Sources and Identity of Catechesis in the Twenty-First Century SzD-DNT-Żrótożkat
The course covers an analysis of the sources of catechesis, changes in its understanding within the Church’s teaching, and the relationship between catechesis, evangelisation, Christian initiation and religious education in schools. Particular attention is paid to the criteria for preserving the identity of catechesis in the face of secularisation, pluralism and the development of digital culture. Participants draw on the perspectives of their own theological specialisms to analyse selected issues.
Course content and organisation of sessions are divided into five thematic blocks of six hours each.
Block 1. The identity of catechesis as a theological and research issue
Topics:
1.1 Catechesis as a ministry of the Word and an ecclesial activity.
1.2 The relationship between catechesis, evangelisation, Christian initiation and education in the faith.
1.3 Catechesis and religious education in schools: distinctions and points of convergence.
1.4 Theological and empirical approaches to the study of catechesis.
The exercises here include: a comparison of definitions of catechesis in selected Church documents; the creation of a conceptual map; the identification of interpretative tensions; and a discussion of the possibilities for studying catechesis from the perspective of various theological disciplines.
The outcome will be the formulation of a preliminary research question concerning the identity of catechesis.
Module 2. Sources of catechesis and principles for their interpretation
Topics:
2.1 Revelation and its transmission: Sacred Scripture and Tradition.
2.2 The role of the Church’s Magisterium.
2.3 The Liturgy, community life, the witness of the saints and the heritage of Christian culture.
2.4 Human experience as a source for understanding the situation of the recipient, a space for the reception of faith and a theological problem.
2.5 The distinction between a source of catechesis, a source of catechetical research and teaching material.
2.6 The theological status of individual sources and the principles governing their interpretation and use.
The seminars include: a critical reading of selected source texts; an analysis of catechetical material in terms of how the Bible, the Church’s teaching and human experience are utilised; and a discussion of the validity of the interpretations applied.
The outcomes are: a brief source-based and hermeneutical analysis of selected catechetical material.
Module 3. Continuity and change in the understanding of catechesis
Topics:
3.1 Catechesis in the light of the conciliar and post-conciliar renewal.
3.2 A comparison of *Catechesi tradendae*, the 1997 General Directory for Catechesis and the 2020 Directory for Catechesis.
3.3 The kerygmatic and mystagogical dimensions of catechesis.
3.4 The catechumenate as an inspiration for Christian formation.
3.5 The agency of the community and the ministry of the catechist.
The exercises will involve a comparative analysis of a single issue across two or three documents, e.g. the purpose of catechesis, the role of experience, or the relationship between catechesis and the community; this will be followed by a presentation of the findings and a discussion on continuity and shifts in emphasis within the Church’s teaching.
The outcome will be the formulation of an interpretative thesis supported by evidence from the sources.
Module 4. The Identity of Catechesis in the Face of 21st-Century Challenges
Topics:
4.1 Secularisation, pluralism and the individualisation of religiosity.
4.2 Adult catechesis and diverse paths of faith.
4.3 The credibility of the community and the significance of witness.
4.4 Digital culture, artificial intelligence and shifts in authority.
4.5 Inclusivity, accessibility and the agency of catechism participants.
The practical sessions will involve a case study of a selected practice, e.g. online adult formation, sacramental preparation or the use of AI-generated content; an assessment of its theological underpinnings, forms of communication and the way in which participants’ needs are taken into account.
The outcome will be the development of a set of theological and pedagogical criteria for evaluating the analysed practice.
Module 5. Research workshop: criteria for the identity of catechesis
Topics:
5.1 Operationalisation of concepts in catechetical research.
5.2 The relationship between normative theological reflection and empirical research.
5.3 Selection of a corpus of sources and methods of analysis.
5.4 The limits of inference and interpretative responsibility.
Practical sessions: preparation and presentation of final projects on sources or the identity of catechesis; peer review; justification of the assumptions made and modification of the project in the light of the discussion.
Course coordinators
(in Polish) Liczba godzin zajęć porwadzonych on-line
Learning outcomes
1. Knowledge – the PhD student knows and understands:
W1. The theological foundations of catechesis and the principles for interpreting its sources.
W2. The main trends in contemporary reflection on catechesis.
W3. Contemporary socio-cultural dilemmas relevant to the identity of catechesis.
K_W02, K_W03, K_W05
2. Skills – the PhD student is able to:
U1. Critically analyse and compare sources and positions concerning catechesis.
U2. Develop a research analysis project concerning the sources or identity of catechesis.
U3. Present and discuss the results of their own analyses.
K_U01, K_U06
3. Social competences – the PhD student is prepared to:
K1. Critically evaluate existing interpretations and their own research findings.
K2. Recognise the importance of scientific knowledge in the evaluation of catechetical practice.
K_K02, K_K03
Assessment of learning outcomes:
W1, U1: a written source-based and hermeneutical analysis of selected catechetical material.
W2, U1: a comparative analysis of a selected topic in catechetical documents.
W3, K2: a case study of contemporary catechetical practice, together with a justification of the criteria for its evaluation.
