The diploma thesis "Teacher-Pupil Relation in Religious Education and Catechesis" presents some aspects of relations in religious education and catechesis. In the first part of the thesis, some general characteristics of teacher-pupil relation are described from the perspective of pedagogy and psychology and some ethic aspects of this relation are outlined. The second part deals with the specific features of the relations developed in religious education and catechesis. The subject and aim of catechesis (which is the growth of the catechised's faith) and of the religious education (the developement of mature and responsible attitude towards religious belief and Christianity) both imply the conclusion, that the teacher-pupil relation is much closer and more personal than in other school subjects teaching. This relation should be, above all, based on mutual love and respect. This proximity can become the source of mutual enrichment, but it also brings a considerable risk of failure and abuse. The damages caused this way have grave consequences for the personal developement of the catechised, their relation towards themselves, other people and God. The responsibility in such cases always lies upon the catechist (teacher). The healthy relation between the subjects of catechesis presumes high level of...

The observation is made that the spiritual well being of the church youth - i.e., the covenantal youth -is not healthy. The aim of this thesis is to study this observation. It seems that when children come to the point that they confess their faith they do not grasp the full implications of this undertaking as they do not bear the fruits of faith in their daily lives. There exists empiric evidence that the church youth are well equipped in the knowledge of faith, but when it comes to subjective acts of faith, there is a great lack. The assumption is made that the catechist is not always sufficiently equipped to apply the balance between knowledge of faith and subjective acts of faith in catechises. The focus point of the study is: Catechises as a means through which salvation is secured and appropriated within the context of the covenant and the Kingdom of God. The fundamental question at stake is: How does the believer share in the salvation that Christ has earned on the cross, and in which way can the catechises serves as a vehicle to achieve this goal. Essentially catechises is the official service of the church through which children of the covenant are assured of their salvation. They must also come to the point where they claim this redemption. The church obtains this objective by proclaiming the truths and instructing the doctrines of the Word of God to these children in such a way that each individual should come to confess his/her faith publicly and personally. Catechists must shepherd and guide these children not only to obtain certainty of faith (certitudo fidei) and to be obedient as believers, but also to be convinced of their salvation (certitudo salutis) and to make this redemption their own. The unity between God and man is not a polar one, but an apolar covenantal relation. Within this polar relation the covenant is like a solid foundation in which this oneness is rooted. The monopleuric (one-sided, unilateral) and dipleuric (two-sided, bilateral) character of the covenant proves that God treats man as a responsible associate in this treaty. God's sovereignty or objective salvation, on the one hand, and human responsibility or subjective faith, on the other hand, coexists without any strain or uneasiness whatsoever within this apolar covenantal connection between God and man. There is no contradiction between God's redemptive word and man's responsibility. It is therefore compulsory for man to believe; that man has faith is not something that rakes place without his decision. However, it is through the power of the gospel that faith is created in man - the gospel that Christ was crucified. The grace of God does not cause the believer to be a passive being; it has the effect that he is in active service of the Lord. The requirement to believe and to repent is not set aside; in fact, it remains a condition of the covenant. This means that, in the relation between God and His people, the promises and the demands of the covenant must be operative and active in the personal lives of the people of the covenant. The purpose of this exercise is that the believers will be able to experience the grace of the promises of the covenant as a reality. There is also a call at the address of these people to appropriate the salvation promised in the covenant. The children of the covenant must share in the promises of the pact on a personal basis. The reality of these promises, as well as the urgency of the demands - according to the gospel of God - must be proclaimed to the catechumens. There is a close relationship between certainty of faith and the objective truths of religion. This certainty is built on the truths that form the content of the Word of God. Certainty of salvation links up with the subjective acts of faith. A believer takes part on a personal level in the redemptive work of Christ. The fact that he is saved, through this redemption, forms the foundation of the Christian's life. / Thesis (Ph.D. (Catechetics))--North-West University, Potchefstroom Campus, 2005.

