Embedded Files
Below are all my responses to the Discussion posts in Queen University's Religion Part 1 Course.
Module 1: INTRODUCTION
Module 1: INTRODUCTION
Complete Christian Formation
I found "A Place of Honor. Reaching out to Students at Risk in Ontario Catholic Schools" a really interesting article, because of the way it has differentiated the word "at risk" at a Catholic school and a public school. (Cosentino and Bezzina, 2008) Our definitions for success in a public and a Catholic school are different on many levels, since we know Christ's success criteria is different than our earthly success criteria when he mentions: "the first shall be last, and the last shall be first' (Matthew 20:16), this indicates, that we are to ensure that we flip our paradigm of what true success entails, and what being at risk means.
Students at a public school may be considered at risk, if they are struggling in course content, or socially. However, at a Catholic school, a student who is succeeding in all the other domains of life, but is not acting in line with Catholic morality- is indeed at risk. They are at "spiritual risk". We are called to catechize because as Catholic educators, we should look beyond earthly success, and also aim to achieve heavenly success as Ontario's Catholic Bishop's have noted,
"A Catholic school can never be simply a place where students accumulate
skills and information, a place where they learn how to get ahead and sell
their gifts on the open market. If this were so, our schools would prepare
students for nothing more than a shallow life far removed from the
profound vision of life revealed by the gospel." (Cosentino and Bezzina, 2008)
We can see how Christ mentions the rich fool in Luke 12, who only invested in his earthly success, and was rich. However, he was not rich towards God's kingdom, and in the end, was called a "fool". (Luke 12: 13-21) Catholic education has infinite value, because it's affects have eternal consequences- since we are educating both the minds and "souls". We recognize that success is not just doing a task well, but that we are doing a meaningful task, in line with God's purpose for our lives. We need to help our students find meaning and value while pursuing anything, because we need to teach these students that not one of their tiniest efforts are in vain as Scripture affirms, " And whatever you do, do it heartily, as to the Lord and not to men, 24 knowing that from the Lord you will receive the reward of the inheritance; for you serve the Lord Christ."(Colossian 3:23-24)
"Pathways" is therefore a great tool that the Ministry of Education has implemented, because it shows students who are at risk of dropping out, that they are not taking an alternative path to University or College, because they are not "smart" enough, but rather, because they have skills better suited and aligned to another path. Instead of trying to fit each student to our system's mold, we are allowing students to discover and work on their God-given potential, in a way that helps them realize their gift, and their ability to serve the community. (Cosentino and Bezzina, 2008) When we allow students to express themselves fully and give themselves fully to the service of their community, with love- we are extending our " cloud of witnesses", which is another term for a saint. Indeed, a fully formed Christian individual is a "saint" and is one that is noble with both "God and man", due to their good character.
With regards to the dual mandate, we allow our students "to grow in favor with God and man" as Christ has grown Himself as mentioned in the book of Luke (Luke 2:52), by teaching knowledge and skills according to the Ministry of Education, along with the Catholic Graduate Expectations which are derived from Scripture and Tradition. When we teach students to be responsible citizens, by citing how Christ preached that we should " Give to Caesar what belongs to Caesar, and give to God what belongs to God." (Matthew 22:21), we teach them their responsibility as earthly citizens and heavenly citizens. Students who have graduated from a Catholic school should learn to "love their neighbor" and to look out for other people's interest, and not just their own. This is a hopeful goal in an individualistic society which blames one's success or failure on that individual alone. However, from a Christian perspective, if one person fails, the failure is also shared with the community of believers since we are called to: "Rejoice with those who rejoice; weep with those who weep" and "associate with the humble" (Romans 12:15-16)
Citations:
Cosentino, Tony, and Joe Bezzina. “A Place of Honour. Reaching Out to Students at Risk in Ontario Catholic Schools.” A Place of Honour. Reaching Out to Students at Risk in Ontario Catholic Schools, 2008.
D.Coogan, Michael. The New Oxford Annotated Bible. third. United States of America: Oxford University Press, 2001.
Distinctive Approach to a Catholic School Activity: All Saints Day
At a Catholic school, "Halloween" should be turned into "All Saints day" which is what Halloween was, traditionally. Students could assemble in the gym, during some point in the day, to have an opening prayer, and watch a play or a few skits on some selected saints. Students should learn what a "saint" is, and how we are all called to be saints. Classes should bring in non-perishable items/canned goods to give to a homeless shelter that day, in order to turn it into a day of giving, rather than taking ( to show the contrast between Halloween and All Saints Day). Students should be encouraged to dress up as a saint, and be willing to share their story with as many teachers that day. Each time they share their story, they will receive a signature from a teacher. The student that has the most signatures should win a prize at the end of the day. Also, the student with the most interesting saint costume, should also be allowed a prize as well. Students on that day, could be allowed to leave class for one period to make a "vision board" for themselves. In this vision board, they can put what it is that they want for their life, and see if it aligns with what God's vision is, which is found in: Matthew 25:35-40. I think this is a really interesting idea that can be implemented in a Catholic School. to celebrate a Holy Church feast, rather than a Satanic one, which is what I believe Halloween is. This activity will teach students to be "discerning believers", which is a Catholic Graduate Expectation. Students will learn that they must not just "celebrate" whatever the culture tells us to celebrate, but instead, will be challenged to think deeply before engaging with the world's empty celebrations. Students will: "celebrate the signs and sacred mystery of God’s presence" according to the Ontario Catholic School Graduate expectations which is more fulfilling than celebrating any symbols of evil, which is what Halloween usually encourages. (Institute for Catholic Education, 2002)
Citation:
D.Coogan , Michael. The New Oxford Annotated Bible. third. United States of America: Oxford University Press, 2001.
Institute for Catholic Education. (2002). Ontario Catholic School graduate expectations: A visual journey. Toronto, ON: Institute for Catholic Education.
Module 2: CATHOLIC SCHOOLS: COMMUNITIES OF FAITH
Module 2: CATHOLIC SCHOOLS: COMMUNITIES OF FAITH
Faith Community
1. In what ways does a “theological anthropology” inform your classroom practices?
Theological anthropology would inform my classroom practice, due to the fact that I would try to divert students from acting as "individuals" and try to form them into "persons". A person is one that relates to another, since it comes from the word 'proposon' which means "turned toward the other", compared to the word, "individuare", which means to stand apart.
I would allow each student to express their uniqueness, but I would also emphasize teamwork, and collaboration, and caring for other people's needs in the class, not just one's own needs. This is because, the true mark of success according to Catholic education, is to "love one's neighbor as themselves" (Mark 12: 31). We are not denying the student's desire for freedom and independence, but in my classroom, I would promote the "anthropology of interdependence", because I believe that we are called to live in community and fellowship. We can see that God is a Trinity of persons (the Father, the Son, and the Holy Spirit), and we are called to live a "Trinitarian life", which means one of community, not individualism. (Lavin, 2009)
2, What enduring values can we appropriate from the history of Catholic education in Ontario to face the challenges that lie ahead?
The enduring values that we can take from the history of Catholic education are the value of equality and unity, the human person's need for social structures, mutual respect for the spiritual dignity of each person, "freedom of action according to the dictates of moral conscience", and interpersonal relationships. Freedom is essential to humans, and true responsibility "can only be exercised in the fullness of personal freedom" as Lavin indicates. In a society that is challenging "freedom of speech", and "absolute truth", we can responsibly use our words and actions in a way that is consistent with our conscience. We can work on creating a stronger network of connections, between schools and the wider community, and we can exercise equality in our classrooms, during our interactions with our students. (Lavin, 2009)
3. How can we respond to the challenge of leading students towards an awareness of the church as sacrament?
From the article This Moment of Promise, the answer to the challenge of leading students towards an awareness of the church as sacrament is answered in this quote:"Our faith is not only something to be learned, it is also a mystery to be celebrated". In a culture that denies mystery, and the supernatural, it is harder to convince students of the truth of our faith, that is acted out through the sacraments. Many students are like Thomas, the disciple of Jesus. They need to see, in order to believe. The Church recognizes the need for symbols and imagery, and as a result, has put in place, many tangible rituals, that take place in the sacraments, to help us understand on a smaller scale, the profound mysteries of the Divine. However, the element of mystery still exists, which shows the power behind the rituals, because if everything that is Divinely inspired is fully comprehended, it would not be Divine. Our faith does not require for things to be physically seen and tangible, for it to be true. We are called to "walk by faith, and not by sight" (2 Corinthians 5:7). We can see through Christ's example, that he often asked the disciples to believe in the impossible, before accomplishing a miracle. It reminds me of St. Augustine's quote: "Faith is to believe what you do not see; the reward of this faith is to see what you believe." (Assembly of Catholic Bishops of Ontario, 2018; Lavin, 2009)
References
Assembly of Catholic Bishops of Ontario, " Fulfilling the Promise." Accessed January 30, 2018. file:///C:/Users/Owner/Downloads/Fulfilling%20The%20Promise%20(1).pdf
D.Coogan, Michael. The New Oxford Annotated Bible. third. United States of America: Oxford University Press, 2001.
