THE DESi-{ZN (3F CATECHESEE TQWARD A CERRECUEUM BESH‘?’ 2WD THEORY OF CATECH§ST PREPARATISN FOR RELEQMUS EDUCR'I'ION 22‘! THE CATHOL if} {92ka OF THE. P08”? VAN? AH” ERA. Thar; is ‘or the Eregieeo of 222.51. M ‘3sz L113.“ STA§E Ufiix \SWY .=OE>E?HC A ”202% NEEMAH 19:67 LIBRARY Michlgan State University ‘15??? RETURNING MATERIALS: ‘DV1ESI_J , Place in book drop to remove this checkout from 4:::::§:::_ your record. FINES will ’ be charged if book is returned after the date stamped beIow. Joseph C. Neiman The Design of Catechesis ABSTRACT The increasing number of Catholic youth in public schools who depend upon the Confraternity of Christian Doctrine (CCD) for their formal religious education and the need to assess the impact of the Second Vatican Council (1962-1965) on the direction of religious education were the reasons why this study was undertaken. The purpose of this study is to begin work toward the development of a full curriculum design and theory of catechist (teacher) preparation for the CCD religious education work of the Catholic Church in the Post Vatican period. A curriculum design and a schema for catechist preparation are introduced. The curriculum design identifies the elements in the teaching-learning situation (catechist, learners, aim, content, process, and evaluation) and demonstrates that the roles of the catechist and the learners and the nature of the other elements develop from the general objective of catechetics (the teachings of religion). This general objective, termed the curriculum priority, determines the approach to curriculum and subsequently catechist preparation. It is expressed with either the theological disciplines, the Church and society with their needs, or the individual Christian emphasized as the over -all criterion for curriculum and instructional decisions. This priority results from understandings and beliefs in the foundation bases of a curriculum. These are identified in this design as the following: Joseph C. Neiman The Design of Catechesis l) theological base, 2) philosophical base, 3) psychological base, 4) soci- ological base, 5) anthropological base, and 6) educational base. The relationship of catechist preparation programs to the approach in a catechetics curriculum is shown by means of a schema for catechist pre- paration which identifies the elements included in a full theory; namely, the objectives, the selection of student-catechists, the content, the instruc- tional means, and the evaluation in both pre-serVice and in-service programs. This design and schema are then used to analyze the former approach to catechetics curriculums (Baltimore Catechism Catechetics), the present approach (Eichstaett-Bangkok Catechetics), and the coming approach (Post Vatican Catechetics). In each the thinking in the foundation bases and its impact on the teaching-learning situation and catechist preparation are discussed. At the end of the study, it is recommended: 1) that additional research be conducted into the practical implications of Post Vatican Catechetics on curriculum planning, 2) that a laboratory approach to catechist preparation be developed, implemented, and evaluated, and 3) that (subject to the results of the above recommendations) Diocesan CCD Offices develop an effective program for the preparation and utilization of religious education coordi- nators or facilitators who can assist catechists to achieve excellence in r eligious education programs. THE DESIGN OF CATECHESIS TOWARD A CURRICULUM DESIGN AND THEORY OF CATECHIST PREPARATION FOR RELIGIOUS EDUCATION IN THE CATHOLIC CHURCH OF THE POST VATICAN ERA by Joseph Clayton Neiman A THESIS Submitted to Michigan State University in partial fulfillment Of the requirements for the degree of MASTER OF ARTS " O'Col’L'egetOf Education .2 1967 Approved: airman fW-p/ I PREFACE This study is closely related to the writer's work as a religious educator for the Grand Rapids Catholic Diocese. It is, perhaps, a sign Of the growing cooperation between education and religious education which can prove mutually beneficial. The contribution of education to religious education is shown in part in these pages. Educational theory can Offer skill and direction to the curriculum and instructional decisions needed in planning a religious education program. A return contribution from religious education might be made if religious educators could pave the way to humanizing the educational process and curriculum. Ideally religious education is free from the pragmatic pressures Of college entrance examination, job requirements, and similar pressures which can impede innovation. Whether religious education can Offer such a contribution will depend largely upon the continued contact and cooperation between outstanding educators in both areas. The writer wishes to thank two such outstanding educators: Dr. George Myers and Monsignor Victor Gallagher. Dr. Myers offered many helpful suggestions to this study and demonstrated the ii qualities of a good teacher by meeting this student's needs and interest. Monsignor Gallagher, as Director Of Religious Education for the Grand Rapids Diocese and as a personal friend, inspired and encouraged the writer to probe the nature of religious education. His confidence and encouragement are appreciated. Thanks should also be given to the members Of the Committee, Dr. Donald Hamachek and Dr. Troy Stearns, for their critical suggestions and reactions which assisted in giving this study perspective. Sister Mary Martin, SSND, and Sister Mary Alberta, SSND, deserve a note Of thanks for their valuable suggestions and inspiring discussions. TO Mrs. Francis Haney and Miss Sandra Kilbourne the writer owes a debt of gratitude for their many hours of quality work in editing and typing this study. Father Thomas Skuzinski receives the credit for the production Of the copies. Lastly, a special thanks must be given to the writer's wife, Kay, whose patience and encouragement during theiresearch and writing of this study were a great assistance. iii TAB LE OF CONTENTS PREFACE.........ooeooooeeoeeeeeoeee LISTOFCHARTSANDTABLES................. mTRODUCTION O O O O O O O O O O O O O O O O O O O O O O O O O The Need for the Study............................ . The Purpose ofthe Study........................H. The Plan Of theStudy............................. . Definition of TermS................................ Scope ofthe Study.. Chapter I III CATECI-IETICS AND THE CCD.......OOOOOOOOOOOOOOO The CCD and Religious Education. ............ ...... . The Growing Need for CCD Work .................. . The Preparation of Catechists..................... . New Theory of Catechist Preparation Needed. . . . . . . . . smmary 00000000000000.eoeeoeooeoeoeeoeoeoeeeeo o CURRICULUM DESIGNS IN CATECHETICS . . . . . . . . . . The Nature Of Curriculum Design ................... Curriculum Designs in Catechetics . . . . . . . . . . . . . . . . . . Catechetics Curriculum Design . . . . . . . . . . . . . . . . . . . . . The Foundations Of a Catechetics Curriculum. . . . . . . . . Curriculum Priority in Cate chetics Curriculums . . . . .. A Schema for Catechist Preparation. . . . . . . . . . . . . . . . . summary 0............OOOOCOOOOOOOOOOO0.00.0.00... BALTIMORE CATECHISM CATECHETICS . . . . . . . . . . . The Baltimore Catechism......................... . The Curriculum Foundations........................ Curriculum Priority............................... The Teaching-LearningSituation.................... Catechist Preparation............................ . summarYeeoeeeeeeeeeeeeeeeeoeooeoeeoeeoeoeoeooeee iii Page ii U'IUJNH" 10 20 23 24 25 27 31 33 41 51 53 57 59 60 63 76 78 85 88 CONTENTS - Continued Chapter IV VI EICHSTAETT - BANGKOK CATECHETICS . . . . . . . . . . The Eichstaett-Bangkok Curriculum Approach....... . The Curriculum Foundations........................ Curriculum Priority............................... The Teaching-Learning Situation.................... Catechist Preparation.............................. Summary0000001‘:0000000.0.00.0..........O.......O POST VATICAN CATECHETICSOOOOOOOOOOOO00.00.... The Curriculum Foundationa....................... Curriculum Priority............................... The Teaching-Learning Situation ................... Catechist Preparation............................ . Summary eeoeeoeoeoeeooeeeeoeeooeeoeeeeeeeeono... Page 89 91 91 105 106 111 114 116 117 146 150 169 177 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . 181 summary eoeoeeeeeoeoeeooeoeeeoeooeeeeeeeoococoo. CODCIUSiOns 00.00000000000000000000000000000.0000. Recommendations oeoeeeoeooeoeeoeeeoeoeoeeeeeoee". BIBLIOGRAPHY O O O O O O O O I O O O O O O O O O O O O O O O O 0 iv 181 184 184 190 LIST OF CHARTS AND TABLES Chapter I CATECHETICS AND THE CCD O O O O O O O C O O O O O O O O O O 0 Table 1:1: The Education of Catholic Youth National View................................... Table 1:2: The Education of Catholic Youth in Catholic Schools and Public Schools. . . . . . . . . . . . . National Enrollment Facts - 1962-1963 . . . . . . . . . . ,, Table 1:3: Projected Enrollment of Catholic Youth in Catholic and Public Schools for the 1968-1969 School Year (based on the Notre Dame Study) .............................. Table 1:4: The Education of Catholic Youth in Catholic Schools and CCD Programs (in Michigan 1960-1966 )......................... Table 1:5: Increase in Catholic School and CCD Enrollments in Michigan. - 1960:1966 .-. . . . . . . . . . . . Table 1:6: The Education of Catholic Youth in Catholic Schools and CCD Programs in the Dioceses of Michigan - 1960-1966 . . . . . . . . . . . . . II CURRICULUM DESIGNS IN CATECHETICS . . . . . . . . . . . . Chart 231: A cateChetiCS Curriculum Design 0 e e e o e e e e e e o e o e 0 Chart 2:2: A Schema for Catechist Preparation Programs . . . . III BALTIMORE CATECHISM CATECHETICS . . . . . . . . . . . .. Chart 3:1: Sample of Catechesis in Baltimore Catechism Curriculum Approach . . . . . . . . . . . . . . . . Chart 3:2: Schema on Catechist Preparation Programs for Baltimore Catechism Curriculum Approach . . . IV EICHSTAETT-BANGKOK CATECHETICS o e o o o e o e e e o o 0 Chart 4:1: Sample of Catechesis in the Eichstaett- BangkOk Curriculum Approach 0 e e e e o e e e e e e e e e e e 0 Chart 4:2: Schema on. Catechist Preparation Programs for Eichstaett-Bangkok Curriculum Approach . . . . . V POSTVATICANCATECI‘IETICSOOcooonoooooono... Chart 5:1: Approaches to the Preparation of cateChistS soeeeeeeeeeeeeeeoeooeeeooeeoeoeso... V Page 12 14 14 15 18 18 19 25 42 56 59 84 87 89 110 113 116 174 INTRODUCTION The Need for This Study The need for this study stems from the recent developments within the Catholic Church which were formalized by the Bishops at the Second Vatican Council (1962-1965). Developments in basic understandings have given rise to new thinking and new pastoral goals, which in turn significantly affect the approach to teaching religion, especially in the religious education work of the Confraternity of Christian Doctrine (CCD). Along with these theoretical developments there is a growing need for expanded religious education curriculums in the CCD and subsequently a need for preparation programs for teachers to work in these curriculums. These two factors make research into catechetics curriculums and teacher preparation imperative. This study seeks to begin such work. The Purpose Of This Study The Purpose Of this study is to work toward the development of a curriculum design for catechetics and a theory of teacher prepar- ation which will bring the religious education work of the CCD into effective harmony with the pastoral goals of the Post Vatican Catholic Church. Since little work has been done in this area Of catechetics, this study will strive to show the need for more research into the educational theory behind the teaching Of religion and provide a general sense of direction for such research. The Plan Of This Study TO accomplish these purposes, this study will be organized as follows: Chapter I; An explanation Of the nature Of catechetics and the Confraternity of Christian Doctrine (CCD) and the need for new curriculum approaches and programs of teacher education. Chapter II: The presentation of the elements of a general catechetics curriculum design and a theory of teacher preparation for catechetics. Chapter III: The application Of this design and theory to the former approach to catechetics referred to herein as Baltimore Catechism Cate chetics. Chapter IV: The application Of this design and theory to the present curriculum approach to catechetis referred to herein as Eichstaett -Bangkok Catechetics. Chapter V: The use of this design and theory to show general nature of the developing approach to catechetics to be called herein Post Vatican Catechetics. Chapter VI: A summary of this study and recommendations for its application and for further research in this area. Definitions of Terms To follow this study it is necessary for the reader tO have an Operational definition of several terms which enables him to know what is intended with their use. 292 CCD is the name Of the Catholic organization, known fully as Confraternity of Christian Doctrine, which is responsible for the religious education of the Catholic youth who attend public schools, and for adult. religious education. catechetics: Catechetics is the name Of the discipline of teaching religion. catechist, catechesis, catechism: A catechist is one who teaches religion. In this study, a catechist is used to describe a non-professional teacher Of religion. Catechesis is the act of teaching religion. A catechism is a religion textbook. curriculum design: A curriculum design is a plan or conceptual model which "defines the important components or aspects Of curriculum and determines the pattern of their relationship to each other and to the curriculum jobs 1 to be performed. " theory Of catechist preparation: This term will be used in this study to refer to the general schema or outline consistent with a curriculum approach and upon which a complete theory Of catechist preparation could be built. 2 Scope of This Study This study will be a horizontal study. As such it will move across the surface of various disciplines and aspects Of education and catechetics. 1 Virgil E. Herrick, Strategies of Curriculum Development, Selected Writings, James B. Macdonald, Dan W. Anderson, Frank B. May (eds.), Columbus: Charles Merrill, Inc., 1965), p. 17. 2 Paul Woodring, "The Need for a Unifying Theory Of Teacher Education, " Elmer Smith (ed), Thacher Education: A Re-appraisal (Harper and Row: New York, 1962), p. 140ff. No particular area will be explored in depth. This broad scope was deemed necessary in order to show the changed nature of the approach tO a catechetics curriculum in the Post Vatican Church and to show the impact Of this change upon catechesis and catechist preparation. Statements in this study will be supported by reference to readings in education, catechetics, and related fields; to reports of Observations Of catechists in nine class sessions, which were re- corded and analyzed in depth; to interviews with diocesan directors, catechist instructors, catechists, and others; and to administrative reports, research studies, and syllabi of catechist preparation programs for eight selected dioceses. CHAPTER I CATECHETICS AND THE CCD Before discussing catechetics curriculum designs and catechist preparation, it is necessary to put them into perspective by examining the need for them, and tO establish their place in the religious education work Of the Confraternity of Christian Doctrine.