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Guided Meditation: The Prayer in the Garden

We struggle to remain “awake” and alert at the time of Jesus’ agony. In that agony we discover our ability, because of God’s gift, to minister to the disciples and to Jesus. We then become empowered to minister to others in our lives. This meditation comes from Luke 22:39-46. Have your students find a comfortable place and close their eyes. Read the meditation. Pause slightly on each ellipse. Pause slightly longer on paragraph breaks. Total time: 11 minutes. And we pray: Almighty God in heaven … There are times when our path seems confusing … When the direction we take is uncertain … when the course we should choose is unclear … We get confused because we’re not sure how things will work out … Or what the future holds … Or what we can do now to make things better later … We try to trust in you … We want to put our faith in you … But what can be scary …. when we’re not certain of your will for us …         when we’re unsure of what is best … As we meditate … send us your Holy Spirit to guide us … to teach us … That we might learn deeper trust … Deeper faith … That we might act with greater love … Greater hope …   With your eyes still closed … Take a slow deep breath … Let it fill you … And again …another breath … Slowly and deeply … A breath which makes you lighter and lighter … When you feel weightless … Exhale the air slowly … silently … Letting the air propel you … back in time … Far away in the distance … To ancient Israel … to the time of Jesus Christ … It’s early evening … You find yourself on a high knoll … Overlooking a valley that leads to the walled city of Jerusalem …         ahead of you … And in the bright moonlight you can make our the city’s silhouette … With its towers … and angled stone buildings … Squeezed together and protected by an enormous wall … The night air is refreshing … a cool breeze gently twists and turns … The sky is crowded with stars …while the moon casts long shadows … But the city seems strangely quiet … eerie … As if something important were about to happen … Something that no one is prepared for …   From where you are on the knoll … You can just make out a group of travelers … Walking from Jerusalem … In your direction on a dirt road … You can see that they will soon come to a fork … When they reach it they pause … And one of the group motions the rest to follow him into a garden … They move through the opening of the protective stone wall … through the         gate and into the garden … lush and peaceful … private … secluded …   And you join them there … walking with them through the old cluster of         Olive trees … trunks thick and twisted … rugged braches hanging low … Most of the group sit under the outside edge of trees … huddled together …         their cloaks pulled close to their chins … staying warm … getting comfortable … The oldest of the group … Peter … points out a solitary figure over to         one side … near a well … Peter tells you how that man had been welcomed into Jerusalem with         cheering … earlier in the week … He had talked about the end being near … about how everything would         change now … since he was coming into his kingdom … Everyone thought he meant that he would lead a fight to get rid of the         Romans … but he didn’t …and the mood of the people began to change … They aren’t cheering anymore …and the man has many powerful enemies         here in Jerusalem … It’s getting confusing …   Then he talked about betrayal … the man said someone would         betray him … one of his best friends …how could a friend betray         another friend? … Now we don’t know who to trust … We got into an argument …we accused each other … He tried  to bring us together for the Passover meal … but now we suspect         each other …. we are angry …   Do you understand Peter? … Do you know what he is trying to say about         being betrayed by friends? Sometimes our friends are really against us … when we think they are         supporting us… They can turn against us … as if all they really cared about was themselves … And we become disappointed with their selfishness … their greed … And become so very angry at how they ruined everything …. And we feel like         we’ve lost all control …. And that we are at their mercy … Has anything like that happened to you? … Is there anything you would say to Peter? … Anything you could do to comfort him, soothe his hurt feelings? … Bring him peace … Peace …   Another of the group … the one with reddish hair … Thomas tries to         explain to you how that man had said that everything would change …         now that he was leaving … But he won’t take us with him … he is leaving us alone … with no way to         find him … Thomas tells you about how he has come to depend on this man … How he learned to trust him … How he made plans … knowing that he would be part of those plans … And now he says that is leaving … soon he’ll be gone … and all our plans         will be destroyed … all my dreams will vanish …   Do you understand Thomas? … Do you know what he is trying to say about         the fear of having our friends leave? … Our hopes fade like the morning mist … and vanish … And we are left alone … empty … with dry tears and deep sadness … we         want to sob … but we hurt too much … and are drained of all our         strength … And we become fearful about how we will continue without them …         when nothing will ever be the same … and we know we will suffer terrible         loneliness when they’re gone … Has that ever happened to you? …. Is there anything you would like to say to Thomas? … Is there any way you could comfort him? … Bring him peace … Peace …   And then the youngest calls out for your attention … a very young         teenager … John waves you over to him … And he begins to tell you how he wanted to help the situation …         because he had insights …and he knew what to do … But nobody would listen … Nobody would pay attention to him … they just ignored him … because he         was the youngest … they thought he didn’t know anything … they took         him for granted … even though he was the only one that         really understood … Nobody would give him credit or acknowledge him … And John … with great frustration … suddenly crosses his arms over         his chest … As if closing himself off … as if protecting himself from more hurt …         from being ignored …   Can you understand John? … Do you know what he is trying to say about         being ignored or not having your opinions respected? … Think about how you feel when people won’t accept your knowledge or         experience … and you become very frustrated … And they treat you as if you are insignificant … Saying that you’ll know better when you get older … And until then … they continue to treat you as if you were invisible … Or maybe they pretend that they are listening or agreeing … but all they         time … they’re just trying to pacify you … because they think they have         the right answer in spite of you … And you want to tell them how ignorant they are … but it wouldn’t matter …         because they surely wouldn’t listen to that either … Has anything like that ever happened to you? … Is there anything you could say to John? … Is there any way you could comfort him? … And be at peace … Peace …   As the group becomes drowsy … yawning … falling asleep … snoring … You slowly walk over to the solitary man … who is at a distance …         near the well … As you quietly approach him from behind … You notice that the heavy robe he wars is soaked with sweat …         his hair is dripping … stringy and matted … He rubs his hands together … twisting and turning them in his anxiety … His breathing is erratic … alternately deep and shallow …         breathing in gulps or sips … You stand next to him … He looks up with his bloodshot eyes … skin shining in the moonlight …         his lip trembling … and he begins to shiver … Tears have streaked his face … And he tells you that he is scared … Scared ….   Nothing has seemed to work out the way he wanted it … His friends seem to have forgotten everything he said to them about         the kingdom … They fight and quarrel … argue over who is the greatest … Money and possessions are more important than anything … He had hoped to change people’s hearts … end fighting and cruelty …         establish God’s justice … usher in God’s return to his world … this world … And now … at the end … hoping to find healing love in the hearts of those         around him … he instead finds overwhelming sin … And he wonders if he has done something wrong … he fears he has         failed miserably … He’s afraid he is a disappointment to his heavenly Father … And there is no time left to change things … And he would rather have another chance … or more time … But his only choice seems to be to pay the price for all the sin that remains …         to suffer for those who still sin … to take that sin upon himself and         destroy it by letting his own life be destroyed … He has to die …   “If only there were another way,” he says … “Some way other than suffering because of others … Bearing all the pain that they have caused … Suffering the refection even of those who claim to love me … My friends abandon me when I need them most … I don’t think that I am strong enough to endure all that” …   And Jesus begins to sob … his hands shaking, hiding his face …         as if he were humiliated to have you see him at this         difficult hour of his life … You can hear him murmur that there is no other way … and that somehow         he will just have to trust … to surrender to the Father … to trust that         God the Father can make sense of whatever seems confusing … Then he looks up … exhausted … bone weary … hand trembling … He extends his hand to you … silently … waiting … hoping … Is there anything you would like to say to the Lord? … Is there anything you can do for him? … Can you bring him peace? … Peace …   Know that you’ll have to let go … You’ll have to let Jesus continue on his own … To fulfill the mystery of his earthly life as the Father has led him … alone … But know that he continues on with the gift of your spirit …         your caring and concern … Know that you have an incredible ability to comfort others …         to give people strength … because of what you have endured yourself …   Bring that gift of caring for others with you … and with stillness in your         heart … return back here … Leave the garden at the Mount of Olives … And return here … Knowing that you are not alone … Knowing that you are with others … Others with the same ability Able to offer you the kind of caring and support that you need from them … And be at peace …   When you are ready you may open your eyes … But please don’t speak to anyone … Or distract anyone from reflecting on the power they have to comfort         people in their time of need … In their time of need … Their need for you.          Originally published in Time With Jesus: Twenty Guided Meditations for Youth by Thomas F. Catucci.

