Revisiting
the U.S. Bishops' Statement:
Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium
Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium
Challenged
by the present, while peering into the future, for some, might produce
uncertainty and skepticism. Yet, in the United States, our Bishops, both past
and present, look upon the future of Catholic Schools with a sense of hope and
purpose.
Over the last 12 years, since the statement was promulgated, many in
Catholic education, upon reading the statement, argued that the Bishops did not
go far enough and/or that they missed an opportunity to say something new and
dynamic. I’m not sure what my colleagues were hoping to hear, but clearly their
expectations muted the voices of hope and purpose speaking in the statement.
While peering into the third millennium, the Bishops, in their statement,
offered multiple expressions of hope and purpose rooted in the current status
and success of Catholic schools. And yet, while observing the horizon to which
we are moving, the Bishops push the boundaries of Catholic schools and compel
those of us in leadership to traverse unexplored terrain. Perhaps this is one
of the reasons why, some say, the Bishops didn’t go far enough—because rather
than move into unfamiliar territory on their own they want to be carried there
on the shoulders of the Bishops or by some Diocesan program. It’s clear after
12 years that fear and reluctance prevented some in Catholic school leadership
to own a part of the journey into the third millennium because of challenges to
the current status quo. And for this, I will not criticize the Bishops.
Now, for the scope of this reflection, I will yield to others more
knowledgeable to weigh the merits of the Bishops recommendations or to debate
the statements effecting finance, personnel and public advocacy. Rather I am
going to focus on the hope & purpose of the statement by highlighting three
significant observations made by the Bishops and how these observations
intimately challenge those of us entrusted with Catholic school leadership. The
areas to be discussed: 1) the Bishops’ characterization of the young; 2) the
Bishop’s awareness of the “new immigrant;” and 3) the Bishops’ explicit
inclusion of special need students within our school.
I found the Bishops’ characterization of young people as the
“source of energy and leadership in our Church and our nation” (RCCESS n.9) as
boldly hopeful and refreshingly filled with purpose.
In previous documents, young people are seen as hearts and minds
to form, the good Christian and citizen to cultivate, the moral character to
mold, the immigrant to assimilate, the innocent to protect from an evil
society, and in more recent years a young person to shape into the future of
the Church. Yet, in this statement the Bishops are taking their direction from Catholic Schools on the Threshold of the
Third Millennium, to actually see those we educate, in our “schools for the
human person”(Catholic Schools on the
Threshold of the Third Millennium [CSTTM], n. 9), as our hopeful source of
energy with the purpose of being our future leaders.
Imagine, that sitting in your class, or present among your student
body is the young man or woman who
will be called upon to serve the Church or the nation in the years ahead. Here,
the Bishops actually shift our thinking about the effect of Catholic education
from something that happens to a young person which may impact his or her
generic future, to something that happens within a young person that will certainly impact, not only his or
her future, but our future and the
future of the Church.
The U.S. Bishops are saying something new, while building on their
previous statements: In To Teach as Jesus
Did, the Bishops remind us that the three interlocking dimensions of
education are message, community and service. If all of these dimensions are
alive within our current educational setting, than the Bishop’s are right to
declare that young people of the third millennium will be a “source of energy
and leadership in our Church” (RCCESS, n.9).
We, the one’s in Catholic School leadership, must see this hopeful
energy in our young people, we must trust this energy in all its innovation and
challenge, and we—not the bishops, must provide the environmental conduit for
the energy to achieve its purposeful end in serving the Church and the nation.
Yet, let’s be cautious not to exclude, from this pool of future
leaders, the poor in our midst. For, if our 200 hundred years of Catholic
education highlight any fact, it is the numerous Who’s Who list of Catholic
leaders who began their lives as the poor immigrant children.
