185
Pr egledni	znans tv eni	članek/ Article	(1.02)
Bogoslovni vestnik/Theological Quarterly	82	(2022)	1,	185—202
Besedilo	pr eje t o/R eceiv ed:05/2021;	spr eje t o/ Accep t ed:03/2022
UDK/UDC:	27-722.53:659.4(438)
659.4:37.01
DOI:	10.34291/B V2022/01/K aso w ski
©	2022	K aso w ski	e t	al.,	CC	B Y	4.0
Ronald Kasowski, Józef Kloch and Monika Przybysz
Media Education in the Formation of Candidates 
for Priesthood in the Context of the New „Ratio 
Fundamentalis“ and Polish Seminaries
Medijska vzgoja pri formaciji duhovniških kandida-
tov v kontekstu novega „Ratio Fundamentalis“ in 
poljskih semenišč
Abstract : On	 the	 basis	 of	 the	 „Ra tio	 fundamen t alis	 ins titutionis	 sacer dot alis “	 of	 the 	
Congreg ation	f or	 the	 Clergy	 of	 December	 8,	 2016	 (Congreg ation	f or	 the	 Clergy	 2016), 	
the	 particular	Chur ches	 with	 their	 Bishops’	 conf er ences	 cr eate	 the	 basis	 f or	 the	 f or -
mation	of	futur e	pr esbyter s	in	their	r espective	countries.	The	pr evious	„Ratio“	was 	
published	mor e	than	30	y ear s	ago	by	the	then	competent	Congr eg ation	 f or	Catho-
lic	 E ducation.	 Between	 1985	 and	 2016	 ther e	 was	 a	 r evolution	 in	 the	 field	 of	 social 	
communication	 and	media.	It	is	difficult	 to	imagine	the	modern	intellectual	f orma-
tion	 of	a	candidate	f or	the	priesthood	without	things	such	as	media	education.	 Fu-
tur e	 pr esbyt er s	 should	 know	 how	 t o	 c ommunic a t e	 with	 c on t empor ary	 men	 and 	
ev angelise	 thr ough	 the	 Int ernet,	 especially	 on	 social	 media.	 It	 will	 be	 good	 if	 they 	
also	 under s t and	 the	 s y s t em	 of	 media	 w ork	 in	 gener al	 and	 know	 how	 t o	 es t ablish 	
contact	 with	 journalists.	 Man y	 v aluable	 indications	concerning	 contempor ary	 com-
munication	 and	 the	 journalis tic	 world	 ar e	 cont ained	 in	 the	 t eachings	 of	 the	 thr ee 	
popes	 of	 the	 Internet	 er a	 and	 the	 r elev ant	 dicasteries	 of	 the	 Holy	 See	 fr om	 that	 pe-
riod.	The	competence	of	futur e	cler gy	in	the	field	of	IT	is	also	important.
The	 pr esent	 paper	 contains	 a	 pr oposal	 f or	 a	 new	 pr ogr amme	 of	 media	 education	in 	
the	 seminaries.	 It	 [the	 pr oposal]	 is	 based	 on	 contempor ary	 IT	 and	 media	 knowledge 	
and	on	the	r esear ch	of	nearly	30	y ear s	of	e xperience	in	media	education	in	the	f or -
mation	 of	futur e	cler gy	in	P oland.	The	article 	also	pr esents	an	outline	of	the	r ecep-
tion	 of	 the	 V atican’ s	 indications	 concerning	 media	 education	 in	 the	 seminaries	 of 	
selected	 particular	Chur ches:	 in	 Lithuania,	 Belarus,	 Ukr aine,	 Slov akia	 and	 the	 Cz ech 	
R epublic.	 These	 analyses	 ma y	 help	 to	 determine	 the	 f ormation	of	 futur e	 pr esbyter s 	
in	the	field	 of	media	education	 covering:	the	teaching	of	the	Chur ch	on	the	media, 	
media	 theory ,	 IT	 and	 In t ernet	 educ a tion, 	 elemen ts	 of	 public	 r ela tions	 and	 media 	
r elations.

186 Bogoslovni vestnik 82 (2022) • 1
Keywords : Ra tio	 fundamen t alis	 ins titution is	 sacer dot alis,	 f orma tion	 of	 c andida t es	
f or	 the	 pries thood,	 media	 educ a tion, 	 seminaries,	 seminarians’	 educ a tion, 	 IT , 	
media
Povzetek:	 V	 skladu	 s	 T emeljnimi	 smernic ami	 z a	 f ormacijo	 duhovnik ov	 („Ra tio	 funda-
men t alis	 ins titutionis	 sacer dot alis “),	 ki	 jih	 je	 8.	 decembr a	 2016	 iz dala	 K ongr eg a-
ci j a	 z a	 d u h o vn i k e,	 gl a vn a	 meri l a	 f o rmaci j e	 b o d o či h 	 d u h o vn i k o v	 v	 p o same zn i h	
drž a v ah	 določajo	 delne	 Cerkv e	 s	 s v ojimi	 šk of ovskimi	 k onf er encami.	 Pr ejšnje	 Smer -
nice	 („Ra tio“)	 je	 pr ed	 v eč	 k ot	 tridese timi	 le ti	 obja vila	 t akr a t	 pris t ojna	 K ongr eg a-
cija	 z a	 k a t olišk o	 iz obr až e v anje.	 Med	 le t oma	 1985	 in	 2016	 se	 je	 na	 podr očju	 druž-
bene	 k omunik acije	 in	 medije v	 z g odila	 r e v olucija.	 Sodobno	 in t elek tualno	 v z g ojo 	
duhovnišk eg a	 k andida t a	 si	 je	 z a t o	 t e žk o	 pr eds t a vlja ti	 br e z	 medijsk e	 v z g oje.	 Bodo-
či	 duhovniki	 se	 mor ajo	 zna ti	 spor azume v a ti	 s	 sodobnim	 člov ek om	 in	 o znanje v a ti 	
na	sple tu,	še	posebej	na	družbenih	omr e žjih.	 Dobr o	 bi	bilo ,	če	bi	v	splošnem	r a-
z umeli	 tudi	 sis t em	 medijsk eg a	 delo v anja	 in	 znali 	 v zpos t a vlja ti	 s tik e	 z	 no vinarji. 	
V elik o	 dr agocenih	 na v odil	 glede	 sodobne	 k omunik acije	 in	 novinar sk eg a	 s v et a	 vse-
bujejo	 nauki	 tr eh	 pape ž e v	 sple tne	 dobe,	 pa	 tudi	 spor očila	 us tr e znih	 dik as t erije v 	
S v e t eg a	 sede ž a	 v	 t em	 obdobju.	Pr a v	 t ak o	 so	 pri	 bodočih	 duhovnikih	pomembne 	
k ompe t ence	na	podr očju	in f ormacijskih	t ehnologij.
Članek	 prinaša	 predlog	 novega	 programa	 medijske	 vzgoje	 v	 semeniščih.	 Temelji 	
na	 poznavanju	 sodobnih	 informacijskih	 tehnologij	 in	 medijev	 ter	 na	 raziskavah 	
skoraj	 tridesetletnih	 izkušenj	 z	 medijsko	 vzgojo	 in	 izobraževanjem	 bodočih 	
duhovnikov	 na	 Poljskem.	 Članek	 predstavlja	 tudi	 pregled	 sprejemanja	 vatikanskih 	
navodil	 glede	 medijske	 vzgoje	 v	 semeniščih	 izbranih	 delnih	 Cerkva	 –	 v	 Litvi, 	
Belorusiji,	 Ukrajini,	 na	 Slovaškem	 in	 Češkem.	 Te	 analize	 lahko	 pomagajo	 pri	 opr e-
d el je v an ju 	 i z o b r až e v an ja	 b o d o či h 	 d u h o vn i k o v	 n a	 p o d r o čju 	 med i jsk e	 v z g o je,	 ki 	
pokriv a	 nauk	 Cerkv e	 o	 medijih,	 t eorije	 o	 medijih,	 in f ormacijsk o	 in	 sple tno	 v z g ojo 	
t er	pr vine	odnosov	z	ja vnos tmi	in	medijskih	odnosov .
Ključne besede:	 „ Ra ti o 	 f u n d amen t al i s	 i n s ti tu tio n i s 	 sacer d o t al i s “ ,	 f o rmaci j a	 d u h o v -
nišk ih	 k andida t o v ,	 me dijsk a	 v z g oja,	 se me nišč a, 	 v z g oja	 se me niščnik o v ,	 in f orma-
cijska tehnologija, mediji
1. Introduction
»Communic a tion	 permea t es	 the	 essen tial 	 dimensions	 of	 the	 Chur ch,	 which 	
is	 c alled	 t o	 announce	 t o	 all	 the	 jo y ful	 messag e	 of	 salv a tion.	 F or	 this	 r eason, 	
the 	 Chur ch	 t ak e s	 adv an t ag e 	 of	 the 	 oppor tunitie s	 off e r e d	 b y	 the 	 c ommu-
nic a tions	 media	 as	 pa th w a y s	 pr o viden tially 	 giv en	 b y	 God	 t o	 in t ensif y	 c om -
munion	 and	 t o	 r ender	 mor e	 pene tr a ting	 the	 pr oclama tion	 of	 His	 w or d. 	
The	 media	 permit	 the	 manif es t a tion	 of	 the	 univ er sal	 char act er	 of	 the	 P eo-
ple	 of	 God,	 f a v ouring	 a	 mor e	 in t ense	 and	 immedia t e	 e x chang e	 among	 lo -

