Pastoral theology and learning aids WT-SST-TPN
Students will learn about the problems of theses being written and those already written in the seminar, they will also present their own attempt to review a paper they have read, which will help them to present their specific field of interest. Students will prepare and refer to the seminar the results of their research in the field of their chosen thesis topic. The seminar will also discuss thesis and dissertation plans. Students will successively present successive chapters and paragraphs of their thesis, with the supervisor providing consultation and specific guidance and correcting shortcomings. Students will also learn the principles of creating individual and team research projects that meet the requirements of competitions organised by the Ministry of Science and Higher Education, the NCN and the NCBiR.
On the content side, the seminar in pastoral theology and auxiliary sciences will discuss topics related to ecclesial theory and practice. The main aim of the study of pastoral theology is to develop principles and criteria for the pastoral activity of the Church in the context of history. Ecclesiology makes it possible to define a theological model of the Church based on the results of the study of systematic theology and the results of the study of the secular sciences. The originality of pastoral theology stems from its focus on ecclesial practice. By combining theory and ecclesial practice, the pastoral model of the Church makes it possible to show the daily life and mission of the Church in supernatural and human aspects.
The theological-pastoral reflection, which aims to create a pastoral ecclesiology, has three objectives to fulfil. The first is to know the Church which, in the various forms of activity (pastoral practice) carried out individually or collectively at different degrees of structural organisation (parish, diocese, episcopal Church - Church in the State, universal Church), fulfils the salvific mediation. The second aim is the study of the human being whom Christ calls to participate in salvation and the building up of the kingdom of God in the world. Knowledge of the Church and of man is the basis for the development of theoretical and practical models, which is the third aim of pastoral theology. It has the status of a full-fledged theological discipline because it draws from the faith the principles and criteria of the Church's pastoral activity in history.
In pastoral theology, the focus of study is the Church, which carries out the salvific mission in the context of external and intra-ecclesial conditions. John Paul II, on the other hand, clarified the purpose of the Church's mission, or rather pointed to man, who is the Church's way, since everyone without exception has been redeemed by Christ and with every man Christ is united in some way, even if man would not realise it. The Pope also makes the research task of theology clear, since the activity of the contemporary Church towards man will only be adequate if the Church has knowledge of his current 'situation'. This is an awareness of the ever new possibilities for human development, but it is also linked to the need to be aware of the dangers which prevent "human life from becoming ever more human" and corresponding to true human dignity. A new research problem of pastoral theology is situated in this area. It is that of the human being as an individual, unique individual, who can nevertheless develop properly and fulfil his personal, existential and Christian vocation in social relationships, including above all the family, but also the ecclesial community.
Given this new view of the Church at the service of man, it is also possible to redefine pastoral theology in terms of Catholic anthropology; thanks to Pope Francis, it has been very meaningfully enriched with ecological elements. Alongside traditional pastoral theology, which should remain at the service of the Church, there is a need for research in pastoral theology focused on man as a social being whose existence makes full sense if one takes into account its eschatological orientation. Pastoral theology thus deals with the Church from the perspective of man called to salvation but living in the world. The new goal of pastoral theology is therefore to acquire theoretical and practical knowledge about man that can be used to solve new (topical), interesting (intervening) problems concerning his dignity, personal rights, as well as values, relationships, purpose and meaning of life. The seminar in pastoral theology and auxiliary sciences fits into the research area of theology thus defined.
Term 2023/24_Z:
Students will learn about the problems of theses being written and those already written in the seminar, they will also present their own attempt to review a paper they have read, which will help them to present their specific field of interest. Students will prepare and refer to the seminar the results of their research in the field of their chosen thesis topic. The seminar will also discuss thesis and dissertation plans. Students will successively present successive chapters and paragraphs of their thesis, with the supervisor providing consultation and specific guidance and correcting shortcomings. Students will also learn the principles of creating individual and team research projects that meet the requirements of competitions organised by the Ministry of Science and Higher Education, the NCN and the NCBiR. |
Term 2023/24_L:
Students will learn about the problems of theses being written and those already written in the seminar, they will also present their own attempt to review a paper they have read, which will help them to present their specific field of interest. Students will prepare and refer to the seminar the results of their research in the field of their chosen thesis topic. The seminar will also discuss thesis and dissertation plans. Students will successively present successive chapters and paragraphs of their thesis, with the supervisor providing consultation and specific guidance and correcting shortcomings. Students will also learn the principles of creating individual and team research projects that meet the requirements of competitions organised by the Ministry of Science and Higher Education, the NCN and the NCBiR. |
Term 2024/25_L:
In the intuition of the authors of the Pastoral Constitution, there was the announcement of a new quality of theological research in close collaboration with the secular sciences. ‘The Council, taking up what Vatican I taught, proclaims that ‘there is a twofold and different order of knowledge’, namely faith and reason, and that the Church does not forbid ‘that in the exercise of human faculties and sciences the principles and methods proper to them be applied in their own right’; thus, ‘recognizing this legitimate freedom’, the Church affirms the legitimate autonomy of human culture and especially of the sciences. All this also requires that man, while preserving the moral order and a consideration of the common good, should be free to seek the truth and to proclaim and disseminate it, and to exercise whatever faculty he may have; and finally, it requires that he should be informed in accordance with the truth about public events’ (CIC 59). This is a clear encouragement for traditional pastoral theology to seek new research goals and methods. |
(in Polish) Dyscyplina naukowa, do której odnoszą się efekty uczenia się
(in Polish) Grupa przedmiotów ogólnouczenianych
(in Polish) Opis nakładu pracy studenta w ECTS
Term 2023/24_L: ECTS - 4 points, student workload - 120 hours.
