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Rekolekcje szkolne a program katechezy

100%
Janiga W.
Biuletyn Edukacji Medialnej
|
2013
|
issue 1
48-61
EN
The main research problem of the paper relates to the question how school religious retreats match the catechetical curriculum. Both ways of forming the faith share a lot of features, and this is why they remain in a close relationship. To comprehend the nature of that relationship, the author provides definitions of school religious retreat and catechetical curriculum. In the further part of the text, the author demonstrates that school retreats stay at service of catechesis. This is borne out by the analysis of the common and complementary domains of school retreats and catechetical curriculum presented in the paper, as regards their relationship with catechetical objectives, experience of the faith, function of initiation and evangelization objectives. According to the author, school retreats stay in close relationship with school catechetical curriculum. This relationship concerns the subject, the addressees, the objectives, the functions, the tasks and the educational content. The subject in school retreats and catechesis is the Church. She is responsible for developing the catechetical curriculum and programme, and submitting it to state education authorities. The addresses are those who participate in catechesis. Document analysis leads the author to the conclusion that the topics chosen for school retreats should harmonize with the curriculum on the particular levels of education – or, in fact, retreats should complement the curriculum. The analysis of retreat programmes reveals that - as regards their content - they mostly support and complement school catechesis. They constitute a significant curricular component of catechesis, which opens students to in-depth religious experience.
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Zagadnienia filozoficzne w katechezie szkolnej

75%
Chałupniak R.
Forum Teologiczne
|
2011
|
vol. 12
145-161
EN
The essay takes up the problem of the presence of philosophy in teaching religion in schools. Its first part draws attention to the legal and organisational matters. The second part focuses on the problem of the content of teaching. The author used the recently updated catechetical documents (Catechetical Curriculum and Curriculum for Teaching of the Roman-Catholic Religion) as the basic material for his analysis. It turns out that some philosophical issues are actually present – albeit in various measure – on all levels of education, beginning at the primary school level. One may notice the efforts aimed at connecting faith and understanding both in the exercises and content of religious education. The authors of the catechetical handbooks invoke the traditional formula fides quaerens intellectum, which demands connecting together elements of faith and reason by pointing to things that can justify faith in the language understandable by the contemporary man. The relevance of philosophical issues is best seen in the correlation between teaching religion and teaching other subjects. It is most widespread on the 4th level of education, that is in colleges with extended curriculums. Being aware of contemporary circumstances of the religious education in schools, it is quite necessary to skillfully connect faith and reason, fides et ratio. As John Paul II once said: a man of today needs both wings.
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