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Posts Tagged ‘adult education’

We’ll start with the more confusing one – James. As is the case with (in English) “Mary” – there are a lot of “James” in the New Testament narratives, so sorting them out is a challenge. And perhaps not even really possible.

Today’s feast celebrates James “the Lesser” – as opposed to James the Greater, brother of John, one of the first four apostles called by Jesus, present at the Transfiguration, feast June 25, etc.

This James, son of Alphaeus, is often identified with the James who was head of the Church in Jerusalem and the author of the New Testament letter.  That’s what Pope Benedict went with in his 2007 General Audience talk: 

Thus, St James’ Letter shows us a very concrete and practical Christianity. Faith must be fulfilled in life, above all, in love of neighbour and especially in dedication to the poor. It is against this background that the famous sentence must be read: “As the body apart from the spirit is dead, so faith apart from works is dead” (Jas 2: 26).

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At times, this declaration by St James has been considered as opposed to the affirmations of Paul, who claims that we are justified by God not by virtue of our actions but through our faith (cf. Gal 2: 16; Rom 3: 28). However, if the two apparently contradictory sentences with their different perspectives are correctly interpreted, they actually complete each other.

St Paul is opposed to the pride of man who thinks he does not need the love of God that precedes us; he is opposed to the pride of self-justification without grace, simply given and undeserved.

St James, instead, talks about works as the normal fruit of faith: “Every sound tree bears good fruit, but the bad tree bears evil fruit”, the Lord says (Mt 7: 17). And St James repeats it and says it to us.

Lastly, the Letter of James urges us to abandon ourselves in the hands of God in all that we do: “If the Lord wills” (Jas 4: 15). Thus, he teaches us not to presume to plan our lives autonomously and with self interest, but to make room for the inscrutable will of God, who knows what is truly good for us.

Now, Philip. I think this GA talk really highlight’s B16’s catechetical skills. We don’t know that much about Philip, but Benedict takes what we do know, and hones it down in the most practical…pastoral way:

The Fourth Gospel recounts that after being called by Jesus, Philip meets Nathanael and tells him: “We have found him of whom Moses in the law and also the prophets wrote, Jesus of Nazareth, the son of Joseph” (Jn 1: 45). Philip does not give way to Nathanael’s somewhat sceptical answer (“Can anything good come out of Nazareth?”) and firmly retorts: “Come and see!” (Jn 1: 46).

In his dry but clear response, Philip displays the characteristics of a true witness: he is not satisfied with presenting the proclamation theoretically, but directly challenges the person addressing him by suggesting he have a personal experience of what he has been told.

The same two verbs are used by Jesus when two disciples of John the Baptist approach him to ask him where he is staying. Jesus answers: “Come and see” (cf. Jn 1: 38-39).

We can imagine that Philip is also addressing us with those two verbs that imply personal involvement. He is also saying to us what he said to Nathanael: “Come and see”. The Apostle engages us to become closely acquainted with Jesus.

In fact, friendship, true knowledge of the other person, needs closeness and indeed, to a certain extent, lives on it. Moreover, it should not be forgotten that according to what Mark writes, Jesus chose the Twelve primarily “to be with him” (Mk 3: 14); that is, to share in his life and learn directly from him not only the style of his behaviour, but above all who he really was.

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Indeed, only in this way, taking part in his life, could they get to know him and subsequently, proclaim him.

Later, in Paul’s Letter to the Ephesians, one would read that what is important is to “learn Christ” (4: 20): therefore, not only and not so much to listen to his teachings and words as rather to know him in person, that is, his humanity and his divinity, his mystery and his beauty. In fact, he is not only a Teacher but a Friend, indeed, a Brother.

How will we be able to get to know him properly by being distant? Closeness, familiarity and habit make us discover the true identity of Jesus Christ. The Apostle Philip reminds us precisely of this. And thus he invites us to “come” and “see”, that is, to enter into contact by listening, responding and communion of life with Jesus, day by day.

Then, on the occasion of the multiplication of the loaves, he received a request from Jesus as precise as it was surprising: that is, where could they buy bread to satisfy the hunger of all the people who were following him (cf. Jn 6: 5). Then Philip very realistically answered: “Two hundred denarii would not buy enough bread for each of them to get a little” (Jn 6: 7).

Here one can see the practicality and realism of the Apostle who can judge the effective implications of a situation.

We then know how things went. We know that Jesus took the loaves and after giving thanks, distributed them. Thus, he brought about the multiplication of the loaves.

It is interesting, however, that it was to Philip himself that Jesus turned for some preliminary help with solving the problem: this is an obvious sign that he belonged to the close group that surrounded Jesus.

On another occasion very important for future history, before the Passion some Greeks who had gone to Jerusalem for the Passover “came to Philip… and said to him, “Sir, we wish to see Jesus’. Philip went and told Andrew; Andrew went with Philip and they told Jesus” (cf. Jn 12: 20-22).

Once again, we have an indication of his special prestige within the Apostolic College. In this case, Philip acts above all as an intermediary between the request of some Greeks – he probably spoke Greek and could serve as an interpreter – and Jesus; even if he joined Andrew, the other Apostle with a Greek name, he was in any case the one whom the foreigners addressed.

This teaches us always to be ready to accept questions and requests, wherever they come from, and to direct them to the Lord, the only one who can fully satisfy them. Indeed, it is important to know that the prayers of those who approach us are not ultimately addressed to us, but to the Lord: it is to him that we must direct anyone in need. So it is that each one of us must be an open road towards him!

