Syllabus for Theology 211
FOUNDATIONS OF CATECHESIS
Francis J. Buckley, S. J.
July 9-27, 2001 M,T,R,F 9:30-noon Office hours by arrangement
July 9 (1) INTRODUCTION - CATECHETICAL LANGUAGE - SYLLABUS
Key principle in catechesis: KNOW PERSONS…Positive & negative experiences. Language: evangelization, pre-evangelization, catechesis, catechism, catechetical.
Three dimensions: cognitive, affective, and behavioral. What do I want? 40 Years
Assignment Read: NCD, Preface and ch. I; Catechesi Tradendae I – II; Dialogue, Ch. 12-13. Write a personal story on a catechetical experience (2-4 pages)
July 10 (2) MAIN APPROACHES IN CATECHESIS
Historical overview of key trends and movements. Present approaches and mentalities. Critique of the classic, kerygmatic, experiential approaches;
[deductive, inductive] their values and weaknesses. When and how to use them.
Assignment: Read: NCD, ch. II-III, V, VIII, # 173-184; Catechesi Trad . III-IV
Summarize three or four catechetical principles contained in these chapters which you consider essential. What obstacles do you perceive in applying them?
July 12 (3) BUILDING CHRISTIAN COMMUNITY
Art of building Christian communities. 2 tasks. How to deal with conflict.
Assignment: Read: Evan. Nunt., # 57-58; NCD, # 25, 70, 94, 181-186, 208-209. Dialogue, Ch. 11, 24. How facilitate community building with a specific group?
July 13 (4) CULTURAL DIMENSION IN RELIGIOUS EDUCATION
Enculturation : how are values acquired? Appreciation of values and customs.
Acculturation : importance of value clarification.
Assignment: Read: NCD, Ch. IV; Dialogue, Ch. 1, 3, 21, 23. List cultural values and counter values in society today. How does the Gospel relate to them?
July 16 (5) PRE-EVANGELIZATION and EVANGELIZATION
Inculturation : stages of Catechesis… Popular religiosity; syncretism; superstition.
Affirmation of what is good; purification of evil.
Assignment: Read: Dialogue, Ch. 5-6, 20, 25. Write a summary of the popular religiosity your people practice, or you perceive among the people you work with.
July 17 (6) CATECHETICAL METHODS and TECHNIQUES
The art of teaching. Communication skills. "Pyramid of learning".
Dealing with discipline problems.
Assignment Read NCD, ch. V and VIII; Cat. Trad., ch. V, VI, VII.
Write a summary of guidelines for pedagogical methods.
July 19 (7) DYNAMIC OF THE THEOLOGY OF LIBERATION
Principles of Theology of Liberation applied in catechesis:
critical awareness of socio/economic situations and cultural
conflicts. Growth in responsible freedom. Christian praxis.
Assignment Read: Dialogue, Ch. 19. Make a schematic plan of action for an outreach group following the dynamic of "See"- "Judge" - "Act"
July 20 (8) THE CHALLENGE of ADULT CATECHESIS
Special aspects/ factors in adult catechesis…secularism and pluralism; internet.
Rise of a global, post-literate, media-driven culture. Using media critically.
Assignment Read: Dialogue, Ch. 2, 21, 25; Growing, Ch. 9-13, 19-20. Present (format ad lib) how you see pluralism, secularism, media enriching your parish.
July 23 (9) SACRAMENTAL PREPARATION -- REMOTE AND IMMEDIATE
Sacramental life at home - signs and symbols; cultural customs and religiosity.
Immediate preparation – requirements; Involvement of parents and god-parents.
Baptism - Reconciliation - Eucharist – Confirmation – Marriage.
Criteria to evaluate existing parish programs.
Assignment: Read NCD, ch. VI; Growing, Ch. 1, 3, 5, 7-8; Dialogue, Ch. 18. What sacramental directives exist in your parish? What changes do you suggest? Why?
July 24 (10) FORMATION OF CHRISTIAN CONSCIENCE
Moral stages; faith development. Meaning and use of freedom.
Helping children and teenagers and adults become responsible.
Facing the challenge of mass media and science.
Assignment Read NCD, pp. 55-61, 85-97, 113-116; Growing, Ch. 2, 4, 12, 16-18; Dialogue, Ch. 14-17. Any changes needed in your parish or diocese? Why?
July 26 (11) RECRUITING, TRAINING, EVALUATING CATECHISTS
Recruiting and training volunteer catechists. Requirements.
Spiritual, catechetical and pedagogical formation; evaluation of catechists.
Assignment: Read: Evan. Nunt., # 67-73; NCD ch. IX-XI; Cat. Trad. , ch. IX – end
Write an ad and a job description to recruit volunteer catechists.
July 27 (12) REVIEW OF KEY CATECHETICAL PRINCIPLES
Evaluate class content and process. How use the Catechism of Catholic Church?
Term paper due on a catechetical topic.
1. What did you learn from this course? In what were you reinforced?
2. How did you change? What made you change?
3. What ideas will you put into practice in your ministry?
4. What criteria will you use to evaluate the changes you make?
Mail exam to Francis J. Buckley, S.J., 2600 Turk, San Francisco, CA 94118
REQUIRED TEXTS:
DOCUMENTS OF VATICAN II, edited by W. Abbott, America/Association Press.