That is why I believe, the Bishops flow from speaking about the
young we serve in our schools as future leaders to their statements about our
outreach to the poor. In doing this, the
Bishops speak with hope by pointing out the tremendous effectiveness Catholic
school’s have among the poor and disadvantaged, especially in poor inner-city
neighborhoods and rural areas (RCCESS, n. 11). Throughout history the Catholic
school responded to the need of the marginalized, beginning with our own
experience as early settlers facing severe anti-Catholic sentiment. From there,
our schools became refuge for the poor and displaced immigrants who turned to
the Church for familiarity and solace. Our schools became the home where
immigrant children grew, were educated, and assimilated into the fabric of
American society.
The challenge the Bishops are embracing is an inevitable one, in
15 years the complexion, the language, and 50% of the Catholic population will
be one of Hispanic /Latin origin. By including the impact of the new immigrant
within their statement the Bishops are moving the dialogue forward for Catholic
schools for they are reminding us as, well as themselves, of our original
mission and our fundamental option for the poor.
In reminding us of our success and pointing us to the future with
the new immigrant within the American Church, the Bishops give Catholic schools
hope and purpose by speaking with confidence that we can succeed in our efforts
with the needy. As a matter of fact, the Bishops are in complete agreement with
what much of the research is stating as well. The Bishops might be surprised to
know that on this issue of the disadvantaged, Andrew Greeley’s presentation at
Catholic University of America, in May 1997, on Catholic Schools Research at the Crossroads confirms their
optimism: “The success of Catholic
schools is strongest among the disadvantaged students…the contribution of
Catholic Schools to disadvantaged students does not vary with race – it is
present in white and brown and black --perhaps because the Catholic schools
were designed to serve poor immigrants. (Greeley, n.2 1997).
We should take courage in this, for in spite of the challenges
brought on by educating the immigrant, research demonstrates we do so quite
successfully. Just as in Economic Justice for All, where the Bishops
encourage public education to improve in quality if the poor are to take their
rightful place in the economic structures of society (Economic Justice For All,
n.203). So, to here, in this document, the Bishops are challenging Catholic
schools by peering into the third millennium and laying out the facts and
thereby confronting us with a very powerful question: Will we see the new
immigrants, welcome them into our schools, and trust that we have what it takes
to educate them so they can take their rightful place as leaders within the
Church and society? Only we possess the answer—not the Bishops.
Similar in spirit to the above discussion is the final challenge
that I will discuss from the Bishops’ statement and that is their clear and
intentional insertion that Catholic schools must “look for ways to include and
serve better the needs of young people in our Church who have special
educational and physical needs” (RCCESS, n.22).
Here the U.S. Bishops are fleshing out what the Congregation for
Catholic Education highlighted in Catholic
Schools on the Threshold of the Third Millennium. As you look at the last
three sections of that document: Care for
Learning Means Loving; Catholic
School at the Service of Society; and Climate
of the Educating Community—all three describe the nature (hope) and focus
(purpose) of the Catholic school in its relationship with whom the school is
serving.
These three sections touch upon our previous discussion regarding
the disadvantaged as well as the “right of the families to see that their
children receive the sort of education they wish for them” (Catholic Schools on
the Threshold of the Third Millennium, n. 16). Implicit in the text, is what I
believe the U.S. Bishops make explicit in their commentary when they
intentionally identify children with learning needs. No school can justify the
absence of Catholic families with children who have learning needs if these
Catholic families desire a Catholic education.
Perhaps my interpretation is much bolder than the Bishops’
intention. Yet, by identifying this
particular segment of the Catholic population, I believe the Bishops are urging
the Catholic schools to recognize the presence of special need children and
their families for they are going to encounter them as they move into the third
millennium and they must be committed to serve them. As bold as this urging is
by the Bishops, its purpose is filled with hope.
