I’ll Be Back August 25
August 15th, 2008 by Joe
I’m taking off one more week of vacation and, on the day that I’m back at work (Aug. 25), I will be attending the first catechist meeting of the year. See you then!
A Definition of Insanity
August 14th, 2008 by Joe
Albert Einstein once offered the following as a definition for insanity: “doing the same thing over and over again and expecting different results.”
Too often, in catechesis, we fall into this trap.
I was recently speaking with a junior high catechist who was lamenting the fact that last year, her kids were so quiet (not shy but recalcitrant) that it was painful to teach them. They refused to speak, save for one student. I was talking to her about trying to use a variety of cooperative learning techniques and she felt very hesitant to do so thinking that such activities wouldn’t work a with a class like last year’s. Her solution seemed to be to do more of the same…read and discuss (or at least try to discuss).
As a result, we often find very sane people (catechists) experiencing insanity!
The catechist I was speaking with is quite sane! She is very sharp and very dedicated to her ministry. Unfortunately, she, like many of us, are hesitant to think outside the box when it comes to catechetical methodolgies. My question is, would you rather continue trying to “pull teeth” by leading discussions with kids who don’t want to be there (thus putting ALL of the pressure on yourself) or re-direct the focus so that greater expectations are placed on the kids to “perform?” Junior high kids need to take on more responsibility in their learning. They need to be more actively involved. So what do we mean by cooperative learning (I prefer to call it “active learning”)? Here’s an example:
- If you’re going to be reading a chapter in the text book (or a section of a chapter), read it over ahead of time, and select a number of key terms and/or key people that you want the kids to focus on.
- Take some small index cards and write these key terms/people on them.
- Try to come up with enough cards so that each child has at least one, possibly two or three.
- Mix them up and distribute them randomly.
- Use a poster board to create a Reading Summary Board or Chart. For example, if the chapter is about the Seven Sacraments, the poster can be arranged in such a way that the names of the sacraments and their signs, symbols, and related gestures are to be listed. These would be the terms listed on the index cards.
- As you read the chapter aloud with your class, have the students call “TIME OUT!” whenever they recognize a term that is on one of their cards.
- If a young person fails to call “TIME OUT!” when one of their key words is read, require them to stand up until the next “TIME OUT!” is called.
- When they call “TIME OUT!” they can then come forward and, using a glue stick, afix the card on the Reading Summary Board in the space you’ve designated.
- This simply allows you to turn the reading of the textbook into a more active-learning activity that involves visuals and manipulatives.
- When you’re done reading the chapter, you now have a visual summary to review with the class.
Here’s another idea called “Paired Interviews”
- If you have a rather large chunk of text to cover in your textbook, divide the class into 2 groups and have group 1 read (independently) a part of the text and group 2 read (independently) the other part of the text. Put a time limit on the reading of the text (always give less time then is really needed to create a sense of urgency).
- Then, pair up students, one from each group, and have them take turns interviewing one another about what they read. Have the interviews ask questions such as:
- Explain what the main idea of your text was in a few sentences
- What is one quote (sentence) from your text that you would put on a poster to inspire a group?
- What are some specific things your text helped you to learn or realize about the Catholic faith?
- Based on your text, name some specific things we, as Catholics, need to know, do, or believe in order to live as followers of Jesus
These questions can be written on the board or you can create an interview sheet. You can also adjust the questions to fit your grade level. Again, set a time limit for each interview: 3-5 minutes for each interview (6 to 10 minutes total). Each student should record the answers to the interview questions that their partner provides. As all this is going on, walk about, keeping students on task and announcing how much time they have.
When they are finished interviewing, call on some students to report on what their partner learned from the text they read. Take notes on the board about important concepts they touch on. Then, fill in the cracks, so to speak, about anything they missed and elaborate on key concepts.
The result is that the material is covered but the spotlight is on the students who do most of the work allowing you to facilitate.
