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Hi everyone, we are working diligently in this work of art that is a booklet that is designed to help us as a guide to convert all the information we have scattered in a systematic way of working with the children.
And this is an open work, if you have any input, please send it to us so we can learn together, and adapt it into the work that has been compiled by many people.
CYD Spiritist Educator Booklet
“The ins and outs of Children and Youth Spiritist Education in the USA”
This document was created to assist in the orientation of Spiritist Centers in the organization of their Children and Youth Spiritist Education produced by the Children and Youth Department of the Spiritist Federation of Florida.
Last Revision July 2016
Table of Contents
Back in 2012 the Spiritist Federation of Florida (SFF) started an initiative called Children and Youth Project (CYP). This project was created to generate a partnership between the Spiritist Federation of Florida (SFF) and Spiritist Centers located in the State of Florida. In this original project the SFF committed to prepare a group of workers in the area of Spiritist Education dedicated for children and youth, promoting seminars and talks a couple of times a year, bringing Brazilian experts to share their experience in subjects directly related to children and youth Spiritist education, the pedagogy and training in techniques. This project includes the creation of a space within the SFF website with information as well as sponsoring semi-annual meetings with the Spiritist children and youth educators in all Spiritist Centers in the State of Florida.
The SFF first created the Children and Youth Committee (CYC), determined to unite like-minded workers in a committee to lift this project from paper to action. However, due to the professionalism and dedication showed by the participants, in 2014 the CYC was voted to turn into the Children and Youth Department (CYD), an integral department of the SFF organization. In 2014 and 2015 this group met monthly via Web Meetings to project, suggest, plan and take actions that would assist in the unification of all the strengths that already exist in our group of Spiritist Centers today. The CYD Permanent Campaign was created so each Spiritist Center would have access to materials to bring awareness of the Children and Youth Spiritist Education to the Spiritist Centers Members across the state.
This Campaign brought to light the importance of providing a structured and organized curriculum for all the Spiritist Education Sectors of the Florida Spiritist Centers. One of the main concerns was to keep the document coherent with the doctrine of the Spirits; as well as the purpose, general objectives, methodology, teaching/learning resources and the relationship with the social environment and consistency with the Christian Spiritist vision.
Our Doctrine is Christianity Explained; therefore, it brings the intrinsic proposal of moral education which will facilitate the formation of good man.
After that, the second concern was to establish the “Didache” (the book of Ignatius Antioch, Theophorous spirit), the unity of views, or the philosophical-educational aspects, developing the task of spiritually / morally educating children and youth who are the future basis of the Spiritist Movement in Florida, perfectly aligned with the Spiritist Doctrine and Spiritist Education experience, as exemplified by Jesus, the Christ of God. Then, it was decided to use the curriculum for Spiritist Gospel School of the Brazilian Spiritist Federation (FEB) as a reference adapting their teachings to the peculiarities of this multi-cultural/American especially in Florida.
Nevertheless, using the foundations of Jesus’ Gospel, the greatest philosopher, the more competent of the pedagogues, and the Codification organized by Allan Kardec, were kept as the guiding principles of a renewed man, with better moral edification, ethical, affective, intellectual and social. Seeking Perfectibility, integration with the divine laws, self-knowledge, transformation to the good, this is the purpose of all education based on Christian principles.
In Accordance to the references found in the book “Brasil, Coração do Mundo, Pátria do Evangelho”, dictated by the spirit of Humberto de Campos, and Introduction by Emmanuel, we found the following passage:
“Said Jesus to Ismael:
– In the motherland of my teachings, spiritism is Christianity revived in its primitive purity, and if necessary coordinate all elements of the generous cause of truth and Light, to the triumphs of the Gospel. Seek among all the associations of the doctrine, that they can gathering in their midst all the groupings, will place there your cell, in order that all minds are put towards the Evangelical works are tuned by tuning fork of your serenity and devotion to my harvest “(reported by Humberto de Campos, Spirit)
The workers of Ismael intensified their work in the great plan of unification and peace. Instate FEB, where it would be located at Headquarters, tangible, Director of Ismael, cell that today designs its light and where looking for join the men in the great task of bringing spiritism knowledge to the children.
