Search results - CEJSH

1

Religia w szkole. Aspekty historyczno-prawne

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Popek J.

Opolskie Studia Administracyjno-Prawne

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2012

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vol. X

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issue 4

67-78

EN

Religious education in public schools has ceased to provoke such emotions and controversy as it did in 1990, when it was being officially re-introduced into the educational system. It is no longer contested so much, either, despite the fact that the question of teaching religion often recurs in all sorts of discussions and debates. However, it occurs there merely as an element of discourse touching upon broadly-conceived relations between the state and the Church, and also with reference to the place of religion within the public and sociocultural spheres. The presence of religion in the Polish school has been sanctioned for a few centuries now: the activity of the Commission for National Education, accepted – as it was – with some resistance, justified it, among others, with that teaching religion in reformed schools should not be neglected. Moreover, the reforms introduced by the Commission, which were underestimated at the beginning, later became the cornerstone of the Polish educational system, whose construction was considerably hampered due to the partitions. After regaining the independence, teaching of religion, both the Catholic one and those of other denominations was run at school from the very beginning, making an important element of the socio-patriotic rearing. That fact was reflected by successive legal acts that regulated questions of the educational-rearing nature. On the other hand, the authorities of the People’s Republic of Poland – although they formally maintained the legal state related to teaching of religion deriving from the Second Republic of Poland – in practice acted towards atheization of the Polish nation and eradication of religion from schools, which was almost successfully implemented in 1961. After 1989, attempts were made to have religion legally re-introduced into educational institutions and that not under the standard of novelty, but as a compensation for the many-century tradition. It seems justified, then, to follow the legal regulations concerning the Polish school system, especially that in the 20th century and also that of formation of mutual references of religious education and teaching organized in schools, beginning with the end of the 18th century.

2

Troska o szacunek dla godności człowieka zadaniem katechezy. Zarys problematyki

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Kopiczko T.

Studia Gilsoniana

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2022

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vol. 11

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issue 2

347-367

EN

The article shows the lost paradigms of human nature. It is also a sign of concern for respect for human dignity. The source of reflection is the thought written in the latest catechetical documents and the teaching of the Second Vatican council. The aim of the article is to recall theoretical assumptions important in catechetical ministry and to research for practical guidelines for their implementation. This goal is done through three points. The first is a reference to the philosophical and theological foundations that determine human dignity. The next step is to consolidate catechetical paradigms that express concern for the right view of man and his dignity. The third element is research for specific actions to promote human dignity. All considerations are interdisciplinary. His main thoughts and conclusions are the space of theological sciences. However, the issue raised requires the correlation of theological content with philosophical premises.

3

Cyfrowi tubylcy wyzwaniem współczesnej katechezy

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Kopiczko T.

Studia Ełckie

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2018

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vol. 20

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issue 4

467-481

EN

Mark Prensky created a specific division of society into digital immigrants and digital natives. The aim of this article is to reflect on the challenge posed to contemporary catechesis by generations of digital natives. Among the various conclusions should be distinguished: concern for the development of faith of young people from the generation of digital natives, remember to build the right human relationship, learn to communicate with God, care should be taken for a simple language of catechesis that will show a loving Christ, care about the right image of the human person, supported by testimony, care about kind and authentic dialogue with man and with God. Responsible for the religious education of young people are mainly adults, implicitly: parents, catechists, pastors.

4

THE ISSUE OF OLD AGE IN CURRICULUM GUIDELINES FOR RELIGIOUS EDUCATION

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Bielinowicz A.

Forum Teologiczne

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2016

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vol. 17

119-129

EN

The article presents the curriculum content related to old age included in the curriculum guidelines for Roman Catholic religious education in schools in Poland. The study is based on two documents that are currently in force: “Core Curriculum of the Roman Catholic Catechesis in Poland”, the text of which was adopted by the Polish Episcopal Conference on 8 March 2010, and the “Syllabus of the Roman Catholic Religious Education in Kindergartens and Schools”, adopted at the meeting of the Commission for Catholic Education of the Polish Episcopal Conference on 9 June 2010. Based on the analysis of the above-mentioned documents, issues concerning old age presented in detail have been proposed.