The basis for the recognition of the student's workload is firstly the participation in classes and active involvement in discussions on the topics discussed in the lecture. The student's personal interest in the issues presented in the lecture, presented during classes in a form chosen by the student (prepared written material, presentation, speaking in a discussion) is also taken into account. The student also has the right to ask for personal consultations with the lecturer and propose alternative ways to demonstrate knowledge of the lecture topic. The assessment will also take into account the student's own work and time spent preparing for class, reading literature, especially achievements in carrying out practicals, projects and original ideas related to the lecture topic. Self-study and the results of the student's personal research queries on the lecture topic will also count towards the final assessment. It will be a compulsory task for the student to prepare an essay on a topic selected from a list proposed by the lecturer, but with the option of preparing an essay on an original topic proposed by the student that falls within the lecture topic.
Participation in teaching classes, presentations of own research results: 30 - 1
Research queries: 30 - 1
Own work with subject reading: 30 - 1
Preparation of an essay as a written assignment for credit: 30 - 1
Student workload in hours: 120
Number of ECTS credits: 4
| Term 2023/24_Z: ECTS - 4 points, student workload - 120 hours.
The basis for the recognition of the student's workload is firstly the participation in classes and active involvement in discussions on the topics discussed in the lecture. The student's personal interest in the issues presented in the lecture, presented during classes in a form chosen by the student (prepared written material, presentation, speaking in a discussion) is also taken into account. The student also has the right to ask for personal consultations with the lecturer and propose alternative ways to demonstrate knowledge of the lecture topic. The assessment will also take into account the student's own work and time spent preparing for class, reading literature, especially achievements in carrying out practicals, projects and original ideas related to the lecture topic. Self-study and the results of the student's personal research queries on the lecture topic will also count towards the final assessment. It will be a compulsory task for the student to prepare an essay on a topic selected from a list proposed by the lecturer, but with the option of preparing an essay on an original topic proposed by the student that falls within the lecture topic.
Participation in teaching classes, presentations of own research results: 30 - 1
Research queries: 30 - 1
Own work with subject reading: 30 - 1
Preparation of an essay as a written assignment for credit: 30 - 1
Student workload in hours: 120
Number of ECTS credits: 4 | Term 2024/25_L: ECTS - 4 points, student workload - 120 hours.
The basis for recognition of the student's workload is firstly participation in class and active involvement in the discussion of topics discussed in lecture. The student's personal interest in the presented lecture topics presented during class in the form chosen by the student (prepared written material, presentation, voice in discussion) is also taken into account. The student also has the right to ask for personal consultations with the lecturer and propose alternative ways to demonstrate knowledge of the lecture topic. The assessment will also take into account the student's own work and time spent preparing for class, reading literature, especially achievements in carrying out practicals, projects and original ideas related to the lecture topic. Self-study and the results of the student's personal research queries on the lecture topic will also count towards the final assessment. It will be a compulsory task for the student to prepare an essay on a topic selected from a list proposed by the lecturer, but with the option of preparing an essay on an original topic proposed by the student that falls within the lecture topic.
Participation in teaching classes, presentations of own research results: 30 - 1
Research queries: 30 - 1
Own work with subject reading: 30 - 1
Preparation of an essay as a written assignment for credit: 30 - 1
Student workload in hours: 120
Number of ECTS credits: 4
ECTS - 4 points, student workload - 120 hours. |
Subject level
(in Polish) Punkty ECTS
Learning outcome code/codes
Type of subject
Preliminary Requirements
Course coordinators
Learning outcomes
The student's achievement in terms of acquired knowledge, skills and competences will be assessed according to the grading scale adopted in the regulations. Since the topics of ecclesial theory and practice are, by definition, interdisciplinary and applied, the final assessment will take into account participation and activity in class, as well as skills and competences in proposing original, creative ways of using theory in pastoral practice. The student should also demonstrate the ability to conduct research queries and be able to categorise the bibliographic material collected. The student shall be able to identify the main research objective of his/her research work and be able to indicate its validity and originality. The student will also learn various scientific methods, be able to critically analyse bibliographic material, be able to use a comparative method, and be able to synthesise and formulate practical conclusions.
