Enhancing Spiritual Formation in the Parramatta Catholic School System
Keynote address for Parramatta System Leadership Day on Enhancing Formation, Rosehill Function Centre, 27 January 2011
1. Who is formation for?
Most of my Dominican years were spent in formation: first, as an object of that process and then, after a few years away, back in the Student House as the agent of the process, as the Master of Students preparing for priesthood. Novices in religious congregations and students in seminaries are commonly said to be ‘in formation’, the implication being that they aren’t yet formed when they join up, but in due course will be ‘out of formation’, and that in the meantime something happens to them called ‘formation’ that gets them ready for their mission.
There are lots of problems with such talk of course. A young religious or seminarian is not a tabula rasa, a blank page, for formators to write on. They come in fact with lots of baggage, a history, temperament, gifts, foibles, already significantly formed and often very resistant to being re-formed. What then happens is some good informing and reforming, some bad deforming, some neutral conforming, all of which is formation. The goal is mission, and formation may or may not prepare them well for that, but further development is always possible: it isn’t finished on our Baptism Day, Profession Day or Ordination Day.
To meet some of these logical lapses, phrases such as ‘initial’ as opposed to ‘continuing’ formation have appeared in the lexicon of religious life. Formation of the human person starts at birth if not before. Our family of origin, the nurturing we receive from our parents, relationships with siblings, schooling, friendships, work, physical activities, aesthetic experiences, successes and adversity of various kinds – all shape our character, outlook and behaviour.
The process continues as we move through adult life and even after death in Purgatory, as we get ready for the really real life, the eternal life of heaven.
The quilt of experiences, learnings, information, skills and acquired habits of the heart can be called formation. Formation language, like the vision and mission language, has been translated to other areas of Catholic life and practice, and beyond into the secular world. Whether or not all formation experiences are equally purgatorial, these days formation is for everyone.
This morning I want to make a few points about spiritual formation for a particular being and doing, that is for the vocation and task of the Catholic educationalist in contemporary Parramatta.
2. Some Benedictine principles of formation In 2008 Pope Benedict XVI, addressed some of these issues in a talk given to Catholic educators (Pope Benedict XVI, Address at Meeting of Catholic Educators, Catholic University of America, 17 April 2008), http://www.vatican.va/holy_father/benedict_xvi/speeches/2008/april/ documents/hf_ben-xvi_spe_20080417_cath-univ-washington_en.html)
Since he couldn’t be here today I thought I might report some of his thinking. “First and foremost, every Catholic institution is a place to encounter the living God who, in Jesus Christ, reveals his transforming love and truth.” In meeting Him we discover answers to the deep mysteries of God, of creation and of ourselves, and those answers always invite deeper relationship and more searching of the mysteries.
In the process we are changed, whether instantaneously or over so long a stretch of time we can only notice the difference in retrospect. Such a radical change is called conversion and it can occur at physical, intellectual, affective, moral, spiritual and/or social levels. The proclamation of the Gospel and the whole of evangelisation is aimed at bringing about that conversion through and to Christ. Formation can help prepare, accompany, sustain and deepen such conversion.
So my first principle of formation is: The formation of all involved in Catholic education is oriented towards enabling and sustaining a life-changing encounter with Christ. It offers various opportunities for meeting and for deepening a relationship with God.
Statistics are useful tools and you use them frequently in planning and budgeting, enrolling and assessing, in helping to determine the strategic direction of the school system and the individual school, in measuring the performance of a student body and the individual student at key stages of their schooling.
The Catholic Education Commission of New South Wales collects data on enrolments in Catholic schools, primary and secondary, systemic and congregational, data that was the jumping off point for Catholic Schools at a Crossroads (Pastoral Letter of the Bishops of NSW-ACT on Education, 2007) which I will re-introduce later this morning.
We know how many Catholic and non-Catholic students and teachers there are, how many from low SES, Aboriginal or ESL backgrounds, how many with disabilities, what has been the learning gain in their passage through our school system and so on.
Useful as all the data is, it does not define the Catholic school. Pope Benedict stated that a school’s Catholic identity is “not simply a question of numbers ... It is a question of conviction”.
To test that conviction he poses some critical questions: “Do we really believe that only in the mystery of the Word made flesh does the mystery of man truly become clear? Are we ready to commit our entire self – intellect and will, mind and heart – to God? Do we accept the truth Christ reveals? Is the Faith tangible in our schools? Is it given fervent expression liturgically, sacramentally, through prayer, catechesis, curriculum, acts of charity, a concern for justice and respect for God’s creation?”
In providing spaces for such encounters and convictions, Catholic education systems and institutions provide genuine formation for their leaders, staff, students and families.
