The National Directory for the Formation, Ministry, and the Life of Permanent Deacons in the United States (Ascension)

NDPD 291

National Directory for Permanent Deacons

deacons. The Congregation for Catholic Education has formulated, in its Directives Concerning the Preparation of Seminary Educators , spe cific criteria to guide the selection of professors; these criteria apply to the selection of diaconal professors as well. 15 The criteria established by the Congregation are highlighted in the notes of this chapter. 16 Upon appointment by the diocesan bishop, professors who are charged with teaching philosophical or theological studies must make the Profession of Faith and Oath of Fidelity. 17 Professors must have an appropriate understanding of, and respect for, the proper levels of confidentiality to be observed in formation in the external forum and, if serving as a spir itual director, in the internal forum. 15 Congregation for Catholic Education, Directives Concerning the Preparation of Seminary Educators (Wash ington, DC: United States Catholic Conference, 1994), 5-6. 16 The following considerations are this Directory’s commentaries on the criteria for faculty selections as established by the Congregation for Catholic Education: i. A spirit of faith: A lived commitment to the Church, its Magisterium, and the Deposit of Faith accom panied and sustained by a love of prayer—the educator who lives by faith teaches more by what he is than by what he says ii. A pastoral sense: A commitment to the pastoral-theological vision of the Second Vatican Council and to the identity and mission of diaconal ministry that the Council and post-conciliar documents promote in the Church; a sensitivity also from their own participation in the pastoral charity of Christ iii. A spirit of communion: Collaboration and understanding of their role in the vocational discernment for admission to candidacy and ordination to the diaconate iv. H uman maturity and psychological equilibrium: A right consciousness of oneself, of one’s own values and limits, honestly recognized and accepted v. A clear and mature capacity to love: An ability to be an example and model of the primacy of love in service—a capacity and inclination to offer self-giving attention to the other person, to an understand ing of his or her concerns, and to a clear perception of his or her real good vi. L istening, dialogue, and the capacity for communication: The success of the formational relationship depends in great part on these three capacities vii. P ositive and critical attention to modern culture: Inspired by the cultural richness of Christianity (i.e., rooted in biblical, liturgical, and patristic sources), a broad knowledge of contemporary culture—a positive and critical awareness of the transmission of contemporary culture, making it easier to enable students to form an interior synthesis in the light of faith. The following are additional criteria: i. A cademic qualifications: An advanced degree in theology, religious studies, or a related field; a demon strated ability as a competent teacher ii. M ulticultural sensitivity: Experience with multicultural, gender, economic, and educational diversity iii. A dult formation: Ability to teach adults in theory and practice; knowledge and experience in adult developmental theory and methodologies iv. D iversity: Represent the ethnicity, racial, and cultural diversity of the diocesan Church v. K nowledge and experience of the diaconate: Knowledge of the identity and ministry of deacons in the Church 17 See CIC, c. 833 6°-7°.

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