A large part of the priestly formation is the study of philosophy. Philosophy, as a discipline, is the fundamental preparation for studying theology. I'd like to believe that the level of philosophical understanding acquired by a seminarian has very significant impact on how he will deal and survive theology since philosophy exercises rational rigor and coherence which are very crucial when one begins to study divine revelations and Church teachings.
Last semester I was juggling nine units of philosophy (Metaphysics, Special Ethics, History of Modern Philosophy) along with Latin grammar and general education and research courses. While I admit that it is no easy task to teach and understand the subjects, I think I fared well. And this semester, I am taking another nine units of philosophy subjects (Epistemology, Augustinology, and History of Medieval Philosophy) along with yet another bout of Latin grammar and teaching courses.
But something worries me since the the first time I went to class: our religious formators' (priest and brother professors) pedagogy.
Not that I am concluding that I find their instruction of no worth. In fact, there are rare moments when I could say some of them really know their subjects well and there is no doubt about that (generally). My fear is that our learning is sub-optimal because their teaching method and how they manage the courses are sub-optimal too. I came to the seminary expecting a rigorous philosophical training but I find my our formators too lax and lazy. One particular priest-professor does not even prepare a course syllabus or guideline, something that is both basic and essential for any course. He's not very old but he gets away with reasons that such things are not necessary. His classroom management is totally obscure and is largely dependent to his mood. Blocking almost anything "modern" as development being introduced in our formation, he likes to say that the seminary has survived all these years without these "new stuff". And until now, like most of our religious formators, he has not yet submitted our grades from the last semester, given that their responsibilities are comparatively light. They have no additional task other than seminary responsibilities. I wonder what consumes their time which prevent them from preparing for class and computing grades.
They like saying along the lines such as "Read and study by yourself. That's the only way you will learn. Do not depend on me to learn. You cannot question my authority on this subject. If you do not understand, it's not my problem anymore. Everything has a connection, so me telling you about a totally unrelated stuff which came across my mind is still considered part of the class' lesson. The book's example is no better than what I said, so take my word instead of the book. You are asking a question out of your ignorance." Most of us do not understand, or understand only a point or two, after each lesson. Yet in the history of the seminary, very few would flunk their subjects.
Seminarians would advice the new ones with survival guides. "If you want a smooth semester and pass the evaluation, don't ask questions. Always affirm. If they mock you or belittle you, take it all, that's humility. Read in advance and try to absorb as much as you can. No one has ever said the right answer in his class. Never question their authority on the subject even if the error is glaring at your face."
It's as if we are only being taught to get by.
While everything seems bleak at this angle, I enjoy other classes whose professors give their best to the call of teaching. Such are Miss Carbonel of my psychology class and Fr. Almayo of metaphysics.
And I enjoy my prayer and community life too. Though there are some minor aspects I would like to address as well like the lack of spiritual direction.
Some seminarians think I am just an unruly and "unformable" neophyte who compares things to the "outside world", I am least worried about what they think. I was also branded as elitist. I have been very transparent with my observation and I do not hide it. But I take careful steps in expressing these.
While I worry for my own self, I am more worried for my brother seminarians. We come from different intellectual backgrounds some of us really are having a hard time catching up. And I could only do so much for them for I am only learning too. My greater worry is, with this kind of preparations we are receiving, what kind of priests and brothers will we be in the future?
It is said that philosophy is the handmaiden of theology. It is worrisome to demand so much from learning?