Faith Formation Review

Help for Haiti...from one.org

2010-01-16T11:50:00.000-08:00

Like millions of people around the world I've been shocked by the terrible events in Haiti.
Only now is the true scale of the disaster emerging. Reports now suggest as many as 50,000 people may have died, with hundreds of thousands made homeless.
The work ahead to recover from this tragedy is immense. So here's our goal: $890 million for Haiti. That’s how much Haiti owes to the International Monetary Fund, the Inter-American Development Bank, and a handful of others.

Sign the petition below to ask Haiti's creditors to act quickly and cancel Haiti's debts:

http://one.org/us/actnow/drophaitiandebt/index.html

As Haiti begins to rebuild we can help by lifting this debt.
Together as ONE we can make a difference!

Thanks!

A Review of the Website www.catecheticalresources.com

2009-04-28T07:50:00.000-07:00

This website from Ignatius Press is very helpful to the catechist. Under the resources tab, activities, lesson plans, or just games are divided into Preschool-Kindergarten, grades 1-3, 4-6, 7-8, and high school. There are 34 different topics to choose from scanning the whole range of catechesis. It is so user friendly. I find their materials to be doctrinally sound and the student reception enthusiastic.

I especially like their 29 page book on Baptism. This downloadable book covers all aspects of the sacrament and has many interactive pages of differing activities that are designed to educate the children on the sacrament in the 1st through 3rd grade levels.

I have used this site so many times as a stimulus for lesson planning as well as a springboard for creative focusing activities.

Christian Rap...Does it really work?

2009-04-27T22:09:00.000-07:00

Within the last month, I attended a Youth Open Mic Night at my church, Vernon Park Church of God. This event featured a not only the talents of the youth that wanted to perform that evening but a Christian DeeJay, a rap group, and rock guitarist. What a combination huh?. At this event, I analyzed the reactions of the young people there and what I noticed is that they were not as drawn and enthused as the leaders might have thought.

This made me think of how some attempt to evangelize to young people with the use of popular culture. I believe it was Heft who displayed how young people believe that the Divine is not confined to the church setting. So, if that is the case, it is not necessary to use things in pop culture, such as rap, to draw young people. The concept of Christian rap has not been very successful throughout the years and I believe that it is partially a result of this. At the Open Mic event, it seemed that the young people were more concerned with the skill level of the rapper, in comparison with secular artists, as opposed to the message.

I dont want to be misunderstood. I am not saying that Christian rap is useless, but I am questioning it effectiveness in evangelization. Grant it, there are many young people that enjoy Christian rap, but it's growth in popularity hasn't been significant. Since rap is a very popular form of music in popular and secular culture, it would seem that Christian rap would have a similar success but, it hasnt.

Our Lady of La Vang

2009-04-27T19:44:00.000-07:00

In writing a lesson plan for use with Vietnamese-American Catholics, I utilized this prayer to Our Lady of La Vang. The website from which I pulled the prayer tells the story of Our Lady of La Vang, who dates back to 1798 and her first appearance during a great persecution of Vietnamese Catholics.

Peter Phan, in a lecture at Seton Hall on Asian-American Catholics spoke to their "different way of being Christian." Phan mentioned Pope John Paul II's "snapshot of what he calls the 'Asian soul...." which draws a distinctive portrait of the Asian-American Catholic. However, I chose this website and this prayer for two other of their "different ways of being Christian." These are :
1. the Asian people's cultivation of popular devotions, of which commitment to Our Lady of La Vang is one
and
2. the " faith of Asian Churches having been tested in the crucible of suffering and even persecution." On June 19, 1988. Pope John Paul II in the canonizing ceremony of the 117 Vietnamese martyrs, publicly and repeatedly recognized the importance and significance of the Lady of La Vang and expressed a desire for the rebuilding of the La Vang Basilica to commemorate the 200th anniversary of the first apparition of the Lady of La Vang in August of 1998.

This website contains the history of Our Lady of La Vang as well as photos, paintings and drawings of her, in addition to the prayer. I found it to be a resource appropriate for use with Vietnamese-American Catholics.

The Latino Holiday Book

2009-04-27T18:36:00.000-07:00

The Latino Holiday Book by Valerie Menard is a secular book of celebrations and traditions of Hispanic-Americans written by Valerie Menard and published in 2004 by Marlowe & Company. The book is patterned on the seasons of the year, which are titled in the table of contents using both their Spanish and English names. I resourced the chapter on the Feast of the Virgin of Guadalupe, "the Revered Mother for a Native People" for an intergenerational lesson for Hispanic-Americans.

The chapter explains the context in which the Virgin appeared, discusses her "trendiness among mainstream consumers and non-Catholics"(TLHB p.158,) and shares a detailed story of Juan Diego's meeting with her. An analysis of the self-portrait of the Virgin on the tilma is described, followed by similar appearances of virgins or goddesses in Spanish and indigenous Aztec culture. The chapter concludes with a Prayer to the Virgin in Spanish, also saying that "the fact that she appeared to a recently converted Indian, that she spoke to him in his native language, and that her image reflects the mestizaje (mixing of the races) is culturally important. To people of all faiths and all economic conditions, the Virgin of Guadalupe offers hope."(TLHB p. 168.)

Charles Dahm, in his book, Parish Ministry in a Hispanic Community, speaks of a community of teaching ministries. One element he discusses in teaching religion is language, especially in teaching those whose first language is Spanish. "Pope Paul VI noted: "Evanglization loses much of its force and effectiveness if it does not take into condiseration the actual people whom it addresses, if it does not use their language...." (PMinHC p. 213-214) While TLHB is not a religion book, it does discuss Hispanic religious holidays, and it does incorporate some Spanish language making it appealing to those of an Hispanic background.

Dahm also discusses the importance of conserving and celebrating popular religiosity. Hispanics celebrate religious holidays as times of "social events and public demonstrations of faith." (PMinHC p.216) The lives of the saints are dramatized, the stories of the Bible are brought to life, the posadas are celebrated. The chapter on the Virgin of Guadalupe from The Latino Holiday Book does bring Our Lady of Guadalupe to life and gives enough resource material for others to use for celebrating her.

The Latino Holiday Book is an interesting, informative, culturally appropriate resource book to use in working with the Hispanic-American community. However, because it is a secular book, it should not be used as a primary resource for religious education needs. It is marvelous to use as supplementary material, but not as primary material for this purpose.

Catechetical Programs in the Spanish Language

2009-04-27T11:58:00.000-07:00

After taking a course on faith formation, religious education and cultures, I would question those large religious educational publishing houses that simply translate the same course of catechesis into the Spanish language for Hispanic Catholic Communities. Since it is predicted that the Hispanic community will compromise 1/3 of the Catholic population in the U.S., I know that religious education programs have to do much more than merely translate what works for Euro-Americans into the Spanish language.

Charles Dahm (Parish Ministry in a Hispanic Community, Paulist Press) points out the various contexts of Hispanic culture and what has worked in a predominantly Hispanic parish. Taking the directives of Gaudium et Spes that each human community, with its specific history and geography, has its own inheritance of wisdom and its own way of fostering basic human values (paragraph 53). As religious education instructors, one has to take all aspects of a community’s culture and ways of fostering basic human values into the plans for catechesis.

2009-04-27T11:23:00.000-07:00

Renewing the Vision

A framework for Catholic Youth Ministry

NCCB

In James Heft’s Passing on the Faith (2006; Fordham University Press), Christian Smith states that modernity’s differentiation of institutional spheres, rationalization of social life, materialism and naturalism embedded in capitalism and science, liberal disestablishment of religion in politics, and other disenchanting and secularizing modern social forces are often said to corrode religious sensibilities and undermine religious authority, making the religious socialization of the next generation all the more difficult. (p.55) Sociologist Nancy Ammerman raises the question, “Will our children have a faith to guide them?” (p.37) Will they?

Even though “Renewing the Vision” is aimed at adolescents, I like to give this book to all the catechists that I work with from K-8^th grades.

This work, condensed from the bishops’ 1976 document, “A Vision of Youth Ministry”, is a concise treatise on what is needed in youth ministry. It defines 8 components can be used across the board in all ages of catechesis. In each of the 8 ministries: Advocacy, Catechesis, Community Life, Evangelization, Justice and Service, Leadership Development, Pastoral Care, and Prayer and Worship; goals are established that contribute to the YM’s vision and enhance the possibilities of lesson plans that include these well defined components.

The last part of the book gives a guiding image for ministry with adolescents using the story of the walk to Emmaus Lk 24:13-35 with its emphasis on the relationship between young disciples and their Lord. A relationship that is characterized by presence, listening, faith sharing, and celebration. (p.49). The Emmaus story will continue to guide the Church’s ministry with adolescents, but a new image is emerging, the image of young people with a mission.

The NACOG Youth Camp

2009-04-27T07:52:00.000-07:00

Every year, the National Association of the Church of God Anderson, Indiana, presents a youth camp meeting in West Middlesex, Pennsylvania (www.nacog.com). The purpose for this camp meeting is to empower youth holistically through instructional workshops, various speakers, and other camp actvitites. These various activities are also geared toward unity, worship, prayer, and other things.Youth from all over the country meet at this cand going to worship services tampground for seven days. As a one time attendee of this event, I experienced these activities. I remember singing around the campfire, going to workshops, and taking hikes which all related to prayer. It was a time in which we were away from our parents and came together in the middle of the woods in Pennsylvania to focus on prayer and a closer relationship with God.

Kenneth Hill, author of Religious Education in the African American Tradition, presents 5 models of religious education to African Americans: Kerygmatic, Holiness, Confessional, Afrocentric, Contemplative, and Liberation. In the Contemplative model, Hill states, “ Spiritual approach to AACRE emphasizes prayer, worship, and comtemplative life in action” (p. 128). Hill displays here, that this model of religious education, is effective because of its sense of community, utilization of songs, movement, and feeling. This model focuses on prayer very deeply.

The National Association of the Church of God (Anderson, Indiana) youth camp meeting, seems to be an effective activity according to Hill's comtemplative model. The focus on prayer and salvation is the method to this meetings success. It allows young people to be put in a place of solidarity and community simulataneously because it takes them away from their comfort zone and brings them into a community with other young people. Through song, dance, and other forms of worship, the camp meeting aims to reach out to young people. Through the lens of Hill, the NACOG Youth Camp is a success.

Vacation Bible School Blog

2009-04-26T20:06:00.000-07:00

Vacation Bible School is a religious education program that takes place in the summer. This program is usually held for 1-2 weeks. The duration of VBS varies among churches. Vacation Bible School has been a Protestant based concept almost since it's existence. In the past, Catholic VBS experience has been either non-existent or very limited. It is clear, that Vacation Bible School continues to be growing activity.Vacation Bible School education has been focused on children and youth for many years. Curriculum has been geared for children ages 5-18. Recently, however, the program has begun to add adult education as well. Again, this aspect of VBS varies among churches. Usually, participants are divided in to different classes by age. Even though, the same principles are taught to each age level, it is presents differently for all.

Fowler, in his work Stages of Faith, argues that there are 6 levels of faith in all parishes or churches: Intuitive-projective faith, Mythic-literal faith, Synthetic-conventional faith, Individuative-reflective faith, Conjunctive faith, and Universaling faith. With this in mind, it is clear that Vacation Bible is effective in it's mission.

One would think that because the classes are broken up by age, each stage of faith is covered. It is difficult to concluded that because the adult faith levels are not being addressed. In my church, there is only one class for adults. Grant it, there aren't many adults that attend because of work or other schedules, but because there is only one class for adults it is not addressing the various faith levels among them.

Blog of the Asian American Christian Fellowship

2009-04-26T20:02:00.000-07:00

Peter C Phan is the author of Christianity with an Asian Face: Asian Theology in the Making. In the ninth chapter of his work, Phan displays how effective evangelization for the Asian culture is best carried out though inculturation, sharing with the poor and partaking in human rights. He shows that evangelization should be geared toward the total person.

The Asian American Christian Fellowship is a ministry founded in 1973 geared toward Asian American students on college campuses. The mission of the AACF is “ to reach into the university and collegiate community, primarily to those who are Asian Pacific Americans, with the life changing message of Jesus Christ”. This ministry, though discipleship, mentorship, and outreach programs, teach individuals biblical foundations within a culturally-sensitive context. One of their most important missions is to make discipleship of all nations. For this ministry, “nations” is defined as all “ethnos” or people groups.

If analyzing the effectiveness of this ministry through the lens on Peter Phan, it can be stated that the Asian American Christian ministry is being somewhat successful but in some ways ineffective. There is nothing in the website that mentions anything about service to the poor nor solidarity in human rights. There isn't any indication of inculturation either. As stated before, the AACF teaches biblical foundations within a cultural-sensitive context. In this way, the AACF organization is successful. They are identifying the needs of the Asian American community through evangelization.

"Fill the Ark"

2009-04-24T06:14:00.000-07:00

“Fill the Ark” A review of Heifer International and their website http://www.heifer.org/site

Heifer International is an organization dedicated to ending hunger and caring for the earth by creating an environment of stewardship.

Lenten activities generally focus around prayer, fasting, and alms giving. The activity of collecting funds for the missions or others in need is nothing novel, especially during the Lenten season. Heifer International has kid friendly ways to engage children of all ages and their families in comprehending the global need of their stewardship and creative and ways to encourage monetary donations by the use of their individually provided ARK shaped banks. The activity titled “Fill the Ark” provides a calendar with information explaining all the different animals that help other families by providing wool, milk, honey and many other products. The four week calendar provides experiences and tasks to encourage saving money in the ARK bank. Individually or as a larger group, funds collected can be specifically targeted for the purchase of animals for specific countries or for specific needs you wish to help fulfill. Currently there is a special need in aiding China. It is described as the Sichuan Earthquake Rebuilding Project. The site describes the situation in China as dire, many have lost their homes and livestock. Also there are the specific animals that when purchased assist those in specific regions. A flock of geese when purchased directly gives aid to a family in the Philippines with food from the eggs and fertilizer and as the flock multiplies they share and pass on the gift.

The two readings focusing on the Asian-American culture by Peter C. Phan indicate that the Asian Catholic Church can be described as the church of the poor. There has been much oppression from government forces along with many challenges of natural disasters. Much of the history has also shown little regard for the rights and role of women in society. Although there is no one generalization of Asian-American Catholics, some characteristics seem to flow from the influence of the teachings of the Buddhists, Taoists, and Confucius. Generally there is a respect and harmony with nature and all living creatures. A strong cultural bond and respect toward the elders and family also exists.

With these generalizations at heart, the Heifer International organization reflects many of the same values of the compassionate Asian culture, a global outlook for resolving hunger and peace to the earth along with respect and harmony of the environment. The concept of stewardship of humanity and of the earth resonates in both. Heifer International Mission statement reflects some of the essence of what is good in the influences from the Asian religions Confucianism, Taoism, and Buddhism.

“Heifer's Mission to End Hunger
Heifer envisions…
A world of communities living together in peace and equitably sharing the resources of a healthy planet.

Heifer’s mission is…
To work with communities to end hunger and poverty and to care for the earth.

Heifer's strategy is…
To “pass on the gift.” As people share their animals’ offspring with others – along with their knowledge, resources, and skills – an expanding network of hope, dignity, and self-reliance is created that reaches around the globe.”

In an era of fraud and uncertainty knowing where and how your gift is being utilized and how this gift will be passed on to others can be empowering for those on the giving and receiving end. Families can feel connected to a specific global area or cause for the recipient. The value of appreciating and sharing God’s gifts is evident in the Heifer International Mission.

Heifer International, Mission, Retrieved April 24, 2009, from heifer.org:
http://www.heifer.org/site/c.edJRKQNiFiG/b.201465/?msource=kw3209

Making Cascarones-Spanish Confetti Eggs

2009-04-23T13:00:00.000-07:00

A Review of the website “Speak Spanish Everyday! Living and Learning en Espanol”
http://speakspanisheveryday.com/category/spanish-holiday-activities/ and the activity titled “Making Cascarones-Spanish Confetti Eggs”.

Looking for an activity that would be connected to my topic of Lent and Easter and to be connected to the Hispanic culture I came across an activity of making Cascarones. The activity begins by briefly describing the history of Cascarones.

“Origins of Cascarones in Mexico - This is the time of year for more traditional casacarones. In 19th century Mexico, one of the few ways that young couples could show public affection was to crack a cascarn or two over each others’ heads at dances during carnaval before Lent, or Cuaresma. Over time, children adopted the custom during Lent. Now everyone is in on the fun right before Ash Wednesday, and some break them out again at Easter, or Pascua.”

Then continues with the activity of creating Cascarones. The site offered step-by-step instructions with clear photos on how to prepare the eggs, dye the eggs, and fill the eggs with confetti.

Chapter seven of Charles W. Dahm’s book, Parish Ministry in a Hispanic Community, published by Paulist Press, 2004 was the reading for Week 12. In this reading Dahm describes how a parish in the Chicago area made strides in focusing on effective means of catechesis with an immigrant Hispanic population they served. Dahm indicates that for this culture catechesis is not generally most effective through formal classroom and official teaching but better developed by family experience, and festive celebrations that connect the wealth of customs that the culture grew from. Other successful forms of catechesis included a focus on devotions and prayers that bring together the historical stories and traditions to the present day.

The activity described in the website falls short in the description and history of Cascarones. To create an experience that would cultivate a rich sense of the fun and purpose of the use and celebration associated to cascarones, more would be needed. The website initially seemed to promote the sense that there would be a depth of information for someone searching for information about Hispanic culture. The activity as presented provides a shallow essence of the “why” of the activity and celebration. I would recommend this activity for this cultural group with added components to include scriptural reflections and more historical background.

