Catechetical Process with Richard Grebenc SESSION 5

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Catechetical ProcessSESSION 5 Topics

• Understand catechetical process
• Cognitive, affective/deductive, inductive
• Multi-cultural awareness and special needs

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Catechetical ProcessSESSION 5 1. Understand
catechetical processes

• ACCOMMODATE DIFFERENCES IN LEARNING STYLE
• The Church has, since her birth, recognized the
  need to communicate the Gospel in a variety of
  ways in order to meet the unique needs of each
  person. To find evidence of this, one need only
  consider the rich Catholic traditions in the
  visual arts, music writing, preaching, social
  service, and more recently, the use of television
  and radio.
• While some of us learn best by listening, others
  are visual learners. Some are kinesthetic i.e.,
  sensory learners, who benefit from learning
  through movement. In order to ensure that each
  child has an opportunity to hear Christ's
  message, it is important to present lessons in a
  variety of formats. The specific techniques you
  use will depend on the interests and needs of
  particular children in your group. The age and
  development level of the children will be an
  important consideration.

Seven Secrets of Successful Catechists pp, 36-37
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Catechetical ProcessSESSION 5 1. Understand
catechetical processes

• HOW TO IMPART CATECHESIS
• Diversity of methods
• The age and the intellectual development of
  Christians, their degree of ecclesial and
  spiritual maturity and many other personal
  circumstances demand that catechesis should adopt
  widely differing methods for the attainment of
  its specific aim education in the faith. On a
  more general level, this variety is also demanded
  by the social and cultural surroundings in which
  the Church carries out the catechetical work.
• At the service of Revelation and conversion
• The danger and the temptation to mix
  catechetical teaching unduly with overt or masked
  ideological views, especially political and
  social ones, or with personal political options
  can radically distort catechesis.

Catechesi Tradendae (On Catechesis in Our Time)
paras. 51-55
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Catechetical ProcessSESSION 5 1. Understand
catechetical processes

• HOW TO IMPART CATECHESIS (cont.)
• The message embodied in cultures
• Catechesis must seek to know, learn, respect
  cultures
• Original expression of Christian life,
  celebrations, thought through knowledge of
  'hidden mystery' (Rom 1625 Eph 35)
• The contribution of popular devotion
• Build on valid elements in popular piety that
  have something Christian at their root
• Memorization
• Memorization is important and should not be
  discarded, but texts that are memorized must at
  the same time be taken in and gradually
  understood in depth, in order to become the
  source of Christian life on the personal level
  and the community level.

Catechesi Tradendae (On Catechesis in Our Time)
paras. 51-55
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Catechetical ProcessSESSION 5 1. Understand
catechetical processes

• THE PROCESS OF CATECHESIS INTEGRATION
• Discernment process of integrating life and
  tradition (refer to diagram p. 15)
• Secular natural signs
• Sacred biblical, liturgical, ecclesial
  (doctrine witness)
• Through the integration of these signs in a
  dynamic process, the church can come to discern
  God's Word the unique source of catechesis in
  their daily experience and in their religious
  tradition.
• Typical lesson plans center on themes that
  bridge human experience and the Church's
  tradition
• Three movements 1) human experience, 2) relate
  experience to Catholic tradition (the sacred
  above), 3) integration through active response

Creative Catechist pp. 14-19
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Catechetical ProcessSESSION 5 1. Understand
catechetical processes

• THE PROCESS OF CATECHESIS INTEGRATION (cont.)
• To help these movements come alive in the minds
  and hearts of those they teach, you need to
  engage yourself and your students in four
  essential learning strategies (see diagram on p.
  17)
• Reflection We cannot integrate daily life and
  Christian tradition without going beneath the
  surface of both
• Dialogue Importance stems from the belief that
  the church is a community of people, each of whom
  is gifted in a unique way by the Holy Spirit
• Must help people learn to respect, listen, and
  share so as to build up the body of Christ
• Prayer Without prayer, faith will not grow
• Action Faith must show itself in the way we live
  applying what we learn and learning from what
  we do
• Groome builds on this (see diagram on p. 18)

Creative Catechist pp. 14-19
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Catechetical ProcessSESSION 5 2. Cognitive,
affective/deductive, inductive

• DEFINITIONS
• cognitive of, relating to, or being conscious
  mental activity (as thinking, remembering,
  learning, or using language)
• affect to produce an effect on INFLUENCE
• deduction the deriving of a conclusion by
  reasoning
• induction inference of a generalized conclusion
  from particular instances

The Merriam-Webster Dictionary
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Catechetical ProcessSESSION 5 2. Cognitive,
affective/deductive, inductive

• CATECHESIS BASED ON HUMAN DEVELOPMENTAL NEEDS
• The use of psychological research has opened up
  other approaches to catechesis, one of which
  begins 'from below,' from human experience.
  Psychology has established the existence of
  developmental stages of physiological, emotional,
  and cognitive growth. God is seen as the mystery
  at the very core of human experience, The Church
  is the faith community of psychologically mature
  and responsible persons. The strength of this
  approach is its aim to foster a truly personal
  response to grace. It uses the inductive method,
  which begins with human experience and seeks the
  presence of God therein. The catechist's chief
  role is to foster a sense of God's personal
  presence and support a personal response to that
  presence.

