(The following overview of the archdiocesan religious education program was contained in its annual report published this month.)

In October of 1969, the Archdiocesan Board of Education expanded the role and responsibility of the Religious Education Office to include religious instruction in the parochial and diocesan schools. This area of responsibility was added to the parish schools of religion, both elementary and secondary levels, adult education, administration of continuing education program for clergy and religious, catechist training and formation and the religious education of exceptional children (administered through the Agency for Exceptional Children).

In order to coordinate and serve this total program, the Religious Education Office and staff relies heavily on parish coordinators and some 1,000 volunteer catechists, principals and religious faculties in the schools, the continuing education committees of the Priests’ Senate and Sisters’ Senate. Without their splendid cooperation, interest and assistance, the promotion and implementation of this total program of Christian education would be impossible. As it is, communication, consultation and coordination (which constitute the primary function of the central office) are difficult due to the varying levels and large territory encompassed by the Catholic community of Atlanta.

Presently, the office through its various service functions (evaluation, coordination, administration, etc.) has tried to introduce the Catholic community to a broader and deeper understanding of the Gospel in the post-conciliar Church.

Notable advances this year have been made to increase professionally trained, full-time parish coordinators; programs for the reception of the sacraments; evaluation and some supervision of parochial and diocesan schools; art and visual workshops and seminars for use with current texts and methods; a stepped-up program of Christian Formation Weekends; curriculum planning and text coordination; regular publication of Religious Ed News (which shares ideas and gives deserved recognition for the people in the program); greatly expanded attention to religious formation for the exceptional children; monthly planning and coordinating sessions for parish directors; initiation of an annual coordinators’ work week to plan and program for the coming year; greatly increased consultation and individual assistance for coordinators, priests and school faculties. All of this has been made possible by the addition to the central office staff of Sisters Mary and Audrey who plan and execute the various programs and individual instruction on the secondary and elementary levels respectively.

While there has been a great advance in the areas of services and responsibility for the Office, there have also been problem areas, some more serious than others. Attending to the critical areas themselves has constituted a problem for the total program.

TRAINED PERSONNEL SHORTAGE: There is still a critical shortage of professionally trained religious educators on the scene. While we are very pleased with the increased number of parish coordinators in the past two years, and the professionally trained staff of diocesan high school religion departments, nevertheless, the vast scope of the religious education program and the large number of people (adults and children) involved, coupled with the absolute necessity for in-depth religious formation in our time, has placed an almost insufferable burden on the dedication, time and talent and expertise of many of our parish coordinators.

PRIESTS: Communication with pastors (on the part of the central office) presents a problem since most of our work is done directly with the coordinators, principals and religion staffs. Very often, parish priests are unsure of the new methods of religion teaching; not actively involved in the program and, therefore, unclear as to the efforts, direction, services and goals of either the central office or the archdiocesan program. Better communication between the priests and the central office is major concern.

FINANCING: This year, for the first time, we have been able to ascertain certain budget figures from parochial religious education programs. We know, for instance, that parishes in the archdiocese, for this current fiscal year, have budgeted approximately $158,000.00 for religious education in the parishes. While the total is not astounding, it represents a measurable advance over past years. This fact is very hopeful in view of overall progress.

PROGRAMMING: While it is our considered opinion that the central office should be concerned primarily with definite creative programming, giving service and direction to the programs, nevertheless, force of circumstances has caused us to be somewhat crisis oriented. We have been compelled to deal with constant set of crises and forced to turn our attention away from program development. Crises such as parent criticism of texts, methods and doctrine; untrained teachers, lack of audio-visual materials and expertise; the immediate need for attention to first communion and confession; faith problems with teenagers, etc. All of these have turned our attention away from programs and to the crises.

GOAL: Our basic problem, and the problem of current religious education in general, is a LACK OF CLEARLY ARTICULATED GOALS. Even on the national level there is no clearly enunciated goal. This is due in great measure to rapid developments in theology, ecclesiology and related fields (sciences). When goals are not cleary formed, then it becomes increasingly difficult to establish short-range objectives and means of implementation. This situation of ill-defined goals in the field of religious education presents other inherent difficulties which in turn become critical when an attempt is made to assert neatly defined and disciplined means of procedure for the field.

For example, the new Christian humanism with its attendant philosophical ancillary of existential personalism makes it very difficult to establish the unique, intrinsic value difference of Christianity; and further, the unique and intrinsic value in Catholic Christianity. An appreciation for the transcendent in de-emphasized favor of an immanent humanism based on incarnational theology. Yet, while rapid theological development is taking place in this direction, the Church has not yet produced the necessary philosophical system which is adequately supportive. This, in turn, leads to problems in teacher training and formation, text selection, content and approval and general lack of psychological security for those whose life and professional training serves religious education.

If we continue to pursue this new direction in religious education, as we must, then we must be prepared also to encounter difficulties along the way. These difficulties will include a certain immeasurability as to the content of religious education. We shall not be able to test for the amount of religious absorption, but rather, we shall have to observe inculcated values in practice: less facts, more emphasis on attitudinal development.

We, the Church, find ourselves, then, not on the verge but in the midst of a great catechetical renewal. Excitement and uncertainty, courage and fear, faith in the Spirit and skill of communication - all together form a basis and platform from which we “go forth to preach the Gospel” to this generation.

The evaluation of our efforts in specific areas follows: There has been true and remarkable progress during the past years. There is room for much improvement if the Church in Atlanta is to carry out its role to teach and preach.