Search

Results

Sign & sacrament

26 Jan 2014 - Third Sunday in Ordinary Time, Cycle A

We’ve heard the grim statistics about our nation’s public schools. Ranked fifth in education spending around the globe, we’re 21st in science literacy and 25th in math literacy. And don’t even talk about reading: 69 percent of our students are not proficient readers in eighth grade. Children in private schools do better, of course—not only in their subjects but in their prospects after school days are behind them. And some of the most forward-looking education of all can be had in Catholic schools. It’s Catholic Schools Week. Thank a teacher and support your local school. For more “Sign & sacrament” material, search the Prepare the Word database by today’s scripture reading, a particular theme, or a special occasion.

Education

Restricted
Exploring the word

16 Sep 2012 - Twenty-fourth Sunday in Ordinary Time, Cycle B

Recently I toured a local observatory where the eager staff assured our group that, despite our camera-snapping presence, they were still “doing science” during our visit. It was obvious they knew what they meant by that, even though it sounded quirky and mysterious to us. When my friends and I get together for dinner, we likewise “do theology” and are quite certain among ourselves what we intend by that phrase. I presume people “do” accounting, firefighting, parenting, farming, policing, social working, or perhaps even “monking” with the same purposeful awareness of their task. When it’s your profession, you better know what the goals are and how to attain them. This weekend celebrates Catechetical Sunday. While catechists know what that means, does the rest of the assembly? Catechesis is not intended to be a mysterious enterprise. It involves handing on the faith we’ve received from the last generation for the sake of the next. We do this in two ways: through teaching and evangelization. The teaching part is more or less simple: pass on the faith facts. The other part is trickier: facilitate faith formation through an encounter with the Risen Lord. Now let’s be clear: A religious educator cannot make you encounter Jesus, but she or he may arrange an introduction and invite you to be present for the meeting. It could be an hour of prayer, a lecture, a social-service project, a discussion group, or a night of recreation. Jesus promises to be where we are gathered. You don’t have to encounter him. But you might. The offer is there. This faith-formation aspect of religious education was long neglected by the church. Many of us grew up in a parish that taught children faith facts and then let us all off the hook after age 13 or so. Once you got that, what else did you need to know? A lot, actually. When Jesus asked the question, “Who do you say that I am?” the correct answer was not, “why, you’re Jesus, of course.” It’s not even enough to give a doctrinally sound answer as Saint Peter does: “You are the Christ,” because while Peter had the facts straight, he had Jesus wrong. Peter imagined he knew Jesus well, but he didn’t appreciate the most important things about his purpose and mission: what it cost Jesus to be the Christ, and what it might cost Peter to be his disciple. As spiritual writer Margaret Silf says, belief in God doesn’t mean defining God correctly; it means living a life of trust in God. Which is why the Letter of James argues that faith is the starting point of works and has no meaning apart from them. Today is a day to thank all those who teach us how to live what we profess: parents, DREs, preachers, spiritual directors, faithful friends. Related scripture links The inheritance of the meek: Matt. 5:5 Kingdom paradoxes: Mark 4:30-32; 8:35; 10:31, 43-44; Matt. 1:23; 3:14-15; 5:3-12; 10:39; 11:2-6; 18:4; 19:30; 20:16, 26-28; 23:11-12; Luke 1:46-55; 4:18-19; 6:20-28; 7:22; 9:48; 13:30; 14:7-14; 15:32; 18:14; 20:17 Catechism links Catechesis: CCC 4-10; 282; 426-429; 904-907; 1074-1075; 1696-1698; 2033; 2221-2226; 2688