Our Sunday Visitor Encyclopedia of Catholic
Doctrine p. 82
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Catechetical ProcessSESSION 5 2. Cognitive,
affective/deductive, inductive

• INDUCTION AND DEDUCTION
• All methods used in catechesis employ both
  induction and deduction, each with a different
  emphasis. The inductive approach proceeds from
  the sensible, visible, tangible experiences of
  the person and leads, with the help of the Holy
  Spirit, to more general conclusions and
  principles.
• It serves in the presentation of facts (such as
  biblical events, liturgical actions, the life of
  the Church, and daily life) and in the
  consideration and examination of those facts in
  order that in them may be recognized the meaning
  they have in the Christian mystery. This method
  is in harmony with the economy of revelation and
  with one of the fundamental processes of the
  human spirit, one that comes to grasp
  intelligible realities through visible things,
  and also with the particular characteristic of
  knowledge of the faith, that is, a knowing
  through signs.

Sharing the Light of Faith para. 176 General
Catechetical Directory para. 72
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Catechetical ProcessSESSION 5 2. Cognitive,
affective/deductive, inductive

• INDUCTION AND DEDUCTION (cont.)
• The deductive approach proceeds in the opposite
  manner, beginning with general principles, such
  as a commandment, whether from the decalogue or
  the Sermon on the Mount, and applying it to the
  real world of the person being catechized. The
  deductive approach produces its fullest impact
  when preceded by the inductive.

Sharing the Light of Faith para. 176
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Catechetical ProcessSESSION 5 2. Cognitive,
affective/deductive, inductive

• EXPERIENCE
• Experience is of great importance in catechesis.
  Experiential learning, which can be considered a
  form of inductive methodology, gives rise to
  concerns and questions, hopes and anxieties,
  reflections and judgments, which increase one's
  desire to penetrate more deeply into life's
  meaning. Experience can also increase the
  intelligibility of the Christian message, by
  providing illustrations and examples which shed
  light on the truths of revelation. At the same
  time, experience itself should be interpreted in
  the light of revelation.
• The experiential approach is not easy, but it
  can be of considerable value to catechesis.
  Catechists should encourage people to reflect on
  their significant experiences and respond to
  God's presence there. Sometimes they will
  provide appropriate experiences. They should
  seek to reach the whole person, using both
  cognitive (intellectual) and affective
  (emotional) techniques.

Sharing the Light of Faith para. 176
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Catechetical ProcessSESSION 5 2. Cognitive,
affective/deductive, inductive

• SPECIAL NOTE REGARDING ADOLESCENTS
• Because adolescents are better able to reason
  deductively, it is possible to make more use of
  systematic, formal methods of instruction and
  study. However, deductive reasoning and
  methodology are more effective when preceded by
  induction. Sound methodology therefore includes
  providing continued opportunities for concrete
  experiences of lived faith, in which the message
  of salvation is applied to specific situations.
  Such things as field trips, meaningful social
  action, weekend retreats and programs, group
  dynamics of a sound and tested nature, simulation
  games, audio-visuals, and similar techniques can
  be very helpful. Constructive interaction and
  personal involvement are extremely important, and
  are present in gospel-based value clarification,
  group discussions, programs for the development
  of communication skills, and group prayer.

Sharing the Light of Faith para. 181
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Catechetical ProcessSESSION 5 3. Multi-cultural
awareness and special needs

• CATECHESIS FOR PERSONS WITH SPECIAL NEEDS
• Adapting catechesis to a pluralistic society
• Catechesis is prepared to accommodate all social
  and cultural differences in harmony with the
  message of salvation. Within the fundamental
  unity of faith, the Church recognizes diversity,
  the essential equality of all, and the need for
  charity and mutual respect among all groups in a
  pluralistic Church and society.

Sharing the Light of Faith paras. 192-196
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Catechetical ProcessSESSION 5 3. Multi-cultural
awareness and special needs

• CATECHESIS FOR PERSONS WITH SPECIAL NEEDS (cont.)
• Catechesis of cultural, social, and ethnic groups
• Catechist should understand and empathize with
  group
• Language and materials should affirm the
  identity and dignity of the members of the
  particular group using thought patterns,
  cultural idioms, customs, and symbols
• Even in culturally homogeneous areas parishes
  catechesis should be multi-cultural, in the sense
  that all should be educated to know and respect
  other cultural, racial, and ethnic groups.
  Minority group members should be invited and
  encouraged to participate in religious and social
  functions.
• Special commitment to support catechesis by the
  Church at all levels and by leaders of minority
  groups
• At all times catechesis must respect the
  personal dignity of minority group members,
  avoiding condescension and patronizing attitudes.