Catechetical Documents: A Parish Resource, Liturgy Training Publications, 1996
[Includes General Catechetical Directory, 1971; Paul VI, Evangelii Nuntiandi, 1975; Sharing the Light of Faith: The National Catechetical Directory, 1977; John Paul II, Catechesi Tradendae, 1979; Intro. to Catechism of the Catholic Church, 1994]
Catechism of the Catholic Church, Second Edition, 1997
Buckley, Francis J., S.J., The Church in Dialogue: Culture and Traditions,
University Press of America, 2000
, Growing in the Church: from Birth to Death, University Press of America, 2000
Babin, Pierre, & Iannone, M., New Era in Religious Communication, 1991
Chupungco, Ansgar,OSB Liturgical Inculturation: Sacramentals, Religiosity, and Catechetics, Paulist Press, 1992
Freire, Paulo, Pedagogy of the Oppressed, Seabury Press, N.Y. 1994
Groome, Thomas, Christian Religious Education, Jossey-Bass, 1999
Gutierrez, Gustavo, A Theology of Liberation, Orbis, Maryknoll, 1988
Kavanaugh, John, Following Christ in a Consumer Society, Orbis, 1987
Killen, Patricia, and de Beer, John, Art of Theological Reflection, Crossroad, 1994
Marthaler, Berard, Catechesis in Context: A Commentary on the General
Catechetical Directory, USCC, 1971
Nouwen, Henri J.M., Creative Ministry, Image Book, N.Y. 1978
Ruland, Vernon, S.J., Imagining the Sacred: World Religions, Orbis, 1998
Sarno, Ronald A., Using Media in Religious Education, Rel. Ed. Press, 1987
Schreiter, Robert, Constructing Local Theologies, Orbis, 1985
Warren, Michael, ed., Sourcebook for Modern Catechetics, St. Mary’s Press, Vol. 1,
1983, Vol. 2, 1997
Consult the library REFERENCE ROOM and PERIODICAL bibliographies, encyclopedia & "dictionary" articles, which also provide useful bibliographies.
When surfing the Web for themes, sites listed first, with most hits, usually pay for this spot and are unreliable academically! For EVALUATION OF INTERNET RESOURCES, SEE: http://www.wabash.edu/library/libgui/EVAINT.HTM.
TERM PAPERS: Follow the standard form for social sciences or humanities [Turabian]. Include a bibliography. The dates of books and articles affect relevance. (Footnotes may be put at the end.) References to the Bible should be by version, book, chapter, verse. Papers must be done on computer in 12-pt. type, boldface, and checked for spelling and grammar. Write for publication: indicate two possible journals which might print it. Ten pages.
To become critically aware and appreciative of the history, current trends, technical language, and theologies of catechesis in the Church called to pluralism and evangelization in a secular, post-modern world, building communities of faith skilled in applying catechetical principles to action.
COGNITIVE OBJECTIVES:
. Knowledge of the basic themes and trends in Catechesis.
. Awareness of the relevance of cultural diversity to Catechesis.
. Awareness of the major areas and trends of interdisciplinary dialogue and
critical reflection on significant issues involving Catechesis.
. Awareness of interreligious and ecumenical dialogue about Catechesis.
. Awareness of major issues confronting the Church today.
. Familiarity with essential catechetical resources and tools.
. Familiarity with the methods and content of various catechetical traditions.
. Familiarity with the purpose and methods of Catechesis, their strengths and
weaknesses.
AFFECTIVE OBJECTIVES:
. sensitivity to religious values.
. appreciation of one's own and other religious traditions.
. appreciation of the beauty and limits of various catechetical approaches.
. enthusiasm about Catechesis.
. appreciation for what belief in God means for human dignity.
and responsibility to others and for the environment.
. appreciation of self as a child of God, for whom Jesus gave his life.
. appreciation of others as God's children, for whom Jesus gave his life.
. appreciation of the role of Catechesis in the life of the Church.
BEHAVIORAL OBJECTIVES:
. ability to apply historical-critical and literary principles of interpretation to
scripture, church documents, and other theological texts.
. ability to do research with critical analysis and judgment.
. ability to use creative imagination in forming personal catechetical syntheses,
integrating life experience with theological interpretation,
and integrating theological principles with action.
. ability to write and speak clearly and effectively on religious topics.
. ability to engage fruitfully in catechetical interdisciplinary dialogue.
GRADING: Based on regular attendance and quality of participation in class,
extent and quality of research and critical judgment shown in papers, & on the creativity and judgment in designing and presenting class reports.
A= Outstanding (Beyond a thorough grasp of text and lectures, shows ability to relate material to life and to other subject areas and to form personal synthesis; shows excellent critical judgment in the area and in choice of bibliography; highly polished skills in speaking and writing; papers could be published; excellent candidate to do doctoral work.)
B= Satisfactory (Meets all major course competencies on graduate level:
beyond a thorough grasp of text and lectures, shows ability to relate material to life and to other subject areas and to form personal synthesis; shows very good critical judgment in area & choice of bibliography; very good oral and written expression.)
C= Meets minimum standards for obtaining credit.
F= Failure, does not meet minimum standards for obtaining credit.
CLASS ASSIGNMENTS
GROUP A:
GROUP B:
GROUP C:
GROUP D:
GROUP E:
12 A=REPORT; B=CRITIQUE; C=APPLICATION; D=FOOD; E=PRAYER
13 A=CRITIQUE; B=APPLICATION; C=FOOD; D=PRAYER; E=REPORT
16 A=APPLICATION; B: FOOD; C=PRAYER; D=REPORT; E=CRITIQUE
17 A=FOOD; B=PRAYER; C=REPORT; D=CRITIQUE; E=APPLICATION
19 A=PRAYER; B=REPORT; C=CRITIQUE; D=APPLICATION; E=FOOD
20 A=REPORT; B=CRITIQUE; C=APPLICATION; D=FOOD; E=PRAYER
23 A=CRITIQUE; B=APPLICATION; C=FOOD; D=PRAYER; E=REPORT
24 A=APPLICATION; B: FOOD; C=PRAYER; D=REPORT; E=CRITIQUE
26 A=FOOD; B=PRAYER; C=REPORT; D=CRITIQUE; E=APPLICATION
27 A=PRAYER; B=REPORT; C=CRITIQUE; D=APPLICATION; E=FOOD
Prayer - opening and closing - can be poetry or prose, music, dance-- three minutes.