Lavin, M. (2009). What we believe: Practical theology for teachers. Toronto: Novalis Press.
Values and Trends: Fear of the Future
Fear of the future and hopelessness is something that Catholic schools should be questioning. In a society today, that reports on the negative aspects of our world, through the media, and the constant bombardment of tragedies occurring worldwide, it is easy for young people, who are exposed to so much more information today, to feel a sense of dread and hopelessness for their futures. With rumors of wars, and nuclear bombs, terrorism, and talk of a world-wide economic collapse, it is easy to feel like our efforts do not make a difference. It is easy to feel that we cannot change the evil around us, and it is easy to lose sight of our relevance in the big picture of things. We need to remind students of their important role as the "salt and light of the world". (Matthew 5:13-16) We need to give them examples of the Biblical heroes of faith, who endured and excelled in the midst of unstable times in the Bible. We need to give them a sense of purpose and remind them of Jeremiah's promise from God that, "For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future." (Jeremiah 29:11) We need to encourage students who are afraid to stop looking around and to look up. We need to remind them that the word "fear not" was mentioned 365 times in the Bible. We need to give them "faith" instead of fear. We need to feed their faith, by helping them be more aware of how God worked in the past, in the lives of the Prophets and saints, to give them more wisdom and discernment, to know that God has not abandoned them during his periods of "silence", and we need to teach them how to be spiritual warriors. They need to be armed with the right knowledge, to defeat Satan, who wants us all to lose our hope. One early Church Father named, St. Clement of Alexandria once mentioned: "If you do not hope, you will not find what is beyond your hopes". Indeed, we need to teach students to keep hoping despite the threats around us, because hope is one of the three cardinal virtues, and disappointment in life can often lead us to a deeper hope.
Module 3: SCRIPTURAL FOUNDATIONS
Module 3: SCRIPTURAL FOUNDATIONS
Dei Verbum Questions
My personal answer to "Non-Christians should have access to suitable translations of scripture" is different than what the Dogmatic Constitution on Divine Revelation, suggests. Dei Verbum suggests that "editions of the Sacred Scriptures, provided with suitable footnotes, should be prepared also for the use of non-Christians and adapted to their situation."(Pope Paul IV, 1965)
I personally disagree, with the concept of "suitable translations" of scripture, or "editions...adapted to their situation", because if we "cherry pick" what we want from Scripture, we go against the whole thing. St. Paul says, "Am I now trying to win the approval of human beings, or of God? Or am I trying to please people? If I were still trying to please people, I would not be a servant of Christ."(Galatians 1:10) It is clear that the Apostles, and Christ himself, were not okay with people accepting half-truths. I do not like the ideas of modifying what we believe, in order to be pleasing to non-believers. It reminds me of the verse: "For the time will come when people will not put up with sound doctrine. Instead, to suit their own desires, they will gather around them a great number of teachers to say what their itching ears want to hear." (2 Timothy 4:3) We should not support evangelism that is convenient, or situational. We need to bring the truth, without any filters.
I see the value of non-Christians having access to Scripture, but I disagree with having a "politically correct" version of the Bible, to not offend non-believers. I believe that the best way to distribute Scripture is in its most authentic form possible. With no editions.
We can see that Christ once turned to some of his disciples and followers and asked them, "Do you also wish to leave?" (John 6: 67) after he spoke about "being the bread of life". Christ was willing to lose some followers, who were unwilling to accept the concept of communion.
I know that Heresy, means, "not the full truth". We can see how dangerous it is to not take the whole Scripture into account and only some parts of it. During the temptation of the mount, Satan often told Jesus, "It is written...", but Christ always replied, "it is also written"(Matthew 4:7). Satan often ignored parts of Scripture, while highlighting other portions. This is dangerous and has led many people to be excommunicated from the Church over the years.
So my question, is: What type of "editions" is the Dogmatic Constitution on Divine Revelation reading talking about?
Christmas Activity for Grade 9/10 Class
Christmas Activity for Grade 9/10 Class
This Activity is intended for a grade 9/10 class. As a starter, I would get the students to brainstorm what they knew about the Nativity story with their elbow partner. I would then get the students to engage in a Parking Lot activity, by getting up and placing a post-it card with an event from the Nativity story that was pre-written, in a Venn Diagram, (comparing Luke and Matthew on the Venn Diagram). Students will then split up in groups of 4-5, and create a chart summarizing the chronological order of events in both the book of Matthew and Luke, using the Bible (to get them familiar with opening up and analyzing Scripture).Students would then come up with their own creative Plenary to present to the class. They can present their information using a picture, a play, a trivia game etc. The final assignment would be to create a timeline based on all the presentations that combines both the Christmas narratives of Matthew and Luke, to see if both accounts are possible, rather than contradictory. Students will then be required to write a paragraph, about the importance of telling a story in a relevant manner to the audience or what the student found relevant from the Christmas story in their own life.
3-2-1
3-2-1
3 Things I learned about Jesus
1. I learned that Jesus may have had three different surnames in His life. Yeshua ben Yousif, Jesus the Carpenter, and Jesus of Nazareth.
2. I learned that Jesus may have looked different than I had imagined. He probably had dark skin, dark eyes, and was short, according to Cooper. He would have looked like a man from North Africa.
3. I learned that when Jesus broke the Sabbath, to teach that mercy is above the law, how radical his teaching really was. According to Jewish law, the Sabbath is only to be broken, in extreme circumstances, or if it is a life/death situation. Jesus healed the crippled man's hand, which was not urgent. Jesus could have waited one more day, but He wanted to show, that it is better to do good, than to do nothing.
2 Questions I have from the readings
1. When Christ mentioned Psalm 22 on the cross, I wonder why the Jews did not realize that Christ was fulfilling prophecy. At the time, the psalms were not numbered, but memorized, based on the first line of a psalm. Jesus was pointing to this psalm to remind them of Old Testament prophecy. When Jesus said, "My God, my God, why have you forsaken me?" He was actually in a position of power, rather than weakness, because he is teaching, rather than complaining. He is teaching that He is the Messiah, while on the cross. I wonder if any Jewish leaders at that time, according to Church Tradition, have had their eyes opened based on this statement.
2. I doubt that Chapters 9 to 20 of Mark, was added as a result of the Gospel of Mark, "looking incomplete". We can see how in the Gospels, there was a lot of embarrassing stories told about the disciples, and we realize that the first person to see the resurrection of Jesus, was a woman, Mary Magdalene. This indicates, that the writers reported the events as they were, even if it did not sound appealing to the reader. A woman's testimony would not have been valid, yet all four Gospels include this in the story. I wonder why Scholars, despite knowing how unedited the stories were, would then claim that the writer would "add to the original manuscript" to make it seem "more complete"?
1 Concept that may be difficult for students to understand:
One Concept that may be difficult for students to understand is, why Jesus would pray. I know that Jesus prayed, to show us the way, and the importance of prayer. However, many students, can wonder, "was Jesus talking to himself when He prayed?" If the Father, Son, and Holy Spirit, are all one, who is Jesus praying to? I believe that the Trinity is often a hard subject for new believers or students, and it needs to be discussed. If God was simple to understand, then He would not be God. However, we need to provide an answer to students, who may struggle with understanding the Hypostatic union.
Miracles and Parables: Turning Water into Wine
Miracles and Parables: Turning Water into Wine
Jesus's first miracle, which is turning water into wine, at the Wedding of Cana (John 2:1-11), is a really interesting miracle. Firstly, it was not one that was intended by Christ originally. As a result of St.Mary's request to Jesus, Jesus fulfilled this miracle. This miracle is inspiring in many ways and can be a great tool to speak to high school students, about the importance of Intercession. Intercession is not praying to a saint, but having fellowship, with other believers. We can see that as a result of St. Mary's intercession, and request on behalf of the bride and groom in the story, Jesus performed this miracle, to honor His mother. It is a great example of how "the prayer of a righteous man avails much" (James 5:16) We can discuss the importance of asking others to pray for us, whether they are on earth, or in heaven (since we believe that those who have died in Christ, are still alive).
I also find this story a great demonstration of how God wants to turn our lives from the mundane to the sweet. God wants to turn our lives, from "water" to "wine". He came to give us life, and "life more abundantly"(John 10:10), as the Gospel of John states. Jesus performed a miracle, that was not a need, but a want. The guests would have survived, without the wine, however, Jesus showed, that God cares about even our wants. Jesus also asked the servants to fill up the water jars. The servants obeyed, and filled up the water jars "to the brim". This was a great act of faith because they could have thought, that if Jesus was going to turn water into wine, he did not have to ask them to fill up the jars. However, this is a great example, of how God wants us to do our best in life. He wants us to do our part, even if it looks impossible. We are to "fill up the water jar to the brim", for Jesus to turn the situation, from water to wine.
