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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
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Pope Benedict XVI (1927-2022) on Eternal Life

Pope Benedict XVI’s 2007 Encyclical, Spes Salvi, which takes its name from Romans 8:24, “Spes salvi facti sumus” – in hope we were saved, is dedicated to the theme of Christian hope. The following citation is from paragraphs 10 to 12, a section subtitled “Eternal Life—what is it?” Make copies of the text and pass out to each student. Lead a discussion on eternal life based on this reading. Discussion prompts are listed below. We have spoken thus far of faith and hope in the New Testament and in early Christianity; yet it has always been clear that we are referring not only to the past: the entire reflection concerns living and dying in general, and therefore it also concerns us here and now. So now we must ask explicitly: is the Christian faith also for us today a life-changing and life-sustaining hope? Is it “performative” for us—is it a message which shapes our life in a new way, or is it just “information” which, in the meantime, we have set aside and which now seems to us to have been superseded by more recent information? In the search for an answer, I would like to begin with the classical form of the dialogue with which the rite of Baptism expressed the reception of an infant into the community of believers and the infant's rebirth in Christ. First of all the priest asked what name the parents had chosen for the child, and then he continued with the question: “What do you ask of the Church?” Answer: “Faith”. “And what does faith give you?” “Eternal life”. According to this dialogue, the parents were seeking access to the faith for their child, communion with believers, because they saw in faith the key to “eternal life”. Today as in the past, this is what being baptized, becoming Christians, is all about: it is not just an act of socialization within the community, not simply a welcome into the Church. The parents expect more for the one to be baptized: they expect that faith, which includes the corporeal nature of the Church and her sacraments, will give life to their child—eternal life. Faith is the substance of hope. But then the question arises: do we really want this—to live eternally? Perhaps many people reject the faith today simply because they do not find the prospect of eternal life attractive. What they desire is not eternal life at all, but this present life, for which faith in eternal life seems something of an impediment. To continue living for ever —endlessly—appears more like a curse than a gift. Death, admittedly, one would wish to postpone for as long as possible. But to live always, without end—this, all things considered, can only be monotonous and ultimately unbearable. This is precisely the point made, for example, by Saint Ambrose, one of the Church Fathers, in the funeral discourse for his deceased brother Satyrus: “Death was not part of nature; it became part of nature. God did not decree death from the beginning; he prescribed it as a remedy. Human life, because of sin ... began to experience the burden of wretchedness in unremitting labor and unbearable sorrow. There had to be a limit to its evils; death had to restore what life had forfeited. Without the assistance of grace, immortality is more of a burden than a blessing”. A little earlier, Ambrose had said: “Death is, then, no cause for mourning, for it is the cause of mankind's salvation”. Whatever precisely Saint Ambrose may have meant by these words, it is true that to eliminate death or to postpone it more or less indefinitely would place the earth and humanity in an impossible situation, and even for the individual would bring no benefit. Obviously there is a contradiction in our attitude, which points to an inner contradiction in our very existence. On the one hand, we do not want to die; above all, those who love us do not want us to die. Yet on the other hand, neither do we want to continue living indefinitely, nor was the earth created with that in view. So what do we really want? Our paradoxical attitude gives rise to a deeper question: what in fact is “life”? And what does “eternity” really mean? There are moments when it suddenly seems clear to us: yes, this is what true “life” is—this is what it should be like. Besides, what we call “life” in our everyday language is not real “life” at all. Saint Augustine, in the extended letter on prayer which he addressed to Proba, a wealthy Roman widow and mother of three consuls, once wrote this: ultimately we want only one thing—”the blessed life”, the life which is simply life, simply “happiness”. In the final analysis, there is nothing else that we ask for in prayer. Our journey has no other goal—it is about this alone. But then Augustine also says: looking more closely, we have no idea what we ultimately desire, what we would really like. We do not know this reality at all; even in those moments when we think we can reach out and touch it, it eludes us. “We do not know what we should pray for as we ought,” he says, quoting Saint Paul (Rom 8:26). All we know is that it is not this. Yet in not knowing, we know that this reality must exist. “There is therefore in us a certain learned ignorance (docta ignorantia), so to speak”, he writes. We do not know what we would really like; we do not know this “true life”; and yet we know that there must be something we do not know towards which we feel driven. I think that in this very precise and permanently valid way, Augustine is describing man's essential situation, the situation that gives rise to all his contradictions and hopes. In some way we want life itself, true life, untouched even by death; yet at the same time we do not know the thing towards which we feel driven. We cannot stop reaching out for it, and yet we know that all we can experience or accomplish is not what we yearn for. This unknown “thing” is the true “hope” which drives us, and at the same time the fact that it is unknown is the cause of all forms of despair and also of all efforts, whether positive or destructive, directed towards worldly authenticity and human authenticity. The term “eternal life” is intended to give a name to this known “unknown”. Inevitably it is an inadequate term that creates confusion. “Eternal”, in fact, suggests to us the idea of something interminable, and this frightens us; “life” makes us think of the life that we know and love and do not want to lose, even though very often it brings more toil than satisfaction, so that while on the one hand we desire it, on the other hand we do not want it. To imagine ourselves outside the temporality that imprisons us and in some way to sense that eternity is not an unending succession of days in the calendar, but something more like the supreme moment of satisfaction, in which totality embraces us and we embrace totality—this we can only attempt. It would be like plunging into the ocean of infinite love, a moment in which time—the before and after—no longer exists. We can only attempt to grasp the idea that such a moment is life in the full sense, a plunging ever anew into the vastness of being, in which we are simply overwhelmed with joy. This is how Jesus expresses it in Saint John's Gospel: “I will see you again and your hearts will rejoice, and no one will take your joy from you” (16:22). We must think along these lines if we want to understand the object of Christian hope, to understand what it is that our faith, our being with Christ, leads us to expect. Do the following prior to a class discussion: Put a question mark near two sentences you don’t understand or would like more information about. Underline three sentences caused you to muse about eternal life. Be able to explain your thoughts regarding these sentences. Write your response: How do you understand the meaning of “eternal life”?

