CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?

Detalhes bibliográficos
Autor(a) principal: Melo, José Joaquim Pereira
Data de Publicação: 2012
Tipo de documento: Artigo
Idioma: por
Título da fonte: Teoria e Prática da Educação (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16150
Resumo: The aim of this work is to discuss the doctrinal and pedagogical presuppositions of the primitive Christianity, having as a frame of reference the dialogue established between Christianity and the classic culture. Worthy of mention is the fact that either the valuation as well as the incorporation of Greacoroman concepts/categories/elements were realized under the new conception of deity defended by Christianity. Christ was the base, the mediator of the referred dialogue, once His teachings and His own person were respectively conceived as the “path” to be taken and the “model” to be emulated by the Christian body.  It was Paul of Tarsus who initially divulged Jesus’ “new” proposal as a pedagogical fact that crossed the Palestinian boundaries.  In this sense, the earliest Christian thinkers acted upon  the Pauline pedagogy, once to those religion education was thought as a process which goal was the quest for human and supernatural plenitude. That process would be conducted based on sacred Christian writing and Christ imitation.
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spelling CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?EL CRISTIANISMO Y LA CULTURA CLÁSICA: ¿OPOSICIÓN O INTEGRACIÓN?O CRISTIANISMO E A CULTURA CLÁSSICA: OPOSIÇÃO OU INTEGRAÇÃO?ChristianityClassic cultureEducationCristianismoCultura clásicaEducaciónCristianismoCultura clássicaEducaçãoThe aim of this work is to discuss the doctrinal and pedagogical presuppositions of the primitive Christianity, having as a frame of reference the dialogue established between Christianity and the classic culture. Worthy of mention is the fact that either the valuation as well as the incorporation of Greacoroman concepts/categories/elements were realized under the new conception of deity defended by Christianity. Christ was the base, the mediator of the referred dialogue, once His teachings and His own person were respectively conceived as the “path” to be taken and the “model” to be emulated by the Christian body.  It was Paul of Tarsus who initially divulged Jesus’ “new” proposal as a pedagogical fact that crossed the Palestinian boundaries.  In this sense, the earliest Christian thinkers acted upon  the Pauline pedagogy, once to those religion education was thought as a process which goal was the quest for human and supernatural plenitude. That process would be conducted based on sacred Christian writing and Christ imitation.La intención en este trabajo es discutir los presupuestos doctrinarios y pedagógicos del cristianismoprimitivo, teniendo en vista el diálogo establecido entre el cristianismo y la cultura clásica. Valeconsiderar que tanto la valoración como la incorporación de conceptos/categorías/elementos grecoromanos se hicieron bajo la batuta de la nueva concepción de deidad que el cristianismo defendía. Cristo fue el fundamento, el mediador de esa relación, puesto que sus enseñanzas y su persona eran entendidas como el “camino” y el “modelo” a ser seguido/imitado por el cuerpo cristiano. En los primeros momentos, se destacó la figura de Paulo de Tarso, que divulgó la “nueva” propuesta de Jesús como un hecho pedagógico que rompió las fronteras palestinas. En sintonía con la pedagogía paulina, actuaron los primeros pensadores cristianos, para los cuales la educación religiosa, como un proceso, tenía como finalidad la búsqueda de la plenitud humana y de la plenitud sobrenatural. Ese proceso sería conducido con fundamento en los escritos sagrados de los cristianos y en la imitación de Cristo.A intenção neste trabalho é discutir os pressupostos doutrinários e pedagógicos do cristianismo primitivo, tendo em vista o diálogo estabelecido entre o cristianismo e a cultura clássica. Vale considerar que tanto a valorização quanto a incorporação de conceitos/categorias/elementos greco-romanos se fizeram sob a batuta da nova concepção de deidade que o cristianismo defendia. Cristo foi o fundamento, o mediadordessa relação, já que seus ensinamentos e sua pessoa eram entendidos como o “caminho” e o “modelo” aser seguido/imitado pelo corpo cristiano. Nos primeiros momentos, destacou-se a figura de Paulo de Tarso, que divulgou a “nova” proposta de Jesus como um fato pedagógico que rompeu as fronteiras palestinas. Em sintonia com a pedagogia paulina, atuaram os primeiros pensadores cristãos, para os quais a educação religiosa, como um processo, tinha como finalidade a busca da plenitude humana e da plenitude sobrenatural. Esse processo seria conduzido com fundamento nos escritos sagrados dos cristãos e na imitação de CristoUniversidade Estadual de Maringá2012-02-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1615010.4025/tpe.v14i2.16150Teoria e Prática da Educação; v. 14 n. 2 (2011); 33-452237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16150/8746Melo, José Joaquim Pereirainfo:eu-repo/semantics/openAccess2023-01-12T13:53:55Zoai:periodicos.uem.br/ojs:article/16150Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:23.637048Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true
dc.title.none.fl_str_mv CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?
EL CRISTIANISMO Y LA CULTURA CLÁSICA: ¿OPOSICIÓN O INTEGRACIÓN?
O CRISTIANISMO E A CULTURA CLÁSSICA: OPOSIÇÃO OU INTEGRAÇÃO?
title CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?
spellingShingle CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?
Melo, José Joaquim Pereira
Christianity
Classic culture
Education
Cristianismo
Cultura clásica
Educación
Cristianismo
Cultura clássica
Educação
title_short CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?
title_full CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?
title_fullStr CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?
title_full_unstemmed CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?
title_sort CHRISTIANITY AND THE CLASSIC CULTURE: OPOSITION OR INTEGRATION?
author Melo, José Joaquim Pereira
author_facet Melo, José Joaquim Pereira
author_role author
dc.contributor.author.fl_str_mv Melo, José Joaquim Pereira
dc.subject.por.fl_str_mv Christianity
Classic culture
Education
Cristianismo
Cultura clásica
Educación
Cristianismo
Cultura clássica
Educação
topic Christianity
Classic culture
Education
Cristianismo
Cultura clásica
Educación
Cristianismo
Cultura clássica
Educação
description The aim of this work is to discuss the doctrinal and pedagogical presuppositions of the primitive Christianity, having as a frame of reference the dialogue established between Christianity and the classic culture. Worthy of mention is the fact that either the valuation as well as the incorporation of Greacoroman concepts/categories/elements were realized under the new conception of deity defended by Christianity. Christ was the base, the mediator of the referred dialogue, once His teachings and His own person were respectively conceived as the “path” to be taken and the “model” to be emulated by the Christian body.  It was Paul of Tarsus who initially divulged Jesus’ “new” proposal as a pedagogical fact that crossed the Palestinian boundaries.  In this sense, the earliest Christian thinkers acted upon  the Pauline pedagogy, once to those religion education was thought as a process which goal was the quest for human and supernatural plenitude. That process would be conducted based on sacred Christian writing and Christ imitation.
publishDate 2012
dc.date.none.fl_str_mv 2012-02-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16150
10.4025/tpe.v14i2.16150
url https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16150
identifier_str_mv 10.4025/tpe.v14i2.16150
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16150/8746
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Teoria e Prática da Educação; v. 14 n. 2 (2011); 33-45
2237-8707
1415-837X
reponame:Teoria e Prática da Educação (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Teoria e Prática da Educação (Online)
collection Teoria e Prática da Educação (Online)
repository.name.fl_str_mv Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com
_version_ 1792207156039122944

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