Gravissimum Educationis: The Mission of Christian Education
By John Graveline, Director of Parish Life
August 16, 2026
“Those who are learned will be as radiant as the sky in all its beauty; those who instruct the people in goodness will shine like the stars for all eternity.”
Daniel 12:3
As we continue to reflect upon the documents of Vatican II at the beginning of the Year of the Holy Spirit, this week we continue to consider the question “What is our mission as modern Catholics?” by exploring Vatican II’s Declaration on Christian Education (also known by its Latin title Gravissimum educationis). Two weeks ago, we contemplated how our mission begins with hearing and heeding the Word of God. Last week, we pondered how the Word then sends us out to spread the Gospel message in an incarnational manner (evangelization). This week, we will consider how the Gospel message comes to fruition in people’s hearts and in entire communities through the mission of Christian education.
It is pretty self-evident that education is the key to advancement in life. This is all the more true for us who live in the Information Age. But education is about far more than the memorization of facts (even in religious education) and training in technical skills (important as they are). “True education is directed towards the formation of the human person in view of their final end and the good of that society to which they belong and in the duties of which they will, as an adult, have a share.” (Declaration on Christian Education, no. 1) The purpose of education is the formation of the whole person; intellectually, spiritually, physically, psychologically, and morally. The “final end” for all of us is communion with God and neighbor in love, so the fostering of friend- ship and character formation is central to the educational task.
“Your scientists were so preoccupied with whether they could, they didn’t stop to think if they should.” (Jurassic Park)
Catholic philosopher Josef Pieper in his book Leisure: The Basis of Culture makes a distinction between two different intellectual functions: ratio and intellectus. Ratio is the active function of the mind—research, calculation, technical know-how. Intellectus is the more receptive function of the mind—observation, interpersonal dialogue, insight. Both are important for intellectual formation. However, in modern times education has often over-emphasized ratio to the diminishment of intellectus, and intellectus is the place where wisdom resides. We see the devastating results of this because we can now develop awesome technologies through ratio but do not always have the moral and intellectual wisdom to know how to use them in accordance with human dignity and the common good. This was a major theme of the award-winning film Oppenheimer, which detailed the events surrounding the making of the first atomic bomb, as well as my daughter’s favorite movie Jurassic Park (“Your scientists were so preoccupied with whether they could, they didn’t stop to think if they should.”). As ever more functions relating to ratio are able to be accomplished through AI and other technologies, the functions relating to intellectus will become increasingly rare and precious because these functions can only be performed by human beings, as Pope Leo has recently pointed out.
Because the capacity for knowledge and wisdom is so central to the meaning of what it means to be fully human, we have a duty to seek the truth about God, ourselves, all of creation, and how all reality is related. We have a duty to seek the wisdom that comes through careful observation, collaborative dialogue, and the insights of our teachers, friends, and ancestors. Therefore, “all humans of whatever race, condition or age, in virtue of their dignity as human persons, have an inalienable right to education.” (Declaration on Christian Education, no. 1) Furthermore, “All Christians—that is, all those who having been reborn in water and the Holy Spirit are called and in fact are children of God—have a right to a Christian education.” (Declaration on Christian Education, no. 2).
As for the education of children, it must be recognized by all that “as it is the parents who have given life to their children, on them lies the gravest obligation of educating their family. They must therefore be recognized as being primarily and principally responsible for their education.” (Declaration on Christian Education, no. 3) The Church and the State have responsibility as well for the education of youth, but these claims must always respect the unique role of parents as the primary educators of their children.
Parents, therefore, must take seriously their obligations toward their children’s education, not only their secular education but also their formation in the Catholic faith in which their children have been baptized. “Parents are reminded of their grave obligation to make all necessary arrangements and even to insist that their children may be able to take advantage of” educational services to form young people in the Catholic faith. (Declaration on Christian Education, no. 7) Here at Assumption Parish, we offer faith formation from preschool throughout all of high school through our Catechesis of the Good Shepherd program and comprehensive youth ministry in collaboration with all the Midland parishes. We are currently enrolling children and young people in these programs for the Fall. All households are encouraged to take advantage of these opportunities for our parish to partner with parents in the Christian formation of their families.
Catholic Schools strive to help young people “grow in that new life which has been given to them in baptism . . . orienting the whole of human culture to the message of salvation that the knowledge which the pupils acquire of the world, of life and of humanity is illuminated by faith.” (Declaration on Christian Education, no. 8)
Finally, a word should be said for the invaluable contribution of Catholic Schools to the educational landscape of our church and nation. During the first two-thirds of the 20th Century in America, Catholic Schools welcomed children from all over the world, often from poor or working-class households, and helped them to grow in their Catholic faith and their American citizenship. However, this Catholic School ministry was made possible by the work of many Religious Sisters and Brothers who served for little more than their food and shelter. In the years after Vatican II, Catholic Schools still strive to assist young people “to grow in that new life which has been given to them in baptism . . . orienting the whole of human culture to the message of salvation that the knowledge which the pupils acquire of the world, of life and of humanity is illuminated by faith.” (Declaration on Christian Education, no. 8) This mission, however, is performed in very different economic circumstances which threaten Catholic Schools’ ability to fulfill their mission. We are blessed here in Midland by the presence of St. Brigid School, and we have a duty to support Catholic Schools through our prayers, goodwill, and financial support.
As schools begin classes at the end of this month, a special thank you is warranted for the sacrificial work performed by teachers and school administrators. They give so much of themselves for the sake of the human flourishing of our young people, often with little pay or appreciation. Let us as a parish cover them in prayer as they begin a new school year!
This upcoming week, we will continue our reflection on the question ““What is our mission as modern Catholics?” by reading the Vatican II document Decree on the Means of Social Communication (also known by its Latin title Inter mirifica). Click here to read this document on the Vatican website.
John