CYD hopes that this curriculum will serve as a common base material to all educators who teach Spiritism in the State of Florida; the guiding principles contained therein will lead to the purposes projected by the Spiritist Education, even if through diverse paths, but united to meet the same main objective – Follow Jesus’ steps.
“Ye call me master and Lord: and ye say well, because I am.” (John 13:13), Jesus said in his education activities of the immortal spirit, whose purpose he also defined, by saying: “be perfect, as your heavenly father is perfect.” (Matthew, 5:48)
It is important to note that this curriculum, as well as FEB’s, also follows the same criteria of organization of contents, that is, from the simple to the complex, from the concrete to the abstract, in order to obtain a consistent target of educational content. We suggest that the methodological procedure is as Jesus taught, during his preaching, when he used concrete situations with stories of the experience of people’s everyday life.
“Kardec used a pedagogy based on freedom, on observation, analysis of the phenomena and in love, lessons seized by the Pestalozzi method. His work is characterized by objectivity, clarity, logic, reasoning, appropriate language and intelligibility, a model of good sense and of brevity. ” (1)
By introducing this curriculum to the community of Spiritist Educators in Florida, we hope to assist in organizing the proposal of educational experiences for students, educators, parents and legal guardians, facilitating the construction and the promotion of the Spiritist Movement of Florida, unified by the Department of Children and Youth, whose mission is to work together for the construction of a new era for mankind.
Curriculum for the Spiritist Education of Children and Youth in Florida
“Let the little children come to me…”
– Philosophy of Spiritist Education: The Guide
The philosophy of the curriculum for the schools of Spiritist Education According to Gospel for Children and Youth in the State of Florida is based on Jesus’ Gospel and the codification by Kardec, that have the “guiding principles, to lead the process of men’s renovation towards their moral, ethical, affective, intellectual and social perfection” (2).
A philosophy of education, in light of the Spiritist Doctrine, understands that “education does not begin in the cradle nor does it end in the grave, but happens before birth and continues after the physical body dies”, according to Cecilia Rocha on her book On the path of learning the Gospel (3). Such philosophy is based on “notions of immortality, continuous progress, free will, cause and effect, and several lives through reincarnation,” (3).
So, the Spiritist Doctrine considers the student during, before and after the corporeal experience.
The goal of the Christian-Spiritist education is perfectibility, integration with the divine laws, self-awareness, transformation for the better.
– The mission of Spiritist Education: The Duty
When all men on Earth recognize themselves as immortal spirits, living temporarily in a carnal body; that the soul, wherever it is, receives according to its individual creations; ; that sowing seeds of love or hatred always generates peace or suffering; that nobody can be happy alone and that, as a consequence, selfishness is happiness’s biggest enemy; that reincarnation is meant to provide educational resources that are necessary and that, after death, the Spirit continues to work, learn and improve, then Spiritism will have accomplished its mission of freeing consciences and hearts.
Thus, learning the Spirits Gospel will contribute to the formation of a world where fraternity will no longer be an ideal to be obtained, to become a permanent reality for individuals and people.
The Spiritist education according to Gospel for Children and Youth fulfills its mission by promoting the integration of the student with himself, with his peers and with God, and by providing the knowledge of the natural law that rules the universe, as well as the nature, origin and destination of the spirits and their relationship with the corporeal world.
– The Goal of the Spiritist Education: The Purpose: Why Educate
Education plays an important role in man’s progress because it constitutes a reinforcement to his will and decision to evolve. It also stimulates new thoughts, guiding men to the acquisition of new moral and spiritual values, showing them new and broader horizons in life.
The student is a spiritual being, guided by God, living in the spiritual world, or breathing in a material body. His tendencies and inclinations come from within himself and are acquisitions conquered throughout his evolution journey. His destination is all the perfection he can have, and for that he has all the necessary time, since his effort to improve is not limited to one earthly existence. In the body and outside of it, he continues his evolution and path to conquer happiness.
