MAC Round-Up

I’m still processing the many wonderful presentations from last week’s MidAtlantic Congress in Baltimore, whose theme was Witness Hope. But I’d like to share a few highlights while they’re still fresh in my mind. Suffice it to say that overall it was an extremely positive experience.

It was a very diverse congress, which I appreciated, because I went there with the full, active intent of sampling the variations of viewpoints within the Church, and getting a clearer sense of my Catholic family’s current state of being. I did hear a lot of ideas, and found much of value to take home with me.

As you know from last week’s column, I’m trying not to be so judgmental toward my fellow Catholics but yes, I had some criticisms, especially the assertion by the last plenary presenter that the hierarchy of the Catholic Church is a “boy’s club.” I feel very strongly that we Catholics should be setting an example of respectful disagreement, as we do in our homes. I know it’s hard. I absolutely struggle with this, myself. But it’s important to keep trying.

That said, the conference was an overwhelmingly positive experience. On the first day, Dr. Michael Carotta, an expert in adolescent spirituality, gave a truly superb workshop that was sponsored by Our Sunday Visitor and called, “Reclaiming Religious Education.”

He identified several critical skills to be mastered by the religious educator:

1) naming the adaptive challenge (the goal);

2) regulating the “heat” of the discussion (some topics need gentle handling, some need more intensity);

3) protecting all the voices in the room (giving everyone a chance to be heard respectfully);

and my favorite,

4) using powerful questions.

I’ve always wondered how really great teachers get everybody in the room buzzing and really moving the discussion deeper. Dr. Carotta does that so naturally that you almost feel like you’re helping him teach the class, you’re so engaged. For Dr. Carotta, one way is to ask powerful questions, like: “What have you learned by heart?”

Once the question is asked, Dr. Carotta advises, don’t leap in to fill the silence. Ask a powerful question and then shut up. If you are quiet after asking a question, it pulls a response from the listener. “Let silence do the heavy lifting,” he says.

And if someone gives a powerful, emotional response to your question, follow it up with some respectful silence. He explains, “Some insights and emotions can only find you in silence. The stronger the emotion, the more silence is deserved.” Protect the person and the response by not allowing anyone to jump in too quickly with another comment.

He shared a Native American quote that I really liked, because it is so apt for our culture:

“Where in your life did you become uncomfortable with the sweet territory of silence?”

(I’d like to pause to recommend a resource for all of us who are inundated with noise, especially electronic distractions like social media, cell phones, and email. Matt Swaim, producer of the Son Rise Morning Show with Brian Patrick, wrote a terrific book, Prayer in the Digital Age, which goes into depth on the question of our spiritual need for silence.)

Just quickly, a few other highlights:

One of my favorite catechists, Dr. Joseph White (who I interviewed last month here at Patheos), shared a study that shows the percentage of content typically retained when taught in various ways. Mull over how you can enhance your lesson planning using this as a guide:

Lecture: 5%
Reading: 10%
Audiovisual: 20%
Demonstration: 30%
Discussion group: 50%
Practice by doing: 75%
Teach other, immediate use: 90%

Interesting, isn’t it? Dr. White also reviewed the use of Multiple Intelligences for teaching in effective, fun, creative ways, and recommended his “Teach It” series, for lots more great ideas.

Tom McGrath, author and Vice President of Product Development for Loyola Press, was also excellent, as he spoke on a topic near and dear to my heart: “Parents Aren’t the Problem, They’re the Solution: Practical Ways to Engage Parents in the Faith Formation of their Children.”

He told wonderful stories demonstrating how parents really are the best and most important teachers of their children, capable of inspiring faith through the example of their lives. He likes to get parents talking about their goals for their children in the context of religious training. It’s kind of a sneaky trick, but the good kind.

For instance, according to the consensus of our group, typically parents want their children to:

1) celebrate the sacraments
2) understand their faith
3) have a belief system to turn to in times of trouble.

Once you’ve got parents expressing these goals, you’ve implicitly made a contract with them that makes them more active participants in the process! Clever fellow.

And after he’d gotten us all talking to each other and thinking about some interesting issues, he said something that I really liked: “Once you’re talking to each other, it’s a sacred place.” I think that makes a lot of sense. It’s one thing to passively listen and be inspired in the solitude of your own mind, but another to open to another person’s reactions and share your own. It creates a sort of community that amplifies the value of the discussion, because it becomes more personal.

I also want to recommend the CDs of a Catholic singer/composer who performed at the MAC’s beautiful Way of the Cross on Friday evening, Danielle Rose. Her “Agony in the Garden” was truly haunting and intimate. I just had to run over to the Exhibit Hall and buy a couple of her albums: Mysteries, which features all the mysteries of the Rosary in poetic expressions from various points of view, and Defining Beauty, her first album, with more Catholic faith songs. Take a look at her site. Her bio is very interesting.

There’s so much more, I can’t possibly fit everything I learned into one column. I loved Cecilia Regan’s presentation on whole-community catechesis. A DRE for more than twenty years before taking on the position of Director of Catechesis for the Diocese of Metuchen, Regan made the spiritual formation of her catechists her first priority. She created a spiritual “community” among them, out of which flowed well-informed and inspiring teaching. So wonderful!

All in all, the Mac was a very instructive and enjoyable event. I’d like to thank the organizers once again, for inviting me to cover the congress as a media representative. Thank you so much, Therese Brown, Fr. John Hurley, CSP, and Paul Hendersen. Thank you to Father James Martin, S.J., Dr. Joseph White, and to Michael Ruzicki, for their wonderful pre-event interviews.

And many thanks to Elizabeth Scalia and Dan Welch, here at Patheos, for all their support. It was exciting being able to quickly blog about the MAC at Summa This, Summa That. If readers would like more details on some of the other MAC presentations, check out the blog for concise summaries.

Thanks! God bless you!

