Engaging Faith: Practical lesson ideas and activities for Catholic Educators

February 25, 2015

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 prayfastgive 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.

February 19, 2015

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)

February 12, 2015

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.

 

February 6, 2015

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

January 30, 2015

Enjoy the High School Newsletter for Spring 2015!

Please follow this link to our Engaging Minds, Hearts, & Hands for Faith High School Newsletter for Spring 2015. In this issue you will find the following articles:

  • "Ave Celebrates 150 Years!" by Stephanie Sibal 
  • "Beyond the Job Description" by Jared Dees 
  • "Catholic Education and Jesus as Definitive Teacher" by Justin McClain 
  • "Getting the Most Out of theTextbook" by Tom Dlugosz 
  • "Happy 80th Birthday to Sr. Kieran Sawyer, S.S.N.D.!" by Michael Amodei 
  • "New Elements in the Encountering Jesus Series Teacher's Wraparound Editions" by Christine Schmertz-Navarro 

Engaging Minds, Hearts, and Hands for Faith is a free newsletter published by Ave Maria Press. To subscribe, email your name, the name of your school, and your address to reled@nd.edu.

January 19, 2015

Blessed Basil Moreau on the Quality of Gentleness for Teachers

January 20 is the feast day of Bl. Basil Moreau, founder of the Congregation of Holy Cross, and a true patron saint of Catholic religious education and formation. The following quotation on the necessity for teachers to take on the quality of gentleness is taken from Christian Education, a manuscript outlining the ideals and goals of Holy Cross education as Moreau saw them.

 

On Gentleness

It was the Lord Himself who said “Blessed are the meek, for they shall inherit the earth.” There is no other conclusion to be reached than that in the overseeing of the mind and heart of a young person and in the effective use of authority in a school, a teacher needs to possess gentleness. Gentleness is the filling of the soul with the Spirit so as to moderate the anger that arises when a person feels irritated towards those who have caused some injury. It is the result of a patience that never tires and of a self-control that keeps everything under the guardianship of reason and faith.

 

Given that, one can understand the need of such a virtue in teachers, for to fulfill their mission successfully teachers must make themselves liked by their students. Gentleness is the only way in which they will succeed in the task of bringing out love in their students. You are aware of the statement “love causes love.” As people, we are built so that we cannot resist a person who displays true affection for us. Young people are very impressionable and are especially prone to this. They relate easily and happily with those from whom they hope and expect to receive reciprocal love and confidence. Feelings of love and respect between teachers and students are the result of charity and gentleness, inseparable virtues that cannot exist independently of one another. Saint Francis de Sales himself says that meekness is “the very flower of charity.”

Teachers who are meek and who follow the example of Jesus Christ lose none of their authority and do not stress what is hard and severe in authority. They put themselves in their students’ places. They try to persuade their students that they will find in their teachers tender and devoted friends who understand them. Considering themselves as taking the place of those who have entrusted young people to them, gentle teachers borrow from the father and the mother positive feelings toward young people. Everything in such teachers bears the stamp of this virtue: They avoid judging with harshness and anger, and they do not rely on exaggerated confidence in themselves. They are always guided by a heart full of compassion and kindness and make their decisions without stubbornness or injustice. They do not say things that will hurt the feelings of young people and do not make fun of students, as people who often feel injured by the statements or actions of another do. Gentleness overcomes those tendencies to self-love and shuts out the desire for revenge. Gentleness permits teachers to endure all the adversities and unpleasant experiences and occurrences that go hand in hand with schooling and to proceed with complete calmness of spirit.

Gentleness begets a number of other good qualities: sensibility, good will, and a pleasant manner of acting and speaking. Gentleness permits teachers to remove what is harsh from a command, permits teachers to participate in activities with young people, leads teachers to be able to talk and discuss matters with students, permits teachers to sympathize with students who are often upset over things that are not important, and permits teachers to assist students when they are not feeling well or when they are depressed. Teachers filled with meekness can show an interest and an affection for young people that will win hearts. In class such teachers treat students with politeness, answer their questions with patience, and help keep students from punishments as much as possible by keeping them out of situations that are likely to lead them to misbehavior and punishment.