Making Cascarones-Spanish Confetti Eggs (2009, April 1) Retrieved April 19, 2009, from speakspanisheveryday.com: Today!, http://speakspanisheveryday.com/category/spanish-holiday-activities/

Religious Consumerism and World Youth Day 2005

2009-04-23T08:50:00.000-07:00

Blog 6

http://articles.latimes.com/2005/aug/22/world/fg-pope22

World Youth Day 2005 and Religious Consumerism…

“They slept in a dew-soaked field, packed head to toe, and awoke Sunday under heavy gray skies to hear Pope Benedict XVI urge his youthful followers to live a life of faith and work to spread it.”

Lamenting a "strange forgetfulness of God" in modern society, Benedict cautioned Sunday that religion could not be a "consumer product…. Religion constructed on a 'do-it-yourself' basis cannot ultimately help us," he said. "Anyone who has discovered Christ must lead others to him. A great joy cannot be kept to oneself.". (Pope Benedict XVI)

This makes me think of a concept I learned in undergraduate classes called cafeteria-style Catholicism. I think I’ll take a heaping teaspoon of the Creed, but go light on the whole divinity of life “thingie” I may not be okay with the entire pro-life platform; I’ll take a scoop of the Holy Trinity, but go easy on the Sacraments… I only want to be Confirmed so I can get married in the Church; I’ll take three cups worth of the gifts of the Holy Spirit, but don’t ask me to follow you, Lord, without guarantees and assurances”. In our consumer society it is to easy to purchase too much of something useless, or to think we can always “get it later”. By and large, the youth of today do not think of what it means to be a part of something bigger than themselves; they are consumed with what they can acquire for themselves. They are not concerned about standing in solidarity with the anawin in our midst; they are concerned with whether or not to engage in illicit behaviors with other youth… and how to feel “more”.

Freedom granted by God "is not simply about enjoying life in total autonomy, but rather about living by the measure of truth and goodness, so that we ourselves can become true and good," he told the crowd, offering the central moral prescription of his four-day appearance here. "This gesture is necessary even if initially our yearning for freedom makes us inclined to resist it." (Pope Benedict XVI)

It is therefore imperative that we, as catechists to the youth of today, continue to foster self-esteem, self-awareness, and to help the children to concentrate on the Divinity within themselves, and in others; and to realize that God speaks freely and frequently to each of them. To continue to teach the youth in our care that they are “Wonderfully and beautifully created in the image and likeness of God”, that God has a special role for each of them (and no two are alike), that they need the fullness of their faith and to live that faith in “full and active participation” to fulfill the primal and spiritual need to connect to the divine and others in the homocentric Church and to enhance the sacramentality of life for all.

2009-04-23T08:15:00.000-07:00

Blog 5

An excerpt from Dahm’s book, Parish Ministry in a Hispanic Community, was the required reading for this unit. In it, Dahm illustrated how St. Pius V Parish has used cultural qualities of the Hispanic community and infused them into their traditional liturgies and ministry. Dahm believes it is fruitful to encourage those of the Hispanic culture to keep their rich and vibrant traditions and try and incorporate them into the American mainstream, without loosing the original meaning and expression of their forefathers. There is much to be said for keeping their cultural identity within the Catholic Church.

Lumen Gentium reinforces this cultural acceptance and inclusive nature of the Church “All of us, however, in varying degrees and in different ways share in the same charity towards God and our neighbors, and we all sing the one hymn of glory to our God” (LG, 49). Dahm’s assertion that the inculturation of Hispanics into the Church enriches and strengthens our collective faith… is valid. It is only through embracing one another’s cultures and differences that we truly live as Christ commanded: "A new command I give you: Love one another. As I have loved you, so you must love one another. By this all men will know that you are my disciples, if you love one another." (John 13:34-35). That includes loving and accepting the diverse traditions of those who share our faith.

Tradition-awareness can impact the holiness of the Church and the disciple of believers because if we are to reduce our traditions to the least common denominator we have in fact reduced our faith, and as a direct result… the holiness of the Church. Rituals Symbols and Sacraments are essential dimensions of deeper consciousness, but they too are not the sum of their parts… they should be viewed in a universal sacramentality. We embrace all (inter-generationally, inter-racially, and in a non-gender specific way) when we embrace the message of Christ that each of us is a Child of God and worthy of respect and human dignity. It is the nuances of disparity that allow us to exist as ONE church.

USCCB, Phan and Me...

2009-04-23T07:11:00.000-07:00

Blog #4 http://www.usccb.org/mrs/harmony.shtml#iii

Sharing Gifts and Promoting Harmony… Contemporary Asian-American Struggles

“We believe strongly that this is a moment of special grace for the Catholic Church in the United States. As Asian Pacific communities, we bring a strong sense of family with a loving respect for the elderly and a profound and fervent religious faith. We contribute a spirituality which is eastern [and] rooted in Asian Pacific cultures. We also seek to live in harmony with each other and with the whole of creation. We deepen and challenge our understanding of the meaning of the universal Church, enabling all of us to be a church which is complete and whole.”

There is much richness to be found in a healthy incorporation or inculturation of the Asian population into the Church. The sense of family and respect of elderly is something we of contemporary Anglo cultural norms are lacking in. It is evident that as Phan suggests there are still several struggles faced by Asian Americans: oppression, social barriers, and bigotry. However I feel that it is these contemporary challenges that allowed this rich culture to contribute as witnesses in true Biblical solidarity with those who have had similar challenges in the Gospel stories and those in current cultural groups. In our ability to focus on the suffering of these people we somehow denounce any ownership of their plight; conversely, if we bring to focus our sins of transgression and omission… we are accepting a role in the oppression and deprivation of life. Being empathically moved by the human suffering will not always lead one to actively denounce their abhorrent conditions. However, accentuating the sinfulness of OUR actions as we watch those inflicted with social, political, and economic strife seems to be the more direct approach to infuse a sense of accountability and hopefully will lead more people to ministering and aiding those in need.

It was Jesus’ mission to restore God’s people to covenant; the original intention of covenant, by providing a social vision based on equality and right communion with God. The historical Jesus was not a radical nor was he a reformer; so much as he was a “restorer”. He did not want to usher in a new sect of Judaism; he wanted integrity, respect, and honesty to prevail over corruption, he strove to eliminate economic and social disparity, he labored to repair the lack of cohesion and unveil the corruption in the Jewish faith, he wanted the anawin in our midst provided for and loved, and he sought to reestablish covenant by bringing healing and a fullness of devotion to God to the people he ministered. We are called to create a Church of harmony and equality where different cultural practices and traditions can be incorporated in the larger Church for an enhanced existence (spiritual, physical and psychological) for all.

“Harmony is central to the lives and cultures of Asian and Pacific communities. According to the bishops of Asia, "harmony embodies ‘the realities of order, well-being, justice and love as seen in human interaction. . . . Harmony is not simply the absence of strife. . . . The test of true harmony lies in acceptance of diversity and richness.'"

Quotes from: http://www.usccb.org/mrs/harmony.shtml#iii

Do I have a role in my Salvation?

2009-04-23T06:48:00.000-07:00

Blog 3: http://www.simplyyouthministry.com/freebies-junior-high.html

Confident in Christ

I write these things to you who believe in the name of the Son of God so that you may know that you have eternal life (1 John 5:13).

What's On The Menu?
Have you ever been inside your house and heard a strange noise? Even if you know all of the windows and doors are locked, you still feel unsafe. You get out of bed, turn on every light, and check all the locks. Even if everything checks out, you still feel a little unsafe. Isn't it amazing that even though God promises in His word that all who believe in Christ will have eternal life, we still feel like we are not "really saved," that if we don't keep checking the "locks" on our salvation it could be stolen or taken away. In this lesson, we are talking about having confidence in our salvation and the promise God makes to us when we choose to believe in Christ. Having this confidence gives you the peace of knowing that nothing can shake your salvation or change the fact that you are "saved."

Appetizer:
Discuss salvation and what it means to be "saved."
Have you ever doubted that you are "saved"? Why or why not?
Have you ever been in a situation when you felt like you could lose your salvation? Why?
A promise is only as good as the honesty of the person who makes it. When we understand the total honesty of God, we can believe His promises. In order to have confidence that we are saved, we just need to believe God's promises! Let’s take a closer look at how to know we have eternal life . . .

The Main Course:
There is no better place than the Bible to find confidence in our salvation. Take a look at these passages and see what God has to say about our salvation, where it comes from, and who desires for us to have it and believe in it.
Read 1 John 5:11-12.
Who gives eternal life?
Where is eternal life found?
Who has eternal life?
According to Revelation 3:20 . . .
Where is Christ right now?
How does Christ enter your life?
What does Christ promise to do?
Read aloud Philippians 3:7-11(New Living Translation)
According to verse 7-8, what do we need to "lose" or throw away? Why?
What things in your life are worthless and stand between you and your walk with Christ?
Look at verse 9.
Do we need to do good deeds in order to be confident that we are saved?
Who do we need to trust? Why?
Check out verse 10-11. What is the only way to really know Christ?
Are you ready to do "whatever it takes" to experience life in Christ?
Check out 1 John 5:13 and John 20:31.
What reason does John give for writing this book?
What is the greatest thing that happens to us when we believe in Christ?
What is one thing we need to remember about God's promise to us?

Something to chew on:
If we trust ourselves and our feelings of doubt, instead of God and His promises, how will this affect our attitudes and actions?
If we put our trust in God, no matter how we feel, how does this change our attitudes and actions?
What is one thing that stands between you and Christ that you want to get rid of?
If you were to die tonight, are you confident that you would be in heaven with God? Or are you going to continue to let "stuff" get in the way of your walk?

Response: In this exercise students are asked to understand salvation as a tangible gift that requires the recipient to receive it in light of their Christian actions and life. There are many Bible verses that help substantiate the lesson plans objective. There isn’t as much youth interaction as I like in my lesson plans, but there is room for sharing and collaboration. This activity has the potential (if properly led) to reach James Fowler's fourth stage which is the point at which the adolescents assume responsibility for their own faith and lifestyles… I am not a big fan of the word "saved" in this context and might find a different way to express salvation... that better connects with the youth.

An Evaluation of the Midwest-APYACC in Light of Phan’s Christianity with an Asian Face

2009-04-22T20:58:00.000-07:00

The Midwest Asian-Pacific Young Adult Catholic Conference, or APYACC is being held this summer at Loyola University Chicago’s Lake Shore Campus. This conference is for Asian American young adults and all those who work with them. It is a time to come together to discuss three important concerns of Asian American young adults: intergenerational dialogue, being Asian-Pacific and American, and Being Roman Catholic today.

An excerpt from Phan’s book, Christianity with an Asian Face, published by Orbis Books, was the reading for this week. Phan explains that human development is one of the main issues for Asian American Catholics. The preferential option for the poor is especially important to this community because of the oppression and poverty found in so many Asian countries. Even in America, Asian Catholics are under-represented in the hierarchical structure of the Church. Not only do we need to address the poverty and oppression in the Asian countries that this group of people are immigrating from, we also must address how they are being treated within the American Catholic Church.

APYACC presents a great opportunity for dialogue with the Asian American community. The focus of the conference includes putting Asian American identity into dialogue with both the American and Catholic cultures. This is precisely what Phan suggests is necessary. Without this dialogue, the Asian American Catholic community could continue to be an unheard and underrepresented minority. By having conferences such as APYACC this community is able to make their voice heard. This is a wonderful platform for discussing ways to effectively minister to the Asian American Catholic community. Anyone who works with this group of people should attend this conference.

Anglo-Americans - Material Culture

2009-04-20T14:32:00.001-07:00

Anglican Theological Review
Through the discussion of many books and resources a fairly unanimous conclusion between them is stated, affluenza is an issue with which Christianity must learn to deal. In considering wealth and material cultures, the various books in the review all offer opinions of the dangers or spending and some go so far as to describe spending as an addiction. In such a material culture, the church is surely affected and Christians are influenced.

Offering – Done Sunday Mornings
The obvious activity that comes to mind when considering spending is the contribution or offering done every Sunday morning. Often discussed as a sacrificial act of worship, every Sunday morning since I can remember, I have hear talk of members of a local church giving money as the basket was passed around. May times there would be a discussion about how materially blessed Christians were and how all blessings came from God and the offering was an opportunity to “give back a portion” of those blessings.

I often wonder if Christians were as concerned about spiritual blessings as we seem to be with material blessings, if we would be blessed equivalently exceedingly. God’s material promises to Christians seem limited yet the amount of material blessings possessed is much greater than what is promised; if focused were turned to spiritual things would the same hold true? I believe the conversations that occur around the offering are an important step in the direction of material consciousness, but I also believe they could be taken further to consider more of the point mentioned in the books reviewed above.

Hispanic Culture - Family and Community

2009-04-20T13:56:00.001-07:00

Parish Ministry in a Hispanic Community – A Community of Teaching Ministries
– Charles W. Dahm
By promoting ideas of family and respect for diversity, Dahm discusses important stresses and ways in which to address Hispanic culture. By placing an emphasis on youth education, topics of social justice, charity, and respect can be taught to communities in the context of cultural values. Understanding these issues is one way Dahm suggests approaching Hispanic cultures.

A Family Culture of Faith – Home Bible Study Material
Focusing on ideas of being pilgrims in a foreign land and making use of “this world is not my home” language, a series of home Bible studies I have from when I was in high school calls my attention to aspects of immigration and community. The material was written by different people from a local congregation and intended to be used in home Bible studies, several families would meet in each other’s houses twice a month for the studies. The general idea was to create a community of people, the church that “lived in the world, but were not a part of the world.”

Comparison and Analysis
What strikes me in thinking back on the home Bible studies is the similarity between what the lessons were intended to do, while using somewhat different language to achieve it. While Dahm discusses ideas of family and unique aspects brought in by each individual and culture, our studies looked at ideas of being the family of God and respecting the gifts each brought to the family. The ideas of being in a new or strange land are not uncommon in religious circles in discussing ‘the world’ and a Christian’s place in it. Where Dahm emphasizes the importance of a cultural family, the studies discussed of a church family.

Good Friday--a different view (Asian)

2009-04-20T13:25:00.000-07:00

http://www.catholicnews.com/data/stories/cns/0901649.htm

This article from catholicnews.com highlights Pope Benedict’s choice to have Archbishop Menamparampi write the mediation for the Stations of the Cross for this Lenten season. Archbishop Menamparampi is from Asia and has worked for non-violence and emphasizes the need to resolve things peacefully. The author of the article suggests that the Pope chose this man to include Eastern Christians and to emphasize the way the Gospel can shed light on the beliefs of other faiths.

This text looks at what makes Religious Education and Evangelization effective to the Asian culture. There are three central keys to making this education as relatable as possible. The first is interculturation which allows the church to be present in the lives of its people. There must also be a dialogue with other Asian religions—dialogue provides mutual understanding and can allow greater growth. There must also be service to the poor—it is never solely about ME, but about the greater world community. Phan recognizes that it brings new challenges to incorporate other cultures into faith, but the results will provide a rich diversity and opportunities.

This article does reflect some of the keys of Phan’s article. The dialogue is certainly there—the Archbishop tied in Eastern influences into this mediation including references to Hindu scriptures and Ghandi. And because this meditation is being used in such a public forum, it allows non-Asian people to recognize the values of another culture. And Asian Christians are allowed to feel that their culture is incorporated into their faith.

Phan - Cultural Sensitivity

2009-04-20T12:47:00.000-07:00

Peter Phan, in Christianity with an Asian Face, Asian American Theology in the Making, speaks of issues facing and important to the Asian American Christian community. Aside from the generalized manner in which such a work would necessitate, Phan’s analysis of this culture appears both academic and insightful. Phan suggests several struggles faced by Asian Americans, oppression, injustice, poverty, social barriers, have allowed them to sit in solidarity with those facing similar issues. In addressing ministry to these cultures, Phan emphasizes the importance of giving consideration to how members of these cultures are enculturated and establishing relationship appropriate to cultural values.

When considering activities of outreach from my personal religious experience I think of “Gospel Meetings” held at congregations twice a year. These were weeklong meetings, somewhat of a carryover from old southern tent meetings, intended to reach into the community with a series of lessons and lectures, Bible classes and sermons, on Bible topics, often discussing doctrine or topical studies. The Saturday before the meeting began we would meet at the building and canvas the area, handing out pamphlets, talking to people, knocking on doors, and hanging flyers at businesses. Due to the location of our congregation we would walk through neighborhoods where “cultures” of people seemed to be. What we called “little China” was an apartment development which housed about 90% Chinese immigrants. “Little Africa” was the mostly black community, “little Mexico” was the street where mostly Hispanics lived. As kids we thought we were being clever, as teenagers we knew not to call them those names in front of our parents, and finally as college students we realized we got very little response from those communities.

Considering how the points made by Phan in his research makes me consider what could have possibly been done more affectively in my congregation growing up. While we were very interested in explaining ourselves to the community around us, we did very little to allow aspects of the community around us to explain itself to us. Or congregation was primarily white, upper middle class Christians; our members who were minorities did represent each of the populations in the community and the percentages we equivalent, but even still, the traditions were very much those of upper middle class Anglo Americans. While I do not recall it ever being a point of contention, I now wonder if it was, and even if it truly was not, I must believe the lack of time spent learning and discussion the cultures in the community created a situation where opportunities to reach people were lost.

Prayer cross

2009-04-20T09:10:00.000-07:00

Experience the magic of the prayer cross. If don’t have TiVo and you actually watch commercials still you probably have seen the prayer cross. It is a cross made with brilliant genuine crystals layered in fine sterling silver. It features a secret center stone, which when held up to the light, reveals the entire Lord’s Prayer. It makes the perfect gift for any occasion. You can take the Lord’s Prayer with you where ever you go. It is available in adult or children sizes.

The Loss of Happiness in Market Democracies. By Robert E. Lane This article is summed up in its opening sentence. “Where your treasure is, there your heart is also” Jesus cautioned.

Advertising and product placement can be seen everywhere even in the church. Lane states that the problem is a rootless society structurally dependent in a variety of ways upon ever-escalating levels of material acquisition at the expense of human happiness, community, and moral significance. When religious marketing becomes a way a furthering our material acquisition it fails the community and fails at furthering happiness.