Difficult Topics: Teaching About Marriage to World-Weary Students

In my last post I alluded to the difficult topic of divorce and remarriage in the story of The Woman at the Well.  This week I want to share how I present the Sacrament of Matrimony in my classes — how to teach the truth about Christian marriage without undermining the respect students (rightly) have for their own parents and loved ones.

1. Step one is a heartfelt ditto to Amy Giglio and Dorian SpeedMake sure you know what the Church teaches.  Don’t settle for sloppy shorthand such as “divorced people can’t receive communion” — that’s often not the case.  Note that if you ordinarily refer to The Youcat, or The Catechism of the Catholic Church, look instead to the United States Catholic Catechism for Adults, which provides an excellent overview of the sacrament (Chapter 21) and the 6th Commandment (chapter 30).  For a detailed look at technical questions, consult a source such as Fr. James LeBlanc’s pdf document on all things marriage.

If you are not completely clear on Church teaching and practice, you aren’t alone.  Stand in front of the mirror and practice saying, “That’s a difficult one, and I want to make sure I give you the right answer.  Let me look it up and tell you next week.”  Bring a pencil and paper for writing down tough questions that come up during class.

2.  Just teach the basic information.  You might say, “The ‘Sacrament of Matrimony’ just means ‘Christian marriage’.  One man and one woman join together in marriage to form a family.  They promise to be faithful to each other for life, and to be open to any children God might give them.”

3.  If you feel brave, finish by saying, “Any questions?”

4.  So you tried to skip on to Holy Orders real fast before they could open their little mouths?  Ha.  Nice try.   Short of beating open a pinata, you aren’t getting out of the questions.

So you’ve just been asked: Why can’t two women get married, like my Aunt Sarah did?  My mom’s been married three times, is that okay? Why do people get divorced?  What if you marry a bank robber but you didn’t know he was a bank robber, and then you find all this money in your room one day, can you keep it?  Can you marry a non-Catholic?  What if you murder your spouse, can you get married again after that?* Can I get a drink of water? My dad was married in a hot-air balloon.

Some of these are hypothetical, others are personal, and yes this is a great time to go get a drink of water, because Marriage Q&A takes a while.  As you work through the questions, these are the four principles I try to keep in mind:

1. Always give parents the benefit of the doubt.  The first four marriages may have been legitimately annulled.  The couple may have received a dispensation for their scuba-themed ceremony on the coral reef.  You don’t know.  Now is not the time to guess.

2. Discourage speculation, encourage discretion.  Children often want to know, “Why did _______ get divorced?”  Observe that divorce is always a sign that something has gone wrong, but that we can rarely know what exactly was the problem.  One or both spouses may choose not to discuss the real reasons for the divorce because they don’t want to gossip, and do want to respect the privacy of the other spouse.

3. Do provide age-appropriate explanations of annulment, convalidation, and the like, if a student’s question can only be answered by delving into these details.  If you aren’t confident of your answer, use the “Let me look it up” escape.  Make sure your answers are 100% g-rated — your pastor or DRE may be able to help you with your wording.

4.  Show respectful sympathy for people who struggle with Church teachings.  We all do things we shouldn’t.  Some people have a very hard time understanding or following the Church’s teachings on marriage.   We should be patient and loving, and remember that Jesus cares about them very much, and there is no sin that cannot be forgiven.

 

*Yes, a student really asked that question one year.  I had to e-mail my pastor to confirm the answer: No.

The Apostles’ Crab

Ready…set…CRAB! Yaaaah! Arrrgghhh!
.

Some highlights from the March 7 class, the Resurrection through Paul’s commission. The Bible wants to tell the story, so I let it. All verses were already highlighted in my lecture Bible. I didn’t flip back to actually read the John da Baptis’ quote, that’s something we covered a few months ago.  The kids just needed to hear it on the fly this time. Otherwise readings are from the last bit of Luke, the last bit of John, and Acts starting at Chapter 1. Almost no flipping back & forth. Easy.

On Easter morning Mary Magdalene didn’t recognize the resurrected Jesus:

“… she turned round and saw Jesus standing, but she did not know that it was Jesus. Jesus said to her, “Woman, why are you weeping? Whom do you seek?” Supposing him to be the gardener [?!], she said to him, “Sir, if you have carried him away, tell me where you have laid him…”

The apostles didn’t recognize Jesus either:

“That very day two of them were going to a village named Emmaus, about seven miles from Jerusalem,  and talking with each other about all these things that had happened. While they were talking and discussing together, Jesus himself drew near and went with them. But their eyes were kept from recognizing him.”

and

“Just as day was breaking, Jesus stood on the beach; yet the disciples did not know that it was Jesus.”  Of course if I were freed from the consequences of Sin, you might not recognize me right away either.

On Easter evening, the Apostles were scared:

Who’s there?
.

“On the evening of that day, the first day of the week, the doors being shut where the disciples were, for fear of the Jews, Jesus came and stood among them…he breathed on them, and said to them, “Receive [an extra dose of] the Holy Spirit. If you forgive the sins of any, they are forgiven; if you retain the sins of any, they are retained.”

Jesus is establishing what sacrament? Confession? Yes, good.

Over the next 40 days, Jesus pops in and out of spacetime to visit occasionally with the apostles; they are still a bit vague about Scripture and prophecy and all that stuff. Jesus helps them out :

“O foolish men, and slow of heart to believe all that the prophets have spoken! Was it not necessary that the Christ should suffer these things and enter into his glory?”  And beginning with Moses and all the prophets, he interpreted to them in all the scriptures the things concerning himself.”

and

“These are my words which I spoke to you, while I was still with you, that everything written about me in the law of Moses and the prophets and the psalms must be fulfilled.” Then he opened their minds to understand the scriptures…”

Regardless, the apostles remain unclear about the Messiah business. Still expecting a David:

“Lord, will you at this time restore the kingdom to Israel?” Poor guys need some direction.

And they’re at loose ends. Some return to their old jobs:

“Simon Peter, Thomas…the sons of Zebedee, and two others of his disciples were together. Simon Peter said to them, “I am going fishing.” They said to him, “We will go with you.” They went out and got into the boat; but that night they caught nothing.”

