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As our religious education programs draw to a close in the next few months it is an opportune time to reflect on what we have learned.
The challenges we have faced due to COVID-19 evoked a multitude of wonderful and creative responses that should continue even after we return to in-person catechesis. As new infrastructures were created it is important to explore how they can be integrated into our programs as we move forward.
The following five areas explore our ministry in general and our programs in particular. The goal is to take identifiable fundamental shifts we have seen this past year, address them, and offer concrete suggestions for parish faith formation programs.
Reimagining Catechetical Ministry was necessary due to the challenges presented by Covid, causing us to reexamine the goals and execution of our catechetical ministries. This has been a unique opportunity to step back from, “what we do” to ask the bigger questions of “why we do it, and are there better ways to do it?” In doing so, we have recognized the need for changes in the roles of those serving in catechetical ministry and in implementing a curriculum.
The following adaptations made during the pandemic represent positive infrastructure changes that can be integrated into our programs as we plan for the Fall and simultaneously move us closer to a reimagined catechetical ministry.
The Role of the Family is at the heart of faith formation as it draws us together on a daily basis and plays a fundamental role in living the Catholic faith. As children and their parents were brought together in new ways, we can continue to strengthen family faith formation efforts in the following manner below:
The Role of the Catechetical Leader has changed from being predominantly programmatic to being more pastoral as they provide care and empathy. With being pastoral as the main focus, catechetical leaders journeyed with faith formation families by checking in with them, caring about their struggles, and supporting them. Forming such relationships with parents, who need to be at the center of our programs, catechetical leaders can design processes that specifically empower and guide parents, rather than stress them out with unnecessary program requirements.
While there is still responsibility to plan and manage an in-person faith formation program, the catechetical leader’s role is also changing in the area of new technology. Considerations for embracing this changing role include:
The Role of the Catechist has also changed from being a classroom instructor to a companion who provides support and encouragement while facilitating learning environments that explore the program’s curriculum. Managing these changing expectations include:
The Role of the Curriculum has shifted in its focus. Adhering to a strictly school-like model can be prohibitive as the curriculum struggles to maintain the connection that was once available to in-person gatherings. Consequently, de-emphasizing the traditional school-like curriculum moves us from solely a cognitive curriculum to the core mission of evangelization which necessitates a relationship with Christ and accompaniment along the path of discipleship. Ideas for using a publisher’s curriculum and the Diocese of Rockford Curriculum Guidelines include:
The Role of the Pastor in the process of faith formation this year has provided many blessings to the catechetical efforts of the parish. We have seen an explosion of creative ministry from pastors that included the following:
Planning Religious Education Programs has shown us that the fabric of a Religious Education program is the combination of relational, instructional, and faith dynamics that are embedded within the complexity of community building within a virtual format.
The traditional classroom instruction is often structured around the school model. As such, the tendency is to focus on the transfer of information and not on evangelization and the conversion of hearts. Catechesis should not be viewed as a condition for receiving a sacrament, but rather making sense of an unfolding relationship with God and the Church. Suggestions for balancing the transfer of information with the process of evangelization include:
Sacramental Preparation has shown us many different formats that combine in-person and virtual gatherings that have influenced the preparation for First Reconciliation, First Communion, and Confirmation. Helpful tips for preparing for the sacraments include:
Youth Ministry experienced limited opportunities for youth ministers to offer programming due to the restrictions on in-person meetings this past year. Creative responses that can be utilized when we regather for in-person programming include the following:
The Community of Parishes and the Religious Education Office had to rely on one another in new ways. During this past year these intra-diocesan relationships have been tremendously valuable. We have found new and creative ways to gather in order to support one another, and share resources and ideas. Because of our common mission, we should continue the following:
Professional Relationships were changing as catechetical leaders sought assistance from one another outside of our traditional gathered times to support them in many of the circumstances already stated. In responding to this need, new ways of providing resources and support to one another were developed and should continue.
Catechist Formation adapted its goal of providing formation classes, because social distancing requirements made it difficult to gather in large groups. Even after maximum occupancy restrictions subside, we can effectively make use of the new platforms for formation opportunities that were created. They include:
Community of Colleagues was an unintended outcome as the year progressed. Many Catechetical Leaders developed genuine friendships with other parish C/DREs whom they did not always have the opportunity to be with, along with members of the Catholic Education Office. Opportunities we see for this community building include: