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 "catechization"

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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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    The Right to Christian Education in the Conditions of a Digital Culture
    Jaszcz, Adam (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 2022)
    Contemporary man encounters digitality on a daily basis, which affects his life at specific stages of development. This applies above all to the period of childhood and youth, when one is naturally subjected to educational processes. The Directory of Catechesis points out that this influence is so significant that it allows us to speak of a new culture, changing language, shaping mentality and introducing a new hierarchy of values. An important feature of the new culture is its global reach, because digitality by its nature crosses the borders of countries and continents, and geographical distances lose their importance. The ecclesiastical legislator, while respecting the right of every person to attain full personal development, declares in Can. 217 CCL/1983 the right of all the faithful to receive an integral Christian education. It is a continuous process that should be adapted not only to age, but also to the mentality of the faithful, which is significantly influenced by the new digital culture. The article answers the question of how to guarantee the right to a Christian education in the conditions of a digital culture. Duties on Church pastors ensue from this right of the faithful to carry out the mission of proclaiming the Gospel in the conditions of a digital culture, with particular emphasis on the postulate of humanization of language.
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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.