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St. Faustina Kowlaska and Divine Mercy

Who Is St. Faustina? St. Faustina Kowalska (1905–1938 ) was a member of the Congregation of the Sisters of Our Lady of Mercy. On September 13, 1935, Jesus revealed himself to her in a vision. Her feast day is on October fifth. Born as the third of ten children of a family of poor Polish peasants on August 25, 1905, Helena Kowalska felt the call to religious life from an early age. She lacked her mother’s permission and spent some time working as a housekeeper in order to provide her family financial support. At age nineteen she went with her sister to a dance at a local park and had a vision of the Suffering Jesus who spoke these words to her: “How long shall I put up with you and how long will you keep putting me off.”       Helena made arrangements immediately to leave by train for Warsaw, eighty-five miles from her home. There she went into the first Catholic Church she saw and asked a priest for advice on which convent she might enter. Only the Congregation of the Sisters of Our Lady of Mercy accepted Helena, provided that she first earned enough money to pay for her religious habit.       Taking the name Sr. Maria Faustina, her life as a religious would have been ordinary except for Jesus’ choice of her to be his “Apostle of Mercy.” She recorded Christ’s words in her diary, which she titled Divine Mercy in My Soul: “I sent prophets wielding thunderbolts to my people. Today I am sending you with my mercy to the people of the whole world. I do not want to punish aching mankind, but desire to heal it, pressing it to My Merciful Heart.”[1]       Sr. Faustina also wrote that Jesus told her to paint an image according to the pattern revealed in a vision to her, with the words “Jesus, I trust in You.” She was not an artist, and three sisters in the convent refused to help her draw. In 1934, her spiritual director, Fr. Michael Sopoćko, introduced her to artist Eugene Kazimierowski, who painted the image of Jesus and Divine Mercy as she described it to him.       Fr. Sopoćko had Sr. Faustina evaluated by a psychiatrist who was associated with the convent to gauge her mental health. She was declared mentally sound, and Sopoćko fully trusted her visions. On September 13, 1935, Sr. Faustina wrote about a vision of the Chaplet of Divine Mercy. Jesus also revealed to Sr. Faustina mystical visions of Heaven, Hell, and Purgatory. These, too, are recorded in diary entries.[2] For example: On Heaven I saw its unconceivable beauties and the happiness that awaits us after death. I saw how all creatures give ceaseless praise and glory to God. I saw how great is happiness in God, which spreads to all creatures, making them happy; and then all the glory and praise which springs from this happiness returns to its source; and they enter into the depths of God, contemplating the inner life of God, the Father, the Son, and the Holy Spirit, whom they will never comprehend or fathom. This source of happiness is unchanging in its essence, but it is always new, gushing forth happiness for all creatures.   On Hell Today, I was led by an Angel to the chasms of hell. It is a great place of torture; how awesomely large and extensive it is. The kinds of torture I saw: the first torture that constitutes hell is the loss of God; the second is perpetual remorse of conscience; the third is that one’s condition will never change; the fourth is the fire that will penetrate the soul without destroying it, a terrible suffering, since it is a purely spiritual fire, lit by God’s anger; the fifth torture is conditional darkness and a terrible suffocating smell, and all the evil, both of others and their own; the sixth torture is the constant company of Satan; the seventh torture is horrible despair, hatred of God, vile words, curses, and blasphemies. These are the tortures suffered by all the damned together, but that is not the end of the sufferings. There are tortures designed for particular souls. These are torments of the senses. Each soul undergoes terrible and indescribable sufferings, related to the manner in which it has sinned.   On Purgatory I saw my Guardian Angel, who ordered me to follow him. In a moment I was in a misty place full of fire in which there was a great crowd of suffering souls. They were praying fervently, but to no avail, for themselves; only we can come to their aid. The flames, which were burning them, did not touch me at all. My Guardian Angel did not leave me for an instant. I asked these souls what their greatest suffering was. They answered me in one voice that their greatest torment was longing for God. I saw Our Lady visiting the souls in Purgatory. The souls called Her “The Star of the Sea.” She brings them refreshment. I wanted to talk with them some more, but my Guardian Angel beckoned me to leave. We went out of that prison of suffering. [I heard an interior voice which said] “My mercy does not want this, but justice demands it.” Since that time, I am in closer communion with the suffering souls.       St. Faustina died from complications of tuberculosis on October 5, 1938. She was only thirty-three years old. When a sister asked St. Faustina if she was afraid of death, she replied, “Why should I be? All my sins and imperfections will be consumed like straw in the fire of Divine Mercy.”   