an evaluative study for an eduquate pastoral planning

TABLE OF CONTENTS
LIST OF ABBREVIATIONS …………………………………………………………………………. 3
GENERAL INTRODUCTION ……………………………………………………………………….. 5
CHAPTER ONE: THE HISTORY OF THE CATHOLIC SCHOOL IN RWANDA ………………………………………………………………………………………………………. 11
Introduction ……………………………………………………………………………………………….. 11
1.1 The Catholic school during the German colonization ……………………………….. 12
1.1.1 A look at the socio-political situation at the eve of the arrival of the Catholic missionaries …………………………………………………………………………….. 12
1.1.2 A look at the religious and educational situation before the arrival of the Catholic Church ……………………………………………………………………………………. 15
1.1.3 The arrival of the first Catholic missionaries …………………………………….. 18
1.1.4 The first Catholic school in Rwanda: The school for the poor ……………… 22
1.1.5 The first school for the elite ……………………………………………………………. 24
1.1.6 The first minor seminary in Rwanda ………………………………………………… 27
1.2 The Catholic school during the Belgian rule ……………………………………………. 28
1.2.1 The arrival of the Belgians as a blessing to the Catholic missions ……….. 29
1.2.2 The introduction of subsidised school ……………………………………………… 32
1.2.3 The school of preparation for public service …………………………………….. 34
1.2.4. The Catholic school during the time of trusteeship …………………………… 35
1.3 The Catholic school after the Independence ……………………………………………. 37
1.3.1 The First Republic 1962 -1973 ………………………………………………………… 40
1.3.2 The Second Republic 1973 -1994 …………………………………………………….. 45
1.3.3 The Third Republic 1995 -2020 ………………………………………………………. 48
Conclusion ………………………………………………………………………………………… 52
CHAPTER TWO: THE CURRENT SITUATION OF THE CATHOLIC SCHOOL ……………………………………………………………………………………………………….. 55
Introduction ……………………………………………………………………………………………….. 55
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2.1 The Catholic school community …………………………………………………………….. 55
2.2 The school environment and curriculum delivery …………………………………….. 60
2.2.1 Family environment ………………………………………………………………………. 61
2.2.2 The socio-political environment …………………………………………………….. 63
2.2.3 Cultural environment …………………………………………………………………….. 66
2.2.4 Religious, Christian and spiritual environment ………………………………….. 69
2.2.5 The physical environment ………………………………………………………………. 72
2.2.6 Management of extracurricular activities …………………………………………. 73
2.3 The curriculum delivery and religion ……………………………………………………… 74
2.3.1 Market-oriented values versus Christian values ………………………………… 74
2.3.2 Religion and other courses ……………………………………………………………… 76
2.3.3 The teaching of Catholic religion …………………………………………………….. 79
2.4 The strengths ………………………………………………………………………………………… 79
2.5 The opportunities …………………………………………………………………………………. 80
2.6 Weaknesses …………………………………………………………………………………………. 83
2.6.1 Insufficient structures for monitoring, evaluation and support …………….. 83
2.6.2 Poorly paid and trained teachers …………………………………………………….. 84
2.6.3 Decline of Catholic identity in some schools …………………………………… 86
2.7 The threats ………………………………………………………………………………………….. 87
2.7.1 The family crisis ……………………………………………………………………………. 87
2.7.2 The aftermath of war and genocide 1994 …………………………………………. 90
2.8 Challenges …………………………………………………………………………………………… 91
2.8.1 Social and cultural changes …………………………………………………………….. 92
2.8.2 The use of internet and social media …………………………………………………. 98
Conclusion ………………………………………………………………………………………………… 102
CHAPTER THREE: THE CATHOLIC SCHOOL IN THE MISSION OF THE CHURCH ……………………………………………………………………………………………………….. 105
Introduction ……………………………………………………………………………………………….. 105
3.1 Catholic school as an instrument of evangelization ………………………………….. 106
3.1.1 Evangelisation as the first proclamation to those who do not know Jesus Christ. ………………………………………………………………………………………………….. 107
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3.1.2 Prayer and spiritual life ………………………………………………………………….. 111
3.1.3 Pastoral care of youths …………………………………………………………………… 113
3.1.4 Catholic school and promotion of religious vocation …………………………. 115
3.1.5 Inter-religious dialogue ………………………………………………………………….. 116
3.2 The Catholic school and inculturation ……………………………………………………… 120
3.3 The Catholic school and inculturation during the time of the missions ……….. 124
3.3.1 Cultural supremacy ……………………………………………………………………….. 124
3.3.2 Cultural civilization ……………………………………………………………………….. 126
3.3.3 Cultural ambivalence …………………………………………………………………….. 127