187 187 Ronald Kasowski et al. - Media Education in the Formation ...
c al	 Chur ches,	 and	 nourishing	 mutual	 a w ar eness	 and	 c ooper a tion.«	 (John	
P aul	II	2005)
This	 is	 wha t	 Sain t	 John	 P aul	 II	 wr ot e 	 about	 the	 media.	 Also	 his	 c ollabor a t or , 	 Ar -
chbishop	 John	 P a trick	 F ole y	 (2002),	 when	 speaking	 about	 the	 necessity	 of	 »pr e -
paring	 the	 W eb	 f or	 use	 b y	 the	 Chur ch,	 which	 is	 one,	 holy ,	 c a tholic	 and	 apos t olic,	
in	 such	 a	 w a y	 tha t	 the	 In t erne t	 ma y	 be	 one,	 holy ,	 c a tholic	 and	 apos t olic«, 	 poin t ed 	
t o	 analogies	 be tw een	 the	 r eality	 of	 f aith	 and	 virtual	 r eality .	 T oda y	 ther e	 is	 also 	
a	 cert ain 	 blurrin g	 of	 the	 bound aries	 be tw een	 the	 r eal	 w orld	 and	 the	 virtual	 w or -
ld	(Morbitz er	2015,	416).
In t erne t	t echnologies	 find	 their	use	in	building	 a	r eal	c ommunity ,	 which	 is	the	
f ounda tion	 of	 the	 univ er sal	 Chur ch,	 and	 the y	 c an	 be	 a	 w a y	 of	 c on t act	 with	 the 	
modern	 man	 t o	 c on v e y	 the	 messag e	 of	 salv a tion	t o	 him	 (Osew sk a	 2014;	 St ala 	
2015).	 The	 w eb	 c an	 be	 c alled	 Ca tholic	 bec ause,	 lik e	 the	 Chur ch, 	 it	 is	 univ er sal	 and 	
r eaches	 e v er y wher e.	 It	 is	 apos t olic,	 and	 this	 t erm	 r e f er s	 t o	 a	 ne w	 s tyle	 of	 being 	
apos tles,	 who	 ar e	 c alled	 t o	 cr oss	 –	 thr ough	 the	 W eb	 –	 the	 bo r der s	 of	 c on tinen ts,	
c oun tries	 or	 cultur es.	 It	 is	 not	 only	 belie v er s	 who	 notice	 the	 similarities.	 Also ,	 the	
cr ea t o r	 o f	 th e	 W o rl d 	 Wi d e	 W eb ,	 T i m	 Bern er s-L ee	 (2011)	 p o i n t ed 	 o u t	 o n e	 o f	 th e	
mos t	 import an t	 f ea tur es	 of	 the	 In t erne t,	 namely	 openness:	 »/…/	 an y	 per son	 in 	
the	 w orld	 c an	 e x chang e	 in f orma tion	 with	 an y	 other	 on	 an	 ong oing	 basis.«	 T oda y	
it	is	especially	thr ough	social	media	(Lim	2017).
2. The Necessity of Providing Media Education for the 
Modern Man
The	 use	 of	 the	 media	 in	 the	 c ommunity	 of	 the	 Chur ch,	 the	 pr oclama tion	 of	 the	 k e -
ry gma	 in	 them	 and	 the	 witnessing	 ar e	 closely	 r ela t ed.	 In	 the	 media,	 ther e	 is	 a	need 	
» not	 only	 t o	 insert	 e xpr essly	 r eligious	 c on t en t	 in t o	 diff er en t	 media	 pla tf orms,	 but 	
also 	 t o	 witness	 c onsis t en tly ,	 /…/	 in 	 the	 w a y	 one	 c ommunic a t es	 choices,	 pr e f er en -
ces	 and	 judg emen ts	 tha t	 ar e	 fu lly	 c onsis t en t	 with	 the	 Gospel,	 e v en	 when	 it	 is	 not	
spok en	 of	 specific ally« 	 (Benedict	 XVI	 2011).	 The	 Ca tholic	 Chur ch	 f aces	 the	 challen-
g e	 of	 an	 activ e 	 and	 cr ea tiv e 	 pr esence	 on	 the	 In t erne t.	 It	 is	 w orth	 ensuring	 tha t	 the 	
messag e	 of	 the	 Gospel	 is	 pr ese n t	 in	 the	 c ommunic a tion	 channels	 which	 ar e	 used	
e v er y	 da y	 b y	 bil lions	 of	 people 	 ar ound	 the	 w orld.	 Unless	 the	 Gospel	 is	 pr esen t	 in	
social	 media,	 it	 will	 not	 be	 pr esen t	 in	 the	 liv es	 of	 man y	 people.	 Acc or ding	 t o	 the	
theor y	 of	 the	 or der	 of	 e v er y da y	 lif e	 –	 if	 ther e	 is	 no	 Gospel	 c on t en t	 in	 the	 media,	
ther e	 will	 be	 no	 Gospel	 c on t en t	 in	 people’ s	 minds.	 The	 essence	 of	 the	 belie v er ’ s	
pr esence	 on	 the	 In t erne t	 is	 giving	 t es timon y	 of	 f aith	 in	 Jesus	 Chris t,	 which	 St.	 John 	
P aul	II	(2002)	c alled	f or:		
»Fr om	 this	 g ala xy	 of	 sigh t	 and	 sound	 will	 the	 f ace	 of	 Chris t	 emer g e	 and	 the 	
v oice	of	Chris t	be	 hear d?	F or	it	is	only	when	his	 f ace	 is	seen	 and	his	 v oice	
hear d	 tha t	 the	 w orld	 will	 kno w	 the	 glad	 tidings	 of	 our	 r edemp tion.	 This	 is	
the	 purpose	 of	 e v ang eliz a tion.	 And	 this	 is	 wha t	 will	 mak e	 the	 In t erne t	 a	 g e-

188 Bogoslovni vestnik 82 (2022) • 1
nuinely	 human	 space,	 f or	 if	 ther e	 is	 no	 r oom	 f or	 Chris t,	 ther e	 is	 no	 r oom	
f or	man.«
No w ada y s,	 people	 ar e	 pr esen t	 f or	 man y	 hour s	 on	 social	 media,	 as	 indic a t ed	 b y 	
man y	 c ommunic a tion	 r esear cher s,	 numer ous	 r eports,	 analy ses	 and	 s t a tis tics. 	 Hen -
ce,	 the	 Chur ch’ s	 in v olv emen t	 in 	 pr actising	 v arious	 f orms	 of	 spirituality	 on	 the	 In-
t erne t	 is 	 e x tr em ely	 import an t	 (Kloch	 and	 Prz yb y s z	 2015).	 Online	 r e tr ea ts,	 pr a y er	
c ommunitie s	 (R osar y 	 R ose s), 	 online	 pilgr imag e s, 	 pr a y e r	 in	 social	 me dia	 (liv e 	 tr an-
smissions	 fr om	 Mass,	 ser vices,	 ador a tion),	 and	 e v en	 medit a tions	 on	 the	 W or d	 of	
God	 or	 perhap s	 gr aphics	 c on t aining	 quot a tions	 fr om	 Holy	 Scrip tur e	 and	 short	 vi-
deo	 r e flections	 published	 b y	 pries ts	 –	 these	 ar e	 import an t	 activities	 not	 only	 in 	
the	 spir itual	 lif e 	 of	 y oung	 peop le	 but	 also	 in	 pr omoting	 holin ess	 on	 the	 In t erne t.	
These	 activities	 ar e	 import an t	 both	 in	 the	 priv a t e	 c ommunic a tion	 of	 Chris tians 	
and	 in	 ins titutional 	 c ommunic a tion	 (Ar asa	 2008;	 Ar asa,	 Lor enz o ,	 and	 Lucio	 2010).
Ho w e v er ,	 pr oclaiming	 the	 truth	 of	 the	 Gospel,	 or	 indeed	 an y	 truth,	 t oda y	 is	 not 	
eas y .	 Acc or ding	 t o	 r esear cher s	 a t	 the	 Massachuse tts	 Ins titut e	 of	 T echnology	 (MIT), 	
one	 of	 the	 mos t	 pr es tigious	 t echnologic al	 univ er sities	 in	 the	 w orld,	 f ak e	 new s 	
spr eads	 six	 times	 f as t er	 than	 r eal	 in f orma tion, 	 and	 f ak e	 ne w s	 has	 about	 a	 70% 	
chance	 of	 being	 shar ed	 (Ma y er	 2018).	 This	 is	 wh y	 media	 educ a tion	 is	 so	 impor -
t an t,	 as	 it	 c an	 signific an tly	 help	 with	 media	 c ompr ehension,	 r ecep tion	 and	 also 	
c on t en t	 c o-cr ea tion.	 F ollowing	 the	 de finition	 giv en	 in	 the	 UNE SC O	 documen ts, 	
media	educ a tion:
-	 deals	 with	 all	 media	 c ommunic a tion,	 including	 the	 prin t ed	 w or d	 and	 gr aphics, 	
sound	and	both	s till	and	moving	imag es;
-	 enables	 people	 t o	 under s t and	 the	 media	 used	 in	 their	 socie ty	 and	 how	 the y 	
w ork,	 and	 t o	 acquir e	 the	 skills	 t o	 use	 these	 media	 t o	 communica t e	 with	 other s;
-	 t eaches	 how	 t o	 use	 the	 media,	 critic ally	 analy se,	 in t erpr et	 and	 pr oduce	 media 	
t e xts;
-	 supports	 the	 ability	 t o	 iden tify	 the	 sour ces	 of	 media	 t e xts,	 their	 politic al,	 soci-
al,	c ommer cial	and/ or	cultur al	c onnections	and	c on t e xts;
-	 t eaches	 how	 t o	 in t erpr e t	 the	 new s	 and	 v alues	 off er ed 	 by	 the	 media.	 (F edor ov 	
2008)
Media	 educ a tion	 is	 supposed	 t o	 support	 the	 media	 c onsume r	 in	 f orming	 spe-
cific	 c ommunic a tiv e	 c ompe t encies	 (Gašpar	 and	 Garmaz	 2016 )	 in	 the	 media	 ar ea,	
including:	 using	 in f orma tion, 	 building	 r ela tions	 in	 the 	 media	 en vir onmen t,	 under -
s t andi ng	 the	 l anguag e	 of	 the	 medi a,	 usi ng	 the	 medi a	 cr ea tiv el y ,	 pr omoting	 e thi cs 	
and	 v alu es	 in	 c ommunic a tion	 and	 the	 media,	 sa f e ty	 in	 the	 me dia,	 under s t anding	
and	 applying	 the	 la w	 in	 c ommunic a tion	 and	 the	 media,	 under s t anding	 the	 ec o-
nomic	 aspects	 of	 the	 media,	 building	 digit al	 c ompe t ences	 (Fundacja	 No w ocz esna 	
P olsk a	2014.),	e t c.

