Catechetics I – The Ministry of Disciple-Making: Foundations of Congregational Pedagogy

• This course unit examines the theological, pedagogical, and personal foundations of catechesis, with particular emphasis on congregational pedagogy and the ecclesial mission of making disciples of Christ.
• It introduces the theoretical frameworks and practical forms of congregational education within the tradition of the Reformed Church.
• It provides an overview of the characteristics of faith formation across different stages of life, as well as the educational role of the congregational community.
• It addresses the fundamental principles of catechesis for individuals with special educational needs and disabilities, emphasizing the importance of inclusive congregational education.
• It fosters students’ reflective thinking and supports the development of their own catechetical (congregational pedagogical) perspective.
• It strengthens commitment to lifelong learning and prepares students for responsible participation in congregational ministry.

Competences

Specific competences

1. Theological and professional knowledge competence The student demonstrates a comprehensive understanding of the biblical and theological foundations of making disciples of Christ and their relationship to the aims of catechesis. The student is familiar with the theological and pedagogical interconnections of congregational education. 2. Religious pedagogical and methodological competence The student is able to interpret and apply the fundamental pedagogical principles of faith formation across different age groups and acquires foundational methodological knowledge of various forms and practices of congregational education. 3. Context-sensitive and inclusive pedagogical competence The student possesses foundational knowledge of the principles of catechesis for individuals with special educational needs or disabilities and is able to respond sensitively and responsibly to diverse learning and life situations.

General competences

4. Community and ministry competence The student recognizes the communal dimension of congregational education and the personal and collective responsibility inherent in catechetical ministry, and is able to collaborate with various actors involved in congregational educational work. 5. Reflective and conceptual competence The student is capable of reflecting on their own pedagogical and ministerial role and begins to consciously develop their own catechetical (congregational pedagogical) framework. 6. Professional development competence The student develops an openness to lifelong learning and a commitment to continuous professional development.

Knowledge

The student:
• demonstrates knowledge of the fundamental biblical, theological, psychological, and pedagogical dimensions of disciple-making;
• is familiar with the basic theories of learning and education, the pedagogical characteristics of faith formation, and the issues of religious socialization;
• understands the theological, pedagogical, and personal foundations of congregational pedagogy and congregational education;
• is aware of the characteristics of faith formation across different life stages and possesses basic methodological knowledge for catechetical work with diverse target groups, including individuals with special needs;
• understands the theological and pedagogical dimensions of individual and communal responsibility in catechetical ministry, the formative role of the congregation, the pedagogical aspects of congregational gatherings, and the place of catechesis within the life of the congregation.

Skills

The student is able to:
• interpret the fundamental tasks and conditions of congregational education and religious pedagogical ministry;
• organize and implement these conditions and tasks effectively;
• work collaboratively in teams toward shared educational and ministerial goals;
• reflect critically on their own pedagogical role and ministry;
• integrate the role of the congregational educator with other pastoral roles (e.g., deacon, liturgist);
• adapt to the developmental and learning characteristics of different age groups in the communication of faith content;
• independently select and structure learning materials appropriate to specific age groups;
• apply their own catechetical framework, thereby personalizing the ministry of disciple-making, while remaining open to reflection, critique, and ongoing learning.

Responsibility and Autonomy

The student:
• demonstrates openness toward the in-depth exploration of theological and pedagogical questions related to congregational education;
• shows a sense of responsibility toward both the personal and communal dimensions of faith formation;
• exhibits sensitivity toward individuals in diverse life situations and with varying needs;
• engages in reflective thinking regarding their own ministry and pedagogical practice;
• is committed to continuous professional development and lifelong learning.

Course structure

# Title Workshop title
1 Learning Catechesis
2 Surveying the Group's Knowledge in Catechesis
3 Presenting Catchesis as a Process and Getting the Students Involved in It
4 Formulating Concept as a Catechist Based on Previous Pedagogical and Psychological Knowledge
5 Fundamental Ideas in Character Psychology
6 Fundamental Ideas in Social Psychology
7 Fundamental Ideas in Developmental Psychology
8 Cultural, Social and Theological-Antropological Basic Ideas Related to the Catechesis
9 Discipleship as a Way of Life - the Aim of Catechesis
10 Facilities and Tools Provided by the Modern Pedagogy as Support to Become a Disciple
11 Curriculum and class plan in Catechesis
12 Using Pedagogical Knowledge in Catechizing People of Different Ages
13 The Teacher's Personality and Habit as Decisive Factors in Catechesis
14 Organizing Catechesis as a Teaching and Learning Course

Total estimated time

Classroom study Course Seminar Practice
4 hours/week 2 2 0
56 hours/semester 28 28 0
Individual study Hours/sem
Total estimated time 120
Studying course notes and bibliography 42
Further documentation in libraries, electronic platforms, or on the field 14
Preparing essays, papers, or documentation 6
Personal tutoring 2
Total individual study 64

Examination

Throughout the semester, students are required to study the designated course materials and may be assessed continuously through both written and oral forms. Seminar participation includes presentations and reflective assignments.
Eligibility for the final examination requires consistent preparation and participation, including attendance and teaching practice at a specialized institution for students with hearing impairments. Students are also required to prepare a general lesson plan.
The course concludes with a 60-minute oral examination, during which students present the semester’s material in a structured and independent manner.

Bibliography

Book