Preparing to Teach a Course in Faith and Science

Religion is not opposed to science! This message is being strongly addressed in several sources designed to help Catholic high school teachers of theology and science—as well as any and all connected subjects—strongly emphasize this points. Word on Fire, with Bishop Robert Barron, has prepared several resources, including free display posters of Catholic scientists. The subject of the Catholic Answers National Conference, September 27-30, 2018, is Faith and Science. Registration is now open. Finally, Ave Maria Press, with author Stacy Trasancos, is preparing a Student Edition of her popular Particles of Faith: A Catholic Guide to Navigating Science. This edition will have a curriculum guide for use for a full and partial semester in Catholic high schools. Look for is release in 2019.

An Extra Catholic Quiz

Here's a Catholic quiz courtesy of the National Catholic Register. With 32 total questions, you might wish to divide the questions into groups of four or eight and use them to as seat work, extra credit, or as a class icebreaker. The answers to the questions and the complete quiz and credit can be found at this link. What Pope declared himself a prisoner of the Vatican? What two symbolic pieces of heraldic regalia are found in all basilicas? Who was the first non-martyr to be named a saint (pace Mary, St. John the Evangelist and of course, St. Joseph)? In Italy, which saint is so famous she is simply known as “THE Saint”? What were (are) the four “minor orders”? What was the name of the cave David took shelter in? During the singing of the Exultet at the Easter Vigil, what insect is extolled? During his papal installation, Pope Benedict wore what garment in an Eastern Catholic tradition? What two 20th-century British authors, both of whom were converts to Catholicism, soured on the liturgical changes of the Second Vatican Council? A crosier with two horizontal bars on it is called what kind of cross? Leon Bloy wrote a famous work on which Marian apparition? What cardinal died suddenly and immediately before the conclave of 1958? An atheist does not believe in God. An agnostic is unsure. But what is the technical term for someone who actively hates God? Which 20th-century saint wrote an autobiography entitled Journal of a Soul? What Doctor of the Church is literally named “Golden-Word”? What Renaissance artist practiced the Spiritual Exercises of Saint Ignatius of Loyola? What epic English poet not only served in World War I, but went on to decorate many churches with his engravings and paintings? In a church what are bobaches used for? Who is the patron saint of editors? In the West, what are the tradition names given to the Magi (the “three kings”)? A priest with “O.A.R.” for a suffix belongs to which religious order? The “Miraculous Medal” was manifested to which saint? During the Sacrament of Baptism, the priest asks the godparent or the catechumen “What do you ask of The Church of God?” What is the answer? Who is “The Second Apostle to Germany” (the first being St. Boniface)? There are two arch-abbeys in the United States: what are their names and where are they located? Although he is always depicted in art as being shot through with many arrows, St. Sebastian did not die from arrow wounds: how was he finally martyred? What famous Lebanese-American actor had a public and strong devotion to St. Jude? Most tourists think that the Cathedral of Venice has always been the famed St. Mark’s Basilica—but from 1450 to 1805 the Cathedral of Venice was which other church? What are four different names for the Sunday following Easter? What Catholic writer and painter also invented—according to his own history—color and underwater photography (though he died broken and penniless in Venice)? What famous philosopher wrote books taking titles from the New Testament such as The Sickness Unto Death and Fear and Trembling? On the Feast of Saint Agnes, lambs are blest then shorn to fashion what ecclesiastical garment?