Based on this Spiritist concept of student, the goals of the education are his spiritual progress, offering him the knowledge of his origin and his destination.
– The concept of the Spiritist Education According to Gospel: What it is
It is spreading the knowledge of spiritism and practicing the gospel moral preached by Jesus. The content of the educational curriculum is based on the Kardecian books and constitute a course on Spiritism. Since the objective is not only spreading knowledge, but mainly the moral formation; and as the moral formation is inspired on the Gospel, then the name Spiritist Education According to Gospel is very appropriate.
– Objectives of the Spiritist Education for Children and Youth According to Gospel: The Target
“Among the divine laws, some rule the movement and relations of raw matter: physical laws, that pertain to Science. Others concern especially men and their relations with God and their peers and contain the laws of corporeal life, as well as those of the soul: they are the moral laws.”. (S.B. Part 3, chapter. I, question. 617.)
“Knowledge of oneself is, then, the key to individual progress”. (S.B. Part 3, chapter. XII, question. 919.)
The good man “respects the rights his peers were given by the laws of Nature, and wishes that his same rights are respected”. (S. B. Part 3, chapter. XII, question. 918.)
The main objective of our incarnation is the intellectual-moral progress. Improving intelligence and sentiment is the ultimate goal of our passage thorough corporeal life.
Teaching us how to live is the main task of the Spiritist knowledge, that involves a philosophy of life capable of guaranteeing to the incarnated spirit his very success in his earthly existence. Forming a new mentality demands patience and perseverance. It is not only teaching how to think, but what to think about, leading the student to reflect and form his own opinion, from the information he is given or that he selected through observation.
Summarizing the purpose of the Spiritist Education According to Gospel, we use Emmanuel’s words, that says that together with the institutions that aim at professional and scientific specialization today, the Spiritist temple is the school for the soul, teaching us how to live.
Thus, the objectives for the Spiritist Education According to Gospel for Children and Youth are:
- To promote the student’s integrity:
- With himself;
- With his neighbor;
- With God.
- To provide the student with the study:
- Of the natural law that rules the Universe;
- Of the “nature and destination of the Spirits as well as their relationship with the corporeal world”.
- To offer the student the opportunity
- Of perceiving himself as an integral, critical, conscious, active, heir of himself, citizen of the Universe, agent of transformation to his environment, towards the perfection he is susceptible to.
– The task of Spiritist Education According to Gospel: The Work
Children and Youth Spiritist Education According to Gospel is undoubtedly very important for those who care about the quality of the Spiritist Movement and are interested in the spiritual development of new generations.
The demands of present life, in regard to the organization and operation of the Spiritist Centers, the study of the Spiritist Doctrine and other activities, show a greater complexity in the future, which implies the need to prepare the workers of the new era with knowledge and firm convictions so that they may efficiently and safely face the future which already shows its characteristics.
The task of teaching the Gospel consists in a dialog between the teacher and the students, which happens due to the first one’s wishing to cooperate with his partner in childhood, in the search for knowledge and experiencing the good, and the latter, from the need to find different paths on this earthly existence.
Once the task is created, the next step is to search for constant improvement, since those who dedicate themselves to teach children tend youth he Spiritist Doctrine must always be updated concerning methods and teaching processes, not to mention the need for knowledge of the doctrine and in a conduct, according to his task.
PART II – THE CURRICULUM
– The importance of a Curriculum: The Unity of Views
“One of the greatest obstacles that can slow down the spreading of the Doctrine would be the lack of unity”, as declared by Allan Kardec in Posthumous Works. This aspect is important for the Unity, but not the only one, and Kardec mentions two others: Spiritism’s practical ideas and the progressive character of the Doctrine (Posthumous Works, Part II, Spiritism constitution, Section II, “Dos Cismas”).
We can say the same about the work with children and youth. If we lack the unity of principles, of concepts and of objectives, we will certainly walk through such different roads which will not take us to the future encounter of the same doctrine. It is not about standardizing methods and techniques, but rather refers to the content that needs to be faithful to the Doctrine. Also, considering the freedom to choose methods, techniques and didactical procedures, one must consider the coherence of its use with the basic principles of the Doctrine.
