Mystagogie in Religieuze Educatie

Toke Elshof

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    To an increasing number of young people, religious and philosophical education is the first structured encounter with religions and philosophies. Because religions and philosophies can play an important part in personal and social life, religious illiteracy had become quite a challenge in the field, and this has led to a reconsideration of the desired targets. Among the preferences that take shape, the plea for mystagogic teaching seems increasingly important to religious and philosophical education, which takes the dimension of experience seriously. This article first discusses the meaning of the mystagogy of the Church Fathers for the role of mystagogy in religious education like Mirjam Schambeck and Bert Roebben advocate. It will show that patristic mystagogy has no part to play in this. Their approach is mostly indebted to that of Karl Rahner.
    Their post-Christian and religiously diverse context does differ from Rahner’s, however, which begs the question of the importance of the Church in mystagogic learning processes. This question is discussed in the second part on the basis of empirical research. The results of this research describe the added value of concrete encounters
    with communities of faith and offer new insights into the importance of the mystagogy of the Church Fathers to contemporary mystagogy in religious education.
    Original languageDutch
    Pages (from-to)51-69
    Number of pages18
    JournalTijdschrift voor Theologie
    Issue number1
    Publication statusPublished - 29 Mar 2016


    • religieuze educatie, mystagogie

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