Pedagogika katolicka w perspektywie pedagogiki transcendentnej
Catholic Pedagogy in the Perspective of Transcendent Pedagogy

Summary/Abstract: RESEARCH OBJECTIVE: The aim of the article is to systematize the existing knowledge of Catholic pedagogy and to indicate its specificity and place in the context of what is termed transcendent pedagogy. PROBLEM AND RESEARCH METHODS: The aim of article is to answer the following questions: what is Catholic pedagogy, how is it related to transcendent pedagogy, and what assumptions should studies conducted by the representatives of Catholic pedagogy be based on. For this purpose, methods of the critical analysis of subject literature and the comparison of data gathered were used. THE PROCESS OF ARGUMENTATION: The explanation of the essence of transcendent pedagogy enabled us to indicate the relationship between the pedagogy of religion and Catholic pedagogy. The differences between them were clarified in discussing the principles of Catholic pedagogy based on the assumptions of Christian personalism. Since Catholic pedagogy can take different forms, pedagogy of accompaniment rooted in the Spiritual Exercises of St. Ignatius Loyola was taken as its exemplification. This exposition allowed us to address the methodological issues in studies inspired by Catholic pedagogy. THE RESULTS OF SCIENTIFIC ANALYSIS: Catholic pedagogy reveals to the student a broader view on human life presented by the Catholic religion. Christian personalism it refers to as well as the specific way of educational accompaniment promoted by the pedagogy of accompaniment, explain the nature of the subjective approach to the student in the process of education. This pedagogy thereby enhances the status of the qualitative methods in which the hermeneutic possibility of describing the educational reality in the context of religious perception of man is exploited. It is possible thanks to respecting both natural and religious forms of cognition. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: Catholic pedagogy, on which the pedagogy of accompaniment is based, by promoting both natural and religious knowledge allows for the interpretation of human existence in light of supernatural reality, explained through the content of the truths of the professed faith.

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