189 189 Ronald Kasowski et al. - Media Education in the Formation ...
3. A New Programme of Media Education in the 
Seminaries in Poland
The	 new	 g ener al	 decr ee	 „ The	 W a y	 of	 F orma tion	of	 Pries ts	 in	 P oland:	Ratio in-
stitutionis sacerdotalis pro Polonia“	 (KEP	 2021)	 in tr oduces	 t o	 the	 seminaries	 an 	
oblig a t or y	 subject	 c alled	 ,media	 educ a tion ‘ ,	 t aking	 30	 hour s,	 which	 is	 an	 import an t 	
chang e 	 in	 the 	 se minarians’ 	 curr iculum	 (Rus tja	 2005, 	 457).	 The	 basis	 f or	 this	 is	 the	
r e flection 	 tha t	» In	 the	 modern	 w orld	 one	 c annot	 function 	 without	 the	 media	 – 	
one	 needs	 t o	 kno w	 ho w	 the y	 w ork,	 ho w	 t o	 skilfully	 use	 them	 t o	 pr omot e	 g ood 	
and	 how	 t o	 apply	 them	 in	 the	 mission	 of	 the	 Chur ch,	 especially	 w ebsit es	 and	 social 	
media.	 This	 kno wledg e,	 skills	 and	 c ompe t ence	 acquir ed	 in	 the	 fr ame w ork	 of	 the	
oblig a t or y	 subject	 ›media	 educ a tion‹ 	 will	 allo w	 futur e	 cler gy	 t o	 under s t and	 the 	
essence	 of	 the	 media	 and	 t o	 use	 them	 c ompe t en tly	 and	 fruitfully	 in	 their	 e v er y da y 	
pas t or al	 w ork	 (Kloch	 2013;	 Prz yb y s z	 and	 Kloch	 2012;	 Prz yb y s z	 2008;	 2013).	 This	
k no wle dg e 	 is	 also	 in t e nde d	 t o	 pr ot e ct	 the m	 and	 the 	 Chur ch	 fr om	 cr isis	 situa tions	
(KEP	2021,	no.	590).	The	specific	issues	t o	be	included	in	these	classes	c oncern:	
-	 pr e-e v ang elisa tion	 –	 a	 pr oclama tion	 of	 the	 k er y gma	 in	 the	 media	 in	 r ela tion 	
t o	e v ang elisa tion;
-	 critical	 r eception	 of	 media	 messages;	 the	 r eview	 of	 t echniques	 of	 manipula ting 	
media	r ecipien ts;
-	 the	 media	 being	 used	 t o	 ha v e	 a	 des tructiv e	 in fluence 	 on	 childr en	 and	 y oung 	
people;
-	 pr ot ecting	childr en	and	y oung	people	in	cyber space;
-	 c ommunic a tion	 of	 ins titutional	 Chur ch	 c ommunities	 on	 the	 w eb sit es	 and	 in 	
blogs;
-	 building	r eligious	c ommunities	in	social	media;
-	 the	r ole	of	imag es	in	social	media;
-	 the	import ance	of	video	in	social	media	c ommunic a tion;
-	 pr oblems	of	addiction	t o	online	g ames	and	virtual	r eality;
-	 pr omoting	r eligious	c on t en t	on	the	In t erne t;
-	 principles	of	cr ea ting	pr ess	r eleases	and	making	them	a v ailable	t o	journalis ts 	
and	the	loc al	c ommunity;
-	 c on t acts	 with	 loc al	 and	 na tional	 media,	 giving	 in t er vie w s	 and	 s t a t emen ts	 t o 	
the	media;
-	 r eactiv e	crisis	situa tion	manag emen t;
-	 pr oactiv e	manag emen t	of	crisis	situa tions	(pr e v en tion);
-	 pr ess	la w	and	pr ot ection	of	imag e	and	pr operty	righ ts.	(no.	591)
In	 the	 pr oposed	 t opics,	 ther e	 ar e	 issues	 r ela t ed	 t o	 the	 pr oblems	 of	 t echnology , 	
f actual 	 c ommunic a tion 	 as	 w ell	 as	 media	 c ompe t ence. 	 It	 is	 w orth 	 brie fly	 analy sing 	
this	choice	and	the	c ons truction	of	issues.
P r oc la im ing 	 t he 	 k e r y g m a 	 ha s	 be e n	 a n	 indispe nsa ble 	 pa r t 	 of	 t he 	 Chur c h’ s	 a c tiv -
ity	 f or	 o v e r	 2000	 y e ar s.	 The	 c ommitme n t	 of	 the	 Chur ch’ s	 pe ople 	 and	 the	 c once rn	
t o	 pr ocl aim	 the	 full,	 unchangin g	 k er y gma	 mak e	 it	 possible	 t o	 undert ak e	 e v ang e -

190 Bogoslovni vestnik 82 (2022) • 1
liz a tion 	 activities	 and	 ar e	 a	 missionar y	 imper a tiv e	 f or	 all	 the	 f aith ful	 (P on tificio 	
Consiglio	 delle	 Comunic azioni	 Sociali	 1989,	 no.	 1).	 Thr oughout	 the	 cen turies	 the	
k er y gma	 has	 been	 pr oclaimed 	 in	 v arious	 w a y s,	 while	 in	 the	 20
th
	 and	 21
st
 centuries 
v arious	 means	 of	 c ommunic a tion 	 ha v e	 begun	 t o	 be	 in v olv ed	 in	 this	 pr ocess,	 in -
cluding ,	 in	 r ecen t	 y ear s,	 social	 media	 and	 the	 en tir e 	 space	 of	 the	 In t erne t.	 T rue 	
e v an g el i sa tio n 	 t ak es	 p l ace	 i n 	 a	 p er so n al 	 en c o u n t er	 b e tw een 	 man 	 an d 	 Go d 	 ( D u ff 	
2013,	 28–29),	 oft en	 in	 the	 r eal	 pr esence	 of	 another	 per son.	 This	 is	 alw a y s	 an	 en-
c oun t er	 which	 in v olv es	 an	 act	 of	 will	 t o	 accep t	 Jesus	 as	 Lor d	 and	 Sa viour ,	 and	 c on -
sequen tly	 t o	 en t er	 in t o	 the	 c ommunity	 of	 the	 Chur ch	 and	 accept	 her	 t eaching 	
(V odič ar	 2014).	 V e r y 	 oft e n, 	 ho w e v e r , 	 the 	 me dia	 pla y	 a	 hug e	 r ole	 in	 this	 pr oce ss	 of 	
pr epar a tion	 f or	 this	 act	 of	 will, 	 pr ecisely	 a	 pr e-e v ang elisa tion	 r ole.	 And	 although	
the	 Chur ch	 t ook	 3	 diff er en t	 a ttitudes	 in	 the	 20
th
	 cen tur y	 t o w ar d	 the	 media	 –	 as-
simila tion,	 r ejec tion	 or	 acc ommoda tion	 (Sult ana	 2014),	 the	 w or ds	 of	 John	 P aul	 II	
»Do	 not 	 be	 a fr aid!	 Do	 not	 be	 a fr aid	 of	 ne w	 t echnologies!«	 (2005,	 no.	 14)	 ar e	 an	
e xtr emely	 import an t	 message	 t oda y	 in	 the	 con t e xt	 of	 dynamic	 t echnological 	
ch an g es,	 wh i ch 	 h a v e	 b een 	 t aki n g	 p l ace	 r ap i d l y	 i n 	 r ecen t	 y ear s	 an d 	 wi l l 	 p r o b ab l y	
acceler a t e	e v en	further .	
The	 media	 c ommunic a tion	 in	 t oda y ’ s	 w orld	 is	 fr augh t	 with	 man y	 dis t ortions, 	
among	 which	 ther e	 is	 the	 pr oblem	 of	 in f orma tion	 o v erload,	 with	 kno wledg e	 but	
wi th o u t	 th e	 u n d er s t an d i n g	 o f	 th e	 mo d ern 	 w o rl d 	 (Pri ja t el j	 2011,	 115),	 as	 w el l 	 as 	
hug e 	 e m otions	 sold	 in	 t he 	 m e dia	 as	 a 	 basic 	 pr oduc t 	 in	 plac e 	 of	 in f or m a tion, 	 t he 	
associa t ed	 pr oblem	 of	 ha t e	 speech	 c ausing	 serious	 health	 c onsequences	 in	 people, 	
especially	 y oung ,	 and	 as	 a	 c onsequence	 e v en	 suicide	 a tt emp ts,	 in	 addition	 t o	 the	
polariz a tion	 of	 socie ty	 and	 building	 in f orma tion	 bubble s, 	 the	 pr oble m	 of	 In t erne t	
addiction,	smartphone	 use,	 and	 also	 the	 ubiquit ous	 f ak e	 ne w s.	 This	is	 wh y	 class -
es	 on	 the	 critic al	 r ecep tion	 of	 media	 messag es	 and	 the	 abilit y	 t o	 r ec ognise	 t ech-
niques	 of	 manipula ting 	 r ecipien ts	 ar e 	 so	 import an t	 in	 the 	 curriculum,	 as	 w ell	 as 	
the	 pr oblem	 of	 the	 media	 being	 used	 with	 a	 des tructiv e	 in fluence	 on	 childr en	 and 	
y oung	 people	 (e. g.	 paedophilia,	 pornogr aph y ,	 pr omotion	 of	 violence,	 peer	 vio-
lence	 in	 the	 media,	 ha t e,	 pa thos tr eamer s	 e t c.).	 The	 issue	 of	 addiction 	 t o	 online 	
g ames	 and	 virtual	 r eality	 is	 also	 e x tr emely	 import an t	 in	 this	 educ a tion.	 One	 of	 the 	
highes t	 priorities	 is	 the	 pr ot ection	 of	 childr en	 and	 y oung	 people	 in	 cyber space,	 t o 	
whi ch	 p as t or al 	 w ork er s	 mus t	 be	 p articul arl y	 sensi tiv e,	 and 	 the y	 shoul d	 be	 abl e	 t o 	
support	 y oung	 people	 in	 crisis	 situa tions	 and	 r edir ect	 them	 t o	 the	 appr opria t e 	
ins titutions	and	per sons.
As	 c oncerns	 the	 positiv e	 issues	 in	 pas t or al	 minis tr y ,	 it	 is	 also	 import an t	 t o	 kno w 	
ho w	 t o	 c ommunic a t e	 ins titutional 	 c ommunities	 of	 the	 Chur ch	 on	 the	 WWW ,	 in 	
blogs,	 and	 also	 ho w	 t o	 build	 r e ligious	 c ommunities	 on	 social	 media.	 These	 t ools	
ma y	 support	 pr e-e v ang elisa tion	 and	 pas t or al	 activities,	 and	 their	 skilful	 and	 pr o-
f essional	 use	 ma y	 ser v e	 t o	 pr omot e	 g ood,	 the	 messag e	 of	 f aith	 and	 r eligion	 (Spad -
ar o	 2014,	 17–20).	 The	 use	 of	 appr opria t e	 languag e	 in	 the	 pr ocess	 of	 c ommunic a t -
ing	 with	 the	 r ec ipien t	 ma y	 be	 a	 f act or	 de t ermining	 the	 success	 of	 the	 pr ocess	 of	
pr oclaiming	 the	 k er y gma.	 The	 languag e	 of	 the	 media	 and	 the	 In t erne t	 is	 e v olving , 	
so	 i t	 i s	 i mport an t	 t o	 f oll o w	 the	 emer gi ng	 chang es,	 t o	 under s t and	 the	 r ol e	 of	 the	

