Catholic educationalists frequently have to wrestle institutionally and personally with the dilemmas posed by competing theological positions expressed by the magisterium and professional theologians. Many are left bewildered about what to teach and communicate on important matters. This article deals with the characteristic emphases expressed by these two constituencies concerning the means and meaning of "liberation", with specific reference to liberation theology. I suggest that the problems which this issue has promoted are only partly assuaged by the recent publication of the International Theological Commission, "Theology Today: Perspectives, Principles and Criteria." While the document sets out some helpful criteria about the nature of contemporary Catholic theology, ambiguities and complexities remain. Nevertheless, what Catholic educationalists are left with after their involvement with this debate, is a healthy recognition of key hermeneutical issues that continue to reside at the heart of Catholicism.