There is then another very particular occasion when Philip makes his entrance. During the Last Supper, after Jesus affirmed that to know him was also to know the Father (cf. Jn 14: 7), Philip quite ingenuously asks him: “Lord, show us the Father, and we shall be satisfied” (Jn 14: 8). Jesus answered with a gentle rebuke: “Have I been with you so long, and yet you do not know me, Philip? He who has seen me has seen the Father: how can you say, “Show us the Father?’ Do you not believe that I am in the Father and the Father in me?… Believe me that I am in the Father and the Father in me” (Jn 14: 9-11).

These words are among the most exalted in John’s Gospel. They contain a true and proper revelation. At the end of the Prologue to his Gospel, John says: “No one has ever seen God; the only Son, who is in the bosom of the Father, he has made him known” (Jn 1: 18).

Well, that declaration which is made by the Evangelist is taken up and confirmed by Jesus himself, but with a fresh nuance. In fact, whereas John’s Prologue speaks of an explanatory intervention by Jesus through the words of his teaching, in his answer to Philip Jesus refers to his own Person as such, letting it be understood that it is possible to understand him not only through his words but rather, simply through what he is.

To express ourselves in accordance with the paradox of the Incarnation we can certainly say that God gave himself a human face, the Face of Jesus, and consequently, from now on, if we truly want to know the Face of God, all we have to do is to contemplate the Face of Jesus! In his Face we truly see who God is and what he looks like!

The Evangelist does not tell us whether Philip grasped the full meaning of Jesus’ sentence. There is no doubt that he dedicated his whole life entirely to him. According to certain later accounts (Acts of Philip and others), our Apostle is said to have evangelized first Greece and then Frisia, where he is supposed to have died, in Hierapolis, by a torture described variously as crucifixion or stoning.

Let us conclude our reflection by recalling the aim to which our whole life must aspire: to encounter Jesus as Philip encountered him, seeking to perceive in him God himself, the heavenly Father. If this commitment were lacking, we would be reflected back to ourselves as in a mirror and become more and more lonely! Philip teaches us instead to let ourselves be won over by Jesus, to be with him and also to invite others to share in this indispensable company; and in seeing, finding God, to find true life.

Many years ago, I wrote a study guide for B16’s collected General Audience talks on the Apostles and other early Church figures. The study guide is available online in pdf form – so if you have a church discussion group and would like to use it, or even just for yourself  – there it is. 

Below are the pages from the unit which include St. James the Lesser. You can find the rest at the link, and feel free to use as you wish. 

Both images from St. John Lateran in Rome. 

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Today, May 2, we remember St. Athanasius.

But what possible value can there be in even taking three seconds to think about a 4th-century fellow who spent his adult life fighting battles over words and formulations and theories?

Wouldn’t it be better to spend our time thinking about real life and real problems?

Well, sorry but theology matters. It doesn’t matter to us because we are attached to words or formulas. It doesn’t matter to us because we are focused on human intellectual constructs rather than human life. It doesn’t matter because we are afraid to get down into the messiness of human life in favor of the cool, dry safety of walled-in libraries.

Theology matters because it is an attempt to understand and express what is real.   Have you ever taught religion, catechism or theology? If so, then you might understand that a great part of what you were doing in that classroom was helping students dig deeply and understand how the teachings of the Church do not stand opposed to the realities of life, but in fact accurately express How Life Is.  You find this in so many conversion stories: the realization, sudden or gradual, that what has been fought or rejected for so long in fact expresses what is real and true, not just about some transcendent sphere, but about your life. 

From a 2007 General Audience, Benedict XVI

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…it was not by chance that Gian Lorenzo Bernini placed his statue among those of the four holy Doctors of the Eastern and Western Churches – together with the images of Ambrose, John Chrysostom and Augustine – which surround the Chair of St Peter in the marvellous apse of the Vatican Basilica.

Athanasius was undoubtedly one of the most important and revered early Church Fathers. But this great Saint was above all the impassioned theologian of the Incarnation of the Logos, the Word of God who – as the Prologue of the fourth Gospel says – “became flesh and dwelt among us” (Jn 1: 14).

For this very reason Athanasius was also the most important and tenacious adversary of the Arian heresy, which at that time threatened faith in Christ, reduced to a creature “halfway” between God and man, according to a recurring tendency in history which we also see manifested today in various forms.

In all likelihood Athanasius was born in Alexandria, Egypt, in about the year 300 A.D. He received a good education before becoming a deacon and secretary to the Bishop of Alexandria, the great Egyptian metropolis. As a close collaborator of his Bishop, the young cleric took part with him in the Council of Nicaea, the first Ecumenical Council, convoked by the Emperor Constantine in May 325 A.D. to ensure Church unity. The Nicene Fathers were thus able to address various issues and primarily the serious problem that had arisen a few years earlier from the preaching of the Alexandrian priest, Arius.

With his theory, Arius threatened authentic faith in Christ, declaring that the Logos was not a true God but a created God, a creature “halfway” between God and man who hence remained for ever inaccessible to us. The Bishops gathered in Nicaea responded by developing and establishing the “Symbol of faith” [“Creed”] which, completed later at the First Council of Constantinople, has endured in the traditions of various Christian denominations and in the liturgy as the Niceno-Constantinopolitan Creed.

In this fundamental text – which expresses the faith of the undivided Church and which we also recite today, every Sunday, in the Eucharistic celebration – the Greek term homooúsios is featured, in Latin consubstantialis: it means that the Son, the Logos, is “of the same substance” as the Father, he is God of God, he is his substance. Thus, the full divinity of the Son, which was denied by the Arians, was brought into the limelight.

In 328 A.D., when Bishop Alexander died, Athanasius succeeded him as Bishop of Alexandria. He showed straightaway that he was determined to reject any compromise with regard to the Arian theories condemned by the Council of Nicaea.