But John da Baptis’ had foretold:

“…he will baptize you with the Holy Spirit and with fire.” Huh…that might be motivating.

Before ascending, Jesus & Peter orally re-establish Peter’s contract to be the #1 person in charge of the flock:

Jesus said to Simon Peter, “Simon, son of John, do you love me more than these?” He said to him, “Yes, Lord; you know that I love you.” He said to him, “Feed my lambs.” A second time he said to him, “Simon, son of John, do you love me?” He said to him, “Yes, Lord; you know that I love you.” He said to him, “Tend my sheep.” 17 He said to him the third time, “Simon, son of John, do you love me?” Peter was grieved because he said to him the third time, “Do you love me?” And he said to him, “Lord, you know everything; you know that I love you.” Jesus said to him, “Feed my sheep.”

Jesus ascends to heaven, and won’t return until the Second Coming. Peter starts taking charge in Jesus’ absence, figures out the apostles need to replace dead Judas:

“Peter stood up among the brethren (the company of persons was in all about a hundred and twenty), and said… “one of the men who have accompanied us during all the time that the Lord Jesus went in and out among us, beginning from the baptism of John until the day when he was taken up from us–one of these men must become with us a witness to his resurrection.”

So if an apostle dies…you make another one! Yes. Peter quotes King David to reinforce the idea that being an apostle is a kind of office:

“his bishoprick let another take.”

They tentatively pick two disciples, Barsabbas and Matthias.  But the the apostles lack a certain confidence, and leave the final choice to the Holy Spirit:

“And they cast lots for them, and the lot fell on Matthias; and he was enrolled with the eleven apostles.” What’s “casting lots”? Like rolling dice? Yes, or flipping a coin.

As soon as there are 12 apostles again, they all get yet another extra dose of the Holy Spirit:

“When the day of Pentecost had come, they were all together in one place. And suddenly a sound came from heaven like the rush of a mighty wind, and it filled all the house where they were sitting. And there appeared to them tongues as of fire, distributed and resting on each one of them. And they were all filled with the Holy Spirit and began to speak in other tongues…”

The apostles were FIRED UP! like so:

 they ain’t scared no more
.

“Hey, do you boys know what a crab pose is…what bodybuilders do? Me! Me too! Good…nobody else? Can y’all do a crab? Yes! OK y’all two get up here. Don’t crab ’til I tell ya. Now after the apostles got their third dose of the Holy Spirit at Pentecost, did they continue to lock themselves up and hide? No! So what did they do instead? They went everywhere & told people about Jesus! That’s right…they were fearless, they went all over the place spreading the Gospel and  setting up the Church. All but John were martyred, so they were way-tough guys. Now you two are gonna show everyone how tough and fearless and motivated and fired-up the apostles were. Ready…set…CRAB! Yaaaah! Arrrgghhh! Great job! Just look at these super apostles! OK…that’s enough crabbing…y’all can sit down now.”

Saul the Christian-hater is personally visited by Jesus, but that doesn’t prepare him to do anything. Instead he’s blinded. His sight is restored by an authorized Christian doing what? Touching his eyes! Great guess, but no! Laying hands on him! Yes! Are y’all surprised? No! Smarties.

“The Lord said to him in a vision, “Ananias.” And he said, “Here I am, Lord.” (Who said that to God in the Old Testament? Samuel! Yes! How many times? Three! Yes!)  And the Lord said to him, “…inquire…for a man of Tarsus named Saul; for behold, he is praying, and he has seen a man named Ananias come in and lay his hands on him so that he might regain his sight.” So Ananias departed and entered the house. And laying his hands on him he said, “Brother Saul, the Lord Jesus who appeared to you on the road by which you came, has sent me that you may regain your sight and be filled with the Holy Spirit.” And immediately something like scales fell from his eyes and he regained his sight. Then he rose and was baptized.”

Saul and Barnabas are “set apart” like Samuel and Samson and John:

“Now in the church at Antioch there were prophets and teachers, Barnabas, Simeon… Lucius of Cyrene …and Saul. 2 While they were worshiping the Lord and fasting, the Holy Spirit said, “Set apart for me Barnabas and Saul for the work to which I have called them.” What sort of Catholic persons are set apart today for special work? Priests? Yes, and…nuns?  Yes, good.”

The “prophets and teachers” lay hands on Saul and Barnabas:

“Then after fasting and praying they laid their hands on them and sent them off.” Hey, guess what a bishop does when he makes a man into a priest? Lays his hands on his head? Yes, good.

Only after this laying of hands is Saul now known as Paul. He has a new name like who else? Abraham & Sarah. Yes, and …Isaac! No, but you mean Jacob. His name was changed to…starts with an ‘I‘ like Isaac…Israel! Yes, and…Peter! Yes, which means…rock, yes, or…stone. Yes, like the cornerstone. And in Spanish? Piedra. Yes. Pedro is the piedra.

That’s it for tonight. Next week we’ll see how the apostles and Paul continued to spread and organize the Church.

Praised be Jesus Christ!

Now and Forever!

Catechist Chat: Substitute Survival Skills

Sometimes, as educators, we have to do things that make us uncomfortable. Set aside our nervousness, our need for control, our desire for a safe and predictable outcome.

In other words, we have to substitute teach.

I remember when I was in Teacher Grad School, and our professor was giving us all sorts of helpful tips for managing behavior, planning engaging lessons, etc. I raised my hand and asked, “Do you have any specific for suggestions for being a substitute teacher?”

She looked me straight in the eye: “Never sub.”

I have a friend who is a permanent substitute teacher for a small school district, and she’s terrific at it. She has an easy rapport with the students, she gets them to do their work, and she has fun with it all. She enjoys the unpredictability of getting to visit a new classroom every day and she thrives on the challenge.

I couldn’t do it. I get so nervous when I’m subbing, EVEN if the students are MY OWN STUDENTS. At one school, we all covered one another’s classes during our planning periods when needed, because there was no budget for substitute teachers. So occasionally I’d be monitoring a room full of students I’d just seen for 55 minutes in my own classroom. I *still* felt apprehensive. I just like to have a plan, going in.

(I also have to say that it was far more often the reverse – my fellow teachers having to cover my classes – because I was both pregnant and migraine-attacky all year long. I still owe them my appreciation and probably a batch of cookies.)

It’s probably my perfectionism that makes it so stressful for me, and I’ve certainly gotten more laid-back about it. (Here I do not mean “perfectionism” as code for “it’s because I’m so awesome.” It means “I labor over minute details that are irrelevant to the big picture.”) I’ve also learned a few things along the way:

1. Try to learn the kids’ names. You won’t get it right. They know that. Show some effort. I like to repeat the students’ names one after the other, then keep starting at the beginning. “Carlos. Carlos, Amanda. Carlos, Amanda, Mikayla. Lawrence.” Even though you’re just going to be there for one day or one hour, making the effort gets things off to the right start. Use humor. If you don’t know a student’s name, make up a ridiculous name from the planet Randomia. Look the child in the eyes as you attempt to remember his/her name. It helps.

2. Break the ice. Amanda Brunet at Suite101 provides some clever ideas for getting to know your students as a substitute teacher. I particularly liked this one:

Unique Quirks
At the beginning of class, the substitute teacher can ask each student to write down something unique about himself on a small piece of paper. Subs can provide their own personal examples such as: “I like to eat pickles and peanut butter” or “I have sky dived three times”.

Teachers then collect the pieces of paper and place them in a hat. Throughout the class time, the sub can pull out each piece of paper and read it out loud. Students should guess which unique quirk belongs to each classmate.

The suggestion to space this activity out over the course of a class period is great, as it helps you dangle a carrot in front of the class periodically to remind them “okay, let’s stay on task for another ten minutes and then we’ll try to guess some more of the quirks!” You would, of course, want to make sure you read through all of them in advance yourself…especially if you’re teaching middle schoolers.

3. Follow the lesson plan. Sometimes, you’re subbing because the teacher suddenly collapsed in the break room with chills and fever, and the lesson plan is “I don’t know, because she was going to write the lesson plan for today during her lunch break but then she started to feel nauseated.” Fair enough – we’ll come back to that. But often, there’s at least some semblance of a lesson plan. Follow it, and don’t make comments about the caliber of what they’ve been assigned.

4. Be ready for the unexpected. Perhaps there is no lesson plan.

Bring a book to read aloud to the students – something with lots of voices and action, that will hold their attention.

Take a set of logic problems – most kids enjoy these (along the lines of “There is a room with no doors, no windows, nothing and a man is hung from the ceiling and a puddle of water is on the floor. How did he die?”) and they can easily be turned into a class discussion activity with students raising their hands to make guesses.

Have some kind of prizes/rewards handy. I have lamed out on this the last few times I’ve subbed, and resorted to giving quarters to the winning team in Jeopardy. It was ridiculous, and yet – they were motivated. (Stickers are a perfectly adequate reward.) (I also promise them “thirty thousand imaginary dollars” in instances where I am truly unprepared to give any semblance of a reward.)

5. If it’s not working, change the plan. Last week, I tried to do a game of Make Your Own Bingo as a review with a class of second-graders. They were very excited about it, but I realized that I hadn’t allowed enough time. They were still painstakingly writing words from the chalkboard on their papers when I decided to scrap that plan. They…were displeased.

You can go with this, or you can go with thatSo I stood them all up and announced we were going to play a game called “This Way, That Way.” An awesome, incredible game that I…would make up on the spot. Awesome.

“I’m going to give you a clue and two possible answers. You stand on the side of the room you think is the right answer. Ready?” (It helped that this classroom had a large open space up front with a rug.)

“This word means the special super-food for your soul that you receive through the Sacraments. If you think the answer is ‘grace,’ go stand over here. If you think it’s ‘Psalms,’ go stand over here.” Patter of little feet, keep it moving, keep it moving. We went through 20 vocabulary words in five minutes. Was it the most in-depth, profound review experience of their young lives? No. Did thy pay attention? Did we salvage those last 10 minutes of class? Yes.

So – how about you? Do you like subbing? Fear subbing? Got any good tips?

Palmers

 I just flew in from Jerusalem and my arms are really tired
.

Hey, what kind of bird is this?  An eagle!  Close.  A hawk!  Close again.  A vulture!  Good grief no, try again…it starts with an FFalcon!  Yes. In particular it’s a peregrine [on the board] falcon. I’ll drop dead if anyone knows what peregrine means. It’s a French word, and we have an English word that comes from it…guesses? No? Y’all know the Mayflower, right? Yes, the Pilgrims took it to America. Well, while the Mayflower was sailing to America a baby boy was born. On the ship? Yes. Like, on the ocean? Yes, imagine that. The Pilgrim baby boy was named Peregrine…so what word do we have in English like peregrine? Umm…Pilgrim? Yes, genius! And why’d his parents name him that? Because he was a Pilgrim? Yes. What does a pilgrim do? They go somewhere? Yes, they travel to some particular place. So why would we call this falcon a peregrine falcon? ‘Cause it’s going somewhere? Yes, we might also call it a pilgrim falcon; and what do we say birds do when they go somewhere each year? They migrate! Yes, do they go to different places each year? I think they go to the same place. Yes they do. So a peregrine falcon…migrates. Yes. It travels to…a particular place. Yes.

