Suchergebnisse

Issue 47.3 of the Review for Religious, May/June 1988. ; REVIEW FOR RELIGIOUS (ISSN 0034-639X), published every two months, is edited in collaboration with the faculty members of the Department of Theological Studies of St. Louis University. The edito-rial offices are located at Room 428; 3601 Lindell Blvd.; St. Louis, MO. 63108-3393. REVIEW FOR RELIGIOUS iS owned by the Missouri Province Educational Institute of the Society of Jesus, St. Louis, MO. ©1988 by REVIEW FOR RELIGIOUS. Single copies $3.00. Subscriptions: U.S.A. $12.00 a year; $22.00 for two years. Other countries: for surface mail, add $5.00 per year; for airmail, add $20.00 per year. For subscription orders or change of address, write: REVtEW FOR RELIGIOUS; P.O. BOX 6070; Duluth, MN 55806. Philip C. Fischer, S.J. Dolores Greeley, R.S.M. Iris Ann Ledden, S.S.N.D. Richard A. Hill, S.J. Jean Read M. Anne Maskey, O.S.F. Acting Editor Associate Editor Review Editor Contributing Editor Assistant Editors May/June 1988 Volume 47 Number 3 Manuscripts, books for review and correspondence with the editor should be sent to REVIEW FOR RELIGIOUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108-3393. Correspondence about the department "Canonical Counsel" should be addressed to Rich-ard A. Hill, S.J.; J.S.T.B.; 1735 LeRoy Ave., Berkeley, CA 94709. Back issues and reprints should be ordered from REVIEW FOR RELIGIOUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108-3393. "Out of print" issues and articles not published as reprints are available from University Microfilms International; 300 N. Zeeb Rd.; Ann Arbor, MI 48106. A major portion of each issue is also available on cassette recordings as a service for the visually impaired. Write to the Xavier Society for the Blind; 154 East 23rd Street; New York, NY 10010. Effective, Nondefensive Communication Between Clergy and Religious Women Robert J. Wicks, Psy.D. This article is adapted from an invited address presented at the 1986 Annual Vicars for Religious Eastern Regional Conference on November 7, 1986, at the St. Raphaela Retreat House, Haverford, Pennsylvania. Dr. Wicks, author of Availability. the Problem and the Gift, is Professor of Pastoral Counseling and Director of Program Development in the Loyola College Pastoral Counseling Department; 7135 Minstrel Way, Suite 101; Columbia, Maryland 21045. Good communication cannot solve every problem; to think so is naive. However, good communication can set the stage for metanoia (conver-sion). Therefore, in light of this all must be done to take advantage of the opportunity it offers-~even though, as one might expect, the cost of this conversion (in terms of openness, patience, and persistent assertive-ness) may be quite substantial. Considering this cost, from a psychological point of view there must be a real effort taken to remove all of the unnecessary interpersonal stress involved through the employment of good communication techniques; whereas, from a spiritual vantage point we must see the goal of effec-tive communication and relationship formation between male and female leaders of the Church as a positive challenge which inspires further steps toward openness rather than one that is threatening and discouraging, caus-ing avoidable anxiety. The movement toward Christian intimacy and interdependence must then be based on a hope that is very much tied to our faith; for with a strong faith--even when we are in the midst of an interaction that seems 321 399 / Review for Religious, May-June 1988 to be pulling us apart or are in an apparently complete impasse--we will never lose sight of the key biblical injunction "Be not afraid." In the simple words of Paul to the Philippians: In the name of the encouragement you owe me in Christ, in the name of solace that love can give, of fellowship in spirit, compassion and pity, I beg you: make my joy complete by your unanimity, possessing the one love, united in spirit and ideals. Never act out of rivalry or conceit; rather, let all parties think humbly of others as superior to themselves, each of you looking to others' interests rather than his [her] own (Ph 2:1- 4). His call must be one that all men and women in Christ must heed. And clergy and religious women (the term "religious women" is used instead of "women religious" because it is more inclusive) need to lead the way in continuing to model this struggle for partnership in ministry. One of the realities that I believe many of us do not realize about com-munication between clergy and religious women in this age of occasional ministerial conflict between women and men is that communication is better now between these two groups than ever before in the modern Church. In the past the dissemination of information may have been easier and the discussions more comfortable, but if we are to look at commu-nication as a two-way communication where self-disclosure and the un-covering of agendas are involved, communication between clergy and re-ligious women is, in a real sense, a recent post-Vatican II