God is able to turn any situation around, as long as we "offer our five loaves and two fish", or "roll the stone" like in the story of Lazarus, or "fill the water to the brim". We can see a pattern in the miracles of Jesus. He wants us to be a part of the miracle. He wants us to use what is in our hand, in order for Him to do the impossible. Before God split the sea for Moses, He asked Moses to use the rod, that was in his hand. We need to ask our students: "What is in your hand?", and encourage them to use it, for God to bless it.
Exodus and Responsibility
Exodus and Responsibility
I can call our students to a greater sense of responsibility and freedom, by referring them to Moses in the book of Exodus, as an example of someone who achieved freedom for his people and himself, by taking responsibility and following his calling. Moses appeared as a free man, out in the desert, when God called him, but he was enslaved to his memories of the past. He was hiding from his shame. He was a murderer and a disappointment to his nation. He thought he was going to free his people when he was living in Egypt, yet, as a result of his one mistake, he was out in the desert, far from his purpose, for 40 years. When God appeared to him, He reminded him, of his strength. Moses was noted in the Bible as an eloquent speaker (Acts 7:22), yet, he did not see that in himself, and tried to use what he thought was a "speech difficulty", as an excuse to escape his purpose and calling (Exodus 4).
Unfortunately, the devil often tries to make us doubt our gifts and capabilities, in order for us not to use them, and hide them, like in the story of the unwise steward, whom Christ called, "lazy"(Matthew 25:26). We see that Moses was actually a good speaker, yet he doubted it and remained in hiding for years. Indeed, when he took responsibility and faced his fear, he not only experienced freedom (the freedom of following one's purpose in life), but he freed the Israelites from their 400 years of slavery. When we follow God's will in our lives and heed to God's voice, we too will experience freedom.This freedom will also free others. When we listen to God's voice, compared to the devil's voice of fear, we gain faith instead of fear. Fear is often the biggest obstacle to true freedom.
God asked Moses to use what he had in his hand. When Moses gave God an excuse, God always replied with, "what is in your hand?" (Exodus 4:2) Indeed, God wants us to use what seems like an "old rod", to split seas. He reminds us, of who he is. He told Moses, "I am the God of Abraham, Isaac, and Jacob" (Exodus 3:6). The answer to Moses's questions, was "I am", which is God's name (Exodus 3:14). Who God is, is our strength and promise. Whenever we doubt, our calling or our ability, we should always, remember who God is.
God began using Moses, when Moses realized that he cannot save or free himself or anyone, without God's help. It was when he was old and frail, which is when God called him. It reminds me of how God often, shows his "greatest strength, in weakness" (2 Corinthians 12:19). I would teach students to step into their calling as Moses had, despite whatever excuses are in front of them, and realize that true freedom comes from taking responsibility. Indeed, self-discipline and responsibility often lead to freedom. When we are responsible with our time, we are free to enjoy leisure time/ free-time. When we are responsible with our money, we enjoy financial freedom. I would teach students that excuses are never a good answer to God because we are promised in Scripture that, "With man it is impossible, but with God, all things are possible" (Matthew 19:26)
Ecology and Faith
Ecology and Faith
Ruling entails that we become "servants". We can see that with authority, comes a price. We can see that when God gives power in Scripture, He gives the burden of responsibility. We are to care for, everything that is under our dominion. We can see that God did not create Adam in a jungle but in a Garden. A garden must be taken care of and maintained. We are to be leaders as Catholics, in environmental initiatives as good Stewards and must recycle and practice prudence.
God cares not only for humans but also for animals and plants. In the Book of Matthew, Jesus justifies breaking the Sabbath, to save the life of an animal, “Which one of you who has a sheep, if it falls into a pit on the Sabbath, will not take hold of it and lift it out” (Matt 12:11)
St. Francis of Assisi claims that plants and animals are "our brothers and sisters" for they, too are part of God's creation. When Christ tells us to "Love our neighbor as yourself" (Mark 12:31), I realized, that our neighbor can be a plant or an animal. We are called, to show love, and mercy to all creatures, as God created a covenant in Genesis with all, living creatures, "As the bow appears in the clouds, I will see it and recall the everlasting covenant that I have established between God and all living beings—all mortal creatures that are on earth” (Gn 9:16). We see that God considers the importance of other creatures, honors them through a covenant, which is a great sign of respect. We need to have that same respect for all that God has made.
We are called to "feed the hungry" and give "drink to the thirsty", and we often interpret that as the poor among us. I think we can also extend this command to other creatures, like plants and animals. We can see that God uses a donkey to speak to Balaam (Numbers 22:21-39). Indeed, God often uses other elements, to connect us to the mystery of His divine presence. Water is used in baptism, and bread is used in communion. We must respect the elements around us, for they too are an extension of God's creation, and have a purpose, that must be respected. Christ often referred to the "plants of the field, and the birds of the air". Creation often points us to the Creator and teaches us about life.
We are called to co-exist with the creatures around us, however, as a result of the fall of man, creation has changed, and our relationship to it has as well. However, as believers, a great attempt to show our desire to reconcile with God, is to return things the way they were supposed to be before the fall, as much as we can. We can learn to treat planet earth, as our garden, and practice mindfulness as we live our lives, and use the resources of this planet responsibly.
Making Sense of the Bible
Making Sense of the Bible
It is impossible to understand the rest of Scripture, without understanding the first five books of the Bible. The first five books describe the story of humanity with God. It sets up the reason for salvation. If one does not understand the fall in Genesis, it will be hard for them to understand why Jesus is the savior. Without knowledge of "original sin", it is hard to understand the sacrifices that were made in the Old Testament as an atonement for sin. It is also hard to understand, why Jesus is the "lamb". Without knowledge, of the original problem, the Bible becomes confusing. The first chapters explain the purpose of redemption and explain God's methods of bringing back His people, after the fall. It explains God's redeeming work over the years after man fell from grace. The first five chapters, explains the story of God in relation to humanity and explains the Divine dilemma. Without understanding that "the wages of sin is death"(Romans 6:23, Genesis 2:17), it becomes hard to understand Christ's ultimate death or the sacrifices that were on the altar in the Old Testament. To understand the "end", we must pay attention to the first few words that God wanted to reveal in Genesis, which is, "in the beginning" (Genesis 1).
Module 4: LIFE OF THE CHURCH
Module 4: LIFE OF THE CHURCH
New Understanding of the Eucharist
New Understanding of the Eucharist
Whenever I think of the Sacraments, I always refer to the 7 Sacraments which are: baptism, confirmation, Eucharist, reconciliation, anointing of the sick, matrimony, and holy orders.
However, after reading What we believe, I learned that Jesus's incarnation, is a sacrament within itself, because God revealed himself, in the form of a human being. I learned that Jesus in the New Testament was a "Primordial" sacrament and that the Church is a "Fundamental Sacrament" since it represents the Bride of Christ, who also touches the world.
Question:
When Jesus came down to earth, he said that he came for sinners, “Those who are well have no need of a physician, but those who are sick. I came not to call the righteous, but sinners.” (Mark 2:17) Likewise, when Jesus comes to us, in the form of Bread and Wine, in the Eucharist, I believe that he is coming for sinners and that he welcomes all to him because he is their "bread" and he is their healing. I also believe that one needs this grace, in order to be able to repent and change their life.
I have always been told that before taking the Eucharist, confession is necessary, and that one needs to prepare before taking this great Divine Mystery, in order to not "abuse the grace of God", just as 1 Corinthians 11, says "Therefore, whoever eats the bread or drinks the cup of the Lord in an unworthy manner will be guilty of sinning against the body and blood of the Lord. Each one must examine himself before he eats of the bread and drinks of the cup. For anyone who eats and drinks without recognizing the body eats and drinks judgment on himself. That is why many among you are weak and sick, and a number of you have fallen asleep." (1 Corinthians 11: 28-30)
My question with regards to the Eucharist is, although "all her welcome", and that Jesus says, "anyone who comes to me, I will by no means cast out" (John 6:37), how can we also not fall into the judgement of taking the body and blood in an unworthy manner, as St. Paul warns against in 1 Corinthians 11: 28-30)?
Additional/follow up questions:
How can we get our students to prepare better before liturgy, and how can we teach them that although Christ's Eucharist is inclusive, it is also holy and needs to be respected, and not taken lightly?
How can we inspire a student to have enough courage to take the Eucharist, when they feel unworthy?
The Challenge: Ignorance of Scripture and Tradition
The Challenge: Ignorance of Scripture and Tradition
The Early Church Father, St. Jerome once said: "Ignorance of Scripture is ignorance of Christ". This is because Jesus is the Word (John 1:1). Many students have no knowledge of the Bible, despite growing up in Catholic Schools.
One student who finished all his work for the day asked me what he should do next, during the religion period of the day (since he was finished his religion assignment as well). I told him to read Proverbs 22, (since it is February 22, so I told him a good strategy for reading the psalms and proverbs, is reading one for the day of the month). As he was reaching out to get a Bible, students asked him, "what are you doing?" and"are you actually going to read the Bible?"
