Abstract

This study asks if the Pedagogy has to do something before the indoctrination of religions, which is lavished as education; if, as a science of education par excellence, it should be pronounced scientifically on the subject; whether this is a socially, educationally and personally necessary issue or if it is irrelevant and why; what are the reasons why it is a scientifically driven challenge; from which pedagogical approach can be based the denunciation and the formative alternative, and what observations and reasons can support their epistemology (foundations and methods), both for their awareness and for a redefined and complete educational action. The objective of this essay is to analyze what is considered a scam of religions and generate pedagogical foundations for an education based on conscience. Specifically, the work refers to arbitrary elaborations about death and about God, because they are understood as epicenters of religious indoctrination. Epistemological supports are three: the radical and inclusive approach to training, the Pedagogy of Death and some compatible teachings of the philosopher and educator Osho. The methodology is the pedagogical essay of a dialectical nature, with a metaphorical and destructive and constructive basis at the same time. The contents that are developed are: egocentrism, conscience, education and reason; pseudo-correlations; death and God in pseudo- religions; towards a Pedagogy of religious deconditioning; other considerations on the Pedagogy of Death; from violence to unity with nature, and some conclusions. It is hoped that the observations and reasons given may be useful for self-training, teaching and pedagogical research from the subject matter.

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