Abstract:
The history of the IECLB, from its origins, has shown direct ties to education. According to research developed by the Lutheran World Federation in the 1990s, Christian Education in the Lutheran churches has been concentrated on the age bracket of adolescence, respecrtively, confirmation classes. Faced with this data, this research sought to answer the following questions: How has the education process in the faith throughout life been present in the action strategies of the IECLB, aiming at the edification of the Body of Christ? What are the implications of opting for a holistic Christian educational practice which considers the dimensions of affection (pathos) and attitude (ethos ), besides the cognitive dimension (logos) of learning? The goals were: a) Describe the relation of logos, pathos and ethos to holistic Christian educational practice; b) Identify the importance of cognitive, affectional and attitudinal development for holistic learning; c) Conceptualize the educational process in the faith throughout life of members of the Body of Christ who are active subjects in formation. d) Investigate the existence of educational offers in the faith throughout life in the context of the IECLB. The theoretical support for this research has as its basic referentials: Piaget, Vygotsky, Ausubel, Freire, Fowler, Amatuzzi, Hofmann and Kalmbach. Besides bibliographic research, we carried out: exegetical analysis of biblical texts; documental analysis about the continuing Christian education program of the IECLB; social research, through interviews and questionnaires applied to people involved with continuing Christian education in the area of the IECLB. The data obtained in the documental research and in the social research were treated as qualitative research. The results of this research are found distributed in three chapters. As to the documental research, there was identification in an evident way, that there is clarity and intentionality with regard to holistic Christian educational practice, considering the existential context of the students, the link between faith and life and the noting of significant contents; holistic learning, promoting cognitive, affectional and attitudinal development; formation in the faith throughout life considering the concern with existencial issues and the offer of continuing education. However, the emphasis and the detailing about education for the various age brackets is not very evident in the PECC. As to social research, the conclusion was that the Permanent Catechumenate – Permanent Discipleship document stimulated formative activities within the IECLB. The data raised point out that the task of continuing education in the faith is the responsibility of all the people who participate in the life of the Christian community, making evident the general priesthood of all people who believe in an effective and efficient way. As proved in this research and throughout the history of the IECLB, it has concerned itself with education in the faith from childhood to youth. It is important to advance from the studies, discourses and theories about continuing education in the direction of educational practice for all age brackets, including adults and the elderly, planning and carrying out in a conscious and responsible way, holistic and significant learning in the educational process in the faith throughout life.