– The Methodology: How
Jesus taught through examples and used concrete situations with stories of people’s daily lives. Kardec used a pedagogy that was based on freedom, observation, analysis of phenomenon and love, and performed his task with objectivity, clarity, logic, straight reasoning, appropriate and clear language.
Inspired in Jesus’s methodology, teachings should arise from daily life situations, from the most immediate experiences of the students, to the more general ones. Also, they should go from simple to complex and adjust to the sociocultural and spiritual experiences of the student.
Inspired in Kardec’s methodology, other didactical procedures are proposed, like questions and answers, where excellence in answers is obtained through the organization of the questions.
The Spiritist teachings and the gospel moral are worked within the classes. This knowledge is taken to students through life’s practical situations, because the methodology used requires students to reflect and come to their own conclusions from the themes they studied, because only then can real teaching happen.
Classes will happen in a relaxed environment, without mysticism, with respect and great enjoyment, because the student participates, questions, gets informed, solves doubts, reflects and makes conclusions.
Classes also foresee learning situations where the student is required to give his opinion regarding the practice of the gospel and doctrine teachings.
In short, a methodology that promotes the active participation of students through: problem-solving, interaction, dialogues, research, experimenting, group work, drama, construction of models, field trips, seminars, presentation of classes by students, scenic arts, plastic arts and other procedures in accordance with the proposed methodology.
Within a more modern perspective, the “intuitive method” is the one that is more appropriate to the teaching of the Gospel according to Spiritism to children and youth, within a perspective of education of the whole being. In the intuitive method, developed by Pestalozzi, the child will be taken to notice, intuitively, on her own, the phenomenon that the activity presents her. The teacher will not present her with definitions, but rather will take her to notice, understand and feel the real meaning of the content being studied. Through perception, observation, comparison and analysis, she comes to the logical conclusion and notices the reality within herself.
Perception, to Pestalozzi, has a global meaning and is not restricted to the sensorial perception. Besides the senses, it reaches the intellect and the sentiments.
Reason, feelings and senses must be stimulated simultaneously. All the interior capacities interact organically and need to be stimulated simultaneously so that the being can develop in wholesomeness and harmony.” (4)
“The intuitive method is in close connection with the development of intuitive thought and at the same time works with the subconscious, with the baggage the Spirit brings from previous lives and with the superconscious, under the superior inspiration that comes from high above and opens paths in its own reason, enhancing the comprehension of life, of the world in which he lives in and himself.,
Working at the same time with the feeling, the intelligence and the senses, it stimulates the whole development of the Spirit, as a being that thinks, feels and acts.” (5)
“For Pestalozzi, moral is education’s supreme goal, because man is essentially moral, since he has within himself the Divine essence. He defines man’s moral development in three states: natural or primitive, which corresponds to animal nature, to instinct of survival and domination; social state, which corresponds to social moral, to the social law, to what is learned in society; moral state, when men can work their animal instincts, change them, channel this force in a positive way and can build their own moral. Moral doesn’t come from the outside. It is within the being”.
Pestalozzi reinforces love, stating that through vibration, through the impulse of someone who discovered himself as a Divine being, who is a moral being, who worked or is still working on his intimate layers, this being can bring in the student the love he already possesses within himself. The educator contaminates, awakens this essence which is lying within the student, and his role is to awaken this Divine essence in the student.”.
“The man that has reached the moral state is not the one who has adapted to a society, but the one who builds dignified societies in accordance with the Divine Laws, with the Creator” (6)
– The Process of Spiritist Education: The Elements
- The Student:
- A spiritual being, created by God, who participates in both plans of life: physical and spiritual;
- Like the teacher, he is an immortal being, in constant improvement.
- The Teacher:
- He is, firstly, an immortal being.