His intransigence – tenacious and, if necessary, at times harsh – against those who opposed his episcopal appointment and especially against adversaries of the Nicene Creed, provoked the implacable hostility of the Arians and philo-Arians.

Despite the unequivocal outcome of the Council, which clearly affirmed that the Son is of the same substance as the Father, these erroneous ideas shortly thereafter once again began to prevail – in this situation even Arius was rehabilitated -, and they were upheld for political reasons by the Emperor Constantine himself and then by his son Constantius II.

Moreover, Constantine was not so much concerned with theological truth but rather with the unity of the Empire and its political problems; he wished to politicize the faith, making it more accessible – in his opinion – to all his subjects throughout the Empire.

Thus, the Arian crisis, believed to have been resolved at Nicaea, persisted for decades with complicated events and painful divisions in the Church. At least five times – during the 30 years between 336 and 366 A.D. – Athanasius was obliged to abandon his city, spending 17 years in exile and suffering for the faith. But during his forced absences from Alexandria, the Bishop was able to sustain and to spread in the West, first at Trier and then in Rome, the Nicene faith as well as the ideals of monasticism, embraced in Egypt by the great hermit, Anthony, with a choice of life to which Athanasius was always close.

St Anthony, with his spiritual strength, was the most important champion of St Athanasius’ faith. Reinstated in his See once and for all, the Bishop of Alexandria was able to devote himself to religious pacification and the reorganization of the Christian communities. He died on 2 May 373, the day when we celebrate his liturgical Memorial.

The most famous doctrinal work of the holy Alexandrian Bishop is his treatise: De Incarnatione, On the Incarnation of the Word,the divine Logos who was made flesh, becoming like one of us for our salvation.

In this work Athanasius says with an affirmation that has rightly become famous that the Word of God “was made man so that we might be made God; and he manifested himself through a body so that we might receive the idea of the unseen Father; and he endured the insolence of men that we might inherit immortality” (54, 3). With his Resurrection, in fact, the Lord banished death from us like “straw from the fire” (8, 4).

The fundamental idea of Athanasius’ entire theological battle was precisely that God is accessible. He is not a secondary God, he is the true God and it is through our communion with Christ that we can truly be united to God. He has really become “God-with-us”.

Among the other works of this great Father of the Church – which remain largely associated with the events of the Arian crisis – let us remember the four epistles he addressed to his friend Serapion, Bishop of Thmuis, on the divinity of the Holy Spirit which he clearly affirmed, and approximately 30 “Festal” Letters addressed at the beginning of each year to the Churches and monasteries of Egypt to inform them of the date of the Easter celebration, but above all to guarantee the links between the faithful, reinforcing their faith and preparing them for this great Solemnity….

…Yes, brothers and sisters! We have many causes for which to be grateful to St Athanasius. His life, like that of Anthony and of countless other saints, shows us that “those who draw near to God do not withdraw from men, but rather become truly close to them” (Deus Caritas Est, n. 42).

As you recall, Benedict’s General Audience talks tended (like John Paul II’s) to be thematic, being really “mini courses” on some aspect of Church history or theology.  For a good long while, Benedict focused on great figures on the Church, beginning with the Apostles and moving forward in time to the early Church Fathers. These were, of course, collected and published by various publishers, including OSV. I wrote study guides for their collections. The pages for Athanasius (and others) are below, and you are welcome to download the entire pdf of the guide here – it’s a great free resource for either personal use or a study group – B16’s talks are online, this pdf is free – you’re good to go, without the ritual Catholics-charging-for-catechetical-materials-must-be-that-New-Evangelization.

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What’s your history of classroom tech?

The racket of IBM Selectrics in typing class? The square holes of data cards? (I can’t even type phrase that without hearing it in my Indian college professor’s voice.) Did you – or if you’re old enough, your parents – collect grocery receipts for Apple IIe computers? Mario Typing? Channel One?

It’s a history of promises and utopia, isn’t it? Promises of:

  • Individualized, self-paced learning
  • Global connections and awareness
  • Classroom and system efficiency
  • Parent-school cooperation
  • Financial savings
  • Preparedness for the workplace and the modern world in general.

How much has been written on these issues? Millions of words. I don’t want to add too much to that. What I have to say is particularly directed at Catholic education, which, in this country, has – not surprisingly – jumped right on the Tech Train, seeking, as it does it so much else, to do nothing more than ape public education.

The lack of critical, counter-cultural thinking in Catholic education is not surprising, but still continually disappointing nonetheless.

What I have to say today is pretty simple, and I’m going to say it mostly by quoting from others. I’d encourage you to follow the links and read more.

Bottom line:

The push for screens and internet-based learning to replace books and paper is sold to us as an inevitability that is, of course, best for students.

I invite you to never, ever, accept that premise, and to question it, from top to bottom every time it’s presented to you. 

Because the push for screens and internet-based learning is not about students. It’s about profit and data. 

Let’s go back to the dark ages – the 1990’s, when Channel One entered classrooms. It’s an instructive example because it was so controversial at the time, and what’s happening now with computer-based learning, particularly Google Classroom, raises similar issues, but does not seem to be raising the same kinds of questions.

The deal was this: Whittle Communications provided classroom televisions and satellite receivers to schools in exchange for schools having their students watch a daily news show provided by the company – called Channel One.  I taught in a school that took this deal, and yes, every day after opening prayer and the Pledge of Allegiance, we had to watch this – what, maybe 10-15 minute news show with advertisements (that was the controversial part).

As I said – it was controversial – accusations of schools selling out students, forcing them to watch advertisements and whatever editorial slant Channel One offered in its programming.