New topic: where was Jesus crucified? On a hill. Yes, in what city? Beth…Jerusalem! Yes. Well, ever since Christianity got started, people have been going to Jerusalem to see the places where Jesus did things. In the old days people had to travel on foot and by boat to get there. A person traveling from England might be gone from home for a year. Were those people just roaming around, or were they headed somewhere in particular? Somewhere in particular. Yes, which somewhere? Jerusalem. Yes, in the Holy Land. So they were like the falcons. Yes? The falcons went to Jerusalem too? No, I mean both the people and the birds had specific destinations; they didn’t just start walking or flying and see where they’d wind up. So if the migrating falcons were called peregrines, what would you call people making a religious trip to Jerusalem? Umm…pilgrims? Yes, pilgrims. But I thought the Pilgrims just came to America. Yes, but those English people called themselves Pilgrims because they were on a religious journey, too. They thought of America as a New Jerusalem. But the older meaning for ‘pilgrim’ is a Christian going to the Old Jerusalem.

But for most Englishmen, Jerusalem was too far away; so they might make a pilgrimage to Canterbury, a city in England. St. Thomas à Beckett was the Archbishop of Canterbury, and was martyred right in the cathedral. Yes? What’s an arch-bishop? It’s a bishop who has a higher rank than a regular bishop. St. Thomas, the Archbishop of Canterbury, was in charge of all the Catholics in England. By the way, who is our bishop? Macaroni! Uh-uh- it’s Guglielmone, you can learn to say it right. Where’s he live? In Charleston. Yes, so we are in the Diocese of…Charleston. Yes. But we’re also in the Archdiocese of Atlanta, which is headed up by…an…archbishop! Yes, Archbishop Gregory. So who’s a bigger deal: an angel or an archangel? An Archangel! Yes, such as…Gabriel? Yes, and…Michael? Yes, good.

Anyway, people would walk to Canterbury to see where St. Thomas was killed, and pray at his shrine. Yes? What’s a shrine? It’s a special place, usually a chapel or building which contains the body or bones of a saint. Traveling wasn’t safe back then, so pilgrims would journey in groups. There’s an old set of poems about a group of those pilgrims, called the Canterbury Tales. I studied them in high school. I had to memorize the first poem about the people getting ready in the Spring to make the pilgrimage to St. Thomas’ shrine. It says:

“And smale fowles maken melodye, That slepen al the night with open ye…” What’s that? It’s an older kind of English. It says the small birds make melody all night because it’s Springtime, and they are excited. Yes? It sounds weird. Yes, but it sounded normal to the people who spoke that way.

“Thanne longen folk to goon on pilgrimages” Then folks long to go on pilgrimages: they are energized by Spring just like the birds. And how do Catholics call Springtime? Lent! Yes, because the Spring days...lengthen! Yes! Y’all are so smart.

“And specially, from every shires ende of Engelond, to Caunterbury they wende…” Many people would plan a pilgrimage to Canterbury. But a few pilgrims might make the big trip…to…Jerusalem!  Yes. The Canterbury Tales call those Holy Land pilgrims palmers: “And palmeres for to seken straunge strondes. To ferne halwes, kouthe in sondry londes/ and palmers for to seek strange shores. To distant saints, known in other lands.” Why would they be called palmers?  ‘Cause they got palms there? Yes, genius, they’d bring back palms as souvenirs…why? Because of Palm Sunday and all. Yes. Often the palms would be formed into a particular shape…any guesses?  A cross? Yes, how did you know? ‘Cause people in church make their palms into crosses.  Yes, that’s a pilgrim tradition that we still observe.

Palm Sunday kicks off Holy Week, the biggest week in the Catholic year. Yes? Is it bigger than Christmas? Oh my yes. Holy Week is the last week of...Lent! Yes, and what’s the Sunday after Holy Week? Easter Sunday! Yes. Even today pilgrims to the Holy Land like to be there for Holy Week because it’s such an important week for Christians.

Somebody tell me about the Friday of Holy Week. It’s Good Friday. So tell me about it. Jesus was crucified. Yes, but that was later; start in the morning…he had a nice chat with a Roman guy…Pontius Pilate! Yes, and…well, he said Jesus would get crucified. Yes, more or less. Then the Romans put Jesus and his cross in a jeep? No he had to carry it. Yes, more please. It was heavy and he fell down going up the hill. Yes, what hill? Umm…Calvary. Yes. What’s the other name for the hill…starts with a G…Gethsemane! Good guess, but no. That’s where Jesus prayed on Thursday night. Another hill that starts with a G…O…L…Golgotha! Yes. Doesn’t that sound dreadful? Gol-go-tha. Anything else happen before Jesus got to the top? A lady washed his face with a rag and his picture got on it. Yes, St. Veronica. And then…he was crucified. Yes, and then...he died. Yes, and…no guesses?…they took Jesus down, and then…they buried him. Yes. Well on Good Friday especially, pilgrims, palmers in Jerusalem walk along the streets that Jesus probably walked on that first Good Friday. It’s called the Way of the Cross in English; in Latin we say Via Crucis. People walk a bit, then stop, pray, and remember one of these events that happened to Jesus. Then they walk a bit more, and stop, pray and remember again. Yes? That’s like in church we…stop! Don’t say it yet, genius! You’ll get your chance.

Now how do palmers get to Jerusalem nowadays? They fly? Yes, most of them. It takes a day or two, tops. But centuries ago, many Englishmen might not have the health or money to travel for weeks or months to Jerusalem and walk the Way of the Cross. So they might go to…Canterbury? Yes. But suppose you were too poor or old to even leave your village, but you still “longed to go on pilgrimage”- what could you do instead? OK, genius, tell us. You could go to Stations of the Cross in the church! Yes, why? Because the Stations are like where the people walk in Jerusalem! Yes! Going to Stations during Lent is a way to go on a little pilgrimage. It’s not a physical pilgrimage ’cause we stay in town, but it’s still…a spiritual pilgrimage! Yes!

So if you go to Stations with your parents and you get bored with all the reading, and tired of all the kneeling & genuflecting, think about palmers walking the Via Crucis in Jerusalem. Think about the pilgrims walking to Canterbury. And think about all the other Catholics around the world making a spiritual pilgrimage by attending Stations just like you.

