Program of Priestly Formation 6th edition

118 | PROGRAM OF PRIESTLY FORMATION

LIBERAL ARTS

274. A sound liberal arts education for seminarians provides multiple benefits. The study of the natural world and of humanity in all its historical and cultural diversity represents a significant value in its own right. Such an education encourages intellectual curiosity, promotes critical thought, and fosters disciplined habits of study, but above all it aims to hand on the truths about God and his creation that are the foundation of civilization. A liberal arts education also teaches seminarians to communicate with others in a clear and effective way. A liberal arts education gives seminarians an introduction to the wider range of human learning. Studies in mathematics and natural sciences; in the social and behavioral sciences; in history, literature, foreign languages—both ancient (Latin and Greek) and modern; and in communication skills, music, and the fine arts all define the content of a liberal arts curriculum. A liberal arts education also has a special value as a preparation for the study of theology. The liberal arts have traditionally provided seminarians with an understanding of the cultural roots of their faith. By understanding the human sciences, they can comprehend better the world in which God acts. By grasping how faith and culture have inter acted in the past, they gain some insight into the working of God’s plan in larger historical events. The curriculum should also strive to take into consideration contemporary issues of the day in intellectual, cultural, social, economic, and political life as they pertain to moral and religious topics. Such an approach stimulates seminarians to deeper study by building on current knowledge and interests. The authentic social doctrine of the Church on such issues should be clearly and cogently presented. 342 The curriculum should introduce seminarians to the basic teachings of the faith as well as to the richness and diversity of the wisdom attained in the Catholic intellectual tradition. 275. 276. 277.

342 See Ratio Fundamentalis , no. 172.