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Uwagi o katechezie w szkole

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Matulka Z.

Roczniki Nauk Społecznych

1995

vol. 23

issue 2

101-108

Having introduced religious instruction to schools catechesis became a double formative influence on children and adolescents: through school and parish. School catechesis is indeed important but insufficient it is necessary for the children and youth to join in the communal life of the local church, ie their parish. Religious faith is based on the Divine Revelation. Therefore catechesis, unlikely other school subjects, calls for faith in the people who take part in it. One of the main aims of catechesis is to make the Bible known to the youth and to make them read it, especially the Gospel. The current curricula and handbooks of religious instruction bear a spiral table of contents, grouping them around the Person of Jesus Christ. Accordingly the catechists is more obliged to systematic work in approaching the contents of catecheses. Moreover he should take into account the needs, interests and possibilities of his pupils. One should make young people master the basic religious dogmas and precepts in the course of catechesis, especially the essence of the redeeming work of Christ: the participation of Christian in the trinitarian life of God, as the adoptive son in the Real Son, Jesus Christ. This fact has a bearing on the whole life of the Christian and has its consequences which the catechist is obliged to show to young people, forming in his pupils proper religious and moral attitudes, molding their philosophy of life, also their relation to the sphere of sexuality. The pastoral influence on adolescents is indispensable, so that they should be brought to prayer, participation in the Eucharist and receive the sacraments. At school catecheses pupils should taught to think for themselves and express in their own words the religious and moral contents. When assessing them, the catechist takes into account religious knowledge, turn-out, notes in their exercise books; the pupils themselves in their conscience evaluate their Christian life.

Pedagogika dorosłych: od funkcji kompensacyjnej do funkcji właściwej

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Matulka Z.

Roczniki Nauk Społecznych

1997

vol. 25

issue 2

25-33

The genesis of adult education in Europe reaches back to the second half of the 18th century. It was then that alongside the development of industry appeared a necessity to teach factory workers to read and write. Most of them were illiterate peasants. An interest would arise among workers to gain some basic knowledge about natural sciences, technique, economics, history, and hygiene. The peasants, sunk in illiteracy, gradually began to feel educational needs, which made them undertake ever new initiative in this regard. In Poland, partitioned among the three dividing parties in the 19th century, the satisfaction of educational needs of the impaired strata was additionally made difficult by the invaders who made it impossible to teach in Polish. Educational initiatives would take on a character of selfeducation. The latter was also pursued by secondary school pupils, students and women, mainly home teachers, deprived of an access to universities. All the above mentioned forms of adult education had a compensatory character, i.e. they replaced school education, which these people lacked during childhood and adolescence. Now the function of adult education has changed. In view of the obligatory character of education, encompassing obligatory education of all children and adolescents on the elementary level and in some countries also on the secondary level, adult education fulfills its proper function, i.e. satisfies various educational and cultural needs of adults. Thus it has become an integral part of educational systems. This is in accord with the idea of permanent education, formulated and popularized within the frameworks of UNESCO in the second half of the 20th century.

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2 Roczniki Nauk Społecznych

2 Matulka Z.

1 1997

1 1995

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Uwagi o katechezie w szkole

Pedagogika dorosłych: od funkcji kompensacyjnej do funkcji właściwej