National Directory for the Formation, Ministry and Life of Permanent ...
National Directory for the Formation, Ministry and Life of Permanent ...
National Directory for the Formation, Ministry and Life of Permanent ...
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124 Chapter 8II. StructuresDiocesan program <strong>for</strong>diaconal <strong>for</strong>mationDiocesan Program <strong>for</strong> Diaconal <strong>Formation</strong>260. “The diocese should provide appropriate structures <strong>for</strong> <strong>the</strong><strong>for</strong>mation,” 1 ministry, <strong>and</strong> life <strong>of</strong> deacons. Possible structures includean <strong>of</strong>fice, a policy board, admissions <strong>and</strong> evaluation committees, <strong>and</strong>so <strong>for</strong>th. Some practical functions <strong>of</strong> a diocesan diaconate structureinclude collaboration, <strong>for</strong>mation planning, policy development, <strong>and</strong>post-ordination activities. 2Models <strong>for</strong> Diaconal <strong>Formation</strong>261. Various models <strong>for</strong> diaconal <strong>for</strong>mation have developed in <strong>the</strong>United States. They provide <strong>the</strong> essential components <strong>for</strong> diaconal<strong>for</strong>mation independently or in affiliation with o<strong>the</strong>r institutions.1. The freest<strong>and</strong>ing structure is <strong>the</strong> most common model <strong>for</strong> diaconal<strong>for</strong>mation in <strong>the</strong> United States. Within this diocesanstructure, diaconal <strong>for</strong>mation takes place in its entirety, usuallywith personnel drawn from <strong>the</strong> various academic, spiritual <strong>and</strong><strong>for</strong>mational resources <strong>of</strong> <strong>the</strong> diocese.2. The college/university-related model incorporates one or moreparts <strong>of</strong> <strong>for</strong>mation from diocesan staff <strong>and</strong> resources, while oneor several parts <strong>of</strong> <strong>for</strong>mation, such as <strong>the</strong> intellectual <strong>and</strong>/orpastoral, are provided <strong>and</strong> supervised by a Catholic college oruniversity, usually located within <strong>the</strong> diocese. In <strong>the</strong>se situations,diocesan coordinators carefully <strong>and</strong> comprehensivelyintegrate <strong>the</strong> components <strong>of</strong> <strong>for</strong>mation. Similar to <strong>the</strong>college/university model is <strong>the</strong> model that involves a graduateschool <strong>of</strong> <strong>the</strong>ology.3. A diocesan or religious seminary may <strong>of</strong>fer valuable resources<strong>for</strong> <strong>the</strong> <strong>for</strong>mation <strong>of</strong> deacons. The unique <strong>and</strong> dedicated role <strong>of</strong><strong>the</strong> seminary <strong>for</strong> priestly <strong>for</strong>mation <strong>and</strong> <strong>the</strong> distinction betweenpriestly <strong>and</strong> diaconal identities must be maintained. “Prudent,limited” use <strong>of</strong> seminary facilities may be a useful resource availableto <strong>the</strong> bishop in <strong>the</strong> <strong>for</strong>mation <strong>of</strong> deacon c<strong>and</strong>idates. 34. In a collaborative model, several specific groups, such as religiousinstitutes or dioceses <strong>of</strong> a province, may choose to unite
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