RURAL CATECHETICS - FAQ
I. Whose responsibility is the catechesis of children?
1. The purpose of catechesis
The purpose of catechesis “is to put people not only in touch, but also in communion and intimacy, with Jesus Christ.” #80 GDC If this is so, then it is necessary to lead children to know Jesus, not just know about him. It is by evangelizing our children through sharing our relationship with Jesus that we can lead them into communion with Jesus.
Whose responsibility is it to catechize the children of the parish? The General Directory for Catechesis states that the parents of the children bear the responsibility of passing on their faith to their children. However, they need the support of the whole parish community to fulfill this responsibility. The pastor as the chief catechist in the parish must ensure that catechetical programs are in place to evangelize children of all ages. Catechists, armed with age appropriate materials for children’s liturgies and catechism classes provided with as little cost as possible, should be available in all parishes.
Catholic schools in many of the communities of the Saskatoon Diocese provide formal catechesis for the children who attend those schools. It is important for the parents of these children to keep informed of the programs their children are receiving and to reinforce that instruction with follow-up discussion and sharing at home.
2. What is the role of the parents?
Parents are the primary educators of their children. “Parents receive in the sacrament of Matrimony ‘the grace and the ministry of the Christian education of their children to whom they transmit and bear witness to human and religious values." (#227)
Parents throughout their daily lives must model for their children what it means to be a follower of Christ. This witness will awaken in their children the seeds of faith and the desire to be a follower of Jesus. Parents can help deepen this faith through such things as: praying with their children, reverencing and teaching them the meaning of the religious symbols in the home, including religious content in family events and festivities.
Family catechesis precedes, accompanies, and enriches all forms of catechesis. (#226) The Christian community must support parents in passing on their faith to their children by offering parents courses in adult catechesis, scripture studies, and providing opportunities for spiritual growth. (#227)
The Diocese of Saskatoon, through its various ministries, offers this support to parents.
3. What is the role of the catechist?
The vocation of the catechist springs from the sacraments of Baptism and Confirmation, which empower the recipients to participate in the “priestly, prophetic, and kingly ministry of Christ.” Some lay people feel called interiorly by God to assume the service of catechist. (#231)
In all parishes it is important for those who feel a calling to share their faith, whether they have children in the program or not, to lead the young of the parish to say “yes” to faith in Jesus Christ and to help them develop a personal relationship with Jesus. It is important for all parishioners, regardless of age, to respond to this call for whatever period of time they can offer to this important task.
II. How do I get started as a catechist?
Having reflected on and having decided to respond to the call to engage in this most important parish task, prospective catechists should reflect on the following questions and responses.
1. What is the aim of catechesis?
The GDC says, “the definitive aim of catechesis is to put people not only in touch, but also in communion and intimacy, with Jesus Christ.” #80
As we begin our journey as catechists, it is important for us to revel in and to share with our students the intimacy of knowing Jesus. We can only do this by boldly sharing our intimacy with Jesus and to provide the framework within which children can get to know Jesus.
2. What are the fundamental tasks of catechesis?
The GDC (#85, 86) identifies six tasks of catechesis:
- Promoting Knowledge of Faith
- Liturgical Education
- Moral Formation
- Teaching to Pray
- Education for Community Life
- Missionary Initiation
3. What do they mean and how can I carry them out?
a) Promoting Knowledge of Faith
In the Diocese of Saskatoon two catechetical programs are approved for use: Born of the Spirit, and the Pflaum Gospel Weeklies. The student texts and the Teacher’s Guide are the primary resources we use to promote children’s knowledge of the faith. Both programs conform to the principles found in the Catechism of the Catholic Church and the General Directory for Catechesis.
Catechists should be chosen prior to the summer vacation so that:
- They can read the student text.
- They can familiarize themselves with the catechist guide which provides:
- Material to be covered
- Methodologies to be used
- Characteristics and learning styles of children in a particular age group
- Lesson guides
- Projects
- Prayer experiences
Catechist, well versed in the student text and the Teacher Manual, will find that their weekly preparation time will be easier. Creative juices will flow more readily.
b) Liturgical Experience
As Catholics we believe that we encounter Jesus Christ in the sacraments of the Church. In the sacraments, particularly Eucharist, we experience the salvific presence of Jesus. Through Eucharist we enter into a deeper, more personal relationship with Jesus.
In the past we emphasized the obligation of attending Mass each Sunday. How much more important is it to emphasize the need to come together in community to be supported by our common faith and to be challenged to live out our lives as Christians. We often hear the adage “You become what you eat.” When we gather to share the Eucharistic meal we believe that the food we eat will transform us. We will and must walk away changed if we truly believe that the Word we have heard is the Word of God and the bread and wine we have consumed is the body and blood of Christ. This is a message we need to impart to the students we teach.