Report covers content of previous class briefly--no more than ten minutes: the 3
most important points; + points needing more clarification. It may be oral or on
an overhead or poster or wall chart, montage, tape, pantomime, or skit.
Critique covers the process of the previous class: what happened; what worked or
not and why; mood; participation; treatment of people; use of email and chat
room. creative suggestions. -- three minutes.
Applications to life and connections between subject areas are pointed out. 3 min.
Food should be nothing fancy; it sets a mood for the break.
HOW TO READ A BOOK
F. J. Buckley, S. J.
A. General Orientation:
Date (Bibliography)
Preface
B. Structure:
Table of Contents
First & last paragraphs of chapter...headings
Topic sentences of paragraphs
C. Mark it:
Underline key themes
Marginal notes & questions
Circle matters to be explained
D. Critique it:
1) What are the major issues discussed?
2) Is the approach sound, plausible, acceptable? Why?
3) What assumptions are made? How are they justified?
4) How does this fit in with your experience?
5) How does this fit in with other authors?
6) Do you agree or disagree? Why?
7) What conclusions follow--for you, for others?
8) How will you act on this?
HOW TO STUDY
1. Organize time
2. Start with hardest material
3. Race the clock
4. Analyze & synthesize: find main points & interrelations
5. Test yourself: ask & answer questions
NAME STUDENT ID #_______________________
ADDRESS E-mail
TELEPHONE RELIGIOUS BACKGROUND
ADVISOR MAJOR YEAR IN COLLEGE
Any learning problems I should know of?
Groups which significantly affect your attitudes, values, behaviors:
Books you read last month:
What parts of the newspaper do you read? How often?
Magazines you read last month:
Movies you saw last month:
TV programs you saw last month:
Favorite type of music:
Favorite color:
How many hours a day do you spend on average:
. studying?
. talking with friends?
. working?
. in sports?
. in email?
. on the unternet?
. playing computer games?
. in other forms of recreation?
What are your favorite sports?
What are your other favorite forms of recreation?
What human problems are you most interested in?
What religious issues are you most interested in?
What values do you see in this particular course?
What can you bring to the community of this class? (What are you good at?)
What do you want from this community? (What are you looking for?)
NAME____________________
THINGS I WANT TO DO
Think about your personality, your relationships with others, your lifetime of experiences, your hopes, your dreams, your understanding of what religious education and pastoral ministry are all about.
List ten things that are important to you that you would like to work on
to improve or to change during your program of study.
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10.
Forty Years Since Vatican II -- Assessment and Hopes
Francis J. Buckley, S.J., and Gerald O’Collins, S.J.
A. Situation
4. Issues today: Inculturation, pluralism, spirituality, morality, ministry.
B. Styles of theology
1. European: academic, reason > truth; experts; texts from past; deductive.
2. American, North and South: pragmatic, action > justice; present experience; poor and suffering; inductive.
3. Asian, African: contemplative, worship > beauty; future anticipated; celebratory, inductive.
C. Results
1. Theology: faith seeks understanding to deepen faith, social justice, adoration.
2. Bible: a book for study, practice, prayer.
3. Mission of Church (bishops, priests, laity): teach, serve, sanctify.
4. Dangers: Style 1 can be politically, socially, spiritually blind; dry, irrelevant
Style 2 can forget roots in Bible, tradition, prayer; trendy
Style 3 can be cut off from analytic reflection and love of others; pie
in the sky when you die; self-centered, irresponsible
We need all 3 styles to balance and enrich each other; to sit, walk, and kneel.
Christ is yesterday, today, and forever.
5. Evangelization should lead to catechesis, to analysis, action, prayer.
Feb. 21, 2001
Sr. Ana Maria Pineda, RSM
Director, Graduate Program in Pastoral Ministries
Santa Clara University
500 El Camino Real
Santa Clara, CA 95053-0337
Dear Sister Ana Maria,
Enclosed are the materials you requested for my summer course,
FOUNDATIONS OF CATECHESIS, 211.
Rather than fill them out in my illegible handwriting, I typed out the answers.
Please look over what is enclosed and fill out any missing data.
I look forward to being with you.
Sincerely yours in Christ,
Francis J. Buckley, S.J.
FOUNDATIONS OF CATECHESIS 211
Francis J. Buckley, S. J.
Class attendance and participation. Short papers. Term Paper. Final Exam. Required reading: Paul VI, Evangelii Nuntiandi, 1975; NCCB/USCC: Sharing the Light of Faith: The National Catechetical Directory, 1977; John Paul II, Catechesi Tradendae, 1979. Buckley, Francis J., S.J., The Church in Dialogue: Culture and Traditions, UPA, 2000; Growing in the Church: from Birth to Death, UPA, 2000.
Students may do required reading ahead of time.
I shall need enough [10 + 1 for secy, one for me] copies of:
a. 2 tasks of any group;Things I want to Do; Prioritizing; Analyzing
b. 40 Years Since Vatican II [Session 1]
c. History of RE; Classic, Kerygmatic, Exp. Approaches; Using Exp. App.
d. Building Community [Session 3]
e. Pyramid of Learning [Session 6]
f. Shared Praxis [Session 7]
g. Using films, TV [Session 8]
h. Checklist to Evaluate RE Programs [Session 9]
HISTORY OF RELIGIOUS EDUCATION
Babylonia & Assyria: Sumerians, non-Semites, invented cuneiform writing and Ziggurat temples. Around 2500 BC, Cosmogonies> arts & crafts, civilization.
Utnapishtim, hero of flood story, lives in Eden in Mesopotamia. Hero Gilgamesh seeks immortality. Mesopotamian kings were not divine, as in Egypt, but tenant-farmers of god. Priesthood became wealthy & influential. High morality. cycles of nature; festivals; science: 12, 360
Zoroaster, 550 BC: Avesta: monotheism; light vs. darkness; resurrection
New Kingdom (1580-1085 BC). Immortality. In 1300 BC Pharaoh Ikhnaton became monotheist.