Pitchers 11: Good Friday & All That

Board from the Feb. 29, 2012 class, Last Supper through Resurrection. I imagine this is all mostly self explanatory, except maybe:

1. Sleeping
2. Sleeping
3. Sleeping

and

1. No!
2. No!
3. No!

These indicate the apostles in Gethsemane broke their ‘contract’ with Jesus by falling asleep 3 times; and Peter broke his ‘contract’ by denying 3 times he even knew Jesus. We’ll refer to these events next week when Peter orally re-contracts with Jesus 3 times during their “Lord I love you/ Feed my sheep” conversation.

Discussion of Jesus and the Good Thief was sparked by again showing the kids Rembrandt’s Prodigal Son; and comparing Jesus to the Father, and St. Dismas to the repentant younger son. See how good Jesus and Dismas must have felt even while hanging on crosses?  See why it’s good to go to Confession? Uh-huh.

The Anastasis shown in my prior post was handed out after Jesus was laid in the tomb. As usual the kids plugged right into figuring out what Jesus was up to between his death on Friday and his Resurrection on Easter morning, and learned a little Greek, too. The fine art handout also has an image of Rembrandt’s 1648 Supper at Emmaus, which we did not have time for. That’s fine. Next week my bouncer will redistribute the Anastasis/ Emmaus sheet at the start of class, and we’ll take care of Emmaus first thing.

I like this Emmaus because Jesus looks like he’s not all that interested in hanging around on Earth anymore, and just wants to be in Heaven. At the end of next week’s class I’ll encourage the kids to take the handout home, and use it to tell their parents what they learned.

Catechist Chat: Drumming Up Enthusiasm

It doesn’t take a veteran teacher to recognize that each child – and adult – is unique. And what works with one person won’t necessary work with another; we each have our own talents, and we each find joy in different ways. Being able to tap into these differing abilities can really transform your approach to  religious education- whether in a classroom setting, a presentation to a group of adults, or even a homeschooling setup.

My favorite way to think about this is based on Howard Gardner’s theory of Multiple Intelligences. Back in MY day, he’d only identified seven. Now he’s up to eight, but the overall point remains the same: individuals display intelligence in different areas, which can be roughly categorized as follows:

  • Linguistic: learning through reading and writing
  • Logical-mathematical: Reasoning, patterns, and numbers
  • Spatial: Visualizing with the mind’s eye
  • Musical: sensitive to sounds, rhythm, tone, and music
  • Bodily-kinesthetic: Learning best by “doing” and physical activity
  • Interpersonal: Learn best by working with others; enjoy cooperative learning; comfortable with leadership
  • Intrapersonal: Deep understanding of the self; strengths and weaknesses

Since my time in the trenches (a.k.a., grad school), he’s added:

  • Naturalistic: Relate to the natural world and observe their surroundings
And there’s been discussion of a need to also include:
  • Existential/spiritual: Contemplate the deeper meaning of experiences and life
  • Moral: Ability to apply reasoning to moral decision-making, particularly in terms of the sanctity of life

In catechesis, we’re about the business of expanding folks’ existential/moral intelligence, or at least tapping into that, right? So I’m going to focus on how the other eight can be useful in coming up with different lessons, etc. that can grab students’ attention in new ways.

Serious drumming skillz

This guy has insane amounts of musical intelligence

I’m going to start with Musical, because that’s my favorite. Well, not really, but it would be boring to start with Linguistic or Logical-Mathematical, wouldn’t it? Because that’s what we usually think of when we think of “teaching.” Talk at students, they write things down, they take a multiple-choice test with maybe an essay tacked onto the end, and presto: teaching. (Not that there’s anything wrong with that.)

But before you say “I can’t carry a tune to save my life*,” I ask you: Can you say the Our Father?

You can, can’t you?

Let’s say it together;

Our

Father, Who Art

In Heaven, Hallowed Be Thy

NameThyKINGDOMCome…what? Isn’t that how you say it? No?

Right – we all say it in the same cadences, don’t we? Our liturgy is full of cadences; we chant the Psalms in rhythm, we teach our children their prayers to a certain meter, we’re all about music even if we are afflicted with tin ears.

I find that most kids, especially adolescent boys, respond very well to activities that incorporate music. Take advantage of this by including activities like:

  • Listening to hymns and talking about what the words mean
  • Memorizing a prayer by breaking it down into phrases
  • Learning to chant parts of the Mass
  • Write a song – or change the words to a popular song – to teach someone about a basic concept you’ve learned in class.
  • Listen to different settings of parts of the Mass and think about how the music reflects the meaning of the words – this is an activity I really enjoy doing with students, because there are so many beautiful orchestral settings of the Mass.

Howard Gardner himself said:

I don’t believe because there are eight intelligences we have to teach things eight ways. I think that’s silly. But we always ought to be asking ourselves, “Are we reaching every child, and, if not, are there other ways in which we can do it?”

And so I’m not saying “out with books, in with Rap!” But supplementing what you discuss in class with an activity that allows musically-inclined…or musically-enthusiastic – students to shine is a great way to get them engaged in what you’re teaching.

If you’d like to learn more about the theory – pros and cons – check out:

*Essay: Can you describe a situation in which your life would literally depend upon your ability to carry a tune? What would you do in said situation?

Carpe Articulum

I read this article today: Hades-type cave looks like heaven for archaeologists.

Key bit:

“Hades, the fabled underworld of the dead in ancient Greece, wasn’t the happiest place…There, departed heroes such as Achilles gathered mostly to grouse about their boredom and await the verdict of the judges of the dead. There’s a reason that it later became associated with the hell of Christianity.”