(CCD). The CCD and Religious Education "GO into the whole world and preach the gospel to all creation. (Mark 16, 15)" This mandate of Christ to his followers is the prime motivation behind the educational work of the Catholic Church. The Church "considers how extremely important education is in the life Of man and how its influence ever grows in the social progress of this age. "1 Coupled with its spiritual and liturgical ministry, the Church organizes its resources for education in a variety Of ways, "of which catechetical instruction is foremost. "2 1 "Declaration on Christian Education, " Teachings of the Second Vatican Council (Westminster, Maryland: Newman, 1966) p. 250. 3 Ibid.. p. 256. TO bring the Gospel Of Christ to the Catholic youth attending public elementary and secondary schools, and to adults, is the specific work for the Confraternity Of Christian Doctrine (CCD). CCD; was organized in Milan, Italy in 1560 and became one Of thefew Church organizations that by Church law must be established in each parish. In 1902 the CCD was introduced in the United States as an organization by Bishop M. S. Corrigan, and it has spread rapidly to every Catholic parish in the country. 1 Parish CCD Units In October, 1965, the Bishops at the Second Vatican Council urged pastors of parishes around the world to provide for members of their parishes "a catechetical instruction that is consonant with each one's age. In imparting this instruction they should seek not only the assistance Of the religious but also the cooperation of the laity, establishing the Confraternity of Christian Doctrine. "2 Each parish now has a CCD organization tO provide this religious education. These vary from paper plans to thriving operations. Most consist Of religion classes for young people. 1 Manual Of the Parish Confraternity of Christian Doctrine (Washington, D. C. : National CCD Center, 1961), p. 154ff. Z "Decree on the Pastoral Office of Bishops, "Teachings. . . . . : Po 295- The Catholic youth who attend public schools come to the parishes or catechetical centers on released time or during off school hours for their formal religious education. Classes in religion are held for them according to their school grade level. Volunteer catechists - and the religious who teach in the parochial school if available - teach these classes which range from one hour to three hours depending a variety of local customs and circumstances. 1 Aware that "apostolic formation cannot be limited purely "2 more and more parishes are Offering to theoretical instruction, a broader religious education curriculum including besides religion classes special activities such as trips, liturgical experiences, social activities, and the like. Nevertheless the bulk of CCD work at the present time consists of religion classes taught by volunteer catechists who have little or no formal preparation for their task and who must Operate in facilities and with materials that range from excellent to terrible depending again on local circumstances. 1 Joseph C. Neiman, The Status Of CCD in Michigan 1965 (Report Of the State CCD Committee to the Michigan Catholic Conference, November, 1965). Z "Decree on the Apostolate of the Laity, " Teachings. . . . p. 13. “The CCD is great in theory and on the diocesan level, but it, in some cases, leaves much to be desired on the individual parish level" writes on catechist. 1 Diocesan CCD Work Within the state of Michigan there are five Catholic dioceses. These are regional divisions headed by a bishop. Each diocese has a CCD Office with a staff that seeks to provide service tO parish CCD units. The main task Of this CCD Office is to provide administrative and curriculum adivce and especially pre-service and in-service education for volunteer lay catechists. To accomplish this task, the diocesan CCD staff conducts catechist preparation programs in regional centers within the diocese. Parishes send their volunteer catechists to these centers for this program, after which the catechist is granted a certificate. In-service workshops, conferences, and similar activities also conducted to increase the preparation of these certified catechists and to Offer initial assistance to those who have had little or no preparation for their task. At the present time the diocesan CCD Office does not have 1 Joseph C. Neiman, "Who Teaches CCD Classes? " Our Sunday Visitor, September 18, 1966, 'p. 10. 10 authority to do more than offer such catechist preparation as a service to parishes which seek it. Consequently pastors in selecting lay volunteers to teach in their parish CCD programs Often stress "no requirements for the teacher other than willingness to take up the work. ”1 State CCD Work Presently in Michigan there is a State CCD Committee which is striving, among other things, to establish a training center to prepare professional catechists to serve as master teachers in parish programs and to place more authority for these religious education programs in the hands Of the diocesan CCD directors and staff. In the foreseeable future, however, the catechetics curriculum in the parish CCD programs and the catechists who effect it will be at a non-professional level, depending upon the advice and training Offered by the diocesan CCD Offices . The Growing Need For CCD Work The increasing number Of Catholic young people attending public elementary and secondary schools necessitates expanded parish "Says CCD Program Badly Handicapped, " The Western Michigan Catholic (The Catholic weekly Of Grand Rapids Diocese), June 16, 1966. This article was a report on the talk by Rev. Joseph Collins, Director of the National CCD Center in Washington, D. C. ,. . 11 CCD religious education curriculums and more catechists. An examination Of the national and Michigan Catholic youth school enrollment facts will demonstrate this need and the pressing reasons for research into catechetics curriculum designs and consistent catechist preparation programs. Catholic Youth in Public Schools - National Facts Exact figures for the number of Catholic youth attending public elementary and secondary schools are not available. Estimates and the results of a couple Of research studies do give reliable estimates which can serve to give a picture of the situation. The NORC Study The study conducted by sociologists, Rev. Andrew Greeley and Peter H. Ros si, for the National Opinion Research Center (NORC) with grants from the Carnegie Corporation and the U. S. Office of Education, provides the following information about the education of the Catholic youth in this country. "About 13 percent Of those who were born Catholic attended Catholic primary and secondary schools exclusively. Another 32 percent had some of their education in Catholic primary and/or secondary schools, while 33 percent of those who went to 12 primary and secondary schools never set foot inside a Catholic school. If we distribute the one -fifth Of the population that did not attend high school according to their elementary school attendance, we raise the "all Catholic" group to 19 percent, the "some Catholic" group to 38 percent, and the ”no Catholic" group to 43 percent. " Putting these figures in more visual form, such as in Table 1:1, we can see that over half of the Catholic youth in this country receive their formal religious education, if at all, through the CCD program. Table 1:1 The Education of Catholic Youth - National View category percentage in each category 0 10 20 30 40 50 60 70 80 90 100% All education in Catholic school /////// 19% Of American Catholic youth Some education in Catholic school I/l/l/I/l/l/l/l/II/l/[l/l/l/ 38% Of American Catholic youth No education in Catholic 8 cho 01 /////////”//////////////////////////////”//////////l 43 ‘70 of American Catholic youth Andrew Greeley and Peter Rossi, The Education Of Catholic Americans (Chicago: Aldine Pub. Co., 1966), p. 25. «Jami!!! {I m L .3...