National Directory for the Formation, Ministry and Life of Permanent ...

Candidate Path in Diaconal Formation101presents himself in pastoral ministry show, for example, an integratedand balanced sense of the ecclesiology of the Second VaticanCouncil and an understanding of his role within the Church and inits mission of service? Does the way he participates in and leadsprayerful gatherings of his community give evidence of liturgicalknowledge and cultural sensitivity? Can he demonstrate a properlyformed conscience and moral sensitivity? Can he form others in aconvincing, sound manner?221. Another assessment option is theological reflection on hispastoral practice. Here the role of the peer community is of utmostimportance. The candidate reports on his field education experienceand the community enables him to reflect upon the human,spiritual, intellectual, and pastoral dimensions of his actions. Thisformat greatly fosters the sense of partnership in assessment.222. Another opportunity for assessment lies in the classroom imitationof pastoral practice, whether through case study, role playing,or some form of pastoral problem solving. Although not empoweredby the sense of immediacy or by connection to a real incident, suchsimulations can be designed to explore any number of competenciesin a structured and progressive program.223. For the assessment of the candidate’s intellectual formation,traditional examinations or academic papers are necessary, as prescribedby the Basic Norms for the Formation of Permanent Deacons ofthe Congregation for Catholic Education.224. A sense of partnership can be fostered by allowing the candidateto present a portfolio of his accomplishments, to design a varietyof ways in which he may demonstrate his readiness, or to engage in acollaborative study venture with those charged with his formation.225. A comprehensive and integrative seminar, such as those usedin professional education, is recommended as a model to determinethe level of assimilation and achievement of the candidate at thecompletion of his theological course of study. This model fulfills therequirement of a comprehensive review as required by the BasicNorms for the Formation of Permanent Deacons. 22 The faculty facilitatorsof the seminar evaluate how effectively the individual candidateTheological reflectionPastoral simulationTraditionalexaminationsIndependent studyComprehensive andintegrative seminarat the conclusion ofthe course of study