LET’S STOP THE INSANITY!!!
Getting to Know Your New Textbook/Catechist Manual
August 12th, 2008 by Joe
I’ll be meeting tonight with 30-40 catechists in Munster, Indiana, to help them get to know the new textbook series they’ve adopted (Christ Our Life, 2009). Becoming familiar with a new textbook and the catechist manual is a crucial step in your planning and preparation process. If you are using a textbook/catechist manual for the first time this year, here are a few pointers that may be helpful:
- Read through the children’s book first…get to know its content, its flow, its “flavor,” and its various components.
- read through the introductory material in your catechist manual. In general, publishers do a very nice job of providing a thorough overview of the program and its components as a type of orientation.
- Pick a chapter…any chapter…and go through the catechist manual and the children’s book to get a feel for a lesson and the catechetical process being used. Look at the catechist notes and suggestions in the manual and determine how you can best utilize them.
- Get a feel for time constraints. Many catechetical textbooks provide more material than can be covered in an hour session. Why? Because some programs have much longer time frames and some books are designed to be used either by RE or by a Catholic school (which means that the school teacher needs enough material for 4-5 sessions per week). You can’t do it all. Determine what you CAN do and commit to doing a very good job of it. Better to do a few things very well than a lot of things poorly.
- Most catechist manuals provide a profile of the age group you are teaching. Look it over to gather insights into your students’ age group.
- Look for those parts of the catechist manual that provide catechist background. A good catechist manual should first speak to you as an adult and help you to better embrace your faith and THEN show you how to communicate it to the age group you are teaching.
- Begin writing notes in the margin or use post-its to add your own thoughts and ideas to lessons in the catechist manual.
- Look through the catechist manual and children’s book to locate additional resources that you can turn to if you finish a lesson and still have time left or if you just want to embellish a lesson. Look for things like a glossary, seasonal lessons, special features on saints, and a reference section featuring Catholic beliefs, practices, and prayers that are suitable for the age you are teaching.
- Check to see if the catechist manual comes with Blackline Masters and determine how you can best utilize these.
- Working with your catechetical leader, plan a schedule/syllabus for the year.
- Focus on finding the BIG IDEAS that are being taught in each lesson. We sometimes strive to teach so many things that the kids come away remembering little. Focus on a few BIG IDEAS and hammer them home throughout your lessons. A good way to do this is to look for LEARNING OUTCOMES in the catechist preparation pages of your catechist manual.
- Look to see how prayer is handled in the children’s book and catechist manual. Be sure to plan how you will incorporate prayer into your lessons.
Finally, visit your publisher’s Web site to find more help. Talk to your catechetical leader or another catechist if you are having some difficulty getting comfortable with the textbook and/or the manual…often another person can show you the “key” to a particular program’s logic.
Other suggestions?
Inspiration from the Olympics
August 11th, 2008 by Joe
Many people, including myself, see great parallels between athletics and the spiritual life. To me, the greatest parallel is that both require discipline. The biggest difference, however, is that, while in athletics, one needs discipline in order to achieve something, in the spiritual life, one needs discipline in order to receive something! Of course, we do not earn or achieve grace as if striving to earn or achieve a gold medal. On the other hand, we can most certainly discipline ourselves in order to become more receptive to the grace and salvation that God is offering to us. Without discipline, we run the risk of allowing obstacles to God’s grace to enter into our lives.
By the time many of us begin teaching religious education classes this Fall, the summer Olympics will already be a “distant” memory. However, we can draw upon the enduring images that come out of the Olympics to inspire our young people to put forth their best efforts to seek the prize that is offered to each of us - salvation in Jesus Christ.