191 191 Ronald Kasowski et al. - Media Education in the Formation ...
imag e	 in	 social 	 media	 and	 the	 import ance	 of	 video	 in	 social 	 media	 c ommunic a-
tion.	This	will	ser v e	t o	pr omot e	r eligious	c on t en t	online.
In	 r ecen t	 y ear s,	 a	 number	 of	 crisis	 situa tions	 r ela t ed	 t o	 the	 imag e	 of	 pas t or s, 	
the	 ins titution	 of	 the	 Chur ch	 itself	 or	 activities	 c oncerning	 her	 pr oblems	 appear -
ing	 in	 the 	 me dia	 and	 the 	 r e action	 of	 Chur ch	 hie r ar chs	 be g an	 t o	 appe ar	 in	 the 	 me -
dia	 space.	 Such 	 phenomena	 ma y	 g ener a t e	 long-las ting	 cr ack s	 in	 the	 imag e	 of	 the	
Chur ch	 and	 its	 individual	 r epr esen t a tiv es. 	 Ther e f or e,	 it	 is	 v er y	 import an t	 t o	 be 	
able	 t o	 deal	 with	 crises	 in	 the	 media	 c ommunic a tion 	 of	 the	 Chur ch,	 and	 a t	 the 	
same	 time 	 t o	 use	 the	 help	 of	 specialis ts	 in	 crisis	 situa tions.	 It	 is	 also	 w orth	 pr epar -
ing 	 our se lv e s	 f or 	 c onc e r ning 	 f ac ts	 and	 an tic ipa ting 	 c r isis	 situa tions	 tha t	 m a y 	 ar ise	
in	 the	 ne ar	 futur e 	 in	 the	 r ank s	 of	 the	 Chur ch.	 Ther e f or e , 	 import an t	 issue s	 such	 as	
r eactiv e	 crisis	 manag emen t	 and	 pr oactiv e	 crisis	 manag emen t	 (pr e v en tion)	 and 	
the	ability	t o	manag e	these	pr ocesses	ar e	essen tial	f or	e v er y	pas t or .
F or	 a	 select ed	 gr oup	of	pries ts	 it	will	also	be	import an t	 t o	kno w	 the	 principles	
of	 cr ea ting	 pr ess	 r eleases	 and	 making	 them	 a v ailable	 t o	 journalis ts	 and	 the	 loc al	
c ommunity;	 in	 addition:	 t o	 ho w	 t o	 main t ain	 pr of essional	 c on t acts	 with	 loc al	 and	
na tional	 media,	 t o	 ha v e	 the	 ability	 t o	 giv e	 in t er vie w s,	 s t a t emen ts	 t o	 the	 media; 	
t o	 ha v e	 kno wledg e	 of	 pr ess	 la w	 and	 the	 pr ot ection	 of	 imag e	 and	 pr operty	 righ ts.	
The	 la tt er ,	 leg al	 kno wledg e,	 should	 be	 a v ailable	 t o	 all	 pries ts	 b y	 virtue	 of	 running	
ins titutional	 c ommunic a tion	 channels	 on	 social	 media	 or	 super vising	 them.	 When 	
it	 c omes	 t o	 Chur ch	 c ommunic a tion, 	 it	 is	 also	 w orth	 r emembering	 in t ernal	 and 	
e x t ernal	 c ommunic a tion	 (Kloch	 2021).	 In t ernal	 c ommunic a tion	 c onsis ts	 in	 r each-
ing	 individual	 member s	 within	 the	 ins titution	 with	 the	 righ t	 in f orma tion,	 using	 the 	
media	 belonging	 t o	 the	 or g anisa tion.	 This	 s tr a t egy	 is	 needed	 so	 tha t	 individual 	
member s	 of	 the	 or g anisa tion 	 kno w	 wha t	 is	 happening	 in	 specific	 sect or s	 of	 the 	
or g anisa tion.	 Ex t ernal	 c ommunic a tion,	 on	 the	 other	 hand,	 in v olv es	 c ommunic a t -
i n g	 a	 p r o f essi o n al 	 messag e	 t o	 th e	 med i a	 u si n g	 p r o f essi o n al 	 t o o l s	 so 	 th a t	 th e	 p u b -
lic	 bec omes	 in t er es t ed	 in	 wha t	 the	 or g anisa tion	 is	 doing.	 This	 is	 wh y	 it	 is	 so	 im-
port an t	 t o	 c on t act	 the	 media	 in	 or der	 t o	 pr esen t	 select ed	 issues	 t o	 them,	 also	 b y	
off ering	appr opria t ely	pr epar ed	c on t en t,	especially	video	c on t en t.
4. Research on Media Education in Seminaries: The Case 
of Poland
The	 ne w	 pr ogr amme	 of	 media	 educ a tion	 in	 the	 seminaries	 of	 the	 cler gy	 in	 P oland 	
w as	 cr ea t ed	 on	 the	 basis	 of	 nearly	 30	 y ear s	 of	 e xperience	 in	 this	 field
1
.	 Be f or e 	
the	 la t es t	 c oncep t	 w as	 pr opose d	 in	 2019,	 r esear ch	 w as	 c onduct ed	 on	 the	 media	
educ a tion	 of	 seminarians	 t o	 da t e.	 The	 r esults	 of	 the	 r esear ch	 bec ame	 the	 s t arting	
poin t	 f or	 the	 ne w	 scheme	 on	 this	 subject.	 Aft er	 the	 adop tion 	 of	 the	 pr oject	 c on -
1	
The	r esear ch	c o v er ed	71	out	 of	84	semin aries	in	 P oland	 -	both	 diocesan	 and 	r eligious,	 which	 is	 82%	 of	
all	 seminaries	 of	 this	 type.	 Da t a	 f or	 the	 y ear s	 1990–2017	 c ollect ed	 using	 online	 r esear ch	 ques tionnair es 	
w er e	 analy sed.	 The	 s tudy	 las t ed	 fr om	 Ma y	 t o	 Augus t	 2017.	 The	 author	 of	 the	 r esear ch	 is	 the	 c o-author	
of	this	article,	R e v .	Dr .	R onald	K aso w ski.

192 Bogoslovni vestnik 82 (2022) • 1
cerning	 media	 educ a tion	 in	 the	 en tir e	 „Ra tio	 ins titutionis	 sacer dot alis	 pr o	 P olonia “ 	
(KEP	 2021)	 b y	 the	 P olish	 bishop s
2
,	 the	 pr ogr amme	 a w aits	 a	recognitio	 fr om	 the 	
V a tic an	Congr eg a tion	f or	the	Cler gy .
Empiric al	 online 	 r esear ch	 w as	 c onduct ed	 in	 diocesan	 and	 r eligious	 seminaries	
in	 P ol and	 fr om	 Ma y	 t o	 Augus t	 2017.	 The	 r esear ch	 includes	 in	 its	 sc ope	 anal y sis	 of 	
the	 issu es	 r ela t ed	 t o	 the	 pr esence	 of	 media	 educ a tion	 subjec ts	 in	 the	 curr en t	 se-
minary	 Ra tio c orpus	 and	 will	 illus tr a t e	 t o	 wha t	 e xt en t	 and	 in	 wha t	 time 	 c our se 	
mass	 media	 issues	 appear ed	 in	 the	 f orma tion	 of	 c andida t es	 f or	 the	 pries thood.	
The	 time 	 r ang e	 c o v er e d	 b y	 the	 r e se ar ch	 panel	 f or	 da t a	 acquisition	 c once rns	 the 	
y e ar s	 fr om	 1990 	 t o	 2017.	 The 	 c olle ct e d	 r e sults	 will	 allo w	 the 	 pr e se n t a tion	 of	 c on-
clusions	 and	 indic a tion	 of	 tr ends	 r ela t ed	 t o	 the	 pr esence	 of	 elemen ts	 of	 media 	
educ a tion	in	the	f orma tion	pr ocess	of	c andida t es	f or	the	pries thood.
The 	 r e se a r c h	 c o v e r e d, 	 a m ong 	 ot he r 	 t hing s, 	 t he 	 e xis t e nc e 	 of	 publishe d	 s y lla bu-
ses,	 the	 t eaching	 aids	 used,	 the	 f orms	 in	 which	 s tuden ts	 c omple t ed	 the	 c our se, 	
the	 c on t en t	 of	 classes,	 the	 pr oportion	 be tw een	 the	 lectur e	 me thod	 and	 hands-on 	
classes,	 the	 y ear s	 of	 s tudy	 in	 which	 media	 educ a tion	 w as	 t augh t	 and	 the	 number	
of	lectur es,	as	w ell	as	their	f orm	(c ompulsor y ,	op tional).
4.1 Syllabus
The	 ans w er	 t o	 the	 ques tion: 	Is there a syllabus for the subject? revealed that only 
in	 one 	 in	 f our 	 se m inar ie s	 the 	 subje c ts	 r e la t e d	 t o	 m e dia	 e duc a tion	 w e r e 	 t aug h t 	 on 	
the	 basis	 of	 a	s yllabus	 (Figur e	 1).	 In	 the	 r emaining	 75%	 of	 c ases,	 lectur er s	 used 	
individual	 pr ogr ammes.	 This	 lar g ely	 in v olv ed	 the	 cr ea tion	of	 original	 ma t erials 	
pr epar ed	and	dedic a t ed	specific ally	t o	lectur es	and	classes.	
S yllabus	f or	media	educ a tion	subjects
Exis ts 24%
Does	not	e xis t 48%
Not	applic able 15%
No	r esponse 13%
Table 1: Syllabuses in seminaries in Poland (Source: own research, N=62).
A	 t e x tbook	 w as	 used	 acr oss	 the	 r esear ch	 gr oup	 as	 part	 of	 the	 t eaching	 in	 one	
in	 thr ee	 seminar s.	 R eady -made	 c our se	 book s	 w er e	 also	 used	 a t	 a	 similar	 le v el. 	
Ho w e v er ,	 the	 mos t	 popular	 f orm	 of	 t eaching	 aids	 w er e	 r eady -made	 ma t erials	 in	
the	 f orm	 of	 pr esen t a tions,	 short	 films	 or	 pr ess	 clippings. 	 This	 w as	 the	 c ase	 in 	 89% 	
of	the	seminaries	(Figur e	2).
2 
Bishop 	 Damian	 Br yl	 pr esided	 (fr om	 2018 )	 o v er	 the	 w ork	 of	 the	 t eam	 f or	 the	 pr epar a tion	 of	 ne w	 rules	
f or	 pries tly	 f orma tion	 in	 P oland.	 Aft er 	 pr esen ting	 the	 pr ogr amme , 	 the	 P olish	 Bishop s’ 	 Con f e r e nce	 ad -
op t ed	 the	 „Ra tio	 ins titutionis	 sacer dot alis	 pr o	 P olonia “	 in	 2021	 during	 its	 Mar ch	 plenar y	 mee ting.	 The	
da t e	 of	 en tr y	 in t o	 f or ce	 of	 the	 „Ra tio“	 will	 be	 de t ermined	 b y	 the	 Pr esiden t	 of	 the	 P olish	 Bishop s’ 	 Con f er -
ence,	a ft er	r eceiving	the	recognitio 	of	the	Holy	See.