5

CATHOLIC SACRAMENTAL FORMATION FOR POLISH CHILDREN AND YOUNG PEOPLE IN ENGLAND AND WALES

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MĄKOSA P.

Studia Ełckie

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2015

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vol. 17

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issue 1

73-90

EN

According to official data, currently there are over two million Polish emigrants. Several hundred thousand of them live in Great Britain. Many studies and publications have been devoted to Polish emigration, but there have been none focussing on their religious life or Christian education and formation. To fill the gap, for the first time, empirical research has been carried out among Polish priests working with Polish emigrants in England and Wales. The survey concerned preparations for receiving the Sacraments organised by parishes of the Polish Catholic Mission established in that area. The survey tool in the form of a questionnaire was developed by academics from the John Paul II Catholic University of Lublin. The results obtained facilitated the determination of the organisational framework, topics, forms and methods of Catholic sacramental formation for Polish emigrants. This paper presents and analyses the results of the survey concerning the preparations of Polish children for their first Confession and Holy Communion, and the preparations of young people for the Sacrament of Confirmation. Furthermore, an attempt has been made at determining the major challenges faced by religious education and formation for Polish emigrants living in England and Wales, and the areas requiring further investigation have been identified.

6

COVID-19. A Catechetical-Experiential Reading

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Sultana C.-M.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2020

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vol. 11

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issue 2

27-46

EN

This article seeks to give a Christian understanding to the reality of COVID-19 which the world has gone through in the past months. This is done in a catechetical way by elaborating upon what truly transforms a lived event into an experience and into a Christian religious experience through a catechetical process. This implies seeking to understand any lived event by reflecting upon it and then applying the results of one’s reflection to one’s life. This theoretical framework is then applied to the reality of COVID-19 with the aim of rendering the lived event of the pandemic into a Christian religious experience which leaves a positive effect on the lives of believers through a catechetical process of understanding it in the light of the Word of God, and then applying the outcomes to one’s life afterwards.

7

Katechizm Kościoła Katolickiego ostatnim z dokumentów odnowy soborowej

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Offmański A.

Colloquia Theologica Ottoniana

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2013

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issue 1

41-56

EN

The Second Vatican Council did not pay in full any instrument of catechesis, as it took place at the Council of Trent and Vatican I but many are expressed in the constitutions and decrees were the inspiration for catechetical renewal that Pope Paul VI called “green branch of a tree, which is Church”. The next Synod of Bishops in Rome were devoted to the issue of evangelization and catechesis in a changing world, and they issued the apostolic exhortations outlined principles of dynamic development of these processes. Bowing to the demands of the fathers of the Synod of 1983 on the development of the Catechism of the Church, John Paul II appointed editorial team, which, under the direction of Cardinal. J. Ratzinger, developed and the 30th anniversary of the Council issued the Catechism of the Catholic Church. Under the infl uence of inspiration and achievement preachers council and the catechism of the anthropological orientation Catechism was that on the day of promulgation of the pope declared one of the “most important events of modern history of the Church”. It quickly became a best-seller in many countries around the world and also a summary of the renewal of the Church of the twentieth century.

8

Wskazania Konferencji Episkopatu Polski dotyczące przygotowania do sakramentu bierzmowania z 2017 roku – wyzwania Katechetyczno-pastoralne

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Osial W.

Studia Katechetyczne

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2018

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vol. 14

133-148

EN

The article is an attempt to show the most important assumptions concerning the process of preparation for the sacrament of conﬁrmation. The reﬂection is based on the assumption that in the document of Polish Bishops’ Conference there are some truths which are necessary to be discovered and put in catechetical practice. These truths determine the whole process of catechesis and make her more fruitful. Aﬅer forming the question related to eﬃciency of our catechesis and describing a necessity of pastoral conversion, the author forms the following indications for catechesis: the unity with Christ as the fundament of preparation to conﬁrmation, spiritual nature of all catechetical measures, a great value of candidates meeting in groups, the experience of community and prayer, spiritual retreats for the youth, a necessity of collaboration with parents, controlling of own emotions. At the end of the reﬂection, the author points out the indications regarding the conﬁrmation which depend on the catechist and his engagement in catechesis.

