FARKAŠ, Pavol. Naratívne umenie evanjelistu Lukáša. Bratislava – Nitra: RKCMBF – Kňazský seminár sv. Gorazda v Nitre, 2007. ISBN 978-80-88696-48-3. JANČOVIČ, Jozef. Biblická archeológia. Bratislava: KSCM, 2004. KAISER, Otto. Odkaz alexandrijských židů: úvod do deuterokanonických knih Starého zákona. Praha: Vyšehrad, 2006. ISBN 80-7021-592-5. KOPPOVÁ, Johanna. Izraelští proroci. Dnešní pohled na prorocké knihy Starého zákona. Kostelní Vydří: Karmelitánské vydavatelství, 2001. ISBN 80-7192-507-1. POKORNÝ, Petr – HECKEL, Ulrich. Úvod do Nového zákona. Praha: Vyšehrad, 2013. ISBN 978-80-7429-186-9. PÁPEŽSKÁ BIBLICKÁ KOMISIA. Interpretácia Biblie v Cirkvi. Spišské Podhradie: Spišská Kapitula 1995. ISBN 80-7142-042-7. RENDORFF, Rolf. Hebrejská bible a dĕjiny. Praha: Vyšehrad, 1996. ISBN 80-7021-190-3. ŠTRBA, Blažej. Všeobecný úvod do Svätého písma. Badín: TI RKCMBF UK, 2013. TRSTENSKÝ, František. Život apoštola Pavla. Svit: KBD, 2011. ISBN 978-80-89120-33-8. ZENGER, Erich. Einleitung in das Alte Testament. Studienbücher Theologie 1, Stuttgart: Kohlhammer, 1998. ISBN 3-17-015622-5.

General Introduction to Holy Scripture, Old Testament (1) - (4), New Testament (1) - (4).

With every Old Testament scripture:

- the structure of the writing, the origin of the writing, the historical context, the theological foci, and the actual message of the writing.

- reading of the Hebrew text of selected pericopes and their interpretation

1 Status questionis of the study of the Pentateuch, the whole and the division of the Pentateuch

2 Book of Genesis. Exegesis of Gen 1:26-28 in the context of Gen 1 or Gen 49:8-12

3 Book of Exodus. Exegesis of Ex 3:11-22 or Ex 24:1-7

4 Books of Leviticus, Numbers and Deuteronomy. Exegesis of Deut 5:6-21 or Deut 6:4-9

5 Books of Joshua and Judges. Exegesis of Josh 24:14-25 or Judg 6:11-24

6 Books of Samuel and Kings. Exegesis of 2Sam 7:1-17

7 Books of Ezra, Nehemiah and Chronicles

8 Books of Judith, Tobit, Esther, and the Books of Maccabees

9 Book of the Prophet Isaiah. Exegesis of Isaiah 7:10-16 or 42:1-7

10 Book of the Prophet Jeremiah and Ezekiel. Exegesis of Jer 31:31-34 or Ez 37:1-14

11 The apocalyptic stream, the Book of the Prophet Daniel. Exegesis of Dan 7:1-14

12 Messianic prophecies in the Twelve Prophets. Exegesis of Mic 5:1-6 or Zech 9:9-17

13 Literary genres, poetic elements and themes of the sapientials: Prov, Sir, Wis, Cant

14 The crisis of classical wisdom. The book of Job and Ecclesiastes. Exegesis of Job 1 or 28 or Eccl. 3:1-9

15 Book of Psalms. Literary genres. Messianic Psalms. Interpretation of the Psalter. Exegesis of Psalm 1 or 110

With every New Testament scripture:

- authorship, place and time of composition, addressees, theological foci

- reading of the Greek text of selected parts and their interpretation

16 Gospel according to Matthew. Exegesis of Mt 6:5-15 or Mt 28:16-20

17 Gospel according to Mark. Exegesis of Mk 1:1-8 or Mk 10:46-52

18 Gospel according to Luke. Exegesis of Lk 1:26-38 or Lk 15:11-32

19 Gospel according to John. Exegesis of John 1:1-18.

20 Acts of the Apostles. Exegesis of Acts 2:14-35

21 Epistles to the Galatians and Romans. Exegesis of Gal 2:1-10 and Rom 1:16-17

22 Epistles to the Corinthians. Exegesis of 1 Cor 15:1-11

23 Epistles to the Ephesians and Colossians. Exegesis of Eph 5:20-33

24 Epistles to the Philippians and Philemon. Exegesis of Phil 2:5-11

25 Epistles to the Thessalonians. Exegesis of 1Sol 4:13-5:11

26 Pastoral Letters

27 Epistle to the Hebrews. Exegesis of Heb 9:11-14

28 Epistle of James

29 Letters of Peter and Jude

30 Revelation of the Apostle John. Exegesis of Rev 1:1-8.

The student answers one question (chosen randomly from a prepared list) that corresponds to one of the areas (see Content) and exegetically discusses one biblical pericope. He/she then answers any supplementary questions from the examining committee. The answer demonstrates knowledge of the key themes of biblical theology and exegetical skill in the analysis of biblical texts. The theoretical part and the exegetical part contribute equally to the assessment.