U2: a final research analysis project.
U3: presentation of the project and participation in an academic discussion.
K1: a peer review and a response to comments on one’s own project, indicating justified changes or arguments for maintaining one’s position.
Assessment criteria
1. Teaching methods:
critical reading and interpretation of source texts;
comparative analysis of documents;
problem-based discussion;
case study;
short doctoral papers;
research design workshop;
peer review.
2. Assessment criteria
Passing the course is based on consistent work during seminars, the analysis of source texts, and the preparation and presentation of a final research project. The assessment focuses primarily on: the accuracy of the interpretation of sources, conceptual precision, the coherence of the argumentation, the appropriateness of the methods used, and the independence of the student’s reflection.
Components of the final mark
A. Preparation for seminars and participation in discussions — 20%
The following are assessed:
knowledge of the specified texts and the ability to refer to them;
formulating questions and statements relating to the issue under analysis;
substantive justification of one’s position and engagement with the arguments of other participants;
linking the course topics to the perspective of one’s own theological specialism.
The substantive quality of contributions is assessed.
B. Written source-based comparative analysis — 25%
The assignment involves an analysis of a selected issue concerning the sources or identity of catechesis, based on two or three source texts.
The following are assessed:
a precise definition of the subject of the analysis;
consideration of the status, context and purpose of the documents;
the accuracy of interpretation and the identification of similarities and differences;
the formulation of conclusions arising from the analysis;
the accuracy of citation and documentation of the sources used.
C. Project presentation and peer review — 15%
The following will be assessed:
clarity in presenting the problem, sources, methodology and planned course of analysis;
the ability to justify the assumptions made;
substantive responses to questions and objections;
the relevance and constructive nature of comments on another participant’s project.
D. Final research analysis project — 40%
The project concerns a selected issue relating to the sources or identity of catechesis. It may build upon a previous source analysis, but should clearly go beyond its scope.
The following are assessed:
the significance and precision of the research problem;
the correctness of the terminology used;
the justification for the selection of sources and methods;
the coherence between the research problem, the objective and the proposed research approach;
the originality of the approach and the use of academic literature;
awareness of the study’s limitations;
the incorporation of comments from the discussion or justification for rejecting them.
At this stage, the student is required to present a methodologically sound and feasible research project.
E. Grading criteria
Very Good (5.0)
The PhD student uses concepts precisely, interprets sources critically and independently formulates well-justified conclusions. The final proposal is coherent, feasible and methodologically sound. The PhD student recognises the limitations of their own position, participates constructively in discussions and prepares a valuable peer review.
Grade: Good Plus (4.5)
The PhD student analyses sources correctly and independently and presents a convincing argument. The final project meets the substantive and methodological requirements, but contains minor shortcomings, e.g. in the justification of the choice of method, the depth of interpretation or the identification of limitations.
Grade: Good (4.0)
The PhD student correctly understands the fundamental issues of the subject, analyses sources and formulates well-founded conclusions. The final project has a clearly defined problem and, in general, appropriately selected sources and methodology, but some elements require further clarification. In the discussion, the PhD student is able to explain and defend their position.
Satisfactory plus (3.5)
The PhD student demonstrates knowledge of basic concepts and sources; however, the analysis remains partly descriptive, and the argumentation is not always sufficiently developed. The final project is feasible but requires revisions regarding the scope of the problem, the selection of sources or the research methodology.
Pass (3.0)
The PhD student achieves the minimum level of learning outcomes: they recognise basic concepts and sources, summarise the main positions and present a simple analysis. They are able to identify a research problem and propose a basic approach to addressing it, although they require support in clarifying the assumptions and argumentation. The shortcomings identified do not undermine the fundamental soundness of the work.
F. Conditions for passing
The conditions for obtaining a passing final mark are:
completion of all required tasks;
achieving at least a ‘satisfactory’ mark in the written analysis and the final project;
presentation of the project and preparation of a peer review;
making up for work missed due to absences in a manner agreed with the supervisor;
adhering to the principles of academic integrity.
The final mark is determined on the basis of the weighted average of the partial marks, provided the conditions for passing have been met.
A prerequisite for a pass is attendance at classes in accordance with the DOCTORAL SCHOOL REGULATIONS AT THE PONTIFICAL UNIVERSITY OF JOHN PAUL II IN KRAKOW. Two excused absences are permitted. In the event of a greater number of unexcused absences, the course will not be passed.
Use of AI tools:
the permissible scope of their use is determined by the lecturer in accordance with the principles of research ethics. The PhD student must disclose how they have been used, independently verify the content and sources, and take full responsibility for the work presented. The student’s own analysis and argumentation are subject to assessment.
Practical placement
not applicable
Bibliography
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Term 2026/2027-Z:
Sobór Watykański II, konstytucja dogmatyczna o Objawieniu Bożym Dei verbum, nry 2, 7-13; 21-25. Franciszek, adhortacja apostolska Evangelii gaudium, 2013, nry 160-173. Ratzinger J., Prawda w teologii, Kraków 2001, s. 49-82. |
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