Program of Priestly Formation 6th edition

PASTORAL DIMENSION | 149

visor who helps the seminarian enter into the specifically priestly dimension of the ministry. 448 In these experiences, the seminarian first enters the scene as an observer, then raises questions to understand what is happen ing, and finally relates it to his other formation. He should then practice or try to do what the situation requires. After that, he can profit from supervision that helps him to assess what hap pened and gives him feedback. A process of theological reflection follows that identifies the faith assumptions and convictions underlying both the situation and the ministerial response. Theological reflection thus provides an opportunity for personal synthesis, the clarification of motiva tions, and the development of directions for life and ministry. And the final step, of course, is in fact to return to the minis try or pastoral situation, but now with more knowledge and abil ity and a better inner sense of direction because of an enriched spiritual life and a more deeply grounded sense of priestly identity. It is the responsibility of the diocesan bishop, the major superior, and the rectors to ensure that the Catholic, sacramental dimen sion of pastoral care is integral to all such programs in which seminarians participate. i. Cultural sensitivity : Pastoral formation must flow from and move toward an appreciation of the multifaceted reality of the Church. 449 In the United States, this means a genuine appreci ation of the diversity that marks the Catholic Church as well as the diversity that typifies this society generally. Seminarians need exposure to the many cultures and languages that belong to the Catholic Church in the United States. They should know how to welcome migrants and refugees pastorally, liturgically, and culturally. Simultaneously, they should assist newcomers to adapt themselves into the mainstream without losing their own iden tity. 450 Seminaries that serve ecclesiastical entities that have a constant flux of immigrants should ensure that seminarians take courses and receive pastoral experience that can help them to hone applicable ministerial skills to serve immigrants.

448 See CIC, c. 258. 449 See Pastores Dabo Vobis , no. 59.

450 See Pontifical Council for the Pastoral Care of Migrants and Itinerant People, Erga Migrantes ( Instruction on the Love of Christ Towards Migrants , 2004). The propaedeutic stage section lists resources for forma tion in cultural sensitivity and intercultural competency.