„Slow Pedagogy" in religious education
The text refers to the assumptions, objectives and working methods of the „Slow Pedagogy" (theory and practice based on the "slow movement”), which is one of the main streams, a broadly understood process of slowing down in education. To this trend, with the concepts of slowness, include the theory of mindfulness, and the pedagogy of presence (focused on personalism). Alsow, all traditional pedagogical school of New Education, emphasizing the qualitatively understood process of education and training: the Montessori, Waldor or Democratic schools.
In this article I present theoretical assumptions, as well as practical solutions, education based on the slow movement, which can be applied in religious education. In the first place, this project sets the goal to improve qualitatively understood efficiency by techniques, tools and methods of slowing down, which enable deepened experience and understanding of educational content, especially religious and ethical subject. In addition to the theoretical assumptions, the text includes practical models of work these include, first of all, the study of the attentive and emancipatory skills, what seems to be a big challenge for religious education in Poland.
In the area of „Slow pedagogy” can be found a variety of working practices, and most of them have one common foundation, namely: contestation-stagnation-change. What is very important, this foundation points shows to the immanent principle of inclusion and exclusion (both at the same times) of educational content and moral attitudes. The activities and techniques discussed are above all, working with: difference-similarity, action-passivity internal-exterior and many others. All of them are described in detail and critically analyzed in the following text.
Whit this analysis, there are some quite important research questions. Firstly, to what extent „Slow pedagogy" can be a new model of work for religious education in Poland. Secondly, to what extent does the "slow life project" reveal that continual balancing between the categories of inclusion and exclusion is immanently embedded in the structure of religious education. And thirdly, is the skill of conscious slowing down and mindfulness, can have a real impact on the competence to build a constructive compromise in today's culturally-religious-socially diverse Europe.
S. Dąbrowski, „Slow Pedagogy" in religious education, V INTERNATIONAL RELIGIOUS CONGRESS, 14-16 SEPTEMBER 2017 TORUŃ.