National Directory



be actively present in society, offering true diaconal witness, entering into sincere dialogue with others, and cooperating in charity to resolve common concerns. 31 129. The intellectual content should provide the participant with the knowl edge, skills, and appreciation of the faith that he needs to effectively fulfill his ministry of Word, Liturgy, and charity. It should, therefore, be authentic and complete. In spite of the diversity of subjects, the intellectual dimension should offer an overall vision of faith that brings unity and harmony to the educational process. 32 The theological for mation of the participants needs to be presented as originating from within the Church’s life of faith, worship, and pastoral care. 33 In this way, intellectual formation will be perceived as crucial to the deacon’s responsible exercise of his pastoral ministry. 130. The intellectual dimension should also be constructed to help the par ticipant “to evaluate his society and culture in light of the Gospel and to understand the Gospel in the light of the particular features of the society and culture in which he will be serving.” 34 Of equal importance are the discernment and understanding of what is shared in common with other cultures and societies, as well as the cultural and ethnic expressions of the faith. 131. Since participants enter formation as mature men, the intellectual dimension of formation “should make use of the methods and pro cesses of adult education. . . . [The participants] should be invited to draw and reflect upon their adult life and faith experiences.” 35 132. Theology is traditionally described as “faith seeking understanding.” Therefore, the formation faculty and staff should structure an intel lectual process that includes an invitation to each participant to reflect on his adult life and experience in the light of the Gospel and the

Made with FlippingBook - Online Brochure Maker