phenomenon. Prior to this, in many instances because of structures and roles, the in-formation flowed primarily in one direction; this was not only unfair to all concerned but it also held back the Christian community because com-munication is a mainstay of interpersonal vitality. With these points as a backdrop then, we must enter into the topic of effective, nondefensive communication between clergy and religious women with a sense of reality and a deep attitude of hope. If we want, psychology can provide practical information to help, but we must also recognize that this is a spiritual movement; tht~s, in this light we have a responsibility to guide it but an equal mandate not to try to control it. To do so would only prove both frustrating and disastrous. In an effort to place sound psychology at the service of this move-ment, three questions will be addressed: I. How do people respond to communication?This question is im-portant because we often have the assumption that communication is nor- Effective, Nondefensive Communication / 323 mally received with welcome arms and are surprised when this does not happen. II. Who is receiving the message? This question is helpful to address because of the dramatic way a message can be affected, accepted, or re-jected when there is little reflection on whom we are addressing in terms of a number of variables. III. How is effective communication an element in an overall trans-formation of one's attitude and response to God? Good communication is only important if it serves to build up the Kingdom--the Kingdom within ourselves and the Kingdom among ourselves, that "Sacred Space" within which we make the spiritual journey. I. What Are Some of the Ways People May Respond to Communica-tion? Communication can be greeted in a number of ways including: with suspicion or paranoia, with unrealistic expectations, or with hope and chal-lenge. Understanding a bit about each of these types of responses is help-ful when preparing for or involved in communicating with others. Suspicion or Paranoia: Alan Paton once said that some persons "fear social change more than they fear God." Communication often leads to change, and in the institutional Church there sometimes is a sense of suspicion or even paranoia about where the current movements will lead. Nowhere is this more evident than with respect to the move-ment toward full partnership on the part of women. Quite honestly, al-though the suspicion and paranoia are not warranted if we have real trust in the Lord and are healthy psychologically, there is still a reality aspect to the whole issue which is senseless to bury or deny. Communication, real communication--which has at its heart the burning desire for inclu-siveness- is a Trojan horse in the institutional Church today. Inside the horse is true Christian equality--something that will, as it develops and grows, bring with it confusion and concern, just as Christ did in his times to his religious structure. So, although we really must not turn back and hide ourselves behind former types of organizational breakdowns (to do so, I think, would be a futile and sinful exercise in misplaced nostalgia for past structures), th.e question we must not hide through Christian de-nial or behind "chronic niceness" is whether, in envisioning unity, we are also prepared to face many systemic questions which may shake us as a body to the core? Unrealistic Expectations: Among the unrealistic expectations of com-munications we sometime~ hold on to are that good communications will almost always produce comfortable agreement, or somehow if it is done 324 / Review for Religious, May-June 1988 correctly will always be pleasant. Agreement does not occur all of the time; this is natural. However, some people erroneously believe that if there is not agreement, it means the communications involved are not good. This is false because there could be a meeting of the minds but the minds may not agree. This is an important point to realize in the Church today. The Church takes time to change; those who have had time to see the institutional manifestations of the Church around the world and have reviewed Church history know that the structures often take time to catch up to the reality of the movement of the Spirit in the People of God. So, while communications and respect between clergy and religious women must be at the top of our agenda, to expect that this will lead to immediate change of certain laws, traditions, and systems is to court unnecessary frustration. Another unrealistic expectation is to expect that if communications are good the results will be pleasant. This is obviously also not true. To see injustice-~either in our own behavior or others--is certainly not a joy. As a matter of fact, good communication may bring us closer-- truth has a special power to do this--but we may not feel it because the issues that divide us may become clearer and we may feel more alien-ated because we are starting to honestly confront them. Using the terminology of Merton, in