‘ 13 The hope that this large number of Catholic youth who attend public schools are enrolled in CCD religious education programs is shattered by the NORC study where it notes: "Parents of 44 percent Of the Catholic children not in Catholic grammar schools and 24 percent of the high school group reported their children to have had some religious instruction. ” This means that the CCD programs are currently not reaching 56% of the Catholic youth of elementary school age and 76% of those of high school age. This would seem to indicate a great need for expansion of catechetics curriculums and the preparation of more catechists. The University of Notre Dame Study The Notre Dame Study of Catholic Elementary and Secondary Schools i_n the United States, conducted under the direction of Reginald Neuwien by a grant from the Carnegie Corporation, indicates that in the 1962-63 school year 54% of the Catholic youth of school age in this country attended public elementary and secondary schools (see Table 1:2, p. 14). 1 Greeley and Rossi, p. 285. Table 1:2 The Education Of Catholic Youth in Catholic Schools and Pubgc Schools - National Enrollment Facts - 1962-63 School Year 1 Total number Of Catholic youth of school age ".4 milllon 5.3 million Enrolled in Catholic schools . in" " f: v 9 -: ...”V ...1' -.‘ J ' ." v 0“ 'r’_‘d,‘:..‘:.'r’.l l ’ I e ’5", I! a '¢!_.’.,o’:o. v T r . -! A... '5 s -' . -,- -P f- 9 s- u .- .r .1 M o a ‘ ‘_;"..P , ‘. ..eupflmifi’,» ... L. 9. ....3 ,9.a‘ “ .o r." «J- '9 .‘19' .‘ e " ‘ ‘.|‘.-§I..’:.V‘!,. . .. ...... 14'... ,Lr.,.9.o',-0. I J .' , ' r '.9 - ,r‘..' ’’’’’ .19 be .t'..‘ 59V‘O.;,-‘z-I§I‘ . . . a » _ a. ‘. .' v‘y9'9.. a ~'i“,"'5fl‘. - ', 7.- . '. ‘ - -' ~ ‘1‘ 2", ‘.‘. -'.o' i"§.‘§‘fi" . ' . s ' O . .0 9 ' C f 1' 1 fl» 0* . I . ! -.. .! p r - >..,A ' s.‘..t0 . . ,14' .‘ . , ,.,.' . 4,. P,~'.. "3"E‘IE-layfitl‘bh'!”i , . - - ...-I!.I.I4 .‘.: 7”... 5..>’.' 4"x‘~. '-? ~'. I D H" .11, ¢; ' o O .' '. . ‘,’ - 3' - .“.- fiat-Pfégugr " ' I '1: I ‘0“: v':, 9".”9‘ .‘fi'mfi'ig‘i‘5‘9flfiF . .‘ . n 2,. ' rs. 2‘23"”,"(3 19”.?,.'u;.._.-!"&!§!:ég'" ,1 .”.. .. , ,u I 6, g! I.:I,.'.‘ . c.0;""’-.9i . ' '. - ‘ o . s ’ r . r‘.‘.’.’a‘.'.'o' 9"“ 1.0 1‘ 9"I' o""’.”,.0‘.¥...\1 . . 1 Q .2 . ‘ . ‘. ‘ ~. (7’ .. .. I. 0' 4.. ...F.' “,.:9.o'.b;n9i9".,h.“ _ . . . , . . _ . I . 1 .07., ‘1 _ _‘ . .‘ ' . . LY". ’ :_. .A'!_F“.j|‘:’.I‘,.I.! i}, ‘iggie’ nrO e In - . ' - . ‘ - ,' » . ' . ' . _' - .‘ - .’ ~ .-'.'.e*..':.;s fr;‘»;,'-hf. :ga'r, ._ _ . -. _ -, W— - '. _'.‘. - 9. ".".‘-’u‘ ¢.¢“~.§';'~"p‘»' I‘ o’- - ' ‘ ‘.e '=e!~.°'6'001 I i-r i I J "2‘nit“l‘ I‘.‘ , I . 2 _ . z .I ‘ . n ,, ' _. ' A. .‘l _ _.' ‘ ‘ 4 ’ - 2 ‘ 9‘ ‘ 4’ ,0 ‘4- .- I ‘ . , PUblIC S ChOOls and '- . . . - -..+ ,. .. a. g.._g‘..-,’,p,,.n_,m,A?» ' I ' . i 1" J C .1-1 ‘A. ".n' J.” *9 0" "I? ‘9’ P. 1 4 p .I . 0.. e f. g ”“9" .’ §O .‘U. " V ' ‘ ' I y ' ' "11:“ J. '3" 9“ ’9‘;I"’ii§l‘% -’ thus CCD Potential ' C 1 o . 4'3'"w"-"-"4-7.«‘.*.*.’:‘v.',."’.’.w- . . , ' ' . .1 y 2 a .I“,. .!~ ‘y, _, "a: i . - . .‘ . . .--‘. ,,r 1.- .‘p_ g¢.i,l"."p ‘ ' . ' ' ' 1 ' ‘ ' , ' .‘ ' h ' . ' '3‘" 9"”5“:" 0".2'§".O‘ ' l , o 1 v .. fl ‘ ‘ .' r . . ‘ ‘9 I V ‘ I . . 4 u;- ;s ,_ . " ' -' ‘ ’v"9""!. .0’9.’." .9 " " ’ J .o no ,9 .5. . ..s .s . . , ,._. y , “I ‘, ‘. o .0“! 'n ’j:'.n¢‘.9"‘. 0.... p "5 ’ »"'.!' 1:9“),3“. ul"n' . . D .2 . n ...-‘4 n .c'..-.fl.,:i,g.!g”y' ' ' ‘ .l‘-'.I‘. O‘ s!" i".-.! ul.‘ ._ a . -.-,'.~'., l“’.“.:'..". ' ‘ .9' .1 er .I; my t. i 1 . ‘ ‘ " -" N" «Is‘ unflu' ' ’1 o o “.10"’- I "('1' ‘1’. "9’ ‘q ‘. . L 9 ‘9‘ A ., p? ;4“..I t at .9 .......l"‘._.!=.' .f" ‘q 9 ..p",;.,_...; ..I'. ., ' ’ 'D'Iu‘f‘yo" I .! 1 based on "Enrollment Of Catholic Schools", Catholic Schools in Action, A Report of the Notre Dame Study Of Catholic Elementary and Secondary Schools in the United States, Reginald A. Neuwien (ed), (Notre Dame, Indiana: University Of Notre Dame Press, 1966), pp. 27-37. 14 15 The Notre Dame Study also makes a prediction for the enrollment of Catholic youth in the 1968-69 school year basing it on the number of students who would be in school according to baptism figures. Assuming that the same percentage will be enrolled in Catholic schools and public schools, the CCD potential in the 1968-69 school, that is, the number of Catholic youth in public schools, would exceed 7. 4 million (see Table 1:3). Table 1:3 Projected Enrollment of Catholic Youth in Catholic and Public Schoojls - for' the 1968-69 School Year (based on the Notre Dame Study)‘ Eligible Catholic youth Catholic school public school (CCD) elementary school age 9, 770, 108 (100%) 5, 100, 973 (52%) 4, 669, 135 (48%) high school age 4, 154, 080 (100%) 1, 338, 444 (32%) 2, 815, 636 (68%) total youth 13, 924, 188 (100%) 6, 439, 417 (47%) 7, 484, 771 (54%) 1 Based on ”Enrollment of Catholic Schools, " p. 35. 16 Other Enrollment Estimates A National Education Association publication reports that in the 1963-64 school there were 13 million Catholic youth of school and that 57% of these attended public schools. 1 Monsignor Russell Neighbor, Associate Director of the National CCD Center, estimates the 1964-65 school year enrollment of Catholic youth in public schools to be near 8, 200, 000. 2 How many of these Catholic students are actually enrolled in parish CCD programs of religious education is unknown, but the Greeley-Rossi study would indicate that about half of the Catholic youth attending public schools receive formal religious instruction in the CCD. 3 The prospect for a future decline in this enrollment, throughan increase of Catholic enrollment in Catholic schools, does not seem likely. The Notre Dame Study notes this by showing a decline in enrollment in Catholic schools in recent years and by giving facts about the number of Catholic youth turned away from Catholic schools for lack of room. 4 This can also be seen by the decrease in 1 Education USA, National School Public Relations Association newsletter (Washington, D. C.: NEA) Dec. 30, 1965, p. 7. 2 Letter from Msgr. Neighbor to Joseph Neiman, January 25, 1966. 3 Greeley and Rossi, p. 285. 4 "Enrollment of Catholic Schools, " pp. 40 8: 41. 17 Catholic school enrollments between the 1964-65 and 1965-66 school years of 1. 5% on the elementary level and less then 1% on the secondary level. 