The Chaplet of Divine Mercy The Chaplet of Divine Mercy was revealed to Sr. Faustina Kowalska comes from a vision of Jesus in which he told her to offer to God the Father the gift of his Body and Blood as a way to appease God’s wrath, specifically over a “most beautiful” Polish city which had fallen into sin. Jesus told Sr. Faustina to “unite yourself closely to me during the sacrifice of Mass and to offer my Blood and my wounds to my Father in expiation for the sins of that city.” Sr. Faustina prayed the following words, given to her by Christ: “Eternal Father, I offer you the Body and Blood, Soul and Divinity of Your Dearly Beloved son, Our Lord, Jesus Christ, in atonement for our sins and those of the whole world; for the sake of his sorrowful Passion, have mercy on us.” This prayer remains central to the Chaplet of Divine Mercy, today prayed on the beads of a rosary.       Sr. Faustina was questioned by her spiritual director, Fr. Michael Sopoćko, about the visions, and he recorded her response. When the Chaplet was printed on a holy card of Sr. Faustina after her death, Catholics around the world began to pray it for the benefits promised by Christ, specifically that everyone who recites it will receive great mercy at the hour of death. Sr. Faustina had written these words of Jesus in her journal: “When they say this Chaplet in the presence of the dying, I will stand before my Father and the dying not as the just judge but the Merciful Savior.” Sr. Faustina also prayed in her own words to Jesus, “to be mindful of Your own bitter Passion and do not permit the loss of souls redeemed at so dear a price of Your most precious Blood. O Jesus, when I consider the great price of Your Blood, I rejoice at its immensity, for one drop alone would have been enough for the salvation of all sinners.”       Pope John Paul II, the first Polish pope, opened an investigation into the life of Sr. Faustina in 1965 while he was the archbishop of Krakow. Pope John Paul II would eventually beatify Sr. Faustina in 1993 and canonize her in 2000. He also established the Sunday after Easter as Divine Mercy Sunday. Praying the Chaplet on the nine days before this Feast of Divine Mercy brings, in the words of Jesus to St. Faustina, “every possible grace to souls.”   How to Pray the Divine Mercy Chaplet You can use Rosary beads or special Divine Mercy Chaplet beads to pray the Divine Mercy Chaplet.   Opening 1. Make the Sign of the Cross 2. Pray an Optional Opening Prayer St. Faustina’s Prayer for Sinners O Jesus, eternal Truth, our Life, I call upon you and I beg your mercy for poor sinners. O sweetest Heart of my Lord, full of pity and unfathomable mercy, I plead with you for poor sinners. O Most Sacred Heart, Fount of Mercy from which gush forth rays of inconceivable graces upon the entire human race, I beg of you light for poor sinners. O Jesus, be mindful of your own bitter Passion and do not permit the loss of souls redeemed at so dear a price of your most precious Blood. O Jesus, when I consider the great price of your Blood, I rejoice at its immensity, for one drop alone would have been enough for the salvation of all sinners. Although sin is an abyss of wickedness and ingratitude, the price paid for us can never be equaled. Therefore, let every soul trust in the Passion of the Lord, and place its hope in his mercy. God will not deny his mercy to anyone. Heaven and earth may change, but God's mercy will never be exhausted. Oh, what immense joy burns in my heart when I contemplate your incomprehensible goodness, O Jesus! I desire to bring all sinners to your feet that they may glorify your mercy throughout endless ages (Diary of Saint Maria Faustina Kowalska, 72). You expired, Jesus, but the source of life gushed forth for souls, and the ocean of mercy opened up for the whole world. O Fount of Life, unfathomable Divine Mercy, envelop the whole world and empty yourself out upon us. O Blood and Water, which gushed forth from the Heart of Jesus as a fount of mercy for us, I trust in you! (Repeat three times.) 3. Pray the Our Father 4. Pray the Hail Mary 5. Pray the Apostles’ Creed Body 6. On a large bead pray the Eternal Father Eternal Father, I offer you the Body and Blood, Soul and Divinity of your Dearly Beloved Son, Our Lord, Jesus Christ, in atonement for our sins and those of the whole world.   7. On the ten small beads of each decade say: For the sake of his sorrowful Passion, have mercy on us and on the whole world. (Repeat for the remaining four decades.)   Concluding Prayer 8. Pray the Holy God  Holy God, Holy Mighty One, Holy Immortal One, have mercy on us and on the whole world. (Repeat three times.)   9. Pray the Closing Prayers Eternal God, in whom mercy is endless and the treasury of compassion inexhaustible, look kindly upon us and increase your mercy in us, that in difficult moments we might not despair nor become despondent, but with great confidence submit ourselves to your holy will, which is Love and Mercy itself.   O Greatly Merciful God, Infinite Goodness, today all mankind calls out from the abyss of its misery to your mercy—to your compassion, O God; and it is with its mighty voice of misery that it cries out. Gracious God, do not reject the prayer of this earth's exiles! O Lord, Goodness beyond our understanding, who are acquainted with our misery through and through, and know that by our own power we cannot ascend to you, we implore you: anticipate us with your grace and keep on increasing your mercy in us, that we may faithfully do your holy will all through our life and at death's hour. Let the omnipotence of your mercy shield us from the darts of our salvation’s enemies, that we may with confidence, as your children, await your [Son’s] final coming—that day known to you alone. And we expect to obtain everything promised us by Jesus in spite of all our wretchedness. For Jesus is our Hope: through his merciful Heart, as through an open gate, we pass through to heaven (Diary, 1570).   [1] St. Faustina, Divine Mercy in My Soul, 1588. [2] The following three quotations are taken from St. Faustina, Divine Mercy in My Soul, entries 777, 741, and 20, respectively.