And those are questions that should have been raised. It was certainly problematic – not to speak of being a pain and an intrusion. But hey! We got free televisions!

What’s happening now is no different – well, it is different – because it’s worse. What’s happening now in so many systems is an unquestioning, eager acceptance of faulty premises about what’s best for students, allowing tech companies to simply take over education, set the standards, and dominate every aspect of the process from pre-assessment, to instruction, to testing to information infrastructure.

And all the while scraping your kids’ lives for data.

Tomorrow I’m going to take the issue on from a more personal perspective, ranting about sharing various experiences my own kids have had with this in their classrooms – amy-welbornsince I haven’t taught myself since the advent of intensive, intrusive classroom tech – in my day  – it was a big deal to get one classroom computer, period.

Today, I’m just going to leave you with some citations from other writers. I don’t agree with everything every one of these writers have to say about every issue – some of them tend to tilt definitely more leftward than I do, and many are hard-core opposed to charter and private schools – but on these matters, I’m indebted to their passion.

Here’s where I stand – before I get to the links:

  • Education – even up through high school – should be as screen-free as possible. I really don’t see any reason at all for elementary students to use computers or screens. Their brains need the holistic connection between mental and physical activity that comes with reading real books and writing on paper and using concrete manipulatives.
  • Everything I have read indicates that reading retention is stronger from reading from printed paper pages than it is reading from a screen. There is an aspect to spatial awareness that assists in retention. I know this is true for me because I can often, when trying to remember something I read, can retrieve it by thinking about where I read it on the page – top, bottom, middle. I don’t have that with a screen, which is why the only books I read on an e-reader are out-of-print books I can’t find anywhere else, for the most part. For sure, if I am reading non-fiction – serious history or theology – I must read a book – I must be able to have that experience of holding something physical in my hands, flipping back and forth, physically highlighting.
  • Anecdotal evidence suggests that students tend to prefer printed material, as well: “real books.” There are serious questions, as well, about the physical impact of all-day screen immersion, not only on brain chemistry and attention, but on other aspects of our physical health.
  • As the links below will emphasize, this is mostly about perceived financial savings (by schools and systems) and financial gain (by corporations). It is disappointing, as I said, to see Catholic schools buy into this.
  • Classroom tech does not improve efficiency. At all. It takes time to learn, there are bugs and disruptions, the Internet goes out, the power goes out, it presents distractions.
  • While there are great teachers out there, teachers as a group are not noble saints immune from human weakness. As I said, great teachers still work out there – my children are sitting in the classrooms of some excellent teachers as I write this. But – again – teachers are not saints or superhuman or uniformly excellent. There are lazy, inefficient, ignorant teachers whose worst habits are encouraged by classroom tech. I mean – who among us hasn’t encountered the teacher who does nothing more than hand out worksheets? Now he/she has a classroom full of kids who can be told to work in their Chromebooks and call it a day.

So yeah – basically, for me, it comes down to : The tech needed in a classroom is going to vary: kids studying AP Physics might need to use it more than they do in English class (or maybe not – I sort of have my doubts on that score, too). But the presumption should be: less tech is better. 

Now for the links:

Dear teachers: Don’t be good soldiers for the tech industry

There is an entire parasitic industry making billions of dollars selling us things we don’t need – standardized testsCommon Core workbook drivel, software test prep THIS, and computer test crap THAT.

We didn’t decide to use it. We didn’t buy it. But who is it who actually introduces most of this garbage in the classroom?

That’s right. US.

We do it. Often willingly.

We need to stop.

And before someone calls me a luddite, let me explain. I’m not saying technology is bad. It’s a tool like anything else. There are plenty of ways to use it to advance student learning. But the things we’re being asked to do… You know in your heart that they aren’t in the best interests of children.

I know. Some of you have no choice. You live in a state or district where teacher autonomy is a pathetic joke. There are ways to fight that, but they’re probably not in the classroom.

It’s not you who I’m talking to. I’m addressing everyone else. I’m talking to all the teachers out there who DO have some modicum of control over their own classrooms and who are told by their administrators to do things that they honestly disagree with – but they do it anyway.

We’ve got to stop doing it.

Corporations want to replace us with software packages. They want to create a world where kids sit in front of computers or iPads or some other devices for hours at a time doing endless test prep. You know it’s true because your administrator probably is telling you to proctor such rubbish in your own classroom so many hours a week. I know MINE is.

….

The EdTech shell game is not about improving student learning. It’s a commercial coup, not a progressive renaissance.

Think about it.

They call this trash “personalized learning.” How can it really be personalized if kids do the same exercises just at different rates? How is it personalized if it’s standardized? How is it personalized if it omits the presence of actual people in the education process?

It’s teach-by-numbers, correspondence school guano with graphics and a high speed Internet connection.

Personalized Learning Without People – An Education Scam from the 1980s Returns

This is seen as a way to save money by teaching without teachers. Sure, you still need a certified educator in the class room (for now) but you can stuff even more children into the seats when the teacher is only a proctor and not responsible for actually presenting the material.

The teacher becomes more of a policeman. It’s his job to make sure students are dutifully pressing buttons, paying attention and not falling asleep.

Moreover, this is sold as a way to boost test scores and meet the requirements of the Common Core. You can easily point to exactly which standards are being assessed on a given day and then extrapolate to how much that will increase struggling students’ scores on the federally mandated standardized test when they take it later in the year.

In fact, students’ answers on these programs are kept and recorded. They are, in effect, stealth assessments that can be used to judge and sort students into remediation classes or academic tracks.

