Effets d'un dispositif de formation basé sur une pratique de compagnonnage et d'autoformation des catéchistes paroissiaux dans le diocèse d'Eséka-Cameroun
|Authors:||Biyaga III, Joseph|
|Abstract:||The goal of this study was to evaluate the effects of a training system based on the practices of companionship and self-study for parish catechists in the Nyong II pastoral zone in the Eséka diocese in Cameroon. This training system was developed to test formation practices that focus not only on transmitting knowledge and information, but on accompanying catechists in discovering new ways of learning and growing into the heart of their parish ministry. Among other accompaniment practices, companionship seems especially suited to the situation of parish catechists in this pastoral zone. This formation practice offers an approach that focuses on the person, their growth and their capacity to be involved in a pastoral parish project. If everyone in parish life shares the responsibilities, the ecclesial nature of their involvement translates into solidarity and pastoral concern. Evaluating this training system required identifying which elements of the system produce such effects. To identify these elements, we first reviewed various other training mechanisms which we used as models to inspire our research. This enabled us to note which elements could be evaluated and what effects our training system might have on catechists working in their local ecclesial communities. This review revealed that ministry and pastoral leadership constituted a promising theological approach to the data. With this approach we considered a rich body of data on what catechists thought were the benefits of the training system, and critically correlated their reflections with narratives of the Christian faith tradition. Putting the results of our theological reading in context, a number of indicators showed us that developing skills is not the only aim of a training system using the practices of companionship and self-study. It is also an educational process, with a catechumenal approach, of confronting the practical realities of ministry through constantly reflecting on and reevaluating experiences and practices to strengthen the effects of the formation once the catechists’ training is complete. One of the conclusions of this evaluation was to confirm that to improve training and assess its effects on parish catechists, their expectations and the challenges they face in the exercise of their ministry in the Christian community must be taken into account. Moreover, these findings reflect the need to prioritize the exercise of ministry and the development of pastoral leadership in light of the demands of today’s society.|
|Document Type:||Thèse de doctorat|
|Open Access Date:||24 April 2018|
|Collection:||Thèses et mémoires|
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