This shocked me because it was a religion period, and this was a good extension task at a Catholic school, that should not be surprising. However, students were startled, that I encouraged this student to open Scripture.
I then commented that I read the Bible daily and that the Bible is a best-seller. The students were shocked, and many of them said, they have never read the Bible. I asked them out of curiosity if they knew the difference between the Old and New Testament. No one knew. I explained to them, the connection and explained to them the purpose of Salvation. The students were all interested and were listening attentively! It was as if they had never been taught this before. So many of them in grade 8, had "Aha" moments. I was saddened because this is such primitive knowledge when it comes to our Christian faith. It is the basics. However, so many students, have no concept of who Jesus really is, or his connection to prophecy.
The students in the grade 8 class, who should be the "role models" to the other grades, did not even understand what the Bible was all about. They definitely have no knowledge of Christ in any depth. As a result of their lack of understanding, they will probably find aspects of the Mass, dry, boring, or irrelevant. When someone does not understand something, they will not appreciate, what is in front of them.
Also, the concept of the "Eucharist" being the actual body and blood of Christ, requires a lot of faith. Many of these students do not have this faith or even understanding of what they are partaking. It is not entirely their fault because I believe that students are not adequately prepared before class to enter into "the Holy of Holies". They do not have reverence, because they are often not "spoken to" about the mystery they are about to receive, before entering the Church.
The Mass brings Christ back physically on the "altar". Many students, do not understand the concept of the Altar. I explained to that class, that in the Old Testament, a lamb would be sacrificed, as a sign of Christ eventually being sacrificed on the cross. If this knowledge, or basic Christian understanding, is not taught or explained, the students will be lost and confused. Students will appreciate what they know and understand. I believe that students in Catholic schools on all levels, need deeper Christian understanding about the fundamentals of the faith, and need to develop a more solid foundation, than the one I have witnessed, after being a student myself at Catholic schools, and supply teaching at a variety of elementary and Catholic high schools.
I pray that these students as a result of their lack of knowledge, do not leave the faith all-together, by the time they reach high-school or University since God speaks about this issue of ignorance in the Book of Hosea, "My people are destroyed for lack of knowledge" (Hosea 4:6)
The School as a Church
The School as a Church
Although I am not at a specific school right now, because I am Supply teaching at different schools, I can see the schools that I go to, as an extension of the Church. The Catholic art, symbols, icons, and verses around the school, make it an inspirational place to go to. At some of the elementary schools that I was supply teaching at, they have the halls as "street names" with, each hall being a virtue like courage or humility.
Walking around the school and reading the positive quotes and Christian inspirational verses, is how I find the schools I go to, similar to the church. The classrooms often have Bibles, and it is always beautiful to begin the day and end the day with prayer. When the school community gathers for a liturgy, we see the benefit of being at a Catholic School, because when the priest comes in, it begins to feel more like a Church. The students look to the teachers and staff, as "priests" in a way, because they are the ones that lead the Church services, and lead students in prayer.
In the early Church, there was no official building that made a Church a Church. The believers, as a collective, were known as the Church. They were the "Body of Christ". The Church was not a building, but a "body". Each individual brought "Church" to the community around them, by being a "living Gospel". The Bible was still being compiled in the early Church, and many people did not have access to it, but Christianity was spread, as a result of the active living witness of the Church.
I find that at many of the schools which I attend; the "Building' and structure is designed as a Catholic Church, but the spirit is sometimes missing because the faith in many of the members of the community is often not there. Many students have no understanding of the Bible, and this may be a result of not having the messages ingrained in them, through the witness of teachers, and their peers.
What is beautiful and comforting, however, is that the Church is not perfect. The Church always extends forgiveness, and at times, we need to extend the same forgiveness to the Church in return, "But the Church as an often fallible human organization needs our forgiveness, while the Church as the living Christ among us continues to offer us forgiveness." (Henri Nouwen)
Parts of the prayer in the What we Believe study Guide has really caught my attention, when it says: "The kingdom is not only beyond our efforts, it is beyond our vision","We water the seeds already planted knowing that they hold future promise" and "We cannot do everything, and there is a sense of liberation in realizing this. This enables us to do something and to do it very well. It may be incomplete but it is the beginning, a step along the way". (O'Reilly and Bertram, 2009) The reason I really love these verses is because God tells us to do our part, but He is ultimately responsible in the end. St. Paul writes in Corinthians, "I planted the seed, Apollo watered it, but God made it grow. So neither he who plants nor he who waters is anything, but only God, who makes things grow." (1 Corinthians 3:6).
What is encouraging about this verse, is that we are to do our best, and leave the rest in God's hands. We are to use our gifts and serve others with them, and this is our witness and testimony, of the "manifold graces of God" (1 Peter 4:10)
The Schools is a Church because a Church is a community of believers. When we gather in Christ's name, we know that He is among us, since he said: "For where two or three are gathered in my name, I am there among them" (Matthew 18:20) We are to love one another in the school community, as the early church had, and we are to "trust" the Christ that is in each student and member of the school community. We are to value and serve the poor among us, and in a school setting, we are to serve those who are "spiritually poor" or "lack love in their lives", as Mother Teresa said, "There are many in the world who are dying for a piece of bread but there are many more dying for a little love. The poverty in the West is a different kind of poverty -- it is not only a poverty of loneliness but also of spirituality. There's a hunger for love, as there is a hunger for God.” (Mother Teresa) As a School Community, if we want to resemble the Living Body of Christ, we must "love one another", because "the world will know that we are Christians by our love" (John 13:35).
Inter-religious Dialogue- Hypothetical Example: Refusing to Wear School Uniform
Inter-religious Dialogue- Hypothetical Example: Refusing to Wear School Uniform
Hypothetical Example: If a Muslim girl is on a Catholic school basketball team, and refuses to wear the team uniform (Jersey, or Shorts), due to her religion's commands to dress modestly, I believe that this is something that can be easily accommodated, because her modesty is not harming other students or herself, and as a sign of respect for her convictions, she may still be a part of the team, and wear long pants. If students wonder why the student is not wearing shorts, the students can learn that "Modesty is a Catholic virtue", and it is an attempt to respect one's body, and to respect others, by cherishing your body, and creating boundaries with regards to what others can see. Although on a Catholic school basketball team, the Uniform would be modest, we would point to the fact, that some people take this virtue to different levels, depending on their personal comfort, or their religious/cultural standards for it. We would point to a common truth that Islam and Christianity share, which is the virtue of dressing Modesty and have it as a point of respecting other people's boundaries. We can even remind the girls on the team, that they represent Christ in what they do, and even by what they wear.
Romans 12, explains on how to deal with others, and states: "Let love be without hypocrisy. Detest evil; cling to what is good. Love one another deeply as brothers and sisters. Outdo one another in showing honor" (Romans 12:9-10) We should always cling to what is good in others, and try to create bridges rather than walls when we communicate with non-Catholics. St. Paul always created these bridges, when speaking to non-believers, when he was at the temple at Athens, he said, " Men of Athens, I see that in every way you are very religious. For as I walked around and examined your objects of worship, I even found an altar with the inscription:
TO AN UNKNOWN GOD.
Therefore what you worship as something unknown, I now proclaim to you." (Acts 17:22) We can see here that he noticed what was good about them, and used that as a speaking point. St. Paul showed us how to "cling to what is good", even with those outside our faith. (Romans 12:9)
Module 5: CATHOLIC MORALITY
Module 5: CATHOLIC MORALITY
Cheers, Fears, and Unclears
Cheers, Fears, and Unclears
Cheers
1. Each human being is made in the image of God, which means we must all be treated with dignity.
2.Although Baptism "delivers" us from "original sin", it does not free us of the effects of the first original sin, since we still struggle with overcoming evil inclinations, because we still live in a fallen world.
3. Love and sacrifice are connected. "In our permissive culture, love is sometimes so romanticized that it is separated from sacrifice." (Catholic Bishops,2018) Sacrifice is an essential component of love.
Fears:
1. If Genesis is to be interpreted metaphorically and symbolically, and not literally, then what is the purpose of Baptism, if "original sin" is not a literal event that happened, which is why Christ had to come down to save us from the separation of God and man, as a result of original sin?
2. When we are Baptised, why do we still struggle with the effects of original sin, even though we have been delivered from it? Why do we struggle with "concupiscence' if we have been redeemed to our first nature, through Baptism?
Additional concern:
3. The United States Conference of Catholic Bishops states that: "He has given us an immortal soul and through the gifts of intelligence and reason enables us to understand the order of things established in his creation." (Catholic Bishops, 2018). If a person is devoid of reason as a result of severe mental illness, how can they "understand the order of things established in creation", and how will one be judged if they could not come to a knowledge of God, as a result of living in a "state of delusion" due to their brain dysfunction?