The observation is made that the spiritual well being of the church youth - i.e., the covenantal youth -is not healthy. The aim of this thesis is to study this observation. It seems that when children come to the point that they confess their faith they do not grasp the full implications of this undertaking as they do not bear the fruits of faith in their daily lives. There exists empiric evidence that the church youth are well equipped in the knowledge of faith, but when it comes to subjective acts of faith, there is a great lack. The assumption is made that the catechist is not always sufficiently equipped to apply the balance between knowledge of faith and subjective acts of faith in catechises. The focus point of the study is: Catechises as a means through which salvation is secured and appropriated within the context of the covenant and the Kingdom of God. The fundamental question at stake is: How does the believer share in the salvation that Christ has earned on the cross, and in which way can the catechises serves as a vehicle to achieve this goal. Essentially catechises is the official service of the church through which children of the covenant are assured of their salvation. They must also come to the point where they claim this redemption. The church obtains this objective by proclaiming the truths and instructing the doctrines of the Word of God to these children in such a way that each individual should come to confess his/her faith publicly and personally. Catechists must shepherd and guide these children not only to obtain certainty of faith (certitudo fidei) and to be obedient as believers, but also to be convinced of their salvation (certitudo salutis) and to make this redemption their own. The unity between God and man is not a polar one, but an apolar covenantal relation. Within this polar relation the covenant is like a solid foundation in which this oneness is rooted. The monopleuric (one-sided, unilateral) and dipleuric (two-sided, bilateral) character of the covenant proves that God treats man as a responsible associate in this treaty. God's sovereignty or objective salvation, on the one hand, and human responsibility or subjective faith, on the other hand, coexists without any strain or uneasiness whatsoever within this apolar covenantal connection between God and man. There is no contradiction between God's redemptive word and man's responsibility. It is therefore compulsory for man to believe; that man has faith is not something that rakes place without his decision. However, it is through the power of the gospel that faith is created in man - the gospel that Christ was crucified. The grace of God does not cause the believer to be a passive being; it has the effect that he is in active service of the Lord. The requirement to believe and to repent is not set aside; in fact, it remains a condition of the covenant. This means that, in the relation between God and His people, the promises and the demands of the covenant must be operative and active in the personal lives of the people of the covenant. The purpose of this exercise is that the believers will be able to experience the grace of the promises of the covenant as a reality. There is also a call at the address of these people to appropriate the salvation promised in the covenant. The children of the covenant must share in the promises of the pact on a personal basis. The reality of these promises, as well as the urgency of the demands - according to the gospel of God - must be proclaimed to the catechumens. There is a close relationship between certainty of faith and the objective truths of religion. This certainty is built on the truths that form the content of the Word of God. Certainty of salvation links up with the subjective acts of faith. A believer takes part on a personal level in the redemptive work of Christ. The fact that he is saved, through this redemption, forms the foundation of the Christian's life. / Thesis (Ph.D. (Catechetics))--North-West University, Potchefstroom Campus, 2005.