PL

Artykuł jest próbą przedstawienia najważniejszych założeń dotyczących procesu przygotowania do sakramentu bierzmowania. Reﬂeksja opiera się na założeniu, że w dokumencie Konferencji Episkopatu Polski znajdują się pewne prawdy, które należy odkryć i umieścić w praktyce katechetycznej. Te prawdy decydują o całym procesie katechezy i czynią ją bardziej owocną. Po sformułowaniu pytania dotyczącego skuteczności naszej katechezy i opisaniu konieczności nawrócenia duszpasterskiego, autor formułuje następujące wskazania dla katechezy: jedność z Chrystusem jako fundament przygotowania do potwierdzenia, duchowy charakter wszystkich środków katechetycznych, wielką wartość spotkania kandydatów w grupach, doświadczenie wspólnoty i modlitwy, rekolekcje duchowe dla młodzieży, konieczność współpracy z rodzicami, kontrolowanie własnych emocji. Pod koniec reﬂeksji autor wskazuje na te kwestie przygotowania do bierzmowania, które zależą od katechety i jego zaangażowania w katechezę.

9

Katecheta wymagający – rola wymagań w posłudze katechetycznej

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Rayzacher-Majewska A.

Studia Ełckie

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2020

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vol. 22

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issue 4

453-468

EN

Requirements in the modern world are not popular – also on the basis of teaching. However, as Pope John Paul II often emphasized, one should demand from oneself even when others will not demand. These words should include catechists in their work. They are supposed to demand from students, remembering to be demanding towards themselves. Requirements cannot be detached from love. Only a kind teacher who is kind to the student carefully guides the development of the pupil. The issue of teaching requirements – including religious teaching – is important today because of the language of record of purposes. It focuses on knowledge and skills requirements. Catechists additionally in the latest program assumptions have indications regarding attitudes shaped in the catechetical process. Both in the parish and at school, the demanding catechist – from himself and from others – is a credible witness to the truths he proclaims.

10

Katecheza w wybranych kontekstach społeczno-kulturowych wobec obrony integralności osoby ludzkiej

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Gutowski M.

Studia Ełckie

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2021

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vol. 23

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issue 2

157-171

EN

The author presents an integral vision of a human being as the foundation for understanding vocation and respect for life. It emphasizes the truths: man as a body and spirit being; the dignity and worth of every person created in the image and likeness of God; the vocation to love, i.e. the ability to give oneself as a gift. As a source for reflection, it is the light of God’s truth found in the Holy Scriptures and in the Catechism of the Catholic Church. The author shows the socio-cultural problems related to the lack of respect for human values that are taking place today. It presents the necessity of catechesis in social life, which is to respond with faith to human existence. It presents the problems posed by the world and the response of catechetical content to particular threats.

11

Szkolne lekcje religii w dobie zdalnego nauczania

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Kopiczko T.

Studia Ełckie

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2020

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vol. 22

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issue 4

425-438

EN

The analysis of the issue of school religion lessons, implemented in the distance learning system, allows for the formulation of the following conclusions. First, it should be remembered that the school religion class is part of catechesis. In Polish pastoral conditions, it can be said that it is even a valuable and important element of it. Secondly, while implementing remote teaching of religion lessons, the priority is still the goal and tasks of catechesis, which implement the care for mature faith. Thirdly, the teacher of religion (catechist) should be competent in the field of the latest information techniques, and at the same time should be faithful to the kerygma. Fourthly, a teacher of religion (catechist) should take care of independent preparation of classes, appropriate selection of content, cooperation with parents, as well as be systematic and consistent.

12

Eestikeelne usuopetus (katehhees) oigeusu kirikus

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Eek L.

