The Mission
The mission of Catholic education stems from the great commission of Christ given to His disciples before His Ascension: “Go, therefore, and make disciples of all nations, baptizing them in the name of the Father, and of the Son, and of the holy Spirit, teaching them to observe all that I have commanded you. And behold, I am with you always, until the end of the age” (Mt. 28:19-20). The Sacred Congregation for Catholic Education affirms this as the focus of the efforts of our schools, stating, “Evangelisation is, therefore, the mission of the Church; that is she must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God” (1977, para. 7). In order to accomplish this noble purpose, our Church “establishes her own schools because she considers them as a privileged means of promoting the formation of the whole (person), since the school is a centre in which a specific concept of the world, of (humanity), and of history is developed and conveyed” (Sacred Congregation for Catholic Education, 1977, para. 8).
Separate and distinct from other ministries of the Church, the Catholic school’s “proper function is to create for the school community a special atmosphere animated by the Gospel spirit of freedom and charity, to help youth grow according to the new creatures they were made through baptism as they develop their own personalities, and finally to order the whole of human culture to the news of salvation so that the knowledge the students gradually acquire of the world, life and (humanity) is illumined by faith” (Second Vatican Council, 1965, para. 8).
In short, our Catholic schools must make scholars and saints, bringing people to fullness of life through the development of all of their capacities and a relationship with Jesus Christ.
Establish the Kingdom of God here on earth and advance its membership in heaven.
Educate the heart and the mind.
Make disciples.
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| "Jesus and His Disciples at the Last Supper" by Martin LaBar is licensed under CC BY-NC 2.0. |
The Identity
Theories about organizational culture posit that effective cultures have a clearly defined, known, and lived statement of purpose. Coyle (2018) cites establishing purpose as one of the three most important components of a strong organizational culture. Senge (1990) states, “Few acts of leadership have a more enduring impact on an organization than building a foundation of purpose and core values” (p. 10). For organizations within the Catholic Church, this purpose must reflect the mission of Christ mentioned above and our values must find their rootedness in the core tenets of our faith such as the Incarnation, the Trinity, the Eucharist, and the Paschal Mystery. The Sacred Congregation for Catholic Education declares that our distinctly Catholic purpose and core values must be shared across the school community, “It is, therefore, essential, if for no other reason than for a unity in teaching, that each member of the school community, albeit with differing degrees of awareness, adopts a common vision, a common outlook on life, based on adherence to a scale of values in which (he or she) believes” (1977, para. 29).
The Congregation for Catholic Education stated that “(t)he Catholic school finds its true justification in the mission of the Church; it is based on an educational philosophy in which faith, culture and life are brought into harmony” (1988, para. 34). Within Catholic schools, this integral synthesis of faith, culture, and life occurs through the curriculum, especially religion and/or theology, and other school programs such as retreats, liturgies, service opportunities, and other extracurricular activities. Pope Pius XI, in his 1929 encyclical Divini Illius Magistri, argued that in order to be worthy of the title Catholic, religion classes should act as the central focus of Catholic schools and that “it is necessary that all the teaching and the whole organization of the school, and its teachers, syllabus and text-books in every branch, be regulated by the Christian spirit, under the direction and maternal supervision of the Church; so that Religion may be in very truth the foundation and crown of the youth's entire training” (para. 80).
Ministers of Catholic Education
In addition to the important role played by the curriculum in use, teachers play a critical part in whether or not a Catholic school achieves its purpose. The Second Vatican Council explained that teachers fulfill an essential function in the Catholic school’s advancement of Christ’s mission, writing, “But let teachers recognize that the Catholic school depends upon them almost entirely for the accomplishment of its goals and programs…Intimately linked in charity to one another and to their students and endowed with an apostolic spirit, may teachers by their life as much as by their instruction bear witness to Christ, the unique Teacher” (1965, para. 8). Historically, religious women served as the teachers and administrators of Catholic schools. However, given the increasing number of laity serving as Catholic educators, teachers must clearly understand their connection to the Church. “Lay teachers must be profoundly convinced that they share in the sanctifying, and therefore educational mission of the Church; they cannot regard themselves as cut off from the ecclesial complex” (Sacred Congregation for Catholic Education, 1982, para. 24). Furthermore, Catholic school teachers must recognize that they form “in the real sense of the word an apostolate most suited to and necessary for our times and at once a true service offered to society” (Second Vatican Council, 1965, para. 8).
Catholic school teachers must understand that they, like the apostles, have been sent out on mission by Christ.