Made available in DSpace on 2016-07-27T13:47:55Z (GMT). No. of bitstreams: 1 EDSON BENTO DOS SANTOS.pdf: 468001 bytes, checksum: f2ef6a844018da5b85345b4ba3d199a5 (MD5) Previous issue date: 2011-03-14 / In this research, we attempted to analyze the formation of catechists in the Archdiocese of Goiânia, in the period 1992 to 2009, considered the period after the promulgation of the Catechism and the documents guiding the catechism of the Catholic Church. Divided into three chapters, this work shows the first chapter, a historical overview of the Archdiocese of Goiânia and their bishops, from the legislative history of the Archdiocese since its founding and the presence of the three bishops. In the second, catechesis and community, the formation of catechists and the mission of those in the church, the Vatican II council and the General Directory for Catechesis, the theoretical framework using the pedagogies of Paulo Freire, worth of classics of the sociology of religion, particularly Max Weber. In the third chapter, it is of particular pedagogical practices applied in the formation of catechists in the Archdiocese of Goiânia. Finally we tried to prove the hypothesis presented in the initial design. And considering the circumstances and historicalcultural church of the Archdiocese of Goiânia influencing the formation and maintenance of the catechism of Goiânia. / Neste trabalho de pesquisa, buscou-se analisar a formação de catequistas na Arquidiocese de Goiânia, no período de 1992 a 2009, considerado período pós promulgação do Catecismo e dos documentos orientadores da catequese da Igreja Católica. Dividida em três capítulos, esta dissertação traz no primeiro capítulo, uma síntese histórica da arquidiocese de Goiânia e seus Bispos, partindo dos elementos históricos da Arquidiocese desde sua fundação e a presença de seus três bispos. No segundo, a catequese e a comunidade, a formação de catequistas e a missão dos mesmos na Igreja, o Concílio Vaticano II e o Diretório Geral para a Catequese, além do referencial teórico, utilizando as pedagogias de Paulo Freire, valendo-se de clássicos da sociologia da religião particularmente Max Weber. No terceiro capítulo, trata-se das determinadas ações pedagógicas aplicadas na formação de catequistas na arquidiocese de Goiânia. Por fim, procurou-se comprovar a hipótese apresentada no projeto inicial. E foram consideradas as circunstâncias históricocultural e eclesial da Arquidiocese de Goiânia que influenciaram na formação e na manutenção da catequese de Goiânia.

Made available in DSpace on 2016-04-29T14:27:25Z (GMT). No. of bitstreams: 1 Geraldo Raimundo Pereira.pdf: 772982 bytes, checksum: 76fac12e88900f4c0710dd8a8c729911 (MD5) Previous issue date: 2014-08-19 / This dissertation deals with the importance of the catechist and his training for the life of the Church, following the indications of the Documento Catequese Renovada. The formation of the catechist is presented as one of the great challenges facing the Church. Despite the big changes in society, in the world today, we can no longer catechise without a proper training. The Word of God stands, but must be presented in a new and more meaningful for the contemporary human way. The Documento Catequese Renovada was an advance renewed catechesis catechetical act in the Church in Brazil. Other magisterial documents affirm the importance of training of catechists for the mission. In this study, we focus on the importance of biblical, doctrinal, spiritual, ecclesial and social formation of catechists, emphasizing his spiritual life / A presente dissertação trata da importância do catequista e sua formação para a vida da Igreja, seguindo as indicações do Documento Catequese Renovada. A formação do catequista se apresenta como um dos grandes desafios da Igreja. Frente às grandes transformações da sociedade, do mundo atual, não se pode mais catequisar sem que haja uma devida formação. A Palavra de Deus permanece, mas precisa ser apresentada de um jeito novo e mais significativo para o ser humano contemporâneo. O Documento Catequese Renovada foi um avanço no agir catequético da Igreja no Brasil. Outros documentos do magistério insistem na importância da formação dos catequistas para a missão. Neste trabalho, focamos a importância da formação bíblica, doutrinal, espiritual, eclesial e social do catequista, enfatizando a sua vida espiritual

This dissertation titled "Special catechesis. Theory and Practice" explores the methods of teaching religion to mentally handicapped children. The research focuses on the presentation of theoretical and practical methods introduced by D, Jucha, J. Madeja, D.Doroszewka, B. Janosz and other significant Polish catechists. The theoretical part, besides a systematicly processed terminology also deals with the actual content and the main aim of special-care catechesis. In addition, it provides an interpretation the dignity of man as it can be found in some church archives. Last, but not least, attention is drawn to the important role of families, parishes and catechists. The second, practical, part is inspired by the methods of B. Janosz - whether it is put to creative use along with new teaching materials as well as new communication tools that motivate mentally handicapped children for active participation in special-care classes. The author of this study concluded that even the weakest must be provided adequate catechesis as every human being, no matter how limited, is capable of growth to sanctity. These people feel the need and are entitled to life in faith. There is a need for oligo-catechesis and it is unquestionable.

