THE CATHOLIC EDUCATIONAL ASSOCIATION OF THE PHILIPPINES
(CEAP)

Beyond the family and parish, the school provides the best opportunities for a continued and systematic catechesis (cf. CT 69). A common but mistaken attitude of “separating” school from parish ministry can be corrected by pointing out the school’s role in the parish children’s sacramental and continuing catechesis. “The Catholic school is a most important locus for human and Christian formation.” (GDC 259) Moreover, in the Philippines, Catholic schools represent a major ministry of the Church. Guidelines regarding religious education in the Catholic schools in the Philippines are founded on the principle that the teaching of religion / theology should be the distinguishing mark of a Catholic school. Thus John Paul II writes: “The special character of Catholic schools… is precisely the quality of religious instruction integrated into the education of the pupils (CT 69). Now this “quality of religious instruction depends (as in all education) on (1) the professional competence of the teachers, in this case, motivated spiritually from within by personal religious faith commitment; (2) the school’s actual religion program and course materials; and (3) the collaboration of the whole school faculty and administration with the religion program and its integration into the total school curriculum and student activities. (cf. Rev. NCDP 479)

Religion teachers. It is recognized today that teaching religion is as demanding as teaching any other academic subject – even more demanding! Religion teachers therefore need professional training, continuing educational formation and development, and adequate salaries – equal to the professional teachers in other academic subjects in the same school. (GDC 73) Gone are the days when “anyone can teach religion,” or “religion teachers don’t need to be paid – they do it out of love of God.” Religious motivation is certainly necessary for successful teaching of religion, but it is a serious mistake in a Catholic school to treat religion teachers as less professional than the rest of the faculty. (cf. Rev. NCDP 480)

Besides the Catholic school’s department of theology / religion, more attention has to be given to the nature, methods and goals of the religion program itself. Religion as a subject poses a unique problem for school teaching in that the same basic subject matter is taught from grade school through high school to college. Therefore, there is much greater need for organizing a progressive educating in the faith, in proper sequence, and geared directly to the particular maturity level of the students. Based on the very nature of Christian faith, the religion program must integrate its intellectual (doctrinal), behavioral (moral) and affective (sacramental-worship) dimensions, ground them, firmly in Scripture and Church teaching, and relate them to the concrete, inculturated experience of the students, within their specific socio-cultural-religious context. (cf. rev. NCDP 483)

<<< Back