- A spiritual being that brings a baggage accumulated throughout his evolution journey, also living the process of self-improvement;
- As a facilitator, he should have certain characteristics that favor his role of intermediator between innate knowledge of the student and the knowledge acquired through the Doctrine;
- He must know the doctrine content;
- He must be a model of ethical behavior, in the light of Jesus’s teachings;
- He must be convinced that the Spiritist education according to gospel will contribute to the moral transformation of mankind;
- Be enthusiastic about the task;
- Be flexible and receptive to the acquisition of new knowledge;
- Have an integrated view of the Curriculum of Spiritist Education According to Gospel and its connection with the Spiritist Movement;
- He must know how to choose methodologies that enable the student to build, elaborate and express his knowledge;
- Be sensible towards self-evaluation, considering his role of mediator between knowledge, the student and his reality.
- The Family – parents or guardians
- They are trusted by God to direct their children in earthly life;
- They must be conscious that their children’s education must have the Gospel and spiritism as principles;
- They must follow their School of Spiritist Education According to Gospel closely;
- They must participate in the parents and teachers’ conferences;
- They must join study groups.
- The Social Environment – The Spiritist Center and the whole society
- Life with other men is what enables the acquisition of knowledge.
- Living the Spiritist principles, student, teacher and family will integrate, through activities promoted by the Spiritist Center, with the social environment, contributing for a world that is more connected to the Gospel.
– The Curriculum: The Plan
Searching in Jesus Christ and in Kardec for the fundamentals of the pedagogy to be adopted, we remember the Gospel teaching: “Nobody that has lit a candle puts in a hidden place, nor under the bushel, but places it on the lampstand, so that everyone who walks in can see the light” (Lucas, 11:33.)
The contents, besides the doctrine knowledge, include the habits, the attitudes, the abilities and the values to be developed and lived by the students. They also contemplate aspects of selection, adequacy and relevance, as well as a sequence that enables its distribution throughout time.
The contents are presented in a sequence so that subjects are related and reinforced within a criterium of continuity and flexibility. They also include vertical and horizontal integration, that is: vertical, when it considers its sequential, logic and specific order, where certain themes or actions prepare the following ones; horizontal, when it considers the importance of its relationship with other contents, situated in the same level of complexity. This double integration avoids fragmentation of the knowledge.
The study program will allow for the gradual and sequential learning of the Spiritist Doctrine and the Gospel. This program is developed along the School of Spiritist Education According to Gospel for Children and Youth, from 3 to 21 years of age, when children and youth have the opportunity to study the basics of the Spiritist Doctrine through adequate methods, that offers safe guidelines for their further studies.
Going to classes of Spiritist Education According to Gospel means learning about the Spiritist Doctrine as well as participating in learning experiences that lead to living the knowledge.
Teaching Spiritism is a serious matter because it implants seeds that will change the person and, therefore, society. It needs to be treated seriously. A full room and playful audience means no learning. It is necessary to know if students learned the content. Without the Doctrine and the Gospel, activities might be good and pleasant, but they will not be Spiritist.
Emmanuel says: “Every belief is respectable. However, if you are searching for the Spiritist Doctrine, do not deny it loyalty. (…) Thus, keep it as your highest responsibility, because the day will come when you’ll be naturally invited to deliver it accountability”.
The organization of the Curriculum involves a central core, which are the doctrine contents developed through didactic, artistic, recreational and self-consciousness activities; and an additional core, characterized by educational practices the favor the integration of the student in the Spiritist Center and enrich his experiences in the Doctrine, such as: activities related to social assistance, administrative, educational campaigns, etc.
– The Gospel Teacher: The Guiding Friend
He is much more than an instructor – he is the companion, friend, counselor, that makes the class dynamic, that imprints the contents of the lesson with the assurance he has in the task he carries out. He uses the necessary technical-pedagogical resources but mostly love which is the most important technique of all.
Spiritist Gospel teachers, increasingly conscious of the importance of their jobs, study the Spiritist Doctrine, deepen their knowledge and improve their teaching techniques to better meet the demands of the teaching-learning process.
Technology, knowledge of spiritism and the gospel, dedication and awareness of the need of self-improvement are the aspects that the Spiritist Gospel teacher knows he must acquire to fulfill his task well.
