Spiritual Competence in the Religion Curriculum. A project for the future.

1. Spiritual Competence in the Religion Curriculum.A project for the future. Ana Isabel Gómez Villalba EUROPEAN FORUM FOR TEACHERS OF RELIGIOUS EDUCATION 19th march 2011 Seville (Spain)

2. Why?¿Por qué? • Spiritual • Competence • Findings of neurobiology and psychology • The competency language of the business world taken into the world of education • Competencia • Espiritual • El lenguaje competencial del mundo empresarial se traslada al mundo de la educación • Descubrimientos de la neurobiología y psicología.

4. Establish Key Competences

5. Theability to integrate knowledge, skills and attitudes in a practical way to solve problems and react appropriately in a variety of contexts and situations. In other words, it is the integration and application of theoretical and practical knowledge in settings outside the academic context.

6. Key competences for lifelong learning: Communication in the mother tongue. Communication in foreign languages. Mathematical competence and basic competences in science and technology. Digital competence. Learning to learn. Interpersonal, intercultural and social competences and civic competence. Entrepreneurship. Cultural expression.

7. Competence in linguistic communication. Mathematical competence. Competence in knowledge of and interaction with the physical world. Competence in processing information and use of ICT. Competence in social skills and citizenship. Cultural and artistic competence. Learning to learn. Autonomy and personal initiative.

8. All subject areas should contribute to the development of as many competences as possible, and each one includes specific reference to the competences most associated with the area.

9. The integration of the key competences into the curriculum allows a focus on essential learning, in a holistic sense, and learning that is directed towards the practical application of the knowledge acquired. La integración de las competencias básicas en el currículo permite un enfoque esencial en el aprendizaje, en un sentido holístico, y el aprendizaje que está dirigido hacia la aplicación práctica de los conocimientos adquiridos.

10. The Four Pillars of Education PERSON INTEGRAL DEVELOPMENT • These four learnings, which are recognized as strategic for the XXI century human beings, are orientated to the four dimensions of holistic education, science, society, ecology and spirituality. • But in the Spanish context, the latter term, spirituality, has strong religious connotations of a denominational kind causing mixed reactions. EDUCATION RATIONAL INTELLIGENCE EMOTIONAL INTELLIGENCE TOGETHER KNOW DO LIVE BE

11. All state educational systems explicitly pursue comprehensive education. This is considered as the new educational paradigm for the twenty-first century. Todos los sistemas educativos declaran de manera explícita perseguir la educación integral. Esta es considerada como el nuevo paradigma educativo para el siglo XXI.

12. The result is a very creative educational paradigm that is revolutionizing our ideas about education.

13. Throughout these four years working in this new education framework, we have detected the great potential of the competence model as well as the limitations it presents. • After analysing the eight Basic Skills laid out, we can see that at least one is missing, one that should be basic: SPIRITUAL COMPETENCE.

14. We shall leave this debate open. Now we will focus on the integration of spiritual competence in the religion curriculum. • It might help us to look over what has been said about this kind of intelligence and about this kind of skill.

15. For a long time it has been believed that human intelligence is unitarian, unique and, consequently, it’s possible to define it and quantify it. • Howard Gardner: Frames of Mind: Theory of Multiple Intelligences. 1983. • Zohar y Marshall IN 1997 coined the term «Spiritual Intelligence». • Howard Gardner: Intelligence reframed. 1999.

16. “We conceive human beings as a multidimensional unit, both from an inner and outer point of view, and who are capable of very different operations as a consequence of the different intelligences within them.” “Concebimos al ser humano como una unidad multidimensional, exterior e interior, dotado de un dentro y de un fuera, como una única realidad polifacética, capaz de operaciones muy distintas en virtud de las distintas inteligencias que hay en él.”

