Sacred Congregation for Education, 2002

Link to the document “Consecrated Persons & Their Mission in Schools”

Jack Peterson, the founder of Managing for Mission and a former president of Bellarmine Preparatory School in Tacoma, joins the podcast to discuss the impact of consecrated persons in our schools and the Vatican’s teachings on vocation.

STUDY GUIDE & DISCUSSION QUESTIONS

Consecrated Persons and Their Mission in Schools (Vatican, 2002)

• Reading Questions:
  • 6: Why have many religious communities abandoned their work in schools?
  • 6: What is meant by rediscovering charism?
  • 10: Explain the value of community life and how consecrated persons demonstrate?
  • 17: Do the Bishops favor one type of vocation over another?
  • 19: How does a school form students?
  • 20: What is the value of the witness provided by consecrated persons?
  • 26: How does the presence of consecrated religious counteract materialism?
  • 30: What is the link between Catholic schools and evangelization?
  • 35: Explain the two parts of human development relevant to education and formation.
  • 51: How do the Bishops describe Catholic identity?
  • 55: How do they describe a vocation?
  • 56: What is a culture of vocations?
  • 59: What is the role of consecrated persons promoting teacher formation?
  • 62: How should consecrated persons “accompany” the laity?
  • 78: What is the “main road to peace”?
• Discussion Questions:
  • 6: What is the charism of your founding religious community?
  • 19: How does formation and “deformation” impact our students’ development?
  • 43: Our Catholic schools are not designed to be fortresses apart from society, rather “oases” or “microcosms” of community.  Does this paradigm fit your school community?
  • Do we have a “preferential option for the poor” in our schools?  In how we choose our students?  In how we assign our teachers?
• Reflection Questions:
  • Many times religious communities are credited with simply providing free labor.  How do the Bishops describe their value to our schools?
  • Does your school serve the poor?  Is there an impulse for evangelization?
  • Does your school promote a culture of vocations?  How?
  • List 3-4 quotes that you could pull out from this document to use in your own communication.

Sacred Congregation for Education, 1997

Link to the document The Catholic School on the Threshold of the 3^rd Millennium

Rev. John Belmonte, SJ, the Superintendent of Schools for the Diocese of Joliet, joins the podcast to explore the meaning of the Vatican document in 1997.

STUDY GUIDE & DISCUSSION QUESTIONS

The Catholic School on the Threshold of the Third Millennium (Vatican, 1997)

• Reading Questions:
  • 1: Define subjectivism, moral relativism, nihilism, and extreme pluralism.
  • 3: What is the missionary thrust of Catholic schools?
  • 6: What are the barriers to student success?
  • 7: Due to financial challenges, what is the temptation for Catholic school admissions?
  • 11: What is the ecclesial nature of the school?
  • 12: What is the vocation of a Catholic school?
  • 13: Why is the presence of consecrated religious valuable to a school?
  • 15: What is at the heart of a Catholic school?
  • 15: How do the Bishops describe poverty?
• Discussion Questions:
  • If Christ is the foundation of Catholic schools, how does that impact your approach and practices?
  • Is your Catholic school at the heart of your diocese?  Why or why not?
  • 15: Does your school share the understanding of spiritual poverty?  Does it show concern?
• Reflection Questions:
  • Whether or not your non-Catholic population has increased, can you sense any conflicts with Catholic values?  In other words, do you see any effects of “extreme pluralism” in your school(s)?
  • Does your school put “those who are weakest” or poor at the heart of its mission?
  • List 3-4 quotes that you could pull out from this document to use in your own communication.

United States Catholic Conference, 1994

Link to the document Principles for Ed Reform in the US

Sr. Mary Grace Walsh, the Provost for Education, Evangelization and Catechesisin the Archdiocese of Hartford, helps explore the meaning and impact for the US Bishops efforts to insert themselves into the national debate on education in 1994.

STUDY GUIDE & DISCUSSION QUESTIONS

Principles for Education Reform in the US (US Bishops, 1994)

• Reading Questions:
  • 2nd paragraph: what is “filling” the educational experience” of our youth?
  • 4th paragraph: how do the bishops describe the success of Catholic schools?
  • What are the four beliefs pertaining to Section 1?
  • What are the 8 beliefs pertaining to Section 2?
  • What are the 7 beliefs pertaining to Section 3?
  • What are the 8 beliefs pertaining to Section 4?
  • What are the 4 beliefs in Section 5?

