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Theology and Practice of the BCE Leuven Project
8th November, 2016
Blessed are…
Opening Prayer:
Gracious God, as we gather here in your name,
Open our minds to know your voice
Open our hands to do you work
And open our hearts to hold your spirit.
AMEN
To be a disciple of Jesus is to say yes to the Great Invitation to come forth to follow and to learn the ways of Jesus (Mt. 4:18-20).
To be an apostle of Jesus is to say yes to the Great Commission to go forth to lead and to teach the mission of Jesus (Mt. 28:18-20).
Which of the beatitudes do I find most affirming?
Which of the beatitudes challenges me the most?
Litany:
Reader: Blessed are the poor in spirit
All: We are called to humility- focusing
on the poor and not status or riches
Reader: Blessed are those who mourn
All: We are called to empathy – grieving
over the injustice of the world
Reader: Blessed are the meek
All: We are called to self-restraint –
getting angry but never getting
aggressive
Reader: Blessed are those who hunger and
thirst for righteousness
All: We are called to righteousness-
seeking justice not vengeance
Reader: Blessed are the merciful
All: We are called to mercy – extending
compassion to all those in need
Reader: Blessed are the pure in heart
All: We are called to integrity – being
whole hearted in a desire to do what
is right, not what is popular
Reader: Blessed are the peacemakers
All: We are called to non-violence-
working for peace in the midst of
violence
Reader: Blessed are those who are persecuted
for righteousness’ sake
All: We are called to perseverance-
suffering for just causes rather than
inflicting suffering
As we go about our day, O God;
As we strive to walk with Jesus as people of
principle.
Open our hearts to the values of the Gospel,
That we might be transformed and transform
the world.
May your grace, mercy and peace,
Bless us, keep us and transform us all
This day, now and forever.
Amen
Blessed are…
Theology and Practice of the BCE Leuven Project
8th November, 2016
Learning Intentions
• Begin to develop an understanding of the theology underpinning the Leuven Project.
• Develop some data literacy skills around the types of graphs presented in the report.
• Begin to develop clarity around how to understand the recommendations presented in your report and begin to think about how to address the recommendations.
Success Criteria:
• Begin to explain in your own words the PCB, Melbourne and Victoria Scales
• Begin to provide a descriptive analysis of the graphs presented in your report
• Identify some correlations and draw conclusions from your school’s data
• Read and understand a recommendation and begin to draw conclusions and identify areas for action
• Develop a skinny plan which outlines ways forward for your school.
Key Messages about the BCE Leuven Project
- It is part of the Strong Catholic Identity Strategy
- It is not a deficit model
- About promoting an understanding of What Catholic identity is for our context
- It is an ongoing project.
Research Phase- Orientation workshop
- Data collection by school (surveys)
- Analysis of Data by KU Leuven
Planning Phase- Reports received
- Workshop to explore the theology and data
- individual school visits to plan and strategise
Action Phase (ongoing)- Putting the plans into action (with support
from BCEO teams)
- Loops back to Planning Phase ( as you review / reflect and plan again)
- Ongoing monitoring and planning
Theology and Practice of the BCE Leuven Project
8th November, 2016
Breakout Activities
PCB Scale with Joe and Steve
Melbourne Scale with Simon and Jill
Victoria Scale with Tammy and Catherine
The Melbourne Scale
Theological school identity options in a pluralising context
Melbourne ScaleDiagram
1950
1960
1970
1980
1990
2000
2010
Melbourne ScaleDiagram
1950
1960
1970
1980
1990
2000
2010Institutional
Reconfessionalisation
Institutional Secularisation
Confessionally based institution
Christian Values Education
Recontextualisation
Confessionality
Confessionality under pressure
Melbourne Scale
1950
1960
1970
1980
1990
2000
2010Institutional
Reconfessionalisation
Institutional Secularisation
Confessionally based institution
Christian Values Education
Recontextualisation
Christian Values EducationWhat is it? DEFINITION
• Aimed at a broad consensus that encompasses everyone, Catholics and others.• Attempting to harmonise secular and Catholic values.• Aimed at weakening the tension between both.• Most obvious approach: linking / correlating a commonly shared sense of moral values
to a Catholic religious frame of mind.
‘Christian Values Education’ is the seemingly obvious combination of commonly shared valuesand a Catholic frame of interpretation, with the implicit or explicit intention to promote aCatholic way of living for ALL school members.
‘Christian Values Education’ is powered by passive traditional Confessionality, assumed to bestill present in the school, which is the binding agent of the harmonisation efforts.
When a school’s Catholic Confessionality fades away and becomes less and lessrecognisable, then an unreflective continuation of Christian Values Education (mono-correlation) in an ever more pluralising and detraditionalising cultural context, tendsto become:
1. Ineffective: the correlation movement is stalling and runs aground half way.
2. Predictable: repetitive, boring and even manipulative (the shutter phenomenon).
3. Counterproductive, actually producing further Secularisation (intention ≠ effect).
4. Reducing the Catholic faith to its moral aspects and thereby ‘hollowing out’ its religious core (horizontalisation of Christianity).