[pt] A presente pesquisa é uma reflexão que consiste em apresentar, a partir da Teologia Pastoral, temas que se entrelaçam na compreensão do espaço e projeto formativo com catequista. A discussão está centrada na dimensão catequética e busca uma correlação entre a Via da Beleza, a formação com catequista, a arte cristã e o Museu Sagrada Família. A pesquisa ora apresentada, se desenvolve em consonância com a Carta Apostólica, Antiquum Ministerium, que aponta para a necessária qualificação dos catequistas, elevados à condição de ministros leigos, bem como, uma urgência da Igreja que, sob à luz da Iniciação à Vida Cristã e de uma catequese permanente, procura desenvolver um itinerário de educação da fé, que proporcione o encontro com a pessoa de Jesus Cristo, favorecendo o surgimento do discípulo missionário. Essa urgência exige uma compreensão sobre o papel do catequista, sob enfoque da dimensão do ser, saber e saber fazer, em vista de oferecer espaços adequados para a formação; além de um itinerário formativo, que aponte para uma compreensão integral da pessoa, a partir da ótica humano-cristã. Um novo paradigma na catequese provoca uma reinterpretação sobre a Pedagogia e Metodologia a serem adotadas no itinerário formativo do catequista, dando ferramentas necessárias para que este assuma, com eficiência e eficácia, esse ministério na Igreja. A superação de um modelo formativo fragmentado, tendo em vista atender as necessidades de um novo tempo, é uma resposta criativa, aberta ao diálogo com a cultura e a arte, buscando, na tradição da Igreja, uma inspiração que se manifesta como Via da Beleza. Trata-se de viabilizar um caminho seguro, que responda com objetividade ao propósito de um itinerário formativo humano-cristão, conduzido por um diálogo entre arte, liturgia e catequese, através de uma experiência que converge ao encontro com a Beleza Encarnada, Jesus Cristo. Neste estudo, a formação com catequista é compreendida como um itinerário humano-cristão, que se dá pela via da beleza. Essa via é o espírito do espaço e projeto formativo, que se manifesta no Museu Sagrada Família-Catequese e Arte. A Via da Beleza é interpretada como um caminho que se faz a partir de uma experiência querigmática e mistagógica. Remete a um processo espiritual de construção do papel de catequista, envolvendo a superação de um olhar puramente estético, chegando aos fundamentos teológicos do conceito, revelado na experiência cristã, como um itinerário Pascal. O estudo teológico-pastoral é um caminho de síntese do processo, que se realizou através do movimento prático e teórico sobre um tema de grande relevância na ação evangelizadora da Igreja. A formação, que se faz no espaço de arte, pela Via da Beleza, gera catequistas abertos ao diálogo com a cultura e dispostos a viver um protagonismo com fé, esperança e comunhão, aparando arestas que surgem na ação evangelizadora e lançando-se na novidade, que se revela como Caminho da Beleza. / [en] The research is a reflection that consists in presenting, from Pastoral Theology, themes that are intertwined in the understanding of space and formative project with catechists. The discussion is centered on the catechetical dimension and seeks a correlation between the Way of Beauty, training with a catechist, Christian Art and the Holy Family Museum. The research presented here is developed in line with the Apostolic Letter, Antiquum Ministerium, which points to the necessary catechists qualification, elevated to the condition of layman ministers, as well, as an urgent need for the Church, which, in the light of the Initiation to the Christian Life and from a permanent catechesis, it seeks to develop an itinerary of education in the faith, which provides an encounter with the person of Jesus Christ, favoring the emergence of the missionary disciple. This urgency requires an understanding of the catechist role, focusing on the dimension of being, of the knowing and knowing how to do, in view of offering adequate spaces for formation; in addition to a formative itinerary, which points to an integral understanding of the person, from a human-christian perspective. A new paradigm in catechesis provokes a reinterpretation