The history of the catechesis until the XVII century WT-DTE-HKV

A student participating in the lectures:

EK 1. knows the main stages of the development of the catechesis from the apostolic times until the XVII century. TMA_W07
EK 2. discusses the stages of an early - Christian catechumenate. TMA_W07
EK 3. characterizes the structure of catechumenate in periods before and after Constantine. TMA_W07
EK 4. discusses the importance of family and social catechumenate in the Middle Ages. TMA_W07
EK 5. explains various forms and methods of medieval catechesis. TMA_W07

As regards to the abilities he:

EK 6. points at new impulses for the development of the catechesis initiated by the Council of Trent, explains the role of catechisms in the religious teaching. TMA_U01

in social competence:
EK 7. presents achievements in the parish and school organization of the catechesis, as well as new pedagogical trends in Europe in the sixteenth and seventeenth century. TMA_K05

ECTS:
Active participation in lectures (MSTeams - 0spjnc9): 30 h
Self – study based on documents and analysis: 10 h
Consultations: 10 h
Total: 50 h = 2 ECTS

Effect of education 1. The student knows the main stages of the development of the catechesis from the apostolic times until the XVII century.
- for mark D (fail): he is unable to discuss at least three stages of the development of the catechesis until the XVII century;
- for mark C (pass): he is able to discuss at least three stages of the development of the catechesis until the XVII century;
- for mark B (pass): he precisely presents all stages of the development of the catechesis from the apostolic times until the XVII century and lists the most important figures associated with the development of the catechesis;
- for mark A (pass): he precisely presents all stages of the development of the catechesis education from the apostolic times until the XVII century, lists the most prominent figures associated with the catechesis, points at the main factors affecting its development.

Effect of education 2. The student discusses the stages of an early - Christian catechumenate.
- for mark D (fail): he is unable to name the three main stages of the formation of catechumenate;
- for mark C (pass): he is able to list the three main stages of the formation of catechumenate;
- for mark B (pass): he presents in details the various stages of development of the catechumenate;
- for mark A (pass): he presents in details the various stages of development of the catechumenate and indicates the factors and people standing behind the transformations.

Effect of education 3. The student characterizes the structure of a catechumenate in periods before and after Constantine.
- for mark D (fail): he is unable to name basic stages of an early - Christian catechumenate;
- for mark evaluation C (pass): he lists the stages creating the structure of an early- Christian catechumenate;
- for mark B (pass): he describes the structure of the catechumenate in periods before and after Constantine and points at existing differences;
- for mark A (pass) he describes the structure of the catechumenate in periods before and after Constantine and points at existing differences as well as refers to the most prominent figures of an early - Christian catechumenate;

Effect of education 4. The student discusses the importance of family and social catechumenate in the Middle Ages:
- for mark D (fail): he isn't able to explain what the family catechumenate was;
- for mark C (pass): he points at the nature of the family catechumenate in the Middle Ages;
- for mark B (pass): he explains the historical context of the family and social catechumenate and characterizes it;
- for mark A (pass): he explains the historical context of the family and social catechumenate and characterizes it, discusses its characteristic features as well as provides examples of the practical usage of above mentioned catechetical model.

Effect of education 5. The student explains various forms and methods of medieval catechesis.
- for mark D (fail): he isn't able to give a few examples of forms of the medieval catechesis;
- for mark C (pass): he presents different forms of the medieval catechesis;
- for mark B (pass): he discusses a few examples of forms and methods of the medieval catechesis;
- for mark A (pass): he precisely characterizes different forms and methods of the medieval catechesis with a particular reference to the adults’ teaching.

Effect of education 6. The student points at new impulses for the development of the catechesis initiated by the Council of Trent, explains the role of catechisms in the religious teaching.
- for mark D (fail): he is unable to explain the importance of the Council of Trent to the development of the catechesis;
- for mark C (pass): he is able to explain the importance of the Council of Trent to the development of the catechesis as well as he discusses what catechisms of those days were;
- for mark B (pass): he characterizes the catechetical reforms of the Council of Trent, explains what catechisms of those days were and discusses their role in the Christian educational process;
- for mark A (pass): he characterizes the catechetical reforms of the Council of Trent, explains what catechisms of those days were, discusses their role in the Christian educational process and presents the figures of their outstanding authors.

Effect of education 7. The student presents achievements in the parish and school organization of the catechesis, as well as new pedagogical trends in Europe in the sixteenth and seventeenth century.
- for mark D (fail): he isn't able to describe the changes in the school and parish catechesis in the sixteenth and seventeenth century;
- for mark C (pass): he discusses the character of changes in the school and parish catechesis in the sixteenth and seventeenth century;
- for mark B (pass): he explains the essential changes in the school and parish organization of the catechesis as well as points at new pedagogical and catechetical trends in the sixteenth and seventeenth century;
- for mark A (pass): he explains the essential change in the school and parish organization of the catechesis as well as points at new pedagogical and catechetical trends in the sixteenth and seventeenth century and summarizes the achievements of the Polish catechesis during this period.

To get a positive assessment of the subject it is necessary to achieve all planned learning outcomes.
A positive assessment of the subject (grade A,B,C) results from the number of points obtained from:

- class attendance: C - from 80%; B – between 90 %, A – between 100 %;
- mastering knowledge from lectures, additional literature and documents;
- examination: C- plus C -50-60 %, B - plus B 60-85 %, A - 85-100 %.

Bibliography:

CZEKALSKI R., Historia katechezy przedmiotem wykładów z katechetyki, in: Abyśmy podtrzymywali nadzieję. Księga Jubileuszowa ku czci Ks. Romana Murawskiego SDB, Tomasik. P. (red.), Warszawa 2005, p. 53-73.
CZEKALSKI R., Rys historyczny nauczania religii katolickiej w szkole polskiej, „Studia Katechetyczne” 7 (2008), p. 99-105.
MURAWSKI R., Historia katechezy, in: Historia katechezy i katechetyka fundamentalna, Stala, J (red.), Tarnów 2003, p. 23-105.

Additional bibliography:

MURAWSKI R., Wczesnochrześcijańska katecheza (Do Edyktu Mediolańskiego - 313 r.), Płock 1999.
MURAWSKI R., Katecheza chrzcielna w procesie wtajemniczenia chrześcijańskiego czasów apostolskich, Warszawa 1990.

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• Description of WT-DTE-HKV in USOSweb