Unclears:
1. If someone loses their "mind", as a result of an accident, or a brain chemistry issue, and stops acting in a way that is acceptable in society (for example: becomes extra violent), as a result of a dysfunctional brain, how does the Holy Spirit inside that individual help them live a life of: "Faith, Hope, and Love", if they have no self-control and are impulsive as a result of their accident? How much of our character is determined by "the Spirit of God which lives in us", and how much of our character is based on our biology? According to the United States Conference of Catholic Bishops, virtues like "gentleness and temperance" help one overcome Capital sins as was stated in United States Catholic Catechism for Adults, "Virtues such as generosity, poverty of spirit, gentleness, purity of heart, temperance, and fortitude assist us in overcoming and avoiding what are called the seven deadly or Capital Sins—pride, avarice or greed, envy, anger, lust, gluttony, and sloth or laziness—which are those sins that engender other sins and vices." (Catholic Bishops, 2018).
My question is: how can a person, who has lost the capacity to reason, be able to overcome sin in this case?
A Catholic Perspective: Revenge
A Catholic Perspective: Revenge
Moral Problem:
Revenge
If a student was being bullied and was thinking of taking revenge on the persecutor by causing either physical harm or slandering the offender, there are two ways that this issue can be dealt with from a Catholic Perspective versus a non-Catholic perspective.
Non-Catholic Perspective:
Can use "human law" against the student, and let them know that they must control their anger, or they will have to be facing the consequences of the law. Human law may not take into account their version of the story, but will only punish the offender based on their "hate crime" and the results of their anger. They may be an offender of the "Canadian defamation law', which protects people from being slandered.
A non-religious approach can use quotes that resonate with most people as a result of natural law like: "You can be bitter, or you can be better, the difference is one letter", or quoting famous people like Nelson Mandela: "Resentment is like drinking poison, and hoping it will kill your enemies." A non-religious approach can use popular psychology, and self-help approaches, which helps students overcome anger and hate, through meditation practices and techniques. Natural law knows that it is better not to let anger get the best of us, and these colloquial sayings may help to consolidate the person's conscience, which is alive as a result of "natural law".
A non-religious perspective will often focus more on "prevention", than reconciliation and forgiveness between the victim and persecutor.
Catholic Perspective:
If we use a Catholic perspective in dealing with the concept of revenge, we can see that: human law and natural law tend to lean towards seeking revenge, or "justice", but what must not be mistaken with the Catholic perspective, is that Catholics do not support a person taking revenge on their own, but do support the idea, that God will be the one to give them justice, and a fair compensation, either in this life or the next. Catholics believe and want the "justice of God", as is supported by the verse in Revelation which refers to all those who unjustly died for their faith, "They called out in a loud voice, "How long, Sovereign Lord, holy and true, until you judge the inhabitants of the earth and avenge our blood?"(Revelations 6:10). We believe that we leave the case in His hands, and we do not try to take our rights, in our own strength, which is very freeing.
We can see how Christ dealt with his enemies, and we can use Him as a model. Jesus was never a push-over, and when he was on trial and was slapped, he asked: "Why did you strike me?" (John 18:23)
Jesus was assertive and strong, yet also humble and forgiving. Jesus taught us to, "turn the other cheek" (Matthew 5:39), "love your enemies and pray for those who persecute you, that you may be sons of your Father in heaven. He causes His sun to rise on the evil and the good, and sends rain on the righteous and the unrighteous" (Matthew 5:44)
Christianity is opposed to revenge, but it is not opposed to the justice of God. Christianity believes that since we are not to be "the judge" over others, we will hand the punishment, and result over to God, who will rightly give each person according to what they deserve. We are to leave, "vengeance to God", and respond with love at all times, "Do not take revenge, my dear friends, but leave room for God's wrath, for it is written: "It is mine to avenge; I will repay," says the Lord." (Romans 12:19)
In Christianity, we take a better and a more righteous and moral road, that not only leads us to freedom, but may also heal the offender, and bring them to Christ and healing!
Romans 12:20, describes perfectly what we should do, in response to our persecutors and offenders, and it brings a very enlightening and non-intuitive approach to dealing with those who hurt us. It does not solve the problem in a human way, but in a divine way, and that, in my opinion, is much better, and produces better results. I would quote this verse to the students, “If your enemy is hungry, feed him; if he is thirsty, give him a drink. For in so doing, you will heap burning coals on his head.” Do not be overcome by evil, but overcome evil with good." (Romans 12:20). Christianity tries to bring the best out of the situation, and transform what was evil, into an opportunity for good!
I love that we are not leaving our rights, but we are giving up our rights to God, and trust that he is a good father and a righteous judge, who always "works all things together for our good" (Romans 8:28). I would mention the story of Joseph, and how he did not have revenge on his brothers who threw him in a well, then decided to sell him as a slave instead, which separated him from his father and brother Benjamin for most of his life. I love that when God put Joseph in a place of power and authority, he did not harm his brothers, but instead gave them food during the famine. He told them, "the Lord has made me fruitful in the land of my affliction" (Genesis 41:52)
Joseph is the perfect example of someone whom we should follow, when it comes to the topic of revenge, because he could have had his brothers killed, since they "ruined" his life, and made him suffer a lot, but Joseph had a heavenly and a spiritual perspective in his life, which gave him the resilience to face injustice in his life. He told his brothers, "you meant it for evil, but God meant it for good" (Genesis 50:20).
In Christianity, I love that we are called to "reject evil, and expose it" (Ephesians 5:11), and to not have a "spirit of fear, but of love, power, and a sound mind" (2 Timothy 1:7).
However, we are called to a spirit of gentleness, because unlike what popular media would suggest, the Bible says that: "the meek will inherit the earth" (Matthew 5:5). Meekness is "strength under control", which is true power. I love the quote that says, "Only the weak are cruel. Gentleness can only be expected from the strong" (Leo Buscaglia) This is demonstrated in the strength we see in Christ on the cross when He forgives His enemies and blesses them rather than taking revenge on them. We see this spirit of forgiveness and this supernatural strength which enables one to forgive in St. Stephen the first martyr's martyrdom when he asks that Christ may forgive those who are stoning him, as was mentioned in the book of Acts.
David the prophet and King, is also a great example of someone who was not revengeful, and did not take his enemy, King Saul's life, despite the fact that King Saul persecuted David for years, and wanted him killed. When King Saul died in battle, King David sought for Saul's grandson Mephibosheth, who was crippled and living in a slum. He wanted to show kindness to Saul's grandson and told him not to be afraid, “for I will surely show you kindness for the sake of your father Jonathan. I will restore to you all the land that belonged to your grandfather Saul, and you will always eat at my table.” (2 Samuel 9:7)
We can see that in order to follow Christ, we are called to "forgive" just as our heavenly father forgives us. In order for us to be forgiven, we are commanded to forgive, and "love our enemies". We are not called to ignore them or be indifferent to them. We are not even called to "tolerate them", but love them! (Matthew 5:44)
This is only possible through the grace of God, and the Holy Spirit inside of us, that allows us to be able to always be "conquerors through Him who loved us". (Romans 8:37)
The reason that I prefer a Catholic perspective or approach to dealing with the issue of revenge, is because Christianity teaches us a better path. One that does not only have earthly effects but can lead others to repentance as well. It also makes the person who sees them self as a "victim", see them self as a hero, rather than someone who is reactive to their environment. It allows the person to see them self in a powerful, and proactive role, rather than a defensive and weak one.
I believe that the Bible stories are relevant, heart touching, and can help heal many hearts. I believe that change comes when we are able to "not be conformed to this world, but transformed, by the renewing of our mind" (Romans 12:2). I believe that in order for someone to change their actions, they must change their mind, and the only one who is credible and trustworthy enough for us to listen to and obey, is God, and when we follow his commands when it comes to how to deal with revenge, we will reap the "peaceful fruits of righteousness" (Hebrews 12:11), and create a positive change in our environments. We will change the world, by our love, and our faith will shine, as a result of imitating Christ. (Matthew 5:16)
The Bible recognizes, that we must protect ourselves from evil people and that we may not always have peace, which is why it says: " If possible, so far as it depends on you, be at peace with all men." (Romans 12:18)
We are called to be peacemakers, however, the Bible does recognize that sometimes our enemies do not want peace. Therefore as long as we attempted as best as we can to create peace, we are not called to control the way others react to our attempts.
Christianity is not opposed to using the law against an offender, who refuses to act in a moral manner. Therefore, in conclusion, I would much rather deal with the issue of revenge, using a Catholic approach, because it allows a teacher to refer to canon law, along with the other "laws" that Thomas Aquinas identified, "Eternal, Divine, Natural and Human law" (Aquinas, 1225-1274).
Charity and Social Justice
Charity and Social Justice
Charity activity for grade 8 students:
A great charity activity for grade 8 students, is to create Christmas boxes, filled with donated gifts, for new immigrants or refugees who have just arrived in Canada.