Slovak

Knowledge gained:

The student:

- can define the different periods of Israel's history in the context of the Ancient Near East;

- the periods themselves are put in the context of the emergence of biblical texts, therefore he/she can interpret the text in its historical context, specifically the central texts of the Pentateuch;

- can summarize the theological concepts of revelation, inspiration, and canon;

- can describe the various prophetic books with their main theological themes and interpret them in their historical setting;

- can comment on complex apocalyptic texts;

- can interpret individual wisdom (sapiential) books with their main theological themes;

- can describe works of sapiential literature in the Ancient Near East and navigate the central concepts (such as personified wisdom) of biblical sapiential texts and equally evaluate their reception in the later period;

- is able to work exegetically with New Testament texts;

Skills acquired:

The student:

- is able to understand the introductory questions concerning these writings and to present an exegesis of selected

pericopes;

- is able to use these texts for preaching, catechesis and other theological disciplines;

- is able to see central theological themes such as creation and covenant in a broader context, in addition to understanding the issues from the perspective of literary and redaction criticism;

- is able to reflect on biblical texts in their historical context.

HAĽKO, Jozef. Vybrané kapitoly z cirkevných dejín. Bratislava: Rímskokatolícka cyrilometodská bohoslovecká fakulta UK, 2012. ISBN 978-80-88696-64-3; HRABOVEC, Emília. Slovensko a Svätá stolica 1918 – 1927 vo svetle vatikánskych prameňov. Bratislava: Univerzita Komenského, 2012. ISBN 978-80-223-3227-9; HRABOVEC, Emília. Slovensko a Svätá stolica v kontexte vatikánskej východnej politiky (1962 – 1989). Druhé rozšírené a doplnené vydanie. Bratislava: Lúč, 2017. ISBN 978-80-8179-059-1; JUDÁK, Viliam. Dejiny mojej Cirkvi. 1. Trnava: SSV, 2002. ISBN 80-7162-405-5; JUDÁK, Viliam. Dejiny mojej Cirkvi. 2. Trnava: SSV, 2004. ISBN 80-7162-503-5; JUDÁK, Viliam. Kresťanstvo v antickom svete. Bratislava: Univerzita Komenského, 2006. ISBN 80-223-2170-2; VNUK, František. Katolícka cirkev v 20. storočí na Slovensku a vo svete. Bratislava: Nové mesto, 2006. ISBN 80-85487-82-9.

Church History - Antiquity and Early Middle Ages, Church History – High and Late Middle Ages, Modern Church History, Church History – 20th Century

1 The Church and the Imperium Romanum, the missionary activity of the Church, the first councils

2 Formation of Christian medieval Europe, the Pope and the Emperor as pillars of world order

3 Spread of Christianity in Slovakia, the Cyril and Methodius mission and church conditions in Slovakia in the 9th century.

4 Monasticism in antiquity and the Middle Ages, monasteries in the history of the Church

5 Papacy at the height of its influence: from Gregory VII to Boniface VIII

6 The Catholic Church and the Crusades

7 Late medieval councils and efforts to reform the Church, the Great Western Schism, conciliarism

8 Church organisation and religious life in Slovakia in the High and Late Middle Ages

9 Reformation: preconditions, historical context, situation in Europe and Slovakia in the 16th and 17th centuries

10 Catholic reform and recatholization in Europe and Slovakia

11 The Catholic Church and world missions (16th-20th centuries)

12 The Catholic Church and the French Revolution 1789

13 The Catholic Church and Liberalism (Italian Risorgimento, Kulturkampf in Germany, Third Republic in France)

14 The Catholic Church and the modern world at the turn of the 19th and 20th centuries - the pontificates of Leo XIII and Pius X

15 The Catholic Church in Slovakia from the withdrawal of the Bernolács to the collapse of Hungary 1918

16 The Catholic Church in Slovakia 1918-1945

17 The Catholic Church and the ideologies and political systems of the 20th century (communism, national socialism, fascism)

18 Pius XII (1939-1958), Catholic Church and World War II, Catholic Church and the post-war period

19 Catholic Church in Slovakia 1945-1989

20 Witnesses to the faith in Slovakia during the atheist communist regime

21 John XXIII and Paul VI - the Second Vatican Council, ecumenical efforts, the social question, the crisis in Church, the "Eastern policy" of the Holy See

22 John Paul II and the Catholic Church at the end of the 20th century

The student answers one question (chosen randomly from a prepared list) that corresponds to one of the areas (see Content). He/she then answers any supplementary questions from the examining committee. The student demonstrates a deep knowledge of the key themes and contexts of Church history.

Slovak

The student acquires the ability to navigate through the different periods of Church history. He/she sees the individual events of the history of the Church in the context of universal history. The student is able to take a basic attitude towards the so-called "white" places of world and Slovak Church history.