It is important, therefore, for us to plan liturgies for our classrooms, to use guided meditations, and other prayer forms which will appeal to the hearts of our children. Occasionally, in conjunction with the pastor and the music ministry of the parish, catechists and students could prepare Eucharistic celebrations for the parish in order to lead our students to satisfy their need for community inclusion and support. Students may be invited to lead the ministries by proclaiming the Word, reading the intentions, serving as welcomers and ushers, helping with the music ministry. Up-beat music could include gestures. The homily could be interactive and geared to the students.
Sometimes a whole class period could be devoted to this. Leading students to know Jesus, whom we encounter through our well-planned liturgies, will more than make up for any lesson dealing with knowledge about Jesus.
c) Moral Formation
"Conversion to Jesus implies walking in his footsteps." (#85 GDC)
Moral formation should be a major part of the content area at every grade level. By this age they are developing a conscience and are internalizing the difference between right and wrong. Therefore, young children need to have clear boundaries set for them so that they can learn what it means to live in a community. Primary grade children need to know the rules. For them the rules are absolute. They will respond to them very well if they have had a part in setting them.
It is important, therefore, to lead children to understand what the Beatitudes and the Ten Commandments mean. How do they come out of the Commandments of Love? How can they become the guides for good Christian living? How can they lead us to reverencing others and the earth? How do scripture stories, e.g. The Good Samaritan, reveal how we are to treat others? What things strengthen and what things harm relationships? What is the difference between right and wrong? How can we help them internalize these concepts?
As children grow older these concepts need to be revisited. We must lead children to examine the moral and social teachings of the Church in the context of the children’s growing maturity. We must lead them to examine how well they are following these teachings.
d) Teaching to Pray
"When catechesis is permeated by a climate of prayer, the assimilation of the entire Christian life reaches its summit." (#85 GDC)
Too often in catechism classes catechists look at the content of the class and feel that they have no time for anything else. Prayer times are cut short, limited to the beginning or end of the class. Perhaps, we need to rethink our priorities a little. Prayer does catechize and form us.
Prayer gives students time with the Lord. Prayer allows us to reflect on scripture and to discover the truths of our faith revealed in them. Prayer helps us to discover that we are the beloved of the Lord. Prayer fulfills our need to be in communion with and to express our unity with a loving God. Providing students with opportunities to experience a variety of prayer forms will help them discover their own prayer styles which best satisfy their need to communicate with their God.
Formal instruction on prayers such as the Our Father, The Hail Mary, and the Creed using age appropriate discussion will help the students understand these prayers which contain within them the basic tenets of our faith. Send handouts home to encourage families to be places of daily prayer.
e) Education for Community Life
One of the most important things we do in catechesis is to help our students recognize that they are part of the Christian community. Children recognize that they are part of a family and the classroom community. Most will also recognize that they are part of the parish community. Children of the youngest age want the assurance that they are accepted and belong. The GDC #86 states that as catechists we must help our students to discover attitudes of the heart such as: simplicity and humility, solicitude for others, care for the alienated, fraternal correction, mutual prayer, and forgiveness. In other words we are called to create a loving, inclusive community within our classrooms.
Activities that help create such an atmosphere should be our priority. Setting rules with the students' input, creating group prayer experiences, developing role-play to foster feelings of belonging and inclusion, shared meals, etc. will help create this atmosphere.
A loving, inclusive community cannot be legislated, nor can it be achieved by force. This can only be achieved by showing how we are linked through a common goal, which is attainable through cooperative effort and recognition and respect for the diverse gifts each community member brings. Catechists, therefore, must challenge their students through well-chosen activities to be valuable members of the communities to which they belong. Creating activities, which are planned with groups from other churches, can introduce a sense of ecumenism. This will help our students to discover that the goals we have for our community are goals others profess as well. This will lead to mutual respect and a true sense of unity within the larger community.
f) Missionary Initiation
In teaching our children about the beatitudes and the evangelical attitudes (the works of mercy) we are calling our children to be Jesus in the world. When we teach about social justice and our relationship and interdependence with all who inhabit the earth, we are challenging our students to see beyond themselves, "to put on Christ."
We must, therefore, create social justice projects, teach our students to respect and accept others who do not share the same beliefs as we do, or who may not have the same abilities as we have, if we are to establish inclusive, loving communities. We must teach our students that Jesus challenges us to help create God's kingdom through the way we live our lives.
In the context of mission it is important to teach our children about vocation, about being called to a particular way of life: marriage, committed single, or religious life. Through whichever way of life to which we are called we are challenged to share the good news and be good news for others.
For extensive suggestions on implementing the six tasks of catechesis refer to the article by Kate Ristow in the September 2002, and October 2002 issues of Catechist Magazine.
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