THE REFUSAL OF TRANSCENDENCE: CAUSE OF BANKRUPTCY OF POSTMODERN PEDAGOGY. FOR A FORMATIVE - ANTHROPOLOGICAL PROGRAM PLACED "BEYOND" AND ABOVE THE CULTURE OF RESPECT
THE REFUSAL OF TRANSCENDENCE: CAUSE OF BANKRUPTCY OF POSTMODERN PEDAGOGY. FOR A FORMATIVE - ANTHROPOLOGICAL PROGRAM PLACED "BEYOND" AND ABOVE THE CULTURE OF RESPECT

Summary/Abstract: This study includes three subdivisions: 1. For a realistic diagnosis of postmodern pedagogy. The limits of the non-theistic didactic approaches of life:this section contains an inventory of postmodern pedagogical errors, as they are found in Jean Sevillia’s vision, inventory followed by the prophylaxis proposedby secular anthropology. The section ends with an Orthodox sentence:immanent anthropology cannot settle the crisis which hits a culture and pedagogy without metaphysics. Orthodoxy suggests another approach: deep within a "culture of respect" there should be a "culture of love"; 2. For a transcendentally articulated education. How do we "lower" the issue ofmeaning in the daily formative-educative approach? This section is based onthe finding that post-Enlightenment pedagogy evacuated the transcendent from culture and pedagogy, shaping the ideal portrait of the teacher, in the Orthodox vision; 3. The concept of secularism: disinterest in the ultimate sense of things or granting of freedom? The last section outlines a possible pastoral profile ofthe concept of secularism. The excursion includes an interpretation for thepastoral-didactic use, of the film Superman returns.

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