Authors Alice Camille

catechetical sunday catechesis religious education

Restricted
Exploring the word

23 Oct 2011 - Thirtieth Sunday in Ordinary Time, Cycle A

Life is complicated, but religion doesn’t have to be. If you can’t recite the Ten Commandments, list the nine Choirs of Angels, explain the reason we have Octaves, name the seven Capital Sins—or the six Precepts of the Church, five books of the Pentateuch, four gospel Evangelists, three major prophets, what was made on the second day of Creation, or know why there’s a partridge in the doggone pear tree at Christmastime, it’s OK! The salvation of your immortal soul doesn’t depend on the acquisition of a lot of information. What it all comes down to, according to Jesus, is quite simple: Love God, and love one another. If we do that, the rest of the details take care of themselves. That isn’t to diss the catechetical ministry, upon which some of us, including me, make our bread and butter. Education is helpful in every aspect of life, and religious education enriches us for the tasks of our lives by enlarging our understanding. Learning feeds the heart and soul as well as the mind, which in turn equips us for the task of loving. It’s all good. But nobody flunks Christianity 101 by not being able to list all 20 mysteries of the Rosary on short notice. (I’m usually stuck on at least two myself, and I wrote a book about them.) Religion isn’t a memory game, and the final exam, if you remember Matthew 25, doesn’t include data retrieval of any kind (with regrets to your Confirmation teacher). By the time we get to Judgment Day we discover we’ve already handed in our work. And the work, as it happens, exclusively involves how much and in how many ways we’ve shared our love. Jesus wasn’t tossing a game-changer at the scholar who questioned him. The law of God was always about love, if we paid attention to the passage from Exodus—or just about any passage of the law and prophets. These “new” commandments merely summarize and abbreviate all that’s gone before, Jesus says. In John’s gospel, of course, Jesus further distills the teaching to one command: Love one another. He’s not eliminating the obligation to love God but acknowledging that the way God wants to be loved is through demonstrations of care for each other. We live on a small planet, as we’re beginning to appreciate in this century as never before. There’s no room for hate on this little world of ours, nor indifference to the plight of anyone, no matter how different or far away. How much less, then, can we afford to turn our hearts from the people closest to us: spouses, family members, fellow parishioners, neighbors, coworkers, fellow citizens, and resident noncitizens. Love is what we’re here for. Let’s get to work. Related scripture links Loving the law: Deut. 6:4-6; Ps. 1:1-3; Ps. 119; Sir. 39:1-11; Jer. 31:33; Ezek. 36:26-27; Heb. 10:16 Love God unreservedly: Deut. 6:5 Love your neighbor as yourself: Lev. 19:18 Love God with your strength, too: Mark 12:30; Luke 10:27 Catechism links Sins against the neighbor: CCC 1867 The Decalogue: CCC 707-710; 1961-1964; 2056-2074 Jesus and the law: CCC 577-582; 1824; 1965-1974 The Great Commandment: CCC 2052-2055; 2083

Authors Alice Camille

religious education love god judgment day love your neighbor law of god

Restricted
Exploring the word

19 Sep 2010 - Twenty-fifth Sunday in Ordinary Time, Cycle C

PEDAGOGY IS AN ugly word to use at the start of a homily. Better to talk about the way we learn and how it shapes what we learn. It's Catechetical Sunday, not exactly a church feast but a significant feature on the landscape of religious understanding. It's a time to remind ourselves that when it comes to religious education, none of us ever graduate. Religious education gets pegged as something that happens to parochial school children or in Confirmation classes. It's something new parents are forced into to get their kids baptized. Certainly religion teachers and DREs offer a tremendous service to our community in their careful presentation of the faith. But have you considered how the presider is also a catechist, as is the preacher? Liturgy is the most important catechism of the church because it's the one everyone learns just by showing up. We learn by saying our part and attending to the responses. But we also learn from songs, gestures, the movement of the action from the Sign of the Cross to the Act of Contrition, from word to sacrament, from responsorial psalm of praise to silent prayer of thanksgiving after communion. While the homilist's primary motive is not catechetical, a little "stealth catechesis" once a while doesn't hurt. Liturgy and sacrament are great teachers. So is the moral life as a whole. Practice makes perfect, and even those of us who aim much lower than perfection still learn a lot from every attempt we make to love better, forgive more, fear and judge less, be more generous. Environment shapes our learning, too. Remember all the posters in your early classrooms? The alphabet and numbers running colorfully around the room? Catholic environment is composed of words of grace and images of holiness. If you doubt it, try putting a crucifix in every room of your home. Erect a small prayer shrine in a corner. Post your favorite scripture verse on the fridge. Of course it's good to make conscious choices for adult learning, too. Read a Catholic book; for suggestions, check out the catholicsread.org website or visit the nearest Catholic bookstore. Attend a retreat or parish workshop. Join a faith-sharing group. Subscribe to a Catholic magazine, paper, or news site. Find out what the bishops really said; don't settle only for media reports. Is a commercial for religious education necessary? Yes, and biblical. We know that when it comes to how grace operates in the world, God doesn't add things up as we do. A duplicitous steward may show more spunk than a disciple of Jesus. If we want to learn the new math, we had better do our homework. Related scripture links Great cheaters of the Bible: Abraham (Gen. 12:10-20, 20:1-18); Abraham and Sarah (Gen. 16:1-15); Isaac (Gen. 26:6-11); Jacob (Gen. 27:1-45); Laban (Gen. 29:15-30); Rachel (Gen. 31:19-35); Onan (Gen. 38:8-10); Tamar (Gen. 38:11-30); Joseph (Gen. 44:1-34); Ruth (Ruth 3:1-9); Saul (1 Sam. 28:4-25); Judith (Jth. 10-13) An Israelite without guile: John 1:47 Catechism links Money: CCC 952; 2269; 2401-2414; 2419-2425; 2443-2449 Pray for the powerful: CCC 1349; 1900-1904; 2240; 2636; 2822

