Print | Share | Calendar | Diocesan Locator
|   No Spanish version at this time
FOLLOW US  Click to go to Facebook.  Click to go to Twitter.  Click to go to YouTube.   TEXT SIZE Click to make text small. Click for medium-sized text. Click to make text large.  

Table of Contents


Introduction

I. History and Current Opportunities
A. History and Contemporary Developments
B. Current Challenges and Opportunities

II. Campus Ministry and the Relationship Between Church and Higher Education
A. History
B. The Contribution of Higher Education
C. The Contribution of the Church
D. Campus Ministry Described and Defined

III. Persons Who Serve on Campus
A. The Baptized
B. Professional Campus Ministers

IV. Aspects of Campus Ministry
A. Forming the Faith Community
B. Appropriating the Faith
C. Forming Christian Conscience
D. Educating for Peace and Justice
E. Facilitating Personal Development
F. Developing Leaders for the Future

Epilogue

More Information

 

Empowered by the Spirit

 

Empowered by the Spirit: Campus Ministry Faces the Future
A Pastoral Letter on Campus Ministry Issued by the National Conference of Catholic Bishops. Order copies of this statement at the online bookstore.


IV. Aspects of Campus Ministry


D. Educating for Justice

1. The Search for Justice on Campus

70.   Campus ministry is called to make the struggle for social justice an integral part of its mission. The academic world generates questions not only of personal morality but also of social justice, which includes issues of peace and war, as well as reverence for life in all phases of its development. Some questions arise as colleges and universities determine their internal policies and practices. How, for instance, should they balance their concern for quality education with a policy of open access that gives disadvantaged students the opportunity for higher education?44 Issues also emerge as higher education interacts with other institutions. A prime example is whether universities can maintain their integrity, freedom, and a balanced research program while accepting massive funding from the Department of Defense for research on weapons systems. Periodically, a social justice issue captures the imagination of a significant number of students on campus, producing demonstrations and an appeal for direct action. A more sustained commitment to particular justice issues is demonstrated by some individuals, such as those who remain active in the peace movement over a long period of time and those who maintain the effort to gain legal protection for unborn human life. Such persons of conscience often encounter apathy, misunderstanding, and rejection and therefore deserve the special support and encouragement of the Church.

71.   The academic community could generate intense debate over all these issues. In general terms, some want the university to remain detached from social issues, while others look for more active involvement to achieve a more just society. Most agree that higher education makes a valuable contribution by providing a forum for discussing the great questions of the day in a civil and reasoned fashion so that constructive solutions can be worked out.

72.   Finally, it must be admitted that there is a great deal of apathy in evidence on campus today. Many are caught up in their own concerns and have little if any interest in social matters. Others who have been actively involved are now weary of the battles and have retreated into less demanding activities. Most students do not even think in terms of altering unjust structures through political action or social involvement. In general, alongside striking examples of personal commitment to justice, we sense a strong current of individualism that undercuts concern for the common good and eclipses the urgency of social concerns.

2. Principles of Catholic Social Teaching

73.   Campus ministry is called to be a consistent and vigorous advocate for justice, peace, and the reverence for all life. All the baptized should understand that "action on behalf of justice is a significant criterion of the Church's fidelity to its missions. It is not optional, nor is it the work of only a few in the Church. It is something to which all Christians are called according to their vocations, talents, and situations in life."45 With this in mind, campus ministers have the responsibility of keeping alive the vision of the Church on campus as a genuine servant community that is dedicated to the works of justice, peace, and reverence for life, in all stages of its development.

74.   As we noted in our pastoral letter on peace, "at the center of all Catholic social teaching are the transcendence of God and the dignity of the human person. The human person is the clearest reflection of God's presence in the world; all of the Church's work in pursuit of both justice and peace is designed to protect and promote the dignity of every person. For each person not only reflects God but is the expression of God's creative work and the meaning of Christ's redemptive ministry."46 In our day, the sanctity of the life of the unborn calls everyone to protect vigorously the life of the most defenseless among us. When we reflect further upon Christ's redemptive ministry, we see that he demonstrated a special care for the poor and the outcasts of his society. He came "to bring glad tidings to the poor, to proclaim liberty to the captives" (Lk 4:18). In identifying himself with suffering persons, he provided us with the strongest motivation to work for justice for all (Mt 25:31-46). In word and deed, Jesus taught us the essential unity between love of God and love of neighbor. His followers understood that if you claim to love God and hate your neighbor, you are a liar (1 Jn 4:20). The Gospel he proclaimed and the Spirit he sent were to transform and renew all of human existence, the social and institutional dimensions, as well as the personal.47 This analysis suggests a rationale for the commitment to justice, a rationale that should be known and understood by all members of the Church.

75.   In the struggle for justice, we need Christians who understand that "knowledge of economics and politics will not in itself bring about justice, unless it is activated by human and religious ideals. However, religious ideals without the necessary secular expertise will not provide the kind of leadership needed to influence our complex society."48 The faith community on campus, which includes individuals with significant academic achievements, is especially well equipped to achieve the integration of an informed faith with knowledge and skill in the social arena. To accomplish this, there must be great emphasis on "teaching and learning the tradition of Catholic social thought, the creation of an environment for learning that reflects a commitment to justice, and an openness on the part of all Catholics to change personal attitudes and behavior."49 We call special attention to the coherent body of Catholic social thought developed during the past century in papal encyclicals and reflected in our pastoral letters.50 It is especially important for Catholics on campus to assimilate these teachings and to use them in their work for justice.