Mäetagused

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2016

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vol. 64

115-134

EN

The article describes how catechesis is given to Estonian-speaking people in two Estonian Orthodox churches – the Estonian Apostolic Orthodox Church (EAOC) and the Estonian Orthodox Church of Moscow Patriarchate (EOCMP). An overview is also given of the opinions of Orthodox priests about the necessity of catechesis in parishes, which is deemed to be the minimum needed knowledge about Orthodox theology for being a church member, and about when the catechesis should be given (before baptism/confirmation, after that, or throughout life). Catechesis in Orthodox church is usually given before joining the church and its length, content, and methodology vary, being dependent on resources in the parish (rooms, people, etc.), on priests’ knowledge, ability, and skills to give catechesis, and finally on the interest of congregation members. Catechesis before joining the church is not obligatory in the EAOC, even though it is encouraged and its importance is stressed by the metropolitan. In the EOCMP, catechesis before joining the church is obligatory, and its length is at least a couple of meetings with the priest. The article describes how different priests solve the problem of giving catechesis. The article is based on original empirical data collected during a religious-sociological study, undertaken in 2012–2014, when 57 interviews were carried out with Estonian-speaking clergy and lay members of both Estonian Orthodox churches. Based on interviews with 18 priests, the article highlights the bottlenecks of Estonian Orthodox catechesis: churches do not have enough resources and skilled clergy for giving active catechesis in parishes, but both churches and their clergy make efforts to improve the situation. There is enough catechetic material available in Estonian, yet the problem is rather the lack of skills or willingness of some priests to give catechesis. In the EOCMP the problem could also be lack of publication opportunities or availability of information about catechetic materials in Estonian.

13

Geistig behinderte Kinder religiös erziehen – Herausforderungen an Pädagogik und Katechese

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Stala J.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2014

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vol. 4

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issue 2

PL

Special education options are diverse and prepared to meet the needs of children with varying degrees of intellectual disabilities. However, many parents of children with an intellectual disability have a difficult time in organizing the religious educational alternatives for their children. A disabled child needs to be surrounded by catechetical specialist care. In this article, the author points out the pedagogical and catechetical challenges of special education and catechesis. At the beginning, three basic educational environments are presented followed by the major aspects of the Catholic religious education: knowledge of God, prayer, and preparation for the sacrament of Penance and the Eucharist.

14

Uczynki miłosierdzia względem ciała i względem ducha w posłudze katechetycznej

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Gogolik M.

Teologia Praktyczna

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2015

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issue 16

167-185

EN

Pope Francis in the Bull Misericordiae vultus, declaring Extraordinary Jubilee Charity, among the many demands and recommendations, invites the faithful of the Church of hot desire for Christians to think about during the Jubilee works of mercy and the right spirit. The inclina-tion at this particular time over the works of mercy, according to the intention of the Pope has become a way of awakening our conscience, often dormant, and also allow for deeper entrance into the heart of the Gospel, to know whether we live as His disciples or not.In making this request, the Holy Father should rethink and rediscover the works of mercy and against the spirit of the catechetical their place in the preaching and catechetical active forms filling these works of mercy, taken and inspired by school religion classes and parish catechesis. For this purpose, will be examined today in force catechetical documents, program materials catechesis in Poland and selected aids for the teaching of religion, namely text books, work sheets, etc. Used during the various stages of education.

PL

Papież Franciszek w bulli Misericordiae vultus, ogłaszającej nadzwyczajny jubileusz miłosierdzia, pośród wielu postulatów i zaleceń, zwraca się do wiernych Kościoła z gorącym życzeniem, aby chrześcijanie przemyśleli podczas Jubileuszu uczynki miłosierdzia względem ciała i względem ducha. Podejmując to życzenie Franciszka warto przemyśleć i odkryć na nowo uczynki miłosierdzia względem ciała i względem ducha w przestrzeni katechetycznej, ich miejsce w przepowiadaniu katechetycznym i formy czynnego wypełniania tychże uczynków miłosierdzia, podejmowane i inspirowane przez szkolne lekcje religii oraz katechezę parafialną. W tym celu analizie zostaną poddane współcześnie obowiązujące dokumenty katechetyczne, materiały programowe katechezy w Polsce oraz wybrane pomoce do nauczania religii, mianowicie podręczniki, karty pracy, wykorzystywane na kolejnych etapach edukacyjnych.