Knowledge acquired:

The student:

- has a cross-cutting knowledge of church history with a focus on the pastoral, multicultural, and social context of religious development;

- gains knowledge of the historical period and the literary, theological and philosophical work of the authors of each period;

- gains an overview of theological thought and its development;

- is oriented in general and ecclesiastical history from the chronological and subject aspect;

- acquires a basic biographical knowledge of the most important theological representatives of the Church;

- acquires a basic knowledge of the state of society, human behaviour and moral principles in the various periods of the Church history.

Skills acquired:

The student:

- can critically analyze selected theological texts by major authors;

- can work independently and navigate through basic theological literature;

- is able to collect and interpret relevant data in relation to his/her own professional development;

- is able to present and concretise the different schools of thought of the most important authors;

- can discuss theological differences and pluralism of opinion in the history of the Church;

- acquires knowledge of the events and basic doctrine of the General Councils.

Competencies acquired:

The student:

- is able to integrate the acquired knowledge of Church history in the areas of theology, pastoral care, and

liturgy;

- is able to apply his/her knowledge in professional and popular debates;

- is independent in acquiring new knowledge within the Church history with the possibility of using it in further

learning;

- can critically compare the dogmatic development of Catholic teaching;

- can articulate and evaluate the contribution of the authors and list the positives and negatives of other doctrines that have contributed to the deepening of theology at the Councils;

- acquires critical thinking in the area of human behaviour.

Literature listed for each philosophical subject.

History of Ancient Philosophy, History of Medieval Philosophy, History of Modern Times Philosophy, Introduction to Philosophy, Basics of Logic, Philosophy of Religion, Metaphysics, Philosophy of Nature, Philosophy of Knowledge, Philosophical Anthropology, Philosophical Theology, Moral Philosophy, Political Philosophy, Philosophy Seminar

A History of Philosophy

A1 Pre-Socratic philosophers and the question of first principle

A2 Plato: metaphysics, epistemology, anthropology and cosmology

A3 Aristotle: theoretical sciences, practical sciences

A4 Posocratic philosophers and philosophical schools of Hellenism

A5 Neoplatonism and its forms in Christian thought

A6 Augustine

A7 Late Patristic and Carolingian Renaissance, philosophical disputes at the beginning of scholasticism

A8 Arab and Jewish medieval philosophy

A9 Franciscan scholasticism: Bonaventure and Duns Scotus

A10 Dominican Scholasticism: Albert the Great, Thomas Aquinas

A11 British empirically oriented scholasticism and nominalism - Roger Bacon, Occam

A12 Separation of natural science from philosophical thought - from the Renaissance to Newton

A13 The basis of modern theories of the state - Renaissance political philosophy

A14 Descartes' philosophy as a model of modern thinking about man and nature

A15 Empiricism from Locke to Hume and its influence on Kant

A16 Immanuel Kant's doctrine of knowledge and moral standards

A17 Hegel - dialectics, the law of the development of reality and its knowledge

A18 Marxism - dialectical and historical materialism

A19 Kierkegaard and the existentialist philosophy of the 20th century

A20 Materialism in the Enlightenment and the 19th century

A21 Schopenhauer and Nietzsche

A22 Positivism and the modern rejection of metaphysics

A23 Neo-Scholastic philosophy in the 19th and 20th centuries

A24 Husserl's idealism

A25 The Relativity of Truth and Good in Postmodern Philosophy

B Systematic Philosophy

B1 Questions of knowledge - intentionality, the problem of skepticism

B2 Validity of knowledge with respect to reality, the philosophical problem of truth

B3 Logical and metaphysical principles

B4 Relationship between language and knowledge; language and its roles

B5 Reality of the object of knowledge; truth as a transcendental property

B6 Metaphysical view of reality as "being"; categories of being

B7 Analogy of being and the language of being: transcendentals

B8 Space, time and eternity

B9 Constitutive elements of living being and biological development

B10. Evolution of nature and man

B11 Status of philosophical anthropology, problems of the philosophical view of man

B12 Problem of the relationship between body and soul, dualism in the interpretation of man

B13 Human will and freedom; the good as an object of the human will

B14 Basic dimensions of man: transcendence, spirituality, corporeality, historicity and intersubjectivity

B15 Understanding of man as a person

B16 Evidences of God's existence: their significance, types of evidence and evaluation

B17 Knowability of God; God's attributes

B18 God's activity and its manifestations in the world

B19 Pproblem of theodicy: God and evil in the world

B20 Atheism, agnosticism and their forms

B21 Object, subject and manifestations of religion

B22 Essence of religion; place of religion in culture

B23 Ethics as a philosophical discipline, its origins, method, relationship to other sciences; epistemological status of philosophical ethics

B24 Moral experience and attempts to negate it

B25 Different models of ethics; eudemonistic, utilitarian, deontological and personalistic justifications of moral experience

B26 Conscience and moral law; natural law theory

B27 Moral virtues: concept and definition; basic virtues.

