Asumpcionistinio ugdymo ištakų ir tradicijos aptartis

Straipsnyje, pasitelkus archyvinę medžiagą ir mokslinius šaltinius, tiriamos asumpcionistinio ugdymo ištakos, nurodomi istoriniai šios tradicijos bruožai. Asumpcionistinio ugdymo formavimuisi įtakos turėjo trys pagrindiniai veiksniai: 1) asumpcionisčių kongregacijos įkūrėjos šv. Marijos Eugenijos (Anne-Eugénie Milleret de Brou) asmeninė edukacinė ir tikėjimo patirtis; 2) 1841 m. Paryžiuje įkurtos pirmosios asumpcionistinės mokyklos ugdymo praktika; 3) 1842 m. šv. Marijos Eugenijos parašyti „Patarimai apie ugdymą“. Remiantis šiais veiksniais išskiriami tradiciniai asumpcionistinio ugdymo dėmenys.The research field of this article has been little analysed. The assumptionist education has its roots in the 19th century France, and nowadays is implemented in many parts of the world, including Lithuania. The aim of the article is to analyse the sources of the assumptionist education and its tradition. To achieve this aim, following goals are pursued: 1) to discuss the conditions and premises that influenced the creation of Assumption schools based on the archive material and the biography of Marie Eugenie Milleret; 2) to reconstruct the process of organising the first Assumption school in Paris in 1841 and the educational work that was done in it based on the archive material; 3) to reveal essential historical characteristics of this tradition based on the analysis of the “Counsels on education” written by Marie Eugenie Milleret. In order to fulfil these goals, the article analyses scientific literature on the Assumptionist education and the archive material. The historical-theological approach proposed by G. Groppo (1991) was chosen. It claims that an education tradition is born from personal and communal faith experience and gets its shape in relation to the historical context. Religious education, as a reference point of any Catholic educational paradigm, is an integral part of global education. The research reveals that: 1. Marie Eugenie Milleret’s, the foundress of the Congregation of the Religious of the Assumption, personal faith experience had a decisive role in the creation and direction of the assumptionist education paradigm. This determined her choice to open schools for bourgeoisie girls whose families were not satisfied with traditional Catholic schools. It also determined the importance given to value education. The implementation of this vision of education was greatly influenced by the meeting of the future foundress with Father Combalot. 2. Typical traits of the first Assumption school in Paris were family spirit, development of Christian practical love (socio-educational orientation in formation), rich intercultural environment, and high academic requirements. The aims were formulated from the perspective of the girl seeking to prepare her for life. 3. The “Counsels on education”, as the oldest text expressing Marie Eugenie’s vision on education, was written for sisters working in the first school. It talks about the spirituality of education and the religious approach to this work. Formulated aims emphasize the importance of education. The text highlights the fact that educator’s attitude must reflect the image of Jesus Christ. It points out the priorities of the assumptionist education: unity among educators in their educational practice, spirit of freedom and faith, value education (development of “natural virtues”). For further research it would be useful to analyse the development of the assumptionist education using material from Congregational and schools’ archives, the correspondence of Marie Eugenie and her chapters. Practical and scientific meaning of this work: it is a research into the educational tradition that is still being innovatively implemented throughout the world