In the course of our research, we discovered, in the archives of religious missionary congregations, directories and treatises of missionaries proposing pedagogical advice for evangelization. From the Apostle Paul to the popes of the 20th century, an approach to inculturate Christianity was built up empirically. Theorized by the Propaganda Fide Instructions of 1659, it was applied between the 17th and 20th centuries with the support of the popes. However, the comparative approach of the sources reveals a "fact" that was not even suspected until now: the existence of an identical pedagogical process in both form and content. What we have called "the Pauline process" is articulated in two great stages, themselves subdivided into progressive phases: first, the insertion of the missionary into the culture (kenosis, knowledge of the language and living according to their customs, then the phase of pastoral inculturation (the culture as a vehicle of the Gospel, hermeneutics/precedence, and the indigenous clergy). Going further, we noticed that there was a shift in the Christian pedagogy of the Redemption and that of the Apostle Paul. They overlap perfectly. From there we have modeled this "Pauline process" in order to draw out its Christian anthropology and to highlight its coherence over twenty centuries. This pedagogical process places the missionary and the missioned in a symmetrical relationship of dialogue, exchange and interrelation. There is a stripping away and a mutual contribution. For the missionary it is a cultural stripping and for the missioned it is religious. Both "meet" and "come closer" in a process of reciprocal renunciation/adoption which puts into action their own will, their free will. This is a unique pedagogy in the annals of history. This has led us to derive a "meta-process" that could provide the basis for a pedagogy applicable in various fields.
| Published in | Social Sciences (Volume 11, Issue 2) |
| DOI | 10.11648/j.ss.20221102.18 |
| Page(s) | 110-118 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Catholic Missions, Treaties of Missionary Pedagogy, Cultural Insertion, Inculturation, Catholic Anthropology, Missionary Theology
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APA Style
Yannick Essertel. (2022). Modeling and Reflexions About of Missionary Pedagogy. Social Sciences, 11(2), 110-118. https://doi.org/10.11648/j.ss.20221102.18
ACS Style
Yannick Essertel. Modeling and Reflexions About of Missionary Pedagogy. Soc. Sci. 2022, 11(2), 110-118. doi: 10.11648/j.ss.20221102.18
AMA Style
Yannick Essertel. Modeling and Reflexions About of Missionary Pedagogy. Soc Sci. 2022;11(2):110-118. doi: 10.11648/j.ss.20221102.18
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Download@article{10.11648/j.ss.20221102.18,
author = {Yannick Essertel},
title = {Modeling and Reflexions About of Missionary Pedagogy},
journal = {Social Sciences},
volume = {11},
number = {2},
pages = {110-118},
doi = {10.11648/j.ss.20221102.18},
url = {https://doi.org/10.11648/j.ss.20221102.18},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20221102.18},
abstract = {In the course of our research, we discovered, in the archives of religious missionary congregations, directories and treatises of missionaries proposing pedagogical advice for evangelization. From the Apostle Paul to the popes of the 20th century, an approach to inculturate Christianity was built up empirically. Theorized by the Propaganda Fide Instructions of 1659, it was applied between the 17th and 20th centuries with the support of the popes. However, the comparative approach of the sources reveals a "fact" that was not even suspected until now: the existence of an identical pedagogical process in both form and content. What we have called "the Pauline process" is articulated in two great stages, themselves subdivided into progressive phases: first, the insertion of the missionary into the culture (kenosis, knowledge of the language and living according to their customs, then the phase of pastoral inculturation (the culture as a vehicle of the Gospel, hermeneutics/precedence, and the indigenous clergy). Going further, we noticed that there was a shift in the Christian pedagogy of the Redemption and that of the Apostle Paul. They overlap perfectly. From there we have modeled this "Pauline process" in order to draw out its Christian anthropology and to highlight its coherence over twenty centuries. This pedagogical process places the missionary and the missioned in a symmetrical relationship of dialogue, exchange and interrelation. There is a stripping away and a mutual contribution. For the missionary it is a cultural stripping and for the missioned it is religious. Both "meet" and "come closer" in a process of reciprocal renunciation/adoption which puts into action their own will, their free will. This is a unique pedagogy in the annals of history. This has led us to derive a "meta-process" that could provide the basis for a pedagogy applicable in various fields.},
year = {2022}
}
TY - JOUR T1 - Modeling and Reflexions About of Missionary Pedagogy AU - Yannick Essertel Y1 - 2022/04/25 PY - 2022 N1 - https://doi.org/10.11648/j.ss.20221102.18 DO - 10.11648/j.ss.20221102.18 T2 - Social Sciences JF - Social Sciences JO - Social Sciences SP - 110 EP - 118 PB - Science Publishing Group SN - 2326-988X UR - https://doi.org/10.11648/j.ss.20221102.18 AB - In the course of our research, we discovered, in the archives of religious missionary congregations, directories and treatises of missionaries proposing pedagogical advice for evangelization. From the Apostle Paul to the popes of the 20th century, an approach to inculturate Christianity was built up empirically. Theorized by the Propaganda Fide Instructions of 1659, it was applied between the 17th and 20th centuries with the support of the popes. However, the comparative approach of the sources reveals a "fact" that was not even suspected until now: the existence of an identical pedagogical process in both form and content. What we have called "the Pauline process" is articulated in two great stages, themselves subdivided into progressive phases: first, the insertion of the missionary into the culture (kenosis, knowledge of the language and living according to their customs, then the phase of pastoral inculturation (the culture as a vehicle of the Gospel, hermeneutics/precedence, and the indigenous clergy). Going further, we noticed that there was a shift in the Christian pedagogy of the Redemption and that of the Apostle Paul. They overlap perfectly. From there we have modeled this "Pauline process" in order to draw out its Christian anthropology and to highlight its coherence over twenty centuries. This pedagogical process places the missionary and the missioned in a symmetrical relationship of dialogue, exchange and interrelation. There is a stripping away and a mutual contribution. For the missionary it is a cultural stripping and for the missioned it is religious. Both "meet" and "come closer" in a process of reciprocal renunciation/adoption which puts into action their own will, their free will. This is a unique pedagogy in the annals of history. This has led us to derive a "meta-process" that could provide the basis for a pedagogy applicable in various fields. VL - 11 IS - 2 ER -
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