15

Jan Paweł II nauczycielem modlitwy

88%

Zellma A.

Studia Elbląskie

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2012

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vol. 13

167-184

EN

There are numerous publications concerning blessed John Paul II. Various aspects of his life and teaching are analysed. The aim of this study is to show, basing on papal teaching and testimony of life, blessed John Paul II as the teacher of prayer. Firstly, the term “teacher of prayer” is explained. Next, the contents regarding prayer that John Paul II underlined in his teaching and aimed at the clergy, laics, adults, children, teenagers, the sick and suffering, is discussed. It gives a chance to characterise his attitude as a witness who through his life taught about prayer. Underlining the effectivness of his prayer – not only after death but also during his life, is a completion of above mentioned issues.

16

RELIGIOUS EDUCATION AND ATHEISM. ANALYZING THE INEFFECTIVENESS OF CATECHESIS IN POLAND

88%

Kopiczko T.

Studia Gilsoniana

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2015

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vol. 4

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issue 3

303-318

EN

Catechesis and atheism are two polarizing words. Catechesis is meant to deepen one’s faith and strengthen one’s relationship with God, while atheism entirely negates the existence of God. The purpose of this article is to show that despite the fact that these two phenomena are so completely oppositional, yet there is an occasion of their encounter. In Polish society it may take place in catechesis—colloquially called religious instruction, which is conducted at schools. That is why this article is concentrated on outlining ineffective moments of catechesis which may have something to do with atheism. It does not mean, though, that the whole process of catechesis should be deemed ineffective and inefficacious. The main priority is to list those elements that are imperfect, causing aspects of the redemptive ministry of the Church to falter. In addition to this, vital recommendations are provided in order to run the catechesis process more effectively, providing more care for the faith and salvation of man.

17

Remote Teaching of Religious Education in Polish Schools as a Form of Evangelization and Catechesis during the Epidemic Threat

88%

Chrzanowska R.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2020

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vol. 11

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issue 2

47-64

EN

This article discusses the current situation of the Church resulting from the epidemic threat of the coronavirus. It indicates how we can teach religious education online, using particular platforms and educational websites, as well as instant messengers and other internet services, to make them tools of catechesis and evangelization. The author emphasizes the spiritual contact of the faithful who, through the media, can participate in Holy Masses and receive the Spiritual Communion. She underlines the role of the proper use of mass media in the work of catechesis and evangelization. The author encourages people responsible for catechesis to be creative in the remote proclamation of the redemptive message, and to use all the available didactic resources and methods.

18

Formacja eucharystyczna w programach do bierzmowania w metropolii szczecińsko-kamieńskiej

88%

Lechów W.

Colloquia Theologica Ottoniana

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2012

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issue 1

123-140

EN

Eucharistic Education is an important part of religious education. At each stage of religious development catechesis should lead to a productive, full and conscious participation in the Mass., Because during its celebration fulfilled its primary goal is to bring students into communion and intimacy with Jesus Christ. The task is completed, both the school catechesis and parish catechesis, preparing for the sacraments. The article presents the formation of the Eucharistic elements present in programs to prepare to receive the sacrament of Confirmation, which are in force in the metropolis of Szczecin-Kamien. The dissertation shows that the authors of these programs concern deepens the knowledge of candidates for Holy Mass., Shapes attitudes and develops skills Eucharistic active involvement in the Eucharistic liturgy. It is postulated to also draw attention to the part in Sunday Mass. as a celebration of Day of the Lord.

19

Znaczenie ilustracji w wychowaniu moralnym uczniów edukacji wczesnoszkolnej. Studium na przykładzie serii katechizmów dla klas i-iii wydawnictw św. Stanisława BM oraz WAM

88%

Kielian A.