India: Hinduism: Bhakti, devotion; union with Absolute, reincarnation; prayer
Sanskrit Vedas, 1500-1200 BC, Upanishads: stories; pilgrimage/festivals;
gurus=wisdom teachers; Brahmin priests were literate, controlled ritual.
Jains: non-violence
Buddha: 550 BC: enlightenment=freedom from illusions via discipline, yoga.
China: Lao-Tsu, 600 BC: the Tao: Yin/Yang: balance, harmony; ritual
Confucius, 550 BC—right social relationships produce harmony; proverbs
Greece: Homer, 800 BC, Iliad, Odysssey=stories; Socrates, Plato, Aristotle: question Science; schools; festivals
Rome: Virgil: 8 BC, Aeneid; stories; schools; festivals; structures: Empire, Law;
decimals
Hebrews: Moses: law, stories, prophets, proverbs; psalms, temple, synagogue
Jesus: stories, prophet, law of love, proverbs; worship, psalms. Experiential App.
I c. Early Church: oral stories; worship, singing psalms and Christian hymns
Small communities; women ministers: Phoebe, Priscilla, Junia. Poor.
II-IIIc Liturgy, Bible Stories, Preaching. Didache. Letters. Ignatius. Clement.
Creeds. Catechumenate. Growing. Countercultural. Martyrs. Kerygmatic.
324-382 Constantine Church/State. Councils:Creeds. Curia, clericalism. Cathedrals
379-597 Barbarians Literate Church vs. illiterate people. Rise of devotions. Classic.
405 Augustine Rational approach: present/explain/apply. Cognitive stress.
VI-IXc Christianity flourishes. Infant baptism. Limited instruction. Latin liturgy.
X-XIIc Home center of catechesis. Works: Pilgrimages, Indulgences. [Superstition]
1270 Aquinas, Bonaventure, Scotus Scholasticism, synthesizing philosophy, theol.
1517 Reformation Luther’s catechism stresses faith, Bible. Vs. Priesthood, devotions
1530-68 Counter-reformation Catechisms: Trent, Canisius, Bellarmine, Augier:
Creed/Commandments/Sacraments, Prayers. Apologetics. Definitions.
Clerics are chief catechists. Classic approach + Art, music, architecture.
1650 St. Sulpice: “Learn by doing.” Graded presentation. Awards.
1885 Baltimore: USA Catechism: Classic approach. Memorize formulas.
XXc Secular Sciences Dewey: Synthesize past knowledge with present experience
1905 Pius X Catechism adapted to learner. Lay Catechists. CCD in USA.
1912 Munich Method: Prepare/present/explain/summarize/apply. Stress method.
1920 Psychologists: Piaget [developmental stages], Montessori [pedagogy]
1930 Jungmann Modern Catechetics: Creed/Sacraments/Code. Liturgy, Bible.
1950 Hofinger Kerygmatic approach: Stress Good News, Love, Joy
1960 Int. Cong. Eichstatt: Sources of catech.: Bible, Liturgy, Doctrine, Witness.
1962 Int. Cong. Bangkok: Asian culture and religious traditions. Train Catechists.
1962-66 Vatican II begins with classic, then kerygmatic, then experiential
[Gaudium & Spes] Observe/Judge/Act
1964 Int. Cong. Katigondo: African culture and oral religious traditions. Pre-Evang.
1967 Int. Cong. Manila: Integrate catechesis with culture & liturgy. Adults.
1968 Int. Cong. Medellin: Theology of Liberation, Justice. Praxis: Act, then reflect.
1969 Int. Cong. San Antonio: Mass Media. “Medium is the message”--McLuhan
1971 Int. Cong. Rome Consolidate approaches. Clergy ed. General Catechetical Dir.
Synod on Justice: “Action for Justice is an essential part of the Gospel.”
1972 NCCB USA To Teach As Jesus Did—Pastoral Message on Catholic Education.
1974 Synod on Evangelization: Message, Community, Service. Liberation.
1975 Paul VI Evangelii Nuntiandi, 20% from Synod, 80% from Indian bishops.
1977 Synod on Catechesis. Corresponsibility. Message: “Encounter
with Christ, conversion of heart, experience of HS in community of Church.”
1978 NCCB National Catechetical Directory. Pluralism. Environment. Culture.
1979 John Paul II Catechesi Tradendae. Personalism. Rights. Ecumenism. Family.
1980, 1983, 1986 Synods on Family, Acculturation, Laity
1988 RCIA
1994 Catechism of the Catholic Church
1999 Catechism of the Catholic Church, second edition. Death penalty nuanced.
Our personal experience is influenced by cultural environment and historical roots. We must become critically aware of their values and disvalues.
Checklist to Evaluate Religious Education Programs
Francis J. Buckley, S.J.
1. Psychology
a. Art, photography, music, background information, liturgy.
b. How does it meet basic human needs at this level?
Security; Affection; Acceptance [by others, of self, of others]; Integration
[interior, exterior—horizontal/ vertical (Values); freedom/control]; Growth
c. Does it highlight basic values?
1) Life, identity, growth, creativity
2) Community—dialogue, participation, responsibility, honesty
3) Freedom, openness, friendship
d. Is it adapted to stages of development?
1) Birth to grade 2: formation of attitudes: sense of the holy;
God as Father/Mother, prayer, sacraments, religious habits/devotions
2) Grades 2-7: information-gathering; 2-3, Parents central; Moral dev. I
4-7, teachers, peers, desatellization; M0ral development level II
3) 8-12—Identity crisis; emotional turmoil, rebellion. Moral dev. III
4) Later crises and interests [Love and Work; hobbies]
e. Is it realistic, confronting the reality of evil?
f. Attitude to world: pessimistic/optimistic; secularist/religious?
g. Built around interesting and meaningful experiences?
Can all choose, participate, reflect, discuss, evaluate these experiences?
h. Are the words and images familiar and understandable to all?
i. Is the approach concrete or abstract, dynamic or static?
j. Are all encouraged to contribute insights?
k. Does it lead naturally to a discovery and appreciation of God?
2. Religious content
a. Doctrine
How does it refer to Scripture? In Message? Response?
Are Biblical passages taken out of context? Is it sensitive to literary forms?
Does it emphasize the religious message or other aspects (culture)?
Is there too much content in each lesson? Too little?
Can the students understand and appreciate the words and concepts?
Does it stress ideas or persons? Obligations or invitations?
Is it centered on Jesus Christ, the Father, the Holy Spirit—or something else?
Does it facilitate, strengthen, support, interpret, purify faith experience?
Does it help students relate doctrine to life: prayer, liturgy, Christian behavior?
Does it help students recognize and appreciate the Church as God’s family
where Christian life is lived?
Does it flow easily from experience or does it seem forced?
Does it lead easily to spontaneous response—from teachers? From all students?
Are all important doctrines covered somewhere in the program?
With proportionate emphasis [Angels more than the Holy Spirit? Rosary
more than Mass? Mary more than Jesus?]
b) Conscience formation
Does it promote responsible freedom—offering options, highlighting values, sensitizing to others’ needs and dignity?
Does it center on fear or love?
Does it have a sound theology of sin? Law? Social justice? Community?
c) Sacramental initiation
How does it present prayer? Spontaneous, formal? Both?
How does it present sacraments? Obligations? Means of grace?
Encounters with Christ? Joyous expressions of faith, hope, love?
When does it introduce Penance, Eucharist, Confirmation, other sacraments?
Are sacraments seen as acts of the Church? How?
d) Use of pupil’s text
To recall previous lessons: looking at pictures? Answering questions?
To summarize current lesson?
To facilitate participation: reading text, discussing, explaining, describing illustrations, group and individual work?
To make a bridge to home: parents using book to review, explain, reinforce?
e) How useful is the Parent-teacher’s guide?
Guide makes suggestions, does not replace creativity and initiative.
Theological backgrounds
Teaching hints
Developed lesson: life-experiences, stories, vocabulary level, activities—
Variety and value—drawing, collages, dramatizations, role-playing, discussion, composing prayers, audiovisual aids—music, films, charts, diagrams; cone of experience
Outside readings: theology, psychology, communication arts
4. How comprehensive is the program? [pupil’s text, parent book, parent-teacher
guide, supplementary materials]
Are roles of parents and teachers clearly defined and coordinated? In a realistic
way? Allowing for different degrees of participation? Adapted to culture?
5. How does the series “wear”?
Does it cover too much too soon? Too little?
Is it so repetitious it bores students? Do they say they “heard it all before”?
Is there graded advance with plenty of variety?
Does it appeal to students over a long span of years?
Do they keep coming because they are interested and enjoy it?
Is the drop-out rate high? Why?
OBSERVE 1. Tell Your Story: name your present experience—personal, social—
and how this affects you.
2. Reflect on present experience in dialogue: talk, question, & listen:
a. Past – Causes –memory, story. Affirm the good, reject the bad.
b. Future – Consequences –imagination.
Recognize feelings and limits, and move beyond them.
JUDGE 3. Tell the Christian Story (Tradition) and Vision (Kingdom)
Scripture, Systematic, Moral Theology, Church History
4. Dialectically compare the Christian Story and your story
[Appropriation]
Cognitive: Name the present experience in the light of the Christian Story.
Select those aspects of the Christian Message that have recognizable value.
Open their vision, expand their horizons to recognize God’s Kingdom.
a. The Christian Story critiques our stories.
b. Our stories alert us to dimensions of the Christian Story
e.g., Feminism, environmentalism, culture, peace, life, death, media.
ACT 5. Dialectically compare the Christian Vision and our vision.
Affective, behavioral: Choose a faith response of prayer and action.
Critical analysis adds sociology, anthropology, economics, politics, culture to the psychological analysis of step 2. Besides sharing personal experiences and their causes and consequences, it goes to cultural and structural dimensions.
Current praxis adds liturgical celebrations either as a separate step before step 5 or as a transition between affective appreciation and behavioral action.
Is this enough? Does not liturgy constitute an experience, embody a message, and involve a prayerful response? Historically, liturgy has been a primary form of religious education in most religious traditions.
Key principle in catechesis: KNOW PERSONS…Positive & negative experiences. Language: evangelization, pre-evangelization, catechesis, catechism, catechetical.
Three dimensions: cognitive, affective, and behavioral. What do I want? 40 Years
1. Opening Prayer Hymn: Here I am, Lord. #440
2. Syllabus: Three dimensions: cognitive, affective, and behavioral.
3. Socialization: Choose someone you do not know. In one minute give your name,
where you are from, your ministry/work, reasons for taking this course. Listen o what your new friend says, then introduce that person to the group. 2 tasks
Key principle in catechesis: KNOW PERSONS.
4. Language: evangelization, pre-evangelization, catechesis, catechism, catechetical.
5. 40 Years after Vatican II
6. Recall & share your personal experience of the Church [+, -]
Post these on PAST panel of story board.
7. Post-Session reaction
8. Closing Prayer: Hymn: Those who see light #448
9. Assignment Read: NCD, Preface and ch. I; Catechesi Tradendae I – II; Dialogue, Ch. 12-13. Write a personal story on a catechetical experience (2-4 pages)
July 10 (2) MAIN APPROACHES IN CATECHESIS
Historical overview of key trends and movements. Present approaches and mentalities. Critique of the classic, kerygmatic, experiential approaches;
[deductive, inductive] their values and weaknesses. When and how to use them.