Gentle teachers will never be seen to inflict punishment when they are overly angry and upset. They will never push to the limit a student who is ready to react with anger and an outburst. Since these teachers are more disposed to reward than to punishment, whenever someone guilty of an offense wishes to return to a positive relationship, they pardon the student and show even more respect and friendship to that student than before. Gentle teachers also look upon school as their mission. Far from being a source of boredom and disappointment, classes become a real pleasure. This simply supports the statement of the wise person who said, “Do everything with gentleness and you will attract not only the respect but the love of other people.”

Teachers who have drawn such gentleness from Jesus Christ will be blessed and happy. They will truly be the important people in their school, and they will cause Jesus Christ to be the important person there. Loved by their students and respected by the parents, who will be so happy to have found such excellent teachers for their children, they will be rewarded with blessings from the entire school community and will go through life “doing good works.” Their memory will remain engraved upon the hearts of those students whom they have brought to the fullness of Christianity, and they will be a model to imitate and an example to follow.

Sad results flow from teachers who lack these qualities. Teachers who make no effort to acquire the gentleness of mind and heart that was recommended by Jesus Christ are really to be pitied. In their classes, they are annoyed and angered over every little thing. They shout, talk harshly, and carry on in all kinds of ways. Their rude and harsh approach intimidates and frightens students without their realizing that these actions can compromise them in the eyes of their students and the students’ families. They injure their students by making fun of their inadequacies, or their families, or their ethnic background. They call their students names. They impose exaggerated and unjust punishments on some; they require of others assignments and duties beyond the range of their abilities or experience. They cause students to lose a love of learning and to develop a distaste for school. Such conduct on the part of teachers earns them scorn and dislike; students try to find all kinds of ways of getting away from them and look for all kinds of ways to displease them. Not only will these teachers be unable to bring students to the fullness of Christianity, but they will also be unable to give students the knowledge and the instruction that are owed them. It would have been better if such teachers had never entered a classroom and attempted the difficult art of teaching.

 

January 15, 2015

Pope Francis to Canonize Bl. Junipero Serra

Pope Francis announced today that he will canonize Bl. Jinipero Serra (1713-1784), the Franciscan priest who carried on extensive missionary work in California in the eighteenth century. "In September, God willing, I will canonize Junipero Serra in the United States, who was the evangelizer of the west of the United States," he told reporters aboard the plane taking him from Sri Lanka to Manila on the second leg of his Asian tour.

Bl. Junipero Serra helped to found nine missions in California beginning with the San Diego mission in 1769. He died in 1784 near the mission in Carmel. In time, Spanish missionaries built twenty-one missions in California.

The basic idea behind the missions was to keep the nomadic Native Americans from wandering, settle them by teaching them farming techniques, and then trying to convert them to the faith. Thus, missionaries set up schools, churches, and marketplaces. They taught women domestic arts like sewing, weaving, and cooking. They trained men to be farmers, carpenters, ranches, and tanners. Missions were spaced out a day's walk from one another. A criticism of the mission system was that in most cases once the Native Americans had converted to Christianity they were not free to leave the missions.

When Spain lost control of Mexico in 1828, the missions declined. Some friars left for Spain. A secular government took over Mexico. Greedy politicians looted and ruined missions, exploiting and killing Native Americans. Religious practice declined. By the time the United States took California from Mexico in 1847, there were only thirteen priests left in the vast territory.

Assignments

  • Read and report on the California missions. See information at this state sponsored site.
  • Read and report on the life of Bl. Junipero Serra. See the Catholic Encyclopedia site.

 

January 8, 2015

Meeting the New Cardinals

Pope Francis announced his intention to create twenty new cardinals at the upcoming consistory (an assembly of cardinals called together by the pope) on February 14, 2015. Fifteen of the new cardinals are less than eighty years old and would be eligible to vote for a new pope should the need arise. Five of the cardinals are over eighty and will receive the red biretta (the three-peaked hat worn by cardinals) as an honor for their service to the Church, but would not be eligible to vote for a new pope.

The new cardinals represent many smaller countries and countries with few Catholics. Some observers were surprised by this. Others noted that the international nature of his choices and his decision not to make cardinals out of leaders of traditional cardinalatial sees (cities that are usually headed by cardinals) has precedence in Popes Pius XII and Pope Benedict XVI. In 1946, Pope Pius XII chose fifteen cardinals from around the world as well as seventeen from Europe and the United States.  Pope Benedict’s final consistory in 2012 was also international with one new cardinal from the United States and the other five from Lebanon, India, Nigeria, Colombia, and the Philippines.

