The Science of Catechesis

Tim and I are not theologians...and that is kind of the point. We sometimes meet leaders from other programs for catechetical leaders and they push back against what we do because it isn't theologically forward enough. That is also kind of the point.

There are a wealth of theological resources available to catechetical leaders right now and the USCCB conformity review process ensures that leaders can feel confident in the faithfulness of the materials they purchase. But materials don't form disciples (although admittedly then can influence both for and against the possibility of discipleship for a student). We need people for forming disciples. Classically, teaching was a profession for the best of the best subject matter experts. Those pushing boundaries and sharing true passion with the next generation of experts. There was no special program for teacher education. Teachers earned their place through innovation and achievement in communicating their subject matter to others. Students earned their place in advancing levels of study through their cooperation with formation. Almost all materials used in education were the tools of the field or the creation of the expert to meet an immediate need. Over time, students moved into structured classroom settings of ever narrowing age ranges and earlier start times. This shift asked new things of teachers. Culture shifts created a model of materials providing the subject matter expert and teachers as the classroom managers. Yes we know this is an oversimplification, this is about a trend not your fourth grade teacher who I am sure was absolutely amazing. Great educators are still teaching, but it's becoming ever fewer of them all the time and gifted teachers often burn out for lack of autonomy and move into other fields. Teacher preparation programs often spend more time discussing how to transmit politically motivated ideas than they do learning how to actually wholistically form the next generation. We have a funny way as Catholics of holding on to both sides of this historical shift in education. We give credence to the theological expert and assume they are the best person to teach something, but then when we need help with teaching (because both kids and adults are more accustomed to being managed rather than taught) we don't go to the subject matter experts who study teaching and learning in an in depth way, we go to former teachers brought up in the classroom management system.

What is translational science?

Tim and I are both on the side of the education and learning itself as its own subject matter expert. Translational science is the process by which research moves into practice. For medicine think, lab to bedside. Learning subject matter experts work in translational science in more ways than you might realize. The Mayo Clinic employs an entire unit of education specialists that serve their mission in a variety of ways. They help create educational and training materials to communicate information in effective ways. This is important because when we are talking about preparing health care providers to make life and death decisions we don't want them to forget what they know in the moment or to have the information be learned incorrectly or incompletely. The military employs instructional designers for the same purpose. Education specialists also partner with laboratory researchers and local schools to help bridge the gap for students between knowing and doing science (this is the program Tim worked in, you can read a little more here). Why translational science for faith formation and catechesis?

The better question is, "Why haven't we been doing this all along?" If the health care system and the military see the life and death nature of transmitting information correctly or incorrectly, why hasn't the church?

"But the theologians! The subject matter experts are the best teachers!" Yes...sometimes. Sometimes that is true.

And more than that, the experts in the United States through the Institute on the Catechism have created the Directory of Catechesis, the Handbook on the Catechetical Accompaniment Process, and now the Companion on the Handbook to help leaders understand their roles better. These titles carry the full weight of the USCCB, which we completely respect, and educate leaders about the process of catechesis: answering questions about what it is for, where it should aim, how it should be approached, and why it matters. But catechetical leaders still have to show up in front of an actual group of people. They have to move all of these pieces bedside. More information isn't what leaders are really asking for, they need more skills and more shoulder to shoulder real-time problem solving with others committed to forming disciples of Jesus Christ as the most important outcome of their job. This is where those skilled in the translational aspects of education have so much to add to this conversation. To be honest, I didn't really believe it either the first time someone asked us. After six years of working with leaders, however, shifting perspective to involve quality education in the catechetical conversations makes a huge difference for those on the ground. * We aren't trying to replace theologians, we are translating their work of the who and what goals of catechesis into a how that honors the dignity of the human person through the way they were designed to learn. Educational scientists know a lot about that in the year 2026 even though the principles of learning and teaching have been observable from the days of Aristotle. We say this all the time, but when faith is being trasmitted through the primary means of the family as the Church has always promoted, the science isn't all that helpful. When that isn't happening, as we know is the case in a great number of families, the science helps us understand how to repair broken connections in a way that is neurologically sound. There are learnable skills that can help those on the ground in catechesis reach the goals and outcomes of The Handbook more effectively.

Tim and I offered a concurrent session at the 2026 Convocation of the Institute on the Catechism at the invitation of bishops themselves. We answered questions for almost 40 minutes after our presentation and every single question started with the same two words. Thank you.

"Thank you for making it make sense...."

Brain science is admittedly cool, but it's not the point. Its biggest value for the catechesis conversation is as a practical planning and decision making tool to help move people towards a relationship with Christ. Beginning with the assumption that we are designed for discipleship and that God wants us to be effective in this work of formation, what does it look like to actively build lifelong discipleship through quality education? 

That's the question we were asked six years ago. The Designed for Discipleship System is our best attempt at expressing our dynamic answer.

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Frequently Asked Question: How do we keep The Designed for Discipleship System of Evangelical Catechesis theologically grounded?

This is a really important question that we wrestle with daily. A lot of what we say does push boundaries in the way things have always been done and sometimes that can feel particularly threatening to Catholic circles. I assure you it is not the theology that we wish to threaten- we actually wish to restore it to its proper glory in society. Here are three practical ways we do our best to stay accountable to this question.

First, we submit completely to the authority of the Church and our local bishop. If we are found in error on a theological concept or if we express a matter of theology inaccurately we wish to be corrected. Hard stop. If the goals of Designed for Discipleship cease to be in line with the goals of the Church herself we aren't going to argue. This is not about the egos or advancement of Tim and Heidi Indahl's ideas, it is about making more disciples. Period.

Secondly, we frequently run the small amount of theoglocial content we create through the snuff test of those in our circles who do have theological training. We prefer, however, to simply point to the Church directly when it comes to the what to teach and are always trying to read more to form ourselves better. This is a great place for us to bring in the great education saints who were practicing translational science before it was cool! We dream of the day we can bring on an additional consultant into our little company to focus on theology and others who will continue to mold the model*

Finally, when these doubts start to become ours we remember that Jesus didn't grant degrees. He pointed to the apostles and he said go make disciples. This has been the call of every Chrstian across time since then, including us. These are the gifts he has given us to offer in service to the Church. At the end of the day, that's what he will hold us accountable to.

*If you are interested in reading more about the conversation regarding theology, pedagogy, and the human person from the theological perspective, I highly recommend the first section of Following God's Pedagogy by Sister Mary Michael Fox, OP. The book is the result of her graduate thesis on how Catechesis of the Good Shepherd responds to all three of these questions methodologically. The first section traces the historical swings and tension between what we would call quality education (pedagogy), authentic faith (theology), and lifelong discipleship (human person). Theology and pedagogy have never been in competition with one another. They have reasonably always needed each other to reach their fullest expression in the life of the disciple.