The Catholic school 267Cf. Congregation for Catholic Education, The Catholic School, Rome 1977. is a most important locus for human and Christian formation. The declaration of the Second Vatican Council, Gravissimum Educationis "makes a decisive change in the history of Catholic schools: the move from school as institution to school as community". 268Congregation for Catholic Education, The religious dimension of education in the Catholic School. Outlines for Reflection, Rome 1988, n. 31. Catholic schools "are no less zealous than other schools in the promotion of culture and in the human formation of young people. It is however, the special function of the Catholic school to: – develop in the school community an atmosphere animated by a spirit of liberty and charity; – enable young people, while developing their own personality, to grow at the same time in that new life which has been given them in baptism; – orientate the whole of human culture to the message of salvation"; 269GE 28. The educational task of Catholic schools is bound to be developed along the basis of this concept proposed by the Second Vatican Council. It is accomplished in the school community, to which belong all of those who are directly involved in it: "teachers, management, administrative and auxiliary staff, parents—central in that they are the natural and irreplaceable educators of their own children—and pupils, who are participants and active subjects too of the educational process". 270Congregation for Catholic Education, The Religions dimension of education in the Catholic School, n. 32: l.c.
When most students attending a Catholic school belong to families who associate themselves with the school because of its Catholic character, the ministry of the word can be exercised in it in multiple forms: primary proclamation, scholastic religious instruction, catechesis, homily. Two of these forms, however, have a particular importance in the Catholic school: religious instruction in the school and catechesis whose respective characteristics have already been discussed. 271"The special character of the Catholic school, the underlying reason for it, the reason why Catholic parents should prefer it, is precisely the quality of the religious instruction integrated into the education of the pupils" (CT 69); cf Part I, Chap. 2, nn. 73-76. When students and their families become associated with Catholic schools because of the quality of education offered in the school, or for other possible reasons, catechetical activity is necessarily limited and even religious education—when possible—accentuates its cultural character. The contribution of such schools is always "a service of great value to men", 272AG 12c. as well as an internal element of evangelization of the Church. Given the plurality of socio-cultural and religious contexts in which the work of Catholic schools is carried on in different nations, it is opportune that the Bishops and the Episcopal Conferences specify the kind of catechetical activity to be implemented in Catholic schools. Associations, movements and groups of the faithful
The purpose of the various "associations, movements and groups of the faithful" 273Cf. CT 70. which develop in a particular Church is to help the disciples of Jesus Christ to fulfil their lay mission in the world and in the Church. In such associations Christians devote themselves to "the practice of piety, the direct apostolate, charity and relief work, or a Christian presence in temporal matters". 274CT 70 mentions those associations, movements and groups of faithful in which the catechetical aspects of their formation are attended to but which do not give rise, properly speaking, to environments of chatechizing. In all of these associations and movements it is always necessary to provide formation of some kind, in order to cultivate the fundamental aspects of the Christian life: "In fact they have the possibility, each with its own method, of offering a formation through a deeply shared experience in the apostolic life as well as having the opportunity to integrate, to make concrete and specific the formation that their members receive from other persons and communities". 275ChL 62. Catechesis is always a basic dimension in the formation of the laity. Usually, these organizations have "special times for catechesis". 276CT 67. Such catechesis is not an alternative for Christian formation. Rather it is one of its fundamental aspects.
When catechesis is given in the context of these associations and movements, some important aspects of it must be regarded as fundamental: a) The "proper nature" 277CT 47b. of catechesis must be respected by developing the richness of its content through the threefold dimension of word, memory and witness (doctrine, celebration and commitment in life). 278CT 47b. Catechesis, whatever the "way" in which it is given, is always a basic organic formation in the faith. It must, however, include "a serious study of Christian doctrine", 279CT 47. In this text Pope John Paul II speaks of diverse groups of young people: groups of Catholic action, prayer groups, groups for Christian reflection... he asks that in these there should also be a serious study of Christian doctrine. Catechesis should always be considered an essential part in the apostolic life of the laity. and it must constitute a serious religious formation "open to all the... factors of the Christian life". 280Cf. CT 21. b) This is not an impediment to accomplishing the objectives proper to the various associations and movements—with their own charisms. With different emphases, catechesis must always remain faithful to its own nature. Education in the spirituality proper to a particular movement or association enriches the Church and is a natural continuation of the basic formation received by all Christians. Firstly, it is necessary to educate in what is common to all the members of the Church, before educating in what is particular and diverse. c) It is necessary to affirm that movements and associations, as far as catechesis is concerned, are not alternatives to the parish since this is the educational community to which reference must be made by catechesis. 281Cf. CT 67b-c.