(in Polish) Podmiot duszpasterstwa: duchowni, świeccy, zakonni WT-R-PDDS

The priesthood can be precisely defined. Clergy (clergy) – these are the members of the Church designated as clergy to the sacred ministry and to the specific functions and duties of the ministerial priesthood by a separate sacrament of the priesthood, according to the different levels of the hierarchy: the diaconate, the presbyterate, the episcopate. However, there are some discrepancies in the unambiguous definition of the secular state. Although it is not possible to define precisely and clearly those who in the absolute sense are completely “secular”, it is nevertheless possible to point out the basic criteria of belonging of the laity to the People of God:
1. Consecrated lay people:
a) Religious sisters and brothers: they take religious profession and, by virtue of consecration, give themselves “totally to the beloved of God, so that they consecrate themselves in a new and special way to the service and worship of God” (CCC 44). Through their consecration, religious do not lose the status of lay people, as is the case in the ministerial priesthood.
b) Members of Secular Institutes (Instituta secularia) – take profession of the evangelical councils on the basis of the bonds of vows, oaths or vows, but do not lead community life, do not wear distinctive dress or other outward signs, practice secular professions and participate fully in the life of the secular community. This new state of consecrated life was approved by Pius XII in 1947, calling the members of the institutes promoters of the lay apostolate. Paul VI said that the secular institutes are, as it were, an “extended wing of the Church” and an “experimental laboratory” in which the possibility of realizing Christian perfection in the fullness of the secular life, in the conditions of the modern world is tested. However, members of secular institutes are not married and do not experience the realism of family life.
2. Unconsecrated lay people – lay people in the full sense of the word. The lay faithful can be divided into categories on the basis of: awareness of their relationship with Christ; degree of distance from grave sin; type of apostolic responsibility for the Church: “mature and immature layman of the Church”; awareness of the tasks performed in the Church:
a) spouses and parents: the family is the “domestic Church” (CCC 11), the “sanctuary of the Church” (DA 11), the school of “richer humanity” (CC 52) and the “apostolate” (DA 11);
b) persons involved in “ecclesial” activities: catechists, teachers in Catholic schools, catechists in missions, auxiliary staff working with the clergy at parish and diocesan levels;
c) members of apostolic organizations of lay Catholics: Catholic Action, Legion of Mary, Community of Christian Life (Former Marian Sodalities, as well as new movements for the renewal of Christian life: Focolarini, Cursillos and informal groups, sometimes called spontaneous or basic communities – in South America they have been officially included in the pastoral programme.
d) individual apostles who, on the basis of their personal charism, bear witness to the Christian life in their community: "The individual apostolate, whose abundant source is a truly Christian life (Jn 4:14), is the beginning and condition of all lay apostolate, even if it is united, and cannot be replaced by anything" (DA 16).
The primary and immediate task of lay people is not the establishment or development of ecclesial communities, which is the role proper to pastors, but the full activation of all Christian and evangelical forces and powers hidden but already present and active in this world (EN 70).
The Pontifical Council for the Laity and the European Forum of the Laity have been set up to coordinate the various forms of laity activity, which work out the principles of their cooperation in the world and in the Church.
1. A Christian is a man in the world and for the world:
2. Preparing the Lay People for the Apostolate
3. Collaboration between the clergy and the laity
4. The Apostolate of the Lay and Non-Secular
5. The Two Dimensions of the Lay Apostolate
6. Biblical and Dogmatic Aspects of the Clergy
7. The ministry of the Bishop in the universal and particular Church
8. The Ministry of the Priest in the Parish
9. Deacon ministry in the community of the Church
10. Ministry of Clergy in Social and Psychological Research
11. Essential Characteristics of Consecrated Life
12. Forms of Consecrated Life
13. The Trinitarian Roots of Consecrated Life
14. The essential dimensions of the spirituality of consecrated life: charismatic, communal, apostolic, contemplative, prophetic, eschatological and Marian.
15. Pastoral aspects of religious activity in Poland and in the world

(in Polish) Dyscyplina naukowa, do której odnoszą się efekty uczenia się

theology

(in Polish) E-Learning

(in Polish) E-Learning (pełny kurs) z podziałem na grupy

(in Polish) Grupa przedmiotów ogólnouczenianych

(in Polish) nie dotyczy

(in Polish) Opis nakładu pracy studenta w ECTS

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 Own work with subject reading: 30 - 1 Preparation of an essay as a written assignment for credit: 30 - 1 Student workload in hours: 90 Number of ECTS credits: 3

Subject level

elementary

Learning outcome code/codes

TMA_W12 TMA_U01 TMA_U03 TMA_K05

Type of subject

obligatory

Preliminary Requirements

In his teaching, John Paul II stressed that the Church, which is a 'missionary communion', is characterised by the coexistence of different vocations, states, ministries, charisms and tasks. Although they are different, they complement each other and contribute to the work of building up the Body of Christ and proclaiming the Gospel (ChL 20) . All members of the Church are workers in the Lord's vineyard. They are the object and at the same time the subject of the Church's communion and its salvific mission. They serve in it by exercising charisms and ministries that are complementary to one another. This takes place on two levels: existence and action (ChL 55).

