Pedeutologiczno-etyczne i teologiczno-moralne zasady dialogu katechetów z nauczycielami

Abstract

The General Directory on Catéchisation of August 15th, 1997, perceives the catechist as „a direct mediator who facilitates communication between persons and the mystery of God, and among persons in a community” (N° 156). When one is looking through the Polish catechetical literature, which has been coming into existence in the context of the fast social and cultural transform ations in the recent years - one can have an impression that undertaking the complex problems of the catechists’ communication and interpersonal dialogue, many specialists in catechesis and pedagogues mean first of all the catechised, less often parents, sometimes God himself - and, unfortunately, they forget about the teachers. If, to some extent, we can understand this pedeutological amnesia in catechetical reflection concerning parish catechesis, we cannot evade the mutual relations of catechists and teachers when the ecclesial ministry of the word occurs in a school environment. This is especially true because catechesis at school is not some legal cultural appendix to other subjects, but it is a necessary component of the interdisciplinary dialogue at a level where each of the subjects forms the pupil’s personality (N° 73). It also gains ecumenical value as it provides occasions for dialogue which helps one overcome ignorance and superstitions, and open oneself to a better mutual understanding (N° 198). Thus, if we take into consideration the significance of dialogue in the evangelising and catechetical communication of the Church with the contemporary world and man, it seems justified to attempt at defining the pedeutological and ethical, theological and moral principles of the dialogue of catechists and teachers. The present attempt refers to the concrete pastoral and pedagogical situation (cf. N° 278), which, on the one hand, is determined by the catechists’ opinions and, on the other hand, by the opinions of the teachers’ representatives. From an analysis of an existential and school context so defined it follows among others that catechists perceive themselves or are treated by their interlocutors from the pedagogical staff as: colleagues, authorities on Christian morality and representatives of the Church at school. In connection with this, the range of problems associated with the attempt at defining the principles of their dialogue with teachers comprises: the foundations of professional ethos of teachers and school catechists, and the dialogue of Christ and the Church with man as a model of the dialogue of catechists with teachers.