Invite students to review geography and consider the countries in which these cardinals live.

You might consider posing questions like the following:

  • Where in these countries will the new cardinals live?
  • How many of them will be cardinals of cities that are also capitals of their countries?

Elector Cardinals

  1. Archbishop John Atcherley Dew of Wellington (New Zealand) Where? Southern tip of North Island, capital city
  2. Archbishop Daniel Fernando Sturla Berhouet, S.D.B., of Montevideo (Uruguay) Where? Southern tip of Uruguay on the coast, capital city
  3. Archbishop Ricardo Blázquez Pérez of Vallodolid (Spain) Where? North central Spain
  4. Archbishop Alberto Suàrez Inda of Morelia (Mexico) Where? Middle of Mexico but closer to the Pacific Ocean
  5. Archbishop Francis Xavier Kriengsak Kovithavanij of Bangkok (Thailand) Where? Southern part of country, capital city
  6. Archbishiop Manuel José Macario do Nascimento Clemente, Patriarch* of Lisbon (Portugal) Where? Southwest Portugal, near coast, capital city
  7. Archbishop Dominique Mamberti, Prefect of the Supreme Tribunal of the Apostolic Signatura** Where? Vatican
  8. Archbishop Charles Maung Bo, S.D.B., of Yangon (Myanmar) Where? South of the main part of the country, capital until 2005
  9. Archbishop Edoardo Menichelli of Ancona-Osimo (Italy) Where? Northern east coast
  10. Archbishop Francesco Montenegro of Agrigento (Italy) West coast of Sicily
  11. Archbishop Berhaneyesus Demerew Souraphiel, C.M., of Addis Ababa (Ethiopia) Where? Center of Ethiopia, capital city
  12. Archbishop Pierre Nguyên Van Nhon of Hà Nôi (Viêt Nam) Where? South central area of country, capital city
  13. Bishop Arlindo Gomes Furtado, of Santiago de Cabo Verde (Archipelago of Cape Verde) Where? Middle of largest island
  14. Bishop José Luis Lacunza Maestrojuán, O.A.R., of David (Panamá) Where? Western side of country
  15. Bishop Soane Patita Paini Mafi of Tonga (Island of Tonga) center of the Island of Tonga

Non-elector Cardinals

  1. Archbishop Luigi De Magistris, Major Pro-Penitentiary*** Emeritus (Italy);
  2. Júlio Duarte Langa, Bishop Emeritus of Xai-Xai (Mozambique).
  3. Archbishop Karl-Joseph Rauber, Apostolic Nuncio**** (Germany);
  4. José de Jesús Pimiento Rodriguez, Archbishop Emeritus of Manizales (Colombia);
  5. Luis Héctor Villaba, Archbishop Emeritus of Tucumán (Argentina)

* Why is the cardinal-elect from Portugal known as the “Patriarch” of Lisbon? A papal Bull (decree) in 1716 gave the cleric who presided at the college chapel cathedral the rank of patriarch. The patriarch was responsible for Western Lisbon and some other areas. The plan was that he would be created a cardinal at the first consistory following his appointment. Later, the patriarch became responsible for Eastern Lisbon and other areas formerly under the leadership of the archbishop of Lisbon because there was no need for an archbishop and a patriarch at the same time.

** What is the Prefect for the Supreme Tribunal of the Apostolic Signatura? The Supreme Tribunal of the Apostolic Signatura is a court of justice, in this case the supreme court of justice for the Vatican that also ensures that justice in the Church is correctly administered. The prefect is the chief officer of this tribunal.

*** What is the Major Pro-Penitentiary Emeritus? This is the Vatican court of mercy that deals with issues such as excommunication, indulgences, and so on. Emeritus is a Latin term that describes a person who has retired from a post.