Students would create this boxes, and send them off to be distributed to new immigrants, and it would be a great welcoming gift, and an offer of love, to people who are displaced, potentially poor, and vulnerable. It helps the immigrant/stranger feel a sense of warmth and community, and it helps students follow Jesus's command when he says, "When I was a stranger you welcomed me" (Matthew 25:35)
Social Justice Activity for grade 8 students:
Discussing the negative effects of war, and raising awareness of the issues that lead to war, historically and presently, is a great social justice activity. Education is a great weapon, that can help with fighting for social justice. Social justice, might not have immediate effects like Charity events, but it is a very important tool, that creates the foundation, for any future change. Students will pair up, and research a war-torn area in the world, and write letters to our government leaders, with their concerns about the injustices they see. They may sign petitions, and hold fundraisers to stimulate awareness for the general public.
The activity that seems more prevalent in our schools is charity, more than social justice because social justice events require research, and more work, whereas charity events are more simple to conduct. Charity events make schools feel proud and accomplished because they see physical changes occurring (like a certain amount of money raised), which is motivational and inspirational. It creates an environment of hope, and feelings of having made a difference since the direct effects are seen and evident. However, social justice- which digs deep into the root causes of poverty, for example, takes a lot of reflection, and analysis and a longer time to see the positive effects of change. The effects are not immediate, and in our fast-paced world, we often do not have the patience, to see the "seeds" of knowledge sprout to fruition. We would rather have a quick fix than to address the root causes of the injustices that we see in our world. Social justice events may make people feel helpless, because although the "action" taken, is often one of education and awareness, charity events- "put a band-aid" on the issue, and solve the problem in the short term, by providing help and aid, in a quicker manner.
I believe that "the lack of love" in our world, turns people into enemies, but through proper education and collaboration with others, we can build bridges, instead of walls. I believe that we must do both charity/social justice events because we solve the problem of (hatred for example) when we give and demonstrate love first. We cannot just rely on education/awareness, but must also extend a hand to help and solve immediate needs, until the underlying issues can be solved, as St. John says, "If a brother or sister is naked and destitute of daily food, and one of you says to them, “Depart in peace, be warmed and filled,” but you do not give them the things which are needed for the body, what does it profit? 17 Thus also faith by itself, if it does not have works, is dead." (James 2:14-17) I believe that charity and social justice must go hand in hand. Social justice must begin with charity, because "charity" is the fruit of love, and will give more credibility to one's cause.
If one denies another of money, because they don't think it solves the issue of poverty, it only creates more sadness, desperation, and need. Sometimes the poor, need that immediate dose of help/love, which may empower them to get on their feet, or even live another day. We need to practice compassion and empathy when we deal with sensitive and vulnerable people and give them "charity" until they are able to "ride on their own". A person who is new to riding a bike needs the support, and help (maybe they may need to ride a three-wheeler bike, until they get enough practice, to be able to ride a two-wheeler). We need to have patience and believe that charity and social justice must go, hand in hand. We must not only focus on charity, but we must help the oppressed, break the cycles that lead to more oppression.
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Further Reflection after being asked to explain specifically how my activity is Christian:
First follow up post:
I believe that humanitarian causes and Christian causes for helping others have significant differences. The reason Christians do charitable acts or any acts of service is a demonstration of love which is a fruit of the Holy Spirit. Welcoming strangers, and giving donations is specifically Christian behavior, because as Christians we see Christ in the vulnerable, and as a result, we love all, to demonstrate our love for God, "whatever you did for one of the least of these brothers and sisters of mine, you did for me.'" (Matthew 25:30)
As Christians, we show God that we love Him through loving those around us, including our enemies. We try to see Christ in each person, including in those considered our enemies. We see Christ in the vulnerable, the sick, the stranger, the homeless, the oppressed, and the refugee.
In Zacharia 7:10 it says, "Do not oppress the widow or the orphan, the stranger or the poor" and in the Book of Proverbs it says, "Do not crush the afflicted at the gate" (Proverbs 22:23) When we support refugees with Christmas baskets, we are following Christ's commands by helping the afflicted, and we are demonstrating our love for Christ, by seeing Him in those who suffer or are in need.
When we educate others we are becoming a voice for the voiceless who suffer under the tragic effects of war and we are following this Bible verse: "Speak up for those who cannot speak for themselves, for the rights of all who are destitute. Speak up and judge fairly; defend the rights of the poor and needy." (Proverbs 31:8-9)
Second Follow up Post:
One could also turn the event into a more Christian one, or the charity boxes into a more Christian one, by adding Bibles in the gift box, and in the social justice event, one can go through all the different characters in the Bible who were once also refugees like (Jesus himself, when he fled from Herod).
Also praying before and after the event, and praying before giving the gift boxes, that the Bibles would bless each family.
I believe however that by showing any acts of kindness or charity is Christian within itself, because we are following God's commands, and Jesus's footsteps in loving our neighbor, so I perceived that on its own, as specifically Christian.
Themes of Catholic Social Teaching
Themes of Catholic Social Teaching
My Experience Connecting and Implementing Catholic Social Teaching in my High School Science classes in the I/S division:
1. The Principle of Human Dignity.
1. The Principle of Human Dignity.
I treat each student with dignity and respect, because they are made in the image and likeness of God, "Every human being is created in the image of God and redeemed by Jesus Christ, and therefore is invaluable and worthy of respect as a member of the human family" (Reflections, p. 1).
I try to see Christ in each student, by practicing seeing the good, and encouraging students to bring forth the good in them in class, through collaboration, team work, care, and respect for their peers. I encourage them to notice their strengths, and continue to develop what they are already good at!
2. The Principle of Respect for Human Life.
2. The Principle of Respect for Human Life.
I believe that every life is important to God, and to this world, "Every human being is created in the image of God and redeemed by Jesus Christ, and therefore is invaluable and worthy of respect as a member of the human family" (Reflections, p. 1).
I believe that each person makes a difference in this world, whether good or bad. No one leaves the world, without making some sort of impact. We must nurture our students, so that they may produce good fruit. By creating the right environment, for our students to grow, we show our respect for their life, and the fruits of their life.
3. The Principle of Association.
3. The Principle of Association.
I encourage positive friendships and teamwork in my classroom environment, so that students feel welcomed, included, and excited to be in class, "Every human being is created in the image of God and redeemed by Jesus Christ, and therefore is invaluable and worthy of respect as a member of the human family" (Reflections, p. 1).
When I was working full time in England, students felt a sense of belonging in class. I grouped the students according to "saint names" and students felt associated with certain saints, which they had to research to feel more connected to. Students, as a result, felt the relevance of saints in their life, and the association between the heavenly and earthly who are in Christ.
4. The Principle of Participation.
4. The Principle of Participation.
I encourage students to participate in my lessons by giving them 3 coloured cards when they walk into my classroom (red, green, and yellow). As the lesson proceeds, the students are encouraged to participate by lifting up the coloured card, based on their understanding. This is one silent way of them showing, participating and communicating with me during a lesson, if they understand which represents (green), if they want me to slow down (yellow), and red (if they don't understand). Students come to class excited to pick up the cards, and it makes them feel a sense of ownership for their learning. At the end of the period, students participate in taking initiative in their own learning, by putting a name card in either (red, yellow or green), and putting a question in the question box. This helps students, reflect on their thinking, and be participators in the learning process.
5. The Principle of Preferential Protection for the Poor and Vulnerable.
5. The Principle of Preferential Protection for the Poor and Vulnerable.
I try to help those who are vulnerable in class, by seating them next to supportive classroom members, who may help them, when I am unable to at the moment. My seating plan is purposeful, and I do my best to seat students who are weaker in the subject with those who are stronger in my subject, as well as students who are shy, with friendly students who will encourage them to participate. I try to use the class as a whole, to create an environment, where no one falls behind. I provided after-school help for students who struggled with the content/material that day. I also was a listening ear, and a comforting person to talk to according to numerous students, who needed someone to care and listen to their needs, situations, and feelings; with respect, empathy and most importantly professionalism.
6. The Principle of Solidarity.
6. The Principle of Solidarity.
I believe in promoting the common good in my classroom, by helping students realize that their actions have consequences on the greater good. I try to teach students to learn how to behave in a communal setting, so that they can realize that they need to work interdependently, and recognize that they are not the only ones with a need in class and that they must be considerate and mindful of other people's needs, in order for the class to function optimally.
7. The Principle of Stewardship.
7. The Principle of Stewardship.
I urge students to practice good stewardship by recycling, and by using class tools in a respectful way. Students are taught what it means to make a place better than they were when they left it, because, in topics such as Ecology, I teach on Stewardship, and relate it to the importance of taking responsibility and nurturing all the blessings in our lives.
8. The Principle of Subsidiarity.
8. The Principle of Subsidiarity.
I try to practice the principle of Subsidiarity, by trying to handle any issues/concerns/students within the classroom setting, without having to take them to the office/principal. I do my best to deal with issues with any particular student, one on one, or in a positive team setting.
I only resort to a higher authority, if it is absolutely necessary, and methods of reconciliation/restoration, and discipline were not effective on the smaller classroom level.