1 It should not be condluded that the Catholic schools are on the way out. The Council "entreats pastors of the Church and the faithful to spare no sacrifice in helping Catholic schools to achieve their purpose in an increasingly adequate way. . . . . . . "2 The NORC and University of Notre Dame studies also show the growing interest of Catholic parents in sending their children to Catholic schools. Many factors, outside of the scope of this study, contribute to this decline in enrollment in Catholic schools and the corresponding increasing enrollment of Catholic youth in public schools. The concern of this study is the increasing need for catechetics curriculums in parish CCD units, which is Shown by the national facts pr es ented above. Catholic Youth in Public Schools - Michigan Facts Bringing this need to the local scene, the Michigan enrollment facts on Catholic youth also demonstrate the need for more catechists and expanded 1 Education USA, June 20, 1966, p. 198. Also "Clips and Comments, n Catholic Educator, June 6, p. 4. "Declaration on Christian Education, " p. 263. 18 catechetics curriculums. These facts are presented in the following tables. Table 1:4 The Education of Catholic Youth in Catholic Schools and CCD Prcajrams (from publi; schools) in Michiga_n 19—51-1966 ‘ year enrolled in Catholic enrolled in public ___________ 82113212 _ _ _ _ _ _ _ _ 1.15.213 25.1.9921 ._ _ _ _ __ _ 196.0-6 1 27 6, 440 175, 184 1961-62 288, 741 188, 883 1962-63 296, 958 200, 614 1963-64 305, 115 218, 369 1964-65 306, 883 241, 286 1965-66 302, 904 256, 676 * Does not include Catholic youth attending public schools and not CCD. Table 1:5 2 grease in Catholic School and CCD Enrollments in Michigan - 1960-66 enrolled in. 21 I.‘ percentage of increase in six years 0 10 20 30 40 50 60 70 80 90 100% Catholic schools in Michigan HI 9. 6% increase CCD programs in Michigan ll/lW/l/fl/fl/I/M/I/III/Il/Il/IIIIMIII 46 . 5% incr 638 e g 1 Joseph C. Neiman (ed), The Post Conciliar Challenge to CCD in Michigan (Report of the State CCD Committee, November 1966), p. 10. 2 Ibid., p. 11. omoww oNoWI OFF... iewfi .2 d £8332 8.“ 600 8 omaozmro $50qu «mom 23. .83 $582 .0 £33. mwm.mm mfio.o omw.mm ooo.>m mwN.~o~ omv.mm mmm.o2 Nom.m~ wo~.>m 0mm .mom owfi.mm Hom.o~ www.mm omm.om omo.ao~ mmm.~m emo.od ssm.- omm.wm ooo.oas Ho¢.~m 24>.ofi ome.- oom.~m ow~.~an H ommohofi ob .gws .sofl .emm _§mp ommOHoGfi ox: oonmos ooo.o~ omo.aH Hfifi.m~ owa.om oo~.smn so-mso~ monvoz ohm.mN awo.wd wmp.N~ oo~.p~ El. :3; mo-¢oo~ vmnmomd >m¢.o~ om>.ws mew.o~ woo .mm OHNJMH woumoofi owo.oH omo.wn po¢.o~ oom.o~ mmm J N“ mo: mom; moles pwm.o~ wo¢.pfl mmw.w~ oom.wn 050 .w: MAY-TX; smo-oood - ammaaoaea mo momooofim 05 5 madnmonm DUO padwfioosom oSofimU a“ £50? 039th m0 Gofiwodvm 9.3... 9H 3an mom .3 meamm 320 $00 .2 ouuoswhdg mmc .NN dewmmm :uN .H m wcfimamd mmo .owH fionqu Honoomg omoooflu ”paoafionco Hoosom 030330 mwo J; 939mm paws—U mvm .5 ouuoavumg 000 .: Bonmmmm memo .5 wafimeA ¢N~ .ooH ”50.369 Apnoea omooowp Jamaicans Q00 20 The above national and Michigan facts show the need for vastly expanded CCD catechetics curriculums if the pastors of the Church are to achieve the objective stressed by the Vatican Council of providing for the members of a parish "a catechetical instruction that is consonant with each one's age. ”I These expanded curriculums necessitate more catechists to staff them. It is this need that is felt most acutely by pastors rather than the need for a change in the approach to teaching religion. The Preparation of Catechists If any curriculum approach in catechetics is to function well quality preparation of the catechists who effect it is necessary. Francis Keppel stresses the importance of the teacher in education stating: "No factor in education, of course, influences the quality of learning the children receive more directly and forcibly than the teachers. . . . " The Council Fathers also stressed the importance of adequate preparation for catechists noting that they should be properly trained for their function. . . . ”3 1 "Decree on the Pastoral Office of Bishops, " p. 295- 2 Francis Keppel, The Necessary Revolution in American Education (New York: Harper and Row, 1966), p. 90. 3 "Decree on the Pastoral Office of Bishops, .. p. 281. ‘1 21 Catechist Preparation in Michigan The information in Table 1:7 indicates that of the 9, 422 CCD catechists in lower Michigan in the 1964-65 school year, 37% had no formal preparation for teaching religion. Some 29% had been certified by the diocesan pre-service educational programs. The remaining 34% were priests and religious whose preparation for teaching religion varies greatly. The lack of preparation is felt by the catechists themselves. In research questionnaires they often noted their need for more proparation. This was true also of the certified catechists. 2 Pope Paul pointed out the danger of this lack of preparation also. ”Isn't there perhaps a danger that the absence of specific qualifications . . . may even cause religious teaching not only to be unfruitful but even at times to do harm? "3 Despite such statements, the majority of the volunteer catechists are drafted to teach without specific qualifications and with little or no preparation. "I was drafted by my pastor" writes on catechist. 1 Gerard S. Sloyan, "Seminary Training and Religious Education, " Modern Catechetics (New York: Macmillan, 1966), p. 291. 2 Joseph C. Neiman, ”Who Teaches CCD Classes? " Our Sunday Visitor, The National Catholic Ecumenical Weekly, Vol. LV, No. 21, p. 10. 3 ”Pope Paul to Religion Teachers, " Our Parish Confraternity (Washington, D. C. National CCD Center), Vol XXV, No. 2, p. 4. Table 1:7 The Preparation of CCD Catechists in Michigan 1 (for the 1964-65 school year) 29% CERTIFIED LAY CATECHISTS 2, 723 3470 PRIESTS 8: RELIGIOUS 3, 251 377. NON-CERTIFIED LAY CATECHISTS 3, 448 These figures include only the four dioceses of lower Michigan since information from the diocese of Marquette was unavailable. 1 Joseph C. Neiman (ed), The Post Conciliar Challange to CCD in Michigan, op. cit. , p. 14. 22 23 New Theory of Catechist Preparation Needed The changed nature of the approach to catechetics will be shown in 'later chapt era as well as the need to change the catechist preparatory programs to be consistent with the curriculum design. It should be noted in passing that there is a growing concern over the quality of present catechist preparation programs spreading among professional religious educators. Father Collins, Director of the National CCD Center, at a recent workshop on the Crisis in High School CCD noted this in his talk summarizing the results of a recent national survey: "Despite the growing use of some form of academic training for CCD teachers in a number of dioceses, the reports indicate grave concern over the quality of the training courses. (Italics added) "1 In another report, Father Collins stressed that "there is an urgency to experiment and to share ideas on new approaches to catechist training. "2 1 "CCD Handicapped. , , . , "The Western Michigan Catholic, 1). l. 2 Joseph c. Collins (ed), Updatiithe CCD High School, Report on the Workshop, Meeting the Crisis in the CCD High School, June 13-24, 1966, Washington, D. C.. p. 9. 