Conception
Seminary College
Conception, Missouri

Conception Seminary College
2008-2010 Catalog

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Seminary Programs

ACADEMIC FORMATION PROGRAM

Conception’s curriculum is a liberal arts curriculum, adapted to the central role of philosophy and achieving a balance between range and depth. Range of subject matter is to be found in the general-education curriculum requirements and the free electives; opportunity for study in depth is provided by a major in philosophy, comprised of 30 hours of course work.

SPIRITUAL FORMATION PROGRAM

In the Decree on the Training of Priests, n.8, the Second Vatican Council states the following:

Spiritual formation (...) should be conducted in such a way that the students may learn to live in intimate and unceasing union with God the Father through his Son Jesus Christ, in the Holy Spirit. Those who are to take on the likeness of Christ the priest by sacred ordination should form the habit of drawing close to him as friends in every detail of their lives. They should live his paschal mystery in such a way that they will know how to initiate into it the people committed to their charge. They should be taught to seek Christ in faithful meditation on the word of God and in active participation in the sacred mysteries of the church, especially the Eucharist and the Divine Office, to seek him in the bishop by whom they are sent and in the people to whom they are sent, especially the poor, little children, the weak, sinners, and unbelievers. With the confidence of sons they should love and reverence the most blessed Virgin Mary, who was given as mother to the disciple by Jesus Christ as he was dying on the cross.

The essential integrating factor in religious growth of the college seminarian and pre-theologian is his full, active, conscious participation in the Liturgy. This participation receives primary emphasis in the Second Vatican Council: “The liturgy is the summit toward which the activity of the Church is directed; at the same time it is the font from which all her power flows” (Constitution on the Sacred Liturgy, n. 10).

It follows that the religious life of the seminary community at Conception is centered around the daily celebration of the Eucharist and the common praying of Morning and Evening Prayer from the Liturgy of the Hours. Spiritual growth is also assisted through spiritual conferences, spiritual direction, personal prayer, praying the Scriptures, an annual retreat, days of recollection, various observances proper to the liturgical seasons of the Church year and private devotions. Studies in theology, involvement in apostolic work, and living the common life present still other occasions for religious growth.

All activities and advisory services of the spiritual formation program are coordinated by the Director of Spiritual Formation, aided by the Director of Seminary Liturgy.

The anticipated fruit of the program is a ready response to God through faith, hope, and love - “This is the will of God: your sanctification.” (I Thess. 4:3)

CHARACTER FORMATION PROGRAM

Conception has adopted the term character formation to refer to the common effort of the seminarians and the seminary staff to promote that discovery of self, development of character, and maturing of personality which bear so importantly on the call to priesthood. The implications of this process, and the dimensions of the program designed to support it, are described in The Seminarian Handbook and Academic Planner, published by the Dean of Students.

The distinction between character formation and spiritual formation is primarily a matter of methods to be used in attaining a common goal. In this sense, they are complementary. Spiritual formation facilitates the student’s communion with God in the Church by helping the student appreciate and internalize the values proclaimed in the Gospel and through the teaching office of the Church. Character formation, on the other hand, focuses attention, on the individual’s behavior in every sort of situation and context, and seeks to help him understand its significance for his vocational decisions. Thus, while the person remains one and undivided, a good character formation program is of distinct advantage in negotiating such complex tasks as emotional adjustment, identification of motives and goals, development of individual potential, apportionment of time, and acceptance of social responsibilities. The experiences of apostolic work, athletics, community living, summer vacation, and all phases of student life find a place in the total character formation picture.

The Dean of Students directs and supervises the character formation program. A team of resident counselors, called chaplains, are his collaborators. By living in the dorms and taking part in many aspects of student life, the chaplains have a unique vantage point from which to observe, to guide and correct, and to reinforce the progress a student has made. The effectiveness of each chaplain is enhanced by the combined resources of the team; thus, for example, when periodic evaluations are written, a balanced and objective approach is better assured.

APOSTOLIC PROGRAM

Personality growth and character development are effectively promoted by the Apostolic Program. This Christian outreach to persons beyond the seminary community is a learning experience through personal involvement, through associating with people as a helper. Growth in concern for others comes with a better understanding of what it is to be in special need, and, through this experience, a better understanding of oneself and one’s capacity to respond to such a need.

For these educational reasons, as well as to contribute to the quality of life in the surrounding community, all seminarians have a placement.

The work to be done will take a student - usually with others - to a mental hospital, a grade or high school religious education program, a home for the developmentally disabled, a nursing home, a parish RCIA program, social welfare board, soup kitchen, public achievement program for middle school students, or a nearby Habitat for Humanity program. The Director of the Apostolic Program, assisted by student coordinators, supervises this work.

PRE-THEOLOGY PROGRAM

The Pre-Theology Program of Conception Seminary College was established in 1982 in response to growing numbers of college graduates seeking candidacy for the priesthood. This program prepares men for successful completion of graduate theological study.

The Pre-Theology Program consists of an academic course of studies in philosophy and theology, spiritual formation for priestly ministry, and character formation for personal growth.

Eligibility: Men who hold a bachelor’s degree from an accredited college or university, but who lack sufficient academic credit in philosophy and theology, are eligible for admission to the Pre-Theology Program. Students entering the Pre-Theology Program must be sponsored by a diocese or a religious order.
Academic Formation: The Pre-Theology Program provides each student a solid formation in philosophy and theology as preparation for formal theological study required of priestly candidates. Requirements for the Pre-Theology Certificate include completion of 30 credit hours of philosophy and 15 hours of theology. The specific courses that comprise the 45-hour requirement are listed in the General Education Requirements for the Bachelor of Arts Degree. Each student is assigned an academic advisor who directs his academic program. The Academic Dean determines whether previous undergraduate course work may fulfill any of the philosophy and theology course requirements. Pre-Theology students may elect to earn a second bachelor’s degree instead of a certificate. Requirements for the second degree program are explained under the Degree Requirement section of this catalog.
Spiritual Formation: Pre-Theology students participate in all communal spiritual exercises of the seminary. These include daily celebration of the Eucharist, Morning and Evening Prayer, spiritual conferences, monthly days of recollection and an annual retreat. In addition each student chooses a spiritual director and meets with him regularly, focusing his meetings on progress in prayer, spiritual reading and personal faith development.
Character Formation: Pre-Theology students take charge of their own personal growth by participating in the seminary’s Character Formation Program. This program promotes self-knowledge, development of personal character, apostolic involvement, and wellness, all within the context of a supportive community. Each student is expected to establish realistic goals for personal growth and, by working closely with his chaplain and fellow Pre-Theology students, realize the fulfillment of these goals by the end of his residence at Conception Seminary.
Length of Residence: Pre-Theological formation carries a residency requirement of two full years or four semesters, as stipulated in the Program for Priestly Formation, Fifth Edition.

DEACON FORMATION PROGRAM

In the fall of 1989, Conception Seminary College initiated the Deacon Formation Program to provide the theological formation for candidates for the permanent diaconate and their wives. Several general criteria govern such theological formation. First, the program is designed to prepare candidates to exercise pastoral ministry. Second, the theological formation must take into account the general needs of diaconal service in the communities for which the deacon is ordained. And third, since candidates enter the program as mature adults, the theological formation makes use of the methods and processes of adult education.

The program includes the following subjects: an introduction to the Scriptures and to the critical interpretation of the Bible, fundamental theology, the faith of the Church, Christian morality in both its personal and social dimensions, the canon law of the Church, the history of the Church, and liturgical and other practicums.

DEACON FORMATION PROGRAM COURSE DESCRIPTIONS:

DFP 100: Introduction to Diaconal Ministry . . . . . . . . . . . . . . (2)

This team-taught course is designed to introduce the student to diaconal ministry through treatments of the theology of vocation and its context in the church, the history of the diaconate and the relationship of diaconate to other ecclesial vocations, and the sacramental aspects of the diaconate. Scripture, the Catechism of the Catholic Church and ecclesial documents, especially from Vatican II, are used as background reading, combined with lecture and discussion.

DFP 124: Old Testament Literature . . . . . . . . . . . . . . . . . . . . .(2)

This course gives an overview of biblical methodology from a Catholic perspective, with focus on the 1993 document of the Pontifical Biblical Commission, The Interpretation of the Bible in the Church Today. There is also an introduction to the Pentateuch, the history of biblical Israel, the Prophetic corpus, and the Wisdom tradition.

DFP 125: New Testament Literature . . . . . . . . . . . . . . . . . . . . (2)

This course gives an overview of the formation of the Christian Scriptures in the context of biblical methodology. There is an introduction to the Pauline corpus and each of the four gospels.

DFP 162: Faith and Revelation . . . . . . . . . . . . . . . . . . . . . . . . .(2)

The supernatural act (and virtue) of faith, defined by the first Vatican Council as an assent of the intellect to a proposition of revelation on the authority of God revealing, is analyzed as a preliminary to understanding the Second Vatican Council’s dogmatic constitution on Revelation, Dei Verbum. Then, based on these considerations, a brief survey of theological method that studies the source of Revelation, its transmission, and its contemporary expression in the organs of the Magisterium (the ordinary teaching of the Bishops throughout the world in union with the Roman Pontiff, the ecumenical councils, and the Roman Pontiff when speaking ex cathedra) and its principal witnesses (the Fathers of the Church, theologians, and the liturgy).

DFP 180: Introduction to Liturgy . . . . . . . . . . . . . . . . . . . . . . . (2)

This course seeks to familiarize the students with the language and structure of Catholic liturgy, to introduce the students to the Church’s theology of worship and, by the grace of God, to deepen their lives of prayer and faith in preparation for diaconal ministry. These objectives will be accomplished through the study of three texts — the Catechism of the Catholic Church, the Constitution on the Liturgy from Vatican Council II, and the General Instruction of the Liturgy of the Hours— lectures and class discussion.

DFP 210: Christology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(2)

This course is a systematic study of the person and mission of Jesus Christ as found in Scripture and tradition, an examination of the development of Christology and soteriology over the centuries within the teaching of the Church, and an analysis of contemporary problems such as the “quest” for the historical Jesus. This course is designed as an introduction to the field of Christology, especially found within the Catholic tradition. The goal of this course is to leave students who successfully complete it with some familiarity with the issues involved in a theology of Jesus Christ.

DFP 220: The Sacraments . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(2)

This course seeks to familiarize the students with the sacramental life of the Roman Catholic Church and her worldview because of it; consideration will also be given to the historical development of the seven sacraments (learning to interpret history theologically), thus to show the essential as well as the changing aspects of each sacrament. This treatment will include some theological, pastoral and doctrinal aspects, as well as familiarizing the students with the sources for sacramental information. Lastly, the goal will be, by the grace of God, to deepen the students’ lives of prayer and faith within the sacramental liturgies of the Church.

DFP 270: Christian Morality . . . . . . . . . . . . . . . . . . . . . . . . . . .(2)

The purpose of this course is threefold: to present and discuss fundamental moral principles in light of both our Catholic tradition and our contemporary experience; to promote personal and communal theological reflection on contemporary moral questions; and to provide an historical context for Roman Catholic moral teaching and practice. This will be accomplished through assigned reading, lecture and class discussion.

DFP 290: Theology of the Church . . . . . . . . . . . . . . . . . . . . . . .(2)

This course introduces students to ecclesiology — a systematic study of the origin, nature, and mission of the Church as found in Scripture and tradition. It explores the development of the theology of the Church throughout history culminating in recent magisterial documents such as Lumen Gentium of the 2nd Vatican Council and the Catechism of the Catholic Church. Also included is an analysis of contemporary issues such as the current theology of communion and its relation to ecumenism and inter-religious dialogue.

DFP 300: History of the Church in the United States . . . . . . . (2)

The purpose of this course is to explore the historical development of the Roman Catholic tradition in the United States of America. The participants should get a clearer idea of how American culture and values have affected Catholicism and how Catholicism has influenced American life. The course will be taught through the assigned readings, class lectures, and class discussions.

DFP 310: Canon Law for Deacons . . . . . . . . . . . . . . . . . . . . . . (1)

The purpose of this course is to familiarize the students with the general principles of Canon Law and general concepts. In addition they will learn how to use the Code of Canon Law in general and familiarize themselves with those laws of the Church related to diaconal ministry.

DFP 330: Counseling Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . (1)

This course is a basic introduction to counseling skills in a pastoral setting, with a focus on establishing the pastoral counseling relationship, making a pastoral assessment, making appropriate referrals, handling crises, and being aware of ethical issues in pastoral practice.

DFP 390: Homiletics for Deacons . . . . . . . . . . . . . . . . . . . . . . .(1)

The general goal of this course is to help the future deacon preach the Mystery of Christ in the Sacred Liturgy, by helping him formulate his own set of principles to guide his composition and delivery of homilies and sermons. The method will make use of assigned readings, discussion and practice of homilies.

LANGUAGE, CULTURE AND CHURCH PROGRAM

Inaugurated in 1998, the Language, Culture and Church Program provides intensive English-language studies for those whose first language is not English, as well as support in adapting to American culture and Church realities. Students needing tutoring in composition, grammar, speaking and comprehension spend up to four semesters in intensive English studies. Developmental issues, cultural expression, and community living are discussed in peer groups and supported by the character formation staff. Spiritual formation takes into account the faith background and practices of each student. The full integration of Language, Culture and Church students into the life of the seminary college allows all seminarians to be enriched by new cultural forms and challenges for future ministry.