of Pedagogy and Methodology adopted in the catechist s formative itinerary, providing the necessary tools for him to assume, with efficiency and effectiveness, this minister in the Church. Overcoming a fragmented training model, with a view to meeting the needs of a new time, is a creative response, open to dialogue with culture and art, seeking, in the Church s tradition, an inspiration that manifests itself as the Way of Beauty. It is about making a safe pathway viable, which responds objectively to the purpose of a human-christian formative itinerary, guided by a dialogue between art, liturgy and catechesis, through an experience that converges with the encounter with the Incarnate Beauty, Jesus Christ. In this study, formation with a catechist is understood as a human-christian journey, which takes place through the beauty route. This path is the spirit of space and training project, which is manifested in the Holy Family Museum - Catechesis and Art. The Way of Beauty is interpreted as a route based on a kerygmatic and mystagogical experience. It refers to a spiritual process of construction the catechistrole, involving the overcoming of a purely aesthetic look, reaching the theological foundations of the concept, revealed in christian experience, as a Paschal itinerary. The theological-pastoral study is a route of synthesis of the process, which took place through the practical and theoretical movement on a topic of great relevance in the evangelizing action of the Church. The formation, which takes place in the art space, through the Way of Beauty, generates catechists open to dialogue with the culture and willing to live a leading role with faith, hope and communion, cutting corners that arise in the evangelizing action and launching themselves in the new, which reveals itself as the Way of Beauty.

The Prefecture of Pella bought Heirachabis in 1895 and occupied it in 1898. This marked the beginning of the Mission in the South. The Oblates of Mary Immaculate officially started on 8 December 1896. They were allowed to minister among the Europeans and among Africans, not ministered to by a Protestant Mission. The first expansion was at Klein Windhoek, and at Swakopmund being the gateway to the Protectorate. The Tswana invited the Mission to help them after they had arrived from the Cape. Aminuis and Epukiro were founded. After 1905 the Mission was allowed to open stations among the Herera and Damara. Doebra, Gobabis, Usakos, Omaruru, and Okombahe were the result. Seven expeditions were undertaken to reach Kavango. After many failures the first mission became a reality at Nyangana in 1910. Just before the war the expansion reached Grootfontein, Tsumeb and Kokasib. In the South missions were opened at Warmbad, Gabis, Keetmanshoop, Luederitz and Gibeon. World War I scattered the African population of the towns which disturbed the missionary work. The S. A. Administration allowed most missionaries to stay. After the Peace Conference S. W. A. became a Mandate of S. A. In 1924 permission was granted to enter Owambo. The first station was opened in Ukuambi, later followed by Ombalantu and Okatana. In 1926 the Prefecture of Lower Cimbebasia was elevated to the Vicariate of Windhoek, while the Prefecture of Great Namaqualand became the Vicariate of Keetmanshoop in 1930. World War II left the missionary activities undisturbed. In 1943 Magistrate Trollop in Caprivi invited the Catholic Mission in 1943 to come and open educational and health facilities. The South expanded into Stampriet, Witkrans, Aroab, Mariental. The election victory in 1948 in South Africa of the Afrikaner Parties with the resulting apartheid legislation negatively affected the missions in S. W. A. After 1965 the influence of Vatican II became noticeable, while the pressure of the United Nations Organisation moved the territory towards independence. While initially the Catholic Church had been very cautious, in the ?O's and 80's she took a very definite stand in favour of human rights. She also became a full member of the CCN. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