24 Summary From the information presented above it can be seen that the CCD catechetics curriculums - consisting mainly of youth classes - must be expanded to meet the rapidly increasing enrollment of Catholic youth in public schools, Presently such classes are being taught by untrained or poorley trained vo1unteer catechists. The need for more and better prepared catechists is being felt deeply. This situation places a growing responsibility upon the diocesan CCD office for more and better catechist preparation programs. In following chapters the changing nature of catechetics curriculum approaches will be shown and the effects of this upon the nature of the catechist preparation programs and the parish CCD curriculums will be discussed. Suffice it to say here that the need for studies into the nature of catechetics curriculums and catechist preparation is great and grows with the work of the CCD program. CHAPTER II CURRICULUM DESIGNS IN CATECHETICS ”Tell me where you wish to go and I will tell you how to get there. " This old adage often expressed by natives to tourists in giving directions contains much wisdom. Before one can prepare a person to do a job, he must know the natureof that job. The felt need discussed in Chapter I for the preparation of more catechists for expanding CCD programs necessitates that those who begin such preparation examine the nature of catechetics answering the question of preparation for what? What is the catechist expected to do in the CCD curriculum? Without knowing what the catechist is to be prepared to do, one merely designs catechist preparation programs that "sound good, " as it were. George Denmark notes about the preparation of teachers: "In teacher education, . . . the central curriculum decision is that of formulating, defining a d assessing the objectives of the program. " These objectives for a teacher education program arise out of an implicit or expressed belief about the function and purpose of educ ation. 1 George W. Denmark (ed), Criteria for Curriculum Decisions in Teacher Education (Washington, D. C.: ASCD, 1964) p. 10. 25 26 Paul Woodring puts it this way: "The education appropriate to a professional group depends upon the responsibilities assigned to members of that profession. " The same applies in catechetics curriculums and catechist preparation. A diocesan catechist preparation program will be built on understandings about the nature of the task the catechist is expected to accomplish in the parish curriculum. Therefore, in this Chapter the role of the catechist in a curriculum approach will be put into perspective by viewing it in terms of the whole curriculum approach through a curriculum design, First a brief explanation of curriculum designs and their use will be given. Then a curriculum design framework will be introduced which can be used to understand catechetics curriculum approaches. Following this a brief schema for a theory of catechist preparation will be introduced. Then the design and schema will be used in subsequent chapters to show the changing approaches to catechetics curriculums and the subsequent changes for catechist preparation programs. 1 Paul Woodring, "The Need for a Unifying Theory of Teacher Education, " Elmer R. Smith (ed), Teacher Education: A Reappraisal (New York: Harper and Row, 1962), p. 148. 27 It is hoped that through this catechetics curriculum design and schema for catechist preparation religious educators will be better able to identify the elements in a parish religious education program and to know more precisely what kind of catechist preparation is needed for it. Goodlad notes that “there are factors identifiable in and profoundly affecting the learning-teaching relationship whether or not teachers are aware of and account for them. "1 It is these factors which are made evident by a curriculum design in catechetic s. The Nature of Curriculum Design Following the Conference on Curriculum Theory at the University of Chicago in March of 1950 the concept of curriculum design has been widely discussed and studied. A curriculum design or .' an instructional theory, or an educational model - depending upon which educator is writing - is a term used to refer to the basic idea of a central pattern or theory which shows the relationship of the elements 1 John I Goodlad, "Educational__D_ecision-making and Teacher Education, " Teacher Education" a Reappraisal, p. 175. 28 found in an educational program and which can be used to make responsible decisions for the operation of that program by reference to its Hilda Taba notes: "Curriculum design is a statement which identifies the elements of the curriculum, states what their relationships are to each other, and indicates the principles of organization for the administrative conditions under which it is to operate. . . . . " Virgil Herrick defines a curriculum design in similar terms: “Any adequate structure or design of curriculum defines the important components or aspects of curriculum and determines the pattern of their relationships to each other and to the curriculum jobs to be performed. "2 Inherent in these definitions are these points: 1) that this design or model shows the elements which are found in an educational program and 2) the use of this design or model for decision making about the educational program. These two ideas - relationship of elements and decision-making - seem to be found in broad expressions 1 Hilda Taba, Curriculum Development: Theory and Practice (New York: Harcourt, Brace and World, 1962), p. 426. 2 Virgil E. Herrick, Strategies of Curriculum Development, p. 17. 29 1 for this unifying design such as Harry S. Broudy's for example, who discusses a "theory of education, " and in less expansive expressions .32 about designs or models such as Jerome Bruner who speaks of a ”theory of instruction". In this study the concepts of a curriculum design expressed especially by Herrick and Taba will be used in viewing catechetics and in constructing a catechetics curriculum design to show what is being sought in the curriculum, who is involved and in what way, how the interaction of teaching and learning takes place, and how to know that it is succesSful. 3 1 Harry S. Broudy, "Needed; A Unifying Theory of Education, " Curriculum Change: Direction and Process (Washington, D. C. : ASCD, NEA, 1966), p. 18ff. 2 Jerome S. Bruner, Toward a Theory of Instruction (Cambridge: Belknap Press, 1966), especially pp. 39-72. 3 Anyone wishing more information about the differences between these various expressions for a unifying design or model could consult the works of the authors and the following: - James B. MaCdonald, "Educational Models for Instruction - Introduction, " Theories of Instruction (Washington: ASCD, 1965) for a clearer differentiation between curriculum and instruction systems and models. - Virgil E. Herrick and Ralph W. Tyler, Toward Improved Curriculum Theory, Supplementary Educational Monograph No. 71 (Chicago: University of Chicago Press, 1950). - Paul H. Klohr, "The Use of Design Element in Curriculum Change, " Educational Leadership, Vol. 23, No. 1, Oct. 1965, pp 25-28. 30 Ralph Tyler notes that a curriculum design should answer four questions basic to an educational program: "1) What educational purposes should the school seek to attain? 2) What educational experiences can be provided that are likely to attain these purposes? 3) How can these educational experiences be effectively organized? 4) How can we determine whether these purposes are being attained? " Herrick explains that a curriculum design should answer similar questions which he states, however, in terms of the learners. He further notes that a design serves to establish curriculum and instructional priorities - a concept that will be explained in detail later - and as a rationale against which the daily instructional and administrative decisions are made. 2 Lippitt and others see the value of a curriculum design in introducing curriculum change. 3 1 Ralph W. Tyler, Basic Principles of Curriculum and Instruction (Chicago: University of Chicago Press, Syllabus Division, 1950), p. 1. 2 Herrick, Stratigies of Curriculum Development, p. 20. 3 Ronald Lippitt, "Process of Curriculum Change, " Curriculum Change: Direction and Process(ASCD, NEA, 1966), p. 43. 