Program of Priestly Formation 6th edition

60 | PROGRAM OF PRIESTLY FORMATION

and sequence of the propaedeutic stage should be different from the other stages. The propaedeutic stage may have a dress code distinct from that of the discipleship stage, or vice versa. Clerical attire at this stage is premature. Retreats, pilgrimages, and days of reflection may occur more frequently during this stage than in other stages. A seminarian can earn college credit for some of his general studies during the propaedeutic stage. Such coursework should not exceed nine credit hours per semester, so that the stage’s goals and objec tives will be accomplished. Classes proper to the propaedeutic stage’s intellectual formation (e.g., biblical literacy, catechesis, prayer and spiri tuality) must compose the bulk of the intellectual formation of this stage and can be taken for credit. 182 Philosophical studies must not begin until the discipleship stage. Care must be taken that the number of courses does not lay an excessive burden on the man, which could compromise the integrity of the goals and objectives of the propaedeutic stage. The propaedeutic stage allows for flexibility in accord with the principles of the Ratio Fundamentalis , adapted to particular needs of semi narians and ecclesiastical entities. The following are options or models to consider. 183 a. For men entering the seminary with college degrees: the propae deutic stage should last a minimum of one calendar year followed by a discipleship stage of no less than two years. b. For men entering the seminary who lack undergraduate degrees, there are three proposed models: i. First, a propaedeutic stage of one year followed by a discipleship stage of three to four years. ii. Second, a propaedeutic stage of two years followed by a disciple ship stage of two to three years. iii. Third, a propaedeutic stage of three years followed by a disciple ship stage of two to three years. This third model for men enter ing the seminary who lack undergraduate degrees presumes two 129. 130. 131.

182 See intellectual formation chapter in this document (nos. 260-364). 183 While a diocesan bishop or major superior may decide initially to observe one of the models indicated, time may reveal that a shift to another of the models would be more beneficial for the seminarian as well as the seminary.