1. Opening Prayer. Report. Critique. Application.
2. Historical overview of key trends and movements.
3. Critique of the classic, kerygmatic, experiential approaches;
[deductive, inductive] their values and weaknesses. When and how to use them.
Relationship to History, to 40 Years after Vatican II, to 5 models of Church.
4. Recall & share your personal experience of the Church Today [+, -]
5. Closing prayer.
6. Assignment: Read: NCD, ch. II-III, V, VIII, # 173-184; Catechesi Trad . III-IV
Summarize three or four catechetical principles contained in these chapters which you consider essential. What obstacles do you perceive in applying them?
July 12 (3) BUILDING CHRISTIAN COMMUNITY
Art of building Christian communities. 2 tasks. How to deal with conflict.
1. Opening Prayer. Report. Critique. Application.
2. Art of building Christian communities. Problems.
3. 2 Tasks of any group.
4. Role play conflict, using 3 mentalities: Classic, Kerygmatic, Experiential:
birth control; ordination of women, clerical celibacy; changes in Penance, Eucharist, role of laity in Church; design of new church; design of parish council; election of new bishop [needed personality, experience]; parish budget; John XXIII, Paul VI, John Paul II; death penalty; peace; School of Americas.
5. Dreams for the Church of the Future. [+, -]
6. Closing prayer.
7. Assignment: Read: Evan. Nunt., # 57-58; NCD, # 25, 70, 94, 181-186, 208-209. Dialogue, Ch. 11, 24. How facilitate community building with a specific group?
July 13 (4) CULTURAL DIMENSION IN RELIGIOUS EDUCATION
Enculturation : how are values acquired? Appreciation of values and customs.
Acculturation : importance of value clarification.
1. Opening Prayer. Report. Critique. Application.
2. Enculturation : how are values acquired? Appreciation of values and customs.
Acculturation : importance of value clarification.
Acculturation—adaptation, accommodation to dominant culture—Constantinian.
Enculturation—planting gospel in a culture—early Church.
Inculturation—mutual enrichment—today.
3. Return to problems of Church listed on story board.
a. Would you change the list? How? Why?
b. Did our readings and discussions shed light on how to approach problems?
c. Break into 3 groups. Choose and discuss one problem in each group.
d. Share suggestions with the whole group.
4. Closing prayer.
5. Assignment: Read: NCD, Ch. IV; Dialogue, Ch. 1, 3, 21, 23. List cultural values and counter values in society today. How does the Gospel relate to them?
July 16 (5) PRE-EVANGELIZATION and EVANGELIZATION
Inculturation : stages of Catechesis… Popular religiosity; syncretism; superstition.
Affirmation of what is good; purification of evil.
1. Opening Prayer. Report. Critique. Application.
2. Stages [Pre-evangelization, evangelizatn, catechesis] [non-belief, non-practice] EN
3. Discuss in small groups: obstacles to catechesis; possible remedies.
cultural values and counter values in society. How does the Gospel relate to them?
4. Closing prayer.
5. Assignment: Read: Dialogue, Ch. 5-6, 20, 25. Write a summary of the popular religiosity your people practice, or you perceive among the people you work with.
July 17 (6) CATECHETICAL METHODS and TECHNIQUES
The art of teaching. "Pyramid of learning". Communication skills.
Dealing with discipline problems. [Reflect on class: they learn best from
each other; how to build community; clarify goals gradually; RE builds on
experience and leads to experience.]
1. Opening Prayer. Report. Critique. Application.
2. The art of teaching. "Pyramid of learning".
3. Communication skills.
4. Discipline.
5. How many boxes? [More than 70. Hint: not all boxes are square, nor confined within visible boundaries!]
6. Discuss: Religiosity. Strengths, weaknesses. Role in RE.
7. Closing prayer.
8. Assignment Read NCD, ch. V and VIII; Cat. Trad., ch. V, VI, VII.
Write a summary of guidelines for pedagogical methods.
July 19 (7) DYNAMIC OF THE THEOLOGY OF LIBERATION
Principles of Theology of Liberation applied in catechesis:
critical awareness of socio/economic situations and cultural
conflicts. Growth in responsible freedom. Christian praxis.
1. Opening Prayer. Report. Critique. Application.
2. Theology of Liberation
3. Christian praxis
4. Discuss: pedagogical methods
5. What is best way to share faith?
a. Shared prayer? If so—silent, vocal (rosary), liturgy, devotions, music?
b. Shared discussion of Bible? How select passages?
c. Shared discussion of Church History? Church teachings? How select?
d. Shared discussion of Church documents? Which ones? How select?
e. Shared story of experience? How select which ones?
f. How much time would you allot to each factor? Why?
6. Closing prayer.
7. Assignment Read: Dialogue, Ch. 19. Make a schematic plan of action for an outreach group following the dynamic of "See"- "Judge" - "Act"
July 20 (8) THE CHALLENGE of ADULT CATECHESIS
Special aspects/ factors in adult catechesis…secularism and pluralism; internet.
Rise of a global, post-literate, media-driven culture. Using media critically.
1. Opening Prayer. Report. Critique. Application.
2. Adult catechesis. Methods, problems. Westerhoff/Gerbner/Groome: 3 stages:
a. fitting in [socializing, affiliation, initiation—RCIA, formation]
b. questioning [critiquing, asking why, instruction, getting information]
c. owning [interiorizing, committing, sharing, transformation]
3. Secularism and pluralism Strengths, weaknesses. Role in RE.
4. Using media critically. [film, TV as adult RE]
5. Closing prayer.
6. Assignment Read: Dialogue, Ch. 2, 21, 25; Growing, Ch. 9-13, 19-20. Present (format ad lib) how you see pluralism, secularism, media enriching your parish.
July 23 (9) SACRAMENTAL PREPARATION -- REMOTE AND IMMEDIATE
Sacramental life at home - signs and symbols; cultural customs and religiosity.