Two Assignments on Work

Due to our human dignity, all people have both the responsibility and right to work. However, work is not equated with the type of work we do or the product we make. Because work is an expression of human dignity, through our work we are able to join with God in shaping the world. 1. Hold a class debate. One side should take the stance of Genesis 2:15 on work; that is, work is part of our nature and our destiny. We participate in God’s work. The other side should take the stance of Genesis 3:17-19; that is, work is a curse for human sin. Have the students meet as a team and come up for reasons that support their position on work. Call on representatives from each team to share a reason. Allow the other team to respond to the point. Then switch the order. To conclude the debate,  have them students individually write short answers to the following questions: Why do you think both messages about work appear in Scripture? Why do you think the Church adopted the teaching of Genesis 2:15 rather than Genesis 3:17-19?   2. Have the students explore Jesus’ attitude toward work by reading the following passages and writing a short essay under the heading “What Jesus Believed about Work.” Tell them to reference at least three of the passages in their essay. Luke 4:14-22 Matthew 12:9-14 John 5:1-30 Mark 2:23-28 Luke 14:1-6 John 9:1-17

Classroom Exercise on Trust

Trust is an important component of friendship, and closely related to faith. Trust is something people use to critique their personal relationships—both friendships and dating relationships. Create a worksheet with the following sentence starters. Each sentence should be finished with a first name. Accompany the activity with a discussion about trust and what the students learned from writing down these names. Whom Do You Trust Fill in the blanks of people you trust to  . . . keep a secret __________________ . . . offer you sound advice __________________ . . . always be there for you __________________ . . . tell the truth no matter how bad—or how good—it is __________________ . . . borrow your car __________________ . . . stick up for you __________________ . . . use your debit car __________________ . . . look at your phone __________________ . . . take care of you when you are sick __________________ . . . take care of you if you were permanently disabled __________________

Principles for Classroom Discussion

Your theology classroom is likely a place for great discussion opportunities in both large and small groups. Consider these six basic principles to guide any discussion.  1. Quality vs. Quantity Don’t try to finish all the items of a particular agenda or every question if some items are taking more time than anticipated. Carry the less urgent items to another discussion, or drop them altogether.    2. Make the Questions Available to Everyone Have the questions or discussion items posted or on a handout where everyone can take a look at them before having to speak.    3. Have Clear Rules So that Everyone has a Chance to Speak Establish a set of rules that everyone understands. For example, no one speaks a second time until everyone has a chance to speak, raise your hand if you want to speak, be courteous, etc.    4. Offer a Chance for a “Pre Response” Allow everyone to jot down their response before being called on to speak.    5. Rotate Leadership If a group has a moderator or leader, switch the roles so that everyone get a chance to be a leader.    6. Affirmations Consider beginning any group discussion with having everyone go around the group or with a partner by offering a heartfelt compliment or affirmation to the person.

What It Means to EDUCATE . . . Welcome to a New Semester!

As the start of a school year draws near, you might appreciate this helpful acronym master catechist Frank Mercadante developed to help him remember what it means to E-D-U-C-A-T-E his students. E mphasize Interaction D iversity of Learning Approaches U tilize Life Experience C ontent Moderation A pplicable to Real Life T hree-fold Response E nvironment of Concern   Here are some additional notes on each point. Emphasize interaction with the students by breaking up your lesson presentations with discussions and other group-centered involvement (e.g. panels, forums, one-to-one conversation). Allow plenty of room for questioning. Use a diversity of learning approaches by connecting with the four basic catechetical models suggested by the National Directory of Catechesis: Community: For a sense of belonging among your students, not just in your classroom but within the larger student body and the Church herself. Worship: Provide many opportunities for participation in liturgy and for personal prayer. Have you created a prayer corner in your classroom? Service: Build in applications to every lesson. How will the students take what they have learned into their families and larger communities. Consider assigning in-class and outside of class service projects along with each unit of study. Message: Don’t feel the need to water down the academic piece. Students are used to challenging courses in other subject areas. Your class can keep those standards.   Keep content moderation in mind. Your students don’t have to learn everything there is to know about God, Jesus, the Church, Scripture, and morality during one semester. In God’s Providence, they will have other chances in the future to go deeper on the same material. Use both contemporary and historical examples of Catholic witnesses to make the lessons applicable to real life. Share everything from the examples of the lives of the saints to the lives of their peers. Remember the three-fold response: catechesis involves educating whole person: head (knowing), heart (believing), and hands (doing). Cultivate an environment of concern. This step can trump them all; if you like your students and they like you, it makes all the difference. You draw on their energy and they draw on yours. They feel that they are loved and cared for. It’s how Jesus was an effective teacher.   Best wishes on the start of the new semester!

