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Współczesne ujęcia nauczania religii w europejskim szkolnictwie publicznym

100%
Mąkosa P.
Roczniki Pastoralno-Katechetyczne
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2011
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vol. 3
123-136
EN
In most European countries religion is taught within the frames of the system of public education, although the status of the teaching is different in different countries. In the face of dynamic cultural changes, to which modern European societies are subject, ever more often discussion is launched on the shape of religion teaching. Also in Poland the conception of religion teaching is constantly looked for, and attempts are made to define its relation to parish catechesis. In this context the models of religion teaching existing in Europe have been subjected to analysis. The aim of the present article is answering the questions: what models of religion teaching are most frequently used in Europe and what are their characteristic features? Taking into consideration the criterion of confession, confessional and non-confessional models are distinguished. With respect to the level of realization of the catechetical function and the function of school the former ones are divided into two categories: catechetical-evangelizing and informational-educational. Non-confessional models, in turn, are systematized in three groups: Christian – the supra-confessional model, religious studies and interreligious model.
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Kształcenie nauczycieli religii rzymskokatolickiej w Polsce – między formacją teologiczno-katechetyczną a pedagogizacją

84%
Zellma A.
Studia Ełckie
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2021
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vol. 23
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issue 4
501-512
EN
The training of teachers of Roman Catholic religion in Poland is carried out at universities – at the faculties of theology – as part of uniform five-year master’s degree studies or two-year (four-semester) postgraduate studies. The Church ensures the quality of both subject matter (theological) and catechetical preparation, as well as pedagogical preparation of future religion teachers. Current ministerial standards of pedagogical education in Poland are considered important. The analyses undertaken in this paper highlight the fact that the presence of religion lessons in Polish schools requires the reliable preparation of future religion teachers to perform didactic, educational and caring tasks. It also raises the need to pay more attention to the personal and spiritual development of religion teachers. It is, above all, the Roman Catholic Church that is responsible for the quality of theological and catechetical and pedagogical education of those people to whom it gives a mission to teach religion in Polish schools. It is supported in these activities by external entities (e.g. the Ministry of National Education and Science). The above-mentioned activities ensure that the education of teachers of Roman Catholic religion in Poland is integral and, at the same time, adequate for contemporary educational tasks. In the training of Roman Catholic religion teachers, a balance between theological and catechetical and pedagogical formation can be observed. This is visible both in the content and forms of education, where it is preferred to combine theory with practice. This is achieved by internships of theology students carried out in primary schools and various types of secondary schools. Such an integrated approach to the training of religion teachers seems to be the most professional.
3
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Nauczanie religii młodzieży w chaosie aksjonormatywnym współczesnego świata

84%
Mazur R.
Studia Paedagogica Ignatiana
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2018
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vol. 21
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issue 4
107-121
PL
Celem artykułu jest zaobserwowanie wpływu nauczania religii młodzieży na przezwyciężenie chaosu aksjonormatywnego charakterystycznego zarówno dla współczesnego świata; jak i dla okresu rozwojowego; w którym znajdują się młodzi ludzie. W celu zaobserwowania wpływu posłużono się analizą dokumentów katechetycznych; które zarysowują koncepcję nauczania religii; oraz tymi; które programują jej treści na poszczególne etapy edukacyjne. Po krótkiej charakterystyce źródeł chaosu aksjonormatywnego (zewnętrznych i wewnętrznych); przeanalizowana została koncepcja nauczania religii; ze zwróceniem szczególnej uwagi na jej możliwości w przezwyciężeniu chaosu; a także pomocy w utorowaniu drogi do dorosłości. Następnie ukazane zostały specyficzne treści katechezy młodzieży; również w kluczu ich możliwości integrujących i ukazujących trwałe; niezmienne fundamenty życia dorastających. Zwrócono też uwagę na osobiste cechy nauczyciela religii; które mogą pomóc lub zaburzyć realizację założonych celów. Z przeprowadzonej analizy wynika; że nauczanie religii ma szansę stać się pomocą w orientacji młodych ludzi w chaosie aksjonormatywnym oraz w przezwyciężeniu go; co jest warunkiem odpowiedzialnego podjęcia zadań i obowiązków człowieka dorosłego.
EN
The aim of the article is to explore the influence of the teaching of religion to youths in overcoming the axionormative chaos characteristic of both the modern world and the developmental period in which young people find themselves. In order to observe this influence; the analysis of catechetical documents which outline the concept of religion and those that determine its contents at particular educational stages is used. After a brief description of the sources of axionormative chaos (external and internal); the concept of the teaching of religion is analyzed; with particular attention paid to its ability to overcome chaos; as well as how it helps in paving the way to adulthood. Then; the specific contents of the catechesis of the youth are shown; also in terms of their possibilities of integrating and showing the lasting and unchanging foundations of adolescent life. Attention is also paid to the personal characteristics of the teacher of religion; which can help or disrupt the achievement of the goals. The analysis shows that the teaching of religion has a chance to help in the orientation of young people dealing with axionormative chaos and overcome it; which is a condition for responsibly taking on the tasks and responsibilities of an adult.
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Wychowanie patriotyczne wyzwaniem dla katechezy Kościoła w Polsce

84%
Tomasik P.
Colloquia Theologica Ottoniana
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2019
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issue 2
101-120
EN
The author discusses the relationship between patriotic education and catechesis of the Catholic Church in Poland. He begins with the initial definition arrangements, then formulates what the patriotic identity is in accordance with the Gospel, from which he draws conclusions regarding the principles of patriotic education. The rules formulated in this way allow us to point out the specificity: the presence of patriotic education in documents and materials animating pastoral and catechetical activities in the contemporary Polish Church. With regard to teaching religion at school, it is important to refer to the correlation of religion teaching with the entire school program. The task of patriotic education is proposed as one of the educational goals of teaching the humanities and school education as a whole. Usually it is proposed to define mature patriotism as attachment to national tradition, critical judgment of one’s own historical past and attitude of responsibility for the future of the homeland. Deepening and developing patriotism is rightly associated with shaping civic rights and obligations, as well as shaping respect for national traditions and state institutions. The author’s conclusions are of an instructive nature, they demand correction in religion textbooks, although there are many issues in programs concerning the principles of social life, including national life. Particularly needed is to make the Church’s pastoral program in Poland real, because the author concludes that the pastoral opportunity related to the jubilee of Poland regaining independence has not been used. Meanwhile, there is a need for education for wise patriotism, deepening it and linking it to the primacy of worship given to God, rethinking the principles of pluralism of patriotic attitudes, applying the criterion of inclusion, not exclusion.
PL
Artykuł przedstawia relację między wychowaniem patriotycznym a katechezą Kościoła katolickiego w Polsce. Autor rozpoczyna od wstępnych ustaleń definicyjnych, po czym formułuje, czym jest zgodna z Ewangelią tożsamość patriotyczna, skąd wyciąga wnioski odnośnie do zasad wychowania patriotycznego. Tak sformułowane zasady pozwalają na wskazanie konkretu: obecności wychowania patriotycznego w dokumentach i materiałach animujących działania duszpasterskie i katechetyczne we współczesnym Kościele polskim. W odniesieniu do nauczania religii w szkole istotne jest odniesienie do korelacji nauczania z całością programu szkolnego. Zadanie wychowania patriotycznego proponowane jest bowiem jako jeden z celów edukacyjnych nauczania przedmiotów humanistycznych i całości wychowania szkolnego. Zwykle proponuje się określenie dojrzałego patriotyzmu jako przywiązania do narodowej tradycji, krytycznego osądu własnej przeszłości historycznej i postawy odpowiedzialności za przyszłość ojczyzny. Pogłębianie i rozwijanie patriotyzmu wiązane jest słusznie z kształtowaniem praw i obowiązków obywatelskich, także z kształtowaniem szacunku wobec tradycji narodowej i instytucji państwowych. Wnioski, do których dochodzi autor, mają charakter instruktywny, domagają się korekty w podręcznikach do nauczania religii, choć zagadnień w programach dotyczących zasad życia społecznego, w tym narodowego, jest niemało. Szczególnie potrzebne jest urealnienie programu duszpasterskiego Kościoła w Polsce, autor bowiem dochodzi do wniosku, że szansa duszpasterska związana z jubileuszem odzyskania przez Polskę niepodległości nie została wykorzystana. Tymczasem potrzeba wychowania do mądrego patriotyzmu, pogłębienia go i wiązania z prymatem czci oddawanej Bogu, przemyślenia zasad pluralizmu postaw patriotycznych, stosowanie kryterium włączenia, a nie wyłączenia.
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O potrzebie tolerancji w posłudze katechety

84%
Kostorz J.
Roczniki Pastoralno-Katechetyczne
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2011
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vol. 3
253-264
EN
Social-cultural transformations in the modern world play an important role not only in education and general socialization, but also decide about the teachers’ axiological preferences and attitudes. They also have a significant effect on the quality of catechization, mainly on the range of the catechist’s didactic and educational tasks at school. The task connected with education of children and adolescents in the spirit of tolerance should be included here. However, the point is not to be adjusted to the commonly propagated slogans, in which tolerance is understood very widely, but it is the attitude that is the expression of properly understood tolerance, based on Christian axiology. Hence, the aim of the present study is to refer to the issues connected with transmission of knowledge and with shaping socially desired attitudes of tolerance among the catechized pupils. First the concept of “tolerance”, and then the features distinguishing the attitude of tolerance among catechists are described. Against this background the role of tolerance in school catechesis and the ways of forming tolerance in the catechized pupils are described.
6
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La nouvelle évangélisation en Pologne

