catechism as a tool of catechesis WT-SST-KNK
The aim of the subject catechism - a tool for catechization is to familiarize the student with basic knowledge about the history of catechism, its sources and forms. Thanks to this knowledge, the lecture participant should gain a broader understanding of the tradition of using the catechism in the Catholic Church. The knowledge acquired in this way and the skills related to its operationalization will allow the student to develop professional competences as a teacher, especially a teacher of religion.
(in Polish) Grupa przedmiotów ogólnouczenianych
(in Polish) Opis nakładu pracy studenta w ECTS
Subject level
(in Polish) Punkty ECTS
Learning outcome code/codes
Type of subject
Preliminary Requirements
Course coordinators
Learning outcomes
Student participating in classes in the field of knowledge:
EK 1. Characterizes the concept of catechism and its development against the background of the history of catechesis.
EK 2. Presents the theological and pastoral assumptions of the Catechism of the Catholic Church and its importance for catechesis in the light of the "Directory on Catechesis".
EK 3. Presents examples of contemporary use of catechism in catechization.
in terms of skills:
EK 4. In a team, he designs innovative ways of using the catechism in the process of evangelization and catechization.
in terms of social competences:
EK 5. Shows the values propagated by the catechism, and also proposes ways to apply them at the level of social relations.
ECTS description:
Active participation in lectures: 30 hours.
Student's own work: 40 hours.
Consultations with the lecturer: 20 hours
Total: 90 hours = 3 ECTS
Assessment criteria
Effect of education W 1. The student characterizes the concept of catechism and its development against the background of the history of catechesis.
Fail (2): cannot give a basic definition of catechism;
Dst (3): correctly defines the concept of catechism and discusses it in a general way;
Db (4): precisely explains the concept of catechism and introduces the history of catechism;
Bdb (5): precisely explains the concept of catechism, efficiently discusses the history of catechism, and also points to important historical events that influenced its development.
Learning outcomes W 2. The student introduces the theological and pastoral assumptions of the Catechism of the Catholic Church and its importance for catechesis in the light of the "Directory on Catechesis".
Fail (2): cannot provide basic information on the circumstances of the establishment of the CCC;
Dst (3): correctly explains the circumstances of the founding of the CCC and approximates its theological assumptions;
Db (4): presents in a general way the theological and pastoral assumptions of the CCC;
Bdb (5): precisely explains the theological and pastoral assumptions of the CCC and discusses its importance in the work of catechesis in the light of the "Directory on Catechesis".
Effect of education W 3. The student presents examples of contemporary use of catechism in catechization.
Fail (2): cannot name the basic examples of the use of the CCC in catechesis;
Dst (3): lists the basic examples of the use of the CCC in catechesis;
Db (4): lists and characterizes the basic examples of the use of the CCC in religion classes and in parish catechesis;
Bdb (5): lists and characterizes various examples of the use of the CCC in religion classes and in parish catechesis.
Learning outcome U 4. In a team, the student designs innovative ways of using the catechism in the process of evangelization and catechesis.
Fail (2): cannot explain what catechesis and evangelization are;
Dst (3): explains what catechization and evangelization are and why it is necessary to use the CCC in them;
Db (4): participates in the joint design of innovative forms of using the CCC in catechesis;
Bdb (5): participates in the joint design of innovative forms of using the CCC in catechesis and evangelization and discusses the advantages of their implementation.
Learning outcome K 5. The student demonstrates the values that the catechism serves to promote, and also proposes ways to apply them at the level of social relations.
Ndst (2): cannot give the values that the CCC serves;
Dst (3): shows examples of values present in the Catechism of the Catholic Church and discusses their importance in social life;
Db (4): shows a number of values propagated by the CCC and discusses the proposal to use them at the level of social relations;
Bdb (5): shows a number of values that the CCC serves to promote and discusses examples of proposals for using them at the level of social relations.
The condition for passing the course is the achievement of all assumed learning outcomes.
The positive grade in the subject is determined by the number of points obtained from:
- attendance at classes: dst - from 60%; db - 60-95%, bdb - 95-100%;
- preparation of mid-semester work;
- mastering the material of lectures supplemented with the indicated literature;
- final test: dst - dst plus - 50-60%, good - good plus 60-85%, very good - 85-100%.
Bibliography
Wprowadzenie do Katechizmu Kościoła Katolickiego, red. J. Ratzinger, Ch. Schoenborn, J. Tomko i in., Warszawa 1994.
Nowy Katechizm Katolicki, “Communio” 14 (1994) nr 4.
Katechizm w służbie katechezy, red. A. Kiciński, Lublin 2016.
W co Kościół wierzy i z czego żyje. W 10 rocznicę opublikowania Katechizmu Kościoła Katolickiego. Kraków-Łagiewniki 28 października 2003 r., red. T. Panuś, Kraków 2004.
Osial W., Historia Katechizmu. Geneza i rozwój katechizmu w Kościele katolickim od I do XVI wieku, Warszawa 2013.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: