We bishops of the (arch)dioceses of New Jersey understand the concerns of those who have dedicated their lives to public education in New Jersey, as well as the concerns of public officials in the legislative and executive branches of government with regard to the provision of excellence in education in our state's public school system. We applaud their desire for quality in this endeavor. It is with sincere concern for all of our Catholic families that this document has been prepared. Parents are the first and foremost educators of their children and their desire for their children to be nurtured in their faith and taught its principles should be supported by all the institutions that serve the family. Nothing which is taught to children should jeopardize the value system and ethical foundation which provides the structure for a productive and fulfilling life and which contributes to the welfare of the entire community. We hope that this document will assist Catholic parents and educators in assuring this outcome to the process of education for our Catholic children.
History of the New Jersey Core Curriculum Content Standards (NJCCCS)
Why and how were the NJCCCS developed?
The initiative, which resulted in the NJCCCS, began in order to define New Jersey's expectations for student learning in elementary and secondary education. This initiative also was intended to be a vehicle for determining academic excellence and the development of marketable skills in New Jersey students. The New Jersey Department of Education formed eight working groups in early 1995, representing educators, parents, business leaders and departmental staff. The working groups sought broad input from the general public and additional members of the business community, as well as K-12 educators, representatives of higher education, parents, students, and community members. Based on the feedback from these groups, which contained representatives from at least two Catholic dioceses, each working group reviewed and revised several draft documents and presented the Core Curriculum Content Standards to the State Board of Education for final approval. The Board held five additional public hearings to receive input on the Standards before the adoption at its May 1996 meeting.
What will be the responsibility of local districts with respect to the NJCCCS?
Local districts will be responsible for ensuring that virtually all students, upon completing their K-12 educational program, have achieved the results defined by these standards in the seven academic content areas (the arts, comprehensive health and physical education, language arts literacy, mathematics, science, social studies, and world languages), as well as five workplace readiness areas. Additionally, progress indicators describe what students should know and be able to do in the grades of 4, 8, and 11 -- grades at which assessment testing will be provided.
The Response of the Church to the NJCCCS
Why is the Church interested in the NJCCCS?
The Church's interest reflects the vision of education as an essential dimension of the human person's development, vocation, and identity in Christ (participation in Christ in building the Kingdom of God). Each person's gifts have been given by God to experience God's love, to love others, and to bring God's love to the entire world. Those gifts include all the disciplines which concern education: language, science, economics, social studies, journalism, the arts, mathematics, etc. The purpose of education is to identify and cultivate each person's gifts so that the individual may be fulfilled and contribute to society and the common good. In assessing the progress of New Jersey's children toward meeting the standards established in the NJCCCS, Catholic parents and educators need to be aware that assessment instruments address the specific skills and proficiencies of the standards and that they do not challenge the child's personal faith development.
How might the relationship among parents, the Church, and schools in the education of our children be summarized?
The triad of home, Church, and school should create a partnership for the formation of youth who are the future of our nation and our Church. The goal of education is that young people achieve fullness of life and share this life with others in establishing a civilization of love, bearing the fruits of justice and peace.
What is the relationship between the Church and society in the education of children?
In partnership with parents, the Church and society have a complementary interest in education and the authentic development of the human person. Ideally, society concerns itself with the common good. The Church's concern is for the universal common good in light of the person's dignity as created in the image of God.
What the Church Teaches:
Mathematics Standards
What do the sixteen Mathematics Standards and their two hundred and sixty-seven Cumulative Progress Indicators address that is of concern to Catholic families?
In mathematics, students are developing their ability to pose and solve problems. These problem-solving strategies can apply to other subject areas. According to the NJCCCS, students develop problem-solving skills for practical applications. During the analysis of data and problem resolution, the ideas of right and wrong and other value-related dilemmas might appear. It is important that Catholic values not be compromised.
What is an example of this within the context of mathematics?
For example, students begin to resolve a problem by reading statistical data. These students collect and analyze the data and then report the results. Students must understand the inappropriateness and immorality of manipulating data to influence outcomes. In this technical/scientific age, we rely more and more on empirical data and the skills of mathematical analysis. Honesty in both the collection and interpretation of data must be emphasized.
How are these moral dilemmas resolved in the teachings of the Catholic Church?
Throughout its history, the Catholic Church has had very definite teachings on pertinent moral issues, the basis of which is found in Scripture, Tradition, and Church documents. Deliberate acts of manipulation that lead to the misrepresentation of information are among those important moral issues.
What the Church Teaches:
Science Standards
What do the twelve Science Standards and the one hundred and fifty-seven Cumulative Progress Indicators address that is of concern to Catholic families?
In the science curriculum, the origin of the universe and evolution is presented to students. Genetic engineering, population growth, and demographics are other issues that are discussed. Students also explore issues of ecology and the preservation of natural resources and of life.
What does the Catholic Church teach about the origin of the universe and evolution?
Based on the sacred Scriptures and Tradition, Catholics have very specific beliefs about these two areas. According to Pope John Paul II in a revised translation of his "Message to the Pontifical Academy of Sciences on Evolution" (Origins, December 5, 1996, pp. 414-416), the Church's Magisterium is directly concerned with the question of evolution because it involves human conception: Revelation teaches us that human beings are created in the image and likeness of God. (cf. Gen. 1:27-29). This doctrine is central to Catholic thought. Pope Pius XII, in his encyclical Humani Generis, pointed out that there exists no opposition between evolution and our faith concerning human beings and their vocation. He stressed the essential point: that even if the human body takes its origin from pre-existent living matter, the spiritual soul is immediately created by God. (Humani Generis, AAS 42 [1950], p. 575)
These beliefs are developed in the Catechism of the Catholic Church .(cf. #s 279-324)
How does the Catholic Church respond to the issue of genetic engineering?
Genetic engineering, in some forms such as human cloning, negates the dignity and rights of the person to develop as an individual. The Catholic Church teaches that a new life begins at conception; this new life deserves the opportunity to be unique in its own right instead of the product of artificial selection. Given the complexities and fundamental nature surrounding genetic engineering and fertility issues, the foundational principle of the integrity of family life and the dignity of the human person becomes the basis by which to evaluate specific scientific research and applications. This interpretive principle includes, but is not limited to, such concerns as "genetic privacy and ... genetic discrimination." (Origins, 1997, p. 467).
How does the Catholic Church address ecology and natural resources?
Paragraphs 2415-2463 in the Catechism of the Catholic Church discuss ecologic, economic, and social justice principles. Catholics are morally committed to these principles. When students study ecology, they cannot ignore the concern regarding the just sharing of natural resources or the preservation of natural resources for future generations. In addition, the beauty and purpose of creation are to be respected because of its origin and continued existence in the goodness of God. It is the responsibility of this generation, and the generations yet to come, to preserve and protect creation, and build up the Kingdom of God.
What about the preservation of life?
Two related but separate issues impacting upon the preservation of life are population control and birth control. Population control refers to the policies of governments that seek to determine the size of families. Two different approaches have emerged. The developmentalist approach emphasizes the need for socioeconomic development that eventually results in decreased birth rates. The "family-planning-first" approach calls for determined efforts to decrease birth rates as a precondition for assistance from developed nations, international agencies, or even penalties imposed by one's own government. These penalties range from the withdrawal of socioeconomic assistance to other more radical forms of coercion.
The Church has consistently adopted the developmentalist approach which holds that population policy should be part of a larger commitment of government to a program of social justice that enables all persons to live a fully human life, one endowed with dignity and freedom. This policy affirms that decisions regarding the size of family and the frequency of births should be made by the parents, without pressure from the government. Such decisions should be premised on a correctly formed conscience that respects the Church's authentic interpretation of the divine law in regard to family planning methods. Couples should take into account their responsibilities to God, themselves, the children they already have, and the community and society to which they belong. In this regard, the Catechism of the Catholic Church states that, "...The state may not legitimately usurp the initiative of spouses, who have the primary responsibility for the procreation and education of their children. It is not authorized to promote demographic regulation by means contrary to the moral law (e.g. coercion)." (CCC # 2372).
Concerning this primary responsibility of the spouses, the Church directs them to apply morally licit "methods of birth regulation based on self-observation and the use of the infertile periods [which] are in conformity with the objective criteria of morality" (CCC #2370), criteria which protect both the unitive and procreative dimensions of the conjugal act. Unacceptable forms of birth regulation include artificial contraception, sterilization, and abortion which is the destruction of the already existing pre-born child. On the other hand, the Church has rejected certain forms of achieving pregnancy as well, such as in vitro fertilization and artificial insemination, because they undermine the unitive dimension of the conjugal act.
What the Church Teaches:
Language Arts Literacy
What do the five Language Arts Literacy Standards and their one hundred and three Cumulative Progress Indicators address?
Language arts literacy focuses on the beauty and power of the written word. It promotes the skills of reading and writing, debating and orating, and summarization and grammar. It is within the context of language arts literacy that literature is introduced. In reading literature that is appropriate for their grade levels, students learn past literary traditions and discover how literature reflects historical events and social conditions of the times.
What is the purpose of the NJCCCS for Language Arts Literacy?
The NJCCCS for Language Arts Literacy are designed to enable students to think logically and creatively; to express ideas; to understand and participate meaningfully in spoken, written, and nonverbal communication; to formulate and answer questions; and to search for, organize, evaluate, and apply information. The Standards are intended to promote students' capacities to construct meaning in any arena, both individually and within a group context.
How will this purpose be accomplished?
The students will develop the skills they need in the areas of critical thinking, problem solving, and creativity. Students will also be guided to discover the inner joy and self-illumination that comes with reading great literature and communicating well in speech and writing.
What "Arts" are contained in the Language Arts Literacy Standards?
The Standards emphasize the following "arts": The art of speaking, the art of listening, the art of writing, the art of reading, and the art of viewing.
What particular concerns might the Church have in relation to the Content Standards in Language Arts Literacy?
The Church is concerned that underlying ethical principles be emphasized in the presentation of the skills and goals of human communication and interaction. With respect to critical thinking and problem solving, the Church hopes that these skills will be built upon moral guidelines which emphasize that the well being of others, and not just individual self-interest, be the basis for decision-making and action.
Literary text should be carefully selected for the promotion of the dignity of the human person. These texts should never support racism, prejudice, or enslavement. However, historical culture and the traditions noted in individual texts should always be taken into account. (cf. CCC #s 1934-1938, 2414)
What the Church Teaches:
Visual and Performing Arts
What do the six Visual and Performing Arts Standards and their twenty-eight Cumulative Progress Indicators address?
Visual and performing arts use many of the same skills as found in language arts literacy. In performance, there are very specialized skills needed depending upon the art of expression (e.g. dance, music, artistic skills). However, each of these is a form of expression and needs to open itself to respecting the thoughts and feelings of others, the diversity of cultures, and the respect for the religious values and customs and the social, cultural, and intellectual trends of the times. In addition, each form of expression can be a means of promoting either moral or immoral information.
How does one respond to incidences of questionable forms of expression?
Within Catholic tradition and teaching, the handing on of pertinent morals and values taught in the Scriptures, in Tradition, and through Church teaching is very important. This is why parents need to reflect with students who are exposed to forms of expression considered to be unprincipled. They need to discuss the ramifications that these artistic forms may have on them and society in light of Catholic teaching. Artistic forms of expression which glorify themes such as rape, pornography, prejudice, and intolerance assault the dignity and beliefs of the human person. (cf. CCC #s 2352-2356).
What the Church Teaches:
Social Studies Standards
What do the nine Social Studies Standards and their one hundred and twenty-three Cumulative Progress Indicators address?
The NJCCCS for Social Studies are designed to prepare students for their future role as intelligent, active citizens in a democratic society. These Standards offer students a set of shared understandings about our nation and the world, which will be the basis for intelligent discussion about how to achieve democratic goals of justice, equality, and social progress.
The Social Studies Content Standards contain the component disciplines of humanities, history, citizenship, and geography. Within these content areas are economic, cultural, anthropological, sociological, and global perspectives.
What particular concerns might the Church have in regard to the Social Studies Content Standards?
The Church is concerned that the role of the Catholic Church in history, as well as that of other religious institutions, be presented fairly and accurately within these disciplines.