67%
Czekalski R.
Studia Katechetyczne
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2013
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vol. 9
243-248
PL
Nella Polonia, insieme a una nuova situazione politico-sociale si è reso necessario a cercare nuove forme di evangelizzazione di un uomo moderno e la necessità di aprire nuovi spazi di evangelizzazione. Era necessario cambiare la pastorale corrente. Per molti decenni ha dominato la pastorale di massa. Attualmente, non se ne dimette completamente, ma riconosce la necessità di una pastorale sempre più individuale, specializzata, aperta ai laici e alla società. Una manifestazione di tali cambiamenti strutturali nella Polonia è l’apprezzamento e la presenza dei laici nella vita e l’attività della Chiesa. Allo stesso tempo, non vi è alcuna “nuova evangelizzazione” senza la “vecchia evangelizzazione”. Ogni evangelizzazione – “vecchia e nuova” ha senso ed è necessaria a meno che avvicini le persone al cielo. Questo dovrebbe essere un paradigma fondamentale dell’evangelizzazione. Sia nella Polonia che nel mondo, sforzo d’evangelizzazione dovrebbe procedere in questa direzione.
EN
In Poland, along with a new social and political situation, it became necessary to seek new forms of evangelization in reaching out to modern people. It was necessary to change the current pastoral work. For many decades it dominated mass kind of working. Currently, the Church does not resign from it completely, but it recognizes the need for pastoral care more and more individual, specialized, open to the laity and nation. A manifestation of such structural changes in Poland is the appreciation and the presence of the laity in the life and activity of the Catholic Church. An expression of such involvement include public manifestations of their faith, courageous confessing to being witness of faith. There is a need to be presence at public space, mass media and socio-political structure of the state. Polish community needs brave professors, scholars, intellectuals, politicians who have no problem with admitting to the world of Christian values against political correctness in a modern world. We can say about new different areas of evangelization in Poland. Some theologians call them “basic areopags” of new evangelization. They are: first of all family, youth, education, professional work, culture, media, internet, social and political life, migration, ecumenism, new religious movements and communities, schools, the new evangelization parish . There is no "new evangelization" without the "old evangelization” .
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Wiara i wiedza warunkiem katechezy

67%
Czekalski R.
Studia Katechetyczne
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2014
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vol. 10
41-52
PL
Autor zwraca uwagę na dwa kluczowe elementy, bez których katecheza nie istnieje. Są nimi wiara i rozum (fides et ratio). Pierwszy z tych elementów – wiara – dotyczy zarówno katechety, jak i katechizowanych. Również drugi element katechezy – wiedza – jest niezbędny przede wszystkim ze strony katechety, ale nie można przy tym lekceważyć wiedzy katechizowanych. W katechezie wiara i wiedza są nieodłączne i razem stanowią filary, na których opiera się głoszenie nauki Chrystusa. W artykule wyrażone jest przekonanie, iż poprzez wiarę i wiedzę uczestnicy katechetycznej posługi słowa stają się dojrzali w wierze, zmierzając do radosnego spotkania z Jezusem.
EN
The author adopted reflection reminds two basic elements without there is no catechesis. He names them: fides and ratio. The faith of people, in terms of theological involved in catechesis, faith catechist and catechized, should be the starting point for any strictly catechetical reflection. A second essential element is the ratio of catechesis, in the sense – knowledge or science. For catechesis faith and knowledge are two wings on which the human spirit rises to the unity with Christ. Catechist and catechized should be aware of these two pillars of catechesis, they should not oppose itself, but should them make combined. They must be fully aware that thanks fides et ratio they will become mature and joyful people in faith. This catechist and catechized meeting, regardless of the place, leads to a full unity with Jesus Christ.
IT
L’autore richiama l’attenzione su due elementi chiave senza i quali la catechesi non esiste. Si tratta di fede e di ragione (fides et ratio). Il primo di questi elementi – ossia la fede -, è importante sia per catechista che catechizzanti. Anche la seconda componente della catechesi – la ragione, cioè -, è essenziale per il catechista, non si può ignorare, però, lo scibile dei catechizzanti. Nella catechesi la fede e la ragione sono inseparabili e insieme costituiscono i pilastri su cui poggia la predicazione di Cristo. L’articolo ha espresso la convinzione che attraverso la fede e la ragione partecipanti alla catechesi diventano maturi nella fede, tendendo verso un incontro gioioso con Gesù.
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Miłość jako wartość moralna w pracy edukacyjnej nauczyciela religii