Greeley’s research, once again comes to our assistance by pointing
out that when dealing with students that are disadvantaged and/or have needs, “those
with academic, emotional, disciplinary, and familial, and who lack a home
environment conducive to success” (Greeley, n.2, 1997) the research shows that
Catholic schools are successful in educating them, “moreover the success of the
Catholic schools increases as these problems pile up on students” (Greeley,
n.2, 1997) because Catholic schools provide stronger community support, and
give more personal attention to students than do the public schools (Greeley,
n.2, 1997)
So, Bishops and those of us involved in Catholic school leadership
should take comfort, even without all the money for special programs and/or
personalized tutors, Catholic schools can still achieve greater results merely
because of the nature of our schools and our commitment to the student. The
real challenge for Catholic schools is not in our ability to serve Catholic
families with children with special needs, but rather, in our desire to find
within the school’s mission a place where these children can not only be served
but can be authentically welcomed. This place must be found by us—not the
Bishops
Challenged by the present, while peering into the future, for
some, might produce uncertainty and skepticism. Characterizing the young,
educating the new immigrant, and welcoming the child with learning needs, as
seen in the light of the Bishops’ statement, now--12 years later, seems quite
prophetic. Those in Catholic leadership, who have made strides in these areas,
did so because they did not look over their shoulders at the Bishops with
justified uncertainty and suspicious skepticism. In contrast, they chose to
listen to the voice of the Bishops, both past and present, who called upon them
to create the future of Catholic Schools with a sense of hope and purpose.
Only with a sense of a hope and purpose can authentic leadership
surface. I am so grateful that our Saints and our Founders of Religious
Congregations, so many of whom dedicated their life to Catholic education, did
not look upon their future with uncertainty or skepticism. Many of them did not
look over their shoulder to find validation in the mission, rather they trusted
in the hand of providence, the inner dwelling of the Holy Spirit, and the
evident need right in front of them to which their mission was responding.
These internal gauges of hope and purpose catapulted these men and women into
their future without fear. As Catholic educators can we look upon the Bishops’
statement as a challenge to move beyond our 20th Century comfort zone and into
third millennium? Yes, as long as we are convinced that it is God’s work being
done and that Divine Providence brings to us those we are to serve and then the
means by which we are to serve them. Only with the conviction that it is God’s
work being done with the assistance of Divine Providence can we as Catholic
educators see the future of Catholic schools: a future, filled with hope and a
mission filled with purpose.
Let me close by quoting notable statements from Bishops, both past
and present who give real words to the meaning of Catholic education filled
with hope and purpose.
“Knowing, therefore, that
the principles instilled in the course of a Christian education, are generally
preserved through life, and that a young man according to his way, even when he
is old, he will not depart from it” (Bishop John Carroll, Pastoral Letter of
1792, n. 3).
“The three great educational agencies are the home, the Church,
and the school. These mold men and shape society” (Archbishop James Gibbons,
Pastoral Letter of 1884, n. 32).
“The future of humanity lies in the hands of those (educators) who
are strong enough to provide coming generations with reasons for living and
hoping” (To Teach as Jesus Did, n. 82).
“Young people of the third millennium must be a source of energy
and leadership in our Church and our nation. Therefore, we must provide young
people with a…sound program of education and faith formation. . .” (RCCESS,
n.9)
References
Carroll, Bishop John. (1792).
Pastoral Letter.
Congregation for Catholic Education. (1997). The Catholic School on the Threshold of the Third Millennium.
Gibbons, Archbishop James. (1884). Pastoral Letter issued by the Third Plenary Council of Baltimore.
Greeley, Andrew. (1997). Catholic
School Research at the Crossroads. Catholic University of America,
Washington, DC.
National Conference of Catholic Bishops. (1986). Economic Justice for All, Pastoral Letter on
Catholic Social Teaching and the U.S. Economy.
National Conference of Catholic Bishops. (1977). To Teach as Jesus Did: A Pastoral Message
on Catholic Education.
United States Conference of Catholic Bishops. (2005). Renewing Our Commitment to Catholic
Elementary and Secondary Schools in the Third Millennium.
Comments
Post a Comment