Considered the role of the catechist in formulating religious belief. (RK)

Author discusses the implication for religious education of the seeming lack of faith of today's young people. (CB)

Presents a tribute to the late Bishop Francis W. Howard for his many contributions to Catholic education. Presents insights into his character: his desire to spread the Catholic faith through Catholic education, his priestly involvements, his keen social awareness, and his work with the National Catholic Educational Association. (VWC)

Details results of a study of Catholic school principals who were questioned regarding the role of the principal as spiritual leader. The study followed principals at four schools in the Diocese of Greensburg, Pennsylvania, for one week. Among the six conclusions reached was the suggestion that principals must have a clear faith vision for the…

Explores changes that have taken place in the Catholic Church's understanding of the concepts of "religion" and "faith." Discusses the effects of these changes on the ministry of religious education. Makes suggestions concerning the development of a suitable environment and atmosphere for approaching religious education within…

Discusses the features of the National Catholic Educational Association's newest instruments for assessing students' faith, attitudes about religious and social questions, and religious practice. Describes the 1989 administration of the Assessment of Catholic Religious Education multi-level instruments. (DMM)

States that people feel spiritual longing, expressed in belief in a God or higher power, to feel whole in a fragmented society. Recommends setting aside a sacred space, being still, and finding a spiritual community as rituals to reconnect with God and integrate the inner and outer lives. (VWC)

Contends that to help children grow up to be people of faith, both parishes and parents have to do more than what was done in past generations. Emphasizes the importance of family catechesis--both the informal catechesis that happens in the home and the formal catechesis that parishes plan and facilitate. (VWC)

Proposes guidelines for Catholic religious educators to distinguish between acceptable and unacceptable theological pluralism, and infallible and non-infallible religious teachings. Considers personal theological competence to be essential in dealing with dissenting ideas in the classroom. (DMM)

Deals with the question of teaching the religious curriculum to non-Catholic students in Catholic schools. Proposes the development of policies clarifying positions on liturgical and non-liturgical, evangelical, service, and educational participation and fostering the understanding of non-Catholic parents of the goals of religious training. (DMM)

Contends that Christ's mission to proclaim God's good news of salvation is reaffirmed in the upcoming millennium. States Catholics must help accomplish Christ's mission by answering the baptismal call to missionary work in the community. Lists local and national agencies, dioceses, parishes, and schools that provide mission resources. (11…

Looks at parents as primary educators who teach a living faith to their children. Explores four corollaries for Catholic catechetical leaders and parents: the three-fold role of parents as catechists, balancing catechetical roles and responsibilities in the church, scope of family catechesis, and the need for adult maturity and faith formation.…

Suggests that one place parents can find helpful resources to aid in the faith formation of their children is the parish community. Presents some models that can be used to prepare for faith events, which depend most often on the makeup and vision of each parish community. (VWC)

Describes the creation of the catechetical document, The Catechist in the Third Millennium: Call, Mission, and Formation, which addresses the new urgency and concern for both the quality of catechesis and those who are called to this ministry. Discusses challenges identified in the document and relates the enthusiasm for implementing a new vision.…

Reflects on areas influencing child formation most: home-based activities, school, and the children's social world and their interaction within the community. Explains how parents can establish and teach the primary values that coincide with each of these areas of child development. (VWC)