A Bevy of Classroom Theology Resources from Teacher Gary Sullivan

Damien High School (Pomona, CA) theology teacher Gary Sullivan has compiled a valuable and sizable collection of resources including worksheets, videos, , slide presentations, vocabulary lists and much more around core courses and topics in a high school theology curriculum. These catechetical resources can be found at Apex Catechetics (searh: http://apexcatechetics.com/) . Gary also has written many thought-provoking religiously-themed articles at Catholic365. Check out this months article, “The Biblical Meaning of Blood.” Also, Gary’s collection of videos have been paired with Ave Maria Press’s high school textbooks and can be viewed by registered Catholic high school theology teachers* by clicking on any book on our Classroom Resource page.   *To register for full catalog of Classroom Resources, please email your name and school information to Heather Glenn at hglenn@nd.edu.

Reflect and Plan Direct Service Opportunities for Your Students

You may be on a team with the responsibility to offer direct service opportunities to your students. Use the summer months to collect a clearing house of ideas for direct service. For example: Training to become a liturgical minister Supporting homebound ministries Teaching religious education Offering free babysitting to parents in need Cleaning up a park Becoming a hospital helper Organizing a Thanksgiving dinner for those in need Volunteering at the public library Planning a hunger fast with donations Supporting a right to life event Participating in meal preparation at a homeless shelter Also, undertake personal reflection to help you with this effort.  For example: Think about successful opportunities for direct service that you have provided in the past. What are some common elements of these success stories? Describe the attitudes of your teens towards direct service. What do you find difficult in teaching your students about a Christian’s call to service. Name some ways you can incorporate lessons on the Church’s social teaching within your programming. Read and reflect on John 13:1-20. Define for yourself what it means to be a servant leader. What are some other local parish and communities ministries and agencies with whom your school could partner to serve others.

Case Study: A Struggling Family

Here's a moral case study you might present to your students with an assignment to follow up. For more case studies along with information and discussion questions related to the Ten Commandments, see: The Ten Commandments: Case Studies in Catholic Morality by Eileen Flynn.  Steve’s parents recently lost their jobs. They both worked at an overnight package-delivery facility, and the business went bankrupt. Most of the other people in the community also worked for the same employer, and they, too, are out of work. There are no other major employers in the area and prospects for finding jobs in the region are bleak. Many of their neighbors who are unemployed have listed their houses for sale. They want to sell their homes and move to other places to find work and begin anew. Steve’s parents tell him what is going on. Steve is fifteen, and they feel he is old enough to understand the family’s situation. Steve’s four- and seven-year-old siblings are not part of the conversation because his parents think that they would not be able to grasp the reality that confronts them. His parents tell Steve that the family is now living on unemployment insurance that will run out within a year. After that, there are some savings, but the savings will not last more than six to eight months. They tell Steve that he will need to find part-time jobs like landscaping and snow shoveling to help out. Things will have to change, and they will have to cut back. His parents tell Steve that they are canceling cable TV and Internet service, and that they will not be able to take the family vacation they planned. Also, the family food budget is going to be cut; there will be no expenditures for clothing; the thermostat will be turned down; and he will have to leave the school he is attending and transfer to the local public school because they cannot afford the private school tuition. Steve is shocked by what he hears. Over the next few days he becomes sad and angry. Why should his life take such a harsh turn? He envies his best friend Mark, whose wealthy grandparents subsidize that family’s income. There are no changes in Mark’s family’s lifestyle. Steve becomes increasingly moody and thinks about running away from home. Anything to avoid looking for work mowing lawns for elderly neighbors.   Evaluation  1.  Comment on how Steve’s parents are approaching the family’s economic crisis. Can you suggest a different, or better, approach?  2.  What makes Steve feel so sad and angry? Does his emotional reaction indicate that he has a spiritual problem?  3.  Is it fair that Mark’s family is not in economic crisis and Steve’s is? What responsibility, if any, does Mark’s family have to Steve’s and to others in the community?  4.  Steve’s parents tell him that he will have to change to a public school, because they can no longer afford to pay tuition. Are there any steps that authorities at private schools can take to assist students like Steve?