The student answers one question (chosen randomly from a prepared list) that corresponds to one of the topics of philosophy and history of philosophy (see course content) and answers any supplementary questions from the examining committee. He/she demonstrates knowledge of the key themes of the history of philosophy and individual disciplines of systematic philosophy. The student compares the views of individual philosophers, draws practical implications of individual theories and defends a consistent philosophical view of God, man, and the world. The student shall demonstrate a deep knowledge of key concepts and themes in philosophy and the history of philosophy. Both parts of the response (from the history of philosophy and from systematic philosophy) contribute to the assessment in equally.

Slovak

Knowledge gained:

The student:

- acquires the ability to navigate the history of philosophy from both a chronological and subject aspect;

- understands specific philosophical problems and their solutions from both content and methodological aspects

- at the same time, he/she is able to identify the difference between different views in the history of philosophy and the search for truth;

- is able to identify the main themes of European philosophical thought as well as to describe and compare the peak periods of philosophy.

Since philosophy is closely related to theology, state examination in philosophy is an important prerequisite for learning about the history of religion.

At the same time, philosophy is the basis for knowledge of the state of society and also for knowledge of human behaviour.

Skills acquired:

The student:

- can explain and interpret the philosophical concepts of major philosophers and adequately compare them;

- can independently proceed methodologically by way of justifying and drawing conclusions as well as organize the evidential process of thought using formal abstract means of expression;

- is able to navigate through various conceptions of philosophical knowledge that are often unconsciously accepted;

- has a basic understanding of the theory of being and can implement it in perception and cognition of the world around.

All this forms the basis and means for the skill of argumentation and discussion.

Competencies acquired:

The student:

- is able to navigate through the current professional theories concerning the microstructure and macrostructure of the world;

- has an overview of the different conceptions of man emerging in European thought;

- acquired theoretical knowledge of the analysis of the human being and of philosophical anthropology and of the problem of the dynamic structure of man, as well as of the ontic factors explaining human cognition and the intentionality of culture, acts of decision-making and morality;

- has an overview of the existing basic solutions to the questions concerning the ultimate goal of human existence and life, and the prospect of death;

- is familiar with the classical rational argument for the existence of God and can describe his attributes.

Anthropological themes are the basis for politics and political views. The study of philosophy, culminating in state examination, provides knowledge of anthropology. Thus, philosophy is an aid to political field in which there is much debate. However, there are debates outside politics, and philosophy, with its broad scope and insight is an aid to these debates. Thus, philosophy promotes dialogue in society.

Kódex kánonického práva, latinsko – slovenské vydanie. Trnava: Spolok svätého Vojtecha, 2001. ISBN 8071622273; BRTKO, R., ČUNDERLÍK, ČERBOVÁ, V., DUDÁSOVÁ E., LENHARTOVÁ, K., MLKVÝ, M., NEMEC, M. Prvky a princípy rímskeho a kánonického procesného práva. Praha: Leges, 2016. ISBN 978-80-7502-139-7; DUDA, J. Pokus o katolícku cirkevnoprávnu manželskú kazuistiku. Spišské Podhradie: Kňazský seminár J. Vojtaššáka, 2001; DUDA, J. Úvod do štúdia Kánonického práva. Ružomberok: VERBUM, 2017; FABIAN, A. Kto môže kázať? Košice: Seminár sv. Karola Boromejského, 2004. ISBN 80-8913-811-X; FINNIS, J. Prirodzený zákon a prirodzené práva. Bratislava: Kalligram, 2019. ISBN 978-80-8991-678-8; GEROSA, L. Právo cirkvi. Prešov: Petra, 2005; HRDINA, A. Kanonické právo, Dějiny pramenů, teorie, platné právo. Plzeň: Vydavatelství a nakladatelství Aleš Čenek, 2011. ISBN 978-80-7380-152-6; JANČIŠIN, C. Základná zmluva medzi Svätou Stolicou a Slovenskou Republikou s komentárom. Bratislava: LÚČ, 2001; KLIMEŠ, P. Psychické príčiny neplatnosti manželství. Olomouc: Matica cyrilometodějská, 2003; LUKIANOVÁ, H. Manželstvo podľa práva latinskej Cirkvi a sunnitskej tradície islamu. Trnava: Dobrá kniha, 2021. ISBN 978-80-8191-324-2; NĚMEC, D. Manželské právo Katolické Církve. Kostelní Vidří: Karmelitánské nakladatelství, 2006. ISBN 978-80-7195-065-3; NEMEC, M. Základy kánonického práva. Bratislava: Iura edition, 2006; PEKARČÍK, M. Učiaca úloha Cirkvi. Levoča: MMT, 2013. ISBN 978-80-8918-770-6; PŘIBYL, S. Církevněprávní studie. Chomutov: L. Marek, 2012. ISBN 978-80-87127-44-5; PŘIBYL, S. Kanonické manželské právo. Nová Ves pod Pleší: Hesperion, 2021. ISBN 978-80-8835-314-0; REBRO, K. – BLAHO, P. Rímske právo. Bratislava: Iura edition, 2019. ISBN 978-80-7380-782-5.