Studia Katechetyczne

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2016

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vol. 12

271-309

EN

Moral education is one of the tasks of catechesis (cf. General Directory for Catechesis, No. 85-86). Te aim of this article is to analyze the importance of illustrations in moral upbringing of children in early school age. Te study is based on textbooks for religious instruction for pupils in grades I, II and III of primary school in Poland. Two series of handbooks have been examined: 1) issued by the publishing house “Wydawnictwo sw. Stanislawa” in Krakow and 2) issued by WAM publishing house in Krakow. Firstly, the importance of illustrations in school textbooks has been recalled, then all the images under consideration were listed and described in their content and adequacy for the moral education of children in early school age. Tis was done for the two mentioned series of catechisms. Te further analysis took place against the background of teaching methodology as well as the curriculum for catechesis. It shows that two series of catechisms vary signiﬁcantly in terms of place and meaning attributed to the illustrations. In the textbooks published by “Wydawnictwo sw. Stanislawa” the iconic content dominates the text and is the starting point for the implementation of the lesson topic. Te textbooks published by WAM contain smaller illustrations are more of text, however the images are complementary to text or provide new information. Further development of textbooks for religious instruction in early childhood education must be based on the principle of primacy of illustration over the text. Images must be ﬂawless in terms of quality, aesthetics and printing.

PL

Wychowanie moralne jest jednym z zadań katechezy (Dyrektorium ogólne o katechizacji, nr 85-86). Celem artykułu jest analiza znaczenia ilustracji w wychowaniu moralnym dzieci w młodszym wieku szkolnym. Materiałem do badań są podręczniki do nauki religii dla uczniów klas I, II i III szkoły podstawowej wydane przez wydawnictwo św. Stanisława w Krakowie oraz wydawnictwo WAM. Artykuł przypomina znaczenie ilustracji w podręcznikach szkolnych, a następnie zawiera tabelaryczne zestawienie i opis ilustracji z tych katechez, które dotyczą formacji moralnej w dwóch wymienionych seriach katechizmów. Analiza odbywa się na tle założeń metodycznych i treści podstawy programowej katechezy. Wynika z niej, że katechizmy różnią się wyraźnie pod względem miejsca i znaczenia, jakie przypisują ilustracjom. W podręcznikach wydawnictwa św. Stanisława warstwa ikoniczna dominuje nad tekstem i jest punktem wyjścia dla realizacji tematu lekcji. W podręcznikach wydawnictwa WAM jest więcej tekstu, a ilustracje są mniejsze, stanowią uzupełnienie tekstu lub podają nowe informacje. Dalszy rozwój podręczników do nauki religii w edukacji wczesnoszkolnej musi opierać się na zasadzie pierwszeństwa ilustracji nad tekstem. Materiał obrazowy musi być bez zarzutu pod względem jakości, pod względem estetycznym i technicznym.

20

EMPIRICAL RESEARCH AS AN AREA OF RESEARCH ACTIVITY OF POLISH CATECHETICAL EXPERTS

88%

ZELLMA A.

Studia Ełckie

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2015

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vol. 17

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issue 2

191-200

EN

Contemporary Polish catechetical idea takes into account various issues of teaching and Christian education in the family, at school or in the parish. A lot of attention is paid to concepts and models of teaching religion in schools. Polish catechetists from various academic centers (eg. Lublin, Poznań, Olsztyn) make attempts to verify the existing catechetic theories through empirical research. Significant here is the contribution of Fr. prof. Stanisław Kulpaczyński from the John Paul II Catholic University of Lublin. The article focuses on methodological and substantive aspects of empirical research in the Polish catechetics. First there have been described methods, techniques and research tools. It has been shown that Polish katechetetics usually employ quantitative and qualitative methods using a questionnaire. They select different groups of respondents. Most often they conduct empirical re-search in schools – among young people and among catechists from different dioceses. From the merits they are interested in their issues such as catechesis in schools, the formation of catechists, religion teaching methods, giving marks on catechesis, conflict solution, cooperation with parents, parish catechesis. The results of empirical research are presented in articles and monographs as well as in doctoral dissertations. On this basis the Polish catechetists work out new catechetical solutions.

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