The Prefecture of Pella bought Heirachabis in 1895 and occupied it in 1898. This marked the beginning of the Mission in the South. The Oblates of Mary Immaculate officially started on 8 December 1896. They were allowed to minister among the Europeans and among Africans, not ministered to by a Protestant Mission. The first expansion was at Klein Windhoek, and at Swakopmund being the gateway to the Protectorate. The Tswana invited the Mission to help them after they had arrived from the Cape. Aminuis and Epukiro were founded. After 1905 the Mission was allowed to open stations among the Herera and Damara. Doebra, Gobabis, Usakos, Omaruru, and Okombahe were the result. Seven expeditions were undertaken to reach Kavango. After many failures the first mission became a reality at Nyangana in 1910. Just before the war the expansion reached Grootfontein, Tsumeb and Kokasib. In the South missions were opened at Warmbad, Gabis, Keetmanshoop, Luederitz and Gibeon. World War I scattered the African population of the towns which disturbed the missionary work. The S. A. Administration allowed most missionaries to stay. After the Peace Conference S. W. A. became a Mandate of S. A. In 1924 permission was granted to enter Owambo. The first station was opened in Ukuambi, later followed by Ombalantu and Okatana. In 1926 the Prefecture of Lower Cimbebasia was elevated to the Vicariate of Windhoek, while the Prefecture of Great Namaqualand became the Vicariate of Keetmanshoop in 1930. World War II left the missionary activities undisturbed. In 1943 Magistrate Trollop in Caprivi invited the Catholic Mission in 1943 to come and open educational and health facilities. The South expanded into Stampriet, Witkrans, Aroab, Mariental. The election victory in 1948 in South Africa of the Afrikaner Parties with the resulting apartheid legislation negatively affected the missions in S. W. A. After 1965 the influence of Vatican II became noticeable, while the pressure of the United Nations Organisation moved the territory towards independence. While initially the Catholic Church had been very cautious, in the ?O's and 80's she took a very definite stand in favour of human rights. She also became a full member of the CCN. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

Abstract The purpose of this research is to examine the history of elementary schools held by the Church as well as the history of primary schools, comprehensive schools and secondary schools in various municipalities in Lapland up to the end of school year 1998-99. This is a basic research. The examination proceeds from the founding of the first educational institution of each school type. The first itinerant catechists of Finland began teaching in Utsjoki in 1751. The first primary school was founded in Rovaniemi in 1870. Lapland changed over to comprehensive school system in 1972. The Tornio Pedagogium was granted founding permit in 1630. The schools held by the Church were either permanent or itinerant. The importance of permanent schools was insignificant in Lapland. Itinerant school system consisted of two categories; catechist schools and itinerant schools. Their educational aims were uniform. Catechists received their salary from the state whereas itinerant schools were maintained mainly by parishes. Catechist schools were founded only in the parishes of Northern and Eastern Lapland. In other parishes instruction was given by itinerant schools. Even in the beginning of the 1920's the amount of school-aged children in Lapland was higher in itinerant schools than in primary ones. The last catechist school was closed in Inari in 1954. The history of the primary school and comprehensive school can be divided into four periods. The starting point was the year 1866 when the Regulation on Primary Schools was issued. This first period came to an end in 1898 when each municipality of Lapland became obliged to divide its area into school districts. The Regulation on Primary Schools didn't oblige rural municipalities to found schools but made it possible for them. In school year 1897-98 only 24 schools gave instruction in Lapland. The obligation to form school districts brought schools even to the biggest villages in peripheral areas. In school year 1920-21 there were 96 schools