76.   As the faith community carries on this educational task, it must remember that the goal is not learning alone, but constructive action to eradicate injustice and to transform society. Christians must learn how to empower individuals and groups to take charge of their own lives and to shape their own destinies. The sin that infects the social order must be not merely analyzed, but attacked. Unjust structures and institutions must be changed, as must policies and laws that fail to respect human life. To be a credible partner in this task, the Church on campus should remember that "any group which ventures to speak to others about justice should itself be just, and should be seen as such. It must therefore submit its own politics, programs, and manner of life to continuing review."51

3. Working for Justice


77.   Considering the apathy on campus, the faith community has the vital task of raising consciousness on social issues and providing motivation for study and action. Leaders in the faith community who are already actively committed to the struggle for justice are a valuable resource in this effort. Drawing on their own experience, they can try to recruit others to work on specific justice issues. The very presence in the faith community of a core group dedicated to justice serves as an example and invitation to others to contribute their own talents and gifts to create a more humane society. Since apathy and excessive individualism are such pervasive problems, it is important for all those who are concerned about social justice to sustain their efforts even in the midst of limited successes.

78.   Education for justice can be carried out in a variety of ways, ranging from scripture studies and liturgies with a justice orientation to seminars and guided readings on a particular justice issue. Education for justice is enhanced by including an action component. For example, a seminar on hunger that raises consciousness on the issue should include suggested actions, such as joining an appropriate organization, writing congresspersons, or helping out in a local food distribution center. Given the gravity of the nuclear threat, it is especially important to study the issue of peace and war. Such studies should include a discussion of ways to implement the summons to peacemaking contained in our pastoral letter The Challenge of Peace: God's Promise and Our Response.

79.   Since the struggle for social justice demands involvement and not simply objective analysis, the Church on campus should provide ample opportunities for all of its members to work directly in programs and projects designed to create a more just social order in which peace and reverence for life are possible. Students who are involved in service projects, such as visiting nursing homes, tutoring disadvantaged children, or helping out during vacations in impoverished areas of the country, often grow in appreciation of the people they serve, as well as discover more about the complexity of institutional problems. Systematic reflection on such experiences in the light of the Gospel and the social teachings of the Church enhances their learning and prepares them to be life-long seekers after justice.

80.   Campus ministry has the responsibility to work with others to enable higher education to live up to its commitments and ideals in the area of social justice. Individuals have many opportunities to speak on behalf of those who are powerless. For instance, administrators and faculty members who are helping to set admissions policies or who are involved in hiring decisions can raise up the concerns of the disadvantaged and underrepresented. Students in various organizations can be vigilant so that the rights and sensibilities of international and minority students are respected. Individuals and groups who are attuned to the social dimension of the Gospel can raise ethical questions about institutional policies.

81.   Periodically, issues arise that call for a more public response by the Church on campus. Campus ministers, for instance, may be asked to be advocates for a group of students who are seeking redress of legitimate grievances or to provide leadership on a particular issue, such as combating the problems of racism and sexism. These are important opportunities, and campus ministers should respond by drawing on the social teaching of the Church and giving public witness to the Church's concern for justice and peace.

82. Finally, the faith community can touch the conscience of the academic world by sponsoring programs on campus designed to raise consciousness and to promote justice and peace. For example, the Church could organize a day of fasting on campus, with the meal money saved going to help feed hungry people. This is a means of alerting individuals to the magnitude of the problem, of offering concrete help to the hungry, and of witnessing to the social dimension of the Gospel.

Notes

44   See the report by the Southern Regional Education Board's Commission for
      Educational Quality, "Access to Quality Undergraduate Education," Chronicle of
      Higher Education
, July 3, 1985, p. 9 ff.
45   United States Catholic Conference, Sharing the Light of Faith: National
      Catechetical Directory for Catholics of the United States
(Washington, D.C.:
      United States Catholic Conference Publishing Services, 1979), no. 160.
46   "The Challenge of Peace: God's Promise and Our Response," in Pastoral Letters,
      vol. IV, 1975-1983, no. 15.
47   "The Church in the Modern World," no. 26.
48   "Catholic Higher Education," no. 39.
49   "To Do the Work of Justice," in Pastoral Letters, vol. IV, 1975-1983, no. 8
50   For important papal documents, see David J. O'Brien and Thomas A. Shannon,
      eds., Renewing the Earth: Catholic Documents of Peace, Justice, and Liberation
      (Garden City, N.Y.: Doubleday, 1977). Among our more recent pastoral letters and
      statements on social justice and peace, we call attention to: "The Challenge of
      Peace: God's Promise and Our Response"; "Brothers and Sisters to Us"; "To Do
      the Work of Justice"; and our forthcoming pastoral letter on the economy. Finally,
      we note the valuable insights in the pastoral letter What We Have Seen and Heard:
      A Pastoral Letter on Evangelization from the Black Bishops of the United States

      (Cincinnati: St. Anthony Messenger Press, 1984).
51   Sharing the Light of Faith, no. 160.

Issued by NCCB/USCC, November 15, 1985. Copyright © 1985, United States Conference of Catholic Bishops, Inc. All rights reserved.



By accepting this message, you will be leaving the website of the United States Conference of Catholic Bishops. This link is provided solely for the user's convenience. By providing this link, the United States Conference of Catholic Bishops assumes no responsibility for, nor does it necessarily endorse, the website, its content, or sponsoring organizations.

cancel  continue