“I believe God made me for a purpose, but he also made me fast. And when I run I feel His pleasure.” -Eric Liddell, Chariots of Fire
“You came to see a race today. To see someone win. It happened to be me. But I want you to do more than just watch a race. I want you to take part in it. I want to compare faith to running in a race. It’s hard. It requires concentration of will, energy of soul. You experience elation when the winner breaks the tape - especially if you’ve got a bet on it. But how long does that last? You go home. Maybe you’re dinner’s burnt. Maybe you haven’t got a job. So who am I to say, “Believe, have faith,” in the face of life’s realities? I would like to give you something more permanent, but I can only point the way. I have no formula for winning the race. Everyone runs in her own way, or his own way. And where does the power come from, to see the race to its end? From within. Jesus said, “Behold, the Kingdom of God is within you. If with all your hearts, you truly seek me, you shall ever surely find me.” If you commit yourself to the love of Christ, then that is how you run a straight race.” -Eric Liddell, Chariots of Fire
More On Batman
August 8th, 2008 by Joe
Here is an email from a DRE in the northern suburbs of Chicago, writing about how he uses Batman Begins to teach Catholic Social Teaching!
Joe:
I appreciated your post on the Dark Knight (although I did not read it in detail, since I have not yet seen the movie, and I’m trying to avoid spoilers!)
I use the previous movie (Batman Begins) as a way of pointing out themes in Catholic social teaching. For example, in its opening scenes, the movie shows a young Bruce Wayne on the train with his parents. In their conversation, Bruce’s dad explains that:
-”the depression” hit other people harder than the Wayne family, and that it is important to look past one’s own needs to the needs of those most in need (option for the poor)
-that in having money, the Waynes have a responsibility to look to the needs of others (rights and responsibilities), and have chosen to use it to help the whole community, including by building this train (call to community/participation)
-that this train (I think he uses the term “clean train”) will help people get to their jobs, who may have no other form of transportation (rights of workers.and perhaps also care for the environment)
-and finally, the Waynes themselves are taking the train (instead of a car or limo), putting themselves in solidarity with others who must use the train (solidarity)
It is interesting that, later in the movie, the same train is shown in a state of disrepair, and an older Bruce Wayne/Batman is charged with using the same principles to rebuild his community and city - and to look beyond his desire for revenge to the underlying poverty that has created the violence in his city and upon his family.
My method is teach the principles, then show selected parts of the movie - pausing at different places to ask the youth to point out themes of Catholic social teaching they might see (and, of course, that I see)
Thanks for your great post.
Justin Huyck, (Northbrook, IL)
Batman, The Dark Knight, and Moral Issues
August 6th, 2008 by Joe
You may have heard me say this before but I risk repeating myself: St. Ignatius emphasized that, when teaching, we should “enter through their door but be sure to leave through your door.” This means that we need to engage people where they are at and then invite them to move toward the Gospel of Jesus.
Right now, Batman: The Dark Knight can most definitely be considered “their door” - it is where we can find vast numbers of young people gathering. It is a door worth entering. This is not an endorsement of the movie as being fit for any particular audience nor am I recommending that you show it to students when it comes out on video. I am simply stating the fact that this movie is a phenomenon and if we want to engage young people, it is one compelling starting place.
In particular, The Dark Knight involves a number of complex moral and ethical issues:
- Batman must choose to save the life of either his love Rachel or the crime-fighting district attorney, Harvey Dent
- the people on the 2 ferry boats (one filled with ordinary citizens and the other with federal criminals) must decide whether or not to blow up the other ferry before the other ferry blows them up
- the question of whether or not the end justifies the means is central to the story
- the issue of civil rights/privacy rights is integral to the resolution of the conflict
- the issue of whether or not it is acceptable to lie in order to achieve good (back to the “end justifies the means” issue) confronts us at the end of the movie
- the issue of vigilantism vs. legal justice is raised
- the question of whether people are basically good or basically evil is asked throughout
- the issue of what really makes someone a hero is tossed about
- the role of suffering and whether it has any meaning is also explored
- the movie asks the question: is it worth it being good?
