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Elżbieta Osewska and Józef Stala (eds.), Religious Education / Catechesis in the Family: A European Perspective. Warszawa, Wydawnictwo Universytetu Kardynala Stefana Wyszynskiego, 2010, 277 p., ISBN 978-83-7072-638-6
Lombaerts, Herman (The Pontifical University of John Paul II in Cracow, 2011)
The Impact of the Status of Religion in Contemporary Society upon Interreligious Learning
Lombaerts, Herman (The Pontifical University of John Paul II in Cracow, 2011)
The author analyses the growing importance of IRL against the background of a changing European society. Based on sociological research, the traditional status of the Christian religion ‒ and the monoreligious education that normally accompanies it ‒ is seriously being challenged by the process of secularisation and the growing plurality or religious attitudes and beliefs among people in the West. Europe has become a complex network of influences that constitute the actual symbolic field employed by people in their search for truth. The interest for religion is still very much alive. People are not endlessly indifferent but still hope to find (religious) truth and meaning, even if this process has become much more complex today. In this context, interreligious dialogue itself becomes a religious act. The status given by a religion to other religions is of crucial importance for its ultimate credibility. In this line of thought, religious education should transcend both a purely monoreligious approach and a purely objective-comparative (multireligious) approach, and instead should cultivate in the pupils ‒ at the very borderlands of the different religious, cultural and geo-political territories ‒ an attitude of practising interreligious dialogue as a religious event.
The “Lay State” – a Signifier of Transformations in the Church?
Lombaerts, Herman (The Pontifical University of John Paul II in Cracow, 2015)
This article explores the renewal lay people initiated at a decisive moment in Church history. In the 16th–17th century, with the development of the modern school, lay people were given the responsibility to teach religion and to guarantee Christian education in schools. A new type of religious congregation, with exclusively lay members, emerged. They had an impressive impact, worldwide, over the past three centuries. However, as the members of these congregations declined dramatically over the past decades, one wonders whether new generations will succeed in guaranteeing continuity in the near future. Or will ordinary, secular but baptized lay people create new forms of association while taking on responsibility for school education? Michel Sauvage (1923–2001), a French member of the De La Salle religious order, studied the theological identity of the lay “teaching brother” as initiated by J.-B. De La Salle at the end of the 17th century. The present situation, with 1.9% brothers left and 97.6% ordinary lay teachers in the educational institutions worldwide, seems to suggest that, once more, a historical mutation is occurring in the church.
Modele współczesnej katechezy dorosłych
Lombaerts, Herman (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 2000)
The article by Professor H. Lombaerts “Models of modern catechesis for adults” begins with the statement that after Vatican Council II great transformations have occurred in the post-industrial society and the Christian community again and constantly has to support adults. The article consists of two parts. The first one is about looking for new models for adult catechesis in the Christian community. The second one presents an andragogical approach to catechesis for adults, i. e. an attempt to present the models. The first model of transmission is based on the typical educational relation teacher-pupil. The second model is concentrated on the person; it is conducted in a group where care is taken of the religious development through consciousness of the self, an inner image of oneself, experiences and their interpretation. The third model is concerned with profession of faith in the social context (W Lesne) and has its roots in solidarity with people. The didactic model tries to discover adults’ needs and on the basis of theories of learning to involve them in catechesis. And finally, there is the dissonance model that is especially useful in various religious experiences and in obligations resulting from faith. In the pastoral-catechetic conclusions it was reminded that the model of transmission stresses the meaning of the contents, and when it is concentrated on the person, it emphasizes the person’s development. The profession of faith model stresses social interactions, the didactic one is concerned with a well-planned process of learning and the dissonance one with the value of questions asked in one’s life. The one and only model does not exist; models must be critically chosen depending on the existing situation.
Rituals’ Narrative Logics
Lombaerts, Herman (The Pontifical University of John Paul II in Cracow, 2011)
This article focuses on a double identity of rituals: the origin and main structure of rituals is narrative, and they represent a particular logic which aims at establishing a different quality of life. The narrative structure coincides with a typical characteristic of the human mind: the commemoration of striking dramatic or liberating events. Hence the ongoing concern to remember; the anamnesis intends to prevent that what among people never should be forgotten remains present in the individual and collective memory. Rituals are the most powerful means to keep memory alive. The coincidence of the faithfulness to a living tradition and the authentic commitment to present human concerns guarantees that the ritual anamnesis introduces qualitative change among the people involved.
World Youth Days. A Testimony to the Hope of Young People, eds J. Stala & A. Porębski, UPJPII, Kraków 2016
Lombaerts, Herman (The Pontifical University of John Paul II in Cracow, 2017)