The Church has taken extensive formal positions on matters of social justice, the human condition and human interaction, equality, personal responsibility, the shaping of forces within society and culture, and solutions for specific social problems. The teaching of social studies should present the historic context for these issues without advocating positions contrary to the teachings of the Church on these topics.
What the Church Teaches:
Comprehensive Health and Physical Education Standards
What do the six Comprehensive Health and Physical Education Standards and their ninety-nine Cumulative Progress Indicators address that is of concern to Catholic families?
The development of a family life education curriculum by the local school district should be of particular interest to parents: first, because every individual's approach to family living flows from one's belief system, and second, because of the many individual issues involving values that are part of family life education.
How does the Catholic belief system affect family life education?
The Catholic belief system flows from both Scripture and Tradition. The dignity and sacredness of every human life and the sacredness of human sexuality have always been part of the teaching of the Catholic Church. The book of Genesis tells us that, "God created man in his own image; in the divine image he created him; male and female he created them." (Gen. 1:27). The teachings of Jesus, which are found in the New Testament, confirm this truth, and they show us in greater detail how to live these beliefs in love. The true value of human life cannot be compromised, nor can the true meaning of love be trivialized. True love, in keeping with the God-given dignity of the human person, requires decision, commitment, fidelity, and sacrifice. Human sexuality is good and holy because it was created by God. A full understanding of human sexuality as a God-given gift affects a person's capacity to love. "It is realized in a truly human way only if it is an integral part of the love by which a man and a woman commit themselves totally to one another until death." (CCC #2361). These beliefs inform and direct Church teaching. Many of the issues that will be part of family life education as designated in the NJCCCS directly relate to religious beliefs about human life and human sexuality.
Are there any other important elements of Catholic teaching that will have an impact on a child's family life education?
Yes. The Catholic Church considers marriage and family life to be holy. Church documents consistently speak of the home as the "domestic church" -- the church in the home. The Catechism of the Catholic Church calls the family, "the original cell of social life." (#2207). The U.S. Bishops in A Family Perspective in Church and Society defines the family as "an intimate community of persons bound together by blood, marriage, or adoption, for the whole of life. In our Catholic tradition, the family proceeds from marriage -- an intimate, exclusive, permanent, and faithful partnership of husband and wife." (p.19). Christian marriage, which takes place between a man and woman, both of whom are baptized, is a sacred vocation and a sacrament of the Church. The call to a life-long, monogamous commitment requires a total giving of a husband and wife to each other in love. Within this context, sexual intercourse is part of a constantly growing intimate relationship, a total giving of the gift of oneself to another. It is a gift of marriage, having the dual purpose to strengthen the unity of the partners and to bring children into the world. Partners consider joyfully the possibility of sharing in the creative power of God by conceiving and bearing children and by committing their marriage to the long-term care, education, and affirming love of these children.
What are some of the issues which are found in the NJCCCS which will affect our children's Catholic beliefs and values?
When looking at the basic elements of Catholic teaching mentioned above (the value and dignity of all human life, the sacredness of human sexuality, and the holiness of family life), we see that they inform the manner in which we address many of the moral issues which are contained in the NJCCCS. Some of these issues are:
Chastity and Personal Sexual Responsibility:
Our young people are called to develop within themselves a chaste lifestyle
which, when carried into adulthood, will bear fruit throughout their lives.
The Catechism of the Catholic Church defines chastity as "the
successful integration of sexuality within the person and thus, the inner
unity of man in his bodily and spiritual being." (#2337). It "is a
moral virtue... A gift of God, a grace, a fruit of spiritual effort."
(#2345). This life-long commitment to chastity excludes such things as
sexual intercourse outside of marriage, sexual promiscuity, adultery,
contraception, incest, homosexual acts, masturbation, rape, prostitution,
pornography, and any other acts which violate God's plan for human life at
all stages of one's life. It also excludes those forms of entertainment,
reading materials, music, etc., which can have a negative effect on
attitudes and behavior. Chastity demands hard work, self-discipline, and
prayer. This is a life-long commitment which produces true inner peace.
Adolescent Sexual Activity: In addition,
young people should be taught about the negative physical, psychological,
and emotional toll that early sexual activity outside of marriage will
create in their lives. Not only can early sexual involvement create problems
that can remain with them throughout their lives, but it also undermines the
enjoyment of activities more appropriate to their age and youthful
exuberance. Chastity gives youth the freedom to choose and enjoy these
activities.
What if a school health program conflicts with a family's Catholic beliefs and moral code?
Pope John Paul II in The Truth and Meaning of Human Sexuality states: "It is recommended that parents attentively follow every form of sex education that is given to their children outside the home, removing their children whenever this education does not correspond to their own principles." (#117). This right is acknowledged in the introduction to the NJCCCS Health and Physical Educational Standards. It states that, "If a parent or guardian feels that the content of the family life standard is in conflict with sincerely held moral or religious beliefs, then, pursuant to N.J.A.C. 6:29-4.2(j), the pupil may be exempted from that part of the instructional program." If this option is exercised, then it becomes the responsibility of the parents to provide for proper education in human sexuality that respects Catholic moral principles.
Are there any basic reading materials that can help parents teach their children Catholic moral values in regard to human sexuality?
Yes, see the attached bibliography.
Guidelines for Parental Involvement
The Church supports parents as the first educators of their children. However, if parents are not professional educators, isn't teaching children the job of the schools?
Parents do not need a degree in education to be effective teachers for their children. From the very first day that parents cooperated with God in the creation of new life, their children have been learning from both parents. Infants learn to love and trust from the unconditional love and care they receive on a daily basis. Toddlers learn to explore an environment based on the nurturing actions and words of their parents. This learning experience does not end with the first day of kindergarten. Parents can reinforce what is being taught in the classroom and add a dimension that supports the personal values of the family.
How can parents find out what their children are being taught at school?
When dealing with the content of their children's curriculum, parents need to:
Parents and guardians of pupils enrolled in the district shall receive annually an outline of the curriculum and a list of instructional materials for the grade of their child including notification about how to receive a copy of the curriculum. The district shall make available for review in each school the complete curriculum and all instructional materials prior to use in the classroom. Upon the request of parents and guardians, the materials shall be made available for their review.
How can parents register disagreement with something being taught in the school?
A telephone call to the teacher, communicating the area of concern, can sometimes clarify a misunderstanding. With respect to the Comprehensive Health and Physical Education Standards, students may be exempted from that part of the instructional program if a parent or guardian feels that the content of the family life standard is in conflict with sincerely held moral or religious beliefs. (cf. N.J.A.C. 6:29-4.2(j)).
How can parents work more closely with the local school districts to make certain that the needs of their children are being met?
Parents should consider the following steps when addressing the issue of curriculum reform:
BIBLIOGRAPHY
RELATED CHURCH DOCUMENTS:
Pontifical Council for the Family. The Truth and Meaning of Human Sexuality: Guidelines for Education Within the Family. 1996. Washington, DC: USCC, Publication No. 5-090.
Pope John Paul II. The Gospel of Life/Evangelium Vitae. March 25, 1995. Washington, DC: USCC, Publication No. 316-7.
Catechism of the Catholic Church. 1994. Washington, DC: USCC, Publication No. 511-9.
Pope John Paul II. Letter to Families. February 2, 1994. Washington, DC: USCC, Publication No. 793-6.
Pope John Paul II. The Splendor of Truth/Veritatis Splendor. October 8, 1993. Boston, MA: Pauline Books and Media, Publication No. 6964-3.
United States Catholic Conference. Human Sexuality: A Catholic Perspective for Education and Lifelong Learning. November 21, 1990. Washington, DC: USCC, Publication No. 405-8.
Sacred Congregation for Catholic Education, Educational Guidance in Human Love. November 1, 1983. Boston, MA: Pauline Books and Media, Publication No. 2322-8.
Pope John Paul II. On the Family/Familiaris Consortio. December 15, 1981. Washington, DC: USCC, Publication No. 833-9.
Pope Paul VI. On Human Life/Humanae Vitae. July 25, 1968. Washington, DC: USCC, Publication No. 280-2.
Walter M. Abbott SJ, editor. The Documents of Vatican II, Declaration on Christian Education. 1966. New York, NY: America Press.
Second Vatican Council. Constitution on the Church in the Modern World/Gaudium et Spes. December 7, 1965. Washington, DC: USCC, Publication No. 015-X.