Canon Law (1) - (4)

1 Ecclesiastical laws (cann. 7 - 22)

2 Physical and juridic persons (cann. 96 -123)

3 Power of governance (cann. 129 - 144)

4 Ecclesiastical offices (cann. 145 -196)

5 Obligations and rights of the faithful and the lay faithful (cann. 204 -231)

6 Clerics - incardination, obligations and rights (cann. 265 - 289)

7 Supreme authority of the Church, the Roman Pontiff and the College of Bishops (cann. 330 - 341)

8 Diocesan bishops, coadjutor bishops, auxiliary bishops, impeded and vacant episcopal see (cann. 375-430)

9 Ecclesiastical provinces, metropolitans, conferences of bishops (cann. 431 - 459)

10 Internal ordering of particular churches - diocesan curia (cann. 469 - 494)

11 Presbyteral Council and College of Consultors and Pastoral Council (cann. 495 - 502, 511 - 514)

12 Parishes and pastors (cann. 515 - 552)

13 Norms common to all institutes of consecrated life (cann. 573 - 606)

14 Social communication, books (cann. 822 - 832)

15 Sacraments (cann. 840 - 848)

16 Sacrament of baptism (cann. 849 - 878)

17 Sacrament of confirmation (cann. 879 – 896)

18 The Most Holy Eucharist - Eucharistic celebration (cann. 897 - 933)

19 The Most Holy Eucharist - reservation and veneration (cann. 934 - 944)

20 The Most Holy Eucharist - the offering given for the celebration of Mass (cann. 945 - 958)

21 Sacrament of penance (cann. 959 - 997)

22 Sacrament of the anointing of the sick (cann. 998 - 1007)

23 Holy orders – those to be ordained (cann. 1024 - 1049)

24 Sacrament of Marriage – diriment impediments in general (cann. 1073-1082)

25 Sacrament of Marriage – specific diriment impediments (cann. 1083-1094)

26 Sacrament of Marriage - consent and form (cann. 1095 - 1123)

27 Sacrament of Marriage - mixed marriages (cann. 1124 - 1129)

28 Sacrament of Marriage - dissolution of the bond, separation with the bond remaining (cann. 1141-1155)

29 Sacrament of Marriage - simple convalidation, radical sanation (cann. 1156 -1165)

30 Other acts of Divine worship – Ecclesiastical funerals (cann. 1176 - 1185)

31 Sacred places and times (cann. 1205 - 1253)

32 Temporal goods of the Church, acquisition of goods (cann. 1254 -1272)

33 Administration of goods (cann. 1273 -1289)

34 Contracts, alienations, pious wills, pious foundations (cann. 1290 - 1310)

35 Excommunications reserved to the Apostolic See and to the Ordinary

36 Subject liable to penal sanctions (cann. 1321 - 1330)

37 Censures, expiatory penalties, penal remedies and penances (cann. 1331 - 1340)

38 Different grades and kinds of tribunals (cann 1417-1454)

39 Ordinary litigation: the petitioner and the respondent, statement of the case (cann. 1476-1480)

The student answers a question (chosen at random from a prepared list) that corresponds to one one of the topics of Canon Law (see Content). He/she then answers any additional questions of the examination committee. By answering, the student demonstrates a thorough knowledge of the key topics and contexts of the foundations of canon law and its general, property, criminal and procedural norms.

Slovak

Knowledge gained:

- about law in general about the theory of law and legal institutes in general;

- the various books of the Code of Canon Law;

- the legal norms concerning the laity, the clergy and the hierarchical structure of the Church;

- on the canonical regulations relating to diocesan and parish life and on the forms and structures of consecrated life;

- the canonical norms concerning the proclamation of the Word of God, preaching, catechetical and missionary activity;

- on the legal framework of Church schools, norms for publishing books and acting in social communications;

- on the sanctifying activity of the Church, on the various sacraments, on the norms defining the valid and permitted celebration of the sacraments, on the eligibility of the subject of the sacramental recipient;

- the fundamental institutes of the law of property, the legal regulation of penal institutes, torts and penalties, the institutes of procedural law, with a focus on the process of annulment of marriage;

- the temporal possessions of the Church, the legal regulation of temporal possessions and the methods of acquiring and disposition of ecclesiastical property;

- on the penal mechanisms that serve the Church for the defence of its mission.

Skills Acquired:

- ability to work with ecclesiastical norms and orient themselves to the basic legal institutes that can be applied in the various disciplines of canon law;

- to provide advice in this area and readiness to deepen knowledge in canon law scholarship;

- searching for specialized texts on a given issue of canon law and elaboration of the text in terms of methodology;

- correctly celebrate the various sacraments;

Competences acquired:

- to comment on the structure of the People of God in the spirit of modern canonical scholarship and to be helpful in parish pastoral care whether as a cleric or as a layperson;

- to carry out tasks related to proclamation and sanctification, especially useful in catechesis in preparation for the reception of the sacraments, in accompanying betrothed and married couples, in the management of Catholic schools, in the work of in the mass media or in assisting in parish pastoral work;

- to manage properly the temporal goods of the Church and to protect the legitimate interests of the Church;

- to accompany the process of marital nullification and readiness to carry out certain tasks in the Church's courts.

