Seminare, 1975, Tom 1
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Pozycja Wyjazd kardynała Augusta Hlonda z Polski i jego starania o powrót do kraju na początku II wojny światowejWilk, Stanisław (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Pozycja Aktualność niektórych rozwiązań ascezy św. Jana BoskoŚwida, Andrzej (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Pozycja Poszukiwanie nowych środków wyrazu w katechezieRydzewski, Jerzy (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Pozycja Kapłaństwo Chrystusa według Hbr 5, 1‒10Rubinkiewicz, Ryszard (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Pozycja Psycho-pedagogiczne prawidłowości kontaktu katechety z młodzieżąPomianowski, Roman (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Considering heteroeducation from a psychological point of view one should point out particularly those factors which, in the relation between the educator and the pupil, play the role of psychological mechanisms conditioning the effectiveness of educational influence. Generally, educational effects depend, in the first place, on the degree to which the catechist is able to become a privileged person in the mind of the pupil ‒ thus becoming an example to follow and the source of reward and punishment. A privileged position of the catechists in the consciousness of the pupils develops in the course of interpersonal relations and depends on a series of pedagogical and psychological factors. The main aim of the present paper is an analysis of those two types of factors. In the first part of the paper the author discusses the structure of the pedagogical act, with particular attention paid to element 5, i.e. interpersonal relations. He defines it as a psychological channel of educational communication. Then the author analyses its features and pedagogical principles: personalism, humanism, moralism and Christocentrism. The most essential fragment of the analysis, which constitutes the third part of the paper, deals with psychological conditioning of catechetic relations. In this part the author is first trying to establish the similarities between catechetic relations and helping or psychoterapeutic ones, and then passes, on the basis of Rogers theory of interpersonal relations, to the analysis of psychological conditions. He enumerates five conditions: 1. the necessity, on the part of young people, to realize their own problems concerning life and religion; 2. the condition of inward and outward congruence of the catechist; 3. the catechist’s absolutely positive attitude towards young people (absolute acceptance but not approbation); 4. empathic reception and understanding of inner experiences of young people by the catechist; 5. the necessity for the young people to receive an absolutely positive attitude and empathic reception on the part of the people who conduct catechetic meetings. If the above conditions are satisfied, at least to a certain degree, in catechetic relations, one should expect that the mechanism of identification with the education ideal presented by a religiously congruent catechist will be started in the behaviour of the young people. This corresponds with the commonplace experience of teachers and parents, namely that there is no education without genuine educational ideals which are represented by teachers and educators in every pedagogical system.Pozycja Psychologiczne problemy kształtowania się religijności i jej dewiacjePomianowski, Roman (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Atheism which emerged as a form of counter-culture in Europe and America in the XVIII and XIX centuries, has become a mass phenomenon in modern times. Nowadays we can observe a great number of unreligious adults, youth and children. Atheism has become the subject of research in many branches of science: theology, philosophy, antropology, history and, particularly, in sociology and psychology. From a psychological point of view atheism is defined as an outlook on life characterised by rejection of and hospitality towards any forms of religion, and based not only on theoretical reasons but also on human, individual or social motives. One can distinguish between primary atheism (a primary outlook on life) and secondary atheism (an attitude changed from religious to atheistic). Although the theoretical views of the atheists may seem identical in both cases, yet the behaviour of, those who have changed their attitudes is different from that of the people who formed their atheistic attitudes at the very beginning. The main aim of the present paper is the analysis of psychological mechanisms of the development of secondary atheism among young people at the age of adolescence. The main interest of the author is focused on the three basic processes of religious development: interiorization (internalization), absolutization and socialization. In the analysis of those processes the author concentrates mainly on the conflicts in the lives of young people ‒ moral conflicts, conflicts between young people and adults, the conflic of holiness and magic, of science and faith, and also between belief in Providence and experiencing one’s own misfortunes and sufferings. The author considers also the circumstances which condition those conflicts, as factors which disturb or hamper the regular course of religious development. Disturbances or inhibitions in the processes of interiorization, absolutization and socialization, caused by numerous factors, are conductive to the formation of marginal, immature, superficial, infantile and primitive religiousness with elements of magic and no significant influence on the person’s conduct in general. The fixation of primitive (non-interiorised) religion may, in time, lead to total atheism. Thus, from the psychological point of view, the way towards secondary atheism starts in young people with crises of development leading towards religious doubts which often occur together with conflicts of life; the neglect of religious practices leads then to deeper crises of faith, extinction of religious need, and a complete breaking off of religious ties. One should remember, however, that the process of religious development, as well as its collapse (a change of attitude) have their specific character, reasons and course in each individual case.Pozycja Niektóre czynniki rozwoju katechezy młodzieży, zwłaszcza pracującejMajewski, Mieczysław (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Pozycja Uczucia młodzieży w czasie spowiedzi w świetle badań empirycznychKulpaczyński, Stanisław (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Pozycja Wpływ zbawczego misterium śmierci i zmartwychwstania Chrystusa na świat materialnyKozieł, Konstanty (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Pozycja Wpływ zasad retoryki oratorskiej na sposób kształtowania wypowiedzi poetyckiej w „Pieśniach sobie śpiewanych” Konstancji BenisławskiejKaczmarzyk, Mieczysław (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)Pozycja Śpiewy procesji palmowej w polskich rękopisach muzyczno-liturgicznych z XIII‒XVIII w.Bartkowski, Bolesław (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 1975)