Immediate preparation – requirements; Involvement of parents and god-parents.
Baptism - Reconciliation - Eucharist – Confirmation – Marriage.
Criteria to evaluate existing parish programs.
1. Opening Prayer. Report. Critique. Application.
2. Sacraments.
3. Criteria to evaluate existing parish programs.
4. Discuss: pluralism, secularism, media
5. Compare Evangelii Nuntiandi & Catechesi Tradendae.
6. Closing prayer.
7. Assignment: Read NCD, ch. VI; Growing, Ch. 1, 3, 5, 7-8; Dialogue, Ch. 18. What sacramental directives exist in your parish? What changes do you suggest? Why?
July 24 (10) FORMATION OF CHRISTIAN CONSCIENCE
Moral stages; faith development. Meaning and use of freedom.
Helping children and teenagers and adults become responsible.
Facing the challenge of mass media and science.
1. Opening Prayer. Report. Critique. Application.
2. Moral stages; Cf. Developmental Psychology & Christian Growth: Basic needs:
Security; Affection; Acceptance [by others, of self, of others]; Integration
[interior, exterior—horizontal/ vertical (Values); freedom/control]; Growth
3. Apologetics
4, Discuss: Sacraments--Issues, problems. Role in RE.
5. Closing prayer.
6. Assignment Read NCD, pp. 55-61, 85-97, 113-116; Growing, Ch. 2, 4, 12, 16-18; Dialogue, Ch. 14-17. Any changes needed in your parish or diocese? Why?
July 26 (11) RECRUITING, TRAINING, EVALUATING CATECHISTS
Recruiting and training volunteer catechists. Requirements.
Spiritual, catechetical and pedagogical formation; evaluation of catechists.
1. Opening Prayer. Report. Critique. Application.
2. Recruitment and Training. How? Whom?
3. Evaluation Cf. Session 9.
4. Discuss: Readings.
5. Closing prayer.
6. Assignment: Read: Evan. Nunt., # 67-73; NCD ch. IX-XI; Cat. Trad. , ch. IX – end. Write an ad and a job description to recruit volunteer catechists.
July 27 (12) REVIEW OF KEY CATECHETICAL PRINCIPLES
Evaluate class content and process. How use the Catechism of Catholic Church?
1. Opening Prayer. Report. Critique. Application.
2. Summary of course.
3. Catechism of Catholic Church. Useful for information, not formation or transformation.
4. Discussion and evaluation.
5. Sufi story: Stream, desert; sun, wind, clouds. Disappear, reappear.
6. Closing prayer. Mass?
Term paper due on a catechetical topic.
A. Background: the Big Picture: Past, Present, Future
of Religious Education, of the Church—God’s Plan
B. Process: Observe, Judge, Act—Experience, Message, Response [prayer, words, deeds]
Fidelity to God; to People: inculturation, religiosity, media, dialogue—adapt
C. Use Sociology, Psychology, Education, Business to learn about people, stages:
Pre-evangelization
Evangelization
Catechesis
Formation/Socialization
Information/Questioning
Transformation/interiorization/Owning [Buying/Sharing]
Through sustained critical conversation [Regan]
Learning styles [Classic, Kerygmatic, Experiential]
Pyramid of learning [Active participation]
Leadership stages
D. Underlying theology: ongoing presence and self-revelation, work of HS,
Inviting us to grow interiorly and exteriorly as apostles.
E. Community: daily tasks, many talents, openness, mutual learning.
Leadership to facilitate Change in a Church of Adult Learners and Evangelizers
A. Is Change a threat or opportunity? Wei-jee
1. Recall 2 tales of leadership. Who initiated the change? Succeed or fail? Why?
Zabala: arthritis, strong will, clear vision, gathered disciples
Schlegel: Clear vision, subsidiarity, codetermination
2. How do you personally react to change—welcome or resist? Why? List factors.
3. What are major obstacles to change? Fear of loss of values. Love drives out fear.
B. Process: birth/growth/stabilization/breakdown/decay/new birth
Birth—inclusion, excitement,energy
Growth—Power, control issues > clarify vision, priorities
Stabilize—delegate, consult, codetermination, collaboration
Breakdown—attendance, energy, recruitment decline; conflicts reemerge
Renewal—sharpen or extend vision; new dimension, deeper love
Name reality of conflict, address causes & consequences
Get as much help as possible
Or—disintegration, divorce, death
Resistance can clarify conflict of values which must be reconciled, build loyalty,
allow time to consolidate gains--or lead to rigidity and decay.
C. Successful Leaders energize, mobilize, and organize the group.
. proclaim a vision, new paradigm [candlemakers > light bulbs; watches]
. gather and sustain followers, with a variety of talents
. comfort the afflicted, allay fears, give hope
. afflict the comfortable—naming the assumptions & consequences of status quo
. hold on to the good
. let go of what won’t work, cut losses
. build the future.
D. Problem Solving System
1. Set clear goals and objectives as context
2. identify problem and causes and consequences
3. gather pertinent information
4. brainstorm possible solutions
5. list the forces for and against each solution
6. rate forces numerically in terms of ease
7. rank forces in terms of importance & urgency
8. weigh solutions, with consequences on people, money, position, time, facilities.
9. choose what best integrates all values
10. develop an action plan-- with deadlines
11. implement the plan
12. evaluate results, redesign the plan, implement, & evaluate
NOTE THE PATTERN: OBSERVE, JUDGE, ACT, EVALUATE, CELEBRATE
To move a community from security through affection, acceptance, integration, foster sustained, critical conversation in small groups about elements of:
Shared vision: from SS, Church History, Church Teaching,
From parish discernment of common good and shared gifts,
From assumed paradigms and shared stories,
Applying observe, judge, act to find & cooperate with Holy Spirit;
With attentive, open listening to feelings, experiences, insights;
In order to reach joint decisions and action with wholehearted cooperation.