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Witness of Christian Martrys

As Holy Week approaches for 2015, the Passion of Christ is more present in our midst than ever. Around the world, Christians have been martyred in recent months, weeks, and days. Share several articles that detail news coverage of the events, prayers offered on the martyrs' behalf, and prayers for all persecuted Christians. After your students read each article, ask them to offer comment. If possible, have them write comments or prayers online directly below the article. If not possible, have them label their comments according to each article they have read and turn them in to you. Finally, have the students write their own prayers for these contemporary Christian martyrs and for peace in the world. Here are a few recent articles to help you begin. Search other Catholic, Christian, and general news sites for other articles to further this activity. 1. A Testimony Which Cries Out 2. Two church bombings in Pakistan; Pope, bishops lament persecution of Christians 3. Names of 21 Christian Martyrs 4. Pope Francis Offers Mass for 21 Christian Martyrs 5. Palm Sunday Prayer to Remember Christian Martyrs 6. United States Catholic Bishops Call for Prayer Amidst Persecution and Violence Against Christians 7. Address by Bishop James D. Conley of the Diocese of Lincoln, Nebraska.

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Catholic Colleges in March Madness 2015

It’s time once again to look at “March Madness”—the NCAA men’s and women’s basketball tournaments—through the lens of its Catholic college participants! Take some time to examine this year’s list of Catholic college teams that made the tournament and examine some possible assignments and activities suggested below to connect your students to these colleges and their Catholic mission and roots. Use the comment section below this post to add any other ideas you may have to combine this this current event with a classroom lesson. First, here is a list of this year’s teams, ranked in order of their seedings: Men’s Tournament 1. Villanova 2. Gonzaga                                                                                  3. Notre Dame 4. Georgetown 5. Providence     Xavier 7. St. John’s   Women’s Tournament 1. Notre Dame 2.  DePaul      Seton Hall 4. Gonzaga 5. Dayton 6. St. Francis (Brooklyn)   Some Assignments and Activities Connected to the Tournament Read about the history of Catholic colleges and their participation in college basketball. Read about the recent formation of a new “Catholic conference.”  Search the school websites of this year’s Catholic participants and read about the history, founder, and mission of each. Ask them to note how the school market’s its Catholic identity. Collect a collage of images of the school’s religious sites (statues, chapel sanctuary, etc.). Write a report about the college’s chapel. Include the liturgical schedule. Look up each school’s current schedule. Name the school’s main “Catholic rival” on the schedule. Explain something of the history of the rivalry. Name the founding religious order of each school. Please suggest and share any other ideas to make this current event something that can enhance your theology classes during this madness of March!

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Teacher-led Discussions on Two March Saints: St. Patrick (March 17) and St. Joseph (March 19)

By Justin McClain The liturgical calendar for March features the feast days of two inspirational heroes: St. Patrick (March 17) and St. Joseph (March 19). These two holy men essentially lived for Christ and, pursuant to their respective spiritual gifts, had an especially heroic devotion to the Lord. There are various opportunities to bring knowledge of these saints into your classroom, particularly in terms of using what we know about their lives as a means of facilitating student discussions on their commitment to Christ. Some objective and subjective questions that you could pose to your students in order to guide their reflection on St. Patrick and St. Joseph follow. Also listed below are some web resources that feature opportunities for students to gain even more introductory information on these two unique saints.     Reflection Questions for St. Patrick In what ways did St. Patrick show courage throughout his life? Be specific. How did St. Patrick persevere, even in the midst of his enslavement and leading up to his evangelization of Ireland? In what ways do you think St. Patrick faced discouragement, and how did he endure in his dedication to Christ? How did St. Patrick explain the Holy Trinity using the example of a shamrock? What role did St. Patrick play in invigorating the Catholic faith beyond the shores of Ireland, i.e., in mainland Europe? What are other ways in which a devotion to St. Patrick can lead us to a deeper relationship with Jesus Christ and his Gospel?   Reflection Questions for St. Joseph St. Joseph is often referred to as the “Silent St.,” due to the reality that we have no words of his within the Gospels, let alone elsewhere in scripture. How did St. Joseph’s silence underscore his humility as he served as Jesus’ foster-father? How was Joseph a devoted husband to Mary and a devoted foster-father to Jesus? Read about St. André Bessette, C.S.C., and his own devotion to St. Joseph, such as on the website for the aptly-named St. Joseph's Oratory of Mount Royal (in Québec). Why do you think that such humble saints as St. André promoted St. Joseph as a figure who can likewise draw us closer to Jesus? What are other ways in which a devotion to St. Joseph can lead us to a deeper relationship with Jesus Christ and his Gospel? In addition, have students read the references to St. Joseph within the Gospels of Matthew, Luke and John. They can use a free and reliable online Catholic concordance, such as the Cross Reference, to look up Joseph’s appearances in the Gospels. Then, have them write a topical reflection on such considerations as Joseph’s ultimate faith in the child Jesus and his deep devotion to protecting Jesus and Mary.   More Web Resources Regarding St. Patrick New Advent Catholic Encyclopedia – “St. Patrick” Catholic Online – “St. Patrick” Catholic News Agency – “St. Patrick of Ireland” EWTN – “St. Patrick, Bishop, Confessor, Apostle of Ireland, A.D. 464” St. Patrick Centre (Northern Ireland) – “St. Patrick’s Legacy / St. Patrick’s World (Historical and Cultural Backdrop)”   More Web Resources Regarding St. Joseph: New Advent Catholic Encyclopedia – “St. Joseph” Catholic Education Resource Center – “St. Joseph” by Fr. William Saunders Catholic Education Resource Center – “The Man Mary Loved” (an interview with Fr. Roland Gauthier, C.S.C., courtesy of the National Catholic Register, March 18-24, 2001): Congregation of Holy Cross – Spirituality – St. Joseph EWTN – Novena to St. Joseph

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Four Ways for Your Students to Survive and Thrive in Lent

By Justin McClain   The academic third quarter, for both students and teachers alike, tends to have the notorious distinction of being one of the most challenging, both mentally and academically, of the four quarters of the school year. With half of the school year behind us, both mental energy and physical energy can be at a minimum. It is an interesting situation that, in Catholic high schools, the mental trial that comprises the third academic quarter and the spiritual desert that comprises the Lenten season have some semblance of overlap. In fact, no matter to what extent the third quarter intersects with Lent each school year, a few realities are reliably present: the Christmas break was long ago, the Easter break is not necessarily very close, the summer vacation is too distant to fathom, and end-of-the-year projects and final examinations have yet to be conquered. Depending on your geographic location, you might even be dealing with extreme cold, winter precipitation and otherwise overcast conditions. Essentially, this can be a quite miserable time of year in various regards. One could discern that the third quarter is an acceptable metaphor for adolescence: you have to survive it in order to know just how much of a feat it actually was. At my school, Bishop McNamara High School in Forestville, Maryland, which is sponsored by the Congregation of Holy Cross, founded by Blessed Father Basil Moreau, CSC, part of our charism is one that is fortunately also shared by numerous Catholic schools: forming both the minds and the hearts of our students. Therefore, efforts aimed at supporting our students’ mental sharpness while mired in the third quarter would be a bleak prospect if we did not likewise attend to the welfare of their hearts simultaneously, if not ultimately. My suggestion to you is that you do the same. Pay attention to your students’ spiritual wellbeing, in the midst of their academic concerns during this chronological intersection of the third quarter and Lent. Here are four supportive steps to ensure that both you and your students not only mentally survive, but of more ultimate import, spiritually thrive. The first three steps (pray, fast and give) are traditional Catholic Lenten practices that have their origin in Matthew 6:1-18. The fourth step, sacrifice, is likewise an important Lenten practice and theme. 1. Pray Typically, my theology students, in the midst of the third quarter, are tempted to have a certain malaise in terms of our practice of praying together at the beginning of each class session. Students seem lethargic, jaded and/or disenchanted with the totality of their academic expectations at this point in the school year. I have discovered that taking a moment to remind them of the importance of prayer is vital. Be sure to remind your own students that Jesus prayed to his Father constantly throughout the Gospels, especially in the most difficult moments: “Then [Jesus] told them a parable about the necessity for them to pray always without becoming weary” (Luke 18:1). Jesus prayed all of the time, but especially when he was facing the trials of his imperative life. Lent is a good opportunity to remind your students that prayer gives them the strength that they need to persevere and grow closer to the Lord in the midst of their academic pursuits.  2. Fast Fasting is one of the most humbling experiences that anyone can undertake. Our very human nature leads us to not want to fast, but to feast when the opportunity arises. It is not surprising that the Latin term “festa/festus,” the origin of such English terms as “feast,” “festal” and “festive,” exhibits that the concepts of feast and celebration are directly correlated. It is our instinct to look forward to celebrating occasions, but fasting—for teachers and students alike—provides us with a reminder of several realities of life: among the key ones, that we depend entirely on God, that suffering is a necessary part of our earthly existence, and that we must undergo a trial prior to receiving our reward. When we are physically weary, as can occur within the third quarter, denying ourselves food may seem counter-intuitive, but it is a spiritually refreshing way to reorient our focus on the Kingdom of God. Such a reorientation allows for an enduring invigoration of our resolve as we march through the third quarter, underscored by the significance of Lent. 3. Give The world does not say to give; the world says to take, to collect, to receive, to want, to have more. Christ’s message is precisely the opposite: “Give, and gifts will be given to you; a good measure, packed together, shaken down, and overflowing will be poured into your lap. For the measure with which you measure will, in return, be measured out to you” (Luke 6:38). When you encourage your students to seek opportunities to give, whether via their time, talent, treasure, or any combination thereof, you are in turn providing them with an opportunity to better comprehend what is expected of them. This charitable expectation, based on the Lord’s assertion in Luke 6:38, is similarly reflected in a well-known excerpt from the Prayer of Saint Francis: “It is in giving that we receive.” Inspiring your students to give of themselves, through numerous capacities, will thus allow them to realize that it is in their gratuitous generosity of spirit that they will ultimately find the energy to labor for the redemptive edification of both themselves and their peers. 4. Sacrifice The etymology of the English word “sacrifice” is that it comes from the Latin for “to make holy.” It is through the sanctification of our lives, inspired by the perfectly ministerial example of Jesus Christ, that we are able to solidify the combined goals of our prayer, fasting and almsgiving in such an avenue that we better value the Lord’s prime sacrifice for us. It is vitally necessary to guide your students to reflect on the supreme sacrifice that Jesus made for them through his Passion and Crucifixion, underscored by reminding them of the connotation of the memorial sacrifice of the Holy Eucharist. In the setting of the classroom, this guidance could come in the form of lesson plans that provide meditation focused on the Paschal Mystery, e.g., leading students through the recitation of the Stations of the Cross, or perhaps having them write a reflective journal narrative detailing the day-by-day inner torment that Jesus’ eleven remaining Apostles may have experienced throughout that first Triduum and prior to the first Easter. Such endeavors will encourage your students to more fully appreciate what they have received from God’s gift of himself through Jesus’ selfless sacrifice. Invite your students to look for ways in their lives in which they can imitate Jesus’ affirmation to God the Father: “He must increase; I must decrease” (John 3:30). Fundamentally, leading students to delve into opening themselves to the wellspring of love that Jesus extended to us through his sacrificial offer of Salvation is critical to allowing them to more effectively tap into their spiritual vigor as they expectantly advance through the desert of Lent in tempered preparation for the eventual celebration of Christ’s Resurrection at Easter. To ponder briefly the message of our Holy Father Pope Francis, from within his homily for Ash Wednesday this year, the Lenten season is “a time in which we try to unite ourselves more closely to the Lord Jesus Christ, to share the mystery of his Passion and Resurrection.” May God bless you and your students during the remainder of your Lent, as we all seek additional opportunities to pray, fast, give and otherwise sacrifice. This endeavor involves having your students sharpen their minds for the academic tasks that are on the horizon for the remainder of the school year, in order to inspire them to use their intellects for the greater glory of God. Likewise, and most monumentally, make sure to help your students understand that it is through drawing ever closer to the Lord Jesus Christ and his supremely holy will that they can expect the devotional vim for their souls to flourish through the Lord’s abundant grace, during Lent (along with the third quarter) and beyond.

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Advantages of Using Writings from the Episcopate with Our Students

Mr. Justin McClain, a Theology teacher at Bishop McNamara High School in Forestville, Maryland, shares the importance of using primary source materials—particularly the writings of the popes and bishops—with your students. As he mentions in this article, doing so, encourages a religious literacy that furthers the Church’s efforts at a New Evangelization.   By Justin McClain I recently had a brief conversation with a colleague, Jan Steeger, at Bishop McNamara High School (Forestville). Jan, an experienced biology teacher and faithful Catholic, is a member of the Archdiocese of Washington’s Caring for Creation Committee. Jan and I discussed how we were looking forward to reading Pope Francis’ forthcoming encyclical on the moral implications of ecology, in terms of respecting the earth as a gift for us to use, although with great caution. After our conversation, as I continued to reflect on a variety of writings from the episcopate on numerous other topics, I came to satisfactorily appreciate the breadth, extent, and availability of the writings of our bishops (including, of course, our popes), throughout the millennia. This is perhaps emblematic of the twentieth and beginning of the twenty-first centuries in particular, in accordance with our Catholic bishops’ steadfast reiteration of graciously enduring dogmatic and doctrinal elements whose predication has justifiably prevailed through multiple trials and tribulations. For the Catholic, the Lord’s words in Jeremiah 1:5 should gladden the heart when we ponder the blessing of our bishops: “I will appoint for you shepherds after my own heart, who will shepherd you wisely and prudently” (cf. Ezekiel 34:23; John 21:15). We should likewise be inspired when we meditate on Jesus’ proclamation to Peter in Matthew 16:18: “And so I say to you, you are Peter, and upon this rock I will build my Church, and the gates of the netherworld shall not prevail against it” (cf. John 1:42). The God-fearing duties of our Catholic bishops are multi-faceted, and include such roles as priest, pastor (i.e., “shepherd”) and teacher. Hence, for the last nearly two-thousand years since Christ’s earthly ministry, our bishops’ ordained priestly role, in conjunction with their pastoral role, has underscored their authoritative teaching role. Therefore, it is worthwhile to share Christ’s teachings, as propounded by our bishops, with broader humanity. By extension, we as theology teachers are called to impart Christ’s teachings on all of our theology students with a truly charitable pedagogical trajectory. (This dynamic coincides with the New Evangelization, which I will remark on later.) A few years ago, when our principal at BMHS, Dr. Robert Van der Waag, was a colleague within our Department of Theology, he gave me some valuable advice that I have prudently implemented within my own theology courses in the years since. Dr. Van der Waag, who happens to hold a Ph.D. in systematic theology from Duquesne University, and has taught courses in the Berkley Center for Religion, Peace and World Affairs at Georgetown University, encouraged me to ensure that I not merely describe a theological principle outlined in a primary source, but that I actually delve into the material by having my students read the primary source itself, when available (a point that I will imminently address). In the case of magisterial documents, there is hardly a shortage of relevant sources to access. Our BMHS Department of Theology chair, Adam Greer, has since likewise suggested that, when having the students read such scholarly content, I should be sure to peruse the writings with them in the classroom, on at least an introductory basis, whether in the writing’s entirety for shorter documents or in segments for the denser ones. There are various possibilities inherent to using magisterial writings in the theology classroom. As one example of myriad, when exploring the Church’s Gospel-laden teachings on service to the poor and otherwise vulnerable, a teacher could simply mention and describe the Church’s seven themes of Catholic social teaching, but it would enhance the lesson significantly to actually guide the students in reading through Pope Leo XIII’s watershed encyclical Rerum Novarum: On Capital and Labor (1891). An advantage of using writings from the episcopate is their reliable fidelity to the Magisterium, given that they are imbued with a sanctified equilibrium of moral clarity and pastoral charity. This is perhaps especially true in terms of the bishops’ proclamation of the Church’s teachings on particularly sensitive moral issues that are often at odds with broader society’s canon of