The Six Tasks of Catechesis
The Six Tasks of Catechesis
Catechist Formation Series
University of Dayton, Continuing Education
Institute for Pastoral Initiatives
Final paper
May 21, 2008
Seton Catholic Central School addresses the Six Tasks of Catechesis within the contexts of its Religion Department, Campus Ministry programs, and the Catholic culture of its school community. The National Directory for Catechesis articulates these six tasks, essential for the effective and authentic formation of our students and for the broader processes of evangelization. If our school is to remain faithful to its philosophy and mission, we must integrate the Six Tasks into all learning that occurs here. While each task is considered independently, they support and inform each other, each a “distinct yet complementary task.”
We promote the knowledge of the faith primarily via instruction in religion and theology. Teachers present information in a traditional academic setting, using assessment and data to update lessons and learning experiences. Our diocesan curriculum articulates learning standards and achievement standards based in the pillar format of the Catechism of the Catholic Church . We transmit the truth of Gods revelation to the present generation of students from Scripture and Tradition, and we look to “Gods Methodology and Pedagogy” as the perfect model for all catechesis. The NDC sets forth “Gods self-revelation in Christ and through the Spirit as the norm for all catechetical methodology.” This task of catechesis does not exist in isolation as the sole responsibility of the Religion Department, it must occur within each Seton classroom and school experience. Faculty receive faith formation workshops, training, and mentoring to ensure the authenticity of knowledge we pass to the students, and many instructional resources are made available to faculty and staff in support of this important task. Seton administrators and Campus Ministers are responsible for seeing that all Seton faculty have what they need to contribute to our communal work on this task of catechesis.
While we provide our students with information as we work toward the first task of catechesis, we accomplish formation with many of the remaining tasks. At Seton Catholic, we promote liturgical education as all learners experience liturgy and the Sacraments as an essential part of student life. Campus Ministry programming exists to these ends; we facilitate student planning and participation in liturgy, reception of the Sacraments, and structured reflection on these elements of personal faith development. A students day at Seton is imbued with many and varied liturgical elements; formal communal prayer, the signs and symbols of our faith present in the physical environment of the campus, and even the sacred space of our Chapel enrich student life here. One challenge of meeting this task of catechesis lies in how we can effectively evaluate its success. Sometimes these measurements are taken with the hearts and spirits of our catechists, and so are difficult to formally document. Our Seton student body is extremely diverse, and another challenge for catechesis here is meeting each student at his or her different level for evangelization. Many different means of inculturation are required, and a productive working relationship between catechists and the International Director is key. At all times, and for each student, we find effectiveness in Gods way of teaching: “…gradual, adaptive, true, and rooted in love.”
Most daunting for this catechist is the moral formation of our students. What an awesome responsibility! We address it with formal instruction in Christs moral teachings, with constant reference to the Christian Living pillar of the Catechism. The rules and norms that regulate all personal relationships within the school setting must also serve this task of catechesis. Policies such as our code of conduct, academic integrity, and experiences like awards, honors, and retreats exist not simply as elements of campus life; they set forth standards of moral behavior and call each student to go beyond the moral minimum in their daily choices and interactions. Service clubs (such as National Honor Society and Key Club) and our community service program require that our students consider the other, working within the context of social justice toward the common good. We guide reflection and support these experiences as the learner weaves them into his or her moral fiber, and the koinoinia and diakonia expressions of our ministry become real for our young people. Especially challenging are contemporary issues of moral formation in light of rapidly changing technology. We teach to