If you teach students who are in middle school, junior high, or high school, chances are that the majority will have seen this movie and will resonate with moral and ethical issues that you draw from the film.
More About the Church’s Catechetical Documents
August 5th, 2008 by Joe
The other day, I offered some quotes and reflective questions on the Church’s catechetical documents. I thought it might be good to follow-up with a little annotated bibliography of sorts, describing just what these various documents are about. In the weeks before many religious education prorgrams begin, you may want to read one or several of these documents (the shorter ones of course…if you wanted to read the Catechism, the General Directory for Catechesis or the National Directory for Catechesis before the program year begins, you should have started reading long ago!).
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The Catechism of the Catholic Church (CCC)
A catechism is a written summary of the church’s understanding of God’s word as revealed through Scripture and Tradition. In a sense, a catechism is the what of our beliefs as Catholics. For many centuries, it was customary for children to “learn their catechism.” This was often done using a question-and-answer format known as the Baltimore Catechism. Today, the Catechism of the Catholic Church (1992) is the official source for Catholic teaching, intended as the principle resource for bishops and catechetical ministers.
4 “Pillars”: Creed, Sacraments, Morality, Prayer
For the average adult Catholic, the bishops of the United States have provided the Compendium of the Catechism of the Catholic Church (2005—a synopsis of the Catholic faith in a question-and-answer format reminiscent of the Baltimore Catechism, but for adults) and the United States Catholic Catechism for Adults (2006—an adaptation of the CCC with stories, teachings, sidebars
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The General Directory for Catechesis (GDC)
Catechesis is the process of transmitting the Gospel. To help us understand this process, the church has given us the General Directory for Catechesis (1997) This document helps us to understand the how of catechesis. The GDC provides religious educators, teachers, and catechists with a single point of reference for all aspects of catechetical instruction. (“replaced” the 1971 GCD)
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The National Directory for Catechesis (NDC)
The NDC (2005) is an adaptation of the GDC for the church in the United States. (“replaced” the 1979 NCD, “Sharing the Light of Faith”)
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Catechesi Tradendae (On Catechesis in Our Time) – (CT)
Catechesi Tradendae (1979), Pope John Paul II’s first apostolic exhortation was on catechesis or religious instruction. It followed on the fourth general assembly of the Synod of Bishops held in October, 1977, which Pope John Paul attended before his election. The exhortation emphasizes the “Christocentricity” of all catechesis and the need for lifelong catechesis. This document laid the groundwork for subsequent catechetical documents, especially the GDC.
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Evangelii Nuntiandi (On Evangelization in the Modern World) – (EN)
Evangelii Nuntiandi (1975) is an Apostolic Exhortation by Pope Paul VI on the 10th anniversary of the Second Vatican Council focusing on making the Church better fitted for proclaiming the Gospel to the people. It is considered by many to be the “Magna Carta” on Catholic Evangelization.
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Our Hearts Were Burning Within Us (A Pastoral Plan for Adult Faith Formation in the United States) – (OHWB)
OHWB (1999) is the basic plan for evangelization in the United States, centered on 3 goals:
· Invite and Enable Ongoing Conversion to Jesus in Holiness of Life. · Promote and Support Active Membership in the Christian Community. · Call and Prepare Adults to Act as Disciples in Mission to the World.
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Go and Make Disciples (A National Plan and Strategy for Catholic Evangelization in the United States) – (GMD)
Renewal of the Catholic Church in the Second Vatican Council (1962-1965) brought intense focus on Jesus’ command to “Go and make disciples of all nations” (Matthew 28:19) as a duty of the Church and its members “so that people can believe and be saved,” wrote Pope Paul VI in 1975. In 1992, the U.S. bishops responded with a national plan for Catholic evangelization to help Catholics to live their faith enthusiastically, share it freely, and bring gospel values to everyday life.
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Guidelines for Doctrinally Sound Catechetical Materials (GDSCM)
In this 1990 document, the U.S. bishops provide guidelines for producing catechetical materials that are consistent with church teachings.