An Evaluation of “Como Celebrar la Semana Santa” in Light of Dahm’s Parish Ministry in a Hispanic Community

2009-04-19T18:57:00.000-07:00

The Como Celebrar la Semana Santa, or How to Celebrate Holy Week resource can be found at TheCatholicCompany.com. The purpose of this resource is to provide information to Spanish speaking Catholics about the various practices that take place during Holy Week. The pamphlet contains informational articles about things such as what to do with a blessed palm frond and an explanation of the oils that are blessed at the Chrism Mass. In addition, the pamphlet also includes some material of an inspirational nature by drawing a connection between Jesus’ and the reader’s Lenten journey.

Dahm’s book, Parish Ministry in a Hispanic Community, published by Paulist Press, was the reading for this week. Dahm describes the way that the St. Pius V Parish has adapted their ministry to be meaningful to the growing community of Hispanic immigrants. He describes the different ways that the various ministries at the parish have been changed in order to accommodate the needs of the Hispanic community. The parish has taken measures to preserve and celebrate the Hispanic culture, form communities, and encourage its members to take pride in and responsibility for their neighborhood.

The resource is intended to inform the average Catholic about some of the traditions and rituals of Holy Week. It also attempts to tie into the reader’s faith by providing some ways in which she can connect to Jesus. While this activity is written in Spanish, it is simply a translated version of the same pamphlet that is published for English speaking Catholics. It does not make any attempt to incorporate the rich Hispanic traditions and customs of Holy Week. Therefore, this pamphlet, while informative, does nothing to promote Hispanic culture, which as Dahm points out, is vital for the health of the Hispanic Catholic community. Because of this, I do not fully endorse this pamphlet. I believe that it could be improved if a truly Spanish version, which incorporated the Hispanic culture, was published. Even though this resource is intended for a Spanish speaking audience, it does nothing to promote the Hispanic culture. Simply publishing existing materials in Spanish does not make them appropriate for use with the Hispanic Catholic community.

Review of ISAAC (Asian Americans)

2009-04-15T20:05:00.003-07:00

www.isaacweb.org

ISAAC (acronym for Institute for the Study of Asian American Christianity) is an organization created to uplift and strengthen Asian American Christian communities across the country. The website offers resources for communities as well as networking opportunities. There are also workshops and events across the country sponsored by ISAAC communities that are advertised on the site. The main foci of the organization are research, teaching, networking, and consulting. The hope is that Asian American congregations can be strengthened and that traditional seminaries, denominations, and organizations can increase diversity and ability to work with the Asian American community.

In his book Christianity With an Asian American Face, Peter Phan discusses three main factors necessary for evangelization and education of Asian American Christians. These are enculturation, dialogue with major Asian religions, and service to the poor.

ISAAC seems to have a great focus on enculturation. There are many resources reaching out to every kind of Asian Americans in an attempt to bring Church to who they are as a community. By serving the Asian American Christian community and providing networking opportunities ISAAC is making an effort to serve the poor of the Asian American community, but there are not many places on the website the provided opportunities for the communities to serve the poor. Lastly while there is not a sense of any dialogue with other Asian religions, there is a great sense of dialogue between the varied Christian religions with strong Asian American representation, including a forum with representatives from many major religions on Christian faith and activism.

Review of ISAAC (Asian Americans)

2009-04-15T20:05:00.001-07:00

www.isaacweb.org

Review of Religious Consumerism in general

2009-04-15T16:01:00.000-07:00

All you have to do today is go to Google and type in “Christian Book Store”. No fewer than 61 million hits come up. But, rare is the site you click on whose main purpose is to sell books for gaining knowledge and understanding of one’s faith. While all of them will offer these books, the big sellers on their pages are the gifts and accessories, including music, movies, knick knacks, jewelry, socks, ties, etc
The excerpt we from the “Anglican Theological Review” reviewed several books on the subject of consumerism. Throughout the reviews much focus was placed on the nature of our society to seek solace in spending, which does not in fact create happiness. The author concluded the reviews by noting that ultimately we are all seeking to be loved and know we are loved. The author states that “God’s love is both free and abundant.”
But is God’s free and abundant love being advertised by the Christina mass media? Or are we being told that in order to really know God’s love, or show others that we know God’s love, we must have plaque with the 23rd Psalm in our front yard or a WWJD bracelet? One would think that the Church is the place where you can escape the consumerist agenda. And maybe it is. But how can you truly escape it when the place you go to buy a bible also tries to sell you a tea set to remind you that the Lord is always faithful?

Asian Review

2009-04-13T15:10:00.001-07:00

The article reviewed this week is entitled "Asian Bishops Propose New Church," by Tom Kyle. In this article, Peter Phan is quoted as discussing how the Church and God have become less central in our lives - He is not our top priority anymore. God is in the middle of our lives with everything else surrounding it - but He is not the tops.

At one time, the Asian Catholic was a Western Catholic philosophy transplanted into the Asian world. It did not flourish. A new movement/group emerged in order to move the Asian church into a new way of being church: the Federation of Asian Bishops Conference (FABC). The FABC called for meeting with JP2 in order to discuss their church; a church built on activism, promoting the care of the poor, and giving witness to injustice. The one issue the Pope and the FABC do not agree with has to do with Jesus Christ as the only Savior. The FABC believes that with that limited belief, there can be no communication with other religions. The Pope holds strong to JC as the only Savior.

The reading this week, Christianity with an Asian Face, Asian American Theology in the Making, by Peter Phan. Mr. Phan discusses the Asian Christian person as one that is in solidarity with the people it serves. Those people that are touched by poverty, injustice, oppression, and such sadness, should be reflected by the Christians serving and teaching them. Phan also discusses the relationship between doing works of social justice, being one with the universe, and the relationship to body, mind and soul.

Both articles establish the same premise of working and preaching to the poor by being poor. The people of the Church are the people in the streets - they are the same people, sharing the same injustice. The main theme is to make the gospel message visible through giving witness. Giving witness is the best way to show others what being a Christian is. Not all people have to live in the most horrific conditions though. Likewise, the Pope is right in remaining firm that the Christian belief is that Jesus is the only Savior. There is no other and we can still be open to communicating with other religions.

Review of Aprendemos Sobre la Misa by Gerard Moore (Hispanic)

2009-04-13T13:31:00.000-07:00

www.ltp.org/p-1907-aprendemos-sobre-la-misa.aspx
Aprendemos Sobre la Misa (We Learn About the Mass) is a book published by Liturgy Training Publications, written with young Hispanic children in mind. The books guides a child through the parts of the mass including prayers that are said by the priest and by the congregation; gestures of sitting, standing, and kneeling; and a guide on how to approach each part of the mass in order to get the most out of it.
In his book Parish Ministry in a Hispanic Community, Charles W. Dahm, O.P. describes the needs of the Hispanic Community in Parish life. He mentions the need for faith formation to be a family event, one in which the family is the center. He also discusses the importance of language awareness for newer immigrant families who may not speak English well, or who are not as comfortable speaking English as their native tongue. Lastly, Dahm focuses on the need for respect for the diverse nature of people and communities.
This book helps greatly with the first two. It offers the opportunity for children to learn about the mass with their parents. The books is easy to follow and can be used during the liturgy and in conversations to follow. It is written in Spanish, an is a fair translation. My concern however is with the respect for diversity. The book was not written with the Hispanic community in mind. It was written in English, and then translated into Spanish. While the translation is done very well, it does not translate over cultural lines. It is very much a Euro-American approach to the liturgy written in Spanish.

Living Stations of the Cross

2009-04-12T07:37:00.000-07:00

Review of Living Stations for a Hispanic-American Community

Living stations of the cross/Passion Plays can be seen at many parishes around the Lenten Season. For Hispanic communities, it proves to be a traditional and emotionally moving experience that always manages to catch the public's eye (newspaper articles, newscasts, etc). It is a Stations of the Cross that invites ALL the senses, allowing people to see, hear, smell and imagine what the Passion Story must have been like for Christ.

The assigned readings really emphasized the importance of culture when conveying faith and tradition in a Hispanic-American context. Obviously, culture is important, but Dahm asserts that to a people who may be new to the American culture (with an emphasis on the immigrant experience), language and way of life, it's imperative to keep something comfortable/known at the forefront. The article suggests that in order to encourage evangelization, opportunities should be made for leadership and power in their faith communities.

The Passion Play/Living Stations has become a tradition for many Hispanic-Americans. In terms of the article, the experience allows the the community to express themselves in a way that incorporates their culture and they beliefs. The experience also encourages involvement of the community themselves--they are not watching a group of White males participate; they, themselves, are organizing a participating in the experience. The Passion Play/Living Stations is a great activity/experience for Hispanic-Americans and lines up with what Dahm states in his article--culture takes the forefront.

Blogging in Belize!

2009-04-12T07:04:00.001-07:00

Review of Service Reflection Resource

While on a service trip in Corozal, Belize with 9 high school juniors, I knew I wanted to include some sort of evening prayer. While in Belize, we were working to build a home for teachers at a local high school. The school is so isolated, many teachers live at the school during the week and commute home on the weekends. Since the living conditions are currently so poor, teachers typically leave after one year, depriving the students of any consistency. Funding and starting to build this house will directly affect the student's education. In providing evening prayer, my goal was two-fold: I wanted the students (and chaperones) to be able to unwind after a day of intense physical labor, but more importantly, I wanted us to be able to reflect on the work we were doing and connect it to our faith and way of living.

I used a resource that was labeled as a "Service Reflection Toolkit." This "toolkit" had pages and pages of information, guiding questions and activities to use with groups doing service. The toolkit began with explanations of the importance of reflecting on service that is completed. Activities are then divided into sections: 15-60 second activities, 1-5 minutes, 5-30 minutes, and so on. There were also longer-term projects and an entire section with journaling methods and questions. Overall, a very lengthy and informative toolkit of ideas.

I really appreciated this resource. By no means was I able to use all of the info (nor would I want to use some of the ideas presented), but I was able to pick and choose what I felt would work with the small group I was leading. I created my own outline for the week and was able to adjust according to our group dynamics. I especially appreciated this resource's variety of suggestions for reflection. It was not simply a list of activities, but provided so many different ways to reflect and interact--perfect for high schoolers who never want to be told "write about your feelings today." This resource would benefit anyone who was looking to "spice up" their reflection process--it offers enough varied ideas so that there is something for everyone.

Christ was born in Asia! (Asian-American)

2009-04-11T11:34:00.000-07:00

Description: A review of the USCCB article…"Asian and Pacific Presence: Harmony in Faith" found here: http://www.usccb.org/mrs/harmony.shtml

This article written by the USCCB gives insight into the “heartfelt pastoral concern” that exists for our Asian brothers and sisters in the United States. It stresses harmony among ethnic diversity. Specifically, the ethnic diversity that exists among those from different Asian and Pacific homelands who speak varying languages, have many different religious beliefs, and experience different ecclesial structures. This diversity gets transposed into American culture when Asians journey and make the United States their new home. Chinese, Filipino, Vietnamese, Korean, etc…all bring their own unique cultural experiences and faith traditions to our shared continent. As a result, great effort must be made to build community amidst diversity and promote a greater harmony built on a foundation of love.

Summary: The text lays out elements that are important in Religious Education and Evangelization in the Asian Culture. Inculturation, Dialogue with Asian Religions, and Service to the Poor are three central elements when attempting to “preach” the Good News to this ethnic group that the 1^st chapter stresses. The latter “preferential option for the poor” is noted as being the fundamental direction for Asian Catholic Church focus. Many Asians have been (or are) themselves poor, and thus readily identify and find Christ within this focus.

One of the most interesting things when reading this USCCB document occurred when I read the opening paragraphs in which it read, “Christ was born in Asia”. It’s not something one hears EVERY day, so it struck my interest and got me through the somewhat lengthy text. I invite you all to read it yourselves…as we are reminded in it that the Holy Land is a small part of Western Asia.

In the USCCB document the bishops lay out a threefold dialogue of religions, culture, and the poor. This, as expected, falls in-line with the article we were assigned to read this week. Being myself a member of what could be considered a “poor” people, I heavily identify with this theology and the “preferential option for the poor”. I can see parallels between Asian theology and Hispanic theology. Perhaps, in my own life, this is one of the reasons I have been so inspired with Franciscan spirituality.

Anyway, in ending, I invite you all to discover the very diverse Asian American culture; and, to see how extreme diversity can work toward building community in harmony. Our Asian brothers and sisters can teach us all a thing or two about faith, and I am grateful that I was asked to be reminded of that this semester…

Las Posadas (Hispanic)

2009-04-11T09:36:00.000-07:00

Description: A review of the Hispanic Las Posadas tradition. A description can be found here: http://www.secaucus.org/oursaviour/lasposadas.html

Las Posadas is a traditional 9 day celebration in which we recount Mary and Joseph’s journey and trials (due to the census of Caesar Augustus) when they were trying to find lodging to give birth to Jesus back in Bethlehem. The pilgrim participants in this event might wear costumes in which some dress as Joseph and Mary. Candles are carried at this night celebration, and there are songs and prayers said before and after each house that Mary and Joseph try to gain entry in. Of course, they are refused entry until the FINAL house. –A shortened version is also common in some areas (e.g. busy college campuses), where the Las Posadas tradition can be celebrated in a single night.

Summary: The assigned reading really seemed to touch on the Mexican immigrant experience. The article discusses how best to convey faith belief and tradition to this ethnic group, one who already brings such as wealth of tradition and belief that is different from the typical American Catholic practice. The article touches on some very real concerns within the Hispanic population, such as how to respect diversity and how to help empower the Hispanic people into their own leadership roles in the parish and larger faith community.

The “immigrant experience” is not necessarily an experience I truly identify with being of a later generation of Hispanic American. This is not to say I do not identify “somewhat”. I am an immigrant here in Chicago, coming from San Antonio, TX. Before this, I was an immigrant to Bentonville, AR working for the HQ of the company everybody loves to hate…“Wal-Mart”. In each and every place I have moved to, I have experience a different set of subtle cultural differences…and have myself had to adapt to the “norm” while still maintaining my own uniqueness that I brought with me. –This, I think, is the struggle that is conveyed in the article…and that is lived out daily by the newly immigrant Hispanic Population. So, as one can imagine, the Las Posadas tradition is a very special tradition. One, in which only those who have ventured far from where they were born and grew up might appreciate.

When I was an undergraduate at the University of Texas at San Antonio Las Posadas was a particularly memorable tradition we did in our Campus Ministry. It was a much shortened version, as in 1 night we would go to the student apartments and visit several homes and run through several “planned” rejections….before arriving at the house that would let us in. That is, let Mary and Joseph in. Afterward, we would enjoy some Mexican hot chocolate and snacks together of course! ---But the true point I think, is that it made our Catholic campus community stronger. We bonded with one another, and had the great opportunity to reflect on the Gospel.

I’ll end with the understanding that many of you might still not have a picture of what the heck I am talking about in trying to describe Las Posadas! But that’s OK. Perhaps at the very least, I have sparked some sense of curiosity. One that will hopefully in the future bring you to experiencing this truly FUN tradition for yourself in-person... –Happy Easter everyone!

RCL Benziger's Faith First for Families Site

2009-04-10T17:16:00.000-07:00

Four years ago, our entire diocese began to use RCL's Faith First Legacy Edition for Kindergarten through grade 8. (This was back when it was still just RCL, before they absorbed Benziger and Silver Burdett Ginn.)

A big selling point of Faith First was their website faithfirst.com. It contains links for students, catechists, religious education leaders, whole community catechesis and families. It is their link for families, found at http://faithfirst.com/html/family/family.html
that we're going to explore.

There are fourteen links on the Faith First for Families site, half for parents to use on their own and half for the parents and children to use together. These links are especially helpful for families using the At Home Family Guide for home-schooling, as it gives them extra resources These links appear to be updated at varying times over the course of the liturgical year.

The parent links include: Just for Parents, currently an excellent list of 10 reasons why your family should eat dinner together; Make a Difference; Gospel Reflections, which was being updated and thus was unavailable; an excellent piece called Questions Kids Ask, (also available in Spanish) which has a terrific response to "What makes Catholics different from other religions?"; an About Your Child section that explains where your child is physically, cognitively, relationship- and religious growth-wise; Saints--which lets you know where the current saint can be found in the Faith First Legacy Edition books; and Current Events, with a pertinent, yet outdated article on the Respect for Life theme evidently written in October of 2008.

The family together links are: Bible Stories, which also includes a background to the story for parents, as well as where in the text series the scripture occurs; Story Time, a children's story I found puzzling as it was unconnected to anything else on the site; Family Prayer; an informative Tour of a Church; Games, which were very simple with out-dated graphics; Movie Reviews by Kids, all of which were done by one young person, and which were also outdated; and Family Meal Prayer.

James Fowler's Stages of Faith, The Psychology of Human Development and the Quest for Meaning presents a continuum of faith development with six stages. Stage one is generally ages three to seven; Stage two is up until puberty; Stage three--typically adolescence, although some adults may remain stalled here; Stage four---the point at which the late adolescent or adult must take responsablity for their own lifestyle, beliefs, etc; Stage five--"dialogical" faith, rare before middle age; and Stage six--rare at all.

On the purely parent side of things, the website challenges the parents even up to Stage 5, especially in parts of the Just for Parents link and the Current Events link. It would be beneficial if the Current Events could be that=>Current, however. On the family together side, while it's touted as being for K-8, I saw nothing that would truly engage a youth beyond Stage 2, except perhaps the Church Tour, but that is a one-time-only activity. The Prayers were well written, and would draw in adults, at any stage, but the Games and Movies skewed very young, and, again, outdated. In this day and age, it is vital to stay current with technology and information.

Overall, and especially for parents looking for background information to help them to stay informed as Catholic Christian parents, I would recommend the RCL Benziger Faith First for Families Site. Keep checking back on a regular basis to see their updates!