Authors Alice Camille

religious education Catechism liturgy sacraments Teach

Restricted
Education moves to the head of the class

01 Feb 2009 - Preaching the News for Sunday

This Sunday's gospel focuses on Jesus' power and authority as a teacher and the amazement it evoked from those who heard him teach. Proponents and opponents alike of the economic stimulus bill moving through Congress are expressing amazement at the scope of assistance it includes for schools and teachers at all levels of education. The plan would shower U.S. school districts, child care centers, and university campuses with $150 billion in new federal spending, a vast two-year investment that would more than double the Department of Education's current budget. The proposed emergency expenditures in nearly every area of education, including school renovation, special education, Head Start, and grants to needy college students, would amount to the largest increase in federal aid since Washington began to spend significantly on education after World War II. Critics and supporters alike said that by its sheer scope the measure could profoundly change the federal government's role in education, which has traditionally been the responsibility of state and local government. Supporters say the aid will bring crucial financial relief to the nation's 15,000 school districts and to thousands of campuses otherwise threatened with severe cutbacks. "This is going to avert literally hundreds of thousands of teacher layoffs," U.S. Education Secretary Arne Duncan said Tuesday. But Republicans strongly criticized some of the proposals as wasteful spending and an ill-considered expansion of the federal government's role, traditionally centered on aid to needy students, into new realms like local school construction. Source: An article by Sam Dillon for the International Herald Tribune

Education economic stimulus department of education arne duncan

Restricted
Education moves to the head of the class

01 Feb 2009 - Preaching the News for Sunday

This Sunday's gospel focuses on Jesus' power and authority as a teacher and the amazement it evoked from those who heard him teach. Proponents and opponents alike of the economic stimulus bill moving through Congress are expressing amazement at the scope of assistance it includes for schools and teachers at all levels of education. The plan would shower U.S. school districts, child care centers, and university campuses with $150 billion in new federal spending, a vast two-year investment that would more than double the Department of Education's current budget. The proposed emergency expenditures in nearly every area of education, including school renovation, special education, Head Start, and grants to needy college students, would amount to the largest increase in federal aid since Washington began to spend significantly on education after World War II. Critics and supporters alike said that by its sheer scope the measure could profoundly change the federal government's role in education, which has traditionally been the responsibility of state and local government. Supporters say the aid will bring crucial financial relief to the nation's 15,000 school districts and to thousands of campuses otherwise threatened with severe cutbacks. "This is going to avert literally hundreds of thousands of teacher layoffs," U.S. Education Secretary Arne Duncan said Tuesday. But Republicans strongly criticized some of the proposals as wasteful spending and an ill-considered expansion of the federal government's role, traditionally centered on aid to needy students, into new realms like local school construction. Source: An article by Sam Dillon for the International Herald Tribune

Education economic stimulus department of education arne duncan

Restricted
Faith communities hit by economic downturn

11 Oct 2009 - Preaching the News for Sunday

The psalmist this Sunday calls on the Lord to "prosper the work of our hands." Faith communities, however, are finding little prosperity from the effects of the economic recession, a new survey said. Hard times are forcing closures of congregations and schools and the downsizing of staff and ministry programs. "In 2010, I think we're going to see 10 or 15 percent of congregations saying they're in serious financial trouble," said David Roozen, a lead researcher for the Faith Communities Today multi-faith survey, which measures congregational health annually. "With around 320,000 or 350,000 congregations, that's a hell of a lot of them." Before the stock market tanked a year ago, 19 percent of U.S. congregations described their finances as excellent, down from 31 percent in 2000, according to the poll. Mainline Protestant churches were among the most vulnerable to the downturn. But Roman Catholic dioceses for years have been struggling with maintaining their aging churches, paying salaries and health insurance, and funding settlements over clergy sex abuse. With the hit to investment income and a drop in donations, they are now freezing salaries and cutting ministries and staff. The Archdiocese of Detroit, at the heart of the economic meltdown, had a $14 million shortfall in the fiscal year that ended in June 2008. The National Catholic Education Association is still measuring the toll on its schools but expects grim news from the hardest hit states after years of declining enrollment. "Some schools that were on the brink--this whole recession has just intensified that," said Karen Ristau, president of the association. Religious leaders said the next year or so will be key in determining which organizations survive the downturn intact. Even if the recession ends soon, religious fundraisers said the uncertainty donors feel will not lift immediately, prolonging the difficulties for congregations, schools, and ministries. Source: An article by Rachel Zoll for the Associated Press

ministry karen ristau national catholic education associatio archdiocese of detroit faith communities today david roozen congregations denominations churches recession church giving church schools

