Catholic pedagogy in early childhood education: a report on a neglected field of research

Abstract

The article presents examples of early childhood education as a form of Catholic pedagogy in Africa and South America. The presentation is based on interviews with 20 Sisters Servants, who initiated and continue the endeavour of Catholic child education as part of their mission. The illustrative part of the article is preceded by an exposition of the underpinnings and functions of Catholic pedagogy. Selected theoretical aspects are juxtaposed against a set of case studies, in order to highlight the validity, specificity, universalism and effectiveness of the approach. Our analysis of the interviews offers an insight into the sisters’ perception of the essence of early childhood education. This educational approach is anchored in Bojanowski’s conception of Catholic pedagogy, and finds its contemporary implementation in diverse socio-cultural and religious contexts. The article ends with a conclusion on the need to undertake further research in the neglected field of early childhood education, which will allow re-envisioning it for contemporary educational benefits. The research is necessary to expand the theoretical foundations of early childhood education and allow innovation in the related pedagogical practice.

Keywords:

• child
• integral education
• early childhood education
• Catholic pedagogy
• Sisters Servants

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributor

Maria Loyola Opiela is a Professor at John Paul II Catholic University of Lublin (Poland). She works at the Institute of Pedagogy. She studied Pedagogy in Lublin, and further She received a doctoral degree in Sociology at the Catholic University of Lublin and a doctoral degree in Pedagogy at the Nicolaus Copernicus University in Toruń. Her achievements concern Pedagogy and its disciplines, especially kindergarten and care pedagogy, family pedagogy, history of pedagogical thought. She is a Religious Sister (religious name Loyola) from the Congregation of the Sisters Servants of the Mother of God, Virgin Immaculate Conception (of Debica).

Notes

1 The Sisters represent four separate Congregations which, influenced by political factors (kulturkampf) and socio-cultural conditions and needs, emerged from the Congregation of the Sisters Servants of the Mother of God, Virgin Immaculate Conception, founded in 1850 by Edmund Bojanowski in Poland. Currently, they cooperate within the Federation of the Sisters Servants of the Blessed Virgin Mary:

• Congregation of the Sisters Servants of the Immaculate Conception of the Blessed Virgin Mary (of Greater Poland) – Província Nossa Senhora Aparecida in Porto Alegre, Brazil, runs 3 kindergartens for 280 children (aged 1–5).

• Congregation of the Little Servants of Mary Immaculate Sisters (of Stara Wies) in Africa runs 22 kindergartens: Zambia – 15 (1526 children), Malawi – 1 (75 children); Tanzania – 2 (167 children); South Africa – 4 (494 children).

• Congregation of the Sisters Servants of the Immaculate Conception of the Blessed Virgin Mary (of Silesia) – runs kindergartens in Cameroon: Figuil (60 children), Kombou (65 children), Tcholliré, Mandama (60 children), Mokolo (30 children).

• Congregation of the Sisters Servants of the Mother of God, Virgin Immaculate Conception (of Debica) – A Missionary Vicariate in Bolivia runs: kindergarten in Bolivia: Cochabamba (85 children), Pasorapa (30 children), Tarija – Children Home (40 children aged 0-10), Tupiza – Children’s Home (80 children); in Peru – Tacna – kindergarten (25 children).

2 Sisters covered by the research interview:

Table

3 The philosophical realism was developed by Aristotle. It assumes that both on the grounds of existence (metaphysical realism) and cognition (epistemological realism), real reality takes precedence over thinking and its independence from our cognition. The opposite of realism is idealism, in which ‘reality’ can be freely created. In fact, it confuses thinking with cognition.

4 Catholic pedagogy belongs to the system of pedagogical sciences and is closely connected with other sciences, especially theology, philosophy, psychology, sociology, history, ethics, cultural studies, medicine and others. Janina Kostkiewicz includes her among those theories and pedagogical concepts on which the foundations of modern European culture were built. The author shows the development of Thomistic pedagogy on the basis of such authorities as: J. Woroniecki, W. Granat, K. Kowalski, J. Salamucha, P. Chojnacki, K. Michalski, and ‘(neo)tomistic paideia’, i.e. the contribution of Thomists, philosophers and theologians to the development of CP (see Kostkiewicz 2013). An example of its development in Poland and other countries are references entries and Willmann (1921); de Hovre (1931, 1946); Michalski (1937); Brezinka (1957); Krąpiec (1974); Maritain (1975); Woroniecki (1986); Wojtyła (1986, 2000); Guardini (1991); Kunowski (1993); Gogacz (1993); Nowak (1995); Rynio (1999); Krasnodębski (2009); Kiereś (2017).

5 Catholic values are understood as intellectual and free and theological virtues (love, faith, hope). The term value (German: der Wert) comes from philosophy I. Kant. Catholic pedagogy is closer to the term good (Latin bonum), with its division into the noble, useful and pleasurable, assuming their hierarchy (on the principle of purpose – means to purpose). Hence Catholic values are/should be associated with aretology.

6 Christian personalism ‘approves of all that has been scientifically proven by natural and cultural anthropology, but it also accepts the claims of philosophy about the spiritual and immortal human soul, about the existence of the Creator of the world and of man; moreover, on the basis of revelation, it recognizes the human person as an adoptive son of God and a participant in the life of God's eternal people’ (Granat 2015, 627).

7 NATIONAL COUNCIL OF EDUCATION. Opinion n. 20 of 9 December 2009. Brasília: CNE/CEB, 2009.

8 Reflective inculturation is understood here as a creative exchange by which the sisters of the missionaries respectfully bring their service and the Gospel to individuals and families of different faiths and cultures, knowing them in all their complexity, and at the same time enrich themselves with new forms of expression and values in different areas of their lives, personal relationships, educational and charitable works, while preserving their Catholic identity, and at the same time being stimulated to constant renewal.

9 The Sisters give meaning to ECE through its organization on the outskirts of villages and cities, in missionary outposts, with those individuals and families who wouldn't dare ask for anything. Sisters, by running a kindergarten in this area, conduct educational and social activities with respect for everyone, giving them the chance to have a better start in further education and life. They are attended by children from poor families, including those from immigrant backgrounds, often free of charge, encouraged by the kindness and testimony of benefactors and graduates.