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Role and Importance

THE ROLE AND IMPORTANCE OF TEACHERS

Exerts found at  Aquinas College Center for Excellence in Catholic Education 

Note: The following quotations focus on the topic of Role and Importance of Teachers as it is contained in the documents of the Church which consider education.  The purpose of this selection is to give a samples and provide inspiration and insight.  It is not intended to replace the reading of the entire document(s) cited.

Declaration on Christian Education (Gravissimum Educationis), #5 Vatican Council II, 1965.

Beautiful indeed and of great importance is the vocation of all those who aid parents in fulfilling their duties and who, as representatives of the human community, undertake the task of education in schools. This vocation demands special qualities of mind and heart, very careful preparation, and continuing readiness to renew and to adapt.

Declaration on Christian Education (Gravissimum Educationis), #8 Vatican Council II, 1965.

But let teachers recognize that the Catholic school depends upon them almost entirely for the accomplishment of its goals and programs. They should therefore be very carefully prepared so that both in secular and religious knowledge they are equipped with suitable qualifications and also with a pedagogical skill that is in keeping with the findings of the contemporary world. Intimately linked in charity to one another and to their students and endowed with an apostolic spirit, may teachers by their life as much as by their instruction bear witness to Christ, the unique Teacher. Let them work as partners with parents and together with them in every phase of education give due consideration to the difference of sex and the proper ends Divine Providence assigns to each sex in the family and in society. Let them do all they can to stimulate their students to act for themselves and even after graduation to continue to assist them with advice, friendship and by establishing special associations imbued with the true spirit of the Church. The work of these teachers, this sacred synod declares, is in the real sense of the word an apostolate most suited to and necessary for our times and at once a true service offered to society. The Council also reminds Catholic parents of the duty of entrusting their children to Catholic schools wherever and whenever it is possible and of supporting these schools to the best of their ability and of cooperating with them for the education of their children.

 

Lay Catholics in Schools: Witnesses to Faith, #16.

Congregation for Catholic Education, 1982.

16 The teacher under discussion here is not simply a professional person who systematically transmits a body of knowledge in the context of a school; “teacher” is to be understood as “educator” – one who helps to form human persons. The task of a teacher goes well beyond transmission of knowledge, although that is not excluded. Therefore, if adequate professional preparation is required in order to transmit knowledge, then adequate professional preparation is even more necessary in order to fulfill the role of a genuine teacher. It is an indispensable human formation, and without it, it would be foolish to undertake any educational work.

One specific characteristic of the educational profession assumes its most profound significance in the Catholic educator: the communication of truth. For the Catholic educator, whatever is true is a participation in Him who is the Truth; the communication of truth, therefore, as a professional activity, is thus fundamentally transformed into a unique participation in the prophetic mission of Christ, carried on through one’s teaching.

29 For the accomplishment of this vast undertaking, many different educational elements must converge; in each of them, the lay Catholic must appear as a witness to faith. An organic, critical, and value-oriented communication of culture (27) clearly includes the communication of truth and knowledge; while doing this, a Catholic teacher should always be alert for opportunities to initiate the appropriate dialogue between culture and faith – two things which are intimately related – in order to bring the interior synthesis of the student to this deeper level. It is, of course, a synthesis which should already exist in the teacher.

32 The more completely an educator can give concrete witness to the model of the ideal person that is being presented to the students, the more this ideal will be believed and imitated. For it will then be seen as something reasonable and worthy of being lived, something concrete and realizable. It is in this context that the faith witness of the lay teacher becomes especially important.

37 The work of a lay educator has an undeniably professional aspect; but it cannot be reduced to professionalism alone. Professionalism is marked by, and raised to, a super-natural Christian vocation.

The Religious Dimension of Education in a Catholic School #26

Congregation for Catholic Education, 1988.

Prime responsibility for creating this unique Christian school climate rests with the teachers, as individuals and as a community. The religious dimension of the school climate is expressed through the celebration of Christian values in Word and Sacrament, in individual behavior, in friendly and harmonious interpersonal relationships, and in a ready availability. Through this daily witness, the students will come to appreciate the uniqueness of the environment to which their youth has been entrusted. If it is not present, then there is little left which can make the school Catholic.

The Religious Dimension of Education in a Catholic School:  #110, 110, 112

Congregation for Catholic Education, 1988.

110 The teachers love their students, and they show this love in the way they interact with them. They take advantage of every opportunity to encourage and strengthen them in those areas which will help to achieve the goals of the educational process. Their words, their witness, their encouragement and help, their advice and friendly correction are all important in achieving these goals, which must always be understood to include academic achievement, moral behavior, and a religious dimension.

When students feel loved, they will love in return. Their questioning, their trust, their critical observations and suggestions for improvement in the classroom and the school milieu will enrich the teachers and also help to facilitate a shared commitment to the formation process.

111 In a Catholic school, even this is not enough. There is also a continuous vertical interaction, through prayer; this is the fullest and most complete expression of the religious dimension. Each of the students has his or her own life, family and social background, and these are not always happy situations. They feel the unrest of the child or adolescent, which grows more intense as they face the problems and worries of a young person approaching maturity. Teachers will pray for each of them, that the grace present in the Catholic school’s milieu may permeate their whole person, enlightening them and helping them to respond adequately to all that is demanded of them in order to live Christian lives. And the students will learn that they must pray for their teachers. As they get older, they will come to appreciate the pain and the difficulties that teaching involves. They will pray that the educational gifts of their teachers may be more effective, that they may be comforted by success in their work, that grace may sustain their dedication and bring them peace in their work.

112 Thus a relationship is built up which is both human and divine; there is a flow of love, and also of grace. And this will make the Catholic school truly authentic. As the years go by, students will have the joy of seeing themselves nearing maturity; not only physically, but also intellectually and spiritually. When they look back, they will realize that, with their cooperation, the educational objectives of the school have become a reality. And as they look forward, they will feel free and secure, because they will be able to face the new, and now proximate, life commitments.

The Catholic School on the Threshold of the Third Millennium, #19.  

Congregation for Catholic Education, 1997

In the Catholic school, “prime responsibility for creating this unique Christian school climate rests with the teachers, as individuals and as a community”. Teaching has an extraordinary moral depth and is one of man’s most excellent and creative activities, for the teacher does not write on inanimate material, but on the very spirits of human beings. The personal relations between the teacher and the students, therefore, assume an enormous importance and are not limited simply to giving and taking. Moreover, we must remember that teachers and educators fulfill a specific Christian vocation and share an equally specific participation in the mission of the Church, to the extent that “it depends chiefly on them whether the Catholic school achieves its purpose.”

A Shared Mission

Canon 792 §2.

Parents must cooperate closely with the teachers of the schools to which they entrust their children to be educated; moreover, teachers in fulfilling their duty are to collaborate very closely with parents, who are to be heard willingly and for whom associations or meetings are to be established and highly esteemed.

Canon #803 §2.

The instruction and education in a Catholic school must be grounded in the principles of Catholic doctrine; teachers are to be outstanding in correct doctrine and integrity of life.

 

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