• Discussion Questions:
  • In the first and fifth paragraphs, the Bishops point out that the document is not private v. public schools.  Why do you think the Bishops want to get involved?
  • In Section 4, the Bishops point out the importance of professional development.  How important is professional development in your school system?  (Show me your budget, I’ll show you your priorities!)
  • In their argument for school choice, they call for the government to be neutral toward religion.  What does this mean?
  • What is meant by the “common good” argument for Catholic schools?

• Reflection Questions:
  • If serving the “true needs of children” was the highest priority for your school(s), how would that change priorities?
  • List 1-2  quotes that you could pull out from this document to use in your own communication.

United States Catholic Conference, 1990

Link to the document In Support of Catholic Elementary & Secondary Schools

Dr. Kevin Baxter, the Superintendent of Schools for the Archdiocese of Los Angeles, adds remarkable insight to the US Bishops document from 1990.

STUDY GUIDE & DISCUSSION QUESTIONS

In Support of Catholic Elementary & Secondary Schools (US Bishops, 1990)

• Reading Questions:
  • 181: What is meant by “entire ecclesial community”?
  • 182: What has been one of the chief vehicles of evangelization within the Black community?
  • 182: What are the 7 successes of the Catholic school system?
  • 183: What are the 4 goals set by the Bishops in 1990?
• Discussion Questions:
  • 183: The document cites a “lack of consistency” in the relationship between the laity and the Church.  Has that been your experience?  Can you think of any examples?
  • How  well do our salaries and benefits reflect economic justice?
• Reflection Questions:
  • The Bishops point out that many of the reforms proposed for public education have long been associated with Catholic schools.  What are the best practices of your school(s) that have been replicated?
  • List 3-4 quotes that you could pull out from this document to use in your own communication.

Sacred Congregation for Education, 1988

Link to the document Religious Dimension of Education in a Catholic School

John Galvan, the dynamic and thoughtful Director of Schools in the Diocese of San Diego, joins the podcast to discuss this important Vatican document and explore the ways Church teachings are evolving.

STUDY GUIDE & DISCUSSION QUESTIONS

The Religious Dimension of Education in a Catholic School: Sacred Congregation for Education (Vatican, 1988)

• Reading Questions:
  • 1: What are the four distinguishing characteristics of Catholic education?
  • 6: The number of non-Catholics in Catholic schools is rising.  Does that mean we should change our education?
  • 9: The authors say that students struggle with truth.  How?  Why?
  • 24: what is a Christian school climate?
  • 26: what is the foundation of the Christian school climate?
  • 28-29: What do the authors argue about the physical space and the facility?
  • 31: The authors identify the change in paradigm of Catholic schools?  What is it?
  • 42-43: Whose responsibility is it to remind parents that they are the primary educators?
  • 63: What is the ultimate goal of student formation?
  • 89: What are the basic elements of a Christian social ethic?
  • 93: What is the value of the Sacrament of Reconciliation?
  • 96: What is tied to the effectiveness of a religion teacher?

• Discussion Questions:
  • 5: The authors say that different regions have different needs.  What is your unique about your school?
  • 10-13: The authors list “radical instability” and “an environment devoid of truly human relationships.”  What is the challenge facing teachers?
  • 25: The authors discuss the “Gospel spirit of love and freedom.”  What does that mean?
  • 31: How does your school function as a community?
  • 34: How does your school bring together faith, culture, and life?
  • 47: Competition is not the favored paradigm for schools.  What is the favorite?  How would that change your approach?
  • 69: What’s the difference between religious instruction and catechesis?
  • 74+: How would this “outline” change religious instruction at your school?
  • 112: What makes a Catholic school truly authentic?

• Reflection Questions:
  • Is your school built on strong relationships?  Can you identify any in need of healing?
  • Looking at the Educational Goals in 100, how would that change your school’s outlook?
  • 51: What are the contact points between culture and religion in your life?
  • List 3-4 quotes that you could pull out from this document to use in your own communication.

Sacred Congregation for Education, 1982

Link to the document Lay Catholics in Schools

Tom McDonald, who has taught religion in Catholic schools for over 15 years, joins the podcast to discuss the impact of lay Catholics.