**** What is an apostolic nuncio? An apostolic nuncio is a Church diplomat to a state or international organization.

Sources:

  • Elizabeth Dias, “Pope Francis Surprises Again: 20 New Cardinals, None from USA.” January 4, 2015, Time, http://time.com/3652935/pope-francis-cardinals/
  • Robert Mickens, “Francis chooses new cardinals from the margins,” January 5, 2015, National Catholic Reporter Online, http://ncronline.org/blogs/roman-observer/francis-chooses-new-cardinals-margins
  • Andrea Tornielli, “Pius XII and Benedict XVI’s “global” Consistories,” January 5, 2015, Vatican Insider, http://vaticaninsider.lastampa.it/en/the-vatican/detail/articolo/pio-xii-pacelli-papa-pope-concistoro-concistory-concistorio-38389/.

January 6, 2015

Happy Feast Day St. Andre Bessette!

Enjoy sharing some brief background on the life of St. Andre Bessette, a humble member of the Congregation of Holy Cross, and the prayer to St. Joseph, the one he was devoted to.The feast day of St. Andre Bessette is January 6.

 

 

 

Traditional Novena Prayer to St. Joseph

Oh Saint Joseph, whose protection is so great, so strong, so prompt before the Throne of God, I place in you all my interests and desires.

Oh Saint Joseph, do assist me by your powerful intercession and obtain for me from your Divine Son, all spiritual blessings through Jesus Christ, Our Lord, so that having engaged here below your heavenly power, I may offer my thanksgiving and homage to the most loving of fathers.

Oh Saint Joseph, I never weary of contemplating you and Jesus asleep in your arms. I dare not approach while He reposes near your heart. Press Him in my name and kiss His fine head for me, and ask Him to return the kiss when I draw my dying breath.

Saint Joseph, Patron of the departing souls, pray for us. Amen.

January 2, 2015

Prayer Experience: "The Light of the World"

For this prayer experience you will need tapers, slips of paper, and something to write with. Gather the students in an open space. Have them sit in a circle. Give each person an unlit taper candle. Follow these directions.

  1. Remind the students that Jesus calls himself "the light of the world" (Jn 8:12).
  2. Have the students write on small slips of paper specific elements of darknes in their own lives (e.g., jealousy, hatred, prejudice, fear, loneliness) and on other slips of paper specific ways Jesus has brought light to their lives (e.g., a special friendship, a caring teacher, a favorite spot in nature, peace through participation in the sacraments, prayer).
  3. Have the group sit in a circle with the unlit taper candles. Make the room as dark as possible.
  4. Call on one student to begin by sharing an occarsion of darkness from his or her life. Repeat the process around the rest of the circle with each student sharing about darkness.
  5. Then, repeat the sharing, this time with the participant telling about how Jesus brings light to their lives (e.g., family relationships, friendships, achievements, nature, compassion, love). Light the first person's candle.
  6. Repeat the process. After each new person has shared, they should light their candle from the person who spoke before them.
  7. Conclude with a song, perhaps "I Am the Light of the World" by Greg Hayakawa.

December 22, 2014

Merry Christmas from Ave Maria Press

And suddenly there was a multitude of the heavenly host with the angel, praising God and saying:

“Glory to God in the highest

 and on earth peace to those on whom his

favor rests.”

--Luke 2:13-14

 

December 15, 2014

“The Bethlehem Explosion”

The following lesson centers around the poem "The Bethlhem Explosion" by Madeline L'Engle. The accompanying background material and lesson is taken from The Catholic Spirit: An Anthology for Discovering Faith Through Literature, Art, Film, and Music by Michel Bettgole, OSF, and James D. Childs.

Author Background

Madeleine L’Engle (1916–2007) was a prolific writer of more than sixty books in a variety of forms, including fiction, fantasy, biography, poetry, and prose. She is best known, however, for her children’s books. Her book of fantasy, A Wrinkle in Time, won the distinguished Newberry Medal for Children’s Literature. Madeleine L’Engle was a woman of profound religious faith. She felt strongly that all writers, especially Christian writers, had a vocation from God to bring hope and light into a darkened world. As she said in her book Walking on Water, the writer has a duty “to further the coming of the kingdom and to turn our feet toward home.”