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Renewing the Vision: A Framework for Catholic Youth Ministry (RV)
Issued by the U.S. bishops in 1998, this document provides all who minister to young people with an effective blueprint for building a truly meaningful ministry. This document builds on a 1976 document (A Vision of Youth Ministry) by emphasizing personal discipleship, evangelization, and leadership.
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Sharing Catholic Social Teaching: Challenges and Directions
In this 1998 document, the U.S. bishops identify 7 key themes or principles of Catholic social teaching: life and dignity of the human person; Call to family, community, and participation; Rights and responsibilities; Option for the poor and vulnerable; The dignity of work and the rights of workers; Solidarity; and Care for God’s creation.
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To Teach as Jesus Did
Issued in 1972, this was the first pastoral letter of the U.S. bishops devoted to the concern of Catholic education, using the language emerging out of the Second Vatican Council.
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Vatican II: The Conciliar and Post Conciliar Documents
The Second Vatican Council, which took place from 1962-1965, produced sixteen documents which are compiled in this book without commentary or additional documentation. Of those documents, the following are key for the catechetical ministry: · The Constitution on the Sacred Liturgy (Sacrosanctum concilium), December 4, 1963 - Basic document for understanding liturgy, a blueprint for ongoing liturgical reform in the Church · Declaration on Christian Education (Gravissimum educationis), October 28, 1965 - Basic document on Catholic Schools · Dogmatic Constitution on Divine Revelation (Dei verbum), November 18, 1965 - Basic document on the Catholic interpretation of scripture · Decree on the Apostolate of Lay People (Apostolicam actuositatem), November 18, 1965 - Basic document on the ministry of lay people in the Church · Decree on the Church’s Missionary Activity (Ad gentes divinitus), December 7, 1965 - Basic document for understanding the scope of the Church’s missionary activity
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The Rite of Christian Initiation for Adults (RCIA)
In 1988, the restored initiation process was promulgated in the United States in The Rite of Christian Initiation for Adults. This is a liturgical rite marking the deepening conversion of adults being led to baptism – a process that includes catechesis over 4 stages: inquiry (pre-catechumenate); the catechumenate; the period of purification and enlightenment (Lent); and mystagogia.
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Family - My Domestic Church
August 4th, 2008 by Joe
Yesterday, I had the wonderful opportunity to enjoy a family reunion with nearly 50 relatives, many of whom I hadn’t seen in years. We picnicked and shared memories, telling stories from back in the day. I came away with a very deep sense of knowing that my life is taking place within the context of a very loving family and for this I am deeply grateful. I know that so many of those we teach do not have this happy experience to draw from. Let’s pray that we, as catechists, can make them feel at home and help them to experience a loving “family” within their own parish faith community.
I’m the tall dorky guy standing, 3rd from the right in the back row! 