193 193 Ronald Kasowski et al. - Media Education in the Formation ...
Table 2: Teaching aids for media education in seminaries in Poland. (Source: own research, 
N=62).
4.2 The Name of the Subject
Media	 educ a tion	 subjects	 g ained	 diff er en t	 names	 ov er	 the	 y ear s.	 T o	 a	lar g e	 e xt en t, 	
this	 depended	 on	 the	 thema tic	 sc ope	 and	 subject	 type	 of	 the	 c our se.	 Among	 the	
ans w er s	 giv en	 (87%	 of	 r esponden ts	 pr o vided	 an	 ans w er),	 the	 names	 of	 the	 su-
bject	 dedic a t ed	 t o	 media	 educ a tion	 c an	 be	 gr ouped	 b y	 subject	 ma tt er	 in t o	 thr ee	
c a t eg ories:
-	 c ommunic a tiv e	and	cultur al,
-	 educ a tional	and	pas t or al,
-	 IT	and	In t erne t.
The	 f ollo wing	 c onclusions	 c an	 be	 dr a wn	 fr om	 the	 analy sis	 of	 the	 names
 
of	 the	
subjects
3
	 include d	 in	 the	 c our se	 of	 se minar y	 s tudie s	 de v ot e d	 t o	 the	 issue s	 of	 me -
dia	educ a tion:
-	 Some	 of	 the	 lectur es	 and	 classes	 r ela t ed	 t o	 social	 media	 c arr y	 the	 mark s	 of 	
theor e tic al	classes	and	hands-on	classes.
-	 Within	 the	 fr ame w ork	 of	 theor e tic al	 classes,	 the	 r ole	 of	 the	 media	 inscribed 	
in	the	social	and	cultur al	c on t e xt	is	widely	pr esen t ed.
-	 The	 r ole	 and	 signific ance	 of	 mass	 media	 in	 r ela tion	 t o	 the	 t eaching	 and	 indi-
c a tions	of	the	Chur ch	is	included	in	the	c on t en t	of	lectur es.
-	 The	 signific ance	 and	 use	 of	 the	 mass	 media	 in	 r ela tion 	 t o	 the	 pas t or al	 challen -
g es	of	the	c on t empor ary	w orld	is	s tr ongly	emphasised.
-	 Media	 educ a tion	 thr ough	 lectur es	 and	 classes	 giv es	 the	 seminarians	 pr actic al 	
use	of	the	acquir ed	skills	in	pas t or al	minis try .
-	 It	also	t eaches	the	r esponsible	use	of	mass	media.
-	 It	 presents	 ethical	 and	 mor al	 consequences	 of	 functioning	in	 the	 world	 of	 med i a .
3	
Subje c t 	 na m e s	 r e la t e d	 t o	 m e dia 	 e duc a tion	 ha v e 	 be e n	 c olle c t e d	 a nd	 g r oupe d	 in t o	 t hr e e 	 subje c t 	 c a t e g o -
ries:	 1.	 Media	 educ a tion	 subject	 names	 r ela ting	 t o	 the	 c ommunic a tion	 and	 cultur al	 c on t e x t,	 such	 as: 	
,In f orma tion	 and	 c ommunic a tion	 t echnologies ‘ ,	 ,Pr opedeutics	 of	 using	 ne w	 media ‘ ,	 ,Social	 media ‘ ,	 ,Mass-
media.	 Public	 R ela tions ‘ ,	 ,In t erper sonal	 c ommunic a tion.	 In f orma tion	 t echniques ‘ ,	 ,Mass	 media	 in	 c on -
t emp o r ar y	 cu l tu r e ‘ ,	 ,Med i a	 cu l tu r e ‘ . 	 Names	 o f	 th e	 su b j ect	 o f	 med i a	 ed u c a tio n 	 r e f erri n g	 t o	 th e	 ed u c a -
tional 	 and	 pas t or al	 c on t e x t,	 e. g.:	 ,Ne w	 t echnologies	 in	 the	 mission 	 of	 the	 Chur ch ‘ ,	 ,Media	 in	 the	 mission 	
of	 the	 Chur ch ‘ ,	 ,Social	 media	 in	 pas t or al	 minis tr y ‘ ,	 ,Mass	 media	 in	 the	 Chur ch ‘ ,	 ,In f orma tion	 t echnology	
and	 c ommunic a tion 	 pr actice	 in	 pas t or al	 minis tr y ‘ ,	 ,Media	 theology ‘ ,	 ,Mass	 media	 pedag ogy ‘ .	 Names	 of	
the	 subject	 of	 media	 educ a tion	 r e f erring	 t o	 the	 IT	 and	 In t erne t	 c on t e x t,	 e. g.:	 ,Elemen ts	 of	 In f orma tion	
T echnology ‘ ,	 ,In f orma tion 	 and	 In t erne t	 E duc a tion ‘ ,	 ,Basics	 of	 In f orma tion 	 T echnology	 (IC T)‘ ,	 ,Basics	 of 	
In f or ma tion	 T e chnolog y ‘ ,	 , Basics	 of	 Comput e r	 T e chnology ‘ ,	 , Or g anisa tion	 and	 Me thodology	 of	 Me n t al 	
W ork‘ ,	,In f orma tion	T echnology	in	R eligious	E duc a tion ‘ ,	,Basics	of	In f orma tion	T echnology ‘ .
T ype	of	t eaching	aid
T e x tbook 29%
R eady -made	c our se	book	pr epar ed	b y	the	t eacher 32%
Other	kinds	of	t eaching	aids,	e x.	video	clip s,	r eady -made	c our sebook s,	e ts. 89%
Ther e	w er e	no	t eaching	aids 13%

194 Bogoslovni vestnik 82 (2022) • 1
4.3 Form of Assessment
The	 s tudy	 pr oposed	 v arious	 f orms	 of	 c our se	 cr edit:	examination, credit, only at-
tendance .	 The 	 r e sults	 of	 the 	 c olle ct e d	 da t a	 sho w e d	 (Fig ur e	 3)	 tha t	 in	 m or e 	 than 	
half	 of	 the	 seminaries	 (58%)	 the	 r esponden ts	 indic a t ed	 pr actic al	 w ork	 thr ough 	
a credit project	as	a	f orm	of	assessmen t.	
F orm	of	subject	assessmen t
T ype	of	assessmen t A vr eag e	sc or e	(diocesan	and	r eligious	seminaries)
Pr oject	/	pr actic al	w ork 58%
Cour se	cr edit	(whithout	s t a ting	the	type) 31%
Only	class	participa tion 8%
Ex am 2,5%
Table 3: Form of subject assessment in seminaries in Poland (Source: own research, N=62).
B y	 cr osso v er	 of	 the	 c ollect ed	 da t a,	 an	 in t er es ting	 tr end	 e xis ting	 in	 the	 ar ea	 of	
s tuden t	w ork	assessmen t	c an	 be	ob ser v ed.	 Pr actic al	 w ork	in	 the	f orm	of	 a	credit 
project	 w as	 de finit ely	 chosen	 mor e	 oft en 	 b y	 2/3	 of	 the	 r esear ch	 gr oup	 in	 r eligious 	
seminaries.	 In	 diocesan	 seminaries,	 on	 the	 other	 hand,	 such	 a	 f orm	 w as	 accep t ed 	
in	 e v er y	 sec ond	 sur v e y ed	 c ase.	 Such	 a	 tr end	 implies	 the	 pr emise	 tha t	 in	 the	 media 	
education	 of	 the	 seminarians,	 mor e	 at tention	 was	 paid	 to	 the	 seminarians’ 	
acquir ed	 pr actic al	 skills	 and	 the	 possibility	 of	 their	 applic a tion	 in	 pas t or al	 minis tr y . 	
In	 diocesan	 seminaries,	 mor e	 oft en,	 tha t	 is	 in	 almos t	 e v er y	 sec ond	 c ase	 (Figur e 	
4),	 the	 f orm	 of	 assessmen t	 f or	 subjects	 r ela t ed	 t o	 media	 educ a tion	 w as	 a	 c our se	
cr edit.	 Only	 3%	 of	 the	 r espondents	 indicated	 the	 e x am	 as	 the	 best	 f orm	 of 	
assessmen t	f or	the	subjects	dedic a t ed	t o	social	media.
T ype	of	assessmen t
Seminaries
diocesan religious
Pr oject	/	pr actic al	w ork 47% 74%
Cour se	cr edit	(whithout	s t a ting	the	type) 42% 15%
Only	class	participa tion 5% 11%
Ex am 5% 0%
Table 4: Credit – forms in diocesan and religious seminaries (Source: own research, N=62).
4.4  Topics of Classes
An	 import an t	 issue	 in	 the	 s tud y	 w as	 t o	 iden tif y	 the	 t opics	 of	 media	 educ a tion	 in	
the	 c our se	 of	 the	 seminar y	 s tudies.	 The	 f ollo wing	 elemen ts	 of	 media	 educ a tion 	
w er e	iden tified	in	the	r esear ch	ques tionnair e	sen t	out:
-	 the	t eaching	of	the	Chur ch	in	the	ar ea	of	the	media,
-	 the	theory	of	the	media,
-	 IT	and	in t erne t	educ a tion,
-	 issues	r ela t ed	t o	the	imag e	(public relations),
-	 c on t act	with	the	media	and	pr esence	in	them	(media relations),
-	 other	types	of	media	educ a tion.

