The Person and the Challenges, 2014, Vol. 4, No. 1

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    Caritas in Veritate – die Bedeutung von Liebe und Wahrheit für eine gute Gesellschaft
    Młyński, Józef (The Pontifical University of John Paul II in Cracow, 2014)
    Love and truth are the two attributes of a well-functioning society. Unfortunately, these two basic values are often being devalued in the modern world. The reason for this is the lack of a sense of justice. Especially because in the social and cultural context the truth is often relativized. In this context it is worth analysing the Pope Benedict XVI’s encyclical Caritas in Veritate, in which one should pay attention to a construction of the society in which today’s human person lives. Love and truth are the two attributes of a good society in with each human is equipped. From the very beginning, the human person is called to be directed by love and truth. He or she is called to this truth by his or her Christian life and ontic dimension of his or her nature. Society without love and truth will be threatened with agony, because it will not only stop developing but also its wrongly understood economical status will become a road to nowhere. That is why we should definitely accept the thesis that homo economicus must convert into homo religiosus in the name of love and truth, so that society will be good. Let love in truth leads to a good society, which the whole world is for us.
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    Catechetical Congress at Velehrad, Czech Republic. National Congress of Catechists in the Czech Republic
    Kuźniar, Mariusz (The Pontifical University of John Paul II in Cracow, 2014)
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    A child’s loneliness in the family as a challenge for modern pedagogy
    Godawa, Grzegorz (The Pontifical University of John Paul II in Cracow, 2014)
    The problem of loneliness has become more and more common in society. It affects the family which is a place of physical and spiritual closeness. A child’s isolation in the family is related to many factors. It may be caused by the parents’ emotional indifference or the child’s serious illness. The disturbances may be painful for the child who often cannot fight the sense of isolation. Attempts to counteract the sense of loneliness are connected with pedagogical action. It should be based on permanent values which extend the scope of support offered to the family. Strengthening the family system makes it possible to overcome the child’s sense of loneliness.
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    El contrato de encomienda de parroquia según el c. 520 del Código de Juan Pablo II
    Kantor, Robert (The Pontifical University of John Paul II in Cracow, 2014)
    A parish is a certain community of the Christian faithful constituted in a particular church, whose pastoral care is entrusted to a pastor (parochus) as its proper pastor (pastor) under the authority of the diocesan bishop. This article takes up the idea of entrusting the parish to an institute or society. The entrusting of a parish can be made either perpetually or for a specific, predetermined time. In either case, it is to be made by means of a written agreement between the diocesan bishop and the competent superior of the institute or society, which expressly and accurately defines, among other things, the work to be accomplished, the persons to be assigned to the parish, and the financial arrangements.
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    Forschung in der Spannung zwischen Erheben des Status quo und pädagogischer Realisierung einer Vision. – aufgezeigt am Beispiel Lebens-, Wert- und Sinnorientierung Jugendlicher im Hinblick auf die Verwirklichung von Inklusion
    Feiner, Franz (The Pontifical University of John Paul II in Cracow, 2014)
    In the article, the current KPH Graz Jugendwertestudie is displayed: • In the historical development process, as a research from the „Firmungsstudie” to the intercultural and inter-religious Values Study • Classified in an interdisciplinary question, namely the sense and value of life • Tolerance was established as a fundamental value regarding the study • The “more” of “tolerance”, namely the “acceptance” from the religions, for example the Islam in terms of the “Projekt Weltethos” (project world ethos) (H. Küng), where all religions shall use their ethical potential for the world’s future. • The learning of empathy and solidarity is viewed in an European dimension and is based on the vision of a worldwide inclusive society and a concretization of “steps into the future” is indicated too. The current European research project ETHOS has investigated the needs of all stakeholders (children, students, teachers, parents) and has developed holistic pedagogical-didactic materials for the age group of 3 to 15. • The inspiring principles of the Catholic Social Doctrine as a major impetus towards a “planetarischen Bewusstseins“ (planetary consciousness) (L. Boff) are going to be included, where we see ourselves as “citizens of the world” and can understand and help to form a new, more inclusive society.
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    From Listening to Hearing the Message
    Vodičar, Janez (The Pontifical University of John Paul II in Cracow, 2014)
    Evangelizing is searching for an appropriate language to hand on Revelation. Demonstrated is a possible use of linguistic theories and educationally-developmental understandings of Vigotsky, to reach an increasingly isolated human. A selfcentered human being (autologous) has a difficult time understanding others and is thus becoming more empty-like he has no purpose. Evangelizing, which brings Revelation, a language of Another, becomes necessary to free the modern human for dectological sphere. Even though authology has become a part of approaches of evangelization, pastoral care has to become more dectological. The possibility of becoming open to transcendental in immanence of a subject is shown through three types of passivity in the philosophy of P. Ricoeur. Thus we see compatibility of new methods of evangelizing with the old ones. The best solution for modern evangelizing is shown in the community of the Church, which contains all of the necessary language for accepting the revelation of God as well as our neighbor. This way our God and our neighbor will be heard in the world, which firmly stands by freedom and autonomy.
