JUNE 24 Faith, Reason, and Virtue: Integrating Character and Catholic Identity in Schools by Emmanuel Rentoy www.characterconferences.com catalystpds@gmail.com

1. Faith, Reason,
and Virtue in
Education
By Mann Rentoy
Integrating character development
with Catholic identity in schools

2. “The Portrait of a
Graduate”
“What kind of person do you hope
your students become after 10
years?”
SHARE WITH US IN THE CHAT BOX.

3. Faith
Character
Competence

5. Objectives for the
Session
Understand how Catholic identity and character
education intersect.
Explore how the PRIMED framework supports
Gospel-centered formation.
Learn strategies to integrate faith, reason, and
virtue into school life.

6. WHY THIS MATTERS:
THE CRISIS OF
MODERN EDUCATION

7. A. The Modern Dilemma
Rising moral
relativism,
secularism, and
spiritual confusion
among youth.
Over-focus on
academic excellence
without grounding
in truth and
goodness.

8. multiple recent studies
and surveys indicate
that young people today are
becoming less prayerful and
less engaged in religious
practice, including those
raised in religious
households or attending
Catholic schools

9. some key
findings and
indicators

10. 1. Decline in
Personal Prayer
and Religious
Practice

11. A 2019 Pew Research Center study
in the U.S. reported that:
Only 27% of Millennials (born 1981–1996) pray
daily, compared to 65% of the Silent Generation.
oGen Z (born after 1997) shows even lower rates,
with many reporting they never pray or attend
religious services.

12. In the UK, Ireland, and Western
Europe, reports show:
Young Catholics are among the least likely to attend
Mass regularly, with fewer than 1 in 10 doing so
weekly.

13. 2. Catholic
Identity is
Fading in Many
Youth

14. The Springtide Research Institute
(2020–2023) revealed:
oOnly 16% of Gen Z identify religion as a primary
part of their identity.
oEven among those raised Catholic, many see religion
as “just a tradition” rather than a living faith.

15. The Springtide Research Institute
(2020–2023) revealed:
40% say they have no trusted adult in a religious
setting.

16. 3. The Shift
Toward
"Spiritual But
Not
Religious"

17. Many young people still
value spirituality, but:
oThey often disconnect it from Church, formal
prayer, and doctrine.
oThey gravitate toward personalized or eclectic
practices: mindfulness, crystals, nature worship, etc.

18. Many young people still
value spirituality, but:
oThis has led to a rise in "DIY spirituality" and "moral
therapeutic deism" — where God exists but doesn’t
really intervene, and faith is just about being nice.

19. 4. Digital
Distractions
Crowd Out
Prayer

20. The average Gen Z teen spends 7–9
hours online daily, which leaves
little space for silence, prayer, or
contemplation.

21. FR. MIKE SCHMITZ
“We’ve created a generation
that is so connected to the
world, they’ve become
disconnected from their souls.”

22. 5.
Psychological
Effects of
Prayerlessness

23. Studies show young people are increasingly
anxious, lonely, and depressed.
Psychologists like Dr. Lisa Miller (Columbia
University) have documented:
Teens who practice faith or have a strong spiritual life
are 80% less likely to experience depression.

24. 6. Local Signs
(Philippines
Context)

25. Catholic school administrators
report:
oStudents attend Mass but are disengaged.
oFewer students go to Confession or join religious
orgs unless required.
oMany students say “I believe in God” but don’t pray
daily or know Catholic teachings deeply.

26. Youth catechists often report:
“Students don’t ask why anymore. They ask why
bother.”

27. This generation is not hostile to faith, but
often indifferent to it—because they haven’t
been shown its beauty, relevance, or
transforming power.
They’re spiritually hungry, but the noise of
the world drowns out the whisper of God.

28. B. The Role of Catholic
Education
 Not just to “inform minds” but to “form souls.”
 Schools as "workshops of sanctity" (St.
Josemaria Escriva).

29. C. Interesting
Data Points
73% of Catholic school students say religion
helps shape their choices (CARA, 2022).
Yet only 40% feel their school actively develops
moral courage.

30. THE CATHOLIC
SCHOOL’S MISSION:
FAITH, REASON, AND
VIRTUE
FAITH
Christ is the center of the school.
The Catholic worldview: truth exists and is knowable
in Christ.

31. THE CATHOLIC
SCHOOL’S MISSION:
FAITH, REASON, AND
VIRTUE
REASON
Fides et Ratio: Intellectual formation grounded in the
harmony of faith and logic.
Teaching students to think critically and morally.

32. THE CATHOLIC
SCHOOL’S MISSION:
FAITH, REASON, AND
VIRTUE
VIRTUE
Education as cultivation of the human person toward
holiness.
Focus on cardinal virtues (prudence, justice, fortitude,
temperance) and theological virtues (faith, hope,
love).

33. REFLECTION
Where in your school do students
most encounter faith?

34. REFLECTION
Where do they encounter virtue?

35. THE PRIMED
MODEL: A
CHARACTER
FRAMEWORK FOR
CATHOLIC
SCHOOLS
Overview of PRIMED (from Dr.
Marvin Berkowitz)

36. 1.Prioritization – Character is a clear
and lived priority.
2.Relationships – Deep, respectful,
and caring connections.
3.Intrinsic Motivation – Inspiring
students to want the good.
4.Modeled – Adults walk the talk.
5.Empowerment – Students take
ownership.
6. Developmental – Respecting
student growth

37. Alignment with
Catholic Vision
PRIMED supports Catholic
identity when centered on
the Gospel.
Teachers as mentors, guides,
and witnesses to faith.