Where do your TRUE values lie? (Euro-American)

2009-04-08T23:19:00.000-07:00

Description: A review of the article: “Do you take your values Christmas shopping?” found at: http://www.uscatholic.org/culture/social-justice/2008/07/do-you-take-your-values-christmas-shopping.

This article addresses a true concern in American society. Specifically, what is the true meaning of Christmas? Are we all about the shopping and spending, about the fancy gifts and the pictures with ‘Santa’? Or, do we stop and consider that the coolest toy might be made under horrible working conditions by people that are way underpaid and undervalued? And, do we allow ourselves to have the true spirit of Christmas robbed from us by having a horrible shopping experience? –This article gives good insight into such questions and reminds us rightly that this season is a time (as Christians) that we “prepare for Christ’s coming”. We can keep Christ in Christmas by giving charitable donations, making more meaningful homemade gifts, limiting the amount of gifts given, and most of all remembering to PRAY during this most joyous time of the year!

Summary: The assigned reading for this week takes a look at American consumerist culture. A look at how we have become a culture that thrives on overspending and on acquisitions of material possessions that we think make us “happy”. As one article in the text states, “we are tempted to feel that buying something will solace our suffering [and]…remedy the past” (article 2). Given that America has enjoyed great economic prosperity in the past…it is easy to see how we have fallen into such a lifestyle and mindset. However, given the modern economic condition that we face…it stands to benefit each of us if we STOP and consider whether what we value materialistically is what is truly important in our individual lives…and for our common future.

The loss of Christ in Christmas has long been a concern of mine. Year after year, I am reminded of how much of a consumerist society we truly are. Society…presses you to say “Happy Holidays”…and looks down on those who say “Merry Christmas”. As if we are somehow being un-inclusive or insensitive by mentioning and having a joy for Christ. –It’s as if we have to “mask” our faith in order to celebrate it openly. Just look at Easter…it is all about candy and the Easter Bunny for many. Why can’t it just be about Christ? Anyway, this article makes some good points. I encourage you all to read it as you have time. It might shed some light on the many secular-consumerist people you know ;-)

“Hail Mary, Full of Grace!” (Intergenerational)

2009-04-08T22:14:00.000-07:00

Description: A review of an Intergenerational Rosary Activity from Loyola Press: http://www.loyolapress.com/rosary-activity-center.htm. In this activity people of all ages can gather together to make a rosary, which is a “prayer that engages both the hands and the heart” (p. 3 of activity). They can greater learn about the lives of Jesus and Mary through the mysteries of the rosary. Importantly, they can offer their own perspective from their life experience on how the stories told in the mysteries speak to them at their particular age.

Summary of Fowler: Fowler runs through his Stages of Faith Development. There are 6, not including a pre-stage in our infancy. As one quickly understands, they are progressive and built upon on another. As we mature in our faith, we aspire toward each new faith stage…with the ultimate end of at least reaching stage 5. Stage 6, is rare, and usually attributed to those with a fully mature spirituality such as Ghandi….and those who respond to “the call of radical actualization” (p. 44).

I find this Rosary activity very useful, as all ages can bring insight into the mysteries being prayed. As an example, when Mary visits Elizabeth and is pregnant…---a young pregnant woman reading this will probably have different emotions than the teenage girl who hears it…and definitely different from the 60 year old woman who hears it again. Yet, ALL can come to a common shared faith experience of prayer and love through the rosary. All three of those women would likely be in different stages of Fowler’s faith development. And yet, all of them would find a rich and deep individual meaning in this prayerful practice done in community. –So, I today thank Mary for such a gift…and echo again the angelic blessing: “Hail, Mary…Full of Grace!”

World Youth Days (Young Adults)

2009-04-08T21:13:00.000-07:00

Description: This past summer of 2008, I attended World Youth Day (WYD) in Sydney, Australia. It was not my first WYD attendance…and it will not be my last as I plan on being there in Madrid, Spain during the summer of 2011. For those unfamiliar, WYD is a multinational event for youth and young adults ages 18-35. That being said, many people a little younger…and a little older than this (as guides or for their own spiritual growth) attend frequently. World youth day was started in the 1980s by Pope John Paul II and is Catholic-Christian focused. The youth gather from around the world in a host city, such as Sydney, and spend a week participating in liturgical and catechetical oriented events and celebrations. Optionally, young adults can also spend a week before “WYD proper” living with a host family and immersing themselves in a totally different culture. The culmination of WYD involves making a pilgrimage to a Cathedral in the host city and participating in an overnight vigil that is followed my morning mass given by the Pope.

Summary of Heft: Heft looks at the life of young adults in his text. He seems to have a good grasp of what they are experiencing by asking themselves various life questions…such as “What am I going to do with my life?” When he speaks on this, he refers to those in their undergraduate years, but I would suggest that those young adults beyond undergrad age still ask themselves “versions” of that same question. These young adults are spiritually hungry, and many “do not believe that organized religion is the only way to access the Divine” (p. 105). As Heft goes on to state, “they do not want to confine or compartmentalize the spiritual dimensions of the lives to congregations or to specific times and places” (p. 105).

Heft has an ending section on discussing Young Adults (YAs) called “Lessons Learned” (pp. 119-122) in which he offers the following: a) “YAs want to feel that their presence is valued”; b) “YAs want a sense of ownership in their congregations”; c) “YAs’ interests in religion are multifaceted”; d) YAs thrive when they are ‘met where they are’”; e) “YAs welcome opportunities to feel emotionally affected”; f)”YAs respond to a theoretical and practical balance between the particular and universal”.

My experience is that World Youth Days dives head first into addressing Hefts "Lessons Learned". I think Pope John Paul II understood the youth, and wanted them to be more greatly involved in their faith. The continuation of World Youth Days beyond his death is a testament that the collective Catholic Church also feels the same in regards to young adults. There is nothing like being a part of a crowd of a million+, all from different cultures, speaking different languages, coming together in a universally understood faith experience that occurs every 3 years at World Youth Day. I strongly recommend this as something to consider in forming those in their later-teens, 20s, and 30s. So…IF YOU HAVEN’T GONE….MAKE TIME TO GO! --And, I'll see you in Madrid!

Creating a “rap” from the Bible (Youth)

2009-04-08T20:38:00.000-07:00

Description: I found an interesting activity for “youth” in the Catholic Youth Bible Activities Manual (ISBN 0-88489-560-2) that turned Chapter 2, passages 1-4 of Hebrews into a rap song. The students were first asked to divide into groups, read the passage, and discuss “why the Hebrews needed a call to pay attention”. After this, each group would develop a rap song based off the passage, being attentive to beat, volume, mood, etc…in an attempt to maintain the original message found therein. Lastly, the students perform the rap and then discuss amongst themselves the need to pay attention to God’s word…and evaluate any and all distractions that inhibit us from doing so.

Summary of Heft: The Heft text speaks on the modern problem of youth being “absent from traditional congregations” (p. 1). He addresses the question of “[how] religious traditions can pass on [faith understanding and practice] to their next generation of believers”. Those of Gen X, Gen Y, or the Millennials. Getting these youth involved is vastly more complex given our modern consumer-driven and digital culture. The need exists then, especially in a place like the United States, to find creative ways to translate faith understanding to each successive generation.

Heft does give suggestions as to how we can better transmit faith these generations. First, he says a central key is getting parents more involved in their faith…which will in turn get the children more involved. Secondly, people need to engage and ask the youth what they believe. Youth need guidance and “practice talking about their faith” (p. 70). A third suggestion is to nurture religious practice in their lives. Finally, Heft suggests that we (as religious educators) stop listening so religiously to the prevailing “learned” experts on modernity (e.g. sociologists, psychologists, etc.)….and instead listen to the “historical and theological wellsprings of one’s own religious faith” (p. 72).

In short conclusion, I think the activity described above could be useful in drawing out the question of “what do you believe?” in the youth. Parents could also participate in this activity in some way. --Making the faith interesting and relevant in the youth’s lives is important from my point of view, and using “rap” (something modern) to get a point across and to transmit faith is an activity worth consideration. Any modern way in which we can translate faith understanding and practice to our youth culture should be at least open for consideration…

An Evaluation of “Stuff Love” in Light of Wallace’s Consumerism and Christian Community

2009-04-06T23:05:00.000-07:00

The Stuff Love activity was taken from the study guides offered at the Practicing Our Faith website, and can be found here. This activity is intended for use with teenagers. The purpose of the activity is to identify the reasons why consumerism is rampant among Americans. The activity is built on Luke 12:13-21 where Jesus says that a persons’ life is not about the abundance of her possessions. The activity consists of the scripture, a few points about who might be responsible for American consumerism, and reflective questions about consumerism.

Wallace’s article, Consumerism and Christian Community, published in the Anglican Theological Review, (also available here) was the reading for this week. In her article Wallace reviews a handful of books about the problem of consumerism in America. She highlights the fact that this culture judges people’s worth by the amount of money they make and the type and amount of stuff that they own rather than their character (584). Wallace then suggests that the counter-cultural message, found in Church, that we are loved by God could ward off the penchant, which is driven by this culture, for looking for love in the wrong places of stuff and money (587).

The activity places consumerism in the light where it can be examined, which is what the American teenager needs. It is likely that she is not aware of the extent to which consumerism has an effect on her life. However, the activity is rather flat, dull, and impersonal. The questions for reflection do not draw the participant into examining the influence of consumerism on her own life. Rather, they approach the topic in a broad and impersonal manner. As it stands, I do not recommend this activity for use with the Euro-American teenage culture. In order for this activity to be successful, it needs to engage the participants on a personal level and challenge them to take some sort of action regarding consumerism in their lives. A hands-on or movement focusing activity to draw the participants in would also be helpful. Without these changes, I do not believe that this activity would be successful.

"People of Faith"

2009-04-06T19:02:00.000-07:00

The parish where I am a Religious Education Leader is celebrating the saints in a special way during the 2008-09 liturgical year in preparation for a mission on the saints November 1st & 2nd. Hence, I am on the lookout for new-to-me saints resources. The Catholic Connections Handbook for Middle Schoolers published by St. Mary's Press, 2009, is one such source. It contains engaging profiles of "People of Faith" interspersed throughout the book.

Brother John of Taize in Passing on the Faith published by Fordham University Press in 2006, shares the story of the success his community has had among young people for more than sixty years. He focuses on prayer and community, universalism, trust and simplicity. Of these, simplicity and the routine aspect of Taize prayer refer to the "People of Faith" component of The Catholic Connections Handbook.

The prayer at the Taize community happens three times a day every day, when the bells start ringing. This is a routine that the young people can count on. I would draw this parallel to the saints' stories in the Handbook: all of them appear in the same format, which is=> the bottom lower half of two facing pages with a color drawing of each "Person of Faith" on the left hand page. This is a routine the young people can count on, too.

Secondly, Brother John talks about the simplicity of Taize. He says it is simple because that is the only way they can welcome so many people. The stories of the lives of the "People of Faith" are simple, too. Virtually all are two or three paragraphs, again, with a color drawing. Though short and simple, they are engaging, and are well designed to draw in the middle school audience.

I highly recommend The Catholic Connections Handbook for Middle Schoolers "People of Faith" stories for those looking for new resources of the saints to share with the middle school crowd.

Justice for Immigration

2009-04-06T15:11:00.000-07:00

This is a review of the USCCB’s work entitled “Justice for Immigrants.” This information, available at the USCCB’s website and justiceforimmigrants.com outlines the Roman Catholic Church’s social justice position on fighting for better immigration laws and standards. They discuss the “earned legalization” policy, which allows those already in the country the ability to stay; to continue to be productive. The largest influx of immigrants are of Hispanic descent. Better control over the immigration issue would combat unscrupulous employers. Better immigration laws would keep families together.

This week’s review is from Charles W. Dahm, Parish Ministry in a Hispanic Community, by Paulist Press. One chapter of the book is the focus this week, chapter 7, A Community of Teaching Ministries. The subject is the religious education of the youth. It discusses faith in the family and how critical that is. It discusses promoting social justice, peacemaking, and respecting diversity. This book is a good starter resource for working with the Hispanic population.

The text’s focus on peacemaking, social justice, and diversity are in-line with the Bishop’s Justice for Immigrants proposal. The Bishops want people to fight for the underprivileged and the article somewhat addresses that. The Bishop’s position is to fight for justice and they don’t encourage illegal activity. They encourage people to peacefully fight for justice for all. I would recommend supporting Justice for Immigrants as a resource and supporting the Bishop's proposal as a fair way to approach the immigration condition we face.

A Review of “Growing In Justice” Prayer Celebration Activity

2009-04-03T17:05:00.000-07:00

The publisher RCL Benziger’s website http://www.rclweb.com/ offers resources for their faith formation series “Blest Are We”.

The activity is a prayer service designed for fifth graders to be implemented during the Lenten season. The focus is “Growing in justice through God’s forgiveness.” The activity suggests setting the environment with a prayer table covered with a purple cloth, a Bible, and a candle. Prior to the prayer service the activity indicates to have the children list the most important things in their lives and discuss them. Then ask them to consider what was most important for Jesus. Then discuss should these things be important to them, too?

The prayer celebration then begins with music then a reading from Philippians 1:8–11, followed by a leader’s prayer, a litany of penitential petitions read by students. All praying the Act of Contrition and a final song draws the conclusion to the celebration.

This week’s readings from the article in the “Anglican Theological Review” on Consumerism and Christian Community reflects on the crazed consumption ideology of the American culture. The article suggests we “are constrained from healthier choices… because we lack courage, wisdom, and social support.” (Anglican Theological Review p. 585). Addressing the important things in an adolescent’s life and reflecting upon the true treasures is significant in cultivating their relationship with Christ. Providing a format for the discovery what is true joy in life and contrition for the awareness of blatant power of consumption is a worthwhile activity for this audience. The activity is basic and would be most effective if it was developed and personalized to fit the individual character of the audience. The penitential petitions could be edited to reflect the immediate issues of the group along with use of current music that would be relevant to the group and topic at hand.

A review of the resource: CATECHIST Magazine

2009-04-01T16:02:00.000-07:00

Audience: Intergenerational

Resource: CATECHIST Magazine, February 2009 issue, Vol. 42, No.5. Peter Li Education Group, Dayton, Ohio.

Catechist magazine is a publication that is available monthly during the academic year from September through May. The February 2009 edition highlighted on the front cover, “A Lenten Supper – An Intergenerational Event”. The article connected to the front magazine cover banner is authored by Cullen W. Schippe is titled “Now Is an Acceptable Time – A Recipe for an Intergenerational Event.” The article gives a very wide parameter for the topic and guideline regarding how to plan the event. The first paragraph defines an intergenerational event as bringing together all members of a parish to provide a common catechetical experience. The outline included a sample schedule, with the encouragement for flexible design to fit your needs and interest of the audience.

The title of the article seemed awkward. The generalities were positive in the sense that you can plug in your own specifics. The one specific provided in the article was a timeline of the event, which generally resembled a way to implement Groome’s five movements. The schedule provided looked like this:

6:30 Welcome and Gathering
6:40 Presentation
6:55 Responses, Comments, Testimonies, Questions
7:10 Our Shared Meal
7:40 Learning Activities
8:10 Summary
8:20 Prayer
8:30 Collection, Dessert, Dismissal

For a catechist with less experience or initiative this resource would be too vague. As a CRE I found this article to be useful. It was helpful to see a simple design that has the potential for success with planning and community interest.

Review of the Catechesis of the Good Shepherd

2009-03-29T13:50:00.001-07:00

www.cgsusa.org
Catechesis of the Good Shepherd (CGS) is a Montessori approach to Religious Education. The program has three developmental levels, with each level building upon previous levels. The curriculum stems from liturgical and biblical concepts in the Church, and the presentations for each level are presented in a three year cycle. Children receive the greatest benefit after being in each level for three years. In 1981, James Fowler wrote a book entitled Stages of Faith: The Psychology of Human Development and the Quest for Meaning. In this book, he details six developmental stages we go through in our faith lives. The first three stages are primarily age related, while higher levels may or may not be reached, depending on the faith development of the individual. The CGS program is an ideal program for recognizing the faith development of a person. Each of the three levels for children are age related and follow very closely the first three levels of Fowler’s stages of faith. Another strength of the program though is the formation for catechists. It allows for further faith development into the higher stages of adult faith.

Stations of the Cross with Pope John Paul II

2009-03-28T14:47:00.000-07:00

Audience: young adults

A review of the resource: The Stations of the Cross with Pope John Paul II, Joseph M. Champlin. Liguori, 1994.

During Lent praying the Stations of the Cross is a devotion that takes one through the events of Jesus’ suffering and death. There are fourteen traditional Stations of the Cross beginning with Jesus being condemned to death and the fourteenth station Jesus is laid in the tomb. Contemporary versions have a fifteenth station; The Resurrection. Pope John Paul II officially added the fifteenth station according to Joseph M. Champlin on Good Friday, 1991. On that Good Friday in 1991, Pope John Paul II also adapted some of the other traditional stations. This booklet takes the adaptation that the Pope created and provides a rich pilgrimage to follow Jesus’ steps. The format is a balance of traditional and contemporary. There are illustrations that are deliberately focused on the adapted stations of John Paul II, along with psalms and reflections that enrich the image of each station. The booklet serves as an enriching variation on an age-old devotion as one is reflecting on the self-giving love that Christ suffered for us.

Pope John Paul II had a connection with the youth, he established world youth days, and his global travels provided a sense of belonging to young adults. In section four of In Passing on the Faith: Transforming Traditions for the Next Generation of Jews, Christians and Muslims, James L. Heft provides the reader with insights from Brother John of Taizé in understanding youth and prayer traditions. Prayer and community in Taizé along with a searching for a deepening of their faith has been the constant strong hold for decades. Young adults responded to the authenticity of the Taizé community. John Paul II was authentic in his connection and commitment to young adults and his Stations of the Cross has a wide appeal to the meditation dimension of the prayer. Reflections focus on what is essential in accepting the love and passion of Christ. The Passion of Christ is the ultimate of witnessing. Brother John said, “Our community’s deepest aspiration is to make accessible the sources of trust, so that people, especially the young, can live their lives rooted in this trust.” (Heft, 160). The Stations of the Cross is a rooted and trusted devotional prayer. This resource that is based on the adaptation of the Good Friday pilgrimage of 1991 by John Paul II serves a young adult audience well, because of the trusted relationship the Pope had established with this group and the contemporary fresh version it presents of the Stations of the Cross.

Use of Parables and Consumerism

2009-03-23T08:59:00.000-07:00

This is a review of Roger Hassett’s, The Power of Parables. Mr. Hassett’s a former religion teacher at the University of San Diego High School, San Diego, California. He discusses how one could use parables to teach a variety of lessons, by reading parables. First, help the students listen to the parables with their hearts and not their heads. He accomplishes that by leading the students in a guided-relaxation exercise called a stress inventory. It is a simple exercise in which the students assume a good posture, become aware of their breathing, and slowly relax each part of their bodies from head to toe. They can then focus better on the story. Once the students are relaxed, you can begin reading the parable. Be sure to bring it to life! Give each character a distinctive voice. Read slowly and carefully. Because the students are in a meditative state, they are quite open to the message, so take your time with it. When the story is completed, give the students a minute or two to come back to full consciousness. Then allow them five or ten minutes to write their reflections on the parable--their gut reactions to the story and where they find God, themselves, and others in it. Students use three questions about a given theme as it is presented in a particular parable:

1. Where am I with God in all of this?
2. Where am I with myself in all of this?
3. Where am I with others in all of this?

For this session, I have considered the use of THE RICH FOOL in Luke’s Gospel. This reading/parable is related to consumerism or materialism, which is the focus of this week’s reading.

Luke 12:13-21 [13] Someone in the crowd said to him, "Teacher, tell my brother to divide the inheritance with me." [14] Jesus replied, "Man, who appointed me a judge or an arbiter between you?" [15] Then he said to them, "Watch out! Be on your guard against all kinds of greed; a man's life does not consist in the abundance of his possessions." [16] And he told them this parable: "The ground of a certain rich man produced a good crop. [17] He thought to himself, `What shall I do? I have no place to store my crops.' [18] "Then he said, `This is what I'll do. I will tear down my barns and build bigger ones, and there I will store all my grain and my goods. [19] And I'll say to myself, "You have plenty of good things laid up for many years. Take life easy; eat, drink and be merry." ' [20] "But God said to him, `You fool! This very night your life will be demanded from you. Then who will get what you have prepared for yourself?' [21] "This is how it will be with anyone who stores up things for himself but is not rich toward God."

As noted above, the focus this week is consumerism and America’s obsession with having more, and more never being enough. The readings are from The Anglican Theological Review, which include synopsis’ from, The Loss of Happiness in Market Democracies by Robert E. Lane, Dematerializing: Taming the Power of Possessions by Jane Hammerslough, Luxury Fever: Money and Happiness in an Era of Excess by Robert Frank and so on. The article was good at summarizing the various larger stories, in the context of American’s always wanting more. The concept of Affluenza is introduced and our need to have more and more stuff is considered. The theory is that the more stuff we accumulate the happier we are supposed to become. However, that doesn’t always happen. What people are missing is a right relationship with God, but finding that in this consumer-driver society is difficult.

When you consider these readings, the theme of consumerism, and the use of parables, the parable exercise would be most beneficial with older students and/or adults. Since parables are sometimes difficult to dissect, use with younger students might be difficult, unless they are working in conjunction with older students or adults. For my lesson plan for this week, I team second-graders with their parents, in preparing for their first communion. The parable referenced in this article would be better suited with the children and adults working and discussing it together. The relaxing exercise wouldn’t work with younger children either, since that sort of activity is beyond their conception. The focusing is beneficial for more mature persons. Otherwise, I like the parable exercise, the use of guided relaxation, and the three focus questions. In using those concepts with the parable cited above, the theme of consumerism and materialism can be easily tied to God and His love; and the negativity of greed.

Loyola Press Intergenerational Event Review

2009-03-23T06:59:00.000-07:00

Activity Centers for Intergenerational Event: The Passion and Resurrection of our Lord
From: Loyola Press Online
http://www.loyolapress.com/activity-center-good-friday-intergenerational-event.htm

Loyola Press offers numerous suggestions for an intergenerational event that will help families engage in the Triduum. The resource offers 10 different activity centers that coordinators can mix and match to meet their time, space, and participant needs. It suggests ending with Good Friday prayer service that includes an Agony in the Garden skit.

Fowler's Stages of Faith clearly outlines 6 different stages of faith that you may find in any given parish setting. The challenge for any coordinator planning an intergenerational event is to include activities that cross both generations and stages of faith development. Unfortunately, Loyola Press' Activity Centers fails on both accounts.

Of the 10 suggested centers, 7 of them are entirely child centered. They include basic arts and crafts projects, coloring, planting seeds, etc. While there are times that adults are included in the lesson description, they're participation is limited to assisting the children in creating whatever project the activity calls for. 2 of the centers include family handouts that do reach across the parent-child generational gap including questions and comments that are appropriate for each generation. However, these handouts do nothing to include older children (the activities are all elementary or preschool level) or generations beyond the parent.

In terms of Fowler's stages of faith, a majority of the activities are geared toward stages one and two. The final prayer service and drama has the potential to reach beyond into stage 3, as do some of the parent-directed activities, but this potential will only be reached if the leader of the activity makes an active effort to reach into stage 3 during the activity. None of the activities suggested will reach stages 4-6.

While the variety of suggestions and the freedom to create your own event that fits your needs makes this resource appear to be very valuable, a closer look at the activity suggestions demonstrates that at it's core, this is really just an elementary/preschool resource that includes parents as volunteers. It has the potential to be a great resource for this age group, but does not truly live up to its name as an intergenerational resource.

An Evaluation of the Little Rock Scripture Study Series

2009-03-22T19:14:00.000-07:00

The resource reviewed in this entry is the Little Rock Scripture Study series. There are multiple courses available on the Hebrew Scriptures and the New Testament, as well as some thematic studies on topics such as the infancy narratives of Jesus and women of the New Testament. These studies are intended for small groups of about 8 to 12 adults. They require both individual study and communal sharing within the small group. The objective of these resources is for adults to gain a deeper understanding of the books and themes contained in the Bible.

The program is structured around daily personal scripture study which includes reading the selected passage(s) from the Bible and the commentary that goes with them. Then, the participants reflect on what they have read, asking themselves what the Scripture passages says, means, means to them, and what they are going to do about their understanding of the Scripture. Then, the participants answer a set of questions that are intended to help them further reflect on what they read. Once a week, the participants meet with their small groups to discuss the results of their personal reflections. The course of study concludes with a wrap-up lecture which is intended to clarify the themes of each of the daily lessons.

In the excerpt from Stages of Faith: The Psychology of Human Development and the Quest for Meaning, Fowler describes six different levels of faith that people progress through. For various reasons, some adults will be at different levels of faith development. The Little Rock Scripture Studies can be used with people who are at many different levels of faith development. This resource provides an opportunity for those at a lower stage of faith development, such as the Mythic-Lateral or Synthetic-Conventional levels to engage the Scriptures in a way that they may not have done previously. The Little Rock courses engage the participants in looking at the broader picture of the Scripture, including the historical context, use of literary devices, intention of the author, and application of the Scripture to the participant’s life. This can help the person in the lower levels of faith to begin to reflect critically on the stories from Scripture that they have heard repeatedly, and to begin to identify and apply Scriptural messages to their own lives.

The Little Rock courses also have the ability to prove meaningful to those participants who are at a higher level of faith development. While some of the questions and information provided in the commentary may seem to be simple, if the participants are able, they can make as much out of it as they want. There is room to go beyond the printed resource. It would also be beneficial to the small group of adults engaged in the course to have a few individuals who are at a higher level of faith development than the majority of the group. This exposure to a different way of understanding can help the other members of the group to progress in their own faith development.

Overall, The Little Rock Scripture Study series appears to be a good resource for adult faith formation. It has the potential to engage people at multiple levels of faith development. As with any resource, there is the possibility that it will not be used to the fullest of its potential. Or that the participants who are at a lower level of faith development will not be able to engage in a discussion with those at a higher level. It is also possible that the participants who are at a lower level of faith development will feel intimidated by and have a difficult time connecting with the material. Most likely all of these problems can be alleviated through appropriate small group facilitation.

Taize: Prayer for all People

2009-03-19T08:30:00.000-07:00

Stages of Faith, the Psychology of Human Development and the Quest for Meaning, by James W. Fowler, Harper:San Francisco, 1981.

Taize Prayer service offered by the Viatorian Community in Arlington Heights is a monthly service where people of all ages are invited to gather together in prayer fashioned after prayer services in Taize, France. Once a month, students, parents, neighbors, and clergy gather together for about an hour and a half to sing, chant, hear the Word proclaimed, and pray together. It is an evening of quiet and reflection, offering many the opportunity to take intentional time out of their busy lives to sit and just “be.”

In Fowler’s writings, he focuses on describing the six faith stages people may (or may not) go through. People do not necessarily go through all of the stages or in the same order. Stage one is described as Undifferentiated Faith. This is when there is complete reliance and trust on another. An infant who must completely rely on their guardian would be an example of this stage. The second stage is Intuitive-Projective faith. This stage usually includes those from ages 3-7. People in this stage are influenced by stories; they grasp concrete concepts through images in stories. The third stage is Mythic-Literal Faith, and it is where most adolescents and adults remain. This stage is literal and one-dimensional. The fourth stage is Individuative-reflective faith. Young adults are in this stage, although many adults don’t ever reach this point in their faith journey. In this stage there are tensions between individuality and associating the self with the group; it’s a time of demythologizing and critical reflection on self. The fifth and final stage is Conjunctive Faith. It’s the most complex, and it sees both issues/sides at the same time. Fowler even finds it difficult to fully describe this stage since it is not attained by many people. The six stage is reserved for saints or near saints.

I think Taize would be a great activity for many adults simply because it allows for individuality and can be experienced in different ways by people in different faith stages. Someone in earlier stages would appreciate the direction and concrete structure/flow of the evening. Members could simply sit and listen if they are uncomfortable singing/participating vocally. Those in higher stages, like 4 and 5, are able to allow the Taize experience to affect them in a multitude of ways. Since they realize everyone has their own world view and different life experiences, they are aware that Taize prayer can touch people in different ways at different points in their life. Overall, I think Taize offers much freedom for people from a variety of stages; it allows the individual to take what they can depending on where they are at.

RCIA

2009-03-16T15:56:00.000-07:00

The RCIA (Rite of Christian Initiation of Adults) program at Holy Family Parish is a modern day cultivation of faith. The program embodies the spirit of Catechesis, which is to walk along side and echo life’s experiences, rather than direct and teach followers. Now I cannot speak on behalf of the entire Archdiocese of Chicago’s RCIA program, I can only speak from experience and observance at Holy Family. This model follows a gradual year long experience with six major events such as Rite of Acceptance, an overnight retreat, and finally Initiation on Hoy Saturday. The weekly meeting is run more like a party with an agenda than as a class. Each meeting may have a purpose but the direction and pace is dictated by the participation of the candidates. The candidates and sponsors are accompanied by team leaders and fellow members and non members of the church. Many of the people at the meetings are there because they continue to get great joy out of the experience even though they are not candidates or sponsors. The atmosphere is of great wonder and questioning. No question is turned away and no answer is denied. Experience is often the greatest answer. I was not always happy to go but always strengthened and happy when leaving.

Stages of Faith, the Psychology of Human Development and the Quest for Meaning, by James W. Fowler, Harper:San Francisco, 1981,
Fowler covers six stages of faith. These faith stages go along with the psychological development of humans. He starts with a pre-stage which covers early infancy but moves quickly into the first stage Institutive- Projective Faith. Here speech and symbols of communication begin. Infants learn to manipulate what they receive example: crying brings mother, and mother sooths. The perceived perspectives are absolute or the only perspectives. Stage 2 is the Mythic-Literal Faith stage. This is when bind our experiences to a meaning with stories. We can retell stories and even imagine new ones but cannot reflect upon them. We are stuck in concrete operational thought. Stage 3 Synthetic Conventional Faith begins with a greater concept of others in the world. Fowler uses the phrase “I see you seeing me” to help reflect on this stage. God is often a significant other that provides and confirms acceptance. We begin to question and reflect upon what we know. Stage 4 is Individuative-Reflective Faith. This stage is where Fowler would place most adults. In stage 4 we see the world as having different view and ways of being. We are no longer defined by our perceived roles we have developed to choose our own roles. We have choices and use a conscious effort to define our boundaries. Fowler believes that stages 5 is obtained by an experienced human, or in other words “old”. For Fowler stage 6 is reserved for saints or near saints.

I feel that the RCIA program is a great way for those of us in or between stages 3 and 4 to communicate. Often faith is a personal topic and asking questions of another person’s faith is not proper or polite. The stage 3 people may be too caught up in self perception to feel comfortable discussing what they have not yet answered. For those in stage 4 they may recognize and even accept that there is a faith and a journey but if they do not perceive themselves as on the journey it is very hard to change their view. To truly affect these adults a strong emotional connection must be made. However great the RCIA program is there is never enough time to reach every participant. The RCIA model brings people from many different stages and provides a safe and encouraging arena to speak your mind. This arena at Holy Family is called a small Christian Community.

"The Other Side of Youth"

2009-03-16T14:04:00.000-07:00

Dan Cassel - Blog Entry

Resource:
Title: "The Other Side of Youth"
Author: Willard Conchin
Copyright 1987 by Williard Conchin, Meridanville, Alabama

When I was 16 years old, my congregation used this workbook as a resource for family home Bible studies. The purpose of the home Bible studies was to get the congregation to spend time with families, outside of the typical meeting times, studying the Bible and discussing topics with each other. The groups would change on a quarterly basis allowing for different families to interact and visit each other's homes. Often, the focus of the studies was topical and topics were chosen with the idea that entire families would be involved in the studies. This particular workbook focuses on topics which the author believed important for teenagers to discuss with each other, their parents, and for the church as a whole to bear in mind.

The workbook itself is broken into eleven chapters and the idea is that each chapter will be the focus of one weekly Bible study. Because the studies are intended to spur discussion, the workbook itself introduces a topic, offers several points to consider, and the remainder of the lesson is filled with series of Bible passages the student is asked to read and fill in (blanks are left to insure the student has read the passage and was able to complete the missing words). [I remember as a teenager calling the last part, "Fill in the King James," because the authors of workbooks always seemed to use the King James version of the Bible, which I did not use and always had to borrow my mom's old study Bible.]

Due to the emphasis the Church of Christ places on a Christian's ability to handle the scriptures and always refer to the scriptures when discussing a topic, I believe the workbook is a sound resource for what is attempts to achieve. For someone who was raised in the tradition of the Church of Christ (CoC), this workbook does a very good job of introducing topics and scripture passages that may deal with that topic and leaving the heart of the discussion to those leading the class or study. Converts to the CoC tradition can also find in this workbook a good resource for beginning to understand the way in which the CoC deals with scripture when discussing topics. The topics in the workbook range from "Ye are Strong" in lesson one to "You Have Much Going For You" in lesson eleven, building the confidence of the young Christian while not forgetting to warn of "Some Pitfalls To Avoid" in lesson six. From the basis of Christian faith, to how it can be build up, what attempts to tear it down, and the responsibilities of a young Christian, (using the example of young Timothy), this workbook has been effectively used for years as a tool to discuss important aspects of transition in the life of young Christians to young adult Christians.

However, no one workbook is perfect or complete in dealing with the wide range of needs of a teenager seeking to find a place in a religious community. While this resource provides the diligent family with a mechanism to discuss some challenging topics facing the youth of the church, it does indeed take a diligent student to make it through the "fill in the King James," and the rather traditional discussion of topics in the workbook. This workbook was written in the 1980's by a man who is very evidently the product of a post reformation Church of Christ family. Certain ideas are presented as doctrine that I would now venture to say are matters of opinion, and matters of admitted opinion seem rather dogmatic in their presentation.

Also, the idea of an individual who is dealing with topics of a coming of age youth are often introduced as if they are obvious topics of concern and I question whether someone raised outside the tradition of the CoC would see the concern with many topics. Does an individual's failure to spend regular time with the scriptures in meditation concern a teenager who is battling with a family who does not support his/her decision to be a part of the CoC? Surely the majority of the CoC would have much to say on the benefits of time spent with scripture and in meditation, but again, that is coming from within the faith tradition.

I believe this to be a solid resource for those in the tradition for which it was intended, but I would recommend its use outside of the tradition be limited, and where used it may be well accompanied by some sort of disclaimer lest it cast a less than genuine on the Church of Christ as an antiquated tradition of faith out of touch with modern concerns.

While this workbook is intended for teenagers, I believe it could be well adapted to students of any age who were able to use a Bible and discuss topics contained therein. The manner in which it was used in the home Bible studies allows this book to be adapted to any maturity level and provides congregations and families with great opportunities to discuss faith formation, faith development, and faith preservation. Because the emphasis of this workbook is discussion after each student has spent time with selected Bible passages, I believe it is able to be manipulated to benefit students of all ages and maturities. Adults in the studies are also provided the opportunity to pass on their faith tradition while allowing students to develop and decide on their own application of traditions, truths, and dogmas.

A review of The Decalogue

2009-03-16T13:32:00.000-07:00

Laura Daniels’ Blog #3 - Intergenerational

This is a review of The Decalogue by Krzysztof Kieslowski. The Decalogue
is a DVD collection that depicts the Ten Commandments via (10) one-hour
stories. The DVD’s are a resource that can be used with a variety of age
groups and across various cultures as a way to live the Ten
Commandments in modern-day life. Each story is layered with multiple
messages and dilemmas, just as real life is. Sometimes the message and
the “sin” are easy to see and sometimes they are hidden under layers of
discreetness.

The Ten Commandments have been around for thousands of years as a
guide for living. Each and everyday we break various commandments and
don’t even realize it. The DVD’s are worth a view from every minister and
religion teacher - although I would caution you to use with older teens, like
juniors and seniors, all the way through adulthood.

Decalogue 1: “I am the Lord thy God; thou shalt have no other gods before
me.” This is a story of a son and father and the mysteries of the computer.
There’s an aunt who’s religious, verses the father who’s very practical. Who
do we trust in our lives? God? or other things in life, like the computer?
Who do we turn to when things don’t work out as we’ve computed?

Decalogue 2: “Thou shalt not take the name of the Lord thy God in vain.”
A wife, a husband, a doctor, a lover, and an unborn baby. Will the wife, who
had an affair with a work colleague, keep her baby or have an abortion?
Well, it all depends if her husband, who is very ill, will live or die. Will, or
can, or should the doctor tell her what she needs to know?

Decalogue 3: “Remember the Sabbath day, to keep it holy.” Does that only
mean that you must attend Sunday service? Or does this commandment
apply to other things? This is the story of a husband and wife at Christmas
time, and the husband’s past lover. The lover interrupts her ex’s Christmas.

Decalogue 4: “Honor thy father and thy mother.” What makes a parent a
parent? A 20-year old girl and her father tread down some unchartered
waters in their relationship. Are they related? All is to be revealed in a letter
that was left behind by the girl’s deceased mother.

Decalogue 5: “Thou shalt not kill.” A disturbed young man murders a cabdriver
in a random act of violence. We are introduced to the young
murderer and a lawyer who was just admitted to the bar. We see their
struggles in dealing with the trial and the death-sentence that’s handed
down. Is is right to kill a killer?

Decalogue 6: “Thou shalt not commit adultery.” We meet a peeping tom
and a promiscuous lady. He is obsessed with her and she doesn’t know
how to love. They have a discussion that leads to an act of desperation.
What about obsession?

Decalogue 7: “Thou shalt not steal.” Our characters include a controlling,
loveless mother, a controlled father, a confused daughter, and a little girl
that is the focus of both women. Is it stealing if you take something back that was once yours?

Decalogue 8: “Thou shalt not bear false witness against thy neighbor.” In
this small world, a woman comes face-to-face with the Jewish woman, who she turned away as a child, during the Nazis occupation. The woman
explains her cowardice.

Decalogue 9: “Thou shalt not covet thy neighbor’s house.” A husband and
wife want children, but the husband is impotent. He convinces his wife to
take a lover and she does. This causes much grief in the marriage and
desperation arises.

Decalogue 10: “Thou shalt not covet thy neighbor’s wife, nor his manservant, nor his maid, nor his goods, nor anything that is yourneighbor’s.” Two brothers are left a valuable collection, but one piece is missing. They locate the piece which makes the collection complete, but it
will cost one of the brothers his kidney. After the surgery, the collection is
stolen. The brothers suspect one another.

These DVDs are an awesome way to start a conversation about the commandments and break-open what each means. They can be used as are source with older teens; to complement a lesson plan on the commandments. They can be used with young adults in a Theology on Tap
set-up or with any adult group as part of an adult formation series.
Teachers and ministers will want to review them to help their audiences
better understand the commandments in today’s world.

Besides using the DVDs across generational lines, they are a good resource across cultural lines. The Ten Commandments are understood
world wide and throughout various religious groups. The stories are done in Polish with subtitles, but the themes and messages are universal.

In reviewing the following text, Stages of Faith, the Psychology of Human
Development and the Quest for Meaning, by James W. Fowler, Harper:San Francisco, 1981, (Part IV, Stages of Faith), we are introduced to a human
development model that is crossed with a faith development model. As
psychology has given us developmental models from Piaget, Erikson, and others, Fowler, uses the human development model to show the reader
how faith develops, grows and changes throughout one’s life.

He begins with the Undifferentiated Faith Stage in infants and moves us
towards the final stage, Stage 6, Universalizing Faith. As people develop physically, mentally, psychologically, intellectually, and so on, they also
develop some form of faith. Individuals travel through Erikson’s and other’s
life stages along, or simultaneous to Fowler’s Faith Stages.

The stages (Intuitive-Projective Faith, Mythic-Literal Faith, Synthetic-
Conventional Faith, Individuative-Reflective Faith, Conjunctive Faith, and Universalizing Faith) are symbiotic to the various age-related stages of growth and development. Just as individuals reach the various age-related stages at certain times in theirs lives, people reach Fowler’s stages in thesame way. Each stage is marked by certain achievements and awareness
that the individual has achieved. Each stage builds on the last stage.

As such, the DVD resource is best understood by older teens and up. This
is simply because some of the material is for more mature audiences and for individuals that can think abstractly, because some of the material is
nuanced with themes that require more intelligent processing. The junior or senior in high school would be developmentally better equipped to draw conclusions and tie the DVDs into faith-related issues. Additionally, the
adult, at his/her various developmental and faith-related phase, would be

able to draw their own parallels to their own life experiences. It would
actually be a great learning environment to have the various generations inthe same group reviewing the DVDs from their life experiences and their faith experiences.

My Best Resource

2009-03-16T12:39:00.000-07:00

OSV's Big Book of Family Gatherings for Parish Faith Formation by Judy Elliott Dantzer

Our parish has a monthly Intergenerational Faith Formation Session. Sacrament Preparation Families are required to attend, but the whole parish is invited. For the "Focusing Activity" I always reach for this book. It's contents include presenting the basic tenets of the Catholic Faith, liturgical seasons, Sacraments, Biblical Stories, Saints, Mary,Prayer, Stewardship, even Food and Games in the times of Jesus.

The activities, skits, reproducible table projects are meaningful and easy to assemble what is needed. I can honestly say that this book has not failed to give me an idea for an opening activity. I usually rewrite the skits or activity to adapt them to our local parish, but the ideas flow from the well thought out activities presented in this book.

Valerie Porter

2009-03-15T19:05:00.001-07:00

RELIGIOUS EDUCATION AND EVANGELIZATION

REVIEW OF RELIGIOUS EDUCATION RESOURCE:

Resources: Catechist’s Guide

Title: Confirmed in a faithful Community: A Senior High Confirmation Process

Printing Date: Winona: St. Mary’s Press, 2006, Third Edition.

Authors: Therese Brown et al.

Reviewed by: William, March 15, 2009

The Confirmed in a Faithful Community for a Senior High Confirmation Process is effective Guide Manual which the senior high students preparing for the Sacrament of Confirmation will appropriately find fascinating, engaging, and fun to enjoy.
This Catechist’s Guide follows the themes, readings, and list of activities in corresponding Candidates’ Handbook, Catholic Catechism, and Scriptural Readings. Its design envisions flexibility allowing parish components like orientation, parent and sponsors meeting, announcement, to be incorporated. The idea is to offer individual candidates an opportunity to enter into faith journey through personal discernment and reflection of thoughts and doubts of faith, curiosity to come and see if they are ready to be prepared for the Sacrament of confirmation.

The students’ handbook and Guide emphasize faith lived in baptismal promises and the Eucharistic nourishment as being witnessed in a faith community celebration. The Guide wants the Confirmation candidates and the religious education process to see the connection of Confirmation Sacrament together with the baptism they received and the Eucharist frequently received as part of Sacrament of Initiation.

It is encouraging to note the intention of the authors on the role played by the Christian community. As the Confirmation process begins already the entire faith community opens up themselves as the supportive resource, witnesses, and stewards of candidates for sacramental preparation.

The whole resource book divides the entire preparation process program into four parts with different sessions for each part. The youth ministry leaders and religious educators are companions of the candidates on their faith journey. They offer guidance and help for the students to discover the gifts of the Holy Spirit working within the sacrament as well as encouraging them to face the challenge of practicing baptismal and Eucharistic love and discipleship for service, mission for human welfare, and heralds of Good News.

The first part of the division is the invitation to personal uniqueness. The sessions help the youth to deal with promise and pain; find their identity, faith, trusting in God and be a community of disciples in an active church. This is the foundation and basis of self knowledge in order to know God.

Personal Formation is the second part and sessions are centered on God, his kingdom, personality and mission of Jesus, death and resurrection, and the work of the Holy Spirit.

Any body reading the handbook and following the Catechist’s Guide will find its programs very welcoming and self motivating. In the third part, the candidates are to concentrate on period of reflection where the guidance and strength of the Holy Spirit is inter twined with sessions of prayer, Christian morality, service and social action and justice, in depth look at each of the Sacraments of Initiation, and Rite of celebrating Confirmation.

After going through periods of invitation, Formation, Reflection, the program concludes with Period of Mission in the fourth part. It has only one session on Life after Confirmation. The Mother Church shall entrust and commission her newly confirmed children into the mission in the Spirit of Jesus.

This is a very interesting and fun-oriented religious education resource. The authors were influenced and guided by the church’s old metaphor of a farmer who first prepares the ground, then tills the ground, plants the seeds, weeds them, continues to water and prunes the seeds till they produce abundant fruits.

I highly recommend this resource to any youth ministers and religious educators who want to help young people in the faith journey and mission.

An Evaluation of The Egg and You: New-Life Eggs and Letting-Go Shells

2009-03-15T18:15:00.000-07:00

The activity reviewed in this entry is entitled The Egg and You: New-Life Eggs and Letting-Go Shells from the March 2009 issue of Catechist Magazine, which can be found here. This activity is intended for an upper elementary school audience (3rd-5th grade), and can be used with groups of any size. The objective of this activity is to help the students realize the possibilities that God provides for them in their lives.

This activity has two main parts, an eggshell mosaic craft and an egg meditation (the author provides an alternative to the egg meditation which will not be reviewed here). In the eggshell mosaic craft, the students use pieces of eggshell that have been dyed to make a picture that represents new life and the possibilities that God has given them, e.g. an egg, a chick, flowers, a cross, etc.

Following this craft, the students are guided through an egg meditation. During this meditation, they imagine that the egg represents all of the hidden possibilities that God has placed within them. They then imagine that a chick hatches out of the egg and talks to them about all of their hidden potential. Lastly, they are directed to visualize that they are talking to Jesus. The children are to thank him for the new life that he has given the world. The meditation ends with a short time of silence in which the students are directed to thank Jesus for all of the possibilities that God has given them and to listen to what Jesus says to them. When evaluated in light of the discussion by James L. Heft and the contributing authors in Passing on the Faith: Transforming Traditions for the Next Generation of Jews, Christians, and Muslims, this activity has both positive and negative aspects.

In his article, “A Spiritual Crossroads of Europe: The Taizé Community’s Adventure with the Young,” Brother John states that the young are very capable of performing intense spiritual practices and that we should not doubt their ability to do so (152). The egg meditation provides an age-appropriate opportunity for this type of spiritual practice. It also exposes the children to a spiritual practice that they may not have previously encountered. Both of these things will help to form the young child for future participation in intense spiritual practices.

Brother John also emphasizes the importance of small-group discussion and some form of involvement and responsibility on the part of the youth (156-157). This activity does not involve any form of discussion after the eggshell craft or the egg meditation. Presumably, that is because it is geared toward children in elementary school. However, this does not prepare them for participating in this practice as teenagers or adults. It is vital to begin engaging children in meaningful religious discussion as even young children are capable of extraordinary spiritual insight. In this activity the children are the recipients of a lesson that is given to them. They do not have the opportunity to engage in discussion with each other about the key points of the activity.

The Egg and You: New-Life Eggs and Letting-Go Shells has the potential to be a helpful tool to assist children in realizing all of the possibilities that God has provided for them. In order to do this successfully, however, there needs to be some form of discussion about these various potentials incorporated into the activity. As it stands, the children are the passive recipients of the lesson. The craft is nice, but in order to be more meaningful, a discussion of the possibilities that God has given them should follow it. If used along with a discussion, the eggshell craft could be a great visual reminder of the potential in the child’s life. The egg meditation, on the other hand, is a wonderful, way to introduce the children to a new spiritual practice. With a few slight modifications, this activity could prove to be a very powerful experience for its audience.

Review: The Incredibles Discussion Guide

2009-03-10T13:23:00.000-07:00

The Incredibles Discussion Guide
From: LifeTeen, Inc. (Spotlight Resource)
http://ym.lifeteen.com/default.aspx?key=freeres_home&__DocumentId=1074

This discussion guide for Pixar's The Incredibles is a sample from Life Teen's newest resource called In Focus: A Movie Guide for Catholics. In Focus is a guide for youth ministers, catechists, teachers and parents that will help young people see movies in a new way. All too often teens absorb popular media without question or discernment; In Focus helps reveal how the person of Christ and the teachings of the Catholic Church are relevant in the world today.

This resource breaks open The Incredibles with a complete synopsis, Scripture and Catechism references, and discussion questions. It also offers some information on Catholic Undertones in the movie and offers suggested activities that will help take the issues brought up in the discussion to life in the daily lives of the teenagers.

In Heft's Passing On the Faith: Transforming traditions for the Next Generation of Jews, Christians, and Muslims, contributing author Christian Smith comments that religious communities "are up against a number of significant social and cultural forces that make [the task of nurturing faith] quite difficult." He mentions that the relationships between adults and teens - particularly parents and their teen children - serve as a source of much of this tension. The Incredibles Discussion Guide does an excellent job of getting teens to analyze the relationships in their families, troubleshoot potential obstacles that threaten their family personally, and take action to improve communication with their family now - all within the context of the move The Incredibles (which deals with multiple family relationship issues).

At the same time, Smith accuses religion classes of dumbing down their content in favor of activities that are more engaging and fun. Spending a full hour and a half watching a fun movie in order to get to a few good questions about family relationships may seem like a poor use of time in that context. The resource does offer suggestions on ways to incorporate the discussion using only certain clips of the movie rather than the whole thing that would probably help this problem.

Other than a few comments on Catholic symbolism that is present in the movie, there is not a lot of overt Catholic teaching that comes from this activity. While the authors do a good job of pointing to some solid religious resources (including The Catechism, and books like My Life with the Saints by James Martin and The Founding of Christendom by Warren H. Carroll), it would be nice to see more integration of religious concepts not watered down by Pixar in the activity. For example, a comparison between superheroes and saints or a look at Catholic Social Justice teaching in light of the actions of the superheroes would have add a little more substance to the activity.

Review of “An Online Retreat: A 34 Week Retreat for Everyday Life” by Creighton University’s Online Ministry

2009-03-09T16:18:00.000-07:00

http://onlineministries.creighton.edu/CollaborativeMinistry/cmo-retreat.html

Creighton University has recognized the need for people with busy lives to have a retreat experience catering to their needs. This 34 week long retreat experience is flexible, available, and convenient for those who cannot take a weekend, week, or month out of their lives for a retreat. The main page of the retreat offers advice for how to approach this experience, answers to frequently asked questions, tips for individuals and groups choosing to make the retreat, and links to the 34 individual pages guiding each week of the retreat.

Each week begins with a title and a photo which will serve as the background for that week’s reflection. They encourage that you save the picture to your desktop or print a copy to put where you will see it. This helps to keep the retreat experience as a part of everything you do. The picture is a trigger to remind you of the reflection for that week.

The main page for the week offers a reflection that gives guidance on how to approach that week’s prayer experience. On the side are links with additional resources for the week. These resources offer practical advice, additional reflections, prayers, and readings that go along with the theme of that week’s experience. There is also a place to share your thoughts and experiences as well as to read others’ sharing.

Additional bonuses to this experience are the availability to people with different needs. The retreat is currently available in English as well as Spanish, Japanese, and Russian. The weekly reflections are available in MP3 format for those with hearing disabilities or those who simply desire to reflect orally rather than visually. They also make it easy to print and share these pages with those without access to a computer.

James Heft and his colleagues wrote extensively about the spirituality of today’s youth in his book Pa ssing on the Faith: Transforming Traditions For the Next Generation of Jews, Christians, and Muslims, specifically sections 4 and 6. Brother John from the Taizé Community in France wrote about his community’s experiences with young pilgrims who have visited them throughout the past several decades. Some of his observations were that the youth need to feel they have a place in the Church in order to feel they belong there, young adults need to grasp the significance of a spiritual practice before they can make it their own, and that they are “looking for a faith that is one with their life”(158). He also notes that the bible should be shown to be relevant to their lives and that there is a need to know that God accepts them as they are despite their limitations and failures. Peter C. Phan wrote extensively on the creation of religious identity in a religiously diverse and pluralistic society. The influx of “spiritual but not religious” attitudes amongst the youth seems to have a lot to do with the array of religious identities they are exposed to despite not being grounded in one particular group. While Phan encourages the exploration of other religions to further one’s own faith experience, he argues that it cannot be done until one is grounded in their own faith.

In light of these readings, the Online Retreat from Creighton’s Online Ministries has a lot to offer the youth of today. Because it is online, and designed to be done in one’s own time, it is more accessible to the busy lifestyle of today’s young adults. It gives them a retreat experience that meets them where they are, thus giving them a place to go. With the rich amount of resources available for each week, this experience can significantly alter one’s spiritual practices and approach to prayer in the future. The retreat does not necessarily automatically transform this spiritual activity into a religious one, but does have the possibility of doing so, especially if done in a group or with the assistance of a spiritual director.

Christian websites

2009-03-09T16:07:00.000-07:00

I spent a great deal of time finding and navigating helpful Christian websites. All of the websites were given to me as helpful catechetical resources and great websites to give to young adults. The sites claimed to bring ministry and pop culture together. While the list of sites is very long I will use christianitytoday.com and crosswalk.com as examples but many of the websites follow suit. The sites are so overcrowded with material, advertisements, and even pop-ups one could almost claim whoever created them used the same designers from the websites we don’t want our young visiting (not that I would know anything about those websites). For these two sites navigating to a desired destination was impossibly frustrating. While I could read and see quite obviously that the site was Christian based I found very little useful.