Co-opting the Language of Authentic Education: The Competency Based Education Cuckoo

That’s what the whole program consists of – forcing children to sit in front of computers all day at school to take unending high stakes mini-tests. And somehow this is being sold as a reduction in testing when it’s exactly the opposite.

This new initiative is seen by many corporate school reformers as the brave new world of education policy. The public has soundly rejected standardized tests and Common Core. So this is the corporate response, a scheme they privately call stealth assessments. Students will take high stakes tests without even knowing they are doing it. They’ll be asked the same kinds of multiple-choice nonsense you’d find on state mandated standardized assessments but programmers will make it look like a game. The results will still be used to label schools “failing” regardless of how under-resourced they are or how students are suffering the effects of poverty. Mountains of data will still be collected on your children and sold to commercial interests to better market their products.

On “Competency-Based Education” ….and B.F. Skinner:

Parents, here’s the moral of the story: if you want your child “constantly interacting” with whatever corporate testing company your state has contracted with, and if you trust that company to be your child’s teacher, then by all means, CBE is for you.

And then a general rant from a couple of years ago – with good links. 

Dr. Kentaro Toyama, an associate professor at the University of Michigan’s School of Information, once believed that technology in the classroom could solve the problems of modern urban education. No Luddite, he had received his Ph.D. in computer science from Yale and had moved to India in 2004 to help found a new research lab for Microsoft; while there, he became interested in how computers, mobile phones and other technologies could help educate India’s billion-plus population.

Rather than finding a digital educational cure, he came to understand what he calls technology’s “Law of Amplification”: technology could help education where it’s already doing well, but it does little for mediocre educational systems. Worse, in dysfunctional schools, it “can cause outright harm.” He added: “Unfortunately, there is no technological fix…more technology only magnifies socioeconomic disparities, and the only way to avoid that is non-technological.”

From Ed Week:

What this discussion boils down to is a concern about student learning and a skepticism regarding the idea that technology is always necessary or appropriate. New tech tools might promote engagement, but students might also enjoy colorful pens and giant pieces of chart paper as a change of pace in environments that are proudly, and rigidly, paperless. Virtual discussion boards might be crucial for drawing out introverted students; they might also give students permission to sit back and type canned responses.

In his 2003 book The Flickering Mind, author Todd Oppenheimer argued that education technology had failed in its promise to transform education and that it may paradoxically impede learning. Oppenheimer, a journalist who visited a range of schools and institutions in the United States to examine how technology was shaping education, found that educators often conflated sleek but content-thin presentations with evidence of deep learning.

Educators also erroneously assumed that the use of tools like PowerPoint counted as relevant skill-building for the workplace. Oppenheimer suggests in the book that students are more likely to prosper if they develop “strong values and work habits,” and master “the art of discussion.”

 

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All right – first things first. As in…my things. 

I was in Living Faith on Monday – here’s the link. Look for an entry next Wednesday, as well.

Also check out Instagram this weekend – there’s a road trip happening.

The cover for my next book is up for viewing at the Loyola Press site!

Coming July: The Loyola Kids Book of Signs and Symbols.

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Signs and symbols…Bible stories…saints, heroes and history. 

It’s a series of books with which I’m very pleased – due in no small part to stellar design and artwork, for which I can take no credit. Please check out the whole series here and consider gifting it to your local Catholic school, parish – or even public library!

— 2 —

The most comforting thing I read this week was from Graham Greene’s preface to a collection of his stories. He wrote:

I would like too to explain the digging up from a magazine of the twenties of a detective story, “Murder for the Wrong Reason” Reading it more than sixty years later, I found that I couldn’t detect the murderer before he was disclosed. 

— 3 —

I found it comforting because this week I noticed that book to which I was allegedly a contributor was being published this summer. I had no recollection of this essay, but a quick search through my files revealed that yes, I had written said essay in March of 2017, sent it in and even invoiced for it. Once I reread the piece, I did, indeed recall it in detail, but there were those few moments before that in which you’d asked me out of the blue, Hey , what about that essay you wrote for the Living Faith collection? I would have stared at you…blankly. Granted, there’s a big difference between a sixty-year memory glitch and..well…one year. But still. I’ll take that small comfort, if allowed.

To be published in mid-June: 

PDF sample available here, and here’s the Table of Contents. With my name in it, indeed.

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— 4 —

More book news (for those who only come here on Fridays) – I’ve made How to Get the Most Out of the Eucharist available as a free pdf here. 

(One of several free ebooks I have available)

And don’t forget Son #2’s Amazon author page and personal author page. 

— 5 —

Moving on….

Very interesting: “How I got the BBC to apologise for misrepresenting my Jesuit ancestor.”

It was in these dangerous circumstances that Fr Gerard, a tall and dashing young Jesuit, landed by night on the Norfolk coast, shortly after the defeat of the Spanish Armada, when anti-Catholic feelings were at a high. Disguising himself first as a falconer and then as a country gentlemen, he met contacts in Norwich who introduced him to a network of Catholic sympathisers across Norfolk and nearby counties.

Moving from one country house to another, Fr Gerard managed to persuade their owners, at substantial risk to themselves, to use their houses as centres for building local Catholic communities. In the process he made numerous converts to the faith, at least 30 of whom subsequently became priests themselves….

….

After three years Fr Gerard was moved to the Tower of London where he was further interrogated and badly tortured. But despite being weakened by imprisonment and ill treatment, he engineered a daring and ingenious escape across the moat, listed by Time magazine as one of the 10 greatest prison escapes in history. Somehow he managed to resume his activities and continue his mission for another eight years, until he was forced to leave the country in the aftermath of the Gunpowder Plot.