Tom Schutte, now entering his 25^th year teaching theology at O’Dea High School in Seattle, joins his friend Tom McDonald to add his insight.

STUDY GUIDE & DISCUSSION QUESTIONS

Lay Catholics in Schools: Witnesses to Faith (Vatican, 1982)

• Reading Questions:
  • 3: Can anyone be a teacher?  What is required?
  • 3: The decrease of Religious men and women has coincided with criticisms of schools.  What are the reasons?
  • 6-7: What is the twofold call to every lay person in the Church?
  • 7-9: What makes the laity exceptionally well-equipped to engage the culture?
  • 12: What are the purposes of the school?
  • 15: Does the document limit the definition of “educator” to teachers?
  • 16: What is the definition of an educator?
  • 19: What are the “tremendous problems” of the world?
  • 22: What is the essential component to any community?
  • 27: What is important if an educator is going to remain successful?
  • 32: Witness comes from words and actions.  What is the result of effective examples?
  • 37: Teaching is not just a profession, but a vocation.  How must teachers live that out?
  • 39: Are all Catholic schools alike?  If not, what sets them apart?
  • 42: Are Catholic teachers expected to simply teach doctrine?
  • 64: What should effective teacher formation look like?
  • 68: Is formation “one and one”?  In other words, should a certification be issued and a teacher be fully formed?
  • 78: What are the two practical suggestions offered to support lay teachers?

• Reflection Questions:
  • Is the lay teacher a ‘vocation’ within the Church?  How would you define/describe it?  How does your school community support this?
  • In paragraphs 20-21, the authors explore the intersection of culture and the Church.  The meaning of culture (popular/secular vs. your school’s culture) is presented.  What are the values in your school which you hope to pass down?
  • In paragraph 65 the authors point out formation in the “social teachings of the church” which follows on the ills of society outlined in paragraph 19.  What are the 7 principles of Catholic social teaching?  Are these fully integrated into your school?  How would they change your school culture?
  • 76: How is the Diocese supporting the vocation of lay teachers?
  • 78: What does the quote “the school is always in the process of being created” mean to you?
  • List 3-4 quotes that you could pull out from this document to use in your own communication.

The Sacred Congregation for Education (Vatican), 1977

Link to the document The Catholic School

Sr. Elizabeth Anne Allen, OP, Director of the Center for Catholic Education at Aquinas College in Nashville, uses the Church documents as the heart of professional development sessions for Catholic educators  and for formation of teacher candidates

STUDY GUIDE & DISCUSSION QUESTIONS

The Catholic School (Vatican, 1977)

1. Reading Questions:
   1. What is meant by “salvific mission”? (Paragraph 5)
   2. What is the role/purpose of evangelization? (7 & 8)
   3. How does the church interact with culture? (10)
   4. What is meant by “strong character formation”? (12)
   5. What are the main objections about Catholic schools? (17-23)
   6. What is the general purpose of a school? (26)
   7. How should a school espouse a common vision? (29)
   8. How are the values of a community expressed? (32)
   9. What are the norms of life in a Catholic school? (34)  Which ones are the most important, in your opinion?
   10. Is there value in secular subjects? (40)
   11. What is the most critical factor in a Catholic school? In other words, what sets it apart? (43)
   12. What has made the Christian formation of students so vital in this day and age? (45)
   13. What is the desired outcome of religious instruction? (49)
   14. Where do you find the purpose of Catholic schools? (55)
   15. What is wrong with admitting a majority of full-paying/wealthier students? (58)
   16. What do Catholic schools need to develop among its constituents? (66)
   17. Explain what the authors mean by collaboration, subsidiarity, and solidarity? (70-71)
   18. What is the role of the laity? (79) 
2. Reflection Questions
   1. Have you seen any of the cited objections to Catholic schools at work in your school environment?
   2. How do you balance the need for full-paying students with your school’s purpose?
   3. List 3-4 quotes that you could pull out from this document to use in your own communication.

1976: United States Catholic Conference

Link to the Document To Teach Them

Gwen Byrd, Executive Director for Catholic Education/Superintendent for the Archdiocese of Mobile, one of the longest-serving Catholic school superintendents, explores the impact of this follow up from the US Bishops.