 

Before the Reading

It is God’s will to reveal himself and his purpose for humankind. However, God has not made his revelation known all at once. He has revealed himself to humanity in stages. First he spoke to Adam and Eve, and made a covenant with them to send a Redeemer who would defeat death and sin. He then spoke to Noah and granted him dominion over all the things of the earth. Next, God spoke to Abraham and the Patriarchs and to Moses and made an everlasting covenant with the people of Israel. Finally, the Lord  made himself most perfectly known through the revelation of his Son, Jesus Christ. “In times past. God spoke in partial and various ways to our ancestors through the prophet; in these last days, he spoke to us through a son, whom he made heir of all things and through whom he created the universe” (Heb 1:1–2). All Salvation History leads up to the moment when Christ comes into the world as true God and true man. In her poem “The Bethlehem Explosion,” Madeleine L’Engle writes about a common experiment in a chemistry class. Because she sees the world with the eyes of faith, this common experiment becomes a sign and a metaphor for the coming of Jesus into the world.

 

“The Bethlehem Explosion”

In those days a decree went out from Caesar Augustus that the world should be enrolled. And Joseph too went up from the town of Nazareth to Judea, to the city of David that is called Bethlehem, because he was of the house and family of David, to be enrolled with Mary, his betrothed, who was with child (Lk 1:1, 4–5).

 

The chemistry lab at school

was in an old greenhouse

surrounded by ancient live oaks

garnished with Spanish moss.

 

The experiment I remember best

was pouring a quart of clear fluid

into a glass jar, and dropping into it,

grain by grain, salt-sized crystals,

until they layered

like white sand on the floor of the jar.

 

One more grain—and suddenly—

water and crystal burst

into a living, moving pattern,

a silent, quietly violent explosion.

The teacher told us that only when

we supersaturated the solution,

would come the precipitation.

 

The little town

was like the glass jar in our lab.

One by one they came, grain by grain,

all those of the house of David,

like grains of sand to be counted.

 

The inn was full. When Joseph knocked,

his wife was already in labour; there was no room

even for compassion. Until the barn was offered.

That was the precipitating factor. A child was born,

and the pattern changed forever, the cosmos

shaken with that silent explosion.

 

Reading for Comprehension

1.   Where was the chemistry laboratory located?

2.   What does the student do with the individual grains of salt-sized crystals?

3.   What is meant by “supersaturation”?

4.   What happened when the final grain was dropped into the solution?

5.   What is the final event that causes “the silent explosion in the cosmos” that completes God’s plan?

 

Reading for Understanding

  1. What aspects of the birth of Jesus are represented in the poem by: the glass jar, the grains of crystal, the silent and violent explosion in the glass jar?
  2. An explosion destroys the surface order of things to reveal the power that lies beneath. Read John 1:1–3. Explain how Christ’s birth reveals the dynamic love of God that was present from the beginning of creation.
  3. God speaks to us as individuals at various stages of our life. In a gradual manner or by a sudden event, he makes himself known to us and enables us to see people, events, and God himself in a clearer way. Examine a decisive moment in your life. What did it tell you about yourself or the world? How would your life be different if that event had never occurred? How did God speak to you in this event? What was the Lord trying to tell you?

Activity

God revealed himself to Israel, his Chosen People, over a long period of time. Read the following stories from the Bible:

  • the creation of Adam and Eve (Genesis 2:4–24);
  • the freeing of the Israelites from Egypt (Exodus 14);
  • the prophecies about the Suffering Servant (Isaiah 52:13–53:12).

How can each of these episodes be compared to the grains of crystal described in L’Engle’s poem? Read the account of the Transfiguration found in Matthew 17:1–8. How is this manifestation of Jesus in glory another example of a “silent explosion”?

 

December 9, 2014

Prayer to the Virgin of Guadalupe

December 12 is the Feast of Our Lady of Guadalupe, Patroness of the Americas, Queen of Mexico and Empress of the Americas. On his first journey as pope in 1979, St. John Paul II went to Mexico "to invoke on my pontificate the motherly protection and assistance of Our Lady of Guadalupe; to repeat to her with greater vigor prompted by new and immense obligations: 'Totus tuus sum ego!' (I am all yours!), and to place in her hands the future of evangelization in Latin America. He composed the following prayer for the visit. Pray it with your students by dividing the class in half to alternate each praying aloud each stanza.

O Immaculate Virgin, Mother of the true God and Mother of the Church!, who from this place reveal your clemency and your pity to all those who ask for your protection, hear the prayer that we address to you with filial trust, and present it to your Son Jesus, our sole Redeemer.