As a priest, he knew several of the plotters and was quite close to at least one of them, whom he had converted to Catholicism. Robert Cecil, James I’s spymaster and principal adviser, wanted to pin the blame for the Gunpowder Plot on the Jesuits and on John Gerard in particular, whose earlier escape from the Tower had not been forgotten.

But despite extreme methods, Cecil was unable to extract any credible evidence against Fr Gerard. Under interrogation and in one case torture, the two surviving plotters “admitted” that he had said Mass for them after their first meeting, but both firmly insisted that he had no knowledge of the plot itself. Another of the plotters wrote that they had deliberately kept him in the dark, because they knew he was opposed to violence and would have talked them out of it….

…He has been an inspiration to members of my family for hundreds of years and it came as a shock to see him featured in the BBC historical drama Gunpowder, clearly represented as being “in on the plot”. The characterisation of Fr Gerard was so far removed from all historical accounts that I believed it could only have been a deliberate misrepresentation.  More

— 6 —

And this:

Obianuju Ekeocha, the founder of Culture of Life Africa, has written an open letter to MPs ahead of a Westminster Hall debate tomorrow on “Access to reproductive rights around the world”.

In the letter, sent by SPUC, Ms Ekeocha, author of Target Africa, takes issue with the premise of the debate being sponsored by Stella Creasy, Labour MP for Walthamstow, saying it confirms the reality that the UK has become a “lead neocolonial master.”

Reproductive rights?

In the letter, Ms Ekeocha explains that although her country, Nigeria, is now independent of British colonial rule, “in recent years, we are noticing the footprints of the United Kingdom all over Africa as they have become one of the most enthusiastic western proponents of so-called ‘reproductive rights’, a concept that is seen and understood all across Africa as abortion, contraception, sterilisation and graphic (age-inappropriate) sexuality education.”

Funding illegal abortion

She points out that about 80 per cent of the African countries have continued to resist and reject the notion that abortion should be legal, and that it is “an idea that is incompatible with our culture which teaches us that every human being carries bloodlines of clans and families that are never to be forgotten and that our lives begin right from our mothers’ womb.”

We find “organizations like Marie Stopes International, International Planned Parenthood Federation and IPAS…running expensive lobbying campaigns at our parliaments to legalize abortion even against the will of the people,” she continues. “And when we investigate, we find out that some of these organizations are performing illegal abortions in African countries where abortion is not legal.”

 

— 7 —

Great news for Catholic education in Birmingham – one of our already excellent Catholic schools is taking it up a notch and going classical – in other words, thinking with the mind of the Church on education. 

For more Quick Takes, visit This Ain’t the Lyceum!

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  • After an almost 2-week break (including most of Holy Week) we are back for the final push. As much as we push, which is not much.
  • We’ll  be in “session” until the latter part of May, when brother’s school dismisses for the summer and the real learning begins.
  • A late start – not only were we tired from the drive back from Charleston, I had to do final edits on my Living Faith contributions for the Oct-Dec issue.
  • (Next task…finishing up a Lent 2017 devotional….for once I was working on a seasonal project during the actual correct season. That’s rare.)
  • First up: Annunciation. Talked about the source of the word,then read the readings and prayed the prayers. Then he read the chapter on the event from the grade 5 volume of Faith and Life. 
  • Next, relating of a dream that involved The Matrix,The Regular Show and some other pop culture artifact.
  • Then, as we started Latin, he asked how, if the 3 Sisters had prophesied  that Macbeth would not be killed by anyone of woman born, how it was that MacDuff killed him? Um…let me explain….
  • That task done, time for Latin. Reviewed prepositions and adjectives from the last chapter, as well as the 3 tenses of eo, ire (to go). Moved on to the next chapter and introduced that vocabulary and its derivatives.
  • (I should add – no copywork. It was late and we were going to have to be short because of errands and early Brother School dismissal, so I just wanted to get the big stuff going for the week)
  • Poetry – we are reviewing the poetry he has memorized so far.  We started today with “No Man is an Island” and Dickinson’s “Hope.” He did well on both and came out with parts of “Blow, blow thou winter wind” even though he’d never purposefully memorized it, only done it for copywork and discussed it with me, and then did a paraphrase of “All the World’s a Stage.” Yes, we worked on As You Like It earlier in the year.
  • For writing, we started the next chapter of Writing and Rhetoric. Before Easter, the focus was refutation, and now, dealing with the same Bre’r Rabbit story, he will move on to confirmation. So today was just reading and thinking about that.
  • History: before we start the next chapter in the text, we’re filling in some gaps in social and economic history from A History of Us (volume 4) – chapters on transportation – canals, steam & the railroads.
  • Talking about the Erie Canal led to other things – first, the Panama Canal, then the Suez. Maps were pulled up, brief history discussed. Then the Amazon River was brought to mind, and the question of length relative to the Nile wondered about. So that question was pulled up, and the answer is fairly technical and not clear-cut. (Most agree the Nile is longer, but there are those who disagree). He then wanted to show me photographs of Mount Roraima which, he explained was part of the inspiration for Sir Arthur Conan Doyle’s book The Lost World which he tried to read once, but, he continued, did not finish because of the detail of description, especially since the bulk of it was contained in one character’s dozens-of-pages-long speech.
  • This brought to mind planet 55 Canri e, which he told me all about, mostly focusing the theory that because of the high temperatures of a side of the planet that permanently faces the sun, the surface of the planet might be diamonds (or not). We discussed what the plot of a story about such a planet might be.
  • We had great news (to me) in that Beast Academy 5B finally has a pub date – the end of this month. Since the topics covered involve fractions, we’ll stop what we’re doing with that and fill in the next couple of weeks with quick daily review sheets, logic and problem-solving. Today he just did a few pages from this book.