Technique and sentiment are necessary to promote the Spiritist Teaching According to Gospel, it is, according to Pestalozzi, the need to develop love as the eternal basis of education. Love means renunciation, dedication, faith, true forgiveness, perseverance, among other feelings, so that education happens.
When we as educators begin to list difficulties, obstacles, personal problems and circumstances that hinder the completion of our task, it means that we are not yet capable of loving. But if despite all this we continue to search for the paths that will lead to the correct conjugation of this verb, then we will have taken a step towards finding ourselves.
– The Teaching-Learning Process: The Compass
As of last century, the vision of some thinkers and the increasingly accelerated development of sciences and technology caused changes on the relationship of men with the physical environment and his peers.
Thus, the school was required not only to transmit the knowledge accumulated by mankind – which is more complex, wide and varied today – as well as to incentive other areas of the mind, related to the ability of reflection, critical evaluation and creation.
The pedagogical orientation of this curriculum is inspired on the figures of Jesus and Kardec. Jesus taught by means of example and used concrete situations with stories of day-to-day experiences of people. Kardec used a pedagogy based on freedom, observation, analysis of phenomenon and love, lessons he learned with Pestalozzi.
The program contents are organized to contemplate not only the knowledge of the doctrine but also the habits, attitudes and values to be developed and lived by the children.
The learning experiences at the School of Spiritism According to Gospel are planned by the teacher to be lived by the students, aimed at providing the acquisition of contents. In these experiences, the emphasis is on the students’ activities, because they learn through what they do.
Building knowledge refers to the students’ ability to establish relations of the specific contents which they are grasping, together with other areas of knowledge, as well as with their own baggage – brought from other existences –coming to conclusions and building their own knowledge. This should meet the three dimensions of the human personality:
- Cognitive dimension – which refers to selecting and structuring knowledge; to the significant learning of knowledge together with reasoning; to the ability of solving problems and facing new situations, using the acquired knowledge.
- Social-affective dimension – regards values, motivations, affection, relationships, security, self-confidence, emotional balance, concentration and facing difficulties.
- Psychomotor dimension – involves the physical conditions such as: motor control, posture, eating habits and physical resistance.
- To meet the proposed objectives, the students’ activities must be:
- Challenging dynamics – that spark the interest and curiosity of the student, provide his active participation, leading him to apply solutions based on the Gospel doctrine to solve daily problems;
- Significant – which may be understood and assimilated by the students, according to pre-established objectives, based on their level of interest;
- Chained – that follow a progressive sequence: from easiest to most difficult; from most simple to most complex; from the parts to the whole; from the closest to the farthest; from the known to the unknown; from concrete to abstract experiences;
- Individual – that are at the level of each student, allowing for meeting individual differences;
- Group – that allow the student to have activities with other students, making easier the process of living together fraternally, in the patterns of solidarity and tolerance, establishing affective bonds and the formation of spontaneous groups.
Knowledge must have its moment of expression. By expressing knowledge, the student presents to the outside what he elaborated inside. Oral, written, graphic or gestural expression reveals the result of the teaching-learning process, the interaction of thought and language and social interaction. It is where the teacher evaluates part of the results of the teaching-learning process.
– Didactics – the Pedagogical Aspect
Inspired in Jesus’s methodology, the teaching-learning process in this curriculum suggests that the teachings (transmission and appropriation of knowledge) arise from daily life, from the most immediate experiences of the student, to establish generalizations afterwards. It goes from the simple to the complex and fits into the sociocultural and spiritual experiences of the student.
Starting from the external reality – the sociocultural – which involves the student, the goal is to reach his spiritual dimension, promoting his learning of the Gospel with the resources available. The student then follows the steps of Jesus, using the students’ concrete life situations to reach the higher spiritual knowledge contained in the lessons.
This Curriculum recommends following the method adopted by Allan Kardec because among other teaching procedures, it manages to establish the basis of the Spiritist Codification through questions and answers, obtaining, through the organization and wisdom of the questions, the excellence of the answers.
