheologie, 4). Stuttgart: Calwer.Google Scholar
  7. Bunge, M. (Ed.) (2001). The Child in Christian Thought. Cambridge, UK: Eerdmans.Google Scholar
  8. Büttner, G., & Thierfelder, J. (Eds.) (2001). Trug Jesus Sandalen? Kinder und Jugendliche sehen Jesus Christus. Göttingen: Vandenhoeck & Ruprecht.Google Scholar
  9. Büttner, G. (2002). Naive Theologie als besondere Kompetenz der Kinder. Katechetische Blätter 4, p. 286ff.Google Scholar
  10. Büttner, G., Rupp, H., & von Choltitz, D. (2002). Theologisieren mit Kindern. Stuttgart: Kohlhammer.Google Scholar
  11. Carroll, J. T. (2001). Children in the Bible. Interpretation: A Journal of Bible and Theology 55(2).Google Scholar
  12. Cornu, I., & Pollefeyt, D. (2003). Religieus opvoeden tussen openheid en geslotenheid. Bijbels geloof in een babelse wereld. In D. Pollefeyt (Ed.), Leren aan de werkelijkheid. Geloofscommunicatie in een wereld van verschil (Nikè-reeks, 49) (pp. 45–65). Leuven-Leusden: Acco.Google Scholar
  13. Dasberg, L. (1975). Grootbrengen door kleinhouden als historisch verschijnsel. Boom: Meppel.Google Scholar
  14. Devries, D. (2001). Toward a Theology of Childhood. Interpretation 55(2), 161–173.Google Scholar
  15. Dobbelaere, K., & Voyé, L. (2001). Religie en kerkbetrokkenheid: ambivalentie en vervreemding. In K. Dobbelaere, Verloren zekerheid. De Belgen en hun waarden, overtuigingen en houdingen (pp. 117–152). Tielt: Lannoo.Google Scholar
  16. Ebner, M. et al (Eds.) (2002). Gottes Kinder (Jahrbuch für Biblische Theologie, 17), Neukirchen: Neukirchener.Google Scholar
  17. Eckerle, S., Gleiß, R. Otterbach, M., & Schwendemann, W. (2001). Gott der Kinder. Ein Forschungspojekt zu Bildern und Gottesvorstellungen von Kinderen. Münster: Lit-Verlag.Google Scholar
  18. Fowler, J. F. (1981). Stages of Faith: The Psychology of Human Development and the Quest for Meaning, New York: Harper & Collins.Google Scholar
  19. Hafen, B. C., & Hafen, J. O. (1995). Abandoning children to their rights. First Things. A Monthly Journal of Religion and Public Life 55, 18–24.Google Scholar
  20. Hay, D., Nye, R., & Murphy, R. (1996). Thinking about childhood spirituality: review of research and current directions. In L. J. Francis, W. K. Kay, & W. S. Campbell (Eds.), Research in Religious Education (pp. 47–72). Macon, GA: Smyth & Helwys. Hay, D., & Nye, R. (2006). The Spirit of the Child (Rev. Ed.). London: Jessica Kingsley.Google Scholar
  21. Hermans, C. (2001). Participerend leren. Grondslagen van religieuze vorming in een globaliserende samenleving (iko-reeks, 1). Budel: Damon.Google Scholar
  22. Hinsdale, M.-A. (2001). Infinite openness to the infinite: Karl Rahner’s contribution to modern catholic thought on the child. In M. J. Bunge (Ed.), The Child in Christian Thought (pp. 406–445). Grand Rapids, MI: Eerdmans.Google Scholar
  23. Hutsebaut, D. (1996). Post-critical belief: a new approach to the religious attitude problem. Journal of Empirical Theology 9(2), 46–66.CrossRefGoogle Scholar
  24. Hutsebaut, D. (2000). Post-critical belief scales: exploration of a possible developmental process. Journal of Empirical Theology 13(2), 19–28.CrossRefGoogle Scholar
  25. Hutsebaut, D. (2004). Some perspectives on religious maturity. In H. Lombaerts, & D. Pollefeyt (Eds.), Hermeneutics and Religious Education (pp. 337–353). Leuven: Peeters.Google Scholar
  26. Klein, S. (2000). Gottesbilder von Mädchen. Bilder und Gespräche als Zugänge zur kindlichen religiösen Vorstellungswelt. Stuttgart: Calwer.Google Scholar
  27. Koops, W. (1997). Het moderne kind als kleine volwassene. In H. Baartman et al (Eds.), Gezinnen onder druk. Over veranderende ouder-kind relaties (pp. 40–62). Kampen: Kok Agora.Google Scholar
  28. Koops, W., & Terworgt, M. M. (1994). Vroegkinderlijke psychologische theorieën. Een overzicht van actueel onderzoek. In P. Steerneman, & H. Pelzer (Eds.), Sociale cognitie en sociale competentie bij kinderen en jeugdigen (pp. 25–46) Leuven: Garant.Google Scholar
  29. Lombaerts, H., & Pollefeyt, D. (Eds.) (2004). Hermeneutics and Religious Education (Bibliotheca Ephemeridum Theologicarum Lovaniensium, 180). Leuven: Peeters.Google Scholar
  30. Maex, J. (2003). Een hermeneutisch-communicatief concept vakdidactiek godsdienst. Een fundamenteel-theoretisch en empirisch onderzoek. Unpublished Ph.D.dissertation, K.U. Leuven.Google Scholar