In terms of knowledge:
EK 1 - acquires the necessary knowledge to undertake scientific work. Becomes familiar with the methods of writing a scientific paper; recognises and qualifies the material on the basis of specific research methods on the ground of theology and empirical sciences; has knowledge of the formal and methodological structure of a scientific paper.
In terms of skills:
EK 2 - uses the acquired knowledge. On the basis of it, analyses the collected research material; draws up a plan of scientific work, establishes criteria and properties towards the prepared works and studies.
In terms of competences:
EK 3 - has a critical attitude towards the content developed by him/herself or other seminar participants, expresses his/her opinions and contributes to class discussions. He also has the ability to write research projects.
Assessment criteria
EK 1.
Ndst (2): has no basic knowledge concerning scientific work; does not know any methods of writing a scientific paper
Dst (3): has basic knowledge of scientific work; knows elementary methods of scientific work, can collect research material and classify it.
Db (4); takes an interest in the issues addressed; prepares interesting issues for the seminar paper; has mastered research methods well.
Bb (5): he/she develops academically; he/she gives original topics and interesting ways to work on them; he/she also has methodological knowledge from other disciplines
EK 2. In terms of skills:
Ndst (2): lacks the basic skills of scientific work; cannot create his/her own research workshop.
Dst (3): has the ability to adequately develop the researched scientific material.
Db (4): proposes and introduces solutions to theological problems; is active in discussions in the scientific seminar; seeks answers to the problems posed.
Bb (5): is able to propose original topics for scientific work and has concepts for their development; seeks new methods of scientific work; permanently develops his/her scientific and research workshop.
EK 3. Under social competence:
Ndst (2): is not able to use the knowledge
Dst (3): implements the learned material in a superficial and general way, does not develop methods of scientific research work.
Db (4): has the ability to use the research workshop for solutions in pastoral or social life
Bd (5): is able to work interdisciplinarily; follows developments in scientific issues and methods. Takes initiatives for new solutions.
Practical placement
Not applicable
Bibliography
Apanowicz J. , Metodologiczne uwarunkowania pracy naukowej: prace doktorskie, prace habilitacyjne, Warszawa, 2005.
Chmielewsk M., Poradnik doktoranta Wydziału Teologii KUL, Lublin 2007.
Myśków J. , Elementy metodyki pracy naukowej, "Studia Theologica Varsaviensia", 21(1983) nr 1, s. 221-259.
Napiórkowski C., Jak uprawiać teologię, Wrocław 1996.
Ozorowski M. , Przewodnik pisania pracy naukowe, Warszawa 1997
Seweryniak H., Metodyka uczenia się i pisania prac dyplomowych, Płock 2000.
R. KAMIŃSKI, Wprowadzenie do teologii pastoralnej, Lublin 1992.
R. KAMIŃSKI, Ujęcia teologii pastoralnej na Zachodzie w okresie posoborowym, „Zeszyty Naukowe KUL” 26(1983)3, s. 3-29.
Teologia pastoralna, pr. zb. pod red. R. Kamińskiego, tom 1 - Lublin 2000; tom 2 – Lublin 2002.
Teologia jest praktyczna, „Ateneum Kapłańskie” 82(1974)390 i 391.
A. Misiaszek, Teologia pastoralna, Gdańsk 1994.
F. WoronowskI, Zarys teologii pastoralnej, tom 1-3, Warszawa 1984-87.
F. Woronowski, Wprowadzenie do teologii pastoralnej, Lublin 1972.
D. Bourgeios, Duszpasterstwo Kościoła, Poznań 2001, s. 7-102.
F. Blachnicki, Teologia pastoralna ogólna, tom 1-2, Lublin 1970-71.
A. Zuberbier, Materiały do teorii teologii praktycznej, Warszawa 1974.
Term 2023/24_Z:
Apanowicz J. , Metodologiczne uwarunkowania pracy naukowej: prace doktorskie, prace habilitacyjne, Warszawa, 2005. |
Term 2023/24_L:
Apanowicz J. , Metodologiczne uwarunkowania pracy naukowej: prace doktorskie, prace habilitacyjne, Warszawa, 2005. J. Przybyłowski: |
Term 2024/25_L:
Apanowicz J. , Metodologiczne uwarunkowania pracy naukowej: prace doktorskie, prace habilitacyjne, Warszawa, 2005. |
Notes
Term 2023/24_L:
Not applicable |
Term 2024/25_L:
Not applicable |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: