Newman Guide Colleges Can Help Students Find ‘Holy Spouses,’ Says Author

/in , , /by

A Catholic author who studied how saints met their spouses believes that attending a Newman Guide college can “increase one’s odds to find a holy spouse.”

Patrick O’Hearn just released a book titled, Courtship of the Saints: How the Saints Met their Spouses. O’Hearn earned his Master of Science in Education at Franciscan University of Steubenville in Steubenville, Ohio, and served as acquisitions editor at TAN Books for the last two years.

The Cardinal Newman Society asked O’Hearn how his book can inspire young Catholics today, and the value he sees in students attending a college recognized in The Newman Guide.

CNS: Can you tell us about your new book, Courtship of the Saints: How the Saints Met their Spouses?

Patrick O’Hearn

Patrick O’Hearn: Courtship of the Saints is a book filled with some of the most fascinating stories of how various saintly couples met their spouses. In this work, I was able to interview St. Gianna’s daughter, reveal details in English for the first time concerning Pope St. John Paul II’s parents (now on the path to sainthood), and countless other beautiful couples.

Before I share these couples’ stories, I define what courtship is through the clear teachings of Venerable Fulton Sheen and Father Chad Ripperger. At the end of the book, I include wisdom for those discerning marriage, those already married, and a plethora of beautiful prayers.  This is not just a book for those discerning marriage, but even those married will see that the saints were the greatest lovers in the history of the world.

CNS: How can the 25 saintly couples that you feature in your book inspire young Catholics today?

Patrick O’Hearn: We need to set the bar on courtship and marriage, especially in a time of moral confusion. God calls some men and women to Himself. These souls will spend years preparing for the priesthood and final vows in religious life, and yet, many preparing for marriage spend little time striving for their vocation.  How one prepares for their marriage can likely influence how one lives out his or her marriage.

Furthermore, these 25 couples offer a glimpse into God’s love for His Spouse, the Church. In these stories, we see a love that is passionate and sacrificial.  For that reason, these stories are better than any romantic novel, for they return to the source of love itself, God.

CNS: The college years are often so critical in determining much of the faith and future of a young person’s life. What value do you see in attending a Newman Guide college, not only to prepare for a career, but also for students who are called to the married life?

Patrick O’Hearn: Our first vocation is to be holy. How we live out that vocation (as a priest, consecrated religious, or married) is our second most important calling. Often, young people are so focused on pursuing their occupation rather than their vocation. Our occupation is always at the service of our vocation. The key is to let God reveal our vocation by being open to His will, but also putting ourselves in the best possible places to hear His will. Just as there is the near occasion of sin, there is something on the flip side. The near occasion of grace. That being said, attending a Newman Guide college with its promotion of the sacramental life, faithfulness to the Magisterium, and flowering of Catholic culture increases grace in one’s soul, but also increases one’s odds to find a holy spouse. You are more likely to find a holy spouse at daily Mass than you will at a bar. You are more likely to find a holy spouse sitting in a theology class than sitting in a class on LGBT studies.

CNS: How did your time at Franciscan University of Steubenville earning your master’s degree help prepare you for both writing this book, and your work at TAN books?

Patrick O’Hearn: My time as a graduate student at Franciscan University of Steubenville opened my eyes to the longing on every heart for love. Having served as a resident assistant at Franciscan, I saw so many men who were afraid to pursue women, and so many women who wanted to be pursued. Through my own sufferings, rejections, and disappointments, I believe God prepared me to write this book to give hope to so many people that our God is the “Greatest Matchmaker.” His Divine Providence works mysteriously, but powerfully. We do not know the road ahead of us, but Our Lord and Our Lady walk with us each step of the way.

CNS: Anything else you’d like to add?

Patrick O’Hearn: I would like to say “trust” in God.  I spent so many years worrying about my future vocation. Now more than ever, I realize the Father is carrying us in His arms. He longs for our love. He wants to bless us, and this blessing might come in the way of sufferings and trials. But through these challenges, God is perfecting us. Trust Him… whether it is attending an authentic Catholic school that might hurt the budget, or trust Him when you are worried about meeting your spouse. God is faithful.

College-Bound? Try These Catholic Summer Programs

/in , /by

What better way for a high school student to spend a week or two this summer, than to enjoy a fun and spiritual program at a Catholic college!

A faithful Catholic education can prepare students not only for a career, but for life. Whether or not you plan to attend a Catholic college, a summer program at one of the faithful colleges recognized in The Newman Guide can be enriching and will give you a taste of the benefits of a Catholic education.

Summer programs are a great opportunity for high school students to strengthen their academic and extracurricular skills, grow in their spiritual lives, get a head-start on college visits, learn from distinguished professors, make lifelong friends and experience what faithful Catholic education is all about. Here are some options:

Ave Maria University in Ave Maria, Fla., is offering its 2nd annual Summer Leadership Program for rising high school juniors and seniors. “Called Higher,” which runs from July 24-30, is geared towards students “who are academically driven and committed to growing in their faith through the pursuit of higher education.” Participants will get an idea of AMU culture by touring the campus, attending classes and meeting faculty while also getting to explore southwest Florida.

Belmont Abbey College’s Schola program in Belmont, N.C., strives to cultivate a true life of leisure over a one-week session which runs July 16-22. According to the College, students are invited “to slow down, to spend a summer week cultivating the goodness of their souls by reading and discussing classic works of philosophy and literature with friends, having meaningful conversations about the fundamental questions of life, enjoying daily recreational and social activities, viewing films, contemplating beautiful works of art and spending time in prayer and worship with the monastic community of Belmont Abbey.” Videos on the Schola program webpage show some of the highlights of previous years.

The Benedictine College Youth Conferences (BCYC) Immersion program in Atchison, Kan., offers three sessions for students to choose from over 20 “tracks” including, but not limited to, computer science, engineering, nursing, faith and science, philosophy, graphic design, voice and art.  Outside of class, students participate in Bible studies, attend Mass and engage in a variety of social activities from dances to sports to scavenger hunts. Participants report that they come away from the week refreshed and inspired. Benedictine also offers a one-week session for “BCYC Leadership,” which will help students discover how Catholic leadership principles can transform the way they lead at school, in their parish and in their community. There is also a BCYC Encounter conference, led by current Benedictine students, for parish and diocesan groups that focuses on Benedictine spirituality. Finally, Benedictine is inviting rising high school juniors, seniors and graduated seniors to earn three hours of college credit while studying abroad on a “Journey with Dante,” a three-week trip in Italy.

The Catholic University of America in Washington, D.C., offers a wide variety of summer educational experiences with weeklong summer programs focused on architecture, performing arts, the sciences and theology, providing opportunities to rising juniors and seniors for an exciting educational experience in the nation’s Capital. Light the World! Summer Institute lets high school students witness faithful excellence in action in business, science, politics, sports and the arts while meeting professionals who live out their faith in everyday life. The Experiences in Architecture program is an intense two- or three-week, pre-college workshop that exposes students to both the academic and professional sides of the architectural arena, with the capital city as their classroom. Catholic University’s High School Drama Institute is a program for students who wish to study voice, movement and acting with experts in the field. For students interested in the field of Engineering, CUA offers two different summer programs, Engineering New Frontiers and Computational Biosciences Institute. These weeklong programs expose students to many of the engineering disciplines, including biomedical, mechanical, electrical, civil and computer science.

Christendom College in Front Royal, Va., is offering “The Best Week Ever,” a choice of five different one-week sessions throughout June and July. Intended for rising high school seniors, the program instills in students “a deep appreciation for the liberal arts, Catholic culture, true friendship, and the beauty of God’s creation evidenced in the Shenandoah Valley of Virginia.” Participants attend daily classes in literature, philosophy, history and theology; hike in the mountains; canoe on the Shenandoah River; sing Irish songs; learn to swing dance and forge new friendships. As one student said afterward, “When I first heard about it, I honestly thought the ‘Best Week Ever’ was just an advertisement, but I truly did have the best week of my life and I have made memories I will treasure forever. Not only did I learn so much during my short time at Christendom this summer, but I’ve met the most amazing people and made friends I am still keeping up with. In learning so much about Christendom College and meeting such dedicated Catholics, I grew much closer to Christ and left the program with a desire to continue growing my relationship with God.”

Franciscan University’s summer Steubenville Conferences are popular with Catholic high school students across the country. The three-day Catholic conferences bring teens into a life-changing encounter with Jesus Christ. Conferences take place at multiple locations across the United States and Canada, including four conferences at Franciscan University’s campus in Steubenville, Ohio. The theme for the 2023 conferences is “Refuge” (Matthew 11:28 ). Dynamic speakers this summer include Sarah Swafford, Joel Stepanek, Fr. Leo Patalinghug, Mark Hart, Sr. Miriam James Heidland, SOLT, and many more. Interested students must apply to attend a conference through a parish, high school or youth ministry group.

High school students and recent graduates are invited to preview the academic community and life of Magdalen College of the Liberal Arts in Warner, N.H., through its Collegiate Summer Program, being held June 18 to July 1 and July 9-22. Students are taught by Magdalen College professors each day and are introduced to liberal education through classic texts from philosophy, literature, theology and political thought. Outside of the classroom, program participants attend daily Mass, climb Mount Kearsarge, canoe on a river, relax around bonfires, swing dance, visit local landmarks and much more.

Once again, Thomas Aquinas College is offering its Great Books summer program in two locations: its campus in Santa Paula, Calif., from July 16-29, and its second campus in Northfield, Mass., from July 9-22. These two-week programs engage students in seminars on Plato, Pascal, St. Thomas Aquinas and Kierkegaard, among others. In addition to daily recreational and liturgical activities, the program also includes day trips to nearby cities. A detailed day-to-day picture of what the Great Books program is like can be found on the college’s blog. This program is offered to rising seniors.

Thomas More College in Merrimack, N.H., offers a Great Books program for high school-aged students. This two-week session, offered June 25 to July 8 and July 16-29, will inculcate its participants in a “healthy balance of prayer, work and play” as they read authors like St. Thomas More, Plato, Aristotle and George Orwell. Along with academics, students will go on excursions throughout New England, including hiking mountains, visiting historic locations and visiting the coast.

The University of Dallas in Irving, Tex., offers several summer programs for high schoolers interested in classical texts, art and music. Rising juniors and seniors can experience life on campus during the two-week Arete: An Introduction to the Classics. Students as young as rising seventh graders can attend the Summer Art Academy or the Summer Music Academy to enhance their artistic potential. Both of these programs run for one week.

The University of Mary in Bismarck, N.D., offers a summer program for high school students. The Cor Christi Institute program runs for two sessions in July on the University’s campus. This program invites high school students of all grades to encounter Jesus and learn the foundational teachings and practices of the Catholic faith through serious study, good conversation and wholesome friendship.

The University of St. Thomas in Houston, Tex., is hosting a Young Diplomats and Global Affairs summer camp for rising 10th, 11th and 12th grade students from June 12-16, which will include a student-led diplomacy situation exercise modeled on the Diplomacy Center of the United States. That same week, the University’s master of Fine Arts in Creative Writing program is sponsoring a Fearless Catholic Writers camp in which students will learn from published authors.

For those rising seniors with adventurous spirits and a love for the outdoors, Wyoming Catholic College’s PEAK program in Lander, Wyo., offers a unique experience. Running from August 1-12, students are given the opportunity to study the Great Books under the instruction of WCC faculty and to immerse themselves in the sacraments. Students are also engaged in a variety of outdoor activities, tailored to the experience and fitness of each participant, including horseback riding, canoeing and caring for livestock.

For students interested in traveling abroad, the University of Navarra offers Spanish Intensive Summer Courses at its language institute on campus, Instituto Lengua y Cultura Española, ILCE. ILCE is offered in-person, so students get to enjoy all the campus has to offer. ILCE will also offer three on-campus courses between June and July on their campuses in Pamplona and Madrid. Students taking these courses can earn college credit and will also have the opportunity to participate in cultural activities outside of class.

Gender Confusion in Australia’s Catholic Schools

/in , /by

In September, the Australian Catholic Bishops Conference released “Created and Loved: A Guide for Catholic Schools on Identity and Gender.” While the document has thoughtful and salient points regarding gender identity, it also recommends that Catholic schools use the preferred names and pronouns of children suffering from gender dysphoria, providing “flexibility with uniform expectations.”

As a lifelong Catholic educator, I have deep concerns about this approach, which is fundamentally at odds with the mission of Catholic education. The challenge for Catholic schools today is not that we work with gender-dysphoric children, but how. Children suffering from gender dysphoria can be admitted under certain conditions: The gender dysphoria is acknowledged as a disorder; the child’s family obtains proper counseling and treatment; and the child is able to function in an environment where gender expression is expected to match biological reality. However, Catholic schools do great harm by allowing children suffering from gender dysphoria to externally represent and even celebrate that disorder and requiring that others in the school support and participate in it.

The document’s injudicious recommendation stems from three misconceptions.

The first misconception is that it is unacceptable to ask children suffering with gender dysphoria to follow gender norms while in a Catholic school. It is, in fact, necessary for the good of the child as well as the integrity of the school. Eighty-four percent of children experiencing gender dysphoria will not continue to experience it through adolescence and adulthood, according to an oft-cited 2011 study from Sweden. We must therefore love such students through the challenge on our terms, not theirs. This is not unlike how we deal with children with anorexia who have a dangerous distortion of their sense of weight. We admit them to school but require that they receive care, and we refrain from supporting their bodily disorientation through false affirmation.

The second misconception concerns the implications of Christian anthropology and respect for the human person. The Australian bishops’ document correctly notes that Christian anthropology “demands that we respect the worth of each person at every moment of their existence—from conception to death—regardless of who they are or how they present themselves in the world. It also asks us to see each person holistically rather than seeking to define them by just one aspect of their identity.” It continues: “Any relevant educational programme and the care of individuals in a Catholic school must be faithful to this Christian Anthropology.”

However, the document goes on to mistakenly conclude that being “faithful to this Christian Anthropology” and promoting “a fundamental attitude of charity and respect, of care and compassion,” requires Catholic schools to conform their activities and policies to reinforce gender dysmorphia. This is neither caring nor compassionate. We must interface with children “holistically” as integrated beings, a unity of mind, body, and spirit, and not reduce them to “just one aspect of their identity.”

The third misconception is the assumption that, since Christian anthropology provides a basis for human worth and dignity—we are loved by God and created in his image—and since we are made for communion and flourishing in community, any exclusionary activity is an affront to Christian anthropology. With this argument, the Australian bishops compel Catholic schools to accept and placate children who have “transitioned” to a new name, pronouns, or way of dress.

The natural order has supplied children the family as the primary social unit and source of belonging and wellbeing. Formal institutions can assist in creating other environments of belonging, but a child not being admitted to a certain school, for whatever reason, is not deprived of human dignity or worth, nor of family, church, friends, or love.

We must not conflate attendance at a Catholic school with membership in the Church. Most Catholic children worldwide do not attend Catholic schools but are full members of the Church. The modern Catholic school itself has only been widely available for less than 10 percent of the Church’s history, with catechesis and Christian socializing taking place in the home and parish for most Catholics.

Catholic schools are in the business of integrally forming children in mind, body, and spirit. It is what we do, it is all we do, and we do it one way: in conformity with the will of God and with respect for children as mind-body-spirit unities. Those who seek a different type of formation are free to do so—but they cannot demand that we adapt to their differing goals and conceptions of reality and of the human person.

Using students’ preferred names and pronouns goes against the nature and goals of Catholic education. It casts Catholic schools as active participants in the child’s catastrophic quest for emancipation from the body. It has us (knowingly or unknowingly) participating in relativism, gnostic dualism, materialism, and the toxic fluidity of the modern world. It implicates us in destroying the differences between male and female and the dignity of sexual distinctiveness. It involves us in eroding the roots of the family, severing God from his creation, and distorting the nature of reality itself. And worse yet, by our personal example in forming those under our direct care, we invite our students and families to do the same.

Dan Guernsey is a senior fellow at The Cardinal Newman Society and a 30-year veteran of Catholic education.

Editor’s Note: This article originally appeared in the online edition of First Things on February 3, 2023.

Catholic Student Policies Protect Students, Educators

/in , , , /by

In faithful Catholic education, we don’t just teach skills, facts, and figures. We strive for “integral Christian formation,” helping students know, love, and serve God in this life and enjoy eternity with Him in the next. Our student policies, therefore, should promote virtue and holiness.

The formation in Catholic education is integral because it engages the whole student as a unity of mind, body, and spirit. We cultivate the human power of reason, train the will for moral action, and order the passions toward true goodness. We don’t adopt harmful practices, and we don’t permit harmful behaviors.

Our formation is Christian, because it embraces the dignity of every student as made in the image and likeness of God, called to communion with Him through redemption in Jesus Christ.

This agitates modern sensibilities. Today, families are constantly exposed to the rhetoric of division and resentment inspired by critical race theory, DEI (diversity, equity, and inclusion), and gender ideology. Some consciously adopt these non-Catholic worldviews, while others succumb over time to the unrelenting pressure of media and entertainment, especially on the internet and social media. They may even sue Catholic educators to force changes that compromise Catholic teaching and prevent true Catholic formation.

Of course, all this presents opportunities for us to present the Gospel and God’s loving plan for His children. As educators, we don’t shrink from proclaiming this message. Instead, we take up our role in the Church’s mission of evangelization.

One way to counter the ever-pressing culture is to produce and implement truly Catholic policies related to student formation and student conduct. The clarity of such policies and their consistent implementation will not only avoid conflicts and lawsuits, but will give the school or college strong credibility when claiming rights of religious freedom.

Start with Admissions

To conduct a review of your student policies, a logical place to start is admissions. Sharing the mission and vision of a school and its accompanying behavioral expectations in introductory meetings can greatly reduce the likelihood of moral confusion, sinful behavior, or future scandal. In cases of students struggling with same-sex attraction or gender dysphoria, policies should ensure attendance is an option if and only if the student is open to formation aligned with Christian anthropology and does not promote or overtly express disordered inclinations.

Human Sexuality Policies

Human sexuality policies can help guide school operations and interactions with students and all members of the educational community. These policies should explain that the institution will relate to all persons according to their biological sex at birth and maintain appropriate distinctions between males and females, especially in matters of facilities use, athletics teams, uniforms, and nomenclature.

Catholic educators teaching about human sexuality should ensure that all materials and instruction are carefully vetted for fidelity to Church teachings, taught by qualified and committed Catholics, and targeted to the appropriate age and developmental stage of the student. These materials should be shared in advance with parents, giving them ample time to withdraw their child from the program should they so choose.

Also included in these policies should be a prohibition against advocating for moral behavior at odds with Catholic Church teaching or participating in activities that tend to encourage immoral behavior.

 

Athletics

Policies related to athletics are also critically important, as sports uniquely involve the whole person—mind, body, and spirit. In addition, while sporting activities often cast the broadest net for interaction and are highly valued in our culture, we have seen how they can be distorted to promote a disintegration of the mind, body, and spirit. These are most evident in today’s gender-ideology-fueled controversies. Catholic education sports policies must be articulated to address these concerns.

Policies should guard against exploitation or idolatry related to the body and protect the body not only from physical injury but also from any attack on its physical, spiritual, and psychological integrity.

Policies should also ensure that all personnel and players are formed in a Christian and virtue-based approach to sport. Introducing virtues such as justice, with its emphasis on fair play and respect, or temperance, with its emphasis on modesty and self-control in action and speech, especially in moments of pain and tension, provides lessons carried far beyond the playing field.

The benefits derived from well-written student policies are increasing. Not only do they help form a Christian community by setting clear expectations for student conduct, but they also differentiate Catholic education from secular options, all too willing to adopt the moral whims of the day. In this aspect, policies are tools of evangelization.

If you’ve procrastinated writing or refreshing your school policies, delay no longer! Clear Catholic policies will serve as pillars supporting your claim to religious freedom when a lawsuit arrives.

 

 

Five Defenses for Catholic Education

/in , /by

You’re going to court—it’s almost inevitable.

Hopefully, your Catholic school or college has done all it can to protect itself from legal threats. It has adopted clear and consistent policies and employment resources, explaining its devotion and obligations to your Catholic mission. It’s done its best to avoid misunderstandings and head off lawsuits by students and employees.

But in today’s secular and often hostile culture—in which even many Catholics seem confused about topics like abortion, contraception, marriage, sexuality, and gender—discrimination lawsuits are bound to happen. And their frequency is likely to increase in the coming years.

So how does Catholic education defend itself in court?

During The Cardinal Newman Society’s recent three-part webinar series, Protecting Religious Freedom in Catholic Education, Luke Goodrich, a vice president and senior counsel at Becket Law, shared five key legal defenses available to Catholic educators. None is sufficient in itself, but together they offer powerful protection

1. Ministerial exception

According to Goodrich, the ministerial exception bars federal courts from interfering in a church’s choice of its ministers. Under the First Amendment to the U.S. Constitution, the government has no business telling a religious organization who’s going to fill a “ministerial” role, including teaching the Catholic faith. If an employee of a Catholic school or college has substantial religious functions, the institution may be shielded from that employee’s discrimination lawsuit, according to the U.S. Supreme Court’s rulings in Our Lady of Guadalupe School vs. Morrissey-Berru (2020) and Hosanna-Tabor Evangelical Lutheran Church and School vs. EEOC (2012). This likely does not apply to every employee.

2. Title VII religious exemption

Many employee lawsuits are filed under Title VII of the federal Civil Rights Act, which prohibits employment discrimination based on race, color, religion, sex, or national origin. Religious employers, however, are generally exempted from Title VII when they make employment decisions based on religion.

This is especially important following the U.S. Supreme Court ruling in Bostock v. Clayton County (2020), which redefined sex discrimination to include biases against “sexual orientation” and “gender identity.” To better qualify for the Title VII religious exemption, Catholic schools and colleges should give clear mission-centered reasons for their employment decisions—such as the necessity of ensuring faithful Catholic instruction and formation, a teacher’s willingness to teach Catholic doctrine regarding marriage and sexuality, and the importance of witnessing to Catholic moral teaching—without expressing personal approval or disapproval of an employee’s sexual or gender preferences and behaviors.

Title IX, the federal law that prohibits sex discrimination in schools and colleges that receive federal funds, also is being interpreted by the Biden administration to include “sexual orientation” and “gender identity.” But Title IX has an exemption that applies broadly to religious institutions. To defend against the Administration’s threats and lawsuits regarding athletics, restrooms, employment, and more, Catholic educators should be prepared to assert this exemption.

3. Religious Freedom Restoration Act

A near-unanimous Congress approved the Religious Freedom Restoration Act of 1993 to ensure that, even when the government has a “compelling public interest” to act in a way that impacts religious activity, it must do so in a manner that allows the greatest religious freedom. Courts have used RFRA to exempt religious organizations from federal laws—such as mandated insurance coverage for contraceptives—when the exemption does not substantially thwart the broad impact of the law.

Today some in Congress are trying to undermine RFRA. The proposed Equality Act, for instance, would remove RFRA as a protection for religious employers against the bill’s provisions regarding sexuality and gender identity. According to Goodrich, the Equality Act is a legalistic Trojan horse that would coerce both individuals and religious organizations into violating their religious beliefs.

4. Church autonomy

Federal courts prefer to resolve legal disputes by applying clear statutes rather than Constitutional claims, but Catholic educators should vigorously assert their freedom of religion. The Free Exercise and Establishment Clauses of the First Amendment guarantee the rights of religious organizations to control their internal affairs and make important internal decisions based on their religious beliefs. Because they are religious institutions, Catholic schools and colleges have the right and obligation to uphold Catholic teachings in their policies and practices. Because their mission is religious education, Catholic schools and colleges have the right and obligation to form the minds and souls of students in accord with Catholic beliefs, including moral teachings and Christian anthropology.

5. Expressive association

Beyond religious activity, the First Amendment protects free speech generally, including the right of expressive association. This means that the government cannot normally interfere with people gathering or otherwise associating to express opinion, even when that opinion may be unpopular. In Boy Scouts of America v. Dale (2000), the U.S. Supreme Court found that a non-religious organization was nevertheless permitted to establish membership requirements forbidding homosexuality. It is important that Catholic schools and colleges not only define their mission as the task of education but also that they firmly state their purpose within the Church’s own mission of evangelization. Catholic schools and colleges are communities devoted to professing the Catholic faith and preaching the salvation found only in Christ. Catholic education, therefore, has the right of association, to express a shared belief and worldview.

Additional Steps

Goodrich encouraged Catholic educators to have a clear picture of the religious nature of the roles within their organization. Write down the specific duties for each position, articulate them during the hiring process, and incorporate them into training, supervision, and employee evaluations. Incorporate the Catholic faith into the teaching of every subject.

Goodrich advises that school administrators clearly know Church teaching. He told the story of a Catholic school principal encouraging an employee to receive in vitro fertilization treatment, unaware that it violated Catholic Church teaching. This put the school in a bad legal position.

Catholic education leaders who were unable to register for this three-part webinar series but would like the video recordings can request them at (703) 367-0333 x128 or jmcclain@cardinalnewmansociety.org

Understanding the Ministerial Exception

/in , /by

Will the ministerial exception help protect your Catholic school or college?

Short answer: It depends on you.

Ever since the Supreme Court’s rulings in Hosanna-Tabor (2012) and Our Lady of Guadalupe School (2020), the term “ministerial exception” has become common parlance for Catholic educators. But there is much about the exception that is misunderstood and remains undetermined. Benefitting from this powerful legal protection requires some effort to understand its intricacies.

One thing is certain: the ministerial exception depends on an employee’s real and documented religious duties. When such duties are not obvious to a secular court—as they might otherwise be in the case of a priest, nun, or religious teacher—the determination of an employee’s “ministerial” status may hinge on how clearly and convincingly an employer has defined a position and the strength of the institution’s overall religious identity.

Powerful protection, limited scope

The ministerial exception is not found in any law or regulation.

It is a legal principle derived from the First Amendment’s Free Exercise Clause, which bars government interference in religion. It also follows from the Establishment Clause, which forbids government to select religious leaders or set the criteria for their selection. Therefore, if an employee of a church or religious organization is deemed “ministerial” and sues for employment discrimination, a federal court will simply refuse to hear the case rather than risk unconstitutional entanglement with religion.

According to the Supreme Court in Hosanna-Tabor, federal courts must “ensure that the authority to select and control who will minister to the faithful—a matter strictly ecclesiastical—is the church’s alone.” This is at the heart of America’s “first liberty,” the freedom of religion.

Although the ministerial exception clearly applies to clergy and women religious, in 2020 the Supreme Court affirmed that a Catholic school religion teacher is also a “minister” of the Catholic Church for legal purposes, because teaching the Catholic faith is a sacred duty. The Court considered a number of factors—job title, job description, religious activities, job qualifications, training—none of which, it said, is determinant in itself. Since then, other federal court rulings have applied the ministerial exception to bar claims by school leaders and guidance counselors as well as parish employees.

The ministerial exception is powerful, because it can protect Catholic schools and colleges from lawsuits over abortion, “gender identity,” or “sexual orientation.” It not only protects employers, but it also avoids the cost and publicity of a trial.

It is not, however, a perfect shield for Catholic education. Many legal experts doubt that it applies to every employee, such as support and maintenance staff, but it depends on their religious duties. If even a small portion of employees are not covered by the exception, then a Catholic school or college still needs clear and consistent policies that explain the institution’s religious obligations and help employees understand expectations, so that the institution can avoid lawsuits and claim other religious protections when a suit goes to court.

The ministerial exception depends on an employee’s real and documented religious duties.

The ministerial exception also causes a serious dilemma for Catholic education: it leaves ministerial employees without any recourse to the courts in cases of discrimination based on race, sex, age, etc. A very important task for Catholic dioceses, schools, and colleges will be to ensure fair solutions for employees, such as arbitration—but the arbiter must be familiar with and fully devoted to protecting the mission of Catholic education and upholding Catholic teaching.

Looking for answers

There are still many questions about the ministerial exception that remain unresolved by federal courts, such as:

  • Does the exception prevent lawsuits related to all employment issues—hostile workplace, employee benefits, wage and hour policies—or only related to hiring and firing?
  • What duties, other than teaching religion, qualify someone as a minister—and what portion of an employee’s job must be devoted to religious activity?
  • Does the exception apply only to religion teachers or also to other teachers who are required to integrate the Catholic faith into their courses?
  • Does the ministerial exception apply equally to higher education as to elementary and secondary education?
  • Does the exception apply to support staff, if they are assigned religious duties and are selected according to religious criteria?

Until these questions are answered, it will be important for Catholic schools and colleges to fight for every inch of protection under the ministerial exception. It would be dangerous to assume the exception’s broad scope until courts have affirmed it, but it would also be self-defeating to accept a narrow reading of the First Amendment.

Meanwhile, even outside these legal considerations, there is a lack of consistency among Catholic educators about the moral and religious responsibilities of teachers and other employees in service to the mission of Catholic education. To help address this concern, The Cardinal Newman Society has just released Policy Standards on Moral Expectations of Employees in Catholic Education, our new recommended standards for employee policies in Catholic schools and colleges.

Recommended practices

To increase the likelihood that courts will apply the ministerial exception to certain school or college employees, consider doing the following:

  • Clearly tie employee duties to the Catholic mission of the school or college—not only the formation of students but also evangelization—and to any Church source or document that indicates the ministerial basis for the position.
  • Ensure that job descriptions, employee contracts, performance reviews, etc., clearly identify religious duties associated with each employment position.
  • Indicate ministerial status in employee titles when possible.
  • Job qualifications and training should reflect the ministerial importance and nature of the position.
  • Clearly communicate religious duties on job applications, during interviews, and in hiring communications.
  • Promote and support ministerial activity through continuing education and training with emphasis on the Catholic mission of the school or college and employees’ religious duties.

These recommendations are drawn from The Cardinal Newman Society’s work with legal experts and our own study of the issue, but we are not legal professionals. Employers should not act without the counsel of an attorney who is familiar with First Amendment law.

After Roe v. Wade, Catholic Colleges Prepare Pro-Life Nurses

/in , /by

Many people are asking, “What’s next for the pro-life movement after the overturning of Roe v. Wade?” One strategic answer coming from faithful Catholic colleges is to populate the medical field with more pro-life, ethical leaders.

More than half the colleges recommended in The Newman Guide offer nursing programs, and some also prepare students for other medical careers. These are colleges rooted in the truth of human dignity and Catholic moral teaching, and already many graduates have become pro-life leaders in the medical fields.

Now that commitment to pro-life healthcare is growing, with several exciting, new programs.

Continue reading at the National Catholic Register…

Cardinal Newman Society Celebrates 15 Years of The Newman Guide

/in /by

MANASSAS, VA – On today’s Solemnity of All Saints, The Cardinal Newman Society (CNS) celebrates 15 years of The Newman Guide, which recognizes Catholic colleges for their strong fidelity and formation. Every year, more than 75,000 families use The Newman Guide to find a faithful Catholic college, and now CNS will reach more families than ever with a NEW video helping Catholic families navigate their college search.

“Every young adult is called to be a saint,” said Kelly Salomon, director of family and parish programs for The Cardinal Newman Society, who produced the new video and manages the Newman Guide. “We want Catholic families to know and choose great Catholic colleges that not only educate for careers but form students for sainthood.”

“And for me, it’s personal,” she adds. “The Newman Guide helped me find my own Catholic college, and I want others to have the same extraordinary experience.”

The Cardinal Newman Society launched the first edition of The Newman Guide in 2007, after years of decrying infidelity and scandal across much of Catholic higher education. The Guide has become families’ most trusted source of information on Catholic colleges that have stayed true to the Catholic faith while integrating it across the curriculum and campus life.

The late Father Benedict Groeschel, CFR, wrote the preface to the first edition of The Newman Guide and said it was the Newman Society’s “most important contribution to Catholic higher education ever.” Newman Guide college leaders today confirm that the guide has been instrumental in their success.

Today, Newman Guide colleges are thriving. While total college enrollment in the U.S. has declined 14 percent since 2012, Newman Guide college enrollment increased more than 10 percent in the same period.

In addition to the Guide, The Cardinal Newman Society sponsors Recruit Me, an opportunity for high school students to get recruited by Newman Guide colleges. Recruit Me subscribers are eligible to participate in an annual essay contest, for which the winner receives a $5,000 scholarship. Also, this year CNS will distribute 60,000 copies of My Future, My Faith, a publication explaining the benefits of a faithful Catholic college.

The Cardinal Newman Society’s new video, based on the content in My Future, My Faith, explains the advantages of faithful Catholic education. It helps families consider academics, residential life, spiritual life, and campus activities from a Catholic perspective.

The Newman Guide’s impact is immeasurable, because one can never truly account for winning souls for Christ. May God continue to bless The Newman Guide and lead many more families to experience the blessing of faithful Catholic education.

 

For Media Requests: Please contact Kevin Murphy, vice president of marketing and communications, at KMurphy@CardinalNewmanSociety.org or 703-367-0333 ext. 108.

 

Bellarmine Fund: Sharing the Treasure of Faithful Catholic Education

/in , /by

Three college students who first met while attending a Catholic high school in Florida have launched a scholarship fund to help others experience faithful Catholic education at a Newman Guide college.

“As we went off to different colleges, we kept in touch and found time to catch up whenever we returned home for school breaks. During one of those breaks, we began to discuss ways the three of us could work together to build up the Kingdom of God,” explained Matthew Uzdavinis. “We all wanted to serve the Church in some specific way.”

The fruit of the discussions between Uzdavinis, Justin Bailey and Andres Donovan is the Saint Robert Bellarmine Fund, which annually awards scholarships to 10 high school seniors who display both merit and need and wish to attend one of the Catholic colleges recognized by The Cardinal Newman Society for fidelity and strong Catholic formation. The $8,000 scholarships are renewable for four years. The fund is guided by the Bailey Family Foundation, a philanthropy devoted to improving the availability and quality of post-secondary education.

“When we started the Saint Robert Bellarmine Fund, the three of us were convinced we wanted to focus solely on promoting and making Catholic higher education possible,” said Uzdavinis. “However, we didn’t want to lead students to secularized Catholic colleges that do not teach the fullness of the Catholic faith and perhaps even purposely sway young people from what the Church has taught for centuries.”

“In such places, divine truth is set aside for radical ideologies and socially progressive propaganda, as if truth were somehow outdated and left behind for something better,” Uzdavinis lamented. “It’s a tragedy when this occurs, because when truth is abandoned, delusion sets in. We see this everywhere in our world today.”

“The Cardinal Newman Society’s list of recommended colleges is, in our opinion, the best catalogue of authentically Catholic colleges in the country,” Uzdavinis explained. “We decided to limit our scholarship opportunity to students who want that truly faithful Catholic education for themselves.”

The Saint Robert Bellarmine Fund will be an answer to prayer for many Catholic families eager to experience faithful Catholic higher education.

“We hope to help Catholic families throughout the country who could use the financial assistance,” Uzdavinis explained. “We know from personal experience higher education can be expensive, but we’ve discovered a treasure in faithful Catholic education and this fund is designed to share that treasure with others.”

Building from experience

The Bellarmine Fund’s founders recall their wonderful experience of Catholic education at Jesuit High School in Tampa, Fla.

“The bell rang and down the aisle came about 10 altar boys all neatly arranged with cassock and surplice, incense, golden torches—all the smells and bells of Catholic liturgy. At that time, I had just graduated eighth grade and wasn’t versed or interested in the faith, but this procession on my very first day at my new high school caught my attention,” remembers Uzdavinis.

“The beauty and reverence of the liturgy was unlike anything I had ever seen before, and it transferred into the way theology was taught in the classroom by our teachers,” Uzdavinis continued. “From that point on, the relationships I cultivated with priests, seminarians, teachers and other students grew because they were all grounded in an awe and love for the authentic Catholic faith.”

Uzdavinis became “great friends in the Lord” with Bailey and Donovan, who were impacted by similar experiences.

