Darbe siekiama atskleisti krikščioniškųjų vertybių reikšmę religiniam pradinių klasių mokinių ugdymui ir nustatyti krikščioniškųjų religinių žinių įtaką pradinių klasių mokiniams. Taip pat aptariama religinio ugdymo samprata ontologinių religinio ugdymo pagrindų kontekste, atskleidžiama religinių vertybių svarba krikščioniškajame ugdyme, gilinamasi į įvairius vertybinio ugdymo mokykloje ir šeimoje aspektus. Tiriama religinio ugdymo proceso ir ugdymo sąlygų, perteikiamų žinių ir pasaulėžiūros evoliucionavimo sąveika. Tyrimų rezultatai parodė, kad religinis ugdymas tampriai siejasi su vertybėmis, kurios ugdomos šeimos, mokyklos ir Bažnyčios aplinkoje. Kita vertus, religinės vertybės tampa žmogaus gyvenimo dvasiniu pamatu ir įgalina jį tapti laisvu ir kilniu asmeniu, galinčiu atsakingai kurti savo gyvenimą ir dalyvauti sociume. / This paper aims at presenting the importance of the meaning of Christian values within religious education of primary school children and to determine how the Christian religious knowledge influences them. The concept of religious education within the context of ontological basis of religious education is discussed, the importance of religious values in religious education is established and various aspects of development of those values in schools and within families are analyzed. The relation between the process of religious education, the conditions of education, the subject matter and the development of the viewpoint is analyzed. The research data has shown that religious education is closely related with the values that are developed in families, schools and the Church. On the other hand, religious values become the basis of the spiritual life of a human being and enable him/her to become a free and noble person able to responsibly live his/her life and to fully function in society.

The diploma thesis follows up on the author's bachelor's thesis, in which was proposed the sixth educational area for the Framework Educational Program for Preschool Education entitled The Child and His Spirituality. At present, the concept of children's spirituality is unaccepted and therefore neglected in academic areas in preschool education. However, for several decades, many authors have spoken of children's spirituality as a scientifically substantiated thesis. Therefore, the work deals with concepts of how to grasp children's spiritual education and how it could be practiced in the Czech secular kindergarten. It is shown that the Czech legislation represented by the Education Act is on the side of this education and does not go against it. The essence of spiritual children's capacity and how spirituality is realized and perceived in human life are discussed. One of the essential points of the work also lies in explaining that it is necessary to distinguish religion from spirituality. This distinction is crucial when looking for ways to talk about spirituality. In order to be able to apply spiritual education to current school practice, a philosophical framework is proposed for how spiritual education can be included in the school curriculum for preschool education. Furthermore, the reasons...

教育和文學最重要的連結是什麼，普遍最被接受的是「想像」，也就是想像力或幻想，它是跨領域科技整合極重要的黏著劑與調和劑。因此教育最重要的功能之一在於培養孩童持續保有發揮想像的能力，不僅孩童，成人也同樣需要。基此，本文以文學視角出發，結合靈性教育的關懷，從富含幻想表現的奇幻敘事文本取材，透過再想像與再詮釋的創造性連結，嘗試性地勾勒出一個富含寓意的人類圖像。 本研究採文本分析，融入「皺摺、展開、再皺褶」及「詮釋、再詮釋與過度詮釋」的概念與方法，著眼於「人與超自然」向度來詮釋靈性教育的人類圖像。本文共分六章：第一章，導論：緣起說「圓」，為本研究的緒論；第二章，究竟起「源」：創世與起「源」，為文獻探究與前導，指出源即是靈；第三章，迷宮探「園」：謎樣的世界，旨在闡述「界意在破（無）」；第四章，穿越奇「緣」：隧道的盡頭，旨在闡述「道意在無（悟）」；第五章，另度次「元」：空間與過門，旨在闡述「門意在空（心）」；第六章，總結：究極奧「圓」— 〇、●、 、◎，回顧與統整「那神」的人類圖像。 本研究嘗試勾勒之「那神教育學」圖像，或可稱為靈性教育的人類圖像，此圖像模型主要有三層（嚴格來說有五層），上下有其位置，但沒有先後順序或優劣之分，分別以基層的太極陰陽圖、中層的環狀隧道和上層的三角體形構，並透過「噬尾龍」的蘊義，闡釋「人即是神、神即是人」的循環圖像。 / The purpose of dissertation is trying to verify the imagination can be the connection between the education and literature. Imagination can connect and mediate among the multi-dimensions. One of the important things of education, not only for children but also for adults, is to cultivate and maintain the imaginative capacity. In this reason, my dissertation adopts the literature narrative and care about spiritual education. Especially, I use the folk literature with rich fantasy to do the re-imagine and re-interpretation for illustrate the meaning of the whole human picture. The methodology of the dissertation are use the "folding, unfolding and re-folding " and "interpretation, reinterpretation and Overinterpretation" and so on, with the fantasy narrative in "human being and supernatural", to interpret the human picture of spiritual education. There are six chapters in this paper: Chapter Ⅰ, Introduction: the Origin and "circle"; Chapter Ⅱ, Explores the Beginning: the Genesis and Origins; Chapter Ⅲ, Explore the Maze "Garden": the Mystery World, aims to set forth "Boundary to be Break (No)"; Chapter Ⅳ, Meet the “Fate”: At the End of the Tunnel, to elaborate "Road means None (Enlighten)"; Chapter Ⅴ, Another Dimension: Space and Threshold, to elaborate "Door means Empty (Heart)"; Chapter Ⅵ, Conclusion: The Ultimate "Round"— 〇、●、 、◎, Review and integrate the human picture of "No-thing". I try to describe the picture of "Pedagogy of No-thing" or called the human picture of Spiritual Education. There is a vertical structure with three levels in the picture (strictly speaking there are five levels) but no priority among them. The foundation is “Tai Chi”, the middle is “Ring Tunnel”, and the top is Triangular Shape in the structure. Through the “Ouroboros” (bite the tail dragon) interprets the picture of "human being is god, and god is human being ".