Roczniki Teologiczne, 2022, T. 69, nr 11 (English version)

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Przeglądaj Roczniki Teologiczne, 2022, T. 69, nr 11 (English version) wg Temat "catechists"

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    Challenges for Religious Education at School in the Opinion of Religion Teachers
    Mąkosa, Paweł (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 2022)
    Challenges in teaching religion are analysed from different perspectives and in different aspects. In the diagnosis of problems, one of the most important factors is the opinion of religion teachers who confront these challenges directly and on a daily basis. This article is an analysis of the results of a survey of religion teachers in this context. Challenges from the students, parents, the institutional Church, the school and finally challenges from the parish itself are discussed. Among the most serious challenges, the lack of faith among the pupils and the lack of the need for faith development were identified. The research shows that the strongest correlate of attitudes towards Religious Education in school is religious indifference and waning religiosity.
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    The Catechist in the Church Community. A Witness of Faith and a Mistagogue
    Buchta, Roman (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 2022)
    While establishing the lay catechist ministry, Pope Francis expressed his hope that, as was the case in Christian antiquity, a catechist – because of the tasks entrusted to him – would be simultaneously a witness of the faith, a master and a mystagogue, a companion and an educator who teaches on behalf of the Church. This article aims to highlight the mystagogical dimension of the education of catechists preparing to enter the ministry in parish communities and to present the related directions of pastoral activities carried out in the Church of Katowice as part of the Archdiocesan Centre for Pastoral Formation. The main research problem concerns the nature of the formation of catechists serving in parish communities and their specific competences. The study uses methods of analysis and synthesis. The analysis of catechetical documents, carried out in the light of chronologically (sequentially) complementary guidelines concerning catechists’ formation, enabling us to distinguish the mystagogical elements of the theological-pastoral formation of catechists. The article emphasises the postulate expressed in the Catechetical Directory for the formation of catechists as “witnesses of faith and mystagogues” and the lay ministry of the catechist established by Pope Francis. These make possible and necessary the formation of two types of catechists that complement each other through their competences: the school catechist—a teacher of religious education, and the catechist who undertakes ministry in the parish community. Pastoral initiatives supporting the formation of parish catechists conducted in the Archdiocese of Katowice are presented as an example of catechetical-pastoral implementation of the postulated activities. They serve as an inspiration for activities in other formation centres.
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    Young People’s Expectations Towards a High School Catechist. A Research Report
    Zubrzycka-Maciąg, Teresa (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 2022)
    Religion teachers play a unique role in educating the young generation. In addition to the tasks assigned to all teachers in general, they are to support students in their spiritual development, condition their ability to understand themselves, build their identity, and give meaning to their lives. Catechists face a difficult task, because young people, although they are very interested in religion and spirituality, also have many doubts, questions, and dilemmas in this sphere. The article aims to present the expectations of high school students towards catechists related to their personality traits, skills, psychosocial competencies, and their approach to pupils. Data obtained in a survey conducted among a group of 70 high school graduates show that young people need a catechist whom they can trust in the most important matter, namely, the meaning of life. Thus, they expect catechists to give a credible testimony of faith, have good substantive preparation, treat them subjectively like partners, and are ready to undertake an open dialogue with them.