9. The Principle of Human Equality.
9. The Principle of Human Equality.
I do my best in practicing equality, by giving all students access to all the content and resources necessary for them to succeed in Science. I also encourage every student, to make full use of my after school hours, and I provide rubrics so that students know how they will be graded. Students are not subject to a random marking scheme, but see where they can specifically improve, by having a rubric handed over to them ahead of time.
10. The Principle of the Common Good.
10. The Principle of the Common Good.
I help my students do their best at realizing their human dignity and full potential, by helping them recognize their God-given gifts and talents, by getting them to reflect on their strengths and their passions, in order to get them to use their "gifts" in the service of others. I evaluate them and teach them in a variety of ways, using differentiated instruction, to help them see that they are unique, valuable, and different in the way that they learn and demonstrate their understanding. I help students realize that they are an important piece of the puzzle in the class, and that their uniqueness in their questions and learning style, bring a greater good to the class, because it helps the classroom become a rich learning environment, where people of different intelligences (according to Gardener's theory on multiple intelligences) can collaborate and support one another on their common learning journey. I try to create a welcoming, positive, and supportive environment, which is aimed at bringing forth the best in each student, as this quote would describe, "The common good is understood as the social conditions that allow people to reach their full human potential and to realize their human dignity" ("Summary," p. 25).
Values and Virtues
Values and Virtues
Values and virtues are two different things, although they have many similarities. A Value perspective focuses on a wide variety of meanings, whereas virtue is specific in what it concerns as the article by Ontario Catholic Bishops states, "Semantically, value is not equivalent to virtue. Value has a very broad range of meanings, from the mercantile (“This house has more value than that one…”) to the political (“I’m for family values…”) to the philosophical (“The ultimate value is freedom...”). Virtue, on the other hand, is quite specific in its range of meaning: it concerns the moral orientation of a human person." (Ontario Catholic Bishops, 2018)
I believe that values, often change based on circumstances and the society in which one lives. Values can become relativistic, and is heavily influenced by culture. Virtues on the other hand are timeless and influenced by the divine. They are not based on the relativistic nature of our society, and are inspired by God's word, and the work of the Holy Spirit.
I would also argue that virtues are the fruit of one's values. For example: One can say that they value chastity, but the virtue would be their prudence or celibacy. The birthplace of our virtues is often our values, which is why I believe that Christ says, " 'For out of the overflow of the heart the mouth speaks' (Matthew 12:34). I believe that what we hold dear in our hearts (which I would define as our values), are what end up producing our virtue or lack of virtue (which is the result).
One key difference between Virtues versus the Values movement is the importation of psychological initiatives on the classroom, which many teachers may not equipped for, since they are not psychologists, "This movement tried to import into the classroom therapeutic elements of the various psychological initiatives of the time. As such, they occasionally became intrusive and 8 overwhelming for students, placing the teacher in a role for which she or he was not trained nor qualified." (Ontario Catholic Bishops, 2018)
Another key difference is that virtues are as a response to "the divine", and as a response to "God's grace in one's life", whereas, values are not necessarily connected to one's experience of God, as this quote states: "Education to the virtues in the Catholic tradition integrates the experience of God. The foundational virtues of faith, hope and love are directed towards God and inspired in us by God’s Spirit. According to this view, all other virtues are informed by these foundational virtues. The development of character in the Catholic tradition is seen as a synergy between God’s grace and human freedom. In Ontario’s Character Development Initiative, there is no place for God. The transcendent is ignored in favour of a totally immanent approach to reality. The spiritual dimension of the human experience is not recognized in this approach." (Ontario Catholic Bishops, 2018)
I believe that any approach which fails to recognize God's grace in a person's life and attempts to exclude spirituality, or the Divine, is doing injustice to the human development and character of a person, because we are spiritual beings. When we ignore an importnat and essential element of our essence or being, we are not allowing our students to develop into their God given potential. We are reminded by Christ that He is the vine, and we are the branches, and that "without Him, we could do nothing" (John 15:5) as the Gospel of John states. I believe that values and virtues are both important, and character education is important (especially if it brings a non-biased perspective) from psychology. However, Character education which denies God, is shallow and empty, because it is subjective and cannot explain what is good character, because the "concept of good and evil" becomes shady and not well defined. Who becomes the authority on what is considered good or evil? Without having a moral standard in which we can refer to, character or value based education, because subjective, and potentially even dangerous.
Trying to instill virtues in students is not easy, because virtues are considered a form of "absolute truth", as a result of them being the fruit of the words of Scripture, life in Christ, and the work of the Holy Spirit, which are many elements/factors that many of our students today may question, doubt or even reject. We live in a very relativistic society, and if anyone tries to attempt to define what is right, good, or bad in society, they are automatically labelled, and categorized. It is very hard to speak about virtues, when the foundation of our student's values are often grounded on different beliefs. Virtues are a consequence of one's belief, and if we have students that deny our beliefs, having a conversation about virtues becomes harder.
I often remember this verse, when I see virtues being rejected or mocked in our society, or even in our classes, "In the last days terrible times will come. For men will be lovers of themselves, lovers of money, boastful, arrogant, abusive, disobedient to their parents, ungrateful, unholy, unloving, unforgiving, slanderous, without self-control, brutal, without love of good, traitorous, reckless, conceited, lovers of pleasure rather than lovers of God, having a form of godliness but denying its power." (2 Timothy 3:1-5)
When teaching virtues, it is also hard, because students expect us as teachers to be exceptional role models, and often we as teachers, are idealized, and many forget that we are human beings. Students are constantly looking for any instances of hypocrisy in our actions, in order to point to it as a reason not to follow our advice or live a virtuous life. That is why it is essential that we as teachers, lead a life of integrity, in order to be able to speak about virtues without living a double life, and in order for the message to be more powerful.
Virtues are also hard to teach, if these virtues are not modeled by these kids parents at home. Students get very influenced by their parents, and siblings, and if these students come to school and hear of virtues, it becomes more of an abstract topic for them to comprehend, rather than something that they have experienced and lived with around them.
Grade 12 Biology Lesson on Ethical Implications of Cloning
The moral issue of Cloning will be discussed in a grade 12 Molecular genetics Unit. Students will be exposed to the different sides of the cloning argument by placing in a for/against table, information, that will be placed on "fact sheets" around the classroom, and then they will read a case study/article, that they will have to then debate, through role-playing the different characters in the article on "Cloning a 10 month-year-old girl who died in the States". The students will consider the different characters and study their perspective before the debate. The different characters will present their cases for/against cloning, students will question one another, and then before the final vote, a prayer and Bible passage will be read to help students have enough discernment in their final judgment of the argument. The lesson will end with the reading of Psalm 139, which mentions that we are: "fearfully and wonderfully made" and God's love for us before we were even born. The virtue that will be developed in this moral issue is the virtue of discernment and the virtue of temperance.
Module 6: PRAYER
Module 6: PRAYER
Why Pray?
Prayer to me is a connection with God. I have always known and practiced different forms of prayer. I know that many of the saints and prophets in the Bible have practiced different forms of prayer, such as King David. King David used to write his prayers and often used music in order to connect with God, through the psalms he wrote. At other times, we can see that meditating on Creation, and being in nature, lifts one's heart to God, and helps them connect to God. Just as we as humans have different love languages, and ways in which we feel loved and connected with one another, God too, has different love languages, and gives us the freedom to connect with Him in different ways. The Bible instructs us that we, "ought to pray always and not lose heart" (Luke 18:1)
I always found this command hard, until I learned that the definition of prayer is our connection to God. By lifting our heart to God and remembering him in various ways, that is a form of prayer, even though I often wondered, "How can one pray even when they are sleeping?"
After reading Praying Always by Laura Britto, she explains her frustration with getting distracted in prayer, and how she wanted to give up her prayer retreat as a result of losing the "honeymoon phase" that many of us at first experience with God in prayer. When she began feeling discouraged, her spiritual leader made her realize that even when she was distracted- she was still praying, "perhaps my most personal prayer was the distraction I experienced. I have learned that these distractions are my prayers". (Britto, 2017)
The quote, "distractions are my prayers" was a piece of new insight that I had not considered, and one that I find comforting. Often it is easy to feel distracted when praying, which is why Jesus tells us to "go to our inner room, and shut the door". (Matthew 6:6) To me, our "rooms" represent our senses, and often I interpreted this verse to mean that we need to guard our senses, in order to focus on prayer (besides the other lesson we get from this verse which is, to pray in secret, and not show off in front of others while praying).
Matthew 6:6, made me feel that one must really remain undistracted in prayer, in order to see a true reward. However, after reading the article Praying Always, I realized that if we are to pray while we are sleeping, "distraction" is a form of absent-mindedness or a state of "sleep", since we are not being fully present. God wants us to have our minds and hearts focused on Him. When we are distracted, our minds may be "wandering", but our hearts are still with God, and God appreciates our smallest efforts.
Distraction in prayer does not disqualify the prayer. It may not be an effective prayer, and we may not feel God's presence fully, but nevertheless it is a form of prayer, which describes a spiritual state which we may encounter in prayer, "All night long on my bed I looked for the one my heart loves; I looked for him but did not find him.- (Song of Solomon 3:1) The woman here in the Song of Solomon is on "her bed" and is thinking of her lover at "night". This may represent a spiritual state which we all experience, which is "looking for God", while at the same time, being "in a state of sleep", or distractibility.
