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ELŻBIETA BEDNARZ, DEVELOPMENT IN CHILDCARE AND EDUCATIONAL STRUCTURE IN THE CARE OF THE DISABLED. Historical overview
SŁOWA KLUCZOWE: rys historyczny, osoba niepełnosprawna, pomoc, wrażliwość, opieka, kształcenie, rozwój, chrześcijaństwo, Kościół
KEY WORDS: outline historical, disabled person, assistance, sensitivity, care, education, development, Christianity, Church
ABSTRACT. Nowadays disabled people often recognized by their social environment in completely different way than it used to be in ancient times or in some periods in modern days. Together with Christian stretch in the World, people have started recognize man as creation of God, and in this way all kinds of needy persons were taken care of. Christian attitude towards disabled child derives from sensitivity of diaconate and charity practiced in society. The need of care for sick and disabled caused, firstly out of compassion and than as an attitude of mercy, motivated Christians to set up all sorts of shelters and poor-houses and later more educational institutions. A development of diaconate ethos had great involvement on the shape of social law and social workship. Christian diaconate and charity made a meaningful made impact not only increasing of social care for disabled people but also on educating them. |
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JUSTYNA FIEDORCZUK, IRENA FIEDORCZUK, SCHOOL AND THE YOUTH VALUES’ CRISIS
SŁOWA KLUCZOWE: wartości, system wartości, szkoła, nauczyciele, uczniowie
KEY WORDS: values, system of values, school, teachers, students
ABSTRACT. Among a number of issues building up the general view of the social awareness, one of the core one is forming of the social values system – especially in the democratic societies where a number of issues is not decided upon arbitrary, but according to the wishes and will of citizens. The task of education and especially teachers, who are concerned with axiological issues, is to prepare (students) for the conscious participation in the world of values – and at the same time in the world of democracy and never-ending development in order to be responsible and conscious citizens who know their rights and obligations.
The research conducted on the basis of M. Rokeach’s classification of values, presents that the catechist should in an accurate way resist values’ crisis among young people, as school is one of the main educational environments. |
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MARIAN ŚNIEŻYŃSKI, ROLE AND MEANING OF EDUCATIONAL DIALOGUE
SŁOWA KLUCZOWE: dialog, dialog edukacyjny
KEY WORDS: dialogue, educational dialogue
ABSTRACT. The art of dialogue should be taught in schools. Dialogue is not only a very challenging and responsible task – ability to carry on a dialogue is an essential skill required from us in the XXI century. Unfortunately the modern school still suffers from the hegemony of monologue. In this article we discuss reasons why dialogue is still so rare in the Polish school, we point out main threats to the educational dialogue and we propose solutions which might improve the status quo. Here we classify causes of dialogue’s impediments into three groups: historical conditions, civilizational conditions and personal conditions.
We conclude that first steps to build and develop the educational dialogue should be aimed at developing self-concept and self-understanding as taking actions that lead to understanding others. |
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RADOSŁAW CHAŁUPNIAK, YOUCAT IN POLISH CATECHESIS
SŁOWA KLUCZOWE: Benedykt XVI, Youcat, polska katecheza, polska katechetyka, Katechizm Kościoła Katolickiego dla młodych
KEY WORDS: Benedict XVI,Youcat, Polish catechesis, Youth Catechism of the Catholic Church
ABSTRACT. Youcat, the new Catechism of the Catholic Church for young people, should take an important place in Polish catechesis. Based on the „big” Catechism of the Catholic Church it is written for and by young people who want to know what they believe. It is currently being translated into twenty languages. In the Catechism, which is simply an attempt to present the Catholic Faith, there may be much that people will have difficulty to accept. Pope Benedict XVI wrote about this „an unusual book”: „Study this Catechism with passion and perseverance. Make a sacrifice of your time for it! Study it in the quiet of your room; read it with a friend; form study groups and networks; share with each other on the Internet. By all means continue to talk with each other about your faith”. The author of this article presents the topic in three points: 1. The importance of Youcat for catechesis; 2. The receivers of the new Catechism; 3. The answer of question: how to use the Catechism in catechesis? We all hope that Youcat to help the young people in Poland to enter the Christian experience and to strengthen it. |
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ANDRZEJ KICIŃSKI, CHURCH’S DIALOGUE WITH THE YOUNG. YOUCAT IS SHORT FOR YOUTH CATECHISM OF THE CATHOLIC CHURCH
SŁOWA KLUCZOWE: Katechizm Kościoła Katolickiego dla młodych Youcat (w języku polskim używa się angielskiego skrótu Youcat), Benedykt XVI i Youcat, polscy katecheci i Youcat
KEY WORDS: YOUCAT, Youth Catechism of the Catholic Church, Benedict XVI and YOUCAT, Polish catechesis and YOUCAT