in Lapland. The Compulsory Education Act was issued in 1921. The inhabitants of Lapland were active and hence in the autumn 1929 there were already 205 primary schools. The years subsequent to the war meant rapid progress in society with the result that more than 160 new primary schools were founded in Lapland. In school year 1957-58 the amount of schools was at its highest, 425. The fourth period in the history of the primary school and comprehensive school comprises the school years 1958-99. At that time the Primary Schools Act and Comprehensive Schools Act were in force. In the 1960's Finland and first of all Lapland were met by a severe crisis. Until now the increase of population had been strong. Now, however, it began to decrease. The inhabitants of peripheral areas began migrating to towns, Southern Finland and Sweden. In 1974-75 the amount of lower levels of the comprehensive school was no more than 313. The situation improved to some extent for 15 years due to the measures taken by the state. Consequently, in 1989-90 there were still 281 schools. In the 1990's Finland was shaken up by depression. In Lapland, then, unemployment increased, which resulted in migration. In autumn 1998 there were 200 lower levels of the comprehensive school. The only secondary school in Lapland was for a long time in Tornio. The next secondary school was founded in the town of Kemi in 1897. In autumn 1939 there were three educational institutions in Lapland enabling the students to continue their studies at university. After the war, especially in the 1960's, plenty of secondary schools were founded in Lapland. / Tiivistelmä Tavoitteenani on selvittää Lapin kirkollisten alkuopetuskoulujen sekä kansa-, perus- ja oppikoulujen historiaa kuntakohtaisesti lukuvuoden 1998-99 loppuun saakka. Kyseessä on perustutkimus. Tarkastelu alkaa kunkin koulumuodon ensimmäisen oppilaitoksen käynnistymisestä. Vuoden 1750 tienoilla aloittivat Utsjoella Suomen ensimmäiset kiertävät katekeetat opetustyönsä. Ensimmäinen kansakoulu avattiin Rovaniemellä 1870. Lappi siirtyi peruskoulujärjestelmään 1972. Tornion pedagogio sai perustamisluvan 1630. Kirkolliset koulut olivat kiinteitä tai kiertäviä. Kiinteiden koulujen merkitys Lapissa oli vähäinen. Kiertävät koulut ryhmitellään katekeetta- ja kiertokouluiksi. Niiden opetustavoitteet olivat yhteneväiset. Katekeettojen palkat maksoi valtio. Kiertokoulujen toiminnan rahoittivat lähinnä seurakunnat. Katekeettakouluja perustettiin vain Pohjois- ja Itä-Lapin seurakuntiin. Muissa seurakunnissa opetuksesta vastasivat kiertokoulut. Lapin kiertävissä kouluissa oli vielä 1920-luvun alussa enemmän kouluikäisiä kuin kansakouluissa. Viimeinen katekeettakoulu suljettiin Inarissa 1954. Kansa- ja peruskoulujen toiminta-aika jakaantuu luontevasti neljään jaksoon. Lähtöpiste on kansakouluasetuksen syntymävuosi 1866, ja ensimmäinen etappi päättyy 1898 piirijakoasetuksen antamiseen. Kansakouluasetus ei määrännyt maalaiskuntia perustamaan kansakouluja, mutta teki sen mahdolliseksi. Lukuvuonna 1897-98 oli Lapissa vain 24 koulua. Piirijakoasetus toi kouluja myös suurimpiin sivukyliin. Lukuvuonna 1920-21 kouluja oli 96. Oppivelvollisuuslaki annettiin 1921. Lapin asukkaat olivat aktiivisia, ja syksyllä 1929 kansakouluja oli jo 205. Väkevästi elettyinä sodanjälkeisinä vuosina Lapissa käynnistettiin vielä yli 160 uutta kansakoulua. Lukuvuonna 1957-58 kouluja oli ennätysmäärä 425. Neljäs tarkastelukausi käsittää lukuvuodet 1958-99, jolloin kansa- ja peruskoululait olivat voimassa. Suomea ja ennenkaikkea Lappia kohtasi 1960-luvulla suuri murros. Väestön voimakas kasvu pysähtyi kääntyen laskuun. Muuttoliike suuntautui maatalouskylistä kaupunkeihin, Etelä-Suomeen ja Ruotsiin. Ala-asteita oli 1974-75 enää 313. Valtion toimenpitein tilanne tasoittui 15 vuodeksi, ja kouluja oli 1989-90 vielä 281. Lama ravisteli 1990-luvulla Suomea. Lapissakin työttömyys kasvoi aiheuttaen poismuuttoaallon. Syksyllä 1998 ala-asteita oli 200. Torniossa oli pitkään Lapin ainoa oppikoulu. Kemistä tuli oppikoulukaupunki 1897. Syksyllä 1939 oli Lapissa kolme yliopistoon johtavaa oppilaitosta. Sodan jälkeen, erityisesti 1960-luvulla, perustettiin Lappiin runsaasti oppikouluja.