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Modeling and Reflexions About of Missionary Pedagogy

Received: 23 March 2022     Accepted: 11 April 2022     Published: 25 April 2022
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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.

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), 2022. Published by Science Publishing Group

Keywords

Catholic Missions, Treaties of Missionary Pedagogy, Cultural Insertion, Inculturation, Catholic Anthropology, Missionary Theology

References
[1] ANGLEVIEL Frédéric (1989), Wallis and Futuna (1801-1888), Contacts, Evangelizations, Inculturations. Typed thesis, Montpellier, 3 vols.
[2] BAYILI Blaise (2008), Culture and inculturation: theoretical and methodological approach. Paris, l'Harmattan.
[3] BENSA Alban (2006), La fin de l’exotisme. Essais d’anthropologie critique. Ed. Anacharsis, Toulouse, 2006.
[4] BRESSOUX Pascal (2004), Formalization and modeling in the social sciences: a study of the construction of teachers' judgment. In Revue Française de Pédagogie, n° 148, July-August-September.
[5] CARRIER Hervé, s. j. (1997), Guide for the inculturation of the Gospel. Rome, Editrice Pontificia Università Gregoriana.
[6] COULON Paul (2008), On a “bad word” that does not appear on the cover: inculturation. Revue Histoire & Missions Chrétiennes, n° 5, March, p. 3-8.
[7] DESSENS Alexander (2013), Res voluntaria, non necessaria: the conquest and forced conversion of the Saxons under Charlemagne. Thesis of Louisiana State University, 2010. Online publication.
[8] DUMEZIL Bruno (2005), The Christian Roots of Europe. Conversion and freedom in the barbarian kingdoms, 5th-8th centuries. Paris, Fayard.
[9] ESSERTEL Yannick (2001), L'Aventure missionionnaire lyonnaise, 1815-1962, from Pauline Jaricot to Jules Monchanin. CERF, History Collection Terres de missions, Paris, 432p.
[10] ESSERTEL Yannick (2012), Directory and missionary catechisms in Oceania in the 19th century: a pedagogy of evangelization. In Revue d'Histoire Ecclésiastique, Louvain, Vol. 107, n° 1, p. 269-310.
[11] ESSERTEL Yannick (2015), Jean-Baptiste Pompallier, apostolic vicar of the Maoris, 1838-1868. CERF, Collection Cerf-Patrimoines, 463p. (2nd expanded edition).
[12] ESSERTEL Yannick (2016), The pedagogy of the evangelization of African blacks according to the Congregation of the Holy Spirit from 1841 to 1930: an anthropological approach. In Revue Social Sciences and Missions, Vol. 29, Issue 1-2, p. 1-36.
[13] ESSERTEL Yannick (2019), Father Joseph Gabet, missionary in China in the 19th century: what method to relaunch the missions? In Revue Social Sciences and Missions, Vol. 32, Issue 1-2, 2019, p. 1-36.
[14] ESSERTEL Yannick (2021), Essai d’Histoire et d’Anthropologie d’une pédagogie religieuse de conversion, du Ier au XXe siècles. Coll. Cerf Patrimoine, Cerf, Paris, 566p.
[15] GADILLE Jacques (1983), On inculturation: Is Christian inculturation possible? Theoretical and experimental analysis test. Research and documents from the Thomas More Center, n° 39, Septembre, Arbresle, p. 35-50.
[16] GIRARD René (2003), Romantic Lie and Romantic Truth (1961). New ed. Hachette, coll. "Plural".
[17] GUENNOU Jean et MARILLIER André (2000), Monita ad missionarios. Instructions aux missionnaires de la Sacré Congrégation de la Propagande. Ayuthaya (Siam), 1665. Rédité par les Archives des Missions Etrangères de Paris, Paris.
[18] JACQUELINE Bernard (Mgr) (2008), Instructions: Instructions aux vicaires apostoliques des royaumes du Tonkin et de la Cochinchine (1659); Mgr Laneau, Instructions pour ceux qui iront fonder une mission dans les royaumes du Laos et d'autres pays. (1682). France, Archives des Missions étrangères de Paris.
[19] LABBE Yves (2006), The concept of inculturation. A missionary religion Revue des sciences sociales, Strasbourg, vol. 80, no 2.
[20] LABURTHE-TOLRA Philippe (2004), Why and how an inextricable link exists between anthropology and Christian mission, in Olivier Servais and Gérard Van’t Spijker (eds.), Anthropologie et missiologie XIXe-XXe siècle. Between complicity and rivalry. Karthala, p. 15-23.
[21] LUISELLI Bruno (2003), La formazione della cultura europea occidentale. Herder, Rome.
[22] MAHN-LOT Marianne (1996), Evangelization, colonization, inculturation: about a recent book. Extr. de: Dominican memory: history, documents, Dominican life, 9, Cerf, p. 167-192.
[23] MALINOWSKI Bronislaw (1944), A Scientific Theory of Culture and Other Essays. Chapel Hill, N. Carolina, The University of North Carolina Press.
[24] PEELMAN Achiel (1989), Inculturation: the Church and the cultures. Coll. The Horizon of the Believer. Paris, Desclée; Ottawa, Novalis.
[25] PRUDHOMME Claude (2004), Christian missions and colonization, 16th - 20th century. Coll. History of Christianity, CERF, Paris.
[26] SAPIR Edward (1929), The Status of Linguistics as a Science. In Language, Vol. 5, No. 4, December, 207–214.
[27] SAVIGNI Raffaele (2011), Conversion in the Carolingian Age. Religious study notebooks. Interdisciplinary research. No. 9.
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    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

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    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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    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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  • @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}
    }
    

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  • TY  - JOUR
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    AU  - Yannick Essertel
    Y1  - 2022/04/25
    PY  - 2022
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    T2  - Social Sciences
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    JO  - Social Sciences
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    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
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Author Information
  • Departement of Anthropology, University Aix-Marseille, Marseille, France

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