AMBROS, Pavel. Fundamentální pastorální teologie, Roma – Velehrad - Olomouc: Pro Centrum Aletti, 2000. ISBN 80-244-0418-4.

AMBROS, Pavel. Cirkev, kultura, společnosť, misie. Olomouc: Vydavatelství UP, 2002. ISBN 80-244-0418-4

AMBROS, Pavel. Pastorace mladých. Velehrad-Roma: Refugium, 2017. ISBN 978-80-7412-254-5

AMBROS, Pavel. Doprovázet, rozlišovat a integrovat. Velehrad – Roma: Refugium, 2016. ISBN 978-80-7412-255-2

AMBROS, Pavel. Rodina – světlo v temnotě světa. Velehrad - Roma: Refugium, 2016. ISBN 978-80-7412-232-3

AMBROS, Pavel. Manželství a rodina – cesta k plnosti a lásky. Velehrad - Roma: Refugium, 2019. ISBN 978-80-7412-314-6

AUGUSTYN, Józef. Sviatosť zmierenia. Trnava: Spolok sv. Vojtecha, 2015. ISBN 978-80-8161-152-0

AUGUSTÍN, Juraj. Pastorálna teológia – špeciálna. Bratislava: RKCMBF UK, 2004. ISBN 80-88696-42-9

BENEDIKT XVI. Exhortácia Sacramentum caritatis. Trnava: Spolok svätého Vojtecha, 2007. ISBN 978-80-7162-659-6

FRANTIŠEK. Exhortácia Amoris laetitia. Trnava: Spolok svätého Vojtecha, 2021. ISBN 978-80-8161-506-1

FRANTIŠEK. Exhortácia Evangelii gaudium. Trnava: Spolok svätého Vojtecha, 2014. ISBN 978-80-8161-044-8

GALIS, Tomáš. Počiatočná formácia kandidátov kňazstva. Badín: Kňazský seminár sv. Františka Xaverského, 2002. ISBN 978-80-8893-712-8

JÁN PAVOL II. Exhortácia Pastores dabo vobis. Trnava: Spolok svätého Vojtecha, 1994. ISBN 80-7162-046-7

JÁN PAVOL II. Christifideles laici. Bratislava: Lúč, 1990. ISBN 80-7114-011-2

JÁN PAVOL II. Exhortácia Familiaris consortio. Trnava: Spolok svätého Vojtecha, 1993. ISBN 80-7162-052-1

JÁN PAVOL II.: Recontiliatio et poenitentia, Trnava: Spolok svätého Vojtecha, 1993. ISBN 80-7162-025-4

KATECHIZMUS KATOLÍCKEJ CIRKVI. Trnava: Spolok svätého Vojtecha, 1998. ISBN 80-7162-253-2.

KBS KOMISIA PRE KLÉRUS. Smernice o formácii, živote a službe trvalých diakonov na Slovensku, Trnava: Spolok svätého Vojtecha, 2015. ISBN 978-80-8161-089-9

KONGREGÁCIA PRE KLERIKOV. Pastoračná konverzia farského spoločenstva v prospech evanjelizačného poslania Cirkvi. [online]. Dostupné na internete: https://www.tkkbs.sk/view.php?cisloclanku=20200720051/

OPATRNÝ, Aleš. Cesty pastorace v pluralitní společnosti. Kostelní Vydří: Karmelitánské nakladatelství, 2006. ISBN 807-19-2930-1

PÁPEŽSKA RADA PRE RODINU. Príprava na sviatosť manželstva. Trnava: Spolok svätého Vojtecha, 2004. ISBN 80-7162-500-0

RATZINGER, Jozef. Cirkevné hnutia a ich miesto z teologického hľadiska. In: Pápežské listy 14, Trnava: Spolok svätého Vojtecha, 1998. ISBN 80-7162-239-7

ŠMIDRIAK, Ondrej. Pastoračná spolupráca kňazov a laikov. Ružomberok: VERBUM, 2012. ISBN 978-80-8084-872-9

ŠPIDLIK, Tomáš, RUPNIK, I. Marko. Nové cesty pastorální teologie. Olomouc: Nakladatelství CenAletti Refugium Velehrad-Roma, 2008. ISBN 978-80-86715-97-1

Pastoral Theology – Introduction and Basics of Pastoral Care, Pastoral Theology – Sacramental Basics, Pastoral Theology – Special Pastoral Care, Theology of the Laity

1 Pastoral theology - definition, criteria and goal. Methods of theological - pastoral reasoning

2 The Second Vatican Council - Pastoral Council. Pastoral Constitution Gaudium et spes.

3 Evangelization in the context of Evangelii nuntiandi (25 -58), Redemptoris missio (42 -54; 77-91) and Ecclesia in Europa (31-48)