Course coordinators

Jan Przybyłowski

Learning outcomes

EC No. 1 referred to as having in-depth knowledge of lecture issues. Knows the documents of the Church concerning the subject of pastoral care of laity, religious and clergy

For assessment:

Ndst (2): does not know the basic concepts of the lecture scope

Dst (3): knows the key concepts of the lecture, can relate them in general to the subject of pastoral ministry: lay people, religious and clergy

Db (4): correctly defines most of the concepts from the scope of the teaching material is able to properly relate them to the current social and pastoral situation of the subject of pastoral ministry: lay people, religious and clergy

Bdb (5): precisely defines concepts from the scope of the teaching material, draws his own pertinent conclusions and is able to relate them properly to the current social and pastoral situation of the subject of the pastoral ministry: laity, religious and clergy

EC No. 2 described as “having a good ability to use the documents of the Church in order to analyse a given problem”

Ndst (2): Unable to use Church documents and source materials, unable to analyze them

Dst (3): He is able to say about the general assumptions of the Church’s documents dealing with pastoral subjects: laity, religious and clergy

Db (4): Accurately presents the assumptions of the documents and is able to place them within the broader spectrum of the Magisterium of the Church

Bdb (5): Able to independently analyze the Church’s documents concerning the subject of pastoral care: laity, religious and clergy, draws accurate and original conclusions

EC No. 3 defined as “referring knowledge to the design of professional and pastoral activities, anticipating the multidirectional social effects of one’s activities”

For assessment:

Ndst (2): does not feel the need for a critical and analytical look at the lecture issues

Dst (3): Analyses the lecture problems superficially

Db (4): Able to see the possibility of using the acquired knowledge in pastoral activity

Bdb (5): has advanced and original plans to apply the acquired knowledge in pastoral work

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.

Assessment methods:
1. Read the required literature at least 3 items on the subject of pastoral care: laity, religious and clergy.
2. Attendance at classes.
3. Active participation in the discussion.

Bibliography

„L’Osservatore Romano”. Wydanie polskie. R. 19: 1998 nr 12 (208) s. 30-40J. Dyduch, Udział świeckich w potrójnej misji Chrystusa w świecie w świetle powszechnego prawodawstwa soborowego, „Analecta Cracoviensis” XV(1983), s. 203-249.
Apostolskie posłannictwo zakonów, red. L. Balter, Powołanie człowieka t. 7, Poznań 1987;
Dekret o apostolstwie świeckich Apostolicam actuositatem.
Duchowość osób powołanych, red. S. Urbański, M. Szymula, Warszawa 2002;
Gubała W., Misja świeckich w Kościele i w świecie, Homo Dei 4(1986).
Instrukcja o niektórych kwestiach dotyczących współpracy wiernych świeckich w Ministerialnej posłudze kapłanów.
Jan Paweł II, Adhortacja Pastores Dabo Vobis, 1992 r.
Jan Paweł II: Adhortacja apostolska Christifideles laici. Watykan 1988;
Jan Paweł II‚ Adhortacja Vita Consacrata, 1996 r.
Kongregacja ds. Duchowieństwa, Kapłan, pasterz i przewodnik wspólnoty parafialnej, 2002 r.
Kongregacja ds. Instytutów życia Konsekrowanego i Stowarzyszeń Życia Apostolskiego, Instrukcja Życie braterskie we wspólnocie. ‚Congregavit nos in unum Christi amor’, 1994.r.
Konstytucja dogmatyczna o Kościele Lumen gentium, w: Sobór Watykański II. Konstytucje, Dekrety, Deklaracje. Pallottinum 2002.
Konstytucja duszpasterska o Kościele w świecie współczesnym Gaudium et spes.
Literatura podstawowa:
Parzyszek Cz., Posłannictwo świeckich w Kościele i w świecie, Ateneum Kapłańskie 3(2005), s. 419-436.
Parzyszek Cz., Życie konsekrowane w posoborowym nauczaniu Kościoła, Ząbki 2007.
Powołanie do apostolstwa, red. T. Bielski, Powołanie człowieka t. 5, Poznań-Warszawa 1975.
Powołanie i misja świeckich w Kościele i w świecie. Lineamenta Synodu biskupów z 1987 r., Paris 1987.
Przybyłowski J., Realizacja powołania do świętości w życiu wiernych świeckich. Refleksja pastoralna, Warszawskie Studia Pastoralne 1(2005), s. 48-69.
Sobór Watykański II, Dekret Apostolicam actuositatem, 1965 r.
Sobór Watykański II, Dekret Christus Dominus, 1965 r.
Sobór Watykański II, Dektet Perfectae caritatis, 1965 r.
Sobór Watykański II, Konstytucja dogmatyczna Lumen gentium, 1964 r.
Szymula M., Duchowość zakonna, Warszawa 1998.
Świeccy w Kościele, Communio 3(1987).
Weron E., Budzenie olbrzyma. Laikat-Duchowość-Apostolstwo-Akcja Katolicka, Pallottinum 1995.
Weron E., Świeccy w Kościele, Paryż 1970.

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of WT-R-PDDS in USOSweb