Tomorrow night’s Wednesday Sunday School lesson plan runs from Gethsemane up to the Ascension. The kids already know about Sheol/ Hades/ Hell, including references to Enoch, Elijah, and the parable of Lazarus resting in the bosom of Abraham. Reading a few lines of this article will be a diverting lead-in for discussing this bit of the Apostles’ Creed: “He descended into hell,” which itself is an intro into discussing what Jesus was actually doing in “Hell” anyway. This picture is our visual aid:

That’s right, it’s an Anastasis. And that makes the news article all the more fun. I usually mention that Anastasia is a girl’s name, but this year I’ll also read this next key bit from the paper:

“But for archaeologists, a Greek cave…contains the remains of a Stone Age village…”What you see there almost cannot be described,” says archaeologist Anastasia Papathanasiou of the Greek Ministry of Culture…” An actual woman named Anastasia is way more interesting than me just saying Anastasia is a girl’s name; and it makes a living connection to that old Greek fresco.

This little exercise meets three ongoing class goals:

1. Connect God Stuff to Regular Stuff.

2. Connect the Past to the Present.

3. Connect the Textbook to Other Printed Stuff.

Now did God make sure this article was in my paper the day before the only class of the year in which I could use it; or was it just coincidence?

Inquiring minds wanna know.

Pitchers 10: Physical Access

 

Trust me, he’s sick or naked or hungry or something bad

Partial board from the Feb 15, 2012 class, which covered the Parable of the Wedding Feast (Matt 22), the Judgement of the Nations (Matt 25) and the Last Supper (Matt 26+). I was running out of space by the time we got to the Last Supper. For some bizarre reason, the cartoon on Matt 25 is labeled B, although it was drawn before the Last Supper cartoon which is tagged A.

One of the great things about teaching 6th-grade is that the majority of the kids know these stories already. So classtime is spent on adding depth rather than laying groundwork. Every year I’m pleasantly surprised by what the children have already learned from their parents and catechists.

Cartoon B illustrates that those who want to “do something beautiful for God,” as M. Teresa would say, will do things for “the least of  [Jesus'] brethren,” given that Jesus isn’t a carpenter you can take to lunch anymore. Jesus at left welcomes all the sheep on the right who acted in faith to help that poor wretch in the middle. The middle person in need of love & charity mediates their Corporal (you know, acting body-to-body) Acts of Mercy to Jesus; and oddly enough, mediates Jesus back to them as well. I elaborate on this with a photo book and discussion of MT (whom most kids already know), and the scabby, sick, smelly & scrawny people she loved. Then I say a bit about how her example prompted me to bring Communion to the sick for years, and tell a personal story of how Jesus once flowed back & forth between me and a dying woman. The kids remember that Elisha dropped everything when Elijah called him; as did Peter, Andrew, James & John at Jesus’ call. And they learn that MT did the same on a train in India when Jesus called her.

Jesus is big on action, not talk.

Cartoon A accompanied discussion as to why the Last Supper featured Bread & Wine instead of Bread & Lamb, like a normal Passover. The kids recall that Jesus is the Lamb of God per John da Baptis’ and so they eat Him through the miracle bread; and the whole “this is my Body & Blood” business explains all that weird stuff Jesus said the day after the Loaves & Fishes miracle. Then the kids remember the priest-king Melchizedek’s bread & wine. I draw Melchizedek toting bread and wine;  Abraham; and Moses (in his Ark). The kids figure out that if a priest makes an offering for you, and you pay him, that the priest outranks you in religious authority. Thus Melchizedek outranks Abraham, and by extension all his descendants such as Moses, who made the Passover covenant with God. So when Jesus says “This bread is my body/ this cup which is poured out for you is the new covenant in my blood,” he is using Melchizedek’s bread & wine. Later on, St. Paul explains to the Hebrews how this shows Jesus is a priest like Melchizedek, and thus his new covenant outranks Moses’ old covenant.

Yoga, It Stretches the Bounds of Belief.

 

I did not want to write about yoga. Yoga is controversial. Lately I feel this need to avoid controversy. Apparently God has other plans for me since recently no less than five people asked me to write about yoga.

So here we go, yoga.

Yoga is an ancient Sanskrit word meaning union. It is an “asana” which means the “practice of posing or posture”. In Western culture the words are used interchangeably but that is not really correct since yoga is also comprised of a spiritual and emotional element that has its roots in Brahmanism which is the basis of modern-day Hinduism. The earliest practice of yoga is known to have taken place in the Verdic period, the time in which the oldest scriptures of Hinduism were written, art from that period depicts people in the various poses. Vedic hymns praise a divine power and the practice of yoga was to unite mind and body in praise and worship. Yoga evolved to include meditation practices and sometime near the year 500 BC the Bhagavad-Gita, or the Lord’s Song, was composed. It is the oldest known yoga scripture and is said to have come from a conversation from a Prince Arjuna and a god-man Krishna.

Yoga has eight basic principles, referred to as the Eight Limbs of Classical Yoga.

  1. Yama, which means social restraints or ethical values;
  2. Niyama, which is personal observance of purity, tolerance, and study;
  3. Asanas or physical exercises;
  4. Pranayama, which means breath control or regulation;
  5. Pratyahara or sense withdrawal in preparation for Meditation;
  6. Dharana, which is about concentration;
  7. Dhyana, which means Meditation; and
  8. Samadhi, which means ecstasy.

None of this sounds particularly harmful, does it? Hang on, we are getting there. The purpose of these principles is to reach for the divine. Except that the divine they are reaching for isn’t really divine at all.