But relationships can be illusory and conviction fanatic. Without faith and reason informing, expanding, critiquing, we may be in love with an illusion or committed to an ideology.
The true encounter with the living God in Jesus Christ “elicits a desire to grow in the knowledge and understanding of Christ and his teaching”. So a second principle of formation for Catholic educators is: The formation of all involved in Catholic education must serve their life-long growth in knowledge and understanding of the Faith.
Now, many of us know less about our faith than we wish we did. Some of those we work with don’t know much about it at all and don’t even know what they don’t know. Good formation elicits a hunger for a more informed faith. It offers opportunities for sating that hunger through learning, celebrating, contemplating, enacting and otherwise deepening that faith. Then the hunger grows some more.
After all our staff have had a chance to do a Masters in Theology as well as retreat days, various liturgical and prayer experiences, social service projects, visits to monasteries and missions, and so on, we can talk about some more!
We might have had several opportunities for encounter with the living God. We might have learnt a lot about Him. But still our faith might be immature, sterile or dead. “Those who meet (Christ) are drawn by the very power of the Gospel to lead a new life characterised by all that is beautiful, good and true – a life of Christian witness,” the Pope suggests. This suggests a third principle: that the formation of all involved in Catholic education must motivate and enable them to live as witnesses to the faith.
Catholic faith, like seed, is not for storing indefinitely. It is for sowing, preferably in soil already prepared by evangelisation and formation. We throw the seed of faith towards others by giving public witness to our faith in various ways. “The dynamic between personal encounter, knowledge and Christian witness is integral to the diakonia (service) of truth which the Church exercises in the midst of humanity,” Pope Benedict concludes. This is precisely what the Church is for.
But where is the novitiate for the formation of Christian educators? Benedict is clear: a life of Christian witness can only be “nurtured and strengthened within the community of our Lord’s disciples, the Church”. The encounter with Christ and His truth and love can only be sustained by active engagement in the Christian community, so that the individual moves from a merely private search for a personal spirituality to being “numbered among God’s people. This same dynamic of communal identity – to whom do I belong ? – vivifies the ethos of our Catholic institutions.”
Christian educators must “ensure that the power of God’s truth permeates every dimension of the institutions they serve”. And so the fourth principle of formation for us might be this: formation of all involved in Catholic education must build up the school as a community of faith and help build up the broader Church, including parish, families, school system and diocese.
The school as a community of faith cannot exist in its own universe any more than the individual believer. It is not a parallel Church, not one constructed by the individuals who happen to inhabit it.
The Catholic identity of the school, Benedict continues “is not (just) dependent upon statistics. Neither can it be equated simply with orthodoxy of course content. It demands and inspires much more: namely that each and every aspect of the learning community reverberates within the ecclesial life of faith”.
Such reverberation means celebrating the Christian mystery in the liturgical cycle; developing ever stronger working relationships with the priests and people of the parish; collaborating in diocesan initiatives; and gladly and faithfully drawing on the teachings and practices of the Church in formal and informal programs of evangelisation and catechesis.
Of course our schools are not only the Church in miniature and parts of the universal Church: they are also our society in miniature and parts of a wider culture. That culture is helpful in many ways with its social capital of Judeo-Christian assumptions and practices at many levels, its strong emphasis upon and resourcing of quality education, its support for professionalism amongst staff and real outcomes for students, and its openness to diversity in the school sector including a strong Catholic presence.
On the other hand, as the Holy Father observed in his address, secularist ideology turns tolerance of legitimate diversity into denial of moral right and wrong, “drives a wedge between truth and faith” and makes “the satisfaction of the individual’s immediate wishes” the ultimate criterion for everything. These cultural failures can be real obstacles to the school’s efforts to educate and to transmit the Gospel.
But as I noted in a talk to principals and priests last November (“Catholic schools as centres of the new evangelisation,” Parramatta Priests and Principals Meeting, 11 November 2010 http://www.parra.catholic.org.au/bishop-of-parramatta/most-rev-anthony-fisher-op/addresses-by-the-bishop.aspx), before we throw stones at the surrounding culture we must recognise that aspects of our Church’s internal life can be a ‘turn off’ for some young teachers and their students: uninspired and uninspiring liturgies and preaching; the misbehaviour of some clergy and religious; pastors who fail to connect with youth; schools that fail to present the faith fully or attractively.
I suggested that we dare to ask whether our schools sometimes serve to inoculate our young people to the faith rather than pass it on to them? Vaccination works, of course, by giving people small doses of dead or impotent examples of that to which they build up immunity.
So my question became: do we build up resistance to the faith in our young people by feeding them on a banal, half-serious ‘Christianity lite’, unlikely to inspire them to give their life to Christ? In the process are we undermining their hunger for ‘full cream Catholicism’ – that encounter, understanding, witness and community to which Pope Benedict refers?