195 195 Ronald Kasowski et al. - Media Education in the Formation ...
The	 r esponse	 mechanism	 in	 the	 r esear ch	 ques tionnair e	 w as	 based	 on	 a	 multi -
ple-choice	 field.	 Such	 a	 r espon se	 f ormula	 allo w ed	 f or	 a	 thor ough	 e x amina tion	 of	
the	 curr en t	 thema tic 	 sc ope	 of	 media	 educ a tion.	 The	 analy sis	 of	 the	 c ollect ed	 da t a 	
allo w ed	se v er al	c onclusions	t o	be	dr a wn	and	tr ends	t o	be	indic a t ed	(Figur e	5).
a)	 In	 those	 seminaries	 wher e	 media	 educ a tion	 w as	 t augh t,	 all	 the	 elemen ts	 indi -
c a t ed	in	the	 ques tionnair e 	 w er e	 included	in	 its	 sc ope.	In	e v ery	 sec ond	seminar ,	 su-
bjects	 ar e	 r e f erring	 t o	 the	 t eaching	 of	 the	 Chur ch	 r ela t ed	 t o	 social	 media	 and	 ele -
men ts	of	media	theory	c oncerning	the	na tur e	and	principles	of	their	functioning.
b)	 Mos t	 oft en	 (in	 68%	 of	 the	 sur v e y ed	 c ases)	 issues	 r ela t ed	 t o	 IT	 and	 In t erne t	
educ a tion 	 appear	 within	 the	 fr ame w ork	 of	 the	 classes.	 This	 pr ov es	 the	 discer -
nmen t	 of	 the	 necessity	 of	 g e tting 	 t o	 kno w	 digit al	 t echnologies,	 which	 pr epar es 	
seminarians	 as	 futur e	 pas t or s	 t o	 w ork	 in	 the	 w orld	 of	 cyber space.
4
	 It	 also	 allo w s	
t o 	 d i sc o v er	 an d	 p er cei v e	 o p p o rtu n i ties	 an d 	 th r ea ts	 i n	 th e	 u se	 o f	social media in 
the	pas t or al	space.
c)	 Among	 the	 indic a t ed	 elemen ts	 of	 media	 educ a tion,	 classes	 on	 c on t act	 with	
the	 media	 and	 learning	 t o	 be	 pr esen t	 in	 them	 pla y	 an	 import an t	 r ole.	 The	 basic	
principles	 of	media relations	 t each	 clerics	 the	 pr oper	 and	 op timal	 use	 of	 media 	
c ommunic a tion	 f or	 ecclesias tic al 	 and	 pas t or al	 purposes.	 Learning	 the	 elemen t ar y 	
rules	 of	 c ommunic a tion 	 functioning	 in	 the	 media	 and	 kno wledg e	 about	 the	 s truc-
tur e	 of	 the	 mass	 media	 allo w s	 f or	 the	 pr esen t a tion	 of	 c on t en t	 and	 c ar e	 f or	 the 	
imag e	 of	 the	 Chur ch	 in	 the	 media	 space.	 Classes	 in	public relations 	 f acilit a t e	 and	
support	c ommunic a tion	with	the	modern	w orld.
d)	 The	 c a t eg or y	 of	other type of media education	 (Figur e	 5)	 is	 clearly	 noticeable 	
in	 the	 r esults	 –	 which	 means	 tha t	 in	 some	 of	 the	 seminaries	 ther e	 is	 an	 original	
pr ogr amme	 c oncerning	 the	 mass	 media.	 This	 ma y	 t es tify	 t o	 the	 fle xibility	 and 	
a v ailability	 of	 seminar y	 f orma t or s	 in	 r esponding	 t o	 curr en t	 needs	 and	 challeng es. 	
Originally	 author ed	 curricula	 also	 include	 in	 their	 content	 the	 possibility	 of 	
participa tion	of	in vit ed	gues ts	who	ar e	people	fr om	the	w orld	of	the	media.
Elemen ts	of	media	educ a tion	in	the	pr esen tly	t augh t	subject
Cur ch	t eaching	on	the	media 57%
Media theory 54%
IT	and	in t erne t	educ a tion 68%
Public	r ela tions	issues 38%
Con t acts	with	the	media	and	pr esence	in	them	(media	r ela tions) 60%
Other	type	of	media	educ a tion 40%
Table 5: Components of media education (Source: own research, N=61).
4	
»Using	 new	 c ommunic a tion	 t echnologies,	 pries ts	 c an	 in tr oduce	 people	 t o	 the	 lif e	 of	 the	 Chur ch	 and	 help 	
our	 c on t empor aries	 t o	 disc ov er	 the	 f ace	 of	 Chris t.	 The y	 will	 bes t	 achie v e	 this	 aim	 if	 the y	 learn,	 fr om	 the 	
time	 of	 their	 f orma tion,	 how	 t o	 use	 these	 t echnologies	 in	 a	 c ompe t en t	 and	 appr opria t e	 w a y ,	 shaped	 b y 	
sound	 theologic al	 insigh ts	 and	 r e flecting	 a	 s tr ong	 pries tly	 spirituality	 gr ounded	 in	 c ons t an t	 dialogue	 with 	
the	Lor d.	Y et	pries ts	pr esen t	in	the	w orld	of	digit al	c ommunic a tions	should	be	less	not able	f or	their	media 	
sa vvy	 than	 f or	 their	 pries tly	 heart,	 their	 closeness	 to	 Chris t.	 This	 will	 not	 only	 enliv en	 their	 pas tor al	 outr each, 	
but	also	will	giv e	a	‚soul‘	t o	the	f abric	of	c ommunic a tions	tha t	mak es	up	the	‚ W eb ‘ .«	(Benedict	XVI	2010)

196 Bogoslovni vestnik 82 (2022) • 1
4.5 Lectures vs. Classes
The	 sur v e y	 ques tionnair e	 allow ed	 us	 t o	 c olla t e	 and	 c ompar e	 the	 pr oportion 	 of 	
activities	 be tw een	 lectur es	 and 	 hands-on	classes	 (Figur e	 6).	 The	 da t a	 sho w s	 tha t	
the	 pr oportion	 of	 classes	 in	 all	 elemen ts	 of	 media	 educ a tion	 pr esen t	 in	 the	 semi-
nar y	 curriculum	 is	 pr oportional 	 t o	 the	 number	 of	 lectur es,	 with	 a	t endency	 f or 	
theor y	 t o	 pr e v ail	 o v er	 the	 pr actice.	 This	 is	 the	 c ase,	 f or	 e x ample,	 with	 r eg ar d	 t o 	
»Chur ch	 t eachin g	 on	 the	 media«,	 »media	 theor y«	 and	 »public	 r ela tions	 issues«.	
T opics	 such	 as	 »c on t act	 with	 and	 pr esence	 in	 the	 media«	 and	 »other	 type	 of	 media 	
educ a tion«	 sho w	 mor e	 or	 less	 the	 same	 r a tio	 of	 lectur es	 and	 pr actic al	 classes.	 As	
f ar	 as	 IT	 and	 In t erne t	 educ a tion	 is	 c oncerned,	 ther e	 w er e	 de finit ely	 mor e	 pr actic al 	
classe s	 than	 le ctur e s	 (r a tio	 93%	 t o	 65%), 	 which	 is	 quit e	 ob vious	 –	 In t e rne t	 surfing 	
and	the	use	of	IC T	de vices	w er e	pr acticed.
Elemen ts	of	media	educ a tion	in	the	pr esen tly	t augh t	subject
F orms
Lectur es Clasess
Cur ch	t eaching	on	the	media 83% 36%
Media theory 82% 44%
IT	and	in t erne t	educ a tion 65% 93%
Public	r ela tions	issues 88% 67%
Con t acts	with	the	media	and	pr esence	in	them	(media	r ela tions) 76% 71%
Other	type	of	media	educ a tion 80% 88%
Table 6: Forms of classes in elements of media education (Source: own research, N=61).
4.6 Y ear of Study, Number of Hours
The	 que s tion	 »In	 which	 y e ar 	 of	 s tudy 	 w e r e 	 me dia	 e duc a tion	 classe s	 c onduct e d?« 	
sho w ed	 tw o	 t endenci es:	 theor e tic al	 classes	 and	 pr actic al	 classes	 in	 medi a	 educ a-
tion	 ar e	 placed	 in	 the	 initial	 or	 final	 y ear s	 of	 s tudy .	 In	 the	 c ase	 of	 diocesan	 semi-
naries,	 mos t	 oft en	 media	 educ a tion	 classes	 ar e	 held	 in	 the	 sec ond	 or	 six th	 y ear 	
of	 s tudie s,	 in	 r e ligious	 seminaries	 –	 mainly	 a t	 the	 beginning	 of	 s tudies	 (sec ond	 or	
thir d	 y ear).	 It	 is	 w orth	 emphasizing 	 tha t	 the	 sec ond	 y ear	 of	 s tudies	 in	 the	 semi-
nar y 	 is	 the 	 tim e 	 of	 c onc luding 	 the 	 s tr ic tly 	 philosophic al	 subje c t s, 	 w hile 	 the 	 six t h 	
y ear	 is	 the	 time 	 de v ot ed	 t o	 pr actice 	 and	 pas t or al	 subjects,	 dir ectly	 ser ving	 pas-
t or al	 pr epar a tion.	 The	 pr actice	 of	 placing	 subjects	 r ela t ed	 t o	 the	 means	 of	 social	
c o mmu n i c a tio n 	 a t	 th e	 en d	 o f	 th e	 s tu d i es	 i n d i c a t es	 th a t	 th e y	 ar e	 r eg ar d ed 	 as	 d i -
r ect	 pr epar a tion	 f or	 en t ering	 the	 pries tly	 minis tr y .	 The	 r esear ch	 sho w s	 tha t	 media 	
educ a tion 	 is	 t augh t	 f or	 30	 hour s	 in	 mor e	 than	 50%	 of	 the	 seminaries,	 and	 in	 mor e 	
than	80%	it	is	an	oblig a t or y	subject.
5. Reception of the Vatican Guidelines in Selected 
Particular Churches of Central and Eastern Europe
A t	 the	 turn	 of	 the	 1980s	 and	 1990s, 	 similar	 fr ee dom	 pr ocesse s	 beg an	 t o	 t ak e 	 pla-
ce	 i n 	 th e	 c o u n tri es	 o f	 C en tr al 	 an d 	 E as t ern 	 E u r o p e. 	 T h e	 , V el v e t	 R e v o l u tio n ‘ ,	 th e	 f al l 	