“I remember having teachers at Jesuit High School who would sit with me after school for long periods of time, explaining the faith. I was shocked to discover the Church always had answers to questions I thought problematic. It strengthened my faith immensely,” shared Bailey.

Donovan agreed: having teachers who were “firm in their faith” was instrumental in his life and in his decision to attend Franciscan University of Steubenville in Steubenville, Ohio, a faithful Catholic college recognized by The Newman Guide.

“All of my teachers since arriving at Franciscan have stressed the importance of allowing my faith to be integrated into every aspect of my studies. They have taught me to be proud that I am Catholic and to think for myself. I want every Catholic to be encouraged to integrate their faith into every part of their lives,” urged Donovan.

Launching Task Force for Eucharistic Education

/in , /by

In support of the U.S. bishops’ three-year Eucharistic Revival, The Cardinal Newman Society is collaborating with Catholic educators nationwide to launch the Task Force for Eucharistic Education—an initiative to help solicit, identify, and promote inspiring efforts by Catholic schools, homeschools, colleges, and individuals to help revive:

  • Eucharistic literacy – teaching young people the truth of the Real Presence in the Eucharist
  • Eucharistic liturgy – improving music, prayer, and reverence in school and college liturgies
  • Eucharistic devotion – increasing prayer and adoration among young people
  • Eucharistic living – helping students live according to the reality of Christ within them

The project was announced today at Sacra Liturgia, an international conference on the liturgy that was supported in part by The Cardinal Newman Society and featured Society President Patrick Reilly’s public interview with Archbishop Salvatore Cordileone of San Francisco on the renewal of faithful Catholic education. Several prominent Catholics and leaders of national education associations have agreed to help promote the Task Force and serve on its steering committee (see list below).

“Catholic education is the Church’s primary means of evangelization, and it is key to the success of the Eucharistic Revival,” said Patrick Reilly, president of The Cardinal Newman Society. “Americans’ lack of belief in the Real Presence is a crisis of education, not dissent. Young Catholics are confused and need faithful Catholic education, not just flashy events and youth programs amid a culture that disdains religious belief and morals.”

The Task Force invites educators, parents, and students to sign up at EucharisticEducation.org and identify projects including academic conferences, research, publications, formative student programs, liturgies, prayer, and more—anything that strengthens understanding and devotion to the Eucharist within Catholic schools, homeschools, or colleges.

The Cardinal Newman Society will highlight and promote Task Force members and their projects through the Society’s magazine Our Catholic Mission—which is mailed to Catholic education leaders and bishops nationwide—and in Catholic media.

Already the Task Force includes many of America’s most faithful Catholic schools and colleges among its inaugural members. “We hope for an explosion of inspiring projects that help renew faithful Catholic education and form a new generation of young people deeply in love with Jesus Christ,” said Reilly.

For more information on The Cardinal Newman Society and how you can join the Task Force, go to EucharisticEducation.org


Steering Committee of Task Force for Eucharistic Education 
  • Mary Pat Donoghue, Executive Director, Secretariat for Catholic Education, U.S. Conference of Catholic Bishops
  • Deacon Keith Fournier, Dean, Catholic Online School
  • Charlie McKinney, President, Sophia Institute Press
  • Father David Pivonka, T.O.R., President, Franciscan University of Steubenville
  • Dr. Robert Royal, President, Faith and Reason Institute
  • Dr. Michael St. Pierre, Executive Director, Catholic Campus Ministry Association
  • Patrick Reilly, President, The Cardinal Newman Society
  • Monsignor James Shea, President, University of Mary
  • Lincoln Snyder, President, National Catholic Educational Association
  • Father Peter Stravinskas, President, Catholic Education Foundation
  • sister Cecilia Anne Wanner, O.P., President, Aquinas College (Nashville)
Inaugural Institutional Members of Task Force for Eucharistic Education 
  •  Academy of Our Lady (Marrero, La.)
  • Ave Maria University (Ave Maria, Fla.)
  • Beckman Catholic High School (Dyersville, Iowa)
  • Belmont Abbey College (Belmont, N.C.)
  • Benedictine College (Atchison, Kan.)
  • Christendom College (Front Royal, Va.)
  • Father Gabriel Richard High School (Ann Arbor, Mich.)
  • Holy Apostles College & Seminary (Cromwell, Conn.)
  • Holy Child Catholic School (Tijeras, N.M.)
  • Holy Rosary Academy (Anchorage, Alaska)
  • John Paul the Great Catholic University (Escondido, Calif.)
  • Magdalen College of the Liberal Arts (Warner, N.H.)
  • Maur Hill-Mount Academy (Atchison, Kan.)
  • Our Lady of the Sacred Heart School Coraopolis, Pa.)
  • Regina Pacis Academy (Norwalk, Conn.)
  • Rhodora Donahue Academy of Ave Maria (Ave Maria, Fla.)
  • Seton School (Manassas, Va.)
  • St. John Vianney High School (St. Louis, Mo.)
  • St. Theresa Catholic School (Sugar Land, Tex.)
  • Thomas More College of Liberal Arts (Merrimack, N.H.)
  • University of Dallas (Irving, Tex.)
  • University of St. Thomas (Houston, Tex.)
  • Walsh University (North Canton, Ohio)
  • Wyoming Catholic College (Lander, Wyo.)