Catholic Theological Union

Melissa S Link D.Min.

The role of Catholic education in the United States is, in part, to form the whole child in mind, body, and spirit. As the universal Church enters its third millennium of existence, magisterial leaders are calling upon communities of faith to discern the mission of Catholic institutions and their role in serving God’s Church and the world. If Catholic schools are to be successful in their mission, it is critical that clerical and lay school leaders align on what is meant by the term “Catholic identity” as well as identify shared characteristics of Catholic identity in faith-based school communities.

With this in mind, several questions are raised: What, exactly, defines the identity and work of a “Catholic” school in contemporary times? Can interpretation of “Catholic identity” differ from one school to another? Who has the authority to set benchmarks for Catholic school identity? In what ways can Catholic identity be quantitatively measured to advance school improvement and deepen alignment to the mission of the Church? To what extent can we really know if our efforts to share the Gospel through Catholic education are successfully contributing to the mission of the modern Church?

This project aims to engage Catholic school leaders in dialogue around definitions of Catholic identity and how school stakeholder survey data can be utilized to set and achieve school improvement goals around deepening the Catholic identity, mission, and culture of schools within the Archdiocese of Chicago.

Elia S Cardenas D.Min.

There is an inculturated, integrative, liberative, and decolonized model of church in the highlands of Chiapas. This Diocese in an autochthonous church developed by the prophetic vision of Bishop Samuel Ruiz, who knew how to read the signs of the times, was inspired by the vision of the Vatican Second Council, the Medellin Conference in Latin America, and the Church’s preferential option for the poor. He succeeded in restoring the dignity to the indigenous people with his subversive praxis and helped them become subjects of their own destiny. Today, they still walk accompanied by the courageous pastoral team of San Cristobal de las Casas.

Stanley Alex Augustine OFMCap D.Min.

Man’s search for meaning is the primary motivation in his life and not a secondary rationalization.”1 This is one of the quotes which well fits into my research. Life is complete with meaning, and seeking meaning should be the primary motivation of everyone. This thesis project is concerned with understanding how Sri-Lankan Tamil refugees find meaning in suffering and might be helped by to find meaning in their suffering through the spiritual practices of pastors. “If there is meaning in life at all, then there must be meaning in suffering.”2 Though there is meaning, the simple people, like refugees, are often unable to find the meaning for their suffering.

Khanh Quoc Dau D.Min. D.Min.

Narrative preaching is recognized as a common tendency among Vietnamese preachers because their hearers are often more gifted in storytelling. Vietnamese are quite familiar with tales, legends, fables, and biblical stories. Whereas, the significance of the use of imagery in liturgical preaching is supported by many Church documents, especially Pope Francis' preaching works. He encourages the use of images in the homily because “An attractive image makes the message seem familiar, close to home, practical and related to everyday life. A successful image can make people savor the message, awaken a desire, and move the will towards the Gospel” (EG. no. 157). Meanwhile, storytelling can play well in the role of providing imagery. Hence, Vietnamese preachers should shape a homily in such a way of a sacred story or narrative art form in which they use images, construct a plot, and tell it to the hearers in the context of Vietnam.

William Becerra D.Min.

Latin@s represent 71% of the Catholic Church's growth, yet this population remains understudied, particularly Latin@ lay ministers. This thesis-project assessed Latin@ lay ecclesial ministers' preparation in terms of a Latin@ understanding of teología and pastoral en/de conjunto. To provide this assessment, a theo-pastoral method, inspired by Latin@ theological and ministerial constructs, was designed, and an electronic survey was developed to collect data. The pool of respondents was 382. The thesis-project provides a more detailed profile of Latin@s in ministry, assesses the integration of Latin@ theological concepts and lived experience in their ministerial preparation, and points toward areas in need of further attention.

Rachelle M. Kramer D.Min.