67%
Zellma A.
Roczniki Pastoralno-Katechetyczne
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2011
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vol. 3
239-252
EN
The religion teacher performs a significant role in religion teaching at school. One of the meaningful elements of this service is love understood as moral value. Hence, answers have been sought to the following questions: what role is played by love in the religion teacher’s educational work? What factors condition the religion teacher’s educational work that is inspired by love? Answering these questions first the author tried to explain the terms that are key ones for the issue addressed in the present article, i.e. “love”, “value”, “the religion teacher’s work”. She refers here to personalistic philosophy and pedagogy as well as to theology. Against the background of these concepts the questions that are fundamental for the catechetical service are shown, as they are based on Christian axiology. It is shown that love understood first of all as an encounter with another man, affirmation of his person, being a gift for him, showing kindness to him, appears as a significant moral value in the religion teacher’s educational work. It is in the center of catechetical service and protects one from pragmatism or instrumentalism, contributing to building genuine bonds with God and with another man.
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Edukacyjne i społecznościowe portale jako nowe przestrzenie w warsztacie pracy i doskonalenia kreatywnego nauczania religii

67%
Zellma A.
Roczniki Pastoralno-Katechetyczne
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2012
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vol. 4
191-206
EN
Development of information-communication technologies determines new educational tasks a religion teacher faces. They are connected, among others, with using the computer and the Internet in the process of teaching religion. Along with these tasks the range is widened of social demands from religion teachers who, apart from the knowledge of the subject they teach, from the knowledge of methodology of teaching, and the testimony of faith, should be competent as far as using the information-communication technologies available to their students, is concerned. These technologies include the information in social networking services. With reference to this issue, in the article first the terms are defined: „educational web portal” and „social networking service”. Next, the most important web portals, which can be used by a religion teacher, are characterized. In this context the role is shown of educational portals and social networking services that should be used by religion teachers both when preparing and when conducting classes, as well as in their work on improving their workshop (mainly in the process of self-education). Also, the reader’s attention is drawn to a creative use of modern information-communication technologies, and to the resulting educational challenges.
10
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Accompanying the Catechised in Their Holistic Development

59%
Zellma A.
Roczniki Teologiczne
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2022
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vol. 69
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issue 11
5-22
PL
Analizy podjęte w artykule skoncentrowano wokół problematyki towarzyszenia osobom katechizowanym w procesie ich wszechstronnego rozwoju. Tak określona aktywność wychowawcza katechety jest zgodna z zasadą wierności Bogu i człowiekowi. Dotyczy zawsze konkretnego katechizowanego, który ma określone predyspozycje rozwojowe, żyje w konkretnej społeczności i podlega wpływom współczesnej kultury. Odwołując się do Dyrektorium o katechizacji i literatury przedmiotu zauważono, że towarzyszenie katechizowanym w ich wszechstronnym rozwoju jest podstawową kategorią pedagogiczną i katechetyczną. Przedstawiono różne aspekty towarzyszenia katechizowanym we wszechstronnym rozwoju. Szczególną uwagę zwrócono na powołanie, pasję oraz świadectwo życia i wiary. W tym kontekście podkreślono znaczenie spotkania, obecności, bycia obok i bycia z wychowankiem, dialogu. Za ważne uznano również aktywne słuchanie, zaufanie, troskę, oddanie, życzliwość, empatię, wiarygodność. Tak określone cechy i predyspozycje katechety odgrywają ważną rolę w nawiązaniu autentycznych relacji z wychowankami. Świadczą o kompetencjach komunikacyjnych, pedagogicznych i realizacyjnych katechety oraz jego świadomości powołania i posłannictwa wychowawczego wobec katechizowanych.
EN
The analyses presented in this paper focus on the accompaniment for the catechised in their holistic development. Thus described, the educational activity of a catechist is consistent with the principle of faithfulness to God and to man. It always concerns a specific catechised person with specific developmental predispositions who lives in a specific community and is influenced by modern culture. By referring to the Catechetical directory and the literature on the subject, it was pointed out that the accompaniment for the catechised in their holistic development is the fundamental pedagogic and catechetic category. Various aspects of accompaniment for the catechised in the contemporary world are presented. Vocation, passion as well as the testimony of life and faith were particularly emphasised. The importance of the encounter, presence, being near and being with the pupil, and dialogue were stressed. Active listening, trust, care, devotion, kindness, empathy, and credibility were also regarded as important. The described traits and predispositions of a catechist play an important role in establishing authentic relations with pupils. They are manifestations of the communicative and pedagogic competence of the catechist and his ability to accomplish his goals, as well as of his awareness of the vocation and the educational mission among the catechised.
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