3 1 Summary A curriculum design is a stated theory or a visualized pattern which does the following? 1) Identifies all the major elements of the education program 2) shows the relationship of these elements to one another 3) establishes priorities for curriculum and instructional decisions 4) becomes a criterion for the defining of educational objectives, the selection of learning experiences, and the evaluation of outcomes. 5) serves as a criterion for introducing change 6) provides the rationale for daily administrative and instructional decisions. Curriculum Designs in Catechetics It is appropriate to consider curriculum designs in the field of catechetics? Many would think not. "A case can be made against imitating non-church approaches to the educational task and against automatically accepting general findings of education as being applicable to religious education. "1 To be sure there is a unique nature about 1 Edward W. Uthe, “Developing Curriculum Design for Christian Education, " Religious Education, Vol. LXI, May-June 1966, p. 163. 32 education which deals with such elusive spiritual realities as God and faith, but just as building a church is uniquely different from building a bank, for example, nevertheless the basic understandings about the use of bricks or steel applies to both while the design execution of these in symbols and functional forms varies greatly as does the ultimate activity within them. A consistent theme of the Second Vatican Council noted by Father Bernard Cooke, S. J. , is the ”openness to knowledge other than that coming from faith and revelation, "1 "What this says for religious education is quite important, It points to the fact that there cannot be integral religious formation apart from the total context of human education. "2 In this study, therefore, it is assumed that the fundamental understandings of the educational task, of the child, of the teacher, and of the processes of teaching gained from educational theory in general can be applied to the study of the teaching of religion always keeping in mind the extra dimension of the spiritual nature of catechetics. "Repeatedly in the Council documents it is implied that Christians, even to understand their faith, to form their judgments, must draw upon knowledge other than faith. "3 1 Bernard Cooke, S. J. . "The Significance of the Second Vatican Council, " Religious Education, Vol. LXI, Sept. -Oct., 1966, p. 339. 2 Ibid. 3 Ibid. 33 A Catechetics Curriculum Design "The most obvious function of a design is as an aid in visualizing the curriculum as a whole and the interrelationship among its elements. "1 When Mrs. Smith meets with the fourth grade students on Saturday morning, there are at least six identifiable elements in the teaching-learning situation. There are l) the teacher, 2) the learners, 3) an aim, 4) content, 5) a process, andy’b) evaluation.2' The class is also influenced by time and space factors but these will be considered with the process or learning experiences since they are a factor in the selection of these. Likewise within this study the spiritual dimension will be included only indirectly. The Catechist ”The most significant factor that a teacher brings into teaching is himself. "3 The behavior which the person called catechist exerts can for purposes of study be separated from the study of the person himself if one bears in mind that in reality they are fused. The catechist brings into the teaching-learning situation a whole back- ground of personal beliefs, values, needs, and experiences which are unique to himself and significant for his behavior in teaching. Included among 1 Uthe, p. 165. 2 These elements have been identified by many educators. For example, see Robert N. Bush, "A Schema for Teacher Education, " Teacher Education: A Reappraisal, p. 185. 3 Goodlad, p. 176. 34 these are his beliefs about God, the world, himself, life, and others as well as understandings about the role he is to fulfill as catechist in the teaching-learning situation. Jersild and others have shown the im- portance of the personal life and needs of the teacher upon his teaching behavior and his view of his students. 1 The Learners _ "Learners are inevitably present in learning. "2 The learners, like the catechist,each bring into the catechesis a unique background of beliefs, needs, and experiences which greatly affect their participation.. Their perception of the goal of catechesis and their role often differs greatly from the perception of the same by the catechist. Research shows that the catechist who has knowledte of the personal backgrounds of the students is more effective. Goodlad summarizes it: "What evidence there is suggest that teachers who have knowledge both personally of their students and professionally of child growth and development and learning are able to bring about more effective learning in their classrooms. " Macdonald explains the depth and effects of these personal backgrounds in instruction for the reader who would wish more detailed information on this. 1 Arthur T. Jersild, When Teachers Face Themselves (Teachers College: Columbia University, 1955). 7' Goodlad, p. 176. 3 Goodlad, 'The Teacher Selects, Plans, Organizes, " LearnirLg and The Teacher (ASCD, NEA, 1959), p. 45. 35 He also distinguishes between curriculum and instruction. 1 The Aim "A teacher brings into the instructional relationship some 2 Besides this general sense of direction about sense of direction. " what she is seeking to accomplish, Mrs. Smith also has a particular aim in mind for the catechesis when she starts the teaching-learning process. Ideally Mrs. Smith would state this aim in terms of her particular class and her particular sense of direction, but often she derives the aim from the stated aim of the textbook lesson. Robert Bush says concerning the teacher's aim: "All teaching consists of an attempt on the part of the teacher to bring about desirable change in the behavior (broadly conceived) of the pupils. . . But in every formal responsible teaching situation the teacher needs to be explicitly avgare of the changes that he is trying to effect. ” The general aim or sense of direction of the catechist should be distinguished from the curriculum objective or- priority. This will be explained later. The Content or LearninL Resources "In addition to an aim, the teacher must have something to teach, the content, that will enable him l J. B. Macdonald, Theories of Instruction. 2' Goodlad, "Educational Decision-making and Teacher filtration, " p. 176. 3 Robert Bush, p. 185 36 to achieve his aim. "1 To Mrs. Smith, catechist, the content will usually be her catechism lesson. More broadly conceived, however, the content would refer to all those things and persons which exist outside of the learners and which are brought into the catechesis by the catechist or the learners in physical or symbolic form to accomplish the aim of the session. 2 When this content has been internalized by the learners into their personality systems, it is said to have been learned. Er analytical purposes we can refer to content in stating objectives by dividing it into three general areas: cognitive, affective, and skills or psychomotor domains. 3 In catechetics God, the Person of Christ, or other spiritual realities which exist outside of the learner - and not yet encountered or learned - can be considered as much a part of the content as the dogmas or faith or a lesson on the Bible. lBush, p. 185. 