Catechetics II – The Art of Disciple-Making
The course The Art of Disciple-Making constitutes a continuation of the course The Ministry of Disciple-Making and is integrally connected to the theoretical and practical knowledge acquired during the first semester. Its primary objective is to deepen students’ understanding of the pedagogical and pastoral dimensions of congregational education and disciple-making, with particular emphasis on catechetical ministry among young adults, the elderly, and families.
Special attention is given to the distinctive characteristics of adult education, including learning processes grounded in the learners’ prior life experiences, reflective learning practices, and the application of communal learning forms. In this context, congregational education adopts a transgenerational perspective, facilitating reciprocal learning, the exchange of faith experiences, and the development of communal identity across different age groups.
The course further devotes significant attention to family catechesis as a central domain of congregational education. It critically examines the role of the family as the primary locus of faith formation and explores pedagogical and pastoral approaches that enable families to become active agents in the transmission and lived experience of faith. Students are introduced to family-oriented and intergenerational catechetical models, as well as to their practical implementation within congregational contexts.
Throughout the course, students engage in reflective analysis of their own experiential and ministerial contexts in order to formulate a coherent personal understanding of the catechist’s role. As part of this process, they independently develop a catechetical framework that incorporates the educational and pastoral accompaniment of diverse generations and family systems, thereby providing a foundation for their future ministerial practice.
Competences
Specific competences
1. Theoretical and theological competencies • Critical interpretation of the theological and pedagogical foundations of disciple-making within the context of congregational ministry • Comprehensive knowledge of age-specific and community-based forms of congregational education and catechesis • Advanced understanding of adult learning theories and the conceptual frameworks of transgenerational learning 2. Pedagogical and methodological competencies • Design and development of catechetical programs and structured learning processes tailored to diverse age groups • Application of family-oriented and intergenerational catechetical models in congregational settings • Systematic and reflective use of experiential and community-based learning methodologies 3. Pastoral and community-building competencies • Critical recognition and support of the family as the primary context of faith formation • Facilitation of intergenerational learning processes and faith-based relationships within congregational communities • Responsible and context-sensitive pastoral accompaniment of young adults and the elderlyGeneral competences
4. Reflective and personal competencies • Analytical reflection on personal faith development and ministerial experience • Deliberate construction of a personal catechetical identity and role conception • Ongoing self-assessment and professional development within ministerial practice 5. Planning and applied competencies • Independent development of comprehensive catechetical concepts or programs • Critical evaluation of pedagogical models applicable to congregational education • Structured and intentional planning of disciple-making processesKnowledge
Upon completion of the course, the student:
• demonstrates in-depth knowledge of the theological and pedagogical foundations of disciple-making within congregational education
• understands the theoretical and practical characteristics of adult learning and congregational pedagogy
• critically engages with the principal issues and challenges of catechesis among young adults and the elderly
• articulates the role of the family as the primary context for faith formation
• is familiar with the theoretical foundations of family-oriented and intergenerational catechetical models
• possesses an informed perspective on the application of transgenerational learning within congregational contexts
Skills
Upon successful completion of the course, the student is able to:
1. critically present the theological and pedagogical principles of disciple-making within congregational education;
2. analyse and compare the fundamental characteristics of adult learning and age-specific catechetical practices;
3. interpret and evaluate the role of the family as the primary context of faith formation;
4. assess the applicability of transgenerational and family-oriented catechetical approaches in practice;
5. implement adult education and community-based learning methods in congregational teaching contexts;
6. design and facilitate family-oriented and intergenerational catechetical programs;
7. critically reflect upon personal ministerial experiences and catechetical practice;
8. develop and present a coherent catechetical framework or ministry plan.
Responsibility and Autonomy
The student:
• demonstrates responsible participation in congregational education and the process of disciple-making
• articulates an autonomous and critically informed understanding of the catechist’s role
• plans and evaluates catechetical activities on a sound professional and theoretical basis
• intentionally promotes intergenerational learning and the transmission of faith within family and congregational contexts.
Course structure
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
Assessment is continuous throughout the semester and includes both written and oral evaluation of the required literature. Students are expected to contribute to seminars through presentations or reflective analyses. Eligibility for the final examination requires consistent academic engagement as well as participation in supervised teaching practice.
The course concludes with a 60-minute oral examination, during which students are required to present and synthesize the semester’s material in a structured and independent manner.
Bibliography
Book
- (2001): Lélektankönyv. Budapest: Műszaki Könyvkiadó, 264 old.
- (2005): A gyógypedagógia pedagógiai-pszichológiai kérdéseiről. Gyula: APC Stúdió, 1-152 old.
- (1993): Hogyan tartsunk gyermekbibliaórát?. Budapest: , 3-61 old.
- (2004): Hogyan kell gyermekbibliaórát tartani?. Budapest: Kálvin Kiadó, 130 old.
- (2003): Együtt-lét. Budapest: Harmat Kiadó, 239-239 old.
- (2010): Gyerekekre hangolva. Budapest: Harmat Kiadó, 206-206 old.
- (2009): Határaink. Határvonalak . Budapest: Harmat Kiadó, 325-325 old.