AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
THE ACTIVITY OF THE UNIVERSITY IN RELATION TO PASTORAL CARE OF UNIVERSITY
STUDENTS
a
JÁN KNAPÍK,
b
MARTINA KOSTURKOVÁ
a
Department of Social Sciences, Faculty of Theology, Catholic
University in Ruzomberok, Hlavná 89, 041 21 Košice, Slovakia
b
Department of Pedagogy, Faculty of Humanities and Natural
Sciences, University of Prešov in Prešov, 17. November 1, 081
16 Prešov, Slovakia
email:
a
jan.knapik@ku.sk,
b
martina.kosturkova@unipo.sk
Abstract: Since their beginnings, universities have been places where science has been
developed and a Christian form of spirituality has been nurtured. Pastoral care for
university students is still part of what universities around the world offer today. This
article outlines the basic characteristics of pastoral care for university students in
Slovakia and in English-speaking countries. The comparison shows that there is a
significantly different understanding of this service. The research problem – how
participants assessed the educational activity of the university pastoral centre (UPC)
compared to the university where they studied – was investigated using a qualitative
research method, the in-depth interview, which is the main research method of
phenomenological analysis. The research findings suggest that the participants
perceived the educational activity of the university pastoral centre and the university
as directly contradictory in some areas, in others as neutral. In addition, they suggested
they had an expectation of integrating the expert knowledge acquired at the university
with their spiritual beliefs. The research also includes facts which are not obvious at
first glance and were found during the in-depth examination of the research problem,
especially in the form of critical comments that students made, to a greater extent
about the work of the university pastoral centre and to a lesser extent about the
university where they studied.
Keywords: University. University student. Pastoral care.
1 Introduction
Pastoral care for university students is as old as universities
themselves. From the beginning, these institutions included
theological faculties, and the spiritual service for teaching staff
and students was part of the basis of their mission. Various
modifications of this pastoral care arose over the centuries
depending on the traditions of each country.
The educational possibilities of the Catholic Church were
considerably limited before the 1989 revolution in the former
Czechoslovakia, as in other Eastern Bloc countries, due to
communist ideology to varying degrees. In the developed
Western states, the influence of religion in public life was
weakened by the process of secularization. Sociologists were
convinced that this process would gradually spread to other parts
of the world after the most advanced countries (Nešpor, 2004).
In fact, this illusion was dispelled in the last third of the
twentieth century, as religion found its way back into the public
sphere, and sociologists changed their theses and began talking
about re-Christianisation, re-Judaization and re-Islamification
from the grass roots (Kepel, 1996).
With the fall of the communist regime in November 1989, new
opportunities for pastoral work opened up for the Catholic
Church. Pastoral care for university students is an important
element of the Church’s regular work. Its specific outcome was
the establishment of university pastoral centres.
2 Pastoral care for university students
Pastoral care for university students abroad can be of a dual
nature. In the countries of the former Eastern Bloc, it could only
fully develop after the fall of the individual communist regimes.
However, even before the fall of the Iron Curtain, it was not
uniform and the conditions in the individual countries differed
significantly. While there was no official pastoral care for
university students in the former Czechoslovakia, in Poland the
church was able to maintain some autonomy, which was also
reflected in pastoral activities for university students. In Western
countries, rising secularism was a significant constraint. In both
cases, individual countries sought their own ways of addressing
this area of special pastoral care.
The space constraints of this article do not enable us to offer a
detailed analysis of several pastoral models, so we focus on just
two. The Slovak model to a certain extent will also reflect some
of the other countries of the former Eastern Bloc, most
particularly the Czech Republic, and to a lesser extent Poland.
The antithesis of this model will be represented by the English-
speaking countries, where pastoral care has not only been
maintained in the universities but is worked on intensively. The
difference is that in many cases it is quite different from the
Slovak perception of pastoral service in the university
environment.
2.1 The establishment of university pastoral centres in
Slovakia
The political changes after the 1989 revolution offered the
Catholic Church new opportunities for pastoral activity in
Slovakia. Part of its energy was focused on pastoral care for
university students. The fundamental motive of the Church's
return to the university environment was the essence of the
university itself, which is focused on highly qualified teaching of
all sciences
(Kolář, 2012). The Church’s ambition should
therefore be a narrowly specialized and highly qualified pastoral
service aimed specifically at university students studying in
conditions that predestine them to become leading intellectual
and spiritual members of society (Petruš, 2010).
Pastoral care for university students is a common practice
worldwide. After 1989 within the Catholic Church in Slovakia, a
variation of pastoral care was created which was unseen
elsewhere. In addition to spiritual service, great emphasis is
placed on the free time activities of university students,
especially cultural, sporting and charity activities.
The establishment of university pastoral centres was legally
based on the Treaty between the Slovak Republic and the Holy
See on Catholic Education and Training (Zmluva, 2004).
Currently, services are offered to undergraduate students by 13
university pastoral centres set up by the Catholic Church and one
by the evangelical church.
2.2 English-speaking countries
The English adjective pastoral is commonly used in two ways.
To indicate land or farms used for or related to sheep or cattle
farming. The second meaning is related to spiritual guidance.
Though these two meanings apparently have nothing to do with
each other, but they are actually integrally related. In the books
of the New Testament, we find a richly represented image of
Christ as a good shepherd (Hastings, Mason, and Pyper, 2000
)
who cares for those who have accepted him with faith and seeks
to create the best possible lives for them and protect them from
perilous danger.
It is natural, therefore, that pastoral care in the university
environment originally referred to the role of a shepherd who
cared for his flock and it was almost exclusively associated with
the church and concerned with spiritual guidance. At present,
this term has a much broader meaning. Although there is no
generally accepted definition of pastoral care in the UK, the term
is generally used to refer to the responsibility of the teacher for
the general well-being of their students (Calvert, 2009). It refers
to the daily work of the teacher and is understood as the type of
influence on the student's personality and environment which is
intended to support the development of their intellectual and
social skills and contribute to their emotional stability. In
principle, it is an effort to determine all the variables of the
educational process so as to give every student the best chance of
success (Crane, 1990).
Thus, pastoral care is understood in considerably wider terms
than in Slovakia and is subsumed into the broader issue of caring
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