What 4th Graders Say About Prayer
August 1st, 2008 by Joe
I recently received a report from a catechist (Kim) who has been doing reflective prayer (meditation) with 4th graders. What follows is a summary of their responses to 3 simple evaluation prompts: the thing I like most about our prayer times together is… / What I have learned about myself and my relationship with Jesus during our prayer times is… / Additional comments…
Here’s what 4th graders are saying about prayer:
The thing I like most about our prayer times together is…
1. When we meditate
2. Meditating because it gets me relaxed and thinking about Jesus
3. When we get to close are eyes and think about different times with Jesus
4. When we close our eyes and imagine something
5. Hearing about God’s word and meditating
6. When Kim reads us stories and the time were she has us go to a place to spend time with Jesus
7. Talking about Jesus and closing our eyes to be with Jesus
8. The stories that Kim reads to us
9. That we get time to reflect with God and Kim is a great teacher
10. I feel very connected with Jesus when we are there I feel that he is in the room and praying wit us to God
11. I get to be comfterable and think about God
12. When we mediate and read stories
13. We close our eyes and relaxe
14. When we red from the bibble
15. That we relax and are able to think about God and Jesus
16. That I get to pray to Jesus
17. My favorite thing would be meditating
18. That we get to relax and be with Jesus
19. That we can talk to God land Jesus
20. When we medatate
21. Reading stories and closing eyes to say hi to Jesus
22. Closeing are eyes and talking to Jesus for awile
What I have learned about myself and my relationship with Jesus during our prayer times is…
1. That I should love others and pray and a lot more things
2. That you should be respectful and be caring for others
3. He is a very dear friend of mine
4. How to become closer to God
5. He saved me from sin
6. That Jesus is nice and did a lot of things for us
7. Talking about things I don’t want other people to hear
8. He loves me more than I thought
9. That we are all sons and daughters of Jesus and Jesus is always open to talk to
10. That to keep our relishonship with God strong we should pray, be nice to others, but most of all treat others how we would like to be treated or act like Jesus
11. I can count on Jesus to be there when I need him
12. Jesus sacrificed him self for forgiveness and for us. We love Jesus and all he has done for us
13. I’ve learned Jesus is really close to me and I will always love him
14. That he makes feel special
15. Jesus has loved me no matter what I did and he always will
16. That he is my friend
17. That I feel I’m a lot more closer to Jesus and I feel I actually belong here
18. That Jesus chooses each of us to do our part to help our community grow and love Jesus
19. No matter where you are Jesus is with you
20. We sometimes make mistakes but they just help us to try again so we can do what we need to do right
21. Jesus is here with me
22. Jesus helps me learn and show me the way I should be going
Additional Comments…
1. Praying with Kim is fun
2. I like praying
3. I wish I could do it all day every day
4. I think it’s very fun
5. You are great teacher
6. I love spending time with Kim
7. I have a lot of fun doing it
8. I liked when we went into the church and talked about Jesus death
9. Kim makes the learning experience fun and special
10. I love to go to prayer time with Kim she is a great person to do this with and I know God really loves her
11. I can’t wait until the next time we prayer agin
12. The prayer time we had was really fun
13. Kim did a very nice job doing this!
14. God is a source of happines
15. Blank
16. Blank
17. I love prayer time with Kim! She’s the greatest!
18. When ever our teacher says we are going to pray with Kim, we all get really exited to go and pray and be with Jesus
19. Blank
20. Rilygn is very fun with Kim thank you Kim J
21. I love love LOVE that time with you Kim closing eyes reading stores awesome
22. I love praying whith Kim
“Greatest Hits” from Church Catechetical Documents
July 30th, 2008 by Joe
Whether you are a beginning catechist or a returning catechist, it is good to be familiar with the Church’s documentary tradition when it comes to catechesis. Over the years, the Church has provided us with numerous resources to guide and inspire the ministry of catechesis. Here are just a few of what I consider to be some of the most inspiring lines from these documents (this list is not intended to be definitive…if there are excerpts from documents that you’d like to share, by all means, please send them along!). As you prepare for the upcoming year, use these excerpts (and the questions I’ve provided) to reflect on your call to serve the ministry of catechesis.
The Catechism of the Catholic Church
“The desire for God is written in the human heart, because man is created by God and for God; and God never ceases to draw man to himself. Only in God will he find the truth and happiness he never stops searching for.” (#27)
· How is God drawing you to himself?
· In your own search for truth and happiness, what paths brought you closer to God? What paths steered you in the wrong direction?
· What messages from society/our culture are leading those you teach down the wrong path as they search for truth and happiness?
The General Directory for Catechesis
“This comprehensive formation includes more than instruction: it is an apprenticeship of the entire Christian life…” (#67)
· Who apprenticed you into the Christian life? How did he/she/they do this?
· How can you apprentice those you teach into the Christian life?
· What does it mean to you to think of your teaching as more than instruction but as an apprenticeship?