Restricted
Math scores do not add up to progress

25 Oct 2009 - Preaching the News for Sunday

The Lord guides the people of Israel "so that none shall stumble," we hear in this Sunday's first reading. It appears, however, that U.S. schoolchildren need a bit more guidance when it comes to math. For the first time since 1990 America's fourth-graders stumbled a bit, showing no improvement in test scores. According to the latest data from the National Assessment of Educational Progress, known as the nation's report card, scores for fourth-graders in four states actually declined between 2007 and 2009--the first time any state has shown a drop since all 50 states began participating in the assessment in 2003. "This is a warning light that there's something going on here, and school districts should look into it," said Jack Jennings, president of the Center on Education Policy in Washington. But noting that long-term trends are still positive, he said, "it's not an alarm bell." The lack of progress, education advocates said, was striking enough that the country should be asking hard questions about its math education, particularly for younger students. "This may mean we've gotten all the octane we can out of our current math teaching force," said Amy Wilkins, a vice president of the Education Trust, a nonprofit organization dedicated to reducing achievement gaps. "What can we do to get more really good math teachers not only into the profession, but into high-poverty and high-minority schools?" To that end a White House report released Monday concluded that money from a $787 billion stimulus package had helped states fill budget gaps that would have cost many teachers their jobs in school districts and public universities across the country. The report estimates that stimulus spending has created or saved 250,000 teaching or other education jobs this year. Source: Articles by Amanda Paulson for the Christian Science Monitor and the Associated Press

math education trust amy wilkins center on education policy jack jennings fourth graders national assessment of educational progress test scores schoolchildren Education stimulus plan

Restricted
Math scores do not add up to progress

25 Oct 2009 - Preaching the News for Sunday

The Lord guides the people of Israel "so that none shall stumble," we hear in this Sunday's first reading. It appears, however, that U.S. schoolchildren need a bit more guidance when it comes to math. For the first time since 1990 America's fourth-graders stumbled a bit, showing no improvement in test scores. According to the latest data from the National Assessment of Educational Progress, known as the nation's report card, scores for fourth-graders in four states actually declined between 2007 and 2009--the first time any state has shown a drop since all 50 states began participating in the assessment in 2003. "This is a warning light that there's something going on here, and school districts should look into it," said Jack Jennings, president of the Center on Education Policy in Washington. But noting that long-term trends are still positive, he said, "it's not an alarm bell." The lack of progress, education advocates said, was striking enough that the country should be asking hard questions about its math education, particularly for younger students. "This may mean we've gotten all the octane we can out of our current math teaching force," said Amy Wilkins, a vice president of the Education Trust, a nonprofit organization dedicated to reducing achievement gaps. "What can we do to get more really good math teachers not only into the profession, but into high-poverty and high-minority schools?" To that end a White House report released Monday concluded that money from a $787 billion stimulus package had helped states fill budget gaps that would have cost many teachers their jobs in school districts and public universities across the country. The report estimates that stimulus spending has created or saved 250,000 teaching or other education jobs this year. Source: Articles by Amanda Paulson for the Christian Science Monitor and the Associated Press

math education trust amy wilkins center on education policy jack jennings fourth graders national assessment of educational progress test scores schoolchildren Education stimulus plan

Restricted
Math scores do not add up to progress

25 Oct 2009 - Preaching the News for Sunday

The Lord guides the people of Israel "so that none shall stumble," we hear in this Sunday's first reading. It appears, however, that U.S. schoolchildren need a bit more guidance when it comes to math. For the first time since 1990 America's fourth-graders stumbled a bit, showing no improvement in test scores. According to the latest data from the National Assessment of Educational Progress, known as the nation's report card, scores for fourth-graders in four states actually declined between 2007 and 2009--the first time any state has shown a drop since all 50 states began participating in the assessment in 2003. "This is a warning light that there's something going on here, and school districts should look into it," said Jack Jennings, president of the Center on Education Policy in Washington. But noting that long-term trends are still positive, he said, "it's not an alarm bell." The lack of progress, education advocates said, was striking enough that the country should be asking hard questions about its math education, particularly for younger students. "This may mean we've gotten all the octane we can out of our current math teaching force," said Amy Wilkins, a vice president of the Education Trust, a nonprofit organization dedicated to reducing achievement gaps. "What can we do to get more really good math teachers not only into the profession, but into high-poverty and high-minority schools?" To that end a White House report released Monday concluded that money from a $787 billion stimulus package had helped states fill budget gaps that would have cost many teachers their jobs in school districts and public universities across the country. The report estimates that stimulus spending has created or saved 250,000 teaching or other education jobs this year. Source: Articles by Amanda Paulson for the Christian Science Monitor and the Associated Press

math education trust amy wilkins center on education policy jack jennings fourth graders national assessment of educational progress test scores schoolchildren Education stimulus plan

Restricted

← Previous 1 2 3 Next →