Analysis Of Groome 's Shared Christian Praxis And Cavalletti 's Catechesis Of The Good Shepherd

1264 Words Jul 22nd, 2015 null Page
Blessed with the task of educating the faithful, catechists are challenged to invite others into a relationship with Christ. Over time, theologians have developed varying pedagogies meant to direct the catechist in his or her ministry, though it is important that these methods be in conformity to the Divine Pedagogy. Groome’s Shared Christian Praxis and Cavalletti’s Catechesis of the Good Shepherd draw upon the Pedagogy of God through the role of the catechist and through the means by which one obtains knowledge.
According to Groome’s pedagogy, the role of the catechist is exceedingly active and directive; shared Christian Praxis requires a significant amount of time, energy and effort from the catechist. Especially in reference to Groome’s third movement, the Christian Community Story and Vision, it is the job of the catechist to select the portion of the Christian Story to reveal that is applicable to the lesson in process. Groome expresses the expectation placed on the catechist when he writes, regarding movement three, “It is crucial that the Story and Vision made accessible to the group be an accurate representation of the faith understanding of the broader Christian community…This requires that the presenter be well informed by contemporary scholarship and Church teaching” (Groome 214). There is significant pressure placed on the catechist to direct the decisions and insights of students to be correctly orthodox.
Sophia Cavalletti’s Catechesis of the Good Shepherd…

Related Documents