3.3.4 Cultural alienation ………………………………………………………………………… 128
3.3.5 The missionsř legacy ……………………………………………………………………… 131
3.4 Inculturation during the time of the local churches ………………………………….. 134
3.4.1 Inculturation and intercultural dialogue ……………………………………………. 136
3.4.2 Inculturation and the culture of science and technology ……………………… 139
3.4.3 Inter-generationsř dialogue …………………………………………………………….. 142
3.5 Catholic school as the instrument of Catholic social doctrine …………………….. 144
3.5.1 Education as an essential human need ………………………………………………. 145
3.5.2 Towards humanization of education ………………………………………………… 147
3.5.5 Respect of human dignity ………………………………………………………………. 150
3.5.4 Respect for the common good ………………………………………………………… 154
3.5.5 Promotion of solidarity …………………………………………………………………. 158
3.5.6 Promotion of justice and peace ……………………………………………………….. 162
3.5.7 The option for the poor and underprivileged …………………………………….. 166
3.5.8 Catholic school as a counter-cultural tool …………………………………………. 169
Conclusion ………………………………………………………………………………………………… 171
CHAPTER FOUR: FOUNDATIONS OF CATHOLIC EDUCATION ……………… 173
Introduction ……………………………………………………………………………………………….. 173
4.1 Anthropological vision of education ………………………………………………………. 174 4.2 Inspired by theological vision ………………………………………………………………… 176 4.2.1 The dignity and centrality of human person ……………………………………… 176 4.2.2. Human life as a gift to be nurtured ………………………………………………….. 177
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4.2.3 Faith-based education ……………………………………………………………………. 180 4.2.4 Faith-based education and unity of human experiences ……………………… 183 4.2.5 Faith-based education and sense of human existence …………………………. 185 4.2.6 Faith-based education and the search for truth ………………………………….. 187
4.2.7 Social dimension of human person ………………………………………………….. 189 4.2.8 Community of communion …………………………………………………………….. 190
4.2.9 The education of human person as an ecological and global citizen …….. 191 4.3 Mutual implication between faith and education ………………………………………. 192
4.4 Education and religion ………………………………………………………………………….. 193
4.5 Synthesis of faith, culture and life ………………………………………………………….. 195
4.6 Inspired by Christian vision …………………………………………………………………… 197
4.6.1 Education as a Christian mission …………………………………………………….. 197
4.6.2 Inspired by the person of Jesus Christ and his pedagogy ……………………. 198 4.6.3 Education and evangelisation ………………………………………………………….. 200 4.7 Inspired by Catholic worldview ……………………………………………………………… 201 4.7.1 Catholic education in the Tradition of the Church ……………………………… 202 4.7.2 Catholic education is an inclusive education …………………………………….. 204
4.7.3 Social teaching of the Catholic Church …………………………………………….. 205
Conclusion ………………………………………………………………………………………………… 206
CHAPTER FIVE: THE CATHOLIC SCHOOL AND THE SOCIO-ETHNIC CONFLICTS: A CRITICAL ANALYSIS ………………………………………………………… 207
Introduction ……………………………………………………………………………………………….. 207
5.1 Segregation in Catholic schools ……………………………………………………………… 208
5.2 Background and root causes of the segregation in schools ………………………… 210 5.2.1 The social organization of Rwandan society and the indirect rule of the colonial masters …………………………………………………………………………………….. 210
5.2.2 The cuius regio eius religio principle ……………………………………………….. 211
5.2.3 The opposition of the aristocratic class to the Catholic missions ………… 212
5.2.4 The collaboration between the Church and the colonial powers ………….. 212
5.2.5 The experience of Uganda ……………………………………………………………… 213
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5.2.6 The obsession of Bishop Léon Classe to transform Rwanda into a Christian kingdom …………………………………………………………………………………. 214
5.3 Catholic school and the evangelisation of socio-political life …………………….. 215
5.3.1 A mission focussed on the establishment of the Church as an institution 215
5.3.2 The Catholic school and the interests of the colonial governments ………. 216
5.3.3 Weak evangelisation of the socio-political life ………………………………….. 217
5.4 The power of education ………………………………………………………………………… 219
5.5 The consequences of the segregation ……………………………………………………… 221
5.5.1 The difference between Tutsi and Hutu accentuated: social inequalities widened and conflicts kindled. ………………………………………………………………… 221
5.5.2 The image of the Catholic Church tarnished …………………………………….. 222
GENERAL CONCLUSION AND RECOMMENDATIONS ……………………………. 225
BIBLIOGRAPHY ………………………………………………………………………………………….. 241