The Pope suggests that in the face of unhelpful developments in our culture and failures in our own community we must cultivate a kind of “intellectual charity”. Educators must recognise that the profound responsibility to lead young people to the truth is the opportunity for an act of love. Indeed, the dignity of education lies in fostering the true perfection and happiness of those to be educated.
So a fifth principle of formation for educators might thus be this: formation of all involved in Catholic education must lead to an appreciation of the vocation of teaching as a kind of intellectual charity – a gift of the self for the good of the other.
3. Christian formation in the professional development of educators
When I Googled ‘formation’, the first three references that came up that day (out of approximately 149 million references) were from Wikipedia and from three different contexts: aerobatics, geology and soccer. Their immediate application to today’s task may not be obvious, but may still be instructive.
The reference to ‘formation flying’, the disciplined flight of two or more aircraft under the command of a flight leader, points us both to what formation is and to what it is not.
What it is: a joint effort to achieve an agreed mission, requiring a joint vision and coordination of efforts. Crossroads attempts to articulate the vision and mission for the Catholic school in contemporary NSW. It looks to its system leaders to help achieve that mission by forming all those involved so that they are ‘mission ready, willing and able’.
It must be absolutely clear to us that if our flight leaders – in the CEO, principals, APs and RECs – are not 100% behind the spiritual formation of the rest of our educators there will be no common formation. You all play a key role in enhancing spiritual formation that is responsive to the religious dimension of our schools.
The risk with an aerobatic model of formation, however, is that it might suggest that formation is essentially about a set of complicated manoeuvres, spectacular dives that undeniably require great skill, aimed at satisfying the flight leader (the Bishop or Air Marshall Whitby) and thrilling the crowds (perhaps the parents).
But formation is not just about moving through a checklist of experiences which teach some clever drills. One could attend all the professional development days devoted to spirituality, tick all the boxes for participation, and yet be unaffected.
Spiritual formation requires engagement of the person’s spirit with the Holy Spirit, not merely with the set of activities planned for the day. Cor ad cor loquitur, heart – Sacred Heart – speaks to heart.
A spiritual formation day’s experiences are instruments of formation but it is the Holy Spirit who is the agent of formation. I don’t think that saying that sets the bar too high, far from it. I’m really talking about disposition.
In the very first chapter of Mark’s Gospel a leper comes to Jesus to beg a cure. “If you want to, you can heal me,” he says. Jesus responds, “Of course I want to. Be healed.” (Mk 1:40-45) That’s what I mean by disposition to formation: those involved must actually want formation for mission and be willing to be changed to make them mission ready.
A few chapters later in Mark’s Gospel Jesus returns to His home town and finds the people stubbornly resistant to Him. Mark notes with sadness that as a result no miracles could happen there (Mk 6:1-6). Even the Holy Spirit is disabled by the closed heart or mind.
Now the will to be formed for mission by the Holy Spirit may be a raging fire of desire or a nervous flicker at the dawn of an adult life of faith: that is not for us to judge. But for leaders encouraging staff to enter into formation, it is important to alert participants to the right disposition in a very encouraging way. All we have to do is co-operate, the Holy Spirit does the ‘hard yards’, if we let Him. No aerobatics required on our part.
Now for the geological formation. Given the diversity of faith backgrounds, experience and maturity amongst our leaders and staff today, it is more important than ever that they receive formation experiences that are substantial and that have substantial follow-up.
These must be as rock solid as the name and faith of Peter. By that I mean that formation must be grounded solidly on the Scriptures and Tradition of the Church, and not merely on the experiences of the individuals or the fashions of the age. I’m sure you have met many people, as I have, who are hostile to the Church because of something they imagine it teaches or does and who are nonplussed when told that’s not what Catholic believes at all!
Sound knowledge of the faith goes hand in hand with formation in the faith: you can’t be well-formed in faithful discipleship and yet not know the Master to whom you are disciple or the ways He has called His followers to live and breathe and have their being. So we must not shy away from the Mysteries of the Faith for fear of putting off the lukewarm.
Allow me to be very direct here. Christianity lite, that inoculating variety of spirituality that reduces our moral life to social justice and ecological moralising, our tradition to founders and charisms, and our identity to being good citizens and workers, offers our secular world little more than echoes.
But Full-cream Catholicism should deeply challenge and convert our culture and ourselves, again and again, always calling us to more and better – to the communion of saints with the Holy Trinity in this life and the next.
I was asked at the time to say a bit more about Christianity lite and full-cream Catholicism, and I have been thinking about it in the weeks since. There is a version of Jesus, for instance, offered not just in some RE but also in some spiritual formation programs, in which Jesus is a special person, an inspiration, a friend, all of which is true; but what they dare not say is that He is the Creator of the Universe made creature, He is the Incarnate Word of God, the mediator of eternal life, the sole Saviour and guide to saving truth, the judge of the living and the dead.