Sharing the Light of Faith paras. 192-196
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Catechetical ProcessSESSION 5 3. Multi-cultural
awareness and special needs

• CATECHESIS FOR PERSONS WITH SPECIAL NEEDS (cont.)
• Persons with handicapping conditions
• Each handicapped person has special needs
  including a need for catechesis which must be
  met
• Catechetical programs should not segregate the
  handicapped from the rest of the community
  excessively or unnecessarily.
• Catechesis for certain groups...often requires
  specialized materials, training, and skills
• The goal is to present Christ's love and
  teaching to each handicapped person in as full
  and rich a manner as he or she can assimilate
• The handicapped have a right, like others of
  their age, to know 'the mystery of faith.' The
  greater difficulties they encounter give greater
  merit to their efforts and those of the teachers.

Sharing the Light of Faith paras. 192-196
Catechesi Tradendae (On Catechesis in Our Time)
para. 41
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Catechetical ProcessSESSION 5 3. Multi-cultural
awareness and special needs

• CATECHESIS FOR PERSONS WITH SPECIAL NEEDS (cont.)
• Other persons with special needs
• Includes the disadvantaged, ill-educated, young
  people, unmarried parents, young married couples,
  divorced, widowed, imprisoned, aged, caregivers
  (doctors, nurses, and social workers),
  homosexuals
• Catechesis is part of a total pastoral ministry
  to people with special needs. It emphasizes
  aspects of the Church's teaching and practice
  which will help them make personal, faith-filled
  responses to their special circumstances.
  Sensitivity and careful planning are essential.
• Catechetical programs should, whenever possible,
  be developed in consultation with representatives
  of those for whom they are intended. The aim
  should be to help them overcome the obstacles
  they face and achieve as much integration as they
  can into the larger community of faith.

Sharing the Light of Faith paras. 192-196
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Catechetical ProcessSESSION 5 3. Multi-cultural
awareness and special needs

• PROVIDING FOR INDIVIDUAL DIFFERENCES
• The alert PSR teacher will recognize that
  within the usual student group a wide range of
  differences exist. Being able to identify the
  student who varies from average either in
  academic ability or in emotional adjustment and
  then being able to make provisions for these
  differences is another basic skill that the PSR
  teacher should work to acquire.

Forming Catechists An Introduction to CCD
Teaching pp. 96-102
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Catechetical ProcessSESSION 5 3. Multi-cultural
awareness and special needs

• PROVIDING FOR INDIVIDUAL DIFFERENCES (cont.)
• The Academically Exceptional Student
• One or two percent will be accelerated or slow
  learners
• Emotional social maturity are indicators of
  where they fall
• Both groups will get bored
• Very bright students can be excused from
  repetitious activities and asked to do special
  projects and even present to the class
• Slow learners should be asked to master simpler
  tasks, like a form of art work, and possibly be
  tutored separately (by a helper, if available)
  before class or during quiet/study time they
  should also be drawn into class discussions

Forming Catechists An Introduction to CCD
Teaching pp. 96-102
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Catechetical ProcessSESSION 5 3. Multi-cultural
awareness and special needs

• PROVIDING FOR INDIVIDUAL DIFFERENCES (cont.)
• The Emotionally Disturbed Student
• Student may need more love and acceptance, but
  distraction to rest of class must be weighed
• Exclusion from class only with joint decision of
  teacher, administration, and (ideally) parent,
  and only if sufficient time and loving effort
  has been expended in helping the disturbed young
  person to fit in
• Warmth and sympathy of the teacher may really
  help student
• And it will teach him Christianity as well

Forming Catechists An Introduction to CCD
Teaching pp. 96-102
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Catechetical ProcessSESSION 5 3. Multi-cultural
awareness and special needs

• PROVIDING FOR INDIVIDUAL DIFFERENCES (cont.)
• The Poor Reader
• Don't ask poor readers to read extensively
  (embarrassment) they will likely learn best
  from listening
• Poor reading skills do not necessarily indicate
  low ability can make valuable contributions to
  discussions
• Slow reading and poor spelling make written
  assignments difficult

Forming Catechists An Introduction to CCD
Teaching pp. 96-102
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Catechetical ProcessSESSION 5 3. Multi-cultural
awareness and special needs

• PROVIDING FOR INDIVIDUAL DIFFERENCES (cont.)
• The Class New to the PSR Program
• Frustration with gaps in student background?
• Become familiar with what they've learned in the
  past
• May need to cover previous years themes
• But don't talk down -- allow plenty of class
  time for discussion
• -----
• In short, appraise your situation realistically,
  do your best with the time and materials that you
  have, and entrust the rest to the continuing
  activity of the Holy Spirit who is not limited
  to one hour a week.

Forming Catechists An Introduction to CCD
Teaching pp. 96-102
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Catechetical Process SESSION 5 3.
Multi-cultural awareness and special needs

• QUESTION FOR DISCUSSION
  
• Relate one story each of a special needs,
  academically exceptional, or emotionally
  disturbed student. How did you handle the
  situation? What did you learn from the
  experience? -- for small group discussion and
  then share with the rest of the class

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Catechetical ProcessSESSION 5 Wrap-up

Questions or comments?