INTENSIVE ENGLISH COURSE DESCRIPTIONS:
NON-CREDIT COURSES

LCC 011A: Beginning Grammar I: This course introduces basic grammar structures to students with minimal or no proficiency in English. It focuses on basic components of grammar in sentence structures including statements, questions, and different tenses.
LCC 011B: Beginning Grammar II: This course expands grammar structures in more complex sentence structures than the beginning level. The students learn the imperative tense, phrasal verbs, modals, related verb expressions, gerunds, infinitives and the perfect tenses.
LCC 012A: Beginning Reading/Writing: This course is designed for non-native speakers of English on the low-elementary proficiency level. Students learn to read and write in a second language by actually reading short passages and responding in writing using two rhetorical functions, description and narration.
LCC 012B: Introduction Reading/Writing
LCC 012C: Basic Reading/Writing
LCC 012D: Intermediate Reading/Writing
LCC 012E: High Intermediate Reading/Writing
LCC 012F: Advanced Reading/Writing: These courses (LCC 012B-F) for non-native speakers of English integrate reading and writing skills on five different levels in order to make language learning more meaningful. A variety of themes provides stimulating topics not only for reading and writing practice, but to learn about the new culture. Many opportunities are offered for developing critical thinking skills and for expressing individual opinions. By building skills and exploring ideas, the courses help students develop their writing from simple ideas and sentences to writing essays increasingly more complex and sophisticated nature.
LCC 013A: Beginning Vocabulary I: This course is designed for non-native speakers of English on the low-elementary proficiency level. This class provides a foundation of English for everyday language. Students participate in a series of listening and speaking activities while learning the meaning of words. In addition, students are exposed to elements of American culture.
LCC 013B: Intermediate Vocabulary II: This course is designed for non-native speakers of English on the medium-elementary proficiency level. The class builds upon the vocabulary learned in the foundation class for everyday English for beginning students. Students participate in a series of listening and speaking activities such as dialogues, mini-talks, and extended conversations.
LCC 014A: Beginning Pronunciation I
LCC 014B: Beginning Pronunciation II: These courses (LCC 014A-B) use the Rosetta Stone Program as its basis to teach pronunciation. Skills to be mastered include: the alphabet names, basic spelling patterns, recognition of strong and weak syllables, pronunciation of the common vowels and key consonant sounds, linkage in everyday spoken English, word stress and stress-timed rhythm, and intonation patterns as expressions of meaning.
LCC 015A: Beginning Conversation: This course is designed for non-native speakers of English on the low-elementary proficiency level. The class provides a foundation of conversational skills. Students participate in a series of listening and speaking activities while learning Basic English vocabulary. In addition, students are exposed to brief dialogue situations and mini-talks.
LCC 015B: Introduction Listening/Speaking
LCC 015C: Basic Listening/Speaking
LCC 015D: Intermediate Listening/Speaking
LCC 015E: High Intermediate Listening/Speaking
LCC 015F: Advanced Listening/Speaking: These courses (LCC 015B-F) for non-native speakers of English integrate listening and speaking skills on five different levels in order to teach true communicative language and make it more authentic and natural. They offer a wider variety of activities to create and sustain motivation and more opportunity for recycling and reinforcement of key vocabulary, grammatical structures, and ideas. In addition they promote retention, and offer the students more ways to assimilate information and language.
LCC 024A: Special Topics
LCC 024B: Special Topics
LCC 024C: Special Topics
LCC 024D: Special Topics: These four courses (LCC 024A-D) address the students’ greatest needs or areas of weakness. Some of the more practical ones include American idioms, editing, TOEFL writing, grammar practice, etc.
LCC 025A: TOEFL Preparation I: A computer and textbook designed course that teaches skills and techniques for improving student scores on the internet based TOEFL. Reading and listening skills and strategies are taught, discussed, practiced and reviewed in the textbook and on the computer.
LCC 025B: TOEFL Preparation II: This course focuses on the speaking and writing skills to successfully pass the internet based TOEFL. Like the previous course the skills and strategies for these skills are taught, discussed, practiced and reviewed in the textbook and the computer.
LCC 025C: iBT TOEFL: This course is an overall review of all the reading, listening, speaking and writing skills needed to prepare the students for taking the internet based TOEFL. A variety of practices are available in both the textbook and on the computer.
LCC 026A: Rosetta Stone I
LCC 026B: Rosetta Stone II
LCC 026C: Rosetta Stone III: These three courses (LCC 026A-C), beginning, intermediate and advanced, are designed to help the students learn English quickly, easily, and correctly and to equip the student with the strategies and confidence that will aid their understanding and communication in the real world. These courses, although taught as a class, are based on the independent method with each student advancing on an individual level.