Roczniki Teologiczno-Kanoniczne, 1989, T. 36, z. 6

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Ekumeniczne ujęcie katechezy
Charytański, Jan (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 1989)
The author wanted to avoid confining the problems of ecumenism to reconciliation between members of a discordant family. That is why he took as a starting point contradictory, as it would seem, moments of life or experiences of the young people. Firstly, unremitting wars resulting from class, ratial, national or, finally, religious divisions. Secondly, a constant threat to human race along with the tendency towards unity. And it is against this background that the Church of Christ is shown as the sacrament of unity and reconciliation of the whole mankind with God and with each other. The schism of Churches and religions then emerges as being in definite contradiction to the mission of the Christ Church. Mutual understanding, then, and conscious acceptance of participation in the mission of the Church, i.e. sense of ecclesial-social responsibility, becomes one of the bases of forming the spirit of ecumenism. Out of the above questions the author distinguished the awareness of baptism, the Eucharistic awareness and the awareness of Christian conversion. Assuming a totally individual and private character of the mentioned sacraments, the author attempted to show their ecclesial-creative character and their relation to the problem of schisms in the life of the Christ Church. Catechesis, both prepared and attendant on the performance of those sacraments may lead to the formation of ecclesial-social responsibility, and in consequence, to openness to the problem of ecumenism, to the forming of the spirit of ecumenism, which in turn leads to getting to know each other, to dialoque and cooperation.
Formy katechezy biblijnej
Kusz, Gerard (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 1989)
Principally, one can distinguish two basic ways of working with the Bible. The first one with the help of the principles of biblical hermeneutics attempts to reveal a message of the biblical text, which text becomes the essence of catechesis. The second way sees the biblical text within the frameworks of a problem block which has already been defined thematically. The first type of biblical catechesis is called hermeneutic catechesis. One can distinguish here: exegetic catechesis, inductive catechesis, history of faith (Glaubensgeschichtlicher Unterricht) and history in action (Wirkungsgeschichtlicher Unterricht). The second type of catechesis is characterized by a functional, in a way rationalistic, approach to the Bible. Basing oneself on the pedagogic thory of "Curriculum" by S. Robinson, the biblical text is used by way of the method of transformation. This type limits, however, the tasks of catechesis to a pragmatic dimension. The Bible becomes "a collection of responses" (Antwortpotential) to pupils’ problems. Both types of biblical catechesis stimulate creative reflection and force the theoreticians of catechesis to search new solutions in their work on a biblical text.
Katecheza w służbie ewangelizacji
Łabendowicz, Stanisław (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 1989)
The author brings up the problem of the extent to which the contemporary catechesis participates in the process of evangelization to which the Holy Father John Paul II constantly incites us. The conception of evangelization embraces the first proclamation of the Gospel (DCG 17), but also the whole rich and complicated activity of the Church through which all people are taking part in the work of redemption (EN 17, 18, 24). Catechesis while being one form of the ministration of the Word tends to that that "faith illuminated by way of learning could become vivid, clear and active" (DCG 17). It is through catechesis that we go on to maturity in faith (CT). There is a substantial relation between these two realities. Catechesis does not identify itself with evangelization, nor is in total contradiction to it, but they are in ternally linked and complementary to one another (CT 18). The uniting link for both realities is the Only Teacher Jesus Christ (CT); the common aim is transformation and renewal of mankind (EN 18; CT 23) and it is going on in the fellowship of the Church and is expressed by such external signs as Christian testimony and apostolic spirit. Then the author asks about the function of catechesis in the process of evangelization. The author regards the following values of Polish catechesis as being essential: regularity, a sense of law and duty, integrity of the transmission of redemption and a relation with the Christian tradition of national culture. On the other hand, there are things which are not conducive to evangelization, e.g. the overgrowth of the conveying form in Polish catechesis as well as disregarding, on the part of catechists, the questions and problems of children and the youth, anonymity and lack of the experience of living in a fellowship.
Problematyka katechetyczna w badaniach prowadzonych pod kierunkiem ks. bpa E. Materskiego przy Katedrze Katechetyki KUL
Wrońska, Halina (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 1989)
Bishop Edward M aterski worked for many years as a lectu rer at the Faculty of C atechesis at KUL. U nder his su p ervision stu d en ts have written many th e se s. The p resen t paper aims at orienting the reader in the range of resea rch conducted by the bishop in this field. These stu d ies show catechesis in the context of the Church life, which catechesis is open to current problems of the catechized people and focuses on the forming of Christian attitudes, strongly linked with methodics. The model of catechesis for children and youth dominates strongly in those studies. Such a model emerges from the analysis of Conciliar and post-Conciliar documents of the Church, catechetic programmes and catechetic handbooks, as well as school programmes and school handbooks.
Rola katechety w wychowaniu do modlitwy
Kulpaczyński, Stanisław (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 1989)
Though a prayer is a grace, God's gift, and its source does not depend on man, yet it can grow through man. After such an introduction the paper brings up the problem of the role of a catechist in the upbringing of young people to enable them to pray, and it solves the problem in its four successive parts. A catechist as a teacher does not replace parents which first should bring up their children to prayer, but getting to know God's doctrine, principles of psychology and didactics of prayer, he introduces us into its theory and practice. A catechist is an educator whose task is to bring up to prayer with love and joy. He plays the role of a teacher on behalf of the Church and Christ and in communion with the Holy Ghost who gives His gifts necessary for prayer. A catechist, a witness to prayer, bases himself on-the Truth, acts in virtue of his own personal moral and religious qualities, boosts confidence and thus imitates Christ's testimony who prayed in any form and at different times. The power of testimony emerges from the unity with Jesus Christ and the personal level of a catechist's prayer. Words and deeds have to be complementary here. In order to fulfill this role well, a catechist has to care about a good permanent formation. He must appreciate some necessary characteristics concerning his personal and religious maturity and integrate values ascribed to different types of a catechist. Introducing into life by way of a prayer is a remarkable goal in catechetic work and the role of a catechist is prominent here.

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