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1

„Być solą ziemi” jako zadanie katechetyczne

100%
Misiaszek K.
Rocznik Teologii Katolickiej
|
2013
|
vol. 12
97-106 część -2)
EN
The author discusses the main catechetical tasks relevant to the motto of the recent pastoral year ‘To be the salt of the earth’ They relate to natural func-tions of salt, as preserving, making fertile and adding taste to food. To preserve means to store and to guard the heritage of Christianity and the truth, which is emphasized in the teachings by John Paul II and Benedict XVI. To make things fertile leads to the building of the foundations of the faith. The author has stresses that one of the drawbacks of today’s religious instruction is lack of the existential element of the message of salvation. Teaching religion today is more doctrinal than existential. A schoolchild today wants to know the purpose of his education and know to what extent it is benei cial for life. Adding taste means discovering the richness and beauty of the faith which can take place only in its natural environment, which is a parish community. That is why the author supports the idea of parish religious instruction.
2
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Funkcje wypowiedzi katechetycznej

100%
Misiaszek K.
Seminare. Poszukiwania naukowe
|
2009
|
vol. 26
61-70
EN
Catechesis owns a personal manner of speaking out, mainly through her own functions of instructing, upbringing and initiation. The first one is not only the transfer of knowledge, but it desires to become commemorating of the most important salvation events. The second function cares, so the catechesis forms the attitudes in human, as well as in Christian dimension. Function of initiation is for most important for catechesis, because shows catechesis as a space of opening to supernatural dimension and introduction into. The last function underlines most, that catechesis is not only the pedagogical process, but pedagogy of faith, God’s pedagogy. This function sets up a special language suitable for religion, which is a symbolic language (metaphors, parabolas, parables, rituals, myths etc.).
3

Katecheza w funkcji budowania Kościoła według ks. Franciszka Blachnickiego

100%
Misiaszek K.
Studia Pastoralne
|
2021
|
vol. 17
87-103
EN
For Fr. Franciszek Blachnicki, the catechesis was in close relationship with the Church. The most appropriate place for the catechesis as the fundamental formation of Christians (adults, youth and children) is in the Church which is both the subject, goal and subject of catechesis. The task of catechesis is, in the first place, the introduction and experience of the Church. The nature of catechesis stems from the concept of the Church. Therefore, if the Church is a community, the aim of catechesisis to introduce it to the faithful so that they may not only participate in it, but above all create it. It is important that catechesis also serves the process of Christian initiation, discovering the Church as a place of fulfilling the mystery of life, salvation and healing. Therefore Therefore, Fr. Blachnicki put a strong emphasis on the relationship between the liturgy and catechesis, because the most complete process of initiation takes place in the liturgy. Another task of catechesis is its function of awakening and developing faith. For faith is the foundation for the Church and the primary goal for catechesis. It is to be both personalistic and social in nature. Father Blachnicki claimed that cathechesis educated faith was not an individual faith but the faith of the Church. Many Christians, even including those most zealous, live their Christian lives alongside the life of the Church, but not in the Church. In the meantime, every Christian is the Church, because the Church is the whole Christ, the head and members, and we are its members. For that reason, the life of the Church grows in so far as the life of faith of each member grows.
4

Co z katechezą parafialną w Kościele w Polsce?

100%
Misiaszek K.
Studia Pastoralne
|
2017
|
vol. 13
87-97
EN
Lack of parish religious education in Poland should be seen as a failure that is now bringing negative consequences. It is already a common belief, even among those who had originally been staunch advocates of the catechesis, that the so called religious education in schools has not brought the expected results. It has not become an effective element or means of development of faith among the younger generation of Poles. If it somehow manages to be successful it is to a negligible extent. Lack of religious education in parishes renders it impossible to fully form an adult, in particular while taking up and bringing into fruition the family catechesis. Furthermore, it goes without saying that young generations cannot be competently educated the Christian way without the input from their families. Understandably, adult catechesis will not become a panacea for the educational accomplishment of adults and children as well as the young people. Nevertheless, the presence of catechesis considerably increases the chances of more effective impact on education of children and young people alike. Only the parish catechesis is able to ensure the creation of the comprehensive and integral program of the development of Christian life.
5

W poszukiwaniu charakteru języka w katechezie

100%
Misiaszek K.
Studia Pastoralne
|
2006
|
vol. 2
95-103
IT
Il linguaggio della catechesi diventa oggi una delle questioni principali per comprendere tutto il processo della trasmissione della fede. Se è vero, che ogni persona ha il diritto di sentire il messaggio del Vangelo nella propria lingua e secondo il suo linguaggio, dovrebbe nell’incontro della fede incontrarla per mezzo di un linguaggio semplice, iniziale, comprensibile, primo di tecnicità… Cercando la vera natura dell’linguaggio della catechesi incontriamo soppratutto il simbolo (metafora, parabola, mito…), il linguaggio simbolico, che corrisponde con la natura stessa della religione, molto diverso da quello oggettivo-descrittivo. Questo linguaggio è però altamente apprezzabile e umanizzante, è presenta in modo reale una critica e contestazione della unilateralità e degli aspetti antiumani della cultura contemporenea. È anche capace di far aprire la porta del mistero, che è una delle mete principali del processo dell’inizziazione cristiana. Esige però la necessità di conoscere tutte le regole della interpretazione o dell’ermeneutica per far abilitare a leggere i testi bibblici, fonti principali della catechesi e dell’insegnamento della religione cattolica nella scuola.
6
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Czy i na ile jest możliwa dzisiaj współpraca rodziców i nauczycieli na rzecz integralnego wychowania ucznia?

100%
Misiaszek K.
Teologia i Moralność
|
2014
|
vol. 9
|
issue 2(16)
7-22
EN
Whilst looking for the evidence of integral education the educational documents derived from Polish schools have become the subject of the scrutiny. The results reveal lack of interest in the integral education. Schools are not considering pedagogical values present in religion (Christianity). Such values could enhance school education and give it more integral quality. An insight into the workings of the Ministry of National Education uncovers numerous activities hindering and obstructing parents’ initiatives. It is alleged that such actions are of totalitarian nature, revealing, among others, Centralist administration, external control, lack of pluralism and response to critical voices, evasion of problem solving, etc. Faced with the above situation parents should not only act in an organised way but also put pressure on the educational authorities. For many of the initiatives have been changed or abandoned under pressure, thus disrespecting parents’ point of view. Pressure makes sense!
PL
W obecnej rzeczywistości, gdy rozpowszechnia się coraz bardziej liberalny model wychowania, postulat formacji integralnej ucznia staje się koniecznością. Analiza podstawy programowej nauczania ogólnego uświadamia nam, że szkoła tkwi w głębokim kryzysie, który także sama wywołała. Podjęcie działań naprawczych wymaga zespolonych, solidarnych działań. Dopiero wówczas będą one skuteczne. Należy pilnie uświadamiać rodziców o ich prawie do wychowania, jak również wspomagać działania na rzecz domagania się ich udziału w wychowaniu szkolnym. Są to zadania, jakie stoją dzisiaj przed wszystkimi podmiotami odpowiedzialnymi za wychowanie: rodzicami, samą szkołą i Kościołem.
7
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Misja prorocka i jej realizacja w Kościele w Polsce

63%
Misiaszek K.
Teologia Praktyczna
|
2007
|
issue 8
7-18
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