equivocation, whether concerning God’s plan for human sexuality in light of the sacredly complementary nature of Holy Matrimony, the innately precious value of all human life from the unborn child to the terminally infirm, the precariously detrimental underpinnings of armed international conflict, and so forth. Admittedly, while many magisterial documents, such as papal encyclicals, apostolic exhortations, or even some pastoral letters, may be perceived as intellectually impermeable by adolescents, as I stressed previously, subjecting them to deeper rhetorical analysis, as guided by the theology teacher in the classroom, can supportively enhance the academic rigor of any high school theology course. Speaking of academic rigor vis-à-vis its associated concept of literacy, not only do we celebrate higher literacy across the globe than in former epochs of history, but our modern world, in the milieu of the “digital/information age,” further typified by globalization, is more connected, and by extension, more objectively (although not necessarily subjectively) informed, than at any other point in history. Between social media, online news outlets, digitized primary sources, and numerous other means of producing, diffusing and sharing various types of information, we have a vast assortment of ways to both retrieve and process an array of informational content. There are many positive factors implicit in this increased amount of resources, including efficiency, availability and productivity; thus, the utilization of documents from the episcopate is furthered by their broad ease of access. Hence, another advantage to using writings from the episcopate is that they are widely available, with key magisterial documents of various eras readily present on such locations as the websites for the Vatican, the Holy See’s publicly-oriented archived texts, or the United States Conference of Catholic Bishops. Along with bishops’ documents that are magisterial per se, there are also books on various topics that bishops and popes have written, thereby contributing significantly to Catholic scholarship and theological discourse. Depending on the scope of your theology course, you might even want to have your students read these books, perhaps as a book report, within the context of an adjudicated book group presentation, or via another format of assessment. These recommendations should prove helpful as an aid as we continue the work of the New Evangelization. For example, when looking for a literary framework from which to discuss the Church’s teachings on marriage, you might read and share excerpts from Karol Wojtyła/St. John Paul II’s book Love and Responsibility (1960). When searching for means of explaining the Church’s teachings on how immigrants are our treasured brethren, you could read and share Los Angeles Archbishop José Gómez’s book Immigration and the Next America: Renewing the Soul of Our Nation (2013). You might even find certain series that correspond to the particular liturgical season. For example, you might consider covering Pope Benedict XVI’s installment of Jesus of Nazareth: The Infancy Narratives during the Advent and Christmas seasons, his installment of Jesus of Nazareth: From the Baptism in the Jordan to the Transfiguration during Ordinary Time, and his installment of Jesus of Nazareth: From the Entrance into Jerusalem to the Resurrection during Lent and Easter. Of course, if you are looking to learn more about the New Evangelization itself, you might read and share Archdiocese of Washington Cardinal Donald Wuerl’s book New Evangelization: Passing on the Catholic Faith Today (2013). In addition to books, many dioceses also feature the homilies or personal blog entries of their respective bishops, such as the various homilies of Bishop Kevin Rhoades of the Diocese of Fort Wayne-South Bend, or blog posts of Cardinal Wuerl. Such are the advantageous factors when considering methods of undertaking the New Evangelization during the era of digitization. Further referencing the New Evangelization, in the midst of considering the use of writings from the bishops in the classroom, along with this dynamic state of technological affairs that has revolutionized the communication industry, we find ourselves, as theology teachers, attempting to live out the tenants of the New Evangelization. After all, the New Evangelization has provided us with a renewed opportunity to reengage the world, and Pope Francis reminded us in Evangelii Gaudium (“The Joy of the Gospel”) that “the New Evangelization is a summons addressed to all” (Evangelii Gaudium 14), which echoes the yearning of Lumen Gentium, yet another great magisterial document (this time, from the Second Vatican Council), for a “universal call to holiness in the