Though she did not find him, she still did love Him. Though she looked on "her bed" which is an improbable place where she would find Him, the Bible does not deny her love. It reminds me of when we try to squeeze God in "commercial breaks" or "when we pray in our cars, on the road". It does not show a serious commitment to prayer because we have not dedicated a specific time or place, however, it does not deny that we are sincere in our attempts to find God, even during those moments of "multi-tasking".
Learning that "these distractions are my prayers" as the article explained, showed that prayer does not have to be perfect for it to be real. It is a process and one that is often a struggle, which is why Christ said, "we ought to not lose heart" (Luke 18:1)
We should not be discouraged in prayer as the article taught us, because it reminds me of Matthew 13:25, when it described the "sower" who planted good seed, yet saw weeds when we woke up, "The kingdom of heaven is like a man who sowed good seed in his field; but while men slept, his enemy came and sowed weeds among the wheat and went his way." (Matthew 13:25) This can be a good analogy for what happens to us in prayer. We start off focusing and speaking to God in prayer until the "weeds" are planted in our prayer, which are the distractions we face. The solution in the parable for "these weeds" is to wait, "Let them grow together until the harvest" (Matthew 13:30) We should not feel a sense of "hopeless" when we become distracted in prayer, but keep praying, and let God deal with our distractions, as the article beautifully explained, "I have learned that these distractions are my prayers, as I strive to gently release them into the hands of God without feeling that I am praying poorly." (Britto, 2017)
Britto, L. (2017, July 14). Praying Always. Retrieved March 27, 2018, from https://www.franciscanmedia.org/praying-always/
The New Oxford Annotated Bible: With the Apocryphal/Deuterocanonical books. (2001). United States: Oxford U Pr, N Y.
First Nations Prayer: The Ojibwe Morning Prayer
First Nations Prayer: The Ojibwe Morning Prayer
The Ojibwe Morning Prayer is a prayer that has many similarities to our Catholic prayers, and one that can be brought into a Catholic setting, with a few modifications. The Ojibwe Morning prayer begins with "thanksgiving". I believe that this is an excellent way to start the day. We can see in Jesus's prayers, that He often thanked the Father, before requesting anything. In the story of the five loaves and two fish, Jesus, "took bread, and gave thanks, and broke it, and gave to them" (Luke 9:16) Before doing His great miracle of feeding the five thousand people, He began with thanksgiving (Matthew 14:13-21). I believe that we often have to thank God for what is in our hands, even if it seems little, in order to have greater blessings.
Beginning the day with gratitude has many positive benefits, and allows us to begin the day thinking of all the good blessings we have in our lives. Thanksgiving leads to more blessings and is something that God loves to hear, since the one leper who came back to thank Jesus for being healed, was noted in the Bible, "One of them, when he saw he was healed, came back, praising God in a loud voice. He threw himself at Jesus’ feet and thanked him—and he was a Samaritan. Jesus asked, “Were not all ten cleansed? Where are the other nine? Has no one returned to give praise to God except this foreigner? Then he said to him, “Rise and go; your faith has made you well.” (Luke 17:15-19) This story of the 10 lepers, shows that Thanksgiving is quite rare, as was demonstrated in the story told in the Book of Luke. We often plead with God and ask God for numerous things. Sometimes we forget to go back and thank Him, for the blessings that he gave us. This is why I like the idea of beginning the day in class with "thanksgiving".
Thanksgiving is seen in the Psalms of David, for example, Psalm 9 begins with thanksgiving, "I will give thanks to you, LORD, with all my heart; I will tell of all your wonderful deeds." (Psalm 9:1) Psalm 148 has the most similarities out of all the prayers I recall in the Bible, with the Ojibwe morning prayer, except, instead of thanking "mother earth", "grandmother" and "grandfather", we thank and praise the Lord, right from the start, and not just in the end like the Ojibwe Morning prayer.
Psalm 148 is similar to the Ojibwe morning prayer, because it gives thanks to the Lord for Creation, "Praise him, sun and moon; praise him, all you shining stars. Praise him, you highest heavens and you waters above the skies." (Psalm 148:3-4) The only modification I would make to the Ojibwe Morning Prayer is to say, "Thank you Lord" or "Thank you God" or "Thank you Jesus" throughout the prayer, rather than "thank you, grandmother, Grandfather, or mother earth". We know in the Bible that every good thing comes from God, and that is why I believe that He is the one that deserves our praise and thanks, not his Creation, but the Creator, "Every good and perfect gift is from above, coming down from the Father of the heavenly lights, who does not change like shifting shadows." (James 1:17)
Guiding the Way, First Nations, Metis, and Inuit [Advertisement]. (2006). Retrieved March 27, 2018, from http://p1cdn4static.sharpschool.com/UserFiles/Servers/Server_5912063/File/NTIP/FNMI/Prayers_world views.pdf
The New Oxford Annotated Bible: With the Apocryphal/Deuterocanonical books. (2001). United States: Oxford U Pr, N Y.
Prayer Forms: Praying through Music (Group Assignment, Partner: Kimberly G)
Prayer form: Song of Worship
This song of Worship, is called: "East to West" by Casting Crowns (a Christian band).
This song can be relevant to a high school group (Grade 9-12). Students are quite receptive to praying with contemporary music and can make personal connections with the lyrics. This prayer can be a great introduction to play, before school confessions, or before the start of the day, during Lent, or on Music Mondays (every Monday I chose a song of prayer to play for the students during homeroom) because it is a great reminder of the constant and steadfast love of God. It is based on the Psalm that tells us, ”As far as the East is from the West, for far has He removed our transgressions from us" (Psalm 103:12)
This prayer is a beautiful prayer, that can remind us of God's love and forgiveness, despite our sins and our shortcomings. It is a song about acknowledging our sins, in times of remorse, asking for God’s mercy and love, knowing that even during difficult times when we feel we are alone God is always with us. It is a beautiful expression of how so often we think God will give up on us, because we fall in our spiritual lives each day, and feel that we may never arrive at the perfection that God wants from us. However, through this song, we realize that we need to rely on God's grace, and mercy, and not just our strength. Satan often tries to remind us of our shortcomings, and what we did wrong. However, God “turned [our] darkness into light” and wants us to have hope, that He removes our sin, "as far as the East is from the West".
The multimedia we would use is this song "East to West": https://www.youtube.com/watch?v=WyoVJfADlwo
Another option with lyrics https://youtu.be/o-FtVYdJw0o
We are using this youtube music video, because we know that music is a form of prayer, that David had used, in order to connect to God. It is a very real and relatable prayer, that describes how many people may feel in their struggle against sin, and this prayer teaches that we need to remember that Jesus “washes [us] white”, removes our sin "from one scarred hand to another". We may feel lost and hopeless at times in our lives but God is our answer. The song says, "I'm not holding on to you, but you are holding on to me". This is beautiful, because so many students may not be "holding on to God", but they need to remember that God has not given up on them and he is always there for us. When I first heard this song of Worship in first year University, I remember re-playing it over and over, because it was a very hopeful song, that reminded me of God's love for me.
Prayer Service Evaluation for: The Gift of Faith
Attached below is my Prayer service Evaluation for a prayer Service (part of a Catholic virtues service series), on one of the three Cardinal virtues which is: Faith. This service can be used at any time of the year because Faith is a virtue that we need every day of our lives. It could be very meaningful during lent, because "Faith" is needed as a virtue, during troubling times, and during times where we as Christians must "carry our cross". The Book of James links the virtue of faith, with tribulation when he says, "Consider it pure joy, my brothers, and sisters, whenever you face trials of many kinds because you know that the testing of your faith produces perseverance. Let perseverance finish its work so that you may be mature and complete, not lacking anything." (James 1: 2-4)
Lent can be a time when we think about "our cross" or pain in general, and therefore the virtue of "faith" is considered a true "gift" by God, which helps us overcome our struggles here on earth. I have identified ways that I would modify this service in the evaluation attached below, however, the main way that I would modify this service, is by changing the Reading, the reflection content (making it more relevant, by connecting it to a story of a saint from the Bible who may have had to practice their faith, in a meaningful way), and I would make the introduction more intriguing and less predictable, to engage high school students.
Here is the website used for the prayer service: http://religiouseducation.rccdsb.edu.on.ca/wp-content/uploads/sites/26/2012/09/GiftofFaith.pdf
Overall, this prayer service is good and can be used very easily. Enjoy.
Prayer service Evaluation chart (2).docDpcdsb.org. (2018). Catholic Graduate Expectations. [online] Available at: https://www.dpcdsb.org/students/catholic-graduate-expectations [Accessed 5 Apr. 2018].
The New Oxford Annotated Bible: With the Apocryphal/Deuterocanonical books. (2001). United States: Oxford U Pr, NY.
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