The National Directory for Catechesis
“Catechesis must make it clear that the person of Jesus Christ offers a realistic alternative to immediate gratification and the satisfaction of personal needs.” (#4C)
· How can/do you invite those you teach to encounter the person of Jesus, not just the idea of or memory of Jesus?
· What factors in society/culture encourage the concepts of immediate gratification and the satisfaction of personal needs?
· How can/do you present Jesus as an alternative to these?
Catechesi Tradendae (On Catechesis in Our Time)
“The definitive aim of catechesis is to put people not only in touch, but also in communion and intimacy, with Jesus Christ.” (#5)
· What in your life fosters communion and intimacy with Jesus Christ?
· What can you offer to those you teach to put them in communion and intimacy with Jesus Christ?
· What factors foster communion and intimacy in human relationships? How can these be applied to our relationship with Jesus Christ?
Evangelii Nuntiandi (On Evangelization in the Modern World)
“Evangelizing is in fact the grace and vocation proper to the Church, her deepest identity. She exists in order to evangelize, that is to say, in order to preach and teach…” (#15)
· How do you understand the word evangelize? What does it mean to evangelize? How is catechesis related to evangelization?
· If evangelization (preaching and teaching) is the Church’s deepest identity, what does that say about the importance of your role as a catechist?
· As a catechist, how can/do you evangelize those you teach?
Our Hearts Were Burning Within Us (A Pastoral Plan for Adult Faith Formation in the United States)
“We are entering a period of new vitality for the Church, a period in which adult Catholic laity will play a pivotal leadership role in fulfilling the Christian mission of evangelizing and transforming society. For adults to fulfill their roles in this new era of the Church, their faith formation must be lifelong, just as they must continue to learn to keep up in the changing world.” (#29)
· How is your role as a catechist helping/challenging you to keep up with a changing world?
· How is your role as a catechist contributing to your own lifelong formation?
· How can you encourage those you teach to see that faith formation is a lifelong task?
“This is crucial: we must be converted—and we must continue to be converted! We must let the Holy Spirit change our lives! We must respond to Jesus Christ. And we must be open to the transforming power of the Holy Spirit who will continue to convert us as we follow Christ. If our faith is alive, it will be aroused again and again as we mature as disciples.” (#14)
· How are you experiencing conversion at this time in your life?
· How does serving as a catechist foster your own conversion?
· How do you call those you teach to change their lives?
Sharing Catholic Social Teaching: Challenges and Directions
“Central to our identity as Catholics is that we are called to be leaven for transforming the world, agents for bringing about a kingdom of love and justice.”
· In what ways do you see yourself a being a “leaven for transforming the world?”
· How can you call those you teach to become agents for bringing about a kingdom of love and justice?
· What does it mean to say that working for justice is central to our identity as Catholics? What implications does this have for you ministry as a catechist?
Guidelines for Doctrinally Sound Catechetical Materials
“Effective catechesis…requires that the Church’s teaching be presented correctly and in its entirety, and it is equally important to present it in ways that are attractive, appealing, and understandable by the individuals and communities to whom it is directed.” (II – Guidelines for Presenting Sound Doctrine)
· What are you doing to ensure that you are presenting the Church’s teaching correctly?
· How can/do you make the Church’s teaching attractive? Appealing? Understandable?
· Considering the age level you teach, what is needed to make the Church’s teaching attractive, appealing, and understandable?
Renewing the Vision: A Framework for Catholic Youth Ministry
“Renewing the Vision takes up the Holy Father’s challenge by focusing the Church’s ministry with adolescents on three essential goals: (1) empowering young people to live as disciples of Jesus Christ in our world today; (2) drawing young people to responsible participation in the life, mission, and work of the faith community; and (3) fostering the personal and spiritual growth of each young person.”
· How can/do you empower young people to live as disciples of Jesus Christ in our world today?
·