    We’ll be hitting science intensely over the next few weeks, since we still have a frog somewhere in the house waiting to be dissected, as well as a few other organs. But then…the weather has also turned into spring, and there are plenty of places to spend the homeschool day other than home.

    Afternoon errands included library, where he snagged the next couple of volumes of a series he’s enjoying for light reading. Boxing and the final zoo class tomorrow.

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— 1 —

So Advent started and I was sort of ready.

amy-welborn7

I had one Advent candle – this nifty burn-it-down version I got in Germany last year. But I was a slacker on the wreath candles. Didn’t get them until Monday. It’s fine.

 

— 2 —

Last Saturday was the Day of Rivalry around here, as it probably was where every you live, too. Here it’s the Iron Bowl – Alabama v. Auburn, the first game of which was played in 1893 barely a mile from my house.

Given that the football fan in this house is a Gator, our interest in the game was such that we managed to tear ourselves away from it and go to Mass Saturday evening.

Can we find a seat?

 

– 3—

The saints go marching in during Advent. Every day gives us a chance to encounter someone who embodies a different aspect of discipleship – from different eras and different lands, with varied temperaments, talents and interests. I keep saying again and again if I were designing an elementary religious education program, I’d make it liturgy and saint based. Discuss every day’s Scripture readings, continually set them in context, haul out the maps and timelines, explore art, bring out the saint(s) of the day, talk about them and their spirituality, their embodiment of the virtues, haul out those maps and historical timelines again, and there you go. Stories. Everything can hang on stories for children, stories vividly and engagingly told, and told every single day. I’ve always been so disappointed when my kids in Catholic schools have come home and I ask…did you all talk about the saint of the day today? And usually I got a nope.

They talked about the rainforest though!

— 4 —

Oh yes. John Damascene. Allow me to step aside.

Today I should like to speak about John Damascene, a personage of prime importance in the history of Byzantine Theology, a great Doctor in the history of the Universal Church. Above all he was an eyewitness of the passage from the Greek and Syrian Christian cultures shared by the Eastern part of the Byzantine Empire, to the Islamic culture, which spread through its military conquests in the territory commonly known as the Middle or Near East. John, born into a wealthy Christian family, at an early age assumed the role, perhaps already held by his father, of Treasurer of the Caliphate. Very soon, however, dissatisfied with life at court, he decided on a monastic life, and entered the monastery of Mar Saba, near Jerusalem. This was around the year 700. He never again left the monastery, but dedicated all his energy to ascesis and literary work, not disdaining a certain amount of pastoral activity, as is shown by his numerous homilies. His liturgical commemoration is on the 4 December. Pope Leo XIIIproclaimed him Doctor of the Universal Church in 1890.

In the East, his best remembered works are the three Discourses against those who calumniate the Holy Images, which were condemned after his death by the iconoclastic Council of Hieria (754). These discourses, however, were also the fundamental grounds for his rehabilitation and canonization on the part of the Orthodox Fathers summoned to the Council of Nicaea (787), the Seventh Ecumenical Council. In these texts it is possible to trace the first important theological attempts to legitimise the veneration of sacred images, relating them to the mystery of the Incarnation of the Son of God in the womb of the Virgin Mary.

John Damascene was also among the first to distinguish, in the cult, both public and private, of the Christians, between worship (latreia), and veneration (proskynesis): the first can only be offered to God, spiritual above all else, the second, on the other hand, can make use of an image to address the one whom the image represents. Obviously the Saint can in no way be identified with the material of which the icon is composed. This distinction was immediately seen to be very important in finding an answer in Christian terms to those who considered universal and eternal the strict Old Testament prohibition against the use of cult images. This was also a matter of great debate in the Islamic world, which accepts the Jewish tradition of the total exclusion of cult images. Christians, on the other hand, in this context, have discussed the problem and found a justification for the veneration of images. John Damascene writes, “In other ages God had not been represented in images, being incorporate and faceless. But since God has now been seen in the flesh, and lived among men, I represent that part of God which is visible. I do not venerate matter, but the Creator of matter, who became matter for my sake and deigned to live in matter and bring about my salvation through matter. I will not cease therefore to venerate that matter through which my salvation was achieved. But I do not venerate it in absolute terms as God! How could that which, from non-existence, has been given existence, be God?… But I also venerate and respect all the rest of matter which has brought me salvation, since it is full of energy and Holy graces. Is not the wood of the Cross, three times blessed, matter?… And the ink, and the most Holy Book of the Gospels, are they not matter? The redeeming altar which dispenses the Bread of life, is it not matter?… And, before all else, are not the flesh and blood of Our Lord matter? Either we must suppress the sacred nature of all these things, or we must concede to the tradition of the Church the veneration of the images of God and that of the friends of God who are sanctified by the name they bear, and for this reason are possessed by the grace of the Holy Spirit. Do not, therefore, offend matter: it is not contemptible, because nothing that God has made is contemptible” (cf. Contra imaginum calumniatores, I, 16, ed. Kotter, pp. 89-90). We see that as a result of the Incarnation, matter is seen to have become divine, is seen as the habitation of God. It is a new vision of the world and of material reality. God became flesh and flesh became truly the habitation of God, whose glory shines in the human Face of Christ.

Quite fitting for Advent.

— 5 —

I am always looking for quotes, poems and passages to tie into the natural and liturgical seasons.  I’ve mentioned this site before, and I will mention it again – It’s comprehensive. A great source for copywork. And just browsing.