4 The New Evangelization - in the context of Evangelii gaudium

5 Mystagogy as a theme of sacramental pastoral care and Christian formation

6 Some practical issues in sacramental pastoral care

7 Catechumenate - preparation of adults for the reception of the initiation sacraments - a model for every catechesis

8 Sacrament of Baptism. Baptism of a child. Tasks facing the pastorate

9 Sacrament of Confirmation. The importance of this sacrament for the individual and for the parish community

10 Celebration of the Eucharist

11 Sacrament of Reconciliation. Sacramental manner and forms. Spiritual direction

12 Anointing of the sick and care of the sick

13 Care of priestly vocations, pastoral care of vocations

14 Pastoral care of the Sacrament of Matrimony

15 Pastoral care of marriages and families in difficult cases according to Familiaris Consortio and the Final Message of the 2015 Synod of Bishops (and the Exhortation of Pope Francis)

16 Place and mission of the laity in the life of the Church in the context of Christifideles laici

17 Small base communities, movements and communities. Cooperation of the priest with movements and care care for the movements

18 Parish as a community of communities. Priest, the shepherd and leader of the parish community

19 Youth pastoral and the influence of postmodern society

20 Mass media

The student answers one question (chosen randomly from a prepared list) that corresponds to one of the areas of pastoral theology (see Content) and answers any supplementary questions from the examining committee. The student shall demonstrate not only theoretical knowledge of key topics in the field, but also the ability to apply them in practice.

Slovak

Acquired knowledge, skills and competences:

The student:

- hs a deep understanding of the theory of basic pastoral theology: principles, theories, methods, concepts;

- knows the history, content and message of pastoral theology, especially after the Second Vatican Council;

- knows the theory, pastoral procedures and practice in the administration of the ecclesial community and in the exercise of the basic functions of the life of the Church - kerygma, liturgy, diakonia;

- knows the need for ad extra and ad intra communication of the Church;

- knows the basic principles of interreligious and ecumenical dialogue and dialogue with a secular and pluralistic society;

- knows the teaching of the Magisterium on the role and apostolate of the laity and the pastoral care of the laity and lay communities;

- knows the specificities of the pastoral care of families at diocesan and parish level, pastoral care of the sick and of health professionals, pastoral care of minorities and ethnic groups, pastoral care of schools and pastoral care of the armed and judicial forces of the state, pastoral care of the poor at diocesan and parish level (charity);

- has knowledge of modern means of communication in the ministry of proclamation;

- knows the historical development of the pastoral practice of the various sacraments;

- has a very good knowledge of the basic documents of the Magisterium on the sacraments;

- has a good knowledge of the theory, pastoral practice and pastoral challenges of the sacraments of healing;

- has the theoretical knowledge as well as the skills and mastery of pastoral procedures and practice in the celebration of the sacraments;

- knows the legal norms and pastoral practices necessary for confessional practice;

- knows the pastoral care of the Church for the sick;

- has the theoretical knowledge, skills and competences for discernment in pastoral practice in relation to the sacraments of the Church.

JEDLIČKA, R. a kol. Pedagogická psychologie pro učitele. Praha: Grada, 2018. ISBN 978-80-2710-586-1. MAREŠ, J. Pedagogická psychologie. Praha: Portál, 2013. ISBN 978-80-2620-174-8. PRŮCHA, J. Psychologie učení. Teoretické a výzkumné poznatky pro edukační praxi. Praha: Grada, 2020. ISBN 978-80-2712-853-2. VESELSKÝ, M. Pedagogická psychológia 1. Bratislava: UK, 2011. ISBN 978-80-223-2986-6. VÁGNEROVÁ, M. Vývinová psychológie. Praha: Portál, 2000. ISBN 80-7178-308-0. FULKOVÁ, E. Prehľad pedagogiky: Kľúčové oblasti. Bratislava: UK, 2019. ISBN 978-80-223-4632-0. FULKOVÁ, E., OBERUČ, J. Teória výchovy – základné problémy. Nitra: SPU, 2004. ISBN 80-8069-345-5. REIMER, T. Základy pedagogiky. Bratislava: VšZaSP sv. Alžbety, 2010. ISBN 978-80-8074-107-5. FULKOVÁ, E. Všeobecná didaktika I. Bratislava: Infopress, 2008. ISBN 978-80-85402-90-2. FULKOVÁ, E. Kapitoly zo všeobecnej didaktiky. Bratislava: Infopress, 2006. ISBN 80-85402-78-5. FULKOVÁ, E., GNOTH, M. Pedagogická prax. Nitra: SPU, 2004. ISBN 80-8069-377-3. PETTY, G. Moderní vyučováni. Praha: Portál, 2013. ISBN 80-7178-681-0. FULKOVÁ, E., BALÁČKOVÁ, Ľ. Základy vzdelávania dospelých. Nitra: SPU, 2004. ISBN 80-8069-302-1. FULKOVÁ, E. Prehľad pedagogiky: Kľúčové oblasti. Bratislava: UK, 2010. ISBN 978-80-223-2657-5. HANESOVÁ, D. Náboženská výchova v školách. Banská Bystrica: PF UMB, 2005. ISBN 80-8033-121-1. ALBERICH, E., DŘÍMAL, L. Katechetika. Praha: Portál, 2008. ISBN 978-80-7367-382-6. PONTIFICIO CONSIGLIO PER LA PROMOZIONE DELLA NUOVA EVANGELIZZAZIONE. Direttorio per la catechesi. Cittá del Vaticano: LEV, 2020. ISBN 978-88-266-0442-8. REIMER, T. Náboženská výchova ako rozvoj náboženských kompetencií. Bratislava: Don Bosco, 2020. ISBN 978-80-8074-486-1. REIMER, T. Katechéza v súčasnej dobe. Podnety a výzvy nového Direktória pre katechézu. Bratislava: Don Bosco, 2021. ISBN 978-80-8074-529-5.