In sections 4 and 6 of Passing on the Faith Christianity is looked at more closely as well as some evaluations of the current research done on young adults. One major theme is not to underestimate the young of our world in any way especially not in prayer. Along with the respect of our young everyone for all religions is responsible for the forming of young identities, either positively or negatively. One major way of forming identities during all stages of life is through experiences.

While websites are a cultural way of reaching our young the authors found in Passing on the Faith would disagree with mode and content of much of these websites. Providing websites so poorly designed gives the impression we don’t care or that we underestimate the reader. While having pop-up ads with positive messages may be a nice they are still pop-up ads and they are still the worst way of advertizing. The web can be a wonderful world of knowledge and yes fun, but in order for a faith based website to work advertising and profit must take a back seat. A good religious identity should be based on community and respect, not on consumerism. No wonder our youth are frustrated with religions, if they are seeing these frustrating websites as their religious identity.

Young Adults and Lenten Prayer Service

2009-03-09T09:21:00.000-07:00

This review is of a lenten prayer service called Prayer and Soup held on
Wednesdays, at St. Lawrence O’Toole parish in Matteson, Illinois. During
lent, two lay ministers in the parish head-up a prayer service to enhance
the lenten journey and to provide fellowship. The music minister also
assists with the service.

The prayer service begins at 6:00 p.m. with an opening song. Then the
group moves into a psalm (this past week it was Psalm 130). The Sunday
Gospel is used, this past week it was Mark 9:2-10. The service continues
with reflection, petitions, closing prayer, and a closing song.
The lay ministers lead the service, but all guests participate. The various
sections are read with distinct pauses to offer a time for reflection. The
atmosphere is decorated with purple, a cross and candles. The service is
approximately 15 to 20 minutes.

After the service is completed, the group shares soup, bread and
fellowship. A couple of people volunteer to bring soup, bread and
beverages. This is where relationships and community are formed.
Overall, I like the soup and prayer service ideology. Its an awesome way to
increase one’s lenten journey; to get closer to Christ. Its also a good way to
become community.

In reviewing the following text, Passing on the Faith, Transforming
Traditions for the Next Generation of Jews, Christians, and Muslims, by
James Heft, S.M., and others, Fordham University Press: New York, 2006,
(sections 4 and 6), the authors note that young adults, ages 18 - 30 are
more likely to describe themselves as “spiritual” as opposed to “religious.”

In section four, Brother John of Taize, discusses the spiritual quest of young
adults and how they are drawn to a tiny village in Burgundy, France, Taize.
The village is a monastic community that is involved with prayer three times
a day, they work to support themselves, and they offer hospitality to others
(page 149). The young adult visitors are enthralled with the spirituality, and
the Taize community lives their lives without making changes for the
visitors. That doesn’t seem to distract the visitors from continuing to flock to
Taize and joining in the communal life experience during their visit.
Brother John describes the experience at Taize as “freedom” (page 154)
and “simplistic” (page 157). The relationships at Taize are enveloped in
“trust” (page 159), just as the Gospel is rooted in trust. The Taize
experience is not marketed or advertised, it just is. The young adults find
Taize themselves.

In comparison, these same young adults are preoccupied with
consumerism, more than secularism (page 249). If they don’t find what they
need in one religion, they can “shop around” for what they want (page 257).
The world is very secular, pluralistic, and consumer driven. Young adults
have many choices and they are used to getting information quickly and in
various formats. They believe in God, but one that is removed and not
involved in daily life, and not involved in areas of life that the young adult
does not want God involved with (page 267).

In summary, we have two competing forces. This group, as a whole, is
putting off “life events” to later in life, compared to a generation ago. In a
pluralistic society, they can shop around for what they want. However, they
are intrigued by Taize, which is a very simple lifestyle, yet very powerful.
Would young adults like to participate in the Soup and Prayer service? I
think its a nice, simple way to invite young adults into prayer.

In Heft, we see that young adults “are touched by its (Taize) liturgical and
communitarian practices” (page 258). The prayer service just described
offers prayer and community. Heft also shows us that young adults like to
“discover things” and they prefer things that are “authentic” (page 263). In
the service described, there’s opportunity built-in for reflection, discovery,
and authenticity. Additionally, the service is not too long and structured that
individuality is lost. If the young adults in the area are willing to attend the
service, they will find a nice opportunity to pray and become community.

The Little Black Book

2009-03-08T14:41:00.000-07:00

The "Little Black Book" is a Lenten resource handed out in many parishes that contain brief reflections based on each of the daily gospels. The idea behind the book is that you take 6 minutes from your day to reflect on the daily gospel. The book is small enough to fit in a purse, backpack or even pocket. Using a form of Lectio Devina (Divine Word), a few words or a phrase from the gospel of the day is printed, and a reflection on that selection is printed beneath it. Many of the reflections end with questions, encouraging and probing the reader to look deeper in their own life and see where the scripture meets them. Each day also has a page where an anecdote is told, a Saint is described, or an interesting fact is brought forth that may not have been previously known. Ultimately, the book is meant to encourage growth in personal prayer life during the time of Lent.

In Passing on the Faith, the different authors take a look at Christianity and try to look at how to pass of the faith to the next generation. In Taize, France, Br. John writes that creating a level of trust and a feel of community among the young people that travel there is a big part of what engages them and helps them connect. Phan asserts that a knowing one's identity leads to questions of religious identity such as, "who do I belong to?" and "whose am I? Religious Identity is a lifelong, communal project. In the last section of this book, Miles and Winston look at just what it is that is pushing young people away from faith and how to engage them. Miles expliains that going away to college has become a statement of separation for young people, and the milestone transition events into adulthood (getting married, starting a family, etc) are happening later in life. Our American Society looks to entertain its audience and is competing with faith. Winston says that religion must balance the following: an authentic experience, it must be accessible and it must be animating.

In a world of distractions, the "Little Black Book" does have one thing on its side: its goal is to not take away large amounts of time from the person reading it. It emphasizes that reflections should only take 6 minutes out of your day--this confirms the notion in the last section of Faith as it realizes it is competing with a world of cell phones, television shows and endless distractions. The "Little Black Book" is extremely accessible and easy to use. However, this book does not overly engaging for young people based on the authors of Faith. It is an individual activity and does not encourage the reader to seek out any kind of community (an important component for youth). The little anecdotes make an attempt at being animated and engaging, but many fall short. It is a nice personal resource, but ultimately, does not meet the standards that Heft and his contributors feel is necessary to "pass on the faith."

Operation Rice Bowl 2009 Calendar Home Guide

2009-03-02T11:57:00.000-08:00

Operation Rice Bowl Integrated Activity

Audience: Upper middleclass, suburban Catholic high school seniors in Northwest Pennsylvania

Activity

I will be using the 2009 Operation Rice Bowl Home Calendar Guide as an Opening prayer for Sunday evening Religious Education class sessions. We will follow the directives from the Calendar for each Sunday of Lent. The directive for March 1st is:

Visit our brothers & sisters in Egypt
• Using a computer with an internet connection, visit the Interactive Map at http://orb.crs.org and look for Egypt.
• Pray for women working to transform their families’ lives by establishing small businesses. (We will pray for these women by praying the Lenten Prayer printed on the front of the Calendar.)
• Learn about Amal, an Egyptian woman who benefited from a Catholic Relief Services microfinance project small business loan by reading her story from the 2009 Home Calendar Guide.

Summary

Annually, Catholic Relief Services publishes a Home Calendar Guide with daily reflections, prayers and activities based on Catholic Social Teaching, hunger issues, Sacred Scripture and The Stations of the Cross. Six different countries and recipes are featured, one for each week. The story of a recipient of CRS services and support from each of these countries is shared.

Review

This Calendar is designed to grow your spiritual life during Lent. It is meant to teach about our brothers and sisters in need around the world. It is also meant to solicit contributions for Catholic Relief Services. Operation Rice Bowl has been a Lenten tradition for more than 30 years. The 2009 Home Calendar Guide is accompanied by a cardboard Rice Bowl meant to hold alms. Each young person in the “audience” has a Calendar and a Rice Bowl at home and is encouraged to use them daily .

Both the Calendar and the Rice Bowl exhibit extremely high production values, which is an indication that it takes its audience and its mission of “prayer, fasting, learning and giving” (Calendar) very seriously.

ORB’s audience is multi-generational & intergenerational. While I am utilizing it on Sunday evenings with high school seniors, it’s been distributed to my entire Religious Education program of over 600 families with the hope that it will be used by families together. Again, see http://crs.org And also, it can be used by families with young children, or families with teenage children, or it can be used by single young adults or senior citizens living at home alone—hence, multi-generational and intergenerational.

The Calendar is full of websites inviting the participant to learn ever more. In addition, it tells engaging witness stories of those beneficiaries of CRS funding. It provides specific alms giving dollar amounts to the participants. It educates and strongly encourages work toward social justice.

Interestingly, while it the Guide does refer to “brothers and sisters around the world”, not once in the daily activities, or the recipes, nor in the stories does the 2009 Home Calendar Guide refer to the audience participant’s own father or mother, sister or brother, or even guardian. Once, it uses the word “sibling.” The Guide very much holds the participants themselves at more than an arm’s length: In the welcome it says: “Just as we celebrate the Eucharist on Sundays, we can use ORB as a way to ‘break bread’ together with family and loved ones…Prepare simple meatless meals enjoyed by our neighbors in other countries with the weekly recipes.” ORB shies away from saying that the participants themselves can break bread together with their own families. And that they can prepare simple meatless meals together with their own families. Are we no longer allowed to identify who constitutes our family members?

I see this as a contradiction . On one hand, CRS distributes ORB to parishes, schools and religious education programs as a family activity, but, on the other hand, it does not use family based language. Apropos to our discussion, by failing to draw parents into this activity, ORB is missing out on an opportunity that many teenagers would like to have: that is “ a chance to be closer to their parents. “James Heft, S.M., and others, in Passing on the Faith, Transforming Traditions for the Next Generation of Jews, Christians, and Muslims, Fordham University Press: New York, 2006, p.59

Heft also says that the religious faith of most teenagers today can be summed up as Moralistic Therapeutic Deism with the following as hallmarks:

1. “A God exists who created and orders the world and watches over human life on earth.
2. God wants people to be good, nice, and fair to each others, as taught in the Bible and most world religions.
3. The central goal of life is to be happy and to feel good about oneself.
4. God doesn’t need to be particularly involved in one’s life except when he is needed to resolve a problem.
5. Good people go to heaven when they die.” (p.64)

In applying this description to the witness stories as told in the Guide, they all may be described by at least 2, 3 & 4. Applying them to Martin of Honduras’ story:

• Martin “prayed for the day when [he] could make [his] small farm more productive. My prayers were answered when CRS came to the region….” #4
• Martin and “some other farmers and I formed a local co-op.” #2
• [Martin’s] income has increased and his life has changed….today [he is]the president of the local co-op and a member of the Fair Trade network in Honduras. #3.

The other stories may be broken down similarly, although Martin’s story is the only one which mentions prayer. All of the stories read like “happily ever afters” once CRS enters their lives. None of the witness stories mention a belief in God or any religious belief at all.

Overall, however, the 2009 Home Calendar Guide and Rice Bowl are a worthwhile Lenten activity. “It nurtures regular religious practices in the lives of youth” (p.71) and helps to “focus attention on strengthening parents’ religious and spiritual lives.” (p.69) I believe that it will lead my target audience along a growth filled spiritual journey.
" Oh loving Lord,
during this Lenten season I lift up my voice to you.
Instill in my heart the desire to hear your voice
in the voices of the poor, your people.
May I find in their example the path to my conversion.
Bless my Prayer, Fasting, Learning, and Giving
in this season of grace.
May these actions answer the call
to transform our world.
Amen." (Guide)

A review of two resources: 1) A mini-movie “This is Love” Big Pie Publishing 2) Lent Booklet “God is rich in mercy” from J. S. Paluch Co., Inc.

2009-03-01T13:39:00.000-08:00

A review of two resources:

1) A mini-movie “This is Love” Big Pie Publishing

2) Lent Booklet “God is rich in mercy” from J. S. Paluch Co., Inc.

1) A mini-movie “This is Love”

“This is Love” is a 3:47 minute mini-movie. This short film will aid in discussion as teens and parents explore an understanding of what God’s love is. The song entitled “This is Love” is a powerful accompaniment to scripture verses and an artists’ time-lapse drawing of Jesus’ crucifixion. If we want to love God we need to know God better and to know what is God’s love. The mini-movie is effective because it has an appealing style of bold scripture verses flashed on the screen followed with an artist’s drawing of Jesus evolving as the film goes on. The music is dynamic and powerful. It packs a lot in a short amount of time. It assists by providing a stimulus for discussion.

2) Lent Booklet “God is rich in mercy”

“God is rich in mercy” is a Lenten booklet produced by the J.S. Paluch Company. Many parishes use this company for producing their weekly Sunday bulletin as well as their publications. This booklet has a simple array of Lenten information. It provides concrete activities for family and opportunities for spiritual growth during Lent. The booklet also has accurate explanations and references to Lenten terminology and practices.

In Passing on the Faith: Transforming Traditions for the Next Generation of Jews, Christians and Muslims, James L. Heft has contributing author Christian Smith in his section on Moralistic Deism indicating several of the challenges of religious faith traditions being passed on to the next generation. To have the youth become more interested and involved in their faith traditions, attention to the parent’s involvement is key. Along with this is the importance of providing opportunities for teens to articulate their faith, and to practice their faith. Confidence and creativity are needed in religious educators. The mini-movie “This is Love” is imaginative in a style appealling to the teen culture. The format is creative and to the point. The mini-movie and discussion can strengthen the parents along with the teens in reflecting on understanding what God’s love is.

The Lent Booklet “God is rich in mercy” is simple in the fact that is has specific activities and references. There is vocabulary, facts, and explanations of common Lenten terminology and practices. There is a page dedicated to Lenten Household Practices. From these suggestions parents can come together as a family to practice their faith. “Nurturing regular religious practices in the lives of youth also seems to be an important piece of the socialization puzzle. That is if youth are to be effectively socialized, they will need to be taught to practice their faith - ” (Heft, 71).

Review of “Finding Your Own Way to Pray”

2009-02-27T20:12:00.000-08:00

Review of "Finding Your Own Way to Pray"

Kevin Jones-Prendergast, Youth Update: Finding Your Own Way to Pray, Cincinnati, OH, St. Anthony Messenger, 1998

"Finding Your Own Way to Pray" is an article mean to be a resource for young people. The article looks at different ways to pray and recognizes that there is a multitude of way for people to connect with God in prayer--it's just about finding the one that feels most comfortable for you. The article attempts to simplify what prayer is and make it approachable for young people. This article seems to relate to teens: it certainly takes the intimidation out of prayer. It offers creative, expressive and simple ideas for prayer. It seems it would be fitting to use this article with young people with all the issues they are facing based on the writings of James L. Heft in Passing on the Faith: Transforming Traditions for the Next Generation of Jews, Christians and Muslims.

Heft aims to investigate how (or if) faith is being passed from one generation to another and how things like culture, individualism and values affect the transmission of faith. It is a Western phenomena that young people are not "carrying on" the faith as they have in the past. They seem to focus on what parts they like and don't want to feel confined in a small set box of rules and regulations. Young people believe in being "spiritual," but not being "religious." They are a generation that wants to be entertained and many times fee a tension between their faith and their personal ideals. The book looks to the appropriate and most effective responses, rather than the clear-cut, tried and true answer of what works and what doesn't.

The Jones-Prendergast article affirms Heft's concern of teens becoming too focused on outside distractions. The article aims to make praying seem like an east task to attempt. "Pray" also calls on young people to use the prayer that feels best for them. Heft explains it is important to meeting young people where they are rather than telling them they should be at a certain place. It encourages young people to be creative and find their own unique way to God.

LENT Time to Review Your Life

2009-02-27T17:33:00.000-08:00

LENT: Time to Review Your Life
http://www.americancatholic.org/Newsletters/YU/ay0299.asp
Michael J. Daley, Youth Update: Time to Review Your Life, Cincinnati, OH, St. Anthony Messenger,1999.

This Lenten issue of Youth Update gets the reader to reflect back upon his/her life to see how God has been present. The article encourages and reassures the reader by asking many questions and giving 3 dialogued question and answers that are based on doubts that the young reader may have. Reflective topics like family life, the larger community, and life’s dangers are paralleled with Jesus’ life. The reading aspect is very “Jesus heavy” while the questions are all based very modernly, this almost insists the reader create a dialogue between the two.

Passing On the Faith: Transforming traditions for the Next Generation of Jews, Christians, and Muslims is a collection of essays from multiple faiths covering the modern task of passing on faith traditions. Throughout the book the reader is reminded of old and shown many new obstacles modern cultures and societies face when dealing with its youths and young adults. The sociological restrictions our cultures imbed into the young today will need to be mended if our faiths will survive.

The Youth Update article on Lent only offers one way to mend the restrictions out youth face. By asking lots of questions the article brings the reader into a discussion rather than a lecture. The conversation is still very one sided but a conversation none the less. Because it is a Catholic publication the article has a very apparent agenda. It may seem to want the reader to become more open to God while learning the prescribed faith, the article over simplifies and even in my opinion alter the Catholic faith in order to insist upon the reader rather than convince or share in the journey. Much of what is covered in Hefts book is over looked. Insisted reading and being forced to answering “loaded” questions is not new in any form of religious education. We must use more than just printed words to get through to the youth. We must use “both” the old ways “and” new ways to teach. Technologies offer many new ways that could be used to better this old outdated pamphlet style faith sharing tool.

Review of Cyberfaith's Weekly Activity for Lenten Masses

2009-02-27T17:26:00.000-08:00

At Cyberfaith, a Web site that is a companion to William H. Sadlier's religion books, there are weekly exercises for children that go along with the week's Catholic scriptural readings. For the purposes of this review, I will analyze the activities for the readings of March 8, 2009.