17. The depth • Lo profundo • Feelings • Sentimientos • Mind • Mente • Body • Cuerpo

18. Whatyousee. Exterior All that we express is forged and cemented at this invisible depth, but central to our lives. Whatisnotseen. Interior Relationship with oneself Relationship with others Relationship with God

19. Whatyousee. Exterior Whatisnotseen Interior Religionis “re-ligaturing”: withourselves, withothers, with the real presence, but unprovable, that we call God

20. OUTER ME EXTERIOR Ámbito de lo profano YO EXTERIOR level breach RUPTURA DE NIVEL Ámbito de lo sagrado YO INTERIOR INNER ME INTERIOR LO TOTALMENTE OTRO LO SAGRADO LO SUPREMO

21. It’s centrifugal force which takes children towards exploration; Es la fuerza centrífuga, que lleva al niño a la exploración … Silence refers us to the essential. It’s a kind of breathing, a door to the inner world that feeds and allows us to grow as people, it’s what gives us energy as a whole. And centripetal force what takes adults back into introspection Y la fuerza centrípeta, que devuelve al adulto a la introspección

22. When we find that Source of Life, when we find Christ in our inside it sets our path towards: “Go and announce the Gospel” “Id y anunciad el Evangelio” (Mc 16, 15)

23. 3 key processes in our “inner growing” knowing Saber Decisions Decisiones 3 1 2 Opening Apertura Interacción Savouring Saborear

24. EXPERIENCE ERFAHRUNG ERFAHREN ER FROM WITHIN OUT Hacia fuera FAHREN GO GUIDE Ir, hacer

26. Being open • Un ser abierto • OUTER ME • Exterior These are the ways of experience • INNER ME • Interior • HISTORY • Historia

27. Withothers Con los demás Exterior Interior

28. Do • Hacer • Ciencia • Técnica • Gobeyond • Trascender • Inteligencia espiritual • Evocación • Think • Pensar • Razón • Filosofía These are the forms of experience

29. Gobeyond Trascender Do Hacer Think Pensar

30. “The human being enjoys a spiritual sense which cannot developed or satisfied except by cultivating and developing his o her spiritual intelligence. These are common needs for all human beings; it turns out to be essential to identify and express them, as well as to find intelligent ways to answer them as very happiness and overall well-being is at stake.”

31. “In contexts of spiritual anaemia, such as the one we are in at the moment, the development of such intelligence opens new horizons in many senses; for that object it’s essential to draw out appropriate strategies to educate intelligence in such a way and to stimulate it in the new generations. An integral education must draw it together because not only is the person’s full development at stake but also of cultures and peoples”.

32. What we are discussing today is just that, opening new horizons, think about appropriate strategies to educate the spiritual intelligence from the RE. Lo que hoy tratamos es precisamente esto, abrir horizontes nuevos, pensar estrategias oportunas para educar la inteligencia espiritual desde la ERE.

33. ¿Qué es la inteligencia? INTELIGENCIA INTELLIGENTIA INTUS LEGERE Entre Between Escoger o leer Chooseorread

34. ¿Qué es la inteligencia? Saber escoger la mejor alternativa entre varias, pero también saber leer el adentro de las cosas. Capacidad de aprender o de comprender. Capacidad que permite adaptarnos con cierta velocidad a los recursos disponibles y a enfrentarnos a situaciones nuevas no previstas. Conjunto de aptitudes que las personas utilizan con éxito para lograr sus objetivos racionalmente elegidos. Capacidad que tiene ésta de crearse a sí misma.

35. In defining intelligence as a capacity, Gardner makes it a skill that can be developed. Al definir la inteligencia como una capacidad, Gardner la convierte en una destreza que se puede desarrollar.

36. No elite athlete reaches the top without training, however good their natural qualities are. The same is true for mathematicians, poets or emotionally intelligent people.

37. Existencial

47. “Intelligence is not only knowledge, but also the ability to put knowledge into practice.” Aristotle “La inteligencia consiste no sólo en el conocimiento, sino también en la destreza de aplicar los conocimientos en la práctica.” Aristóteles

50. Competences • Linguistic • Mathematical • Physical world. • Processing information • Social • Cultural and artistic • Learning to learn • Autonomy and personal initiative. • Espiritual • Linguistic • Musical • Logical-mathematical • Bodily-kinesthetic • Spatial- visual • Intrapersonal • Interpersonal • Naturalistic • Espiritual • Inteligences