Melbourne Scale
1950
1960
1970
1980
1990
2000
2010Institutional
Reconfessionalisation
Institutional Secularisation
Confessionally based institution
Christian Values Education
Recontextualisation
Melbourne Scale
1950
1960
1970
1980
1990
2000
2010Institutional
Reconfessionalisation
Institutional Secularisation
Confessionally based institution
Christian Values Education
Recontextualisation
Melbourne ScaleInstitutional Reconfessionalisation
creative commons licensed (BY) flickrphoto by Michael 1952: http://flickr.com/photos/mike52ad/3007681001
Melbourne Scale
1950
1960
1970
1980
1990
2000
2010Institutional
Reconfessionalisation
Institutional Secularisation
Confessionally based institution
Christian Values Education
Recontextualisation
‘Re-context-ualisation’ = description of any formal process whereby something is placed in a new context,
thereby receiving renewed meaning and plausibility.
As such, Recontextualisations are common and happen all around us, all the time:
Creative Commons licensed (BY-SA) flickr photo by warrenski: http://flickr.com/photos/warrenski/4592794179
Recontextualising Catholic Identity
It needs to be Multi-Correlational • That is, the invitation to explore the potential for multiple layers of meaning and
being open to multiple meanings and interpretations.
It needs to be Catholic• We should see the Catholic perspective in the example AND the example should ask
questions of our faith. It shouldn’t rely on an understanding of Catholic theology or teaching to be meaningful.
It needs to have a contemporary context. • There needs to be acknowledgment and
Interaction within a contemporary context. ( not ignoring or dismissing it)
The renovated ‘Manresa Chapel’ in a secundary Jezuit college in Flanders.
Modern school chapel of Nazareth Catholic College in Findon, Australia.
Whatsoever you do - T.Schmalz What is the Contemporary context:
Homelessness /Poverty / Displaced.
What is the Catholic perspective:
Lk 6:20 -“Blessed are you who are poor”
Mt 25:45 -“Truly I tell you, just as you did not do it to one of the
least of these, you did not do it to me.”
• John Paul II, Sollicitudo Rei Socialis, 1987 #40
• Compendium of the Social Doctrine of the Church par. 105,
107 (Link)
• In what ways is it Multi-Correlational:
What may Jesus/God tell us though this? We are called to
show love to the homeless .
What may this tell us about God/Faith? Christ is present
through the displaced.
What would Catholic teaching say? We are called to be the
voice for those who have none.
Where am I in this? In what ways am I poor? Who do I
marginalise?
It is recontextualised as it invites a multi-correlational
response while clearly acknowledging a Catholic
perspective and contemporary context.
Recontextualisation
RecontextualisationBonding time: the nativity in Townsville, Australia
Andrew Hamilton sj (concept) & Jan Hynes (illustrator)
Melbourne Scale-How would I interpret?
1950
1960
1970
1980
1990
2000
2010Institutional
Reconfessionalisation
Institutional Secularisation
Confessionally based institution
Christian Values Education
Recontextualisation
Diagram in layman’s terms
RE-TRANSLATING THE CATHOLIC FAITH
AT SCHOOL, BRINGING IT TO LIFE IN THE PRESENT CONTEXT
RE-INTRODUCINGTHE CATHOLIC FAITH AT SCHOOL, PURE AND UNCHANGED
LETTING GO OF CATHOLIC IDENTITY
AT SCHOOL
TRADITIONAL CATHOLIC SCHOOL IDENTITYThe way it was in the past and still endures today.
ETHICS AS THE ‘LAUNCHING PAD’TOWARDS CATHOLIC
SCHOOL IDENTITY
Theology and Practice of the BCE Leuven Project
8th November, 2016
PCB Scale Melbourne Scale Victoria Scale
Post Critical
Belief
is
associated
with
Recontextualisation is
associated
with
Dialogue
Literal
Belief
is
associated
with
Reconfessionalism is
associated
with
Monologue
Relativism is
associated
with
Christian Values
Education /
Secularisation
is
associated
with
Colourful
External
Critique
is
associated
with
Secularisation is
associated
with
Colourless
Literal beliefPost Critical Belief
External Critique
Relativism
Literal belief
NOTICE AND WONDER PROTOCOL
What does Catholic Identity in our school look like?In what areas to we need to align our procedures / practices and refine our
planning?
Post Critical Belief Scale
Melbourne Scale
Victoria Scale
Step 1:
Look your graph in your report.
Quietly and individually look at the graph/s in that section.
On your worksheet write down the observations that are evident. These are factual observations.
Each observation starts with the phrase “I notice that…”
Step 1:
Look your graph in your report.