General and Developmental Psychology, General Pedagogy and Theory of Education, General Didactics, Adult Pedagogy, Basics of Catechetics, Theory of Religious Education.

A Pedagogical-psychological basis

A1 School system

A2 National curriculum and school curriculum

A3 Theoretical models of learning and education: didactics as a teacher's tool, models of learning and education

A4 Teacher-pupil interaction

A5 Education of pupils with special educational needs: basics of special pedagogy

A6 Gifted pupil and handicapped pupil in the classroom, the problem of Roma pupils

A7 Diagnosing pupils

A8 Pupil assessment: assessment of pupils' learning outcomes, assessment of classroom climate

A9 Psychological aspects of pupil development: pupil development and its determinants

A10 Pupils' developmental periods, intelligence development, emotionality in education

A11 Psychological aspects of the formation of social relationships, the classroom as a group

A12 Conflict resolution among pupils, formation of classroom climate

A13 Prevention of problem behaviour of pupils: aggression in school, bullying, truancy

A14 Prevention programmes at school

A15 Pedagogical communication: verbal and non-verbal communication

A16 Principles of effective communication, communication problems, communication with parents

A17 Adult education: basics of andragogy

A18 Lifelong learning and self-learning

A19 Teacher self-learning

A20 Teacher self-evaluation

B Theory of Religious Education

B1 The role and status of religious education in the school

B2 Legal conditions of school religious education, ecclesiastical schools

B3 Curriculum of Catholic religion

B4 Adaptation of the state curriculum of Catholic religion to the conditions of primary and secondary school: the framework curriculum for the subject of Catholic religion, school thematic educational plans

B5 Development of key competences of pupils of Catholic religion: key competences, religious competences

B6 Developing competences in Catholic religion lessons

B7 Training of teachers of religion

B8 Basics of catechetics

B9 Options for linking Catholic religion with catechesis: diversifying the school religious education and catechesis

B10 Forms of integration of school teaching and catechesis

C Didactics of religious education

C1 Didactical concepts of teaching religion in school

C2 Correlation in the teaching of religion in school

C3 Teacher and pupil in teaching religion in school: the personality of the religion teacher, the pupil and his/her religiosity

C4 Designing and implementing Catholic religion teaching: designing teaching, preparing for teaching, motivating pupils, guiding pupils during teaching

C5 Activating teaching methods in the teaching of Catholic religion

C6 Use of ICT in the teaching of Catholic religion

C7 Textbooks in the teaching of Catholic religion

C8 Evaluation of the subject Catholic religion

C9 Innovations in the field of Catholic religion

C10 Evaluation of the teaching of religion

The student answers three questions (chosen at random). One question corresponds to one of the topics of pedagogical-psychological basis (PPB), one question corresponds to the topics of theory of religious education (TRE) and one of didactics of religious education (DRE) (see Content). The student then answers any supplementary questions from the examination committee. In his/her answer, he/she demonstrates not only theoretical knowledge of the key topics but also the ability to apply them in practice, and can explain the interrelationships between the topics. Each of the answers (PPB, TRE, DRE) contributes equally to the overall assessment.

Slovak

Knowledge gained:

The student:

- has knowledge of the school system, the state and school curriculum

- knows the psychological aspects of pupils' development and their developmental periods

- knows the position of religious education in school

- characterises learning models and activating teaching methods.

Skills Acquired:

The student:

- knows effective pedagogical communication

- didactically elaborates the content of the Catholic religion curriculum for the relevant grade of primary and secondary school

- knows how to motivate pupils

- applies didactic principles to religious education

- analyses and evaluates didactic practices in relation to developmental and individual characteristics of pupils

- designs the teaching of religious education

- uses activating teaching methods, also with regard to the implementation of ICT

- knows how to assess pupils in relation to their developmental and individual characteristics and uses different assessment methods in religious education.

Competences acquired:

The student:

- is able to organise and manage a lesson independently

- creates a positive classroom climate

- applies methods of positive assessment and self-assessment of pupils in religious education lessons

- is independent in decision-making in planning and managing religious education lessons

- independently plans for their own self-development.