38. Sample Integration
Prioritization: School mission visibly includes
faith and virtue.
Relationships: Faculty praying with students,
spiritual mentoring.
Modeling: Teachers making moral decisions
publicly.
Empowerment: Student-led service rooted in
Catholic Social Teaching.

39. STRATEGIES:
LIVING THE
CATHOLIC
IDENTITY
THROUGH
PRIMED

40. School-Wide
Practices

41. Daily Gospel
reflections / Morning
prayer with virtue of
the week.
Virtue banners, Saint-
of-the-month activities.
Consistent moral
language across all
subjects.

42. Use literature, history,
and science to spark
moral discussions.
Integrate Catholic Social
Teaching into current
events.
Classroom rituals: prayer
before class, examen
moments, silence.
Classroom-
Level Ideas

43. Retreats and recollections
focused on faith-virtue
integration.
Peer modeling sessions:
“How I teach virtue
through my subject.”
Faculty Formation

44. Parent Involvement
Workshops on parenting for
character and faith.
Sending virtue guides home for
family reflection.

45. Service as
Formation
From requirement to mission:
Frassati Clubs, Laudato Si
Projects.
Teach the connection between
charity and interior
transformation.

46. Audit Your
School
1.Where is Faith evident in
school life?
2.Where is Reason nurtured?
3.Where is Virtue intentionally
formed?

47. “Let it not be said that we
spent years in a Catholic
school and never
encountered Christ.”
– Pope Francis

48. “It is not enough to teach the
truth. We must make it loved.”
– St. Josemaria Escriva

49. Call to Action
Be more than educators—be apostles.
Make PRIMED a tool for holiness, not
just a framework.
Let your school be a place where faith
shines, reason guides, and virtue
flourishes.

50. PRIMED
Diagnostic Quiz:
Is Your School
Forming Students
in Character and
Catholic Identity?
For each statement, rate how true
it is in your classroom or school
context.
Use this scale:
1 – Not at all true
2 – Slightly true
3 – Somewhat true
4 – Mostly true
5 – Absolutely true

51. P – Prioritization
Character formation and Catholic identity are
visibly and intentionally placed at the center of
school life.
Use this scale:
1 – Not at all true
2 – Slightly true
3 – Somewhat true
4 – Mostly true
5 – Absolutely true
1.Our school mission and vision clearly include
character formation and faith in Christ.
2.School-wide programs (e.g., discipline, recognition,
policies) are anchored on virtues and Gospel values.
3.Academic success is celebrated together with moral
growth and spiritual development.
4.We allocate time in the school day/week for virtue
education and prayer/reflection.
5.Teachers and administrators frequently talk about
character and faith in their classes or conversations.

52. R – Relationships
We foster strong, respectful, and caring
relationships throughout the school
community.
Use this scale:
1 – Not at all true
2 – Slightly true
3 – Somewhat true
4 – Mostly true
5 – Absolutely true
Students feel genuinely known, valued, and respected
by their teachers and peers.
Teachers regularly check in on students not just
academically, but emotionally and morally.
Mentoring or one-on-one spiritual guidance is
available for students.
Staff relationships are supportive, collaborative, and
marked by Christian charity.
Parents are engaged as partners in the moral and faith
formation of their children.

53. I – Intrinsic Motivation
We help students desire the good—not just
comply with rules.
Use this scale:
1 – Not at all true
2 – Slightly true
3 – Somewhat true
4 – Mostly true
5 – Absolutely true
We reward virtue and effort more than just
performance or obedience.
Students are taught to understand why certain actions
are right or wrong.
Students are encouraged to reflect on the
consequences of their choices.
We cultivate a love for truth, beauty, and goodness in
our teaching practices.
We help students recognize and choose virtue freely,
not under coercion.

54. M – Modeling
Adults live what they teach.
Use this scale:
1 – Not at all true
2 – Slightly true
3 – Somewhat true
4 – Mostly true
5 – Absolutely true
Teachers and staff consistently embody the virtues
they promote.
Teachers speak about their own journey of faith and
growth (appropriately).
Conflicts or moral dilemmas are handled with integrity
and fairness by adults.
Role-modeling is an intentional part of staff formation
and evaluation.
Visitors can sense the Catholic character of our school
by observing adult behavior.

55. E – Empowerment
Students are given opportunities and
responsibility to live out virtue.
Use this scale:
1 – Not at all true
2 – Slightly true
3 – Somewhat true
4 – Mostly true
5 – Absolutely true
Students lead projects, initiatives, or service activities
that promote moral values.
Students are trained in leadership as a way of service,
not just status.
Our school discipline system involves student
reflection, restitution, and growth.
Students are encouraged to act on their faith and
convictions—even when it’s hard.
Student voice is respected and included in shaping
school culture.

56. Developmental Perspective
We teach and form students in age-appropriate
ways.
Use this scale:
1 – Not at all true
2 – Slightly true
3 – Somewhat true
4 – Mostly true
5 – Absolutely true
Virtue education is tailored to different grade levels
with increasing depth.
Teachers adjust expectations based on students’ moral
and spiritual development.
Mistakes are seen as growth opportunities, not just
failures.
We support struggling students with mentoring or
moral guidance—not just punishment.
We understand that moral formation is a slow process
that needs patience and consistency.

58. “Education is not merely about
acquiring knowledge; it is
fundamentally about shaping
character and instilling values that
nurture the whole person within the
framework of Catholic identity.”
• DR. MARIA THOMPSON

59. Faith, Reason,
and Virtue in
Education
By Mann Rentoy
Integrating character development
with Catholic identity in schools

60. What are your
thoughts or
questions?
Feel free to reach out with any
inquiries!