The adopted method must also consider reasoning and reflection, allowing the student to elaborate his own conclusion, incorporating them definitively to his personal heritage
Therefore, we suggest a methodology that allows for the active participation of the students through: problem solving, debates, interactive exhibition, research, experimentation, group work, drama, model construction, field trips, seminars, presentation of classes by students, scenic arts (music, theater and the like), arts (design, painting, modelling) and other procedures according to this methodological orientation.
– Evaluation: The Progress
“Do what I used to do when I lived on Earth: at the end of the day, I questioned my conscience, reviewed what I had done and asked myself if I had not missed any duty (…)”.
When we are undecided about the value of one of your actions, ask how you would qualify it if was done by someone else” (…) (Ref. 21. Part 3, chapter. XII, qs. 919.)
Evaluating is typical to any human being that promotes intentional actions. However, evaluating is not approving, dispproving or simply measuring knowledge. It means paying attention to results, that is, to the changes in behaviour, noticeably throughout the process of teaching-learning through:
- Gathering information about the cognitive, affective and social behavior: frequency, participation, knowledge acquisition, changes in behavior.
- Analysis of gathered information.
- Comparison of information with the established objectives.
It is very important to maintain a dialog with the parents, so that the education according to Gospel is not closed in itself but a process of intellectual-moral education that consequently continues at home and wherever the student is.
When it comes to men’s education according to Gospel, it is easy to infer that the resources mentioned above refer to behaviors that can be identified by all participants of the specific learning process — the Spiritist Doctrine and the Gospel of Jesus — and that the internal transformations, the big revolutions in the ways of feeling, thinking and acting are an individual task and refer to the self-evaluation of each individual, in his path to evolution.
In choosing an evaluation technique, it is important to identify “what” one wishes to verify. According to the proposed objectives for the class, a specific technique can be chosen. It can be:
- of knowledge – it evokes theoretical information, structures, specific facts, criteria, principles etc.;
- of comprehension – refers to the understanding of a message contained in communication and not only repeating words;
- of application – refers to the ability to use abstractions, in particular, and concrete situations;
- of analysis – ability to unfold communication in its parts or units (analysis process);
- of synthesis – ability to organize parts of communication in one whole (synthesis process);
- of judging – refers to the ability of judging or making judgment values about a fact, matter or happening.
The evaluation instruments can be classified in objective and subjective, according to the selected indicators. The objective instruments are:
- Questionnaires (open and/or closed questions);
- Choice of one answer (true-false, multiple choice, association, etc.);
- Evoking an answer (fill-in-the-blanks, numbering etc.);
- Putting elements in order (correct order, assembling, sequential stages etc.);
- These instruments normally satisfy the quantitative indicators.
- The main subjective instruments are:
- instructions to write, justify, draw, paint, model, sketch etc.;
- dissertations or discursive answers;
- telling stories, experiences, case studies, analysis of problems etc.
- The subjective instruments are more used to detect quantitative values.
At first, an evaluation instrument is considered good and a representation of reality when quantitative and qualitative indicators are used in a balanced way.
PART III – STRUCTURE AND ORGANIZATION
– The Pedagogical Structure: The Basis
Being the curriculum defined as a “set of experiences lived by the student”, its organization involves:
- Central core (doctrine contents) to be developed through didactical, artistic, recreative and self-knowledge, activities that allow the student to live according to the principles of the Spiritist Doctrine.
- Complement, characterized by educational practices that favor the integration of the student in the Spiritist Center and enrich his living the Doctrine, such as: social assistance and administrative activities, educational campaigns, etc.
This pedagogical structure has the chronological age as basis only as a didactical resource, but other aspects must be considered, egg: spiritual maturity of the student, his personal effort, using the acquired contents and specifically the changes in behavior, etc., in an attempt not to separate the groups so strictly. Also, the physical and material conditions of each school of Education according to Gospel must be considered, including a multiage group.