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    Handlungskompetenzen des Religionslehrers und Katecheten, eine an der Vermittlung pädagogischer und katechetischer Fähigkeiten orientierte Ausbildung
    Stala, Józef (The Pontifical University of John Paul II in Cracow, 2014)
    RE teachers are required to demonstrate the professional, theological, psychological and pedagogical knowledge and skills delineated in professional and institutional standards to facilitate the process of learning and upbringing. True respect for the pupils does not only call RE teacher for the adaptation of the teaching method, but also demands to develop many skills and undertake the emotional, intellectual, personal and religious formation. Handlungskompetenzen (the a ctionrelated competencies) seems to be very important for every teacher, but especially for RE teacher and catechist, because they are influenced by teacher’s beliefs and values. These competencies are the complex abilities needed to enact spontaneously specific knowledge in learning situation. This paper highlights the importance of the teachers’ actions or reactions in critical and/or challenging teaching/learning situations and ability to explain a topic in the response to pupils’ difficulty and questions. Equipping RE teachers and catechists to meet the needs of diverse pupils means also to help them in planning the educational actions and critical evaluation of didactical processes. Consequently, RE teacher or catechist needs to be not only a teacher, but also pedagogue and faith witness. Therefore, he/she should be characterized by a willingness to lifelong learning, enthusiasm for self-study and broad mindedness.
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    The Historical and religious conditions of the split of Sudan in the context of Christian-Muslim relationships
    Cisło, Waldemar (The Pontifical University of John Paul II in Cracow, 2014)
    The split into the predominantly Muslim Northern Sudan, and Southern Sudan with a Christian and animist majority, had been emerging in the course of many centuries. Without any doubt, one is bound to mention the natural and geographical boundaries, the ethnical diversity of the regions, the influence exercised during the centuries by the Egyptians, Arabs and later on by the British. According to the opinions of some experts on the subject, there can be two distinct matters that have contributed to the split of the North and the South. These were education and religion. Apart from education, also the issue of religion was dividing the Sudan. After the declaration of independence on January 1, 1954 all the Christian private schools in the South were closed down. There remained only state schools with Arabic as the language of instruction and with the upbringing model based on the Koran teaching. Having obtained political independence, the fears of the British administration and Christian missionaries became a reality: Islam was made the state religion. The only way to attain an occupational and social status was to convert to Islam. Frequently, this took place according to the rule of an already accomplished fact or by pressure. In the context of Sudan, one of the biggest country in Africa, with its population of over 37 million, made up of 70 per cent Muslim believers, 14 per cent of Christians, and 12 per cent of animists, it is of great importance for the perception of fundamentalism to be familiar with the history of this country.
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    L’umanesimo post-moderno, sfida all’educazione cristiana
    Pajer, Flavio (The Pontifical University of John Paul II in Cracow, 2014)
    The XX century, in the Western countries, offered a profusion of conceptions, frequently similar in the tension they generate, but almost never exempt from strong ideological premises, and most of all inconclusive and discordant in their practical applications. The beginning of the new Millennium, almost as a reaction, has developed an utopia of a new, so called, postmodern humanism. These conceptions are not antireligious, but rather postsecular. They represent a considerable challenge to the Christian Churches’ educational tradition, that in turn are convinced to possess (as a monopoly?) the universality of the symbolic goods. It is a challenge on the ground of values and ultimate goals (problem of the ethical and religious pluralism, freedom of religion and belief, new paradigm of the relationship science-faith), but also a challenge on the field of educational procedures and institutional frameworks (conflict between public and private, relevance of the media pervasiveness, primacy of the instrumental knowhow over the humanistic one, the cultural generational gap, etc…). Among the conditions to confront this educational challenge in a correct manner, the article strongly suggests, in order to handle the new complexity of the reality, to adopt a strategy of graduality, to reinstate at the centre of one’s thought and life the formation of an ethic of responsibility.
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    Non-verbal Communication and Communicative Understanding of the Liturgy and Liturgical Signs in the Light of Charles Sanders Peirce’s Theory of Signs
    Krajnc, Slavko; Gerjolj, Stanko (The Pontifical University of John Paul II in Cracow, 2014)
    The human person as a “triadic” creature needs ritual at all three levels − physical, psychological and spiritual − of his or her being. At the physical level, ritual serves as support for a healthier life-style. At the psychological level, ritual regulates intrapersonal and interpersonal communicatio. At the level of spirituality, it places him or her in the context of transcendence and “recent aims” and both individually and communally gives meaning to human life. Therefore, the author of the paper first This paper starts by considering the human person as a ritual creature that already with his body requires certain ritual acts and various forms of nonverbal communication. In the central part of the discussion, the author focuses on Peirce’s theory of signs and presents it as one model suitable for understanding and explaining liturgical signs. This is an interesting understanding of religious signs, which encourages an interpretative relationship between the human person and the liturgy, its signs and contents.
