110 111 2. Comments from Universities Dr hab. prof. UŚ Ewa Borowiec University of Silesia in Katowice Member of the Management Board of PILGRIM in Poland PILGRIM - Cognition and Sustainable Development The area of education for sustainable development in combination with spirituality, which is designed and implemented in PILGRIM, brings a new challenge to research didactics. One of the fundamental issues of didactics is cognition, which refers either to the learner or to the knowledge accumulated in society. As a type of human activity, cognition pertains to learning, which is part of the biological equipment of our brain. In addition, cognition as a type of learning depends on the socio-cultural environment of life. The course of cognition is determined by the choice of vital or transcendental values, and consequently, it depends on the meaning of cognition assigned in education. Referring to the contemporary idea of civilisation development, which is sustainable development, education is important in preparing students to act in three areas – ecological, economic, and social. In the PILGRIM International Education Network, such a scope of education for sustainable development is designed and implemented in the practice of school and non-formal education through discourse on sustainable development - combined with interreligious dialogue - with a particular emphasis on spirituality. In every aspect of education - ecological, economic, and social - the basis is individual learning, referred to as cognition. In dialogue understood as a method of education, cognition serves to build the relationship between humans and the world. A distinguishing feature of cognition is its connection with spirituality, understood as the ability to go through "contrasting experiences with trust in God" and the courage for creative action and starting anew. In the case of ecology, it is important for the student to be in contact with nature (inanimate and animate). The most valued form of contact is then pilgrimage, as in the act of movement, characterised by contact, perception becomes the primary psychological cognitive process, and from complex processes: thinking, reflectiveness, and problem-solving. In the course of implementing ecological content in educational projects, all senses (sight, hearing, touch, smell, taste) along with intuition are engaged. This is definitely not cognition solely focused on objects or phenomena occurring in reality. Recognising the entire life cycle in nature is considered valuable: “the plant gives flowers, nectar, and fruit – without being asked or owing anything – and receives waste back as a resource”. To evoke wonder at the processes of life, acceptance of cognition as a spiritual value is needed. Recognising, accepting, respecting, and realising it triggers experiencing in cognition, and then encourages reflection by involving creative, critical, and evaluative thinking. In the educational principles of PILGRIM, attention is paid to sensory activity, which determines the creation of meaning. The economic aspect of education for sustainable development relates to work as a form of service to both people and God. Cognition carried out by students is intended to enable them to undertake actions such as: reducing consumption, limiting air and water pollution, reducing resource consumption for production, and repairing everyday items. Referring to the spiritual value of cognition means building structures in our surrounding reality through values based on justice, equality, sharing, and cooperative harmony. Cognition then occurs as preparation for action and during practical action. In the course of action, the intensity of engagement in cognition allows for the discovery of new elements in a given situation or through problem-solving. Cognition relating to the social aspect of sustainable development focuses on issues relating concerning refugees, persecution, and social inequalities. Their resolution requires the creation of new knowledge, which occurs through learning by research and heuristic inquiry. It is also important to learn through problem-solving, as cognition occurs in natural situations of charitable actions, during participation in religious rituals, festivals, and above all, in pilgrimage. In this area of sustainable development, cognition predominates as a form of social learning. Cognition in educational projects implemented in PILGRIM has a dialogical-social character, occurring at three levels. At the first level, it manifests in dialogue understood as the exchange of information during interpersonal communication. At the second level, it involves dialogue as the negotiation of meaning, occurring here as social learning. At the third level, cognition is realised at the deepest level of dialogue as a condition for understanding, which occurs through the exchange of thoughts that reveal the world of individuals engaged in dialogue. This provides an opportunity to perceive and build a different perspective and to transform oneself, made possible through the otherness of others and references to God.
RkJQdWJsaXNoZXIy NzM2NTQ=