communications our "true selves" may well see each other and be attracted but at the same time our "false selves" will probably turn and run for their lives! For in-stance, let us take the case of a clergyman who is a firstborn male with an eastern European background. For him to have to face as a result of communication the possibility that he has been acculturated to see him-self as the "worthy one," someone to be waited on hand-and-foot, and that he must somehow in the Spirit of the servant Jesus move away from this learned style is not going to be easy. Likewise, for a religious woman to own the fact that she has been displacing some anger she rightly feels about injustice in the Church onto a particular priest who has not shown any evidence of sexism but has happened to be nearby when she was feeling her justified frustration is also not pleasant. Hope and Challenge: However, thankfully, communication can also be greeted in a positive way. It can be greeted with a sense of hope and challenge; and that is the attitude we must all seek to "put on" as we would seek to put on Christ. Yet this positive Christlike attitude does not deny that communication takes effort, is easily affected, and often gets distorted because of past experiences. Effective, Nondefensive Communication / 325 Gestures never substitute for actions; this all of us probably would admit to knowing. Yet one of the burdens of the human condition is that we often make a gesture when we think we are taking an action. This is especially so in communication. Real communication requires that agen-das be cleared. We must risk speaking our minds and our hearts, but often we shy away from this because we can lose face, uncover unpleas-ant anxieties, or lose our position in the relationship (even though this position is a matter of self-protection rather than of Christian friendship). The "bottom line" then is that, even with a sense of hope and challenge, good communication takes real effort. II. Who Is Receiving the Message? Age, socio-economic background, race/ethnic origin, intelligence, and any number of other determinants will affect how our message is re-ceived. This is especially important in terms of personality and sociali-zation as a result of gender. With respect to personality and communication, given the focus of this paper, the specific factors which we will treat here are domination and avoidance. Domination: Some people have a great fear of being dominated or influenced while others are themselves dominators. In both cases, the per-son will receive communications in line with these personality determi-nants. Sometimes very bad past ministerial experiences will cause this kind of issue to be at the forefront. An example of this is the person in ministry who has been--in the name of "Christian service"--pulled into doing all kinds of work and has filled all kinds of inappropriate roles. He or she may then respond to communication in what I call a "pseudojustice" mode. Trying to communicate with such persons about involvement can be like pulling teeth because of their fear that their own space will be intruded upon as it has been in the past. With them you may feel exasperated and feel like yelling: "I'm not trying to control you. All I'm trying to do is to find out how you would like to serve as part of the team." The hidden agenda such people have and their past feeling of being dominated and forced into too many unwanted, possi-bly unsuitable roles need to surface and be dealt with so communication and involvement can proceed. On the other hand, for persons receiving the message who are them-selves dominators, the problem will be somewhat different. In this case they show constant concern that if they agree or open up they might lose necessary control of the situation. In communicating with them, the situ-ation is also frustrating because if you are not careful you may begin to 326/Review for Religious, May-June 1988 feel that you are in fact gUilty of trying to wrestle control or get away with something. To such persons, nevertheless, you must express the idea clearly and question their hesitation so that they can get in touch with the domination problem they are experiencing. (Th.e more uncon-scious the problem is, howex;er, the more defensive the person will be because of a lack of awareness about it and a resistance to looking at it on his or her part.) Avoidance: Avoidance of involvement with another person may be due to a number of reasons. When we are speaking about communica-tions between clergy and religious women, though, one of the primary concerns could be the fear of heterosexual intimacy. As we learn from the psychological literature (for example, Daniel Levinson: The Seasons of a Man's Life), this may especially be a problem with males because of a confusion between genital relationships and nongenital heterosexual relationships. In Levinson's words: A man may have a wide social network in which he has amicable, "friendly" relationships with many men and perhaps a few