  31. Marshall, K., & Purvis, P. (2004). Honouring Children. The Human Rights of the Child in Christian Perspective. Edinburgh, UK: Saint Andrew Press.Google Scholar
  32. Martens, E. (2005). Kinderphilosophie und Kindertheologie—Familienähnlichkeiten. In A. A. Bucher et al (Eds.), Kirchen sind ziemlich christlich. Erlebnisse und Deutungen von Kindern (Jahrbuch für Kindertheologie, 4) (pp. 12–28). Stuttgart: Calwer.Google Scholar
  33. Matthews, G (1980). Philosophy and the Young Child. Cambridge, MA: Harvard University Press.Google Scholar
  34. Matthews, G. (1984). Dialogues with Children. Cambridge, MA: Harvard University Press.Google Scholar
  35. Miller-McLemore, B. J. (2003). Let the Children Come: Reimagining Childhood from a Christian Perspective (Families and Faith Series), San Francisco, CA: Jossey-Bass.Google Scholar
  36. Moreau, P. (2002). La famille, enjeu citoyen. Paris: Cerf.Google Scholar
  37. Mussen, P. H. (Ed.) (1983). Handbook of Child Psychology (Vol.II). New York: Wiley.Google Scholar
  38. Oser, F., & Gmünder, P. (1982). Der Mensch. Stufen seiner religiösen Entwicklung. Gütersloh: KaisarGoogle Scholar
  39. Peterson, G. R. (2004). The created co-creator and the practice of medicine. Zygon, Journal of Religion and Science 39(4), 827–840.Google Scholar
  40. Pollefeyt, D. (2004). Het leven doorgeven—Religieuze traditie in de katholieke godsdienstpedagogiek—ontwikkelingen en toekomstperspectieven. In H. Van Crombrugge, & W. Meijer (Eds.), Pedagogiek en traditie, opvoeding en religie (pp. 133–149). Tielt: LannooCampus.Google Scholar
  41. Pollefeyt, D. et al (2004). Godsdienstonderwijs uitgedaagd. Jongeren en (inter)levensbeschouwelijke vorming in gezin en onderwijs. Leuven: Peeters.Google Scholar
  42. Pufall, P. B., & Unsworth, R. P. (Eds.) (2004). Rethinking Childhood. Camden: Rutgers University Press.Rahner, K. (1965). Schriften zur Theologie. Band VI. Einsiedeln-Zürich-Keulen: Benziger.Google Scholar
  43. Rahner, K. (1966). Gedanken zu einer Theologie der Kindheit. In Id., Schriften zur Theologie. Band VII. Zur Theologie des geistlichen Lebens (pp. 313–329). Einsiedeln-Zürich-Keulen: Benziger.Google Scholar
  44. Rahner, K. (1983). Eternity from time. In Id., Theological Investigations 19 (pp. 169–177) (tr. E. Quinn). New York: Crossroad.Google Scholar
  45. Rattcliff, D., & May, S. (2004). Identifying children’s spirituality, Walter Wangerin’s Perspectives, and an overview of this book. In D. Ratcliff (Ed.), Children’s Spirituality. Christian Perspectives, Research and Applications (pp. 7–21). Eugene, OR: Cascade Books.Google Scholar
  46. Rieffe, C., Koops, W. & Terworgt, M. M. (1996). Vroegkinderlijk begrip van mentale processen: the child’s theory of mind. In J. D. Bosch et al (Eds.), Jaarboek ontwikkelingspsychologie, orthopedagogiek en kinderpsychiatrie (pp. 216–236). Houten-Diegem: Bohn Stafleu Van Loghum.Google Scholar
  47. Selling, J. A. (Ed.) (1988) Personalist Morals. Essays in Honor of Professor Louis Janssens (betl, 83). Leuven: Peeters.Google Scholar
  48. Selling, J. (1998). The human person. In B. Hoose (Ed.), Christian Ethics. An Introduction (95–109). Collegeville, MN: The Liturgical Press.Google Scholar
  49. Schillebeeckx (1968). Theologische draagwijdte van het magisteriële spreken over sociaal-politieke kwesties. Concilium 4 (6), 21–40.Google Scholar
  50. Schweitzer, F. (2000). Das Recht des Kindes auf Religion. Ermutigungen für Eltern und Erzieher. Gütersloh: Kaiser.Google Scholar
  51. Van den Bergh, B. (2003). Kinderen, opvoeders en maatschappij: verkenningstocht of verplichte wandeling? In L. Ackaert et al (Eds.), Kom je dat thuis eens vertellen? Visies van ouders en kinderen op het dagelijks leven in het gezin (pp. 13–33). Leuven-Leusden: Acco.Google Scholar
  52. Whitmore, T. D., & Winright, T. (1997). Children: an undeveloped theme in Catholic teaching. In M. A. Ryan, & T. D. Whitmore (Eds.), The Challenge of Global Stewardship. Roman Catholic Responses (pp. 161–185). Notre Dame: University of Notre Dame Press.Google Scholar
  53. Yust, K. M. et al (Eds.) (2006). Nurturing Child and Adolescent Spirituality. Perspectives from the World’s Religious Traditions (pp. 53–68). Lanham: Rowman & Littlefield.Google Scholar

Copyright information

© Springer 2007

Authors and Affiliations

  • Annemie Dillen
    • 1
  1. 1.Catholic University of LeuvenBelgium

Personalised recommendations