Cultivate holistic, systems approach: see interrelationships, mutual dependencies and enrichment as between nervous, digestive, circulatory, skeletal systems.
Good questions tap into significant memories of human and religious experiences where God is encountered and hearts changed.
Model this for members, so that they can teach as they have been taught. [Jesuits].
According to John Gardner in No Easy Victories a good leader should:
. Be a symbol of the moral unity of the group.
. Take responsibility to advance the common good of the group.
. Take action against whatever threatens the group effort.
. Identify the problems, challenging members to think creatively.
. Focus attention on the issues, not the personalities of others.
. Help clarify choices.
. Symbolize, voice, and confirm group values.
. Enkindle hope. e.g., Apple
. Care about the continuing vitality of the group, maintaining and fostering community,
mutual appreciation, and a sense of gratitude, pride, and joy.
Seven Secrets of Successful Women, Donna & Lyn Brooks, 1997:
1. Get a Mentor
2. Network
3. Be visible
4. Communicate
5. Balance work, play, home
6. Take risks
7. Understand the politics of the organization
Mary Kay
1. Each night list 6 things to do the next day.
2. Get up early--and add hours to your day.
3. Don't waste dollar time on penny jobs--delegate
4. Do 2 things at once--listen to tapes while driving, exercising
5. Cut down on phone time. Buy a doorbell & ring it to get away.
6. Set short- and long-term goals.
Warren Bennis, Greenfield, Monroe, Heifetz-- Leadership without Easy Answers
. In crisis we look for wrong kind of leaders--strong, decisive, making complex look
simple. Not all problems are simple.
. Identify the problem-- Good leaders challenge us to change, to think creatively.
. Focus attention on the issues, not personalities of opponents
. Share power--delegate.
Abraham Lincoln: A good leader knows, shows, goes the way, and then goes away.
Lao Tsu --Best leader = People say, we did it all ourselves.
Steven Covey: how leaders promote development of the group through certain stages.
STAGES OF GROWTH
a. Move members from dependence to independence, from infancy to adolescence:
. Be proactive, not reactive. Take the initiative; don't just wait for things to happen.
. Set & Clarify goals. Fuzzy goals guarantee confused efforts.
. Put first things first. Prioritize. Decide where to focus energies.
b. Move members from independence to interdependence, from adolescence to maturity:
1. Think win-win. Think abundance, not scarcity. [God intends abundance, to be shared by all--Eden; Israel, a land flowing with milk & honey; manna--plenty for all. Seek kingdom of God and all needs will be supplied--Matt. 6:33; 5000 fed with 5 loaves & 2 fish. God is generous, shares Spirit of generosity with us, urges us serve, not be served....Capitalism, built on greed and limitless human desires, supposes--but does not prove—an economy of scarcity: limited land, money, and time lead to fear of overpopulation, selfishness, competition, and destroy hospitality, generosity, compassion, and joy.]
Instead of compromise, where each loses something, find an angle where each advances genuine values. True values reinforce one another, and multiply their effects. They do not compete.
2. Seek to understand rather than to be understood. Repeat to the other's satisfaction.
Focus on listening before speaking. Speak--Repeat--Clarify.
3. Synergize--bring everyone to the table. Diversity, catholicity, enriches.
4. Sharpen the saw--keep growing intellectually, emotionally, spiritually
c. Shift structures from autocracy to: [cf. Mk. 10: serve, not be served.]
. subsidiarity, moving decisions to the lowest possible level;
. corresponsibility, sharing power to multiply it;
. consultation, to get as much useful input as possible before deciding;
. codetermination, so that all affected by a decision share in making it;
. collaboration, so that all play their parts in carrying out decisions.
Loughlan Sofield in Collaborative Leadership describes what is needed:
. Have a spirituality for collaborative ministry: follow Holy Spirit
. Have a process to surface group needs and gifts--and how to bring them together.
. Articulate a vision of identity and mission of past roots and future possibilities,
of where the group is coming from and where it is going.
. Have maturity and generativity, moving beyond the search for personal identity.
. Work where the team can make a difference. Start small and expand.
. Humor relativizes seriousness and responsibility, increases trust productivity.
Teams that relax together accomplish more....Neal
. Confront the main obstacles to teamwork:
. Lack of shared vision, faith . Ministry must flow from spirituality. Renew energy.
. Low self-esteem breeds insecurity, competition, and hostility
. Burnout , a form of depression, comes from unrealistic expectations of others and
self, as if the team could do whatever it wants.
. Failure to deal with loss or failure by grief, saying goodbye.
. Fear of conflict . It is inevitable, can be creative and stimulate imagination.
Creative tension is fruitful: electricity needs both positive and negative poles.
Conflict resolutions skills are needed.
. Dealing with anger poorly , letting it become hostility. Instead, forgive.
. Self-righteousness . Imputing motives to others excuses dropping out.
. Poor communication within the team.
. Clarify-
It identifies, releases, unifies gifts given by God to make disciples, change
world, unite all to God. It is not consensus (minority veto); it is messy, with
anger, confrontation. Consensus is inner-directed, builds affiliation, putting
energy into making everyone happy, not working on a common task.
. Convinced--
Catholic social teaching: codetermination, respect gifts from God;
No one person has all gifts...Jesus asked 12 to feed the crowd, to serve.
In fact, God shares work with us, to let us help.
. Capable:
. Have the skills needed, those listed by Gardner and Covey. --e.g. conflict
resolution; listen well out of respect for gifts
. Humor relativizes seriousness and responsibility, increases trust & productivity.
. Committed--not ambivalent before obstacles:
. failure to identify gifts
. failure to integrate sexuality
. too narrow a concept of ministry . Recognize it at home, store, neighborhood
. arrogance and self-righteousness . Imputing motives excuses dropping out.