Mother of Mercy, Teacher of hidden and silent sacrifice, to you, who come to meet us sinners, we dedicate on this day all our being and all our love. We also dedicate to you our life, our work, our joys, our infirmities and our sorrows. Grant peace, justice and prosperity to our peoples; for we entrust to your care all that we have and all that we are, our Lady and Mother. We wish to be entirely yours and to walk with you along the way of complete faithfulness to Jesus Christ in His Church; hold us always with your loving hand.

Virgin of Guadalupe, Mother of the Americas, we pray to you for all the Bishops, that they may lead the faithful along paths of intense Christian life, of love and humble service of God and souls. Contemplate this immense harvest, and intercede with the Lord that He may instill a hunger for holiness in the whole people of God, and grant abundant vocations of priests and religious, strong in the faith and zealous dispensers of God’s mysteries.

Grant to our homes the grace of loving and respecting life in its beginnings, with the same love with which you conceived in your womb the life of the Son of God. Blessed Virgin Mary, protect our families, so that they may always be united, and bless the upbringing of our children.

Our hope, look upon us with compassion, teach us to go continually to Jesus and, if we fall, help us to rise again, to return to Him, by means of the confession of our faults and sins in the Sacrament of Penance, which gives peace to the soul.

We beg you to grant us a great love for all the holy Sacraments, which are, as it were, the signs that your Son left us on earth.

Thus, Most Holy Mother, with the peace of God in our conscience, with our hearts free from evil and hatred, we will be able to bring to all true joy and true peace, which come to us from your son, our Lord Jesus Christ, who with God the Father and the Holy Spirit, lives and reigns for ever and ever.
Amen.

 

December 1, 2014

Advent/Christmas Icebreaker Idea

If you can excuse the reproduction quality, here's an icebreaker idea you might use in the next couple of weeks. Design a page like this Christmas tree with several bingo items your students can sign off on. This will get them moving around the room and talking to everyone in an informal, holiday-like atmosphere. You can play for a winner (the first person who gets all the Christmas tree boxes signed) or just for fun. In either case, call on several volunteers to share remembrances of the occasions indicated by the boxes they signed.

 

 

Advent & Christmas Icebreaker Idea

November 25, 2014

In Thanksgiving for You, from Ave Maria Press

 

 

It is God's own hand which has guided everything, and He it is whom we must thank above all. Hence I beg you to unite your thanks with ours in order that we may draw down more abundant blessings from heaven upon our owrk, and above all, not stop their flow by want of gratitude.

                               --Blessed Basil Moreau, founder of the Congregation of Holy Cross

 

 

November 21, 2014

Guided Meditation: The Announcement of the Birth of Jesus

"Hail Mary, full of grace." These words were spoken by the angel Gabriel to Marry to announce the birth of Jesus. This meditation will place your students in the role of Mary: listening to the angel, responding and trying to understand. Arrange a quiet place for prayer. Allow some time for the students to relax and focus. Then begin by reading the meditation. Pause between lines. Allow a longer time for reflection on when the words are printed in bold face. You may choose to accompany the prayer with appropriate instrumental music.

This meditation was written by Patty McCulloch and was originally published in Encountering Jesus: 20 Meditations on His Care and Compassion.

Quiet yourself.

Relax.

Feel yourself just letting go of everything.

Breathe in.

Hold.

Breathe out.

Breath in.

Hold.

Breathe out.

Let go.

Totally relax.

Breathe in.

Hold.

Breathe out.

Breathe in.

Hold.

Breathe out.

Imagine . . .

You are in your home.

You are a young girl.

Engaged to be married.

You are doing some housework.

Picture this in your mind.

See yourself doing chores.

Imagine your wedding.

Suddenly you feel a presence.

It is hard to describe.

You are not afraid but very calm and at peace.

Be with this feeling.

"Mary," you hear your name and look around.

You walk outside

    to see who is there.

"Mary, don't be afraid."

You seem something in the yard.

Go over there.

The voice continues.

"Rejoice, O highly favored daughter.

The Lord is with you, blessed are you among women."

Listen to these words.

Repeat them in your mind.

What do they mean?

Could this voice be an angel?

You hear, "Don't be afraid, really.

You are his favorite.

