Catechesi Tradendae: On Catechesis in Our Time (Part 5)


We have been looking at the beautiful post-synodal apostolic exhortation Catechesi Tradendae (On Catechesis in Our Time) by Pope St. John Paul II in our last several posts. Today we continue our look at this document, examining the seventh section: “How to Impart Catechesis”.

We have established, in many ways and contexts, why catechesis is important. It is something that was lost for a long time, something that was downplayed or disregarded in some senses. And in places where the faith was imparted, in some cases there was no personal element; one must have a relationship with the Risen Lord, and catechesis is how this is done. You come to love someone best by truly getting to know them.

The Holy Father considers the diversity of methods that are necessary in imparting catechesis. “The age and the intellectual development of Christians, their degree of ecclesial and spiritual maturity and many other personal circumstances demand that catechesis should adopt widely differing methods for the attainment of its specific aim: education in the faith.” (51) We know that it is of fundamental importance that people are catechized. We know that the faith must be imparted, that people must be evangelized so that they come to know and love God and desire to serve him. Because this is so important, we must be sure to use appropriate methods to do so.


Most of the readers of this blog are catechists, DREs, Faith Formation directors, or teachers. Whether in a school, a parish, or at home, you know that pedagogical principles help you to instruct people at different ages and grade levels. This is one of the factors to be considered under diversity of methods.

Catechetical series are always developed with pedagogical considerations in mind. Some achieve pedagogical appropriateness more effectively than others, but it is always a factor. There can be different approaches to the same grade level, of course, and this can even be seen in Ignatius Press’ two catechetical series: Faith and Life ( and Image of God ( This is also a prime consideration in the NEW catechetical series that is being developed by Ignatius Press and the Augustine Institute: Word of Life ( We will look more at this new series in an upcoming post on this blog.

Beyond these considerations, the Holy Father cautions against mixing catechetical teaching with “overt or masked ideological views, especially political and social ones, or with personal political opinions.” (52) Catechesis can become “distorted,” he says, when such trends or personal views are infused into the imparting of catechesis. “It is on the basis of revelation that catechesis will try to set its course, revelation as transmitted by the universal magisterium of the Church, in its solemn or ordinary form.” (52) The truth of revelation certainly includes moral elements, which have application in the social and political realm; but “[C]atechesis goes beyond every form of formalistic moralism, although it will include true Christian moral teaching. Chiefly, it goes beyond any kind of temporal, social or political ‘messianism.’ It seeks to arrive at man’s innermost being.” (52)


Another consideration in the imparting of catechesis is the role that difference of cultures plays. Because catechesis, and evangelization in general, can be said to be called to bring the Gospel into the very heart of cultures, “catechesis will seek to know these cultures and their essential components; it will learn their most significant expressions; it will respect their particular values and riches.” (53) The faith must not be altered or diminished for the sake of inculturation; rather, the culture must be enriched by the faith. Catechesis should “help them to bring forth from their own living tradition original expressions of Christian life, celebration and thought.” (53) That being said, we must insist that the Gospel be transmitted in the context of the culture in which it originated, that of Jesus and the biblical world.

The pope also considers the role that memorization can play in effective catechesis. This is a somewhat controversial question, as the pedagogical role of memorization has been fiercely debated for some time. Coming from a mainly oral tradition, as Christian catechesis does, memorization has historically played a crucial role in catechesis. John Paul recognizes that sometimes memorization can lend itself to insufficient assimilation, “reducing all knowledge to formulas that are repeated without being properly understood.” (55) But he calls for a restoration of “a judicious balance between reflection and spontaneity, between dialogue and silence, between written work and memory work.” Just because something is memorized does not mean it should only be memorized. In fact, it certainly shouldn’t! A formula can be memorized to facilitate assimilation and deeper reflection. Being able to recall that “God made us to show forth His goodness and to share with us His everlasting happiness in heaven” allows one to reflect on that important fact at any time. This is certainly laudable!

Now that we have looked at the imparting of catechesis, next time we will discuss part eight: “The Joy of Faith in a Troubled World,” and will conclude with how “The Task Concerns Us All.”