STUDY GUIDE & DISCUSSION QUESTIONS

To Teach Them (US Bishops, 1976)

1. Reading Questions
   1. How many Catholic youth are enrolled in formal religious programs?  In schools?  How many are not enrolled?  How do those numbers compare with the present day?
   2. In the fourth paragraph, the document points to reasons why some children are not enrolled.  What are those reasons?
   3. In the second section, the document refers to the threefold purpose of Catholic education as outlined in To Teach As Jesus Did.  What are the three purposes?
   4. In the same paragraph, the document points to teacher formation as crucial to Catholic schools.  On the next page, the document returns to this theme.  Why is teacher selection, evaluation/motivation, and formation so important?
   5. The Bishops offer 5 reasons why they support Catholic schools.
   6. The Bishops discuss the “concerted focus” of schools and point to evidence of lay collaboration.  Give a few examples.
   7. In this section, the Bishops point out the changing role of administrators–many of whom are staffed by lay people.  How has the role of the administrator changed?
   8. Later the in section, the Bishops spotlight the efforts of Catholic schools to educate the Black community.  Why is this so important?
   9. In Section 4, the Bishops contextualize the struggle for governmental support to the United States (as opposed to the entire world).  What is their central argument?

1. Reflection/Discussion Questions
   1. How collaborative is your school community?  Are parents active stakeholders?  Past parents?  Students?  Teachers?
   2. How frequently does your school talk about racism?
   3. Do you believe Catholic schools should serve primarily Catholic students?  Or are they instruments of evangelization?
   4. In Section 3 under the “Pastors and the Community” section, the Bishops argue that Catholic schools serve the entire diocese.  Do you believe your school(s) serve the entire diocese?
   5. List 3-4 quotes that you could pull out from this document to use in your own communication.

1972 Pastoral Message on Catholic Education from the National Conference of Catholic Bishops (the precursor to the USCCB)

Link to a scanned copy of the document, courtesy of ACE Press and At the Heart of the Church: Selected Documents of Catholic Education.  I highly recommend you order the book here.

To order a copy directly from the USCCB, here is the link

Dr. Tom Burnford, the President/CEO of the National Catholic Education Association, explores the impact of this document from the US Bishops.

STUDY GUIDE & DISCUSSION QUESTIONS

To Teach As Jesus Did (US Bishops, 1972)

1. Reading Questions
   1. What is the “perennial” task for the Church? (6)
   2. What is the measure of success of education? (8)
   3. What is the threefold purpose of Catholic schools? (14)
   4. Is effective teaching of religion an imparting of knowledge? (18)  How do you teach church doctrine? (84)
   5. How does the emphasis on community mark a departure from the “institutional” paradigm? (21-26)
   6. How does the emphasis on service change the “fortress” mentality? (29)
   7. What changes to the parish school are recommended? (94)
   8. Why are Catholic schools the “best opportunity” to fulfill the Church’s purpose? (101)
   9. How are effective teachers described? (104)
   10. What is the solution to teaching racial tolerance? (109)
   11. What are the roots of the shrinking enrollments? (114-115)
   12. What do the Bishops teach about School Choice? (116)
   13. What are their 10 recommendations for action steps? (120) How relevant are their recommendations today?
   14. What kind of attitude should we avoid? (122)
   15. How do the authors view collaboration? (142)
2. Reflection/Discussion Questions
   1. How well does the threefold purpose of Catholic schools match up to your school’s mission and purpose?
   2. List 3-4 quotes that you could pull out from this document to use in your own communication.

Please read the Declaration on Christian Education (Gravissimum Educationis) before listening to the podcast. 

Sr. John Mary Fleming, OP, the Executive Director of the USCCB Secretariat for Education, explores the impact of Vatican II on Catholic schools.

STUDY GUIDE & DISCUSSION QUESTIONS

Declaration on Christian Education (Vatican, 1965)

• Reading Questions
  1. Who has the right to education? (section 1)
  2. What are the purposes of a Christian education? (2)
  3. Who are a child’s primary educators? (3)
  4. Why does the Church have the duty of education? (3)
  5. Does the document take a position regarding school choice? (6)
  6. Explain the role of teachers (8)
  7. Who should support Catholic schools? (9)
• Reflection/Discussion Questions
  1. How does this document change the paradigm from an institution to a community?
  2. List 3-4 quotes that you could pull out from this document to use in your own communication.