2 Jerome Bruner has done much work in this area of content that has yet to influence catechetics. For example he would teach that an area basic catechetics such as Scripture has certain basic cognitive, affective, and skill fundamentals upon which the whole discipline is built and which if learned, provide the unity and skill for continued study in the discipline. See Jerome S. Bruner et al, Studies in C_ognitive Growth (New York: Wiley, 1966), especially Chapter 14, "An Overview." 3 Benjamin 5. Bloom (ed), Taxonomy of Educational Objectives, Handbook 1, Cognitive Domain (New York: McKay Co. , 1956), p. 7. 37 It is difficult to refrain from delving deeper into the research and writings about the meaning of content and these similar elements of the teaching-learning situation since there appears to be such a vacuum in catechetics in understanding these areas. For example, the dispute in catechetics over whether to teach doctrine or stress Christian living might be lessened if it were understood that both can be considered "content" from the point of view that they exist outside of the learner and are brought into the learning situation to accomplish the aim. 1 Content as used in this study also includes the idea of the "organizing center" (around which a catechist builds a lesson), explained in depth by Goodladzand Herrick. 3 Process or LearningExperiences A controversy also exists in catechetics over the meaning and value of the work, "method". The term will not be used here. But the teacher in catechesis performs some kind of behavior designed to achieve her aim. This behavior will be separated from the person of the catechist for purpose ‘ Marcel VanCaster, S. J.. The Structuri of Catechetics (New York: Herder and Herder, 1965), especially Chapter 1: “Catechesis: Its Triple task. " 2 John I Goodlad, "The Teacher Selects, Plans. Organizes, " p. 60. 3 Herrick, Strategies. . . . , especially Chapter 7, "Organizing Centers. " 38 of discussion and understanding it better but as Combs points out, one cannot talk about teaching methods without talking about the person using them. 1 VanCaster concurs. 2 The behavior of the learners can also be examined in the process part of the curriculum design when it is specifically directed toward the accomplishment of the lesson aim. In this regard, the term, "learning experiences, " might be more apt than ”process. ” Ralph Tyler notes about learning experiences: ”The term 'learning experiences' is not the same as content with which a course deals nor with the activities performed by the teacher. The term 'learning experience' refers to the interaction between the learner and the external conditions in the enviromnent to which he can react. " In this curriculum design for catechetics, however, the term "learning experiences" or "pro cess" will be used to designate both the actions of the learners and the actions of the teacher in planning and organizing and initiating the "learning tasks. "4 1 Arthur W. Combs, The Professional Education of Teachers (Boston: Allyn and Bacon, 1965). 2 Marcel VanCaster, S. J. , God's Word Today (New York:Benziger, 1966). 3 Ralph Tyler, p. 41. 4 R. Murray Thomas, "The Teacher Introduces Learning Tasks, " Learning and the Teacher (Washington, D. C. : ASCD, 1959). 39 Evaluation To see if the aim of the teaching -learning situation has been accomplished, some form of evaluation is used. This can range from a test by Mrs. Smith, catechist, over the catechism lesson to a discussion between Mrs. Smith and her students over what has been learned. If the instructional objectives have been set in behavioral terms then the evaluation is more effectively accomplished. 1 Without delving deeper into the varying views of the precise nature of evaluation, especially as it applies to catechesis, it can be said with confidence that some kind of evaluation is necessary in the curriculum design to provide feedback for the objectives and for future plans. 2 In catechetics evaluation is expecially elusive. One cannot measure growth in faith or personal conviction precisely. Some manir - festation in behavioral terms is possible but measurement of such spiritual realities as grace, prayer, and the like are impossible. 3 The ultimate aim of catechesis - eternal union with God in Heaven - is impos sible to measure. 1 Robert F. Mager, Preparing Instructional Objectives (Palo Alto: Fearon Publisher, 1962). Also see Vernon E. Anderson, Principles and Pro- cedures of Curriculum Development(New York: Ronald Press, 1965), chapters 10 and 17. 2 Henry Clay Lindgren, "The Teacher Helps the Learner Interpret His Experiences, " Learning and the Teacher, p. 81ff. 3 Rev. James R. Schaefer, "What Kind of Evaluation Do We Want? " Living Light, Vol. 2, No. 3, Fall 1965, pp. 28-35. 40 Whatever the form of evaluation, some evaluation is necessary in catechesis for the benefit of the teacher and the learners. "How a person evaluates the results of his instruction reveals a great deal about how he teaches. "2 Summary These six elements - l) catechist, 2) learners, 3), aim, 4) content, 5) process, and 6) evaluation - are the most obvious components of a catechesis or teaching-learning situation. The most important of these is the catechist and especially her understanding of the other five elements and her role in the catechesis act. Her perceptions of herself, her role, the learners, the aim, the content, and the evaluation directly affect what happens in the teaching- learning situation. 2 They have been learned through her personal ex- periences and through her preparation for the task of catechesis. Goodlad, 3 Jersild, 4 and others have shown that a teacher can improve her teaching by examining these perceptions in light of new experiences and information. The preparation which Mrs. Smith has received and the in—service preparation which she may receive, as well as the material which she uses 1Anderson, p. 461. 2 Robert E. Bills, "About People and Teaching, .. Bulletin of the Bureau of School Services (College of Education, University of Kentucky, Vol. XXVIII Dec. , 1955, No. 2, 53-20. 3 Goodlad, “Educational Decision-making and Teacher Education, " p. 176. 4 Jersild, When Teachers Face Themselves, pp. 1-19. 41 are shaped by an approach to catechetics which can become more evident through the use of a curriculum design. The Foundations of a Catechetics Curriculum Mrs. Smith does not teach her class in a vacuum. Her class exists in a particular parish and community in a specific era of time. Consequently beneath her thinking, her preparation program, and the materials which she uses are found implied or explicit beliefs and understandings which constitute what is known as the foundations of the catechetics curriculum. 1 Herrick notes: 'Any curriculum design or plan, if it is to become effective in improving curriculum, must make explicit and clear the bases upon which curriculum decisions are made. '2 In this study these foundations are identified and defined into the following areas: 1) Theological, 2) Philosophical, 3), Psychological, 4) Sociological, 5) Anthropological, and 6) Educational. These foundation areas are identified on the catechetics curriculum deisgn in Chart2:1. 1 Association for Supervision and Curriculum Development, What Are The Sources of the Curriculum? A Symposium (Washington, D. C. : ASCD, 1962). Z Herrick, Strategies, p.23. muocnmod Evaluation moocomnomxo wsmnndodv a mmoooum Cate chist Nv omdm Hanofldodfim ommm HMUmmoHomonficxw AmooHSOmoH mnmnnmodv u «Sou—G00 General Objectives, Specific Aims Curriculum Priority ommm HmwaoHomoom ommm Hdowmofioaouwmnm omwm HMQEQOmoHEnH ommm anewmoaoozfl mOHBHmUMH .HmOnH umU