Relevance of the See, Judge, Act, Evaluate and Celebrate Method in Integral Human and Religious Formation in Secondary Education

This article aims to explore the relevance of the theological methodology of see, judge, act, evaluate, and celebrate as a pedagogical strategy for values ​​and attitude formation in secondary school students within the Dominican education system. It is developed through a narrative review of the scientific and documentary literature, integrating contributions from pedagogy, moral education, practical theology, and contemporary approaches to holistic education. The results show that this methodology coherently articulates experience, ethical reflection, transformative action, formative assessment, and the recognition of human growth—elements that foster the internalization of values ​​and the development of moral conscience in adolescence. Furthermore, its convergence with active, participatory, and holistic methodologies, widely supported in the educational literature, is evident. In the Dominican context, the curricular adoption of this methodology in ​​Human and Religious Formation is presented as a contextualized proposal aligned with the aims of secondary education. It is concluded that the analyzed approach constitutes a relevant pedagogical strategy for values ​​education, although the need for future empirical research that delves deeper into its implementation and formative effects is recognized