Permanent, Integral Formation
Because of this vocational call to education in the faith, teachers in Catholic schools must commit to ongoing formation. The Second Vatican Council encourages teachers to “be very carefully prepared so that both in secular and religious knowledge they are equipped with suitable qualifications and also with a pedagogical skill that is in keeping with the findings of the contemporary world” (1965, para. 8). The Sacred Congregation for Catholic Education concurs, “(Since) the need for updating is constant, then the formation must be permanent. This need is not limited to professional formation; it includes religious formation and, in general, the enrichment of the whole person. In this way, the Church will constantly adapt its pastoral mission to the circumstances of the men and women of each age, so that the message of Jesus Christ can be brought to them in a way that is understandable and adapted to their condition” (Sacred Congregation for Catholic Education, 1982, para. 68).
Schools also need tools in order to evaluate their programming as it pertains to mission and Catholic identity. All members of the community should participate in this evaluative process, “A willingness to collaborate helps to facilitate decisions that need to be made about the ways to achieve these goals and, while preserving proper respect for school authorities, even makes it possible to conduct a critical evaluation of the school - a process in which teachers, students and families can all take part because of their common concern to work for the good of all” (Congregation for Catholic Education, 1988, para. 39).
Catholic schools will advance Christ’s mission if those serving in the apostolate of Catholic education have “a clear vision of the Christian milieu”, live “in accord with it” and “help young people develop a similar vision” (Congregation for Catholic Education, 1988, para. 96). No program, policy, or procedure can form disciples without authentic people of faith executing them. Disciples create disciples. The formation of Catholic school teachers, therefore, serves as an essential step toward advancing the mission of Catholic schools. From Lay Catholics in Schools: Witnesses to faith (Sacred Congregation for Catholic Education, 1982, para. 72):
This humble faith (of the Catholic school teacher), this hope, and this charity are supported by the Church through the Word, the life of the Sacraments, and the prayer of the entire People of God.
For the Word will speak to educators, and remind them of the tremendous greatness of their identity and of their task; Sacramental life will give them the strength they need to live this career, and bring support when they fail; the prayer of the whole Church will present to God, with them and for them, with the assured response that Jesus Christ has promised, all that the human heart desires and pleads for, and even the things that it does not dare to desire or plead for.
In addition to a personal life of faith, Catholic school teachers must find support for their spiritual development from their schools, parishes/churches and diocesan offices.
Study, Prayer, and Service
The entire educational endeavor within Catholic schools strives to form scholars and saints. The Sacred Congregation for Catholic Education offers details about this worthwhile pursuit,
The vocation of every Catholic educator includes the work of ongoing social development: to form men and women who will be ready to take their place in society, preparing them in such a way that they will make the kind of social commitment which will enable them to work for the improvement of social structures, making these structures more conformed to the principles of the Gospel. Thus, they will form human beings who will make human society more peaceful, fraternal, and communitarian. (1982, para. 19)
In order to form disciples of Christ committed to using their gifts and talents to build the Kingdom of God here on earth, Catholic schools must “continually be fed and stimulated by its Source of life, the Saving Word of Christ as it is expressed in Sacred Scripture, in Tradition, especially liturgical and sacramental tradition, and in the lives of people, past and present, who bear witness to that Word” (Sacred Congregation for Catholic Education, 1977, para. 54). As such, Catholic schools must embrace the reading and study of Sacred Scripture, the celebration of the sacraments of the Eucharist and Reconciliation, participation in liturgical programming, and opportunities to engage in service to others.
Hearts of Apostles
“Beyond question the vision of the (fourfold) educational ministry presented here (message, community, service, worship) is an ambitious one. Were it of human origin, one might well despair of its attainment. But since it represents God's plan, it must be energetically pursued" (National Conference of Catholic Bishops, 1972, para. 31). The work of the Catholic school has eternal ramifications; cooperation with grace and each other comprise essential ingredients for its success.
As Catholic schools envision innovative models and approaches to insure the vitality and sustainability of their efforts, we must also hold fast to the core purpose of our work. "And so, now as in the past, the Catholic school must be able to speak for itself effectively and convincingly. It is not merely a question of adaptation, but of missionary thrust, the fundamental duty to evangelize, to go towards men and women wherever they are, so that they may receive the gift of salvation" (Congregation for Catholic Education, 1997, para. 3).
Given the magnitude of our mission, there can be nothing little about us. We must have the hearts - and identity - of apostles (paraphrased from a quote by St. Julie Billiart).
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