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    Subjectivity in a therapeutic process as a predictor of psychotherapeutic success
    Dzierżanowska-Peszko, Joanna; Artymiak, Małgorzata (The Pontifical University of John Paul II in Cracow, 2014)
    Reflections on the uniquely human dimensions of behavior over the last few decades have become a meeting space connecting different sciences. The holistic health model emphasizes the subjectivity of man. Humans are open and active, and remain in relationships with others; they relate to the world they live in and seek meaning. Subjectivity in the psychological perspective can be described in three ways: subjectivity as identity, individuality, specific experience of self; subjectivity as the ability to initiate, regulate, direct, and realize goal-oriented and autonomous activity; subjectivity as the application of one’s own system of values. Subjectivity or causality (core features agency) expresses itself in the ability to make choices and planning, but also to directing actions and the realization of plans. The motivation to begin psychotherapy is influenced by numerous motives and conditions. Internal motivation is the main subjective resource in therapy. People internally motivated function better in better areas of life. They are characterized by greater involvement, activity, trust in their own abilities, persistence, creativity, a feeling of self-worth and general well-being. They experience engagement and immersion in the activities they undertake. The experience of causality – understood as the experience of being the author of events, the experience of having influence over events – is the fundamental cause without which the feeling of self-causality will not appear during development. As noted by R. White, it is a fundamental experience for good functioning and coping with the challenges of life, including illness.
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    Theological Reflection on Tourism and Leisure
    Ostrowski, Maciej (The Pontifical University of John Paul II in Cracow, 2014)
    Tourism is one of the most popular leisure activities. In this article we intend to point out a few elements that may constitute the founding blocks of a theology of leisure and a theology of tourism: a theology of time, a theology of freedom, a theology of creation, a theology of leisure, a theology of joy, a theology of the journey (homo viator, homo peregrinus). There are many points both in the Bible and in the teachings of the Church that leave room for the development of this notion. According to the Second Vatican Council, tourism is classified as one of the contemporary phenomena which can be described as one of the signs of time. The Council recommends individuals and groups to study them carefully and incorporate them in the general context of pastoral work.
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    Universal Humanism – A Globalization Context is the Classroom of Unheard Options... how to Become More Human
    Svetelj, Tone (The Pontifical University of John Paul II in Cracow, 2014)
    Within the context of multi-cultural and multi-religious society, embedded in the process of globalization, a traditional understanding of humanism offers insufficient frameworks for an adequate comprehension of human flourishing and human search for meaning. In addition, modernity frames and evaluates in many aspects insufficiently the incomparable worth of the human person. This article offers some guidelines for further philosophical, theological and pedagogical reflection on a humanism that is more suitable for our life in the process of globalization and modernity. Such humanism continually moves us toward a better comprehension of what “human” means within a universe of divergent cultures, religions, traditions, and races. This humanism is called universal humanism, based on the Greek word kaqolou, comprising both universality and wholeness. The first part of this article analyzes some of the main characteristics of humanism in the Greek and Roman contexts, which provide historical and theoretical frameworks for universal humanism. The second part justifies the relevance and usefulness of such humanism: it helps us to transcend singular cultures, nations, political systems, religions, and, by default, to discover or explore anew the meaning of the human person on a global level. The last part of this article suggests some pedagogical attitudes that will help us to embrace and remain in a dialogical relationship with all of humanity, in order to enrich our comprehension of the incomparable worth of the human person, this time from a universal perspective.
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    The Urgency for Peace in Teachings of John Paul II
    Lewandowski, Jerzy (The Pontifical University of John Paul II in Cracow, 2014)
    Peace has always been a topic of great importance. Its presence is desired by all nations and societies. It brings the world together in unity. John Paul II considered peace to be an integral part in creation of an independent and healthy society. Papal encyclicals and messages, intended to present the response of the teaching Church to problems that arise from time to time, often dwell on the principles that advocate peace. Since freedom and peace are in many cases a privilege for many nations, the mentioned pope commits himself to speak about the cruelty and evilness of wars and national conflicts. Pope John Paul II denounces intolerance as denial of freedom for many people, and consequently a great threat to peace. The pope teaches that peace has its roots in the family. Yet, in many societies, the family is deprived of the utmost importance that it certainly deserves. Without the adequate means for a decent livelihood, families can experience hardship in committing themselves to promote solidarity and a proper social fabric worthy of human dignity. For John Paul II, a nation’s freedom and peace are safeguarded and promoted through particular attention and a much-devoted effort by strong and healthy families.