A Lesson on Purgatory

Share a lesson the Church’s teaching on Purgatory. The following information is from Jesus Christ: Source of Our Salvation (2nd Edition). A short lesson follows the background information. Background Information Purgatory is name the Church gives to the final purification of those who die in God’s grace and friendship, but who need purification or cleansing to achieve the holiness necessary to enter heaven. From her beginnings, the Church has honored the memory of the dead and offered prayers in solidarity with those who have died, especially during the celebration of the Eucharist. Other acts, such as helping the poor and works of penance, can be offered up for someone who is in Purgatory as well. Catholic belief in the existence of Purgatory is based on biblical passages such as 2 Maccabees 12:39–46, which encourages those who are living to pray for the dead so that they may be released from their sins. In addition, Church Tradition has interpreted certain passages (see 1 Cor 3:15; 1 Pt 1:7) as referring to a place of a “cleansing fire” after death. The doctrine of Purgatory and the process of purification make sense. To embrace an all-loving God, you must be free of any imperfection in your own capacity to love. Only a person who, before death, has been cleansed of sin or any punishment due for sins is pure enough to embrace an all-loving God completely and is thus ready for heaven. Sometimes, this cleansing can only be completed after death. It is both a joyful and a painful process. Those in Purgatory are happy that heaven awaits them, but the process of purgation might entail burning with sorrow and shame over sin and of great difficulty in giving up selfish attachments. However, when their purgation is complete, their suffering will end as they enter the bliss of heaven.   Lesson Provide some art material (paper and drawing supplies). Have the students draw an image from your description that follows: Imagine a ship or boat sailing in choppy waters. Jesus is at the helm, setting its course. Above the boat, cloudlike figures representing the faithful who have died and are present with God in heaven fill the boat’s sails with zephyrs of their prayers. The deck of the boat is crowded with sturdy folk working the oars. These are the living members of the Church whose shared efforts and prayer power the craft. Below deck are sleeping figures, representing the souls of those who have died (and who are in Purgatory) and are being supported and transported by the efforts and prayers of those on deck and those above the clouds. This image reminds us that all of us in the Church—living and dead—are in the same boat. Go on to emphasize that Purgatory is a transitional state of purification in which the imperfect person encounters the perfection of God. Emphasize that all people in Purgatory will eventually be in heaven. Invite the students to share in a class discussion some earthly experiences that might be considered purgatorial. Ask: What are some experiences that, though painful, bring us closer to God or open our eyes to see God’s action in the world? How might the popular slogan “No pain, no gain” be applied to Purgatory? Suggest that the imperfect person would find a face-to-face encounter with the perfect God necessarily purging and therefore painful. In this purgatorial encounter, we quickly come to the realization that we have not chosen consistently for God and neighbor, a realization that is not only agonizing but purifying as well.

Looking for the Nones

Bishop Robert Barron delivered the keynote lecture at the Cultures of Formation conference hosted by the McGrath Institute for Church Life at Notre Dame. The lecture is just over one hour in length. It is worth your time to hear Bishop Barron address this important topic. Bishop Barron, the founder of Word on Fire Catholic Ministries and auxiliary bishop of the Archdiocese of Los Angeles, referenced a report by sociologist Christian Smith on the reasons youth and young adults are leaving the Catholic Church. Find the report here.

Jim Caviezel's Powerful Message for Young Catholics

Jim Caviezel, the actor who played Jesus in The Passion of Christ, told the audience of young Catholics to "shake off their indifference" and "express their faith in public." This presentation--just under sixteen minutes in length--is well worth the time to show in its entirety to your students. Caviezel spoke at the recent SLS18 (Student Leadership Summit 2018) conference sponsored by The Fellowship of Catholic University Students (FOCUS) in Chicago. He was there to promote his new film Paul: Apostle of Christ which is scheduled for release on March 28, 2018. After the students watch the presentation, ask for their reactions. You may wish that they share their favorite quotations by Caviezel. For example: "Shake off indifference." "Pray. Fast. Meditate on the Holy Scriptures. Take the sacraments seriously." "Embrace your cross." "Race to your goal." "You are not given freedom to do what you like. You are given freedom to do what you ought."

