Catholic World View - Part II

Cultures often have views about how people ‘see’ and ‘care’ for ‘the other’. A Jewish writer may begin with ‘Shalom’ (‘Peace upon you’) or a Muslim correspondent may end in ‘Inshallah’ (‘God willing’). A letter from a Bishop, Parish Priest or Minister often ends in ‘Yours in Christ’ or ‘God Bless’ in the way a Christian addresses the recipient. 

Last week we considered that a Catholic worldview ‘permeates’ Christ in all the ways we ‘see’ others. It is a ‘compassionate gaze which heals, liberates and encourages growth in the Christian life’ (Evangelii Gaudium, (EG) 169). It permeates all activity, graced by the Holy Spirit.

The term ‘pastoral care’ emerges from a biblical worldview regarding Gospel teaching, regarding leading the flock to greener grass, searching for the lost sheep, and shepherding the straggling sheep away from thieves and wolves. A Catholic worldview of pastoral care sees the Holy Spirit working in our staff to liberate captives, address the poor in spirit, care for those on the margins, and enable all students to build a relationship with God.

The new General Directory of Catechesis touches on this- ‘Many children and teenagers are deeply affected by the fragility of their families, even though they are in situations of financial prosperity…These children, who for different reasons suffer from the lack of sure points of reference for life, often have less of a chance to know and love God as well’ (n. 238). In addition, Pope Francis recognises that many of the ‘flock’ that we teach (the new poor) now live under the duress of digital isolation, domestic violence, social exclusion, self-harm and bullying. In this, a Catholic Worldview for Pastoral Care must consider explicit Catholic practices: mercy, compassion, justice, forgiveness and a profound love of students. As such we must ‘smell of the sheep’. Leaders of pastoral care in a Catholic School must have well-being, restorative justice, social inclusion and the ‘art of accompaniment’ in their ‘bones’.

In addition, the digital and social worlds in which students now live, each with degrees of light and darkness, and the situations of many fragile families can see many ‘wolves at the door’ for young people. As such, pastorally caring teachers (which means all teachers in a Catholic setting) have a vocation that goes beyond just the teaching component to value, respect and love. “Today more than ever we need men and women who, on the basis of their experience of accompanying others, are familiar with processes which call for prudence, understanding, patience and docility to the Spirit, so that they can protect the sheep from wolves who would scatter the flock. We need to practice the art of listening, which is more than simply hearing… listening helps us to find the right gesture and word which shows that we are more than simply bystanders (EG, 171).

As Pope Francis concludes, such pastoral and spiritual accompaniment is more than ‘a badge we can take on and off’. It is a duty under the ‘lens’ of Jesus Christ in each school day, every day.

Gary Reen

Assistant Director, SEACS