This thesis examines the theoretical foundations of the person-centred approach. First, it defines the key theoretical concepts of the person-centred approach, which originates in humanistic psychology. It outlines the main characteristics of this approach in light of the contribution of humanistic psychology with Carl Rogers as one of its leading representatives: the active role of the child, adaptation of the learning process, the use of active methods, a changed relationship between the teacher and the child, and the importance of monitoring the child’s progress, among others. In the second part, the thesis examines the extent to which such a pedagogical approach is supported by the Directory for Catechesis and the Slovenian Catechetical Plan. Particular attention is given to the advantages, challenges, and possibilities of applying this approach in catechesis, including the holistic development of the person, personal accompaniment, consideration of the child’s concrete life experience, and the integration of content and experience. The final part presents several challenges associated with applying the approach in primary school catechesis and indicates examples of good practice. The thesis aims to present one possible approach to catechesis that does not necessarily involve abandoning content, but rather adapting the approach in order to foster a holistic understanding of the content and a deepening of faith.
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