“Yoga exercises are practiced to free the soul from the body.  Some of these exercises were: to rid one’s self of moral faults, although there is no consensus as to what these faults are, to sit in certain, sometimes painful postures, check the breath, and reduce thought to a minimum by staring at the tip of the nose; to place the soul in a particular part of the body, and so gradually acquire mastery over it, or, rather, let the soul, the true self, acquire mastery over the body; to stave and learn to subsist on air or even without it; to concentrate thought by meditation, i.e. to think of nothing. Thyana, the highest state of which is the cataleptic trance samadhi, in which the mind is suppressed but the soul is in full activity. In this sate the person is a mahatma, a master-soul and can enjoy a temporary release from the body which it leaves to go roaming about, performing wonderful feats on material nature and controlling other less powerful souls. This latter was the secret of the Yogi’s real power and was supposed to be done by a transfer of soul. When the soul re-enters the body, the Yoga wakes and is like other people. By repeated exercises the soul can become so strong that is secures perpetual release from the body, thus, according to the older Yoga teaching, it flies to heaven where it enjoys great happiness, riding in a celestial car attended by lovely women and music; but with the latter Yogas, on breaking all bodily bonds it formed immediate absorption into the Supreme Soul.” (Source: NewAdvent.org)

Yoga was introduced to the West in the nineteenth century as part of an Eastern religion craze that was happening. It became particularly popular in America beginning in the 1930’s culminating in the 1960’s with the popularity of Maharishi Mahesh, the Yogi who popularized Transcendental Meditation.  You may remember seeing pictures of him with the Beatles, who famously, spent a weekend in his ashram learning about TM.

There is nothing there that we, as Catholics, should be a part of.  Unfortunately, yoga is wildly popular in our culture and classes are available in schools, community centers, churches and every fitness center you walk into.

So let’s boil this down. Yoga is a part of the Hindu religion that has expanded to include many New Age beliefs that is disguised as a harmless exercise program. There is no denying that yoga began as a prayer posture to praise and worship various Hindu gods. The postures all have Hindi/Sanskrit names which have great significance in the Hindu religion. The meditation portion of much yoga practice is designed to center people on themselves and to focus their energy on themselves rather than, what we as Catholics should be doing, that is resting in the Holy Spirit.  It is a very self-centered practice and one designed, not to bring you closer to God, or even other people, rather closer in to yourself. The first words from a yoga instructor’s mouth will be to tell you to empty your mind. As Christians we are not called upon to seek mindlessness but rather to constantly renew our minds to be able to discern God’s will (Romans 12:2).

In 1999, while serving as Prefect of the Congregation for the Doctrine of the Faith, Father Gabriel Amorth issued the document “Some Aspects of Christian Meditation“ in which he warns Catholics about the dangers of eastern practices such as yoga, Zen, and transcendental meditation, saying that these practices have the danger of degenerating “into a cult of the body” that debases Christian prayer.

He also states that yoga poses could create a feeling of well-being in the body which could be confused with “authentic consolations of the Holy Spirit.” (Source: Women of Grace)

Yoga is problematic for Catholics because it makes us very comfortable with a New Age, cult-like practice that serves to draw us away from God. Spiritually it is incredibly harmful if the participant actually starts to fall into the nonsense espoused at many classes.  Yoga is always referred to as a “practice”. This is a clear indication that it is a not for Catholics. Witchcraft and Wicca are also are also referred to as practice and everyone knows  Catholics should not  be joining covens for the interesting meetings. Were yoga truly just exercise it would  be called a class or a program. I have never heard anyone call their treadmill a practice or refer to their practice of Zumba. They may brag about surviving it but it does not consist of an entire lifestyle, and a lifestyle yoga is, believe me. A profitable one for many, including that Marharishi, who became yogi to the stars and retired from public life living large on the proceeds of their foolishness.

Many argue that the physical benefits outweigh the spiritual dangers since the exercises are easy to do and build strength and balance. It is at this point that I must confess that I have taken yoga classes myself.  I am a big fan of any exercise I can do laying down and yoga seemed like a lazy way to get fit. It is, in fact, pretty strenuous and since I have begun seriously researching the threat to our faith by the insidious arms of the New Age movement I realize how very dangerous the practice of yoga could be to people of faith. My own experience bears that out.

I had taken a few hot yoga classes (called Bikram yoga)  and I didn’t really get into it because it was expensive and the class was at 6:00 am and I hate getting up early.  Then I joined a gym (a popular chain) and noticed they gave yoga classes. The first class I took was given by a nice lady who merely guided us through the exercises, using meaningless to me, English names for them, focusing on strength and posture.  I was impressed enough by the workout to show up for another class a few days later. This was taught by a man who had obviously bought the whole spiritual nonsense behind the practice and was not shy about showing it. He “OM’d” which is, I later found out, a sacred incantation to the god Omkara, he burned sage and waved it around and he spoke the Hindu names. He had a little gong that he hit an chanted to, it was very disturbing to me.  I was outta there, long before the class ended.  I have to tell you it was the creepiest feeling I had ever had and I was uncomfortable until I went to confession. I felt as if I were under spiritual attack while in that room with that man and whenever I see him I get the same creeped out feeling. I still go to that gym although I don’t take those classes anymore. I mostly work out alone now.

There is no physical benefit to be had from yoga that you could not achieve in any well run exercise class. All good excerise should begin and end with stretching and every trainer out there will focus on balance and building muscle tone. You could derive the same benefits from most classes given at most gyms without the whole “OM” praying to a Hindu god thing.

It is particularly important that young people, especially young women, be told that this is not a practice that will feed them spiritually. Like many New Age practices it is pretty and comfortable and given in lovely surroundings with nice music playing. It feels happy to be in a yoga studio and young people, whose lives are so frenetically paced, might find solace in such surroundings. The fact is that there are parts of the yoga movement which are actually cults that prey upon the young and uncatechized, stealing their time, money and eventually their souls. We must guard them against this, a difficult task, since it is so prevalent.

Not helping is the recent popularity of the book by Elizabeth Gilbert; Eat, Pray, Love which has young women seeking the kind of self centered peace that the author achieves in her narcissistic memoir. The power of her message is so compelling that, Julia Roberts, a Catholic, converted to Hindu while filming the movie version and had her children renamed with Hindu names. Seriously. This is such a shame and indicative of the culture we live in. It also does not speak well of Ms. Roberts intellect. Sorry Julia but people who jump into a religion because of an Oprah book club selection don’t impress me as being all that cerebral.

While the devout Catholic is probably not going to come to any harm going to a yoga class the question we must ask ourselves is why take the risk that the muck of a few thousand years of heresy settles in your soul? Especially when a good aerobics class will do your body just as much good.


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