Liaudiškasis pamaldumas kaip tautinio-religinio tapatumo dėmuo religingumougdymoprocese
Folk Piety AS A Component Of National-Religious Identity In The Process Ofeducation Of Religiousity

Summary/Abstract: Folk piety takes a significant place in the process of catholic development. National-religious identity expresses itself through folk piety. Therefore, it is the important heritage of Lithuanian not only national, cultural, ethnological, ethno-musical, but educological heritage also. The object of investigation: folk piety as a component of national-religious identity in the process of education of religiosity of students of gymnasium. This article discusses some theoretical issues and aspects of national-religious identity educating catholic religiosity in the gymnasium. The national-religious identity is defined as emotional, psychological, social, cultural identification of a subject with religion. Nationalreligious identity is an indicator of personal religiosity on the cognitive, emotional and behavioural levels. Catholic folk piety is a reflection of national identity as well as national-religious identity through which expresses lithuanian national catholic tradition. Religious education is explained as a part of evangelizing. Evangelizing means “inging the Good News into all the strata of humanity, and through its influence transforming humanity from within and making it new” [14, p. 18]. Folk piety is as a consequence, result and process of evangelizing. The pedagogical experiment was organised in order to confirm the hypothesis that education of catholic religiosity of students of gymnasium become more effective due to integration of faith and music lessons as module „catholic folk piety“ and through its musical expression (singing). The experimental program was developed and aplied for this purpose. The object of catholic folk piety is Jesus Christ as a formative reality: his passion, resurrection, piety to Blessed Virgin Mary and othe Saints, intercession of the dead, religious moral norms. Relying on these topics the content of teaching/learning and themes of lessons are formulated. In order to notice changes of investigated student‘s national-religious identities special educological methods were applied: pedagogical observation, questionaire of students, and their essay “Catholic folk piety is a part of my national-religious identity”.

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