197 197 Ronald Kasowski et al. - Media Education in the Formation ...
of	 the	 Berlin	 W all	 and	 the	 r es t or a tion	 of	 so v er eign ty	 t o	 the	 Baltic	 s t a t es	 r adic ally	
chang e d	 the 	 g e opolitic al	 c on figur a tion	 of	 Eur ope .	 The	 par ticular 	 Chur che s	 in	 the -
se	 c oun tries	 f ound	 themselv es	 in	 a	ne w	 si tua tion,	 which	 r adic ally	 chang ed	 their 	
functioning ,	 pas t or al	 w ork	 and	 pr epar a tion	 f or	 the	 pries thood.	 In	 the	 seminaries	
of	 Li thu ania,	 Be larus,	 Ukr aine,	 Slo v akia	 and	 the	 Cz ech	 R epub lic,	 elemen ts	 of	 me -
d i a	 ed u c a tion 	 w er e	 gr adu al l y	 i n tr od uced	 acc or di n g	 t o	 th e	 i nd i c a tions	 of	 th e	 1986 	
V a tic an	„Ra tio“ .
The	 „Ra tio	 s tudiorum	 pr o	 Lituania “	 (2006)	 has	 been	 in	 f or ce	 a t	 St	 Joseph’ s 	
Seminar y	 of	 the	 Ar chdiocese	 of	 Vilnius	 in	 Lithuania	 since	 2006.	 Among	 the	 op -
tional	 subjects	 in	 the	 curriculum ,	 ther e	 is	 a	 pr oposal	 f or	 classes	 on	 ,public	 means	
of	 c ommunic a tion ‘ ,	 as	 w ell	 as	 on	 ,p s y chology	 of	 c ommunic a tion ‘ .	 Since	 1995	 the	
seminarians	 a t	 the	 Vilnius	 seminar y	 ha v e	 been	 editing	 the	 seminar y	 periodic al 	
Teesie 	 (V ilniaus	 š v .	 Juo z apo	 k un igų	 seminarija	 2006)	 which	 is 	 an	 almanack	 of	 the	
mos t	 import an t	 e v en ts	 and	 an	 ov er vie w	 of	 v arious	 c on t en ts	 of	 the	 theologic al 	
disc our se	 r ela t ed	 t o	 the	 f orma tion 	 of	 the	 seminarians.	 Since	 2002	 St.	 Joseph’ s 	
Seminary	 in	 Vilnius	 has	 been	 a ffilia t ed	 with	 the	 P on tific al	 La t er an	 Univ er sity ,	 which 	
en t ailed	a	chang e	in	the	quality	and	r ank	of	educ a tion.
The	 f orma tion	 of	 c andida t es	 f or	 the	 pries thood	 in	 Belarus	 pr esen ts	 a	 diff er en t	
pictur e	 in	 t erms	 of	 cultur al, 	 but	 abo v e	 all	 socio-politic al	 c onditions.	 Ca tholics	 c on-
s titut e	 only	 14.5%	 of	 the	 t ot al	 popula tion	 of	 Belarusian	 socie ty	 (Ca tholic	 Chur ch	
in	 Be lorus	 2010).	 The	 s tructur e 	 of	 the	 chur ch	 adminis tr a tion	 is	 based	 on	 f our	 dio-
ceses:	 the	 ar chdiocese	 of	 Minsk -Moh ylev ,	 the	 diocese	 of	 Pinsk,	 Gr odno	 and	 Vit ebsk 	
(Ca th o l i c	 Ch u r ch 	 i n	 Bel o ru s	 2021). 	 Th e	 p r ep ar a tion 	 an d	 f o rma tion 	 o f	 semi n ari an s 	
t ak es	 pl ace	 i n	 tw o	 semi nari es:	 the	 In t er d i ocesan	 Major	 Th eol ogi c al 	 S emi nar y	 of	
St.	 Thomas	 Aquinas	 in	 Pinsk	 (Wikipedia	 2021)	 and	 the	 Major	 Theologic al	 Seminar y 	
in	 Gr odn o	 [Hr od na]	 (Vіdeas tudyia	 Gr odz ensk ai	 dyia tse zіі	 2021).	 Due	 t o	 the	 small	
number	 of	 seminarians	 and	 pr of essor s,	 the	 didactic	 pr ogr amme	 is	 c arried	 out	 in	
a	 b l o ck	 s y s t em. 	 T h e	 c o u r se	 o f	 semi n ar y	 s tu d i es	 i s	 s tru ctu r ed 	 i n 	 su ch 	 a	 w a y	 as	 t o	
include	 a	 sequence	 of	 lectur es	 on	 the	 same	 subject	 in	 one	 cy cle.	 The	 c our se	 plan	
fulfils	 all	 the	 basic	 indic a tions	 and	 guidelines	 of	 the	 curr en t	 „Ra tio	 fundamen t alis “ . 	
Classes	 in	 media	 educ a tion 	 ar e	 c arried	 out	 on	 an	 op tional 	 and	 w ork shop	 basis; 	
this	 is	 also	 due	 t o	 the	 need	 t o	 appr oach	 seminarians	 diff er en tly . 	 Oft en 	 seminarians 	
c ome	 fr om	 mix ed	 Ca tholic-Orthodo x	 f amilies,	 which	 means	 tha t	 fir s t	 the y	 need 	
t o	 c a t ch	 up	 and 	 deepen	 their	 bap tismal	 f orma tion,	 and	 only	 a ft er	 tha t,	 the y	 c an	
mo v e	on	t o	the	op tional	classes	pr ogr amme.
Sim ilar ly , 	 thoug h	 unde r 	 diff e r e n t	 c onditions	 and	 sc ope , 	 m e dia	 e duc a tion	 t ak e s	
place	 a t	 the	 St.	 Joseph’ s	 Major	 Seminar y	 of	 the	 L viv	 Ar chdiocese	 in	 L viv -Briukho v y -
chi.	 Clas ses	 in	 mass	 media	 and 	 the	 c on t en t	 c o v ering	 issues	 r e la t ed	 t o	 the	 means	
of	 social	 c ommunic a tion	 ar e 	 in t e g r a t e d	 in t o	 the 	 sc ope 	 of	 mor al	 and	 pr actic al	 the -
ology ,	 as	 w ell	 as	 pedag ogy	 and	 c a t eche tics.	 The	 seminarians	 acquir e	 pr actic al	 skills 	
thr ough	 pr actic al	 classes,	 w ork shop s	 and	 s ymposia.	 Since	 2014	 the y	 ha v e	 been 	
publishing	 the	 seminarian	 in f orma tion 	 and	 f orma tion 	 bulle tin 	Duc in altum, in 
which	the y	publish	their	articles	(R oman	Ca tholic	Ar chdiocese	of	L viv	2021).

198 Bogoslovni vestnik 82 (2022) • 1
Media	 educ a tion	is	 implemen t ed	 in	a	 sligh tly	 diff er en t	 w a y	 in	the	 major	 semi-
naries	 in	 Slo v akia.	 In	 this	 s tudy	 w e	 will	 look	 a t	 tw o	 ac ademic	 cen tr es:	 The	 R oman	
Ca tholic	 St.	 Cyril	 and	 Me thodius	 F aculty	 f or	 Cleric al	 E duc a tion	 in	 Br a tisla v a	 (Rím-
sk ok a t olíck a	 Cyrilome t odsk á	 Bohoslo v eck á	 F ak ult a	 2021)	 and	 the	 Ca tholic	 Univ er -
sity	 in	 Ruž omber ok	 (K a t olí ck a	 Univ erzit a	 v	 Ruž omberk u
 
2021).	 Both	 ac ademic 	
ce n tr e s	 f or 	 the 	 tr aining 	 of	 futur e 	 pr ie s ts	 br ing	 t og e the r 	 se minar ie s	 fr om	 v ar ious 	
ar chdioceses	and	dioceses	of	the	Chur ch	in	Slo v akia.
T h e	 d i d acti c	 p r o gr amme	 o f	 t each i n g	 th e	 su b j ects	 r el a t ed	 t o	 med i a	 ed u c a ti o n 	
among	 seminarians	 affilia t ed	 t o	 the	 f aculty	 in	 Br a tisla v a	 and	 the	 Univ er sity	 of 	
Ruž omber ok,	 in	 its	 mos t	 essen tial	 elemen ts,	 is	 indic a t ed	 in	 the	 g ener al	 norms,
5
 
appr o v ed	 and	 adop t ed	 a t	 the	 74
th
	 plenar y	 session	 of	 the	 Slo v ak	 Bishop s’	 Con f er -
ence	 in	 2013.	 Acc or ding	 t o	 the	 r ec ommenda tions	 c on t ained	 in	 this	 documen t, 	
each	 seminar y	 as	 a	 f orma tion	 and	 educ a tional	 cen tr e	 pr epar es	 its	 o wn	 didactic 	
pr ogr amme,	 sc ope	 and	 c on t en t -wise	 c orr esponding	 with	 the	 needs	 of	 the	 loc al 	
Chur ch	 c ommunity .	 The	 seminarians	 s tudying	 in	 Br a tisla v a	 ha v e	 the	 possibility	 of	
op tional	 selection	 of	 lectur es	 and	 e x er cises	 of	 subjects	 dedic a t ed	 t o	 media	 educ a-
tion, 	 t aking	 in t o	 acc oun t	 in	 the	 fir s t 	 place	 the	 implemen t a tion	 of	 the	 oblig a t or y 	
„Ra tio	 fundamen t alis “ .	 Media	 classes	 ar e	 c onduct ed	 within	 a	 s y s t ema tic	 schedule 	
in	 the	 f orm	 of	 w ork shop s,	 f aculties	 or	 c on v er sa tion 	 classes. 	 Seminarians	 ha v e	 the 	
opportunity	 t o	 v erif y	 and	 put	 in t o	 pr actice	 the	 acquir ed	 theor e tic al	 kno wledg e 	
during	 s tuden t	 in t ernship s	 in	 v arious	 edit orial	 offices	 of	 the	 Ca tholic	 media.	 Media 	
educ a tion	 t ak es	 place	 in	 a	 v er y	 similar	 w a y	 a t	 the	 seminar y	 a ffilia t ed 	 with	 the	 Uni -
v er sity	of	Ruž omber ok.
The	 Slo v ak	 media	 s y s t em	 c ame	 in t o	 being	 a ft er	 1992	 as	 a	 r esult	 of	 an	 e v olution 	
in	 c ommunic a tions	 –	 a	 tr ansition	 fr om	 a	 s t a t e	 model	 thr ough	 a	 plur alis tic	 t o	 a	 dual 	
mod el 	 (Dobek -Os tr o w sk a	 2002,	 14–15).	 The	 soci o-p ol i tic al 	 ci r cu ms t ances	 a t	 the	
turn	 of	 the	 cen tur y	 and	 the	 ec onomic	 tr ans f orma tions	 which 	 t ook	 place	 in	 Slo v a-
kia	 inspir ed	 the	 Chur ch	 t o	 cr ea t e	 man y	 pas t or al	 media	 initia tiv es, 	 r anging	 fr om 	
the	 pr ess	 t o	 r adio ,	 t ele vision	 and	 w eb sit es.	 The	 specificity	 of	 the	 media	 s y s t em	 in	
Slo v akia	 and	 the	 social	 c on t e x t	 in	 which	 the	 Chur ch	 functions,	 as	 w ell	 as	 a	 number 	
of	 nuances	 r ela t ed	 t o	 the	 v oc a tion 	 and	 cr ea tion 	 of	 Ca tholic	 media,	 ha v e	 made 	
media	 educ a tion	 among	 seminarians	 an	 import an t	 f orma tiv e	 elemen t.	 The	 f orma-
tion	 of	 seminarians	 in t o	 c onscious	 and	 open	 pas t or al	 w ork er s,	 r esponsibly	 pr esen t 	
on	 the	 social	 media,	 cr ea t es	 an	 opportunity	 f or	 the	 permanen t	 r ooting 	 of	 the 	
e v ang elic al	messag e	in	the	public	space	(KBS	2013).
The	 pr oblems	 of	 media	 educ a tion	 among	 s tuden ts	 of	 the	 Chur ch’ s	 seminaries	
in	 the	 Cz ech	 R epublic	 look	 quit e	 diff er en t.	 This	 is	 primarily	 due	 t o	 an	 ecclesial 	
situa tion	 diff er en t	 than	 in	 Slov akia,	 his t oric al	 cir cums t ances	 and	 the	 accept ed 	
s tructur al	 division	 of	 the	 Chur ch	 in t o	 tw o	 pr o vinces:	 Cz ech	 and	 Mor a vian.
6
 The 
5	
On	 Mar ch	 11-12, 	 2013	 in	 Dono v aly ,	 the	 Slo v ak	 Bishop s’	 Con f er ence	 adop t ed	 a	 documen t	 r egula ting 	 the 	
p ri n ci p l es	 o f	 p r o cl ai mi n g	 th e	 messag e	 o f	 f ai th 	 an d 	 th e	 p r esen ce	 o f	 cl er gy	 i n 	 th e	 so ci al 	 med i a	 en titl ed 	
„Norm y	 K onf er encie	 bisk upov	 Slov ensk a	 ohľadom	 k a t olícky ch	 médií	 a	 vy s tupov ania	 klerik ov	 a	 z as -
v ä t en ý ch	 osôb	 a	 pr edkladania	 k a t olíck ej	 náuky	 pr os tr edníctv om	 pr os triedk ov	 spoločensk ej	 k omunik ácie “ .
6	
The	 Cz ech	 pr o vince	 includes	 the	 ar chdio cese	 of	 Pr ague	 and	 the	 dioceses	 of	 Česk é	 Budějo vice,	 K r álo v é-