You shall conceive and bear a son and give him the name Jesus.

Great will be his dignity and he will be called Son of the Most High.

The Lord God will give him the throne of David his father.

He will rule over the house of Jacob forever and his reign will be without end."

Answer, "How can this be since I do not know man?"

Hear the angel say, "The Holy Spirit will come upon you and the power of the Most High will overshadow you."

Be with these words.

What do they mean to you?

Then the angel tells you something amazing about your older relative.

"Elizabeth, your cousin, who was thought to be sterile, has conceived in her old age."

She is not in her sixth month,

   for nothing is impossible with God."

How are you feeling?

What do those last words really mean, "nothing is impossible with God?"

Respond to the angel, "I am the servant of the Lord.

Let it be done to me as you say."

Feel the angel leave you.

Repeat the angel's words to yourself.

"I am the Lord's servant.

Let it be done to me as you say."

What do these words mean for your life?

Breathe in,

let it be done.

Breathe out,

to me.

Breathe in,

let it be done.

Breathe out,

to me.

Let the words just come naturally as you continue to breathes.

Ask Jesus what meaning these words have for your own life.

Then slowly come back to this place.

What do you want to remember from this meditation?

What does God want you to remember from this meditation?

Open your eyes.

Slowly get up.

 

 


 

November 13, 2014

Pope Francis and his Top Ten Secrets to Happiness

The search for happiness is a universal human quest. Although our deepest desires for happiness can only be fulfilled by God in Heaven, there are steps that Christians can take to experience more joy here in this lifetime. Pope Francis recently addressed this quest by offering his own “Top Ten Secrets to Happiness.” Use the Pope’s list as a segue for a lesson on the same topic. But don’t share the Pope’s list until the end of the lesson. Here are some suggested steps:

  1. Put your students in pairs and assign each pair to develop their own “Top Ten Secrets to Happiness.”
  2. List the ideas that students came up with on the board, putting checks next to tips that are most frequently suggested. Invite students to explain their thoughts more clearly if you or other students look puzzled by some of their suggestions. If two or more ideas are very similar, group them together.
  3. Then ask students to identify which, if any, of their ideas do they think would also be on Pope Francis’  “top ten secrets to happiness.” Engage in conversation as the students select or reject some of their own ideas, saying things like, “Don’t you think the Pope might appreciate good sportsmanship or dislike hypocrisy?”
  4. Finally, display Pope Francis’ “Top 10 Secrets for Happiness.” Go over the list with the students and ask them to come up with ways that the Pope’s ideas could translate into their own lives and concerns.

November 4, 2014

Equpping Saints: A New Statement on Catholic Education

 

 

In the end though, Catholic education is not about being “socially useful.” Nor is it about good “values.” The values language of social science is too thin to satisfy the human soul, and too bland for the people of Christian character and courage God wants us to be. Catholic education is about making saints; about growing the seeds of virtue and truth. Anything less cheats our students of their dignity

                                                 --Charles J. Chaput O.F.M. Cap, Archbishop of Philadelphia

As part of a formation day for teachers of the Archdiocese of Philadelphia on the Feasts of All Saints, Archbishop Chaput released a pastoral letter on Catholic education and faith formation, entitled "Equpping Saints." Read the entire document here.

 

 

October 30, 2014

Ongoing Efforts to End World Hunger

 

Last December, Caritas Internationalis, the international umbrella organization for Catholic Charities, began a worldwide initiative to combat hunger, called “Food for All.” They recently sponsored a world hunger week. The efforts to curtail food shortages and bring sustenance to everyone in the world is an ongoing issue. Catholic Relief Services provides many resources you could use to involve your students in this task. They are all available here. Consider trying one or more of these suggestions with your students.

1. Play a five minute video “ (Italian with subtitles) in which the Pope reads a statement encouraging people to address hunger.

You may want to encourage students to note down key phrases from the Pope’s address rather than asking them to follow the whole presentation. Students may jot down a Gospel story that teaches about hunger, statistics about hunger, and statements about their own responsibility to deal with the issue. Discuss what Pope Francis has to say.

2. Suggestions for a Prayer Service including relevant scripture readings, liturgical music, and sample prayers of the faithful. These suggestions could be used for a Mass as well as for a non-Eucharistic liturgy. There is also a prayer service for Eucharistic Adoration and Benediction.