A cosy therapeutic Jesus is an easy sell to those who are not yet much interested in the faith because He makes no demands of us. To meet this Jesus makes us feel warm inside but does not require any deep conversion. But this cosy Jesus is our own invention.
Or think of the way the Eucharist is sometimes portrayed as holy bread in a sacred meal which celebrates the community who attend. Again, that’s true as far as it goes. But why shy away from saying the love of Christ in the Eucharist is so total He willingly gives His all – His Body and Blood, His humanity and divinity, for us – and this is so much more wonderful to be part of than a nostalgia trip with holy bread as a souvenir.
Cosy prayer spaces with nice-smelling candles and gum-nuts may have their place, but they are no substitute for the confronting stone of altar and tomb which speak of the ‘the great mystery’ of innocent suffering and of the self-gift and sacrifice at the core of all real love.
So you might say that there’s a geological formation appropriate to Christological and Eucharistic faith. To be solid formation must not only avoid superficiality and confront the hard bits; it must also be thorough, avoiding a piecemeal approach with a bit of this and a bit of that on each formation day.
I commend your decision to offer something more substantial on a single topic for a block of time, and the focus this year on Jesus Christ. I commend too the practice of conceptualising formation as a regular feature of staff life at the diocesan and school level.
Back to Google and its third kind of formation, the placement of a team of footballers on a pitch. Happily it does not really matter which code! The point is community and I have touched on this already.
Formation is not an individual pursuit. The formation of seminarians and young religious takes place in a seminary or convent community. Your Christian communities are the diocese and parish, the school system and the individual school, and your own families.
Certainly, some reading and reflection has to be done alone but the Holy Spirit most often works through our Christian communities. That’s not just my idea: read any letter of St Paul and you will find it said again and again. Christian formation takes place in the community of Christ’s faithful who are also on the path of formation in holiness.
4. Formation for the New Evangelisation
Catholic Schools at the Crossroads recognises that among our students today are some whose families are regular Mass-goers, involved in parish life and effective transmitters of the faith; but that many students present at our schools with little knowledge of the faith or connection with the life of the Church. Crossroads makes it clear that we welcome such students but with a clear mission of assisting them to develop their faith and practice.
You do not have to be a very astute reader of the signs of the times to realise that many students in our schools need evangelisation more or before or alongside catechesis. At the pastors-principals forum I recalled Pope Paul VI and Pope John Paul II’s calls to commit the Church’s energies to a new evangelisation in previously Christian societies that are falling away from the Gospel in the face of secularisation and other cultural change.
Pope Benedict has been equally plain: “It’s not difficult to see that what all the Churches living in traditionally Christian territories need is a renewed missionary impulse.” The same might be said for previously Christian institutions, families and individuals. This means that evangelisation can no longer be left to the official missionaries and professionally religious. Everyone connected with Catholic education must, in a sense, be a missionary, a new-evangeliser. And schools and parishes must work together, as seamlessly as possible, in an united evangelical mission to our young people.
I won’t rehearse all I said on those matters in my November address: it’s on the web if you are interested. There I reflected upon whether we need a new evangelisation, new catechesis and a new whole-person education – a new sense of being and doing in our schools.
Today I take it as a given that we do need these things, so the question becomes: how we are to enhance formation for school leaders, teachers and staff, students and their families? This has been named as a strategic priority for our schools this year and each school is drafting an implementation plan.
Today I have suggested that formation of all involved in Catholic education must:
· be oriented towards enabling and sustaining a life-changing encounter with Christ;
· serve their life-long growth in knowledge and understanding of the faith;
· motivate and enable them to live as witnesses to that faith;
· build up the school as a community of faith and help build up the broader Church; and
· lead to an appreciation of the vocation of teaching as a kind of ‘intellectual charity’.
In order to achieve this I have suggested that spiritual formation of educators requires:
· leadership by the system leaders in the CEO and in each school;
· a clear sense of the mission of Catholic education for which they are being readied: the mission of the new evangelisation, catechesis and education;
· openness to the Holy Spirit as the principal formator as Spirit-speaks-to-spirit;
· solid grounding in the Scripture and Tradition of the Church;
· a substantial and challenging version of the faith; and
· recognition of the Holy Spirit working through the diocesan, CEO and school communities.
This invites some discussion here and in our schools:
1. Do we have a clear sense of the mission for which we are being readied by formation? What does it mean for our schools to be centres of the new evangelisation?
2. What elements of formation would be needed for teachers to engage in the new evangelisation?
3. What kinds of assistance would be needed from CEO and school leaders?