199 199 Ronald Kasowski et al. - Media Education in the Formation ...
f orma tion 	 of	 c andida t es	 f or	 the	 pries thood	 in	 the	 Cz ech	 R epublic	 t ak es	 place	 in 	
tw o	 cen tr es:	 Th e	 Ar chbishop’ s	 Seminar y	 in	 Pr ague	 (Ar cibisk up ský	 seminář	 Pr aha	
2021)	 and	 the	 Ar chbishop’ s	 Seminar y	 in	 Olomouc	 (Ar cibisk up ský	 kně ž ský	 seminář 	
2021).	 The	 sem inarians	 of	 the	 Pr ague	 seminar y	 ar e	 s tuden ts	 of	 the	 Ca tholic	 F ac-
ulty	 of	 Theology	 a t	 Charles	 Univ er sity	 in	 Pr ague,	 while	 those	 of	 the	 Mor a vian 	
pr ovince	 ar e	 s tuden ts	 of	 the	 Theologic al	 F aculty	 of	 St.	 Cyril	 and	 Methodius	 a t 	
P al acky	 Un i v er s i ty	 i n 	 Ol o mo u c	 ( C yri l o me t o d ěj s k á	 t eo l o gi ck á	 f ak u l t a	 2021) . 	 Bo th	
seminaries,	 while	 ha ving	 full	 aut onom y ,	 r emain	 separ a t e	 in	 the	 pr epar a tion 	 of 	
the ir 	 didactic 	 pr og r amme s	 base d	 on	 the 	 g e ne r al	 g uide line s	 f or 	 the 	 e duc a tion	 of 	
futur e	pries ts.
Classes	 on	 the	 mass	 media	 ar e	 either	 lectur es	 or	 op tional	 hands-on	 classes.	 In	
the	 Cz ec h	 R epublic,	 in	 the	 pas t or al	 pr epar a tion	 of	 futur e	 pries ts,	 gr ea t	 emphasis	
is	 placed	 on	 the	 dimension	 of	 pas t or al	 minis tr y .	 The	 Chur ch,	 f aced	 with	 a	 short ag e 	
of	 pries ts	 and	 a	 lack	 of	 ne w	 v oc a tions, 	 f ocuses	 all	 its	 e ff orts	 on	 e v ang elisa tion	 and 	
c a t ech esi s	 ( Ma tu s z ek	 2012) .
 
T h e	 p r esen ce	 o f	 cl er gy	 i n 	 th e	 med i a	 an d 	 th e	 u se	 o f 	
the	 pot en tial	 of	 the	 social	 media	 b y	 pas t or s	 is	 bec oming	 an	 activity 	 tha t	 is	 in	 k eep-
i n g	 wi th 	 th e	 n eed s	 o f	 th e	 s i gn s 	 o f	 th e	 ti mes . 	 It	 i s	 an 	 a tt emp t	 t o	 s eek	 n e w	 f o rms 	 o f 	
c ommunic a ting	 the	 Gospel	 t o	 a	 gr oup	 of	 r ecipien ts	 who	 either	 belong	 t o	 the	 ec -
clesial	 c ommunity	 or	 ar e	 outside	 it.	 Media	 educ a tion	of	 seminarians	 c oncerns 	
specific	 pas t or al	 initia tiv es,	 such	 as	 r e tr ea ts,	 and	 f orma tion	 mee tings,	 in	 which	 the 	
t ools	 of	 the	 ne w	 media	 ar e	 used	 as	 one	 of	 the	 means	 of	 e ff ectiv e 	 c ommunic a tion.
Summarising	 the	 r ecep tion	 of	 the	 V a tic an’ s	 indic a tions	 on	 media	 educ a tion	 in	
select ed	 chur ches	 of	 pos t -So vie t	 c oun tries,	 it	 should	 be	 emphasised	 tha t	 the y	 in -
tr oduce	 elemen ts	 of	 media	 educ a tion	 in t o	 individual	 pas t or al	 subjects.	 The y	 adap t 	
this	 educ a tion	 t o	 the	 needs	 and	 possibilities	 of	 loc al	 c ommunities	 and,	 although	
it	 is	 oft en	 op tional,	 it	 is	 implem en t ed	 on	 the	 basis	 of	 the	 thr ee-tier ed	 model	 pr o-
posed	 b y	 the	 Congr eg a tion	 f or	 Ca tholic	 E duc a tion	 in	 1986.	 In	 the	 seminaries	 of 	
Lithuania,	 Belarus,	 Ukr aine,	 Slo v akia	 and	 the	 Cz ech	 R epublic, 	 the	 r ole	 and	 impor -
t ance	 of	 the	 me dia	 c ommunic a tion	 in	 pas t or al	 w ork	 is	 appr ec ia t ed.	 Loc al	 episc o-
pal	 c onf er ences,	 bishops	 and	 lectur er s	 t ak e	 c ar e	 not	 only	 of	 the	 seminarians’ 	
theor e tic al	 kno wledg e,	 but	 also	 of	 their	 pr actic al	 skills	 in	 handling	 and	 using	 the	
mass	media	in	pas t or al	minis tr y .
6. Conclusion
The	 Chu r ch	 sho uld	 k eep	 up	 with	 the	 r apid	 chang es	 in	 t echnol ogy	 and	 civilisa tion,	
and	 one 	 of	 the 	 g oals	 is	 t o	 m ak e 	 g ood	 use 	 of	 soc ial	 m e dia	 (R e im ann	 2 0 1 7 , 	 6 7 –7 1 ).	
And	 this	 is	 not	 only	 in	 the	 f orm	 of	 r apid	 adap t a tion	 on	 the	 t ec hnologic al	 side	 but	
also	 on	 the	 legisla tiv e, 	 tr aining ,	 educ a tional	 and	 or g anisa tional	side.	 A	guideli-
ne 	 doc um e n t	 f or 	 a	par tic ular 	 Chur c h	 c om m unity 	 is	 oft e n	 the 	 inc e n tiv e 	 f or 	 som e 	
Hr ad,	 Lit oměřice	 and	 Pilsen.	 The	 Mor a vian	 pr o vince	 includes	 the	 ar chdiocese	 of	 Olomouc	 and	 the	 dio -
ceses	of	Brno ,	Os tr a v a-Opa v a	and	the	Apos t olic	Ex ar cha t e.

200 Bogoslovni vestnik 82 (2022) • 1
ecclesial	 en tities	 t o	 bec ome	 activ e	 in	 social	 media.	 In	 2012	 the	 German	 Bishop s’	
Con f er ence	 issued	 such	 guidelines	 on	 the	 use	 of	 social	 media	 (DBK	 2012),	 and	 in	
2014	 the	 Unit ed	 St a t es	 Con f er e nce	 of	 Ca tholic	 Bishop s	 issued 	 a	documen t	 on	 so-
cial	 media	 pr actices	 and	 activities	 f or	 Chur ch	 people:	 pries ts,	 deac ons,	 c onsecr a-
t ed	 per sons,	 bishop s,	 la y	 emplo y ees	 of	 Chur ch	 ins titutions	 or	 v olun t eer s	 (USCCB	
2014),	 and	 a	y ear	la t er	 the	Aus tr alian	 Bishop s’	Con f er ence	 (A CBC)	did	 so	as	w ell.	
The	 documen t	 pr epar ed	 b y	 the	 Diocese	 of	 W ar sa w -Pr ag a	 in	 P oland	 in	 2018	 is	 also 	
a	g ood	 e x ample.	 It	 pr esen ts	 g ener al	 principles	 of	 social	 media	 activity 	 and	 rules 	
r ela t ed	 t o	 the	 main t enance	 of	 acc oun ts	 and	 pr ofiles	 f or	 both	 individual	 cler gymen 	
and	ins titutions	(Diece zja	W ar s z a w sk o-Pr ask a	2018).
Abbreviations
 ACBC	–	 Aus tr alian	Ca tholic	Bishop s’	Con f er ence	2015.
 DBK	–	 Deutsche	Bischof sk on f er enz	2012	[German	Bishop s ‘	Con f er ence].
 KEP	–	 K on f er encja	Episk opa tu	P olski	2021	[P olish	Bishop s’	Con f er ence].
 KBS 	–	 K on f er encie	Bisk upo v	Slo v ensk a	2013	[Slo v ak	Bishop s ‘	Con f er ence].
 USCCB	–	 Unit ed	St a t es	Con f er ence	of	Ca tholic	Bishop s	2014.
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w 	 P i ń sk u . 	 W i k i p e dia . 	 h tt p s : / / p l . w i k i p e dia . o r g /
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