women. In general, however, most men do not have an intimate male friend of the kind that they recall fondly from boyhood or y.outh. Many men have had casual dating relationships with women, and perhaps a few complex love-sex relationships, but most men have not had an intimate nonsexual friendship with a woman. We need to understand why friendship is so rare, and what consequences this deprivation has for adult life (p. 335). For the religious woman, the case may be a failure to have had enough heterosexual opportunities herself to feel at ease in the situation; another reason could be a negative history early in life or in ministry (for example, steps at healthy intimacy either rebuffed or responded to in a genital way thus producing confusion, anger, or possibly unwarranted guilt). Now that we have looked at the above two elements in understand-ing whom we are communicating with--since the "who" very much de-termines how a message will be received, let us briefly look at the dif-ferences communication takes on from the socialization a person receives because of gender. Gender, along with the socialization and human development that oc-cur in line with it, is a very crucial variable in how someone receives communication. Carol Gilligan (In A Different Voice: Visions in Matur-ity, Harvard University Press, 1982), Robert Kegan (The Evolving Self, Harvard University Press, 1982), and Jean Miller (Toward a New Psy-chology of Women, Beacon, 1976) b.ave shown that recent studies on Effective, Nondefensive Communication women's psychological development characterize them as more open to, and interested in, affiliation than men. However, of more import is that these findings, rather than being evidence of regressive dependence, are reflective of a high level of development that should be integrated with (male-oriented) differentiation at each level of maturity. Joann Wolski Conn, in her work Women's Spirituality (Paulist, 1986), points to this: ¯ . . o.ne should notice the similarities between the Christian goal of un-ion with God demonstrated by loving care for all persons, and the ideal of human maturity promoted in essays by Miller, Gilligan, and Kegan. Gilligan rejects autonomy as the only appropriate goal for human ma-turity in moral decisions and presents instead a goal which equally val-ues relationships . [Kegan] explicitly intends to present a model which listens as carefully to women's experience as it does to men's. As a result, his model demonstrates how the qualities which have come to characterize men and women stereotypically--autonomy and relation-ship-- are the focus of life span tasks at every stage of everyone's de-velopment . Miller explains that autonomy as the goal of maturity is a carry-over from men's experience and implies that one should be able to give up affiliations in order to become separate and self-directed. Women seek more than autonomy as was defined for men; in-deed, they seek a fuller ability to encompass relationships simultane-ously with the fullest development of themselves. Too often women are misinterpreted or penalized for affirming to men a basic truth: every-one's individual development proceeds through affiliation as well as dif-ferentiation. And this development involves conflict which is an inevi-table fact of life and is not necessarily harmful (60, 61). The above is particularly relevant for us here because it is the devel-opment of the female "gender" (as opposed to biological sex), with its emphasis on affiliation,versus the male "gender," which focuses on sepa-ration, that determines whether communication will be sought to build up the Kingdom via an emphasis on relationships or via an attempt to foster "God's will" by furthering a truth or cause at the possible ex-pense of excluding intimacy in the process. ¯ This is not said to disparage men. Jesus in his communication mod-eled both the male and the female gender (that is, he stood for the truth but saw charity and relationship as the greatest law). On the other hand, in an effort to attain equality, it is equally possible for some women to mistake "machismo" for the masculine gender and seek aggressive power in their communication rather than an assertive appropriate de-fense of the truth that will in turn bring us together as brothers and sis- ~i98 / Review for Religious, May-June 1988 ters. Consequently, gender is an important issue when reflecting on the person with whom we are trying to communicate. III. Effective Communications as an Element of Overall Transforma-tion Changes in one's attitude and approach to life are areas in which thera-pists have had a long-standing interest. Because of this they are aware of the resistance to change that people have-~even when there is an ex-pressed conscious desire to progress. One way of dealing with such re-sistance, bad habits, or unwanted yet seemingly ingrained negative pat-terns is to address one or all of the following: behavior, cognition, af-fect, and imagery. (I am indebted in this section to my colleague Rich-ard Parