Theological Formation in India Today
Goals, Beneficiaries and Practical Aspects
DOI:
https://doi.org/10.48604/ct.129Keywords:
Catholic education, theological education, India, UNESCO, education pillars, human formation, intellectual formation, pastoral formation, spiritual formation, new evangelisationAbstract
I propose to dwell on an understanding of basic paradigms of education or intellectual formation in the Indian milieu and initiate a discussion on the need of revamping theological formation in view of addressing the concerns, challenges, and prospects of the Indian Church, especially by focusing on the beneficiaries, goals, and some of the practical aspects of theological formation so that a more effective but practically viable system could be conceived in order to better serve the Church at large and the Indian Church in particular.
References
Delors, Jacques et al, Learning: The Treasure Within, Paris: UNESCO, 1996, 85.
“Fides quaerens intellectum”: Anselm, Proslogion, Proemium (in S. Anselmi Cantuariensis Archiepiscopi Opera
omnia, ed. F. S. Schmitt, t.1, p.94).
International Theological Commission, Theology Today: Perspectives, Principles, and Criteria, Vatican: Editrice
Vaticana, 2011, §19.
Zhou Nan-Zhao, “Four ‘Pillars of Learning’ for the Reorientation and Reorganization of Curriculum: Reflections and Discussions,” at http://www.ibe.unesco.org/cops/Competencies/PillarsLearningZhou.pdf (accessed on 15 August 2013).
Kuncheria Pathil, “Editorial,” Jeevadhara 14 (1984), 153-154.
Richard Shaull, “Foreword” in Paulo Freire, Pedagogy of the Oppressed, trans. Myra Bergman Ramos, New York: Continuum, 1990, 15.
Vatican Council II, “Declaration on Christian Education,” §1.
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