Quietly and individually look at the graph/s in that section.
On your worksheet write down the observations that are evident. These are factual observations.
Each observation starts with the phrase “I notice that…”
Step 2
Taking turns, each person at the table reads one of their observations.
Keep going around the table until all observations are shared.
Do not discuss the observations at this time. Just share and record them.
5mins
Step 3
On your worksheet, individually write 3-4 speculations or question statements based on the observations.
Don’t attempt to come up with solutions, the aim is to:- Gain insights into what the data suggests;- Look for connections and correlations in the data;- Look for any trends, etc.
Each speculation should start with the phrase “I wonder why…” “I wonder if…” “I wonder how…” “I wonder whether…”
Step 3
On your worksheet individually write 3-4 speculations or question statements based on the observations.
Don’t attempt to come up with solutions, the aim is to:- Gain insights into what the data suggests;- Look for connections and correlations in the data;- Look for any trends, etc.
Each speculation should start with the phrase “I wonder why…” “I wonder if…” “I wonder how…” “I wonder whether…”
5mins
Step 4
Each participant in turn reads aloud on speculation, each time beginning with the phrase “I wonder…”
Continue around the table until all speculations are shared.
5 mins
Step 5
Discuss what has been shared and possible causes and connections.
Note and record key themes, questions or ideas that surface.
10 mins
Sharing the I Notice and I Wonder Protocol…
What was 1 or 2 key observations?
Why were these important?
What does it mean for our school?
Report Recommendations:
• 6 – 9 recommendations
• Some are written in a complex and difficult way
• Consider school context
• Develop goals linked to your annual Strategic Plan
A suggested process…
1. Read all recommendations
2. Identify key messages (possible deconstruction)
3. Consider school context and current practice
4. Prioritise recommendations
5. Develop actions inline with Strategic Plan
6. Action recommendation.
• clear goal and outcomes• current reality and existing resources• possible options• decide on options for action• resourcing • monitor progress• Revisit goal
An application of this important point, relevant for both the adults and the students, is encouraging the discovery of new ways of reading and integrating the Bible that promote critical hermeneutical processes, and integrating them in the Catholic identity of the school in general including its manifold Catholic features (see Figure F.4). When Post-Critical Belief is the leading cognitive approach with some Awareness of Contingency to back it up, the respondents can become more aware e.g. of the important distinction between the 'world behind the text', the 'world of the text' and the 'world before the text'. It is important that the school members, especially the teachers, get acquainted with the most recent methodologies and approaches in biblical interpretation. This not only holds true for the more common biblical passages that are easy to work with, but in particular also for those texts that are considered difficult and sensitive such as the creation account, parables, miracle stories, etc. In dealing with these texts, one should be very careful not to lapse into a mono-correlation which works as long as the Confessionality is present, but becomes counterproductive when students are no longer able to comprehend the traditions from the past. If, however, the correlations are multiple and take the plurality of society and the Christian tradition into account, these efforts can fit into a policy of Recontextualisation.
An application of this important point, relevant for both the adults and the students, is encouraging the discovery of new ways of reading and integrating the Bible that promote critical hermeneutical processes, and integrating them in the Catholic identity of the school in general including its manifold Catholic features (see Figure F.4). When Post-Critical Belief is the leading cognitive approach with some Awareness of Contingency to back it up, the respondents can become more aware e.g. of the important distinction between the 'world behind the text', the 'world of the text' and the 'world before the text'. It is important that the school members, especially the teachers, get acquainted with the most recent methodologies and approaches in biblical interpretation. This not only holds true for the more common biblical passages that are easy to work with, but in particular also for those texts that are considered difficult and sensitive such as the creation account, parables, miracle stories, etc. In dealing with these texts, one should be very careful not to lapse into a mono-correlation which works as long as the Confessionality is present, but becomes counterproductive when students are no longer able to comprehend the traditions from the past. If, however, the correlations are multiple and take the plurality of society and the Christian tradition into account, these efforts can fit into a policy of Recontextualisation.
What will make a difference:
Mission
- Explicit explanation of rationale of recontextual activities (the why)
- Building an understanding of the purpose and mission of Catholic schooling
- Authentic valuing of the Catholic story and tradition
What will make a difference:
Formation- Diverse and active prayer life
- Spiritual formation for staff and students(This needs to be sequential and developmental)
- Building theological knowledge and understanding with staff
What will make a difference:
Learning and Teaching
- Development of a symbolic understanding of religion (post critical belief)
- Building theological knowledge and understanding with staff
- Use of the 3 Worlds of the Text model to understand scripture
What will make a difference:
Culture- Diverse and active prayer life
- Providing opportunities for dialogue( students, staff & parents)- Religious practices- Beliefs
- Provide opportunities for student voice - planning liturgical celebrations- Identifying learning intentions and success criteria in R.E.
- High quality experience of liturgy
What Questions do you still have?