ABSTRACT. YOUCAT is short for Youth Catechism of the Catholic Church, which will be launched on World Youth Day. Developed with the help of young Catholics and written for high-school age people and young adults, YOUCAT is an accessible, contemporary expression of the Catholic Faith. The appealing graphic format includes Questions-and-Answers, highly-readable commentary, summary definitions of key terms, Bible citations and inspiring and thought-provoking quotes from Saints and others in the margins. What’s more, YOUCAT is keyed to the Catechism of the Catholic Church, so people can go deeper. It explains: What Catholics believe and why (doctrine); How Catholics celebrate the mysteries of the faith (sacraments); How Catholics are to live (moral life); How they should pray (prayer and spirituality). Pope Benedict XVI has to say about the YOUCAT project: “Study this Catechism with passion and perseverance. Make a sacrifice of your time for it! Study it in the quiet of your room; read it with a friend; form study groups and networks; share with each other on the Internet. By all means continue to talk with each other about your faith.” When asked whether the new Catechism of the Catholic Church for young YOUCAT takes an important place in Polish catechesis – is difficult to answer. |
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JAN KOCHEL, THE RULES OF BILBLICAL EDUCATION
SŁOWA KLUCZOWE: pedagogia biblijna, zasady wychowania biblijnego, interpretacja i aktualizacja tekstów Pisma Świętego
KEY WORDS: biblical pedagogy, principles for biblical up-bringing, interpreting and up-dating the texts of the Holy Bible
ABSTRACT. The pedagogy of the Church should have a biblical character. In this article we will ask about the principles of such a biblical up-bringing: Where to search for them? What criteria should govern their selection? Will such rules for Biblical learning find their way to people in the era of globalization? The dynamism of going out to youth in search of new disciples must be an inherent part of 21st century education. It demands taking certain decisions. The educator must be characterized by a special sensitivity to cultural values and institutions and deepen his know-ledge of humanistic and biblical study. The qualifications gained in this manner will become an important tool supporting an effective program for re-evangelism – an education in the spirit of the Gospel. |
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Mirosław Gogolik, The amendment of Catechetical Curriculum of the Słowa kluczowe: katecheza, nauczanie religii, podstawa programowa katechezy, wychowanie religijne, cele katechetyczne, treści katechetyczne, umiejętności ucznia, nauczyciel religii. Key words: catechesis, teaching Religion, the new Catechetical Curriculum, Catholic education, catechetical aims, catechetical content, students’ skills, Religion teacher. Abstract: The last few years in Polish educational system was the time of changes, continuous reforms and a search for new solutions in the work of schools, educational institutions, institutions of educational supervision and organizations supporting education. Between the years 2009 and 2012 important changes are being introduced. They aim at a better access to education for younger children, mainly by spreading pre-school education among the children at the age of 3 – 5. This aim is to be fulfilled by compulsory pre-school education of 5-year-old children and the creation of new forms of pre-school education. In addition, a new curriculum of general education is being introduced. Taking into consideration these fundamental changes in educational system it is well-founded to define a postulate to amend Catechetical Curriculum of the Catholic Church in Poland, in force from 2001, approved by Polish Episcopal Conference as well as the changes in the Religion syllabus for kindergartens and schools and designing new coursebooks. |
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ANNA ZELLMA, The new correlation formula in school education and its implementation in religion teaching SŁOWA KLUCZOWE: nauczanie religii, edukacja, korelacja, Podstawa programowa kształcenia ogólnego, Podstawa programowa katechezy Kościoła katolickiego w Polsce KEY WORDS: religion teaching, education, correlation, The core curriculum of general education, The core curriculum of the Catholic Church catechesis in ABSTRACT: In 2009, changes regarding correlation have been adopted pursuant to the regulation of the Minister of National Education on the core curriculum of general education. Education paths are no longer followed. Correlation concerns solely the content of general education subjects. The changes have been taken into account also in the new religion education curricula, approved in 2010. In view of the abovementioned, the aim of this article is to present the new correlation formula in school education as well as its implementation in religion teaching. One shall begin with describing the fundamental assumptions of correlation in school education in the former and current perspective. Then, the essence and the aims of correlation in religion education will be characterized. In this context, one shall point out the new, sometimes slight changes regarding correlation areas for religion teaching at school. The last part of the article shall contain several practical remarks on including correlation in the annual schedule of didactic work and in religion lesson plans. |
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KS. WOJCIECH PIKOR, NARRATIVE MODEL OF BIBLICAL CATECHESIS Part 3: Perspectives of development
SŁOWA KLUCZOWE: katecheza biblijna, narracja, metody aktywizujące, metody katechetyczne, lektura egzystencjalna Pisma Świętego
KEY WORDS: biblical catechesis, narrative analysis, narration, activating methods, catechetical methods, existential reading of the Bible
ABSTRACT. The third part of the study dedicated to narrative biblical catechesis presents three syllabi of catechetical meetings based on the model. The practical application of this catechetical method to the following texts: Lk 15,11-32; Mk 17,11-19 and Mt 12, 46-50, allows the readers to make some critical observations regarding the dynamics of the narrative analysis of biblical texts in the catechesis. The conclusions point out possible ways of development of the presented model in the future. |
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