This thesis-project explores to what extent a synergy could be created between campus ministers and theology professors at U.S. Catholic colleges and universities that might contribute to a more holistic development (spiritual, moral, intellectual) of their students. The project overall seeks to learn how a holistic education can best be understood in Catholic higher education today as well as the factors that foster and hinder it. The experience of campus ministers and theology faculty, emerging adult theory, the Catholic Tradition, and integrative learning theory serve as dialogue partners in order to unearth new insights and concrete actions for the future.

Eileen B Maggiore D.Min.

This thesis-project involved working with eleven high school seniors from two schools while applying visual ethnographic research. The research method for ministry is attributed to Evelyn and James Whitehead’s attending, asserting, and responding. The study addresses three Catholic traditions-- the USCCB's Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age, emerging disciples, and Lectio-Visio Divina -- juxtaposed to learning styles and postmodern American teens who attend two Chicagoland area Catholic high schools. The students were asked about their social media usage, teaching preferences and definition of a disciple. The interviewed students elicited a visual image, upon request, which represents discipleship and through the process of lamination described their image. The students spoke to their preferences of teaching styles along with how they would teach younger students. Students conversed about the time when they most felt like a disciple.
The interviewed students exhibited transformative learning after generating visual images from their personal mobile phones. The interviewees’ definition of a disciple became more elaborate as they progressed with the visual ethnographic discussion. The initial feedback to discipleship prompted an intellectual answer and through lamination their response became more personal. The students utilized generative learning to create a thick description of their previous knowledge about discipleship.
The students’ desire is to have their lessons taught with visuals and other supportive techniques, including time to assess new epistemologies. These findings suggest that the students are interested in a more embodied teaching experience which could promote teens into becoming emerging disciples. Transformative learning tools are found not to oppose, but rather complement the USCCB's Framework. It is suggested that the Gospel Visual Creation or to Pray the Lesson are teaching techniques which could assist in the formation of disciples among Catholic high school students.

Ryan J. Hoffmann D.Min.

In what ways are the praxes of queer Catholics cultivating affirming approaches to wholeness and holiness? How is DignityUSA, a national nonprofit LGBTQI advocacy organization in the United States, testifying to more inclusive and just expressions of church?

This thesis-project explores best practices of hospitality among DignityUSA chapters and examines ways in which it contributes to LGBTQ wholeness and holiness. Queer Catholic experience, Catholicism, and relevant fields of science serve as dialogue partners. The project asserts points of clarification and identifies six pathways forward for LGBTQ Catholics and the Roman Catholic Church.

The project suggests that radical hospitality serves as an integrative catalyst behind which LGBTQ Catholics more authentically and confidently appropriate their rightful place in the Catholic Church.

Kathleen M. Van Duser D.Min.

The project seeks to improve accompaniment practices by chaplains in the health care setting for those ministering to Indigenous people. A brief history of Indigenous people in North America and seven major beliefs common to all North American Indigenous people are offered that are meaningful to chaplains. Interviews are provided with Indigenous people, medical personnel, and chaplains to learn how to improve the accompaniment of Indigenous people. Multicultural, cross-cultural, and intercultural relationships, as well as how to learn to cross over from one culture to another are discussed. Plural spiritualities are also addressed. Steps are provided to distribute this information to medical personnel and chaplains.

VIRGINUS Onyekachi OSUAGWU D.Min.

This thesis-project explores to what extent the effective training/formation in transformative catechesis for Roman Catholic catechists of South Eastern Nigeria can equip them to form male and female adolescents who can contribute to building respect and upholding the dignity of Igbo women. It is intended to be a contribution to the conversation about social justice in the Igbo Roman Catholic Church, with regard to respecting the dignity of every human being, especially women.
The author employs the praxis-theory-praxis approach of practical theology in situating what effective social justice training/formation of Igbo catechists could mean within their unique ecclesial, social and cultural contexts around the theme of discipleship. The author concludes that effective training/formation of Igbo catechists in transformative catechesis (discipleship, witnessing, social justice) is key to the transformation of Igbo adolescents, the Igbo Roman Catholic Church and ultimately, the Igbo culture.