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

X NDPD 133

Dimensions in the Formation of Deacons

intellectual dimension should offer an overall vision of faith that brings unity and harmony to the educational process. 32 The theological forma tion 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, intel lectual 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 soci ety 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 processes 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 intellec tual process that includes an invitation to each participant to reflect on his adult life and experience in the light of the Gospel and the Church’s teaching. The intellectual dimension in each stage of the formation pro gram should be designed and presented in such a way as to integrate doctrine, morality, and spirituality.

133 The following criteria focus the preparation and presentation of a sys tematic, comprehensive, and integrated intellectual formation, faithful

32 33 34 35

BNFPD, no. 85. PDV, no. 53.

PDG (1984), no. 76. PDG (1984), no. 77.

65