Church” (Lumen Gentium 39-44). The message of Jesus Christ is, forevermore, refreshing and renewing: “Behold, I make all things new” (Revelation 21:5). An appropriate way for us theology teachers to engage with others in this New Evangelization is through ensuring that we are likewise informed ourselves in matters of faith and morals. As alluded to previously, with so much information being transmitted through cyberspace, the airwaves, digital media and other means, it can be a daunting challenge to sift through all of this opaqueness of erudition in order to ultimately encounter reputable sources. Fortunately, with the deposit of faith, comprising sacred scripture and sacred tradition, we have a wellspring of content that can simultaneously be spiritually enriching as we foster our personal relationship with Jesus Christ and effective in providing theological education of a qualitatively advanced academic fiber to assist our students as they strive to dialogue with society regarding the Church’s teachings and contributions to the public square. Assuredly, the most authoritative sources for the faithful will remain the Bible with Church-approved commentaries, along with the Catechism of the Catholic Church. When choosing other sources, due care should be taken to select reading material that is doctrinally sound, and the writings of the bishops are dependably so. Summary To reiterate my former assertion, regarding our embrace of our role in spreading the Gospel, we theology teachers ought to recall that preparing our students for their hopefully eventual entry into respectful dialogue with society beyond the walls of a Catholic school community involves being responsibly formed ourselves, which we can undertake based on a thorough, consistent and dedicated review of the panoply of theologically sound and easily accessible readings, many of which, e.g., approved versions of the Bible and Catechism, are readily available online. Below is an alphabetical sampling of various writings (from among a multitude), whether in the setting of a papal document, pastoral letter, book, or otherwise, that you could consider having your students read, whether in whole or in part, in your courses. They should all benefit your students, and could likewise contribute to your own spiritual enrichment as a theology teacher as we continue the labor of the New Evangelization, inspired by the commitment of our bishops, who are imitating the Good Shepherd himself (cf. John 10:1-21), Jesus Christ the Lord. This endeavor should draw both our students and us ever closer to Jesus, inspired by his call in Matthew 11:28-30: “Come to me, all you who labor and are burdened, and I will give you rest. Take my yoke upon you and learn from me, for I am meek and humble of heart; and you will find rest for yourselves: For my yoke is easy, and my burden light.”   A Brief Sampling of Suggesting Readings The Catholic Way: Faith for Living Today by Bishop (now Cardinal) Donald Wuerl (2001) The Challenge of Peace: God’s Promise and Our Response (A Pastoral Letter on War and Peace) by the U.S. Conference of Catholic Bishops (1983) Deus Caritas Est (“God Is Love”) by Pope Benedict XVI (2006) Divino Afflante Spiritu: Promotion of Biblical Studies by Pope Pius XII (1943) Evangelii Gaudium (“The Joy of the Gospel”) by Pope Francis (2013) Evangelium Vitae (“The Gospel of Life”) by St.John Paul II (1995) Faith that Transforms Us: Reflections on the Creed by Cardinal Donald Wuerl (2013) Familiaris Consortio: On the Role of the Christian Family in the Modern World by St. John Paul II (1981) Fides et Ratio: On the Relationship between Faith and Reason by St. John Paul II (1998) The Historicity of the Gospels by the Pontifical Biblical Commission (1964) The Holy Eucharist by Cardinal Francis Arinze (2001) Humanae Vitae (“Human Life”) by Bl. Paul VI (1968) The Interpretation of the Bible in the Church by the Pontifical Biblical Commission (1993) Life of Christ by Venerable Archbishop Fulton Sheen (1977) Love and Responsibility by St. John Paul II (1960) Marriage: Love and Life in the Divine Plan by the United States Conference of Catholic Bishops (2009) The Meaning of Christian Brotherhood by Pope Benedict XVI (1960) Meeting Other Believers: The Risks and Rewards of Interreligious Dialogue by Cardinal Francis Arinze (1997) New Evangelization: Passing on the Catholic Faith Today by Cardinal Donald Wuerl (2013) Providentissimus Deus: On the Study of Sacred Scripture by Pope Leo XIII (1893) Render unto Caesar: Serving the Nation by Living Our Catholic Beliefs in Political Life by Archbishop Charles Chaput (2008) Rerum Novarum: On Capital and Labor by Pope Leo XIII (1891) Seek First the Kingdom: Challenging the Culture by Living Our Faith by Cardinal Donald Wuerl (2012)