3. A one-minute video portraying the allegory of hungry people with long spoons who cannot feed themselves but figure out that they can use those long spoons to feed each other. You may want to pause the video half-way to see if students can come to the conclusion themselves that feeding each other would be a way to ensure that all are fed.

4. A prayer for the anti-hunger campaign as well as a mealtime prayer for people who are hungry. There are also special prayers of intercession for the people of South Sudan. You can also have students write their own prayers, whether they be prayers of intercession or longer ones.

5. A “10 Commandments for a Future without Hunger” which will inspire good discussion as the issues it raises refers to structures of injustice and international concerns. You may want to divide your class into small groups to research some of the issues raised in greater depth prior to discussion.

6. The activity “Eating is a Moral Act” that invites students to engage more personally in the issues surrounding hunger.

7. Stories about successful efforts to help people combat poverty and hunger.

8. Links to Catholic Resources about hunger and to US and International organizations that are also combating hunger.

9. Facts about hunger.

10. Catholic Social Teaching Quotes on Poverty and Hunger.

 

The CRS Partnership Newsletter also provides relevant information including prayers for different communities in the world who are suffering right now. The September / October 2014 newsletter provides a link to the online CRS Annual Report which has information about different issues CRS addresses, presented so that it would not overwhelm students. It also mentions a CRS multimedia contest that some of your students may want to enter. See this link for sign up information from CRS. The current newslette can be found here.

 

October 21, 2014

An Additional Lesson on Death and Dying

Here's a followup to the case of Britany Maynard, the 29 year-old woman with brain cancer who moved from California to Oregon to take advantage of Oregon’s physician assisted suicide law, the Oregon Death with Dignity Act. She had learned that she had six months to live, knew a bit about how those months could play out, and decided that she would prefer to end her life rather than suffer as she imagined she would.

Can all deaths be considered dignified? What about soldiers who die because of an explosive device or who are otherwise killed in battle, people in car accidents, or those who are victims of violence? Would this woman’s death be any less dignified if she died in a hospital bed and suffering pain?

Jason Welle, SJ tells a different story about his 45 year-old brother who was given six months to live in his article, “On Love and Dignity and Dying,” on The Jesuit Post website. This may be a good article for discussing euthanasia with your students. With a six month diagnoses, Jason’s brother Tony too wondered if taking his own life would be justified. Tony’s diagnoses was cancer of the bile duct, a cancer that had spread to the lymph nodes.

Here are some issues in the article that you may want to discuss with your students.

1. Because of a biliary drainage catheter and chemotherapy, Tony lived far beyond the six months initially diagnosed. He traveled and enjoyed many of the same activities he had prior to the diagnoses. Did Tony live his life with greater appreciation during that time because of the cancer? How might Tony have grown spiritually during this time?

2. Because he lived longer, Tony was able to join his brother and mother in caring for his father who had lung and bone cancer. How did his extended lifetime enable him to love his father through his final illness? Do you think that his dad’s lung cancer enabled Tony to think of himself not simply as a cancer patient but as someone who was greatly needed by his parents? How might he have grown spiritually during this illness and his father’s death?

3. Shortly after his father’s death, when Tony heard that there were no further treatment options for him, he chose to stay at home with hospice rather than receive further medical care. They managed his pain with his desire to be alert. People came by and said their good-byes. He received the Anointing of the Sick, and died hours later. Jason said that his brother’s journey through his illness showed that Tony was very courageous and heroic. How did Tony’s life after diagnosis cultivate courage and heroism? Were these traits signs of spiritual growth?

4. Jason learned a great deal about what it means to die through the loss of his father and brother months apart. Early on, he had asked Tony to allow those who loved him to love him through his final months. How were his final months a gift from Tony to his mother and brother?

If Tony had made the decision to “die with dignity,” as the California woman plans to do, he would have missed both exciting experiences and the ability to help his mom care for his father. He would have suffered less pain, perhaps, but contrary to what “death with dignity” suggests, pain brings suffering but not a lack of dignity. Each person has God-given dignity that others cannot take away that lasts through death and is not threatened by violence, pain, or messiness. And with God’s help, a person can grow spiritually even as his or her body declines.

 

 

 

 

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