Liturgy in Practice: Rites, Communication, and Renewal
The second semester is the semester of emerging practical autonomy. Building upon the foundational knowledge acquired in the first semester, students now engage with concrete liturgical rites, the role of the liturgist, the communicative dimension of the liturgy, and questions of renewal. The emphasis of the competencies shifts decisively from the level of knowledge toward the levels of skill and autonomy.
If the first semester asked: what is worship and why does it exist? — the second semester asks: how do we do it, and how do we do it better? The emphasis moves from theoretical grounding to practical independence. Students increasingly come to regard themselves not as learners but as prospective liturgists.
Competences
Specific competences
Specific Competencies Theological and Spiritual Dimension: Students deepen their understanding of Reformed worship theology — what is the purpose of the liturgy, how do preaching, prayer, and the sacraments interrelate, and why does the role of the congregation matter. Liturgical Competencies: Students acquire the structure of the Reformed order of worship, the balance between canon and freedom, the moments of the ecclesiastical year, the proper administration of the Lord's Supper and Baptism, forms of prayer, and the placement of biblical readings. Communication and Preaching: Students develop oral expression, voice use, body language, the capacity to command liturgical space, and the ability to consciously construct the structure of a sermon.General competences
General Competencies Pastoral Sensitivity: Students learn how to adapt to the composition of the congregation, to situations of grief, joy, or crisis, and how to lead special occasions (funerals, weddings, confirmations). Cultural and Ecumenical Awareness: Understanding the Reformed tradition in light of other ecclesiastical traditions, as well as sensitivity to local cultural context. Reflective and Self-Awareness Skills: Regular self-evaluation, openness to feedback, and conscious development of one's own leadership style. In sum, Reformed liturgical education simultaneously cultivates theological thinking, practical competency in leading worship, personal spiritual life, and pastoral human sensitivity — making it one of the most integrated areas of formation for a minister.Knowledge
The student is familiar with the full developmental history of Hungarian Reformed liturgy, the theological content and order of specific liturgical rites (baptism, the Lord's Supper, confirmation, marriage, and vows), the structure of the church year, the theology of liturgical space and objects, the pastoral-psychological dimensions of the liturgist's role, the theory of ritual communication, and the challenges of digital liturgy. The student is aware of the current deficiencies of Reformed worship and formulates a plan for addressing them.
Skills
The student independently plans and leads any type of Reformed liturgical occasion. The student critically analyzes their own and their congregation's liturgical practice and formulates well-grounded proposals for renewal. The student is capable of evaluating worship from the perspective of communication theory, seeks and processes feedback, and consciously develops their liturgical personality, non-verbal communication, and the application of the church year. The student is able to synthesize the material of both semesters into a coherent, personal liturgical conception.
Responsibility and Autonomy
The student accepts full liturgical responsibility for the spiritual care of the congregation. The student makes independent decisions on liturgical matters and is able to justify those decisions theologically. The student initiates renewal with parrhesia (ministerial courage) where necessary — yet with due regard for tradition. The student is capable of publicly articulating and defending their own liturgical conception. The student accepts that as a liturgist, they are not merely leading a service, but tending the congregation's relationship with God.
Course structure
Total estimated time
| Classroom study | Course | Seminar | Practice | |
|---|---|---|---|---|
| 2 hours/week | 2 | 0 | 0 | |
| 28 hours/semester | 28 | 0 | 0 | |
| Individual study | Hours/sem | |||
|---|---|---|---|---|
| Total estimated time | 60 | |||
| Studying course notes and bibliography | 14 | |||
| Further documentation in libraries, electronic platforms, or on the field | 8 | |||
| Preparing essays, papers, or documentation | 8 | |||
| Personal tutoring | 2 | |||
| Total individual study | 32 | |||
Examination
Students compose a complete liturgy and present it for evaluation, offering critical commentary on their peers' work. At the end of the semester, students demonstrate their knowledge of the course material in a 60-minute oral examination.
Bibliography
Collection of studies
- (2025): Krisztussal szolgálni mindenben. Válogatott tanulmányok a CUM CHRISTO tanítványságért.. Cluj-Napoca: Erdélyi Református Egyházkerület - Kolozsvári Protestáns Teológiai Intézet, 5-336 old.
- (2010): Beszéljünk az Istentiszteletről!. Budapest: A Magyarországi Református Egyház Kálvin János Kiadója, 3-74 old.
Book
- (2000): Liturgika. Cluj-Napoca: K. N., 82 old.
- (2007): Ünnepeink. A református egyházi év.. Budapest: Kálvin Kiadó, 98 old.
- (2002): Liturgika PJ. Komárom: Calvin J. Teológiai Akadémia, 3-245 old.
- (2005): Pasztorálpszichológiai szempontok az istentisztelet útkereséséhez. Budapest: Kálvin Kiadó, 3-320 old.
- (2017): A kommunikáció rituális elmélete.. Conditio Humana . Budapest: Gondolat Kiadó, 5-149 old.
- (2021): Online testbeszéd. Budapest: Édesvíz Kiadó, 9-303 old.