According to the aspects mentioned above, we suggest the following groups:
Toddlers – 3 years old Preschool– 4 to 6 years old 1st Cycle – 7 to 9 years old 2nd Cycle – 10 to 12 years old 3rd Cycle – 13 to15 years old Youth – 16 to 21 years old Multiage – groups with different ages
– The Division of the Program Contents: The Stages
The Spiritist Education according to Gospel aim is to offer the student the knowledge and practice of the Spiritist doctrine, based on the philosophy of the Christ, so the program contents will be developed in four modules containing the following units and subunits:
- Module I – Spiritism
- Unit I: The Divine Creation
- Unit II: The link between Man and God
- Unit III: Basis of Spiritism
- Module II – Christianity
- Unit I: Historical Antecedents
- Unit II: Jesus and his Doctrine
- Unit III: Jesus and Kardec
- Module III – Spiritist Conduct – living the Gospel
- Unit I: Self-perfection
- Unit II: Family Relations
- Unit III: Social Relations
- Unit IV: Man’s Relations with Nature
- Module IV – Spiritist Movement
- Unit I: Spiritism and the Spiritist Movement
- Unit II: Organization of the Spiritist Movement
Modules I and II, Spiritism and Christianity allow for the knowledge of the fundamentals of the Spiritist doctrine and the doctrine of the Christ, correlating them and enabling the student to live and apply them with the help of module III. Module IV, Spiritist Movement, provides an idea of the wide field where the student will practice living fraternally with his peers and cooperating in group activities to help, study, work, promote and build a better world through united effort.
“Characteristics of the good man:
The man who is focused of the feeling of charity and love for his neighbor does the good for the good, without expecting any reward, and sacrifices his interest to justice.
He is good, human and kind to everyone, for he sees brothers in every person, with no exception to race and beliefs.
If God gave him power and richness, he sees in these things a deposit he must use for the good and does not feel vain about it, for he knows that God, who gave it to him, might take it from him.
If social order has put men under its dependence, it treats them with kindness and benevolence, for to God they are its equals, and it uses its power to moralize them and not to overwhelm them with its pride.
He is indulgent with other people’s flaws, for he knows that he himself needs indulgence and remembers the words of the Christ: “Throw the first stone he who has not sinned”.
He is not revengeful: just like Jesus, he forgives offenses so as not to remember more than the favors, for he knows that he will be forgiven as he has forgiven.
At last, he respects in his neighbors all the rights given by the law of Nature, as he wants to be respected”.
Spirits Book, Question 918.
ATTACHMENTS: Anex I – O Quadro Curricular Anex II – Program Contents Anex III – Classroom Management Anex IV – How to Structure a Class Anex V – Lesson Plan – Sample Anex VI – Estrategia de Ensino Anex VII – Administrative Forms Anex VIII – Multigrade Classrooms
- Rocha, Cecília e Equipe. Currículo para as Escolas de Evangelização Espírita Infanto-Juvenil. Brasília/DF, Federação Espírita Brasileira/Departamento de Infância e Juventude-DIJ, 1998.
- Rocha, Cecília e Equipe. Idem.
- Rocha, Cecília. Pelos Caminhos da Evangelização. Brasília/DF, Federação Espírita Brasileira, 2006.
- Pestalozzi, Johann Heinrich O Método Intuitivo. pe Retrieved on 7/9/2015.
Introdução ao Estudo da Ped.Espírita, módulo III, item 14, Walter Oliveira Alves
- Introdução ao Estudo da Ped.Espírita, Walter Oliveira Alves
- Introdução ao Estudo da Ped.Espírita, Walter Oliveira Alves
Oi Amigos de Seara, estamos trabalhando arduamente neste projeto maravilhoso que e um livreto que foi desenvolvido para nos auxiliar como um guia que converte toda a informacao que temos espalhada de uma forma sistematica de trabalhar com as crianças.
Este e um trabalho em aberto, caso tenha algo a acrescentar, mande pra nos para que possamos aprender juntos, e adaptar ao trabalho que ja esta sendo compilado por varios irmaos de seara.
Para encontrar a versao em Porugues Entre Aqui
Todavia aguardamos un querido voluntario para truccion al espanol.