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1

LITURGICAL CELEBRATIONS IN PAROCHIAL CATECHESIS (Celebracje liturgiczne w katechezie parafialnej)

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Slotwinska H.
Roczniki Liturgiczno-Homiletyczne (Liturgical and Homiletic Annals)
|
2009
|
vol. 56
397-417
EN
This paper, in its theoretical part, depicts some questions contained in the Program Katechezy Parafialnej Mlodziezy Szkól Ponadgimnazjalnych ('Programme of Parochial Catechesis for Secondary School Students'). They should be discussed at parochial catecheses (1). It also stresses the significance of liturgical celebrations in the catechesis (2). In its practical part (3) it provides concrete liturgical celebrations. They are considerable support for some questions that are proposed at parochial catecheses.
2

BIBLICAL PERSONAL MODELS IN THE CATECHESIS (Biblijne wzory osobowe w katechezie)

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Slotwinska H.
Roczniki Liturgiczno-Homiletyczne (Liturgical and Homiletic Annals)
|
2010
|
vol. 57
241-256
EN
The article consists of three parts. The first part of the article explains the concept of the personal model in general, and the second one - limits the concept to catechesis. In the last and most important part of the article personal patterns both from the Old and the New Testament are shown, with special attention paid to Jesus Christ and Our Lady.
3

THE PROBLEM OF AGGRESSION IN RELIGIOUS-MORAL EDUCATION (Problem agresji w wychowaniu religijno-moralnym)

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Slotwinska H.
Roczniki Pastoralno-Katechetyczne (Pastoral and Catechetical Annals)
|
2011
|
issue 3(58)
193-214
EN
The article starts with a presentation of various definitions of aggression. Then the author presents different divisions of aggression, the factors that cause it, and the circles, in which aggression most often occurs. The next stage is presenting aggression as moral evil, to which a believer may not be indifferent. Counteracting aggression and stopping the aggression that already exists, is the last part of the present article. The definitions quoted in the article allow one to understand better not only the concept of aggression, but also its causes and results. The knowledge of the specific circles and of the factors causing aggression is very significant in the educational process. Every aggressive act, or even the intention to commit it, is morally evil. The awareness of this should incline both the teachers and the pupils to counteract aggression, as well as to refrain from aggressive acts, or weaken the aggressive acts that already exist.
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