An Argument Against Abortion: Using the S.L.E.D. Acronym

The following material is reprinted from Foundations of Catholic Social Teaching: Living as a Disciple of Christ by Sarah Kisling (Ave Maria Press, 2015). Share this material with your students. You may consider role playing debates between pro- and anti-abortion points of view while allowing students to practice using incorporating the evvidence using natrual reasoning that follows in the material below. Most people would agree that killing an innocent human life is a moral wrong. A more tricky issue involves defining the meaning of human life. The Church teaches, and modern science agrees, that human life begins at the moment of conception. Would you be able to explain why this is true? Use the acronym S.L.E.D.—size, level of development, environment, and degree of dependency—to help you make a good argument that an unborn baby (known scientifically as a zygote, blastocyst, embryo, and fetus) and a born baby are both human persons. The acronym can help you explain why. Size. A small child is no less human than an adult. An extremely tall NBA player is no more human than someone of average height. No one would argue that harming a small child is less of a crime than harming a larger one; in fact, most would argue the opposite. That an unborn child is smaller than a born child has no bearing on his or her personhood. Level of development. An unborn child is certainly much less developed than a born baby. However, one’s development does not determine one’s personhood. For example, small children do not have fully developed reproductive systems. And a high school student is intellectually less developed than a college student. Does that make any of them “less” human? Of course not. Therefore, being less developed does not make an unborn baby less of a person. Environment. An unborn child is in a different environment than a born child. Nevertheless, where one is should not be the determining factor in who one is. Did you stop being you when you came to school this morning? What about when you walked from your bedroom to the kitchen? Then how does a journey of a few inches down the birth canal suddenly make an unborn baby human? Obviously, it does not. Therefore, environment has no bearing on an unborn baby’s personhood. Degree of dependency. An unborn baby is undeniably dependent upon his or her mother. And yet, does being dependent upon someone or something make one less human? Even young children are completely dependent upon adults to survive.  What about adults who are dependent upon medication or caregivers to live? No one would argue they are less human. Therefore, merely being dependent upon another does not make the unborn baby less of a person. In short, the differences between an unborn infant and born one are not morally relevant; they do not make the unborn less worthy of living than any other human. Make a plan to share what you learned in the S.L.E.D. acronym the next time you are questioned about the rights of an unborn child or the morality of abortion.

All Souls’ Day and Why Catholics Pray for the Dead: A November Exercise

At the conclusion of most of our school-wide communal prayers at Bishop McNamara High School (Forestville, Maryland), we readily request “Saint André Bessette, pray for us! Blessed Basil Moreau, pray for us!” These two holy men of God (the first a humble Holy Cross Brother and the second the devout founder of the Congregation of Holy Cross) are powerful intercessors to whom the members of our high school community have a deep devotion, as we likewise do to Saint Joseph and Our Lady of Sorrows, in keeping with the charism of Holy Cross. Is your Catholic school named for any particular saint(s), or does it otherwise have a devotion to particular saints and/or blesseds? If so, do your students ever ask why you communally and collectively invoke their intercession to God in heaven? Similarly, does your Catholic educational institution pray for those loved ones within your extended school community who have passed away? November 1 and November 2 are two very special days in the liturgical life of the Church. On the one hand, we prayerfully ask the saints to intercede to God for us in a special way on All Saints’ Day (November 1), while on the other hand, we commemorate and pray for the souls of all of our faithful departed on All Souls’ Day (November 2). An interesting dynamic is that the latter of these two days likewise involves asking the saints in heaven to intercede to God for the dead whose souls might be in Purgatory. Beyond merely these two days, we can thus pray constantly throughout the year, although especially during the month of November. The theology teacher has the ability to rely on All Saints’ Day and All Souls’ Day as key opportunities to explain to students why (and how) the Catholic Church advocates for both asking for the intercession of the saints and praying for the dead (whose souls could be in Purgatory). There are numerous commonly-occurring misconceptions regarding the Church’s teachings on these profound theological topics, and they deserve thorough clarification. Of particular note, both practices are based on the duality of the Deposit of Faith – Sacred Scripture (stemming from passages in both the Old Testament and the New Testament) and Sacred Tradition (having been Church practice for nearly two-thousand years [and even earlier if we consider the broader expanse of salvation history]). Since previous posts have focused on All Saints’ Day, below are some resources on All Souls’ Day in more particular terms, which the theology teacher can use for deepening his or her content knowledge, as well as to foster classroom discussions regarding the Church’s practice of praying for the dead. There are many resources available, but here are some prominent ones that can help guide your discussions especially throughout the month of November: “All Saints and All Souls” by Fr. William Saunders (Courtesy of the Catholic Education Resource Center) “All Souls’ Day” (Courtesy of the New Advent Catholic Encyclopedia) “What Catholics Believe: 10 Truths about Purgatory” by Valerie Schmalz, writing for Catholic San Francisco (the publication of the Archdiocese of San Francisco) The Section of the Catechism of the Catholic Church Regarding Purgatory (Paragraphs #1030-#1032)