Catholic education in Lithuania: an alternative for the dominating education system?

• Authors: Viktorija Voidogaitė

Abstracts

EN

Aim. The aim of this article is to discuss whether catholic education may be approached as an alternative to the main dominating education system. Methods. The research made use of the hermeneutical phenomenology access by Max van Manen (2016 a) and Linda Finlay (2009). During the research, hermeneutical phenomenology was used as the theoretical and methodological core. Results. In the theoretical part, it is revealed that in the historical context, catholic education has been a traditional, re-flourishing phenomenon throughout recorded history. That is why the notion of “alternative” while speaking about a catholic school in Lithuania may be used in some extremely specific cases. Conclusion. Phenomenological analysis has grasped that the chapel is indeed the incredibly special space of a catholic school that appears in the remembrance of the participants of the analysis. A relation based on trust between adults and pupils in a catholic school stimulates pupils to proceed with the same well behaviour that they witness the seniors (teachers and other pupils), as well as their peers (building team and embracing correlation), doing. The body dimension is present in several aspects: voluntary physical assistance and embracing a look at the different one, a shocking collision with a theme about one’s sexuality and a peaceful belief in resurrection of the body that provides strength and hope. The time dimension is present in two aspects: as a Kairos retreat and in other planned liturgical practices.

Keywords

EN

alternative education; catholic education; inclusion; relation based on trust; hermeneutical phenomenology

• Publisher: Fundacja Pro Scientia Publica
• Journal: Journal of Education Culture and Society
• Year: 2022
• Volume: 13
• Issue: 1
• Pages: 37-51

Dates

published

2022

Contributors

author

Viktorija Voidogaitė

• Institute of Educational Sciences. Faculty of Philosophy, Vilnius University, Universiteto g. 9/1, LT-01513 Vilnius, Lithuania

• https://orcid.org/0000000179264356

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Identifiers

DOI

10.15503/jecs2022.1.37.51

Biblioteka Nauki

18055681