The activity, which is aimed at children in Fourth -- Eighth grades, starts with reading scripture from Mass, and then reading reflections on those passages. Discussion questions are also included. Next are proclaiming faith activities, which allow students to write down answers to open-ended questions regarding the scripture readings. They ask how the students will listen to Jesus in various areas of their lives, and how they will show trust in others.

In Passing on the Faith: Transforming Traditions for the Next Generation of Jews, Christians and Muslims, James L. Heft and contributing authors surmise that today's teenagers believe in God, but that God is there to "do for them," not the other way around. Heft calls this "other religion" that teens believe in a moralistic, therapeutic deism, where God serves more as a counselor who doesn't ask anything of God's believers.

This activity, aimed at children who either already are, or soon will be, teenagers, aims to head off this, "What have you done for me, God?" focus by putting the onus on the readers to create a relationship with God. The children must listen to God, and show their trust in God by showing their trust in the people around them. God is revealed to them through the scripture readings, but it is up to the children on how they will respond.

A review of a presentation on Lent by Lisa Zolkos (on Bb) in respect to the assigned readings found in Passing on the Faith by James L. Heft

2009-02-27T14:30:00.000-08:00

Audience: Middle School Youth of Saint Patrick’s Catholic Church… Sunday March 1, 2009

Learning Objective: To understand Lent and our call to walk with Christ on this year’s Lenten journey.

Focusing Activity: Encourage the kids to brainstorm in small groups (8-12) of what they feel are ten things that they KNOW about Lent.

Movement 1: Name the experience. What is Lent? Examine the Gospel of Luke and remember Christ’s experience in the desert for 40 days.

Movement 2: Digging into the experience. What are the rituals of Lent that connect us to a shared encounter with Christ? What is the significance of Ash Wednesday, ashes, abstinence, fasting, sacrifice, almsgiving, prayer, and Palm Sunday? What are we expected to do as devoted followers of Christ to share in this journey of faith?

Movement 3: Sharing the Christian Story/Vision. How does the experience of Jesus in the desert affect our Lenten journey (Luke 4:1-13)? Does our Lenten journey connect us to Christ?

Movement 4: Dialogue between 1 & 2. Why do we have a responsibility to give alms? What does praying do anyway? Does it really strengthen our relationship with God? Does God hear us? Will giving up mean make us better Christians? Should you even try and give up meat? What are some options to meat? What did it mean that Christ was to be the Paschal sacrifice; the Lamb of God?

Movement 5: Decision for action. How do we create our Lenten plan? What you will do for Lent? What pictures could you use to remind you that for the next 40 days you are on a journey with Jesus? What charities can you plan to donate to? Who do you know that is in need (alms)? What acts of kindness will you do for others? How can you increase the opportunities you have to prayerfully seek to deepen your relationship with God?

Lisa used a power point presentation to keep a cohesive lesson plan and engage the youth in two mediums of education simultaneously; both with visual cues and auditory facilitation. It was her intention to simulate the techno-culture mediums that the youth relate to in their daily lives. There is a definite correlation between her catechetical lesson plan and Heft’s assertion that youth “learn more through pictures and sound” (Heft, 5).

The goal of the presentation was to enable the youth to make a personal connection between the traditional religious rituals and practices of the Church, Luke’s Gospel story of Christ in the desert, and to gain a foot hold on their own personal Lenten journeys. This presentation may be used to avoid a “crisis in the transmission of religious memory, practice, and tradition to the next generation (Heft, 103). It was intended to bring one’s spiritual journey into the season of Lent through the rite and traditions of the Catholic Church.

More attention could have been paid to the relationships within the youth culture and how they walk together through their Lenten journey. While the power point is mindful of the culture to which she is educating, more visual references to the youth in the community could be incorporated.

FAITH FORMATION & Evangelization

2009-02-27T04:32:00.000-08:00

LESSON PLAN

Audience: St. Mary’s 9th Grade, Oak Ride.

Learning Objective: The 9th Grade Students read the scripture and commit themselves to
the process of integrating faith and learning in perspective of opening

themselves to accept God's power and work together to share food

and companionship with less fortunate as Jesus did in his culture.

Focusing Activity: “Modern Miracles”, Luke Ch.9, from Teaching Activities Manual
for The Catholic youth Bible, 2005, 2 ed.

Movement 1: As it were in the time of Jesus and prophets, is there famine in our world today? Do we have children, old people, handicapped, and families who are hungry? Where are these people? How did you come to know their plight? Are there hungry and needy people in your neighborhood, school, family, friends, country, and parish?

Movement 2: What was the attitude of Jesus towards the sick, sinners, the hungry, widows, children, and the rich? Why didn’t Jesus dismiss the crowd as requested by the Apostles? Do the behavior and words of the Apostles to Jesus resonate with our own lack of faith and trust, fear, selfishness, and self doubt? Today the world is experiencing is experiencing the effects of economic hardships. If Jesus were to be here physically, how would he react to hungry faces of people we hear of, read about, and see in the electronic media? As Christians, what do we learn from these socio economic challenges today?

Movement 3: Let us apply Jesus’ miracle of feeding the crowd to our own culture and daily life situation. Read loudly once more Luke 9:10-17. Do you notice: dismiss the crowd from here; give them some food yourself; we don’t have enough to share; it is dark let them stay; and group them. Do you notice prayer and blessings to seek for Divine intervention; and the miraculous power of God through prayerful faith and trust?
Can you trust God’s power to perform modern miracles of feeding the hungry?

Movement 4: As young teenagers, is it possible to enjoy your happiness and life comfort when there are so many teens, children, and families sleeping hungry and needy? How should you identify with Jesus in letting them recognizing them and show you care? In what ways can we be the voice, hands and hearts of Jesus to all needy? Do you feel God is telling you not to fear but trust and do the little you can?

Movement 5: Let us suggest some of the practical simple and concrete act you feel you can do to perform modern miracles of providing basic needs of other people.
As energetic and caring Christian students who have been blessed by God, can we initiate and organize viable programs through which we can identify ourselves and connect with the hungry, vulnerable children, the old and poor families? Which of the following programs suite your support and active contribution: food drives, collection of canned foods and beverages to aid local food banks or soup kitchen, charitable donations? Which part are you going to play?

Review of “Modern Miracles” from Navarro, Christine S, et al.: “Teaching
Activities Manual for The Catholic Youth Bible” , 2005, 2nd ed.

“Teaching Activities Manual for The Catholic Youth Bible” is a catechetical resource book designed by its authors for the high school teenagers and religious teachers who have taught or are familiar with teaching high school students. The learning and activities have scriptural basis for the teens to “read it”, “Live it”, and “do it”. The features articles focusing influencing personalities in the bible, biblical roots, Catholic connections, beliefs and practices. The articles and different activities are structured to help the students grasp the perspectives of different cultures and how the culture of young people can connect and blend with the homogenous cultures of the Christians, Jews, and Muslims.

The idea is then to read the books of the bible faithfully and effectively, get basic knowledge and feeling, and engage the knowledge and faith in daily life and development.

As Jesus performed miracle of feeding a large crowd in his time, geography and culture, so are youth able to recognize the power and grace of God already working in them. By reading the scriptural texts and participating in learning activities the teens themselves feel by themselves that the messages of the good news are relevantly applicable in and out of season. Today our modern time is experiencing the effects of economic hardship. The modern culture cannot afford to ignore the disbursing images of hungry faces and poor people being seen everywhere. Like adults, the youth have a responsibility and an opportunity to make a difference in the life of humanity.

For this reason, Heft and his co-authors believe that the ever changing culture of the youth should be embraced and gauged in order to pass the faith traditions. You are full of energy and creativity. They can be influenced and challenged positively if their culture and way of thinking are appreciated and acknowledge. The church has to walk with and by young and help them to live positive aspects of their culture within the faith traditions and practice. I see the culture of young people as poignantly ripe for performing modern miracles as we can see in the student activity.

The 9th Grade Activity: “Modern Miracles”

This activity asks the students to open themselves to accept God’s power and work together to share food and companionship with people in need, as Jesus did when he was on earth.

1. Read Lk. 9: 10-17 aloud with the student. Make the following points in your own words:
-Though Jesus is no longer among us performing miracles, God continues to work miracles in and through us every day. We can see the power of God’s miracles when people work together to accomplish God’s will.

2. Raise the issue of hunger in the students’ own community, and connect it to the hunger of the crowd in the Gospel reading. Guide the students to brainstorm creative ways that they could gather others to bring food to these who need it. Help them choose one of heir ideas, develop a plan for implementing the idea, and carry out the plan. Fore, example, they might host a talent show or variety show, collect gifts for food as the price of admission, and donate the food to the local shelf. Or ‘they might host a soup supper for older people or homeless people, incorporating a movie or some other form of entertainment and each bringing a can of food to add to the post.

3. After the students perform their service, gather them for a brief discussion. Invite their observations and feelings from the experience. Try to respond to their questions and concerns. Emphasize the idea that God works through people to bring about modern miracles. Note the power of pulling together, and how much people can do when they share their gifts and talents. Conclude with a prayer asking God to help you and the students always remain open to doing “God’s Work.
---------------------------------------------

Review of “The Challenge of Forgiveness”

2009-02-26T21:11:00.000-08:00

From Christine Schmertz Navarro, Teaching Activities Manuel for ‘The Catholic Youth Bible’, Winona, MN, Saint Mary’s Press, 2000.

The Catholic Youth Bible is a bible produced for a youth or young adult to study and pray over. Throughout the bible are several articles that could be of use to the youth while reading the text. The Teaching Activities Manuel is full of activities for a catechist to use in guiding a student’s understanding of the biblical text in respect to our lives today. The activity entitled “The Challenge of Forgiveness” has the students read Luke 15. The conversation begins with a discussion of the parallels of the parables Jesus presents in this chapter, and continues with a focus on the Prodigal Son. An emphasis of the conversation is to be put on God’s ultimate love and forgiveness for us. The students are asked to reflect on the emotions the characters might be feeling throughout and after the story. They are also asked to reflect on the challenges that forgiveness present on both sides. The students then split into groups and create a skit depicting what the relationships between these three characters (father, older son, and younger son) might look like a week later. The activity concludes with a prompt for future discussion.Heft and his colleagues present several ides on the challenges that youth face today in religiosity, as well as some tactics for addressing these issues. Some of the challenges posed are those of modern secularization, individualism, rejection of the institution, and the idea of a “Moralistic Therapeutic Deism”, or a God that simply helps us lead a good life and helps us in tough times. Throughout the several studies presented, there were several tactics that seemed best to work in attracting and keeping youth active in the religious world. Many of the contributing authors spoke to the need for open communication with the youth and the need for their acceptance in the community. They need a place to share their stories and have their views both accepted and challenged when necessary. “The Challenges of Forgiveness” activity is actually a very strong activity for a group of youths in the Church. It gives them the opportunity to read scripture in a way that is appropriate for them, and to understand the message in relation to their own personal story. The main critique is that the activity is solid, but only offers a basic guiding question for the concluding discussion. I feel that the tying up conversation is the strongest part of the activity, because that is where the connections are made for the students. If the catechist or discussion leader really offers the chance for them to share their stories and hence have some ownership of the conversation, it will meet them better where they are. If the activity is left at only discussing the challenges of forgiveness with out any real life connections, then it is fairly weak.

An Evaluation of Spiritual Anatomy: The Heart in Light of Heft’s Passing on the Faith

2009-02-26T16:25:00.000-08:00

The activity reviewed in this entry is entitled, Spiritual Anatomy: The Heart from Doug Fields’ Simply Youth Ministry. This activity can be found here. High school students are the intended audience for this activity. This lesson can be used with either large or small groups. The objective of this lesson is to help students see the importance of keeping their hearts open, or soft, to God.

The lesson begins by dividing the students into pairs or small groups. Each group is then given half of a can of Play-Doh®. Half of the groups will have fresh Play-Doh®, and the other half will have Play-Doh® that has sat out overnight so that it has dried out somewhat. The students are then instructed to make a decorative heart out of their Play-Doh®. After completing their hearts, the students are invited to discuss the task with each other noting the ease or difficulty of the activity, the process of molding and shaping with both sets of Play-Doh®, and how they felt during the activity. Following this discussion, Mark 3:1-6 is read and discussed. The questions should deal with relating the scripture to the students’ lives. Providing that the discussion is appropriate for the audience, this lesson has the potential to be very effective and meaningful, as well as to address the problem raised by James L. Heft and the contributing authors in Passing on the Faith: Transforming Traditions for the Next Generation of Jews, Christians and Muslims.

In his article, “Looking for God: Religious Indifference in Perspective,” Melchor Sanchez de Toca states that there is a trend today for teenagers to have a “new religiosity,” which through the “absence of a personal God” becomes a “religion of the self.” (Heft, 32). While acknowledging that this new religiosity can be problematic for those entrusted with passing on the faith to the next generation, the author maintains a sense of hope that by developing a new language and approach religious traditions can be successfully passed on to today’s youth (Heft, 34).

At first glance, it may seem that the Fields activity would perpetuate the narcissistic understanding of a religion of the self found in the new religiosity because its main focus is on the students themselves. It is indeed possible that this might occur, especially if the discussion is not facilitated properly. However, with carefully thought-out discussion questions, the facilitator can lead the participants away from a self-centered understanding of religion and towards a more personal relationship with God. The activity focuses on the importance of keeping one’s heart open to God. Thus, this activity is encouraging each student to form a personal relationship with God. A true relationship is marked by mutuality and communion which do not allow room for narcissism. While there are potential pitfalls, with appropriate facilitation this activity has great potential to encourage students to develop a personal relationship with God.

Review of Disciple Hunt through the lens of James Heft's Passing on the Faith

2009-02-25T09:31:00.000-08:00

file:///F:/blog.doc

Review of Disciple Hunt from Beyond the Written Word, Exploring Faith Through Christian Art by Eileen M. Daily, Winona, MN, Saint Mary’s Press, 2004. First, Beyond the Written Word, is a booklet of various religious artwork that is used to “speak” to the student. Instead of articulating your religious thoughts verbally, you have a series of different pieces of art from various collections, to review and reflect how they “speak” to you. Its an awesome way to “see” biblical passages in a different way. Its a great way to focus on a particular religious theme in a new vane. For people that have difficulty making sense out of words, viewing “religion” from artwork is an awesome vehicle. The pamphlet is accompanied by a teacher guide, whereby, there are several projects that coincide with the artwork to drive home a specific religious theme or point.

Second, Disciple Hunt, is one activity outlined in the Beyond the Written Word teachers guide, that students can engage in to begin a dialogue with regard to discipleship. I chose this activity, because given the state of lukewarm religious reception of youth today, Disciple Hunt sounded like a Nintendo game or a detective quest that youth might find interesting. At the very least, the title will engage them enough to open their minds to the activity.

Disciple Hunt can be used individually or in small groups. I would recommend small group discussions because I find those helpful and beneficial in engaging conversations. Once you decide on the small groups, there’s a handout included in the teacher’s manual, to be passed out to each group. The handout lists the “quality of discipleship” in one column and then a blank line next to each statement. It’s the student’s job to use the pamphlet with paintings to discern which painting goes with which statement. The teachers guide supplies the answers - which painting goes with which discipleship quality. When the small groups are finished, each group can present their answers and discussion can ensue. There is also room for discussion on how the discipleship qualities could be identified in today’s world.

James Heft, S.M., and others, in Passing on the Faith, Transforming Traditions for the Next Generation of Jews, Christians, and Muslims, Fordham University Press: New York, 2006, (sections 1 and 2) discuss the passing on of faith in the twenty-first century. They introduce three surveys that discuss teens and young adults in their quest for spirituality or religion in today’s world. They identify that college students, young adults, identify themselves as spiritual, as opposed to religious. This I find to be right on target with people I’ve come in contact with that use the term spiritual more freely than religious. There appears to be negative connotations related to identifying oneself as religious as opposed to spiritual, or, referring to oneself as a non-practicing Catholic.

Heft identified the youth of today as passive in their religious identity as they face society with a “whateverism” attitude. This century, in the past forty-years, has rapidly advanced via technology, science, and so forth. However, religious identity has not soared in such a way. The youth are easily moved by this techno-culture and religion isn’t “cool” enough to keep their attention.

The activity, by name alone, should be engaging for youth today. Heft notes that “for most teens, school, friends, work, television, and other forms of fun play much more significant roles in their lives...” (Heft, 2006, 63) Disciple Hunt is fun, by name alone, because it sounds like a mystery; which I find engaging. Just as a test, I asked my fourth-grader if she would find Disciple Hunt engaging, by name alone, and she was intrigued. Then, after she looked at the artwork she thought it would be “cool” to try it. That speaks to me.

According to Heft, a “vast majority of U.S. Teenagers are incredibly inarticulate about their faith.” (Heft, 2006, p. 63) This activity is useful in helping students identify and articulate items of faith that maybe unfamiliar to them. In giving them the pictures and the words you help facilitate conversation. I’m a very visual person and find the artwork to be stimulating and helpful.

2009-02-22T19:23:00.001-08:00

Week of February 21, 2009

2009-02-22T11:06:00.000-08:00

This week marks the launch of this faith formation review forum. Students in my Religious Education, Evangelization, and Cultures course at Loyola University Chicago will be reviewing faith formation activities and resources from various Christian denominations. Faith formation is a broad term that is meant to encompass what Christians call religious education, Christian education, Christian formation, catechesis, and Sunday school.

Each week for the remainder of this semester, students will post reviews of faith formation materials. Each week, the analysis reflected in the reviews will be grounded in a different reading. This week, the reviews are grounded in the cultural analysis done in the book, Passing on the Faith: Transforming Traditions for the Next Generation of Jews, Christians, and Muslims, (from the Abrahamic Dialogues Series), edited by James L. Heft (New York: Fordham University Press, 2006).

The students in this class are just that, students. They are not expressing their own opinions here but are applying the work of one author to another. The opinions they express are the result of an academic process, not necessarily opinions they hold to be true within their own faith tradition.