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Giving Up Indifference for Lent

  This Lent, Pope Francis invites people to stop being indifferent. A dictionary defines difference as “showing a lack of interest or concern.” Ask your students how that definition resonates in their own experiences, especially among peers. Also consider these other points about indifference and how to combat it: 1. Have your students spend a quiet moment comparing two past experiences in their lives, one positive experience, the other a negative experience.  The positive experience should be of a time when life seemed to be going their way and they were able to simply enjoy their successes. The negative experience should be of  a time when they felt discouraged about how things were going or were perhaps suffering in some way (e.g., from an illness or a death in the family). Call on students to explain their answers to both of these questions: Were you more aware of the needs of others when you were feeling good or when you were feeling discouraged? Were other people more aware of how you were doing when you were feeling good or feeling discouraged? Share these words of Pope Francis: “As long as I am relatively healthy and comfortable, I don’t think about those less well off.”  Ask the students if his words resonate with their own experience. 2. If students have ever felt ignored by friends when they are struggling, they may have been on that side of indifference (“a lack of interest or concern about something”). Ask students to suggest some antonyms (and close antonyms) for indifference and write them on the board (e.g., concern, interest, awareness, sensitivity, care, love). Ask students to select among these antonyms that they also think are also Gospel values. Point out that, by asking people to give up indifference, the pope is asking people to live Gospel values this Lent. 3. Pope Francis believes that indifference has grown from a problem of a few individuals to being a larger problem for society: “Today, this selfish attitude of indifference has taken on global proportions, to the extent that we can speak of a globalization of indifference. It is a problem which we, as Christians, need to confront.” Ask students to provide several examples of indifference in personal relationships, school culture, local society, nationally, and internationally. List and discuss these examples. 4. The pope makes other points about indifference and the Catholic faith. He writes that God is the very opposite of indifference, that he is very interested in each person, in each one of them. Since God is Love, loving is incompatible with indifference. The Church should not be indifferent because it is the Body of Christ and according to St. Paul, “If one member suffers, all suffer together.” Ask students to mention some times when they witnessed this sort of solidarity or were part of it themselves. The pope suggests that the Eucharist helps shape Catholics into the Body of Christ where there is no room for indifference. God calls Christian communities to go outside of themselves and be engaged with the greater society, especially the poor. The Church is not self-enclosed. He says, “In each of our neighbors, then, we must see a brother or sister for whom Christ died and rose again. What we ourselves have received, we have received for them as well. Similarly, all that our brothers and sisters possess is a gift for the Church and for all humanity.” Pope Francis calls Christians to engage in a formation of the heart – a heart that is strong enough to resist temptation but that can still be touched by the Holy Spirit. “The suffering of others is a call to conversion, since their need reminds me of the uncertainty of my own life and my dependence on God and my brothers and sisters.”  Remind your students that prayer is an important way to form their heart and respond to the needs of others. Lent is also a good time to reach out in charity to others. Ask students to consider how the practices of prayer, fasting, and almsgiving can be a way to address indifference.  In prayer, it is possible to petition God on behalf of those who are suffering. Fasting is a way to suffer with others who suffer, to increase awareness of what others lack. Finally, almsgiving is a way to share resources with those who have less.   View the full text of Pope Francis' Lenten message here.

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Christianity in China?

There are quite a few question marks about Catholicism and Christianity in China today. Have your students research the answers to these questions. (Another option is to share some information with them and then use a Socratic method to help them discover some of the current religious dynamics.) Questions What is the difference between the Catholic Patriotic Association and the Three-Self Patriotic Movement versus the unofficial Catholic and Protestant churches? (The first two names describe the Catholic and Protestant Churches headed by government officials and in the case of Catholicism, rather than the Vatican. The unofficial churches are those that are unwilling to be regulated by the government.) Why does the Vatican not have relations with the People’s Republic of China in Beijing and instead have relations with the Republic of China on Taiwan? (Not only does the Beijing government not approve of the Vatican and considers it a “foreign force” that is likely to “interfere in China’s internal affairs,” Beijing also does not recognize the Vatican’s right to name bishops and otherwise make decisions for the Chinese Catholic church like it does in other parts of the world. The Vatican does not have the same issues with the government in Taiwan.) What opportunities are available to those who are Communist Party members in China that are not open to non-party members? (Prior to the 1980s, membership in the Communist Party was the aspiration of many Chinese. Now, anyone interested in a career in government and in some other job areas must be a Community Party member.) Although China’s atheist Communist government cracked down on religious organizations in the 1960s, they had lessened the attacks somewhat over time. What new religious threats may be the reason that the country is cracking down again on all Christian groups? (Christian groups are growing very quickly and may already exceed the number of Communist Party members. The Communist Party is also taking a more nationalistic tone under its leader, Xi Jinping.) What types of measures is the Chinese government taking to try and stem the growing number of Christians in the country? (The Chinese government has been sending police to congregations, removing crosses from churches, tearing down churches in some places – especially in the Zhejiang province, arresting underground bishops and home church leaders, putting others under house arrest, and ordaining priests they can control as bishops.) What does this statement, “resolutely resist the use of Christianity by foreigners to infiltrate China,” say about the officials’ fears about Christianity? (One of the reasons that Christianity threatens Communist Party leaders is because it is international and not completely under the control of the Community Party.) What do China’s President’s praises of Confucianism, Taoism, and Buddhism suggest about the party’s feelings about religion? (Perhaps the Party’s concern is not so much with religion per se but with Christianity since they seem to hope that reviving these Asian religions will lessen the spread of Christianity.)   Sources Tom Hancock for AFP Beijing, “Christmas in China’s underground churches is no season of good will,” UCA News. Com, December 29, 2014, http://www.ucanews.com/news/christmas-in-chinas-underground-churches-is-no-season-of-good-will/72694 . Steven Mosher, “Why China’s churches are full and communist leaders are furious, UCA (Union of Catholic Asian News).com, November 24, 2014, http://www.ucanews.com/news/why-chinas-churches-are-full-and-communist-leaders-are-furious/72463. Steven Schwankert, “In China, Counting Christians,” America, Vol. 212 No. 1; Whole No. 5074, January 5-12, 2015, http://americamagazine.org/issue/china-counting-christians .  

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