— 6

I spent an inordinate amount of time last night studying the first chapters of both Patrick Samway’s and Jay Tolson’s biographies of Walker Percy in conjunction with Google Maps and various other resources. For you see, Percy was born in Birmingham, and this is where he lived until his father committed suicide. I was aware of the general Percy landscape – homes around Five Points and in Mountain Brook, etc..but I realized that in the years I have lived here, I had never really gotten into it and studied up on things. So I did, and in the process learned that next year – May 28, 2016 – is the centenary of Percy’s birth right here at St. Vincent’s hospital in Birmingham, Alabama.

Wheels turning…..

 

— 7 —

Have you ever read Michelangelo’s letters? Probably not. Me neither before recently.  I dipped into them last week and was fascinated, I tell you. I do love letters (it has been a theme over the past few months, hasn’t it…Alphonsus Liguori, Francis Xavier, Catherine of Siena….) – they reveal so much and are so helpful in undoing mythmaking, especially that which we have done in our own head.

Michelangelo’s letters are absolutely lacking in revelation about his creative process – nary a word about the actual act of painting or sculpting – but they are full of business and family matters. He is mostly annoyed, most of the time, feeling taken advantage of by patrons and family (and he was), exhausted, frustrated, not to speak of those kidney stones. There is a long thread to his nephew regarding the latter’s potential marriage, which Michelangelo eventually reminding the guy that well, you know you’re not the best-looking guy in Florence, so maybe lower your expectations a little. He tells the same nephew to please get someone else to actually write his letters for him because his handwriting is so poor the strain of trying to decipher it  makes Michelangelo physically ill.

Oh, and speaking of Michelangelo, this past week, I discovered this series of art videos via Khan Academy – and they are quite good. Not too long, casual, but not cute, substantive but not too heavy. Keeping to the theme:

Below is a random video from the playlist – on a church that is expressive of “Andean Baroque” and an object of restoration

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Below are titles I’ve written or had a hand in that might be useful for adult education programs in your parishes – or even for individual study.

Updated 2021

"amy welborn"

First, some formal studies:

Loyola Press has a series of Scripture studies, and I wrote two of them:

Parables: Stories of the Kingdom

and

Matthew 26-28: Jesus’ Life-Giving Death.

Spanish edition of the latter. 

Both are designed to be used over 6 weeks.  You can tell because the series is called 6 Weeks with the Bible. 

If you’d like something just as substantive but a little less structured, you could try The Words We Pray, also published by Loyola.

It’s a series of essays connecting the content, historical background and spiritual resonance of traditional Catholic prayers.

I have a page about the book here.

Here’s an excerpt at the Loyola site. An excerpt of the excerpt:

The words of our traditional prayers are also gifts from the past, connecting us to something very important: the entirety of the Body of Christ, as it was then, as it is now, and as it will be to come.

How many billions of times have Christians recited the Lord’s Prayer? How many lips, both Jewish and Christian, have murmured the ancient words of the Psalms?

There is a sense in which each of us is alone in the universe. At the end, there is no one but us and God. We are beholden to no one but him, and he is the one we face with an accounting of how we have used this gift called life.

But we are not alone. We have billions of brothers and sisters, all of whom breathe the same air and whose souls look to the same heights for meaning and purpose.

We whisper the words of the Hail Mary at our child’s bedside, in concert, in God’s time, with every other mother who has looked to the Virgin for help and prayers when the burdens of parenthood seemed unbearably heavy.

Every child stumbling through the words of the Lord’s Prayer, offering up simple prayers for simple needs out of the simplest, deepest love—every one of those children has countless companions lisping through the same pleas, and we are among those companions.

Together we beg God for mercy, we rage at God in confusion, we praise God in full throat. And when we do so using the Psalms, we are one with the Jews and Christians who have begged, raged, and praised for three thousand years.

We’re not alone. And when we pray these ancient prayers, in the company of the living and the dead, we know this.

I know of several small groups through the years that have used The Words We Pray as a source book.  It might be nice for RCIA as well.

Do you want something FREE?

If your group members have access to computers or tablets – which most of us do – you could use Come Meet Jesus ,  Mary and the Christian Life, or Mary Magdalen: Truth, Legends and Lies. 

More about Come Meet Jesusincluding the download.

More about Mary and the Christian Life.

More about Mary Magdalene: Truth, Legends and Lies.

Also FREE:amy-welborn

Pope Benedict XVI gave years’ worth of substantive, themed General Audience talks. They are all available online, and I wrote study guides to two sets: those on the Apostles, and those on the Early Church fathers. Those study guides are out of print, and as such, the rights have reverted to me. I have them available as free pdf to download and use as you wish – as individuals, with groups.

The Apostles

The Fathers

Of course I can’t claim the central content for this, but I did write the study guide for Fr. Robert Barron’s series on Conversion.  Both it and the 6 Weeks with the Bible study on Matthew would be good for Lent, for those of you planning ahead. (It will be here sooner than you know!)

If you are using the first Pivotal Players series from Word on Fire – you might consider the prayer/reflection book I wrote as a companion. 

Finally, you might also find Michael’s How to Get the Most Out of the Eucharist and The How to Book of the Mass  useful – the former for study/discussion groups, and the latter for RCIA.

Oh, one more thing.  Fiction-reading groups are very popular and a great way to bring up interesting issues of faith in a non-threatening and not-overly personal kind of way (although the good group facilitator will have developed the skill of tactfully handling the oversharers anyway, right?).  There are loads of good books out there for that purpose, but you might take a look at the titles in the Loyola Classics series.  I was the General Editor of this series for a long time – that means I cleared rights to books, acquired authors to write the forwards and then wrote the author bios and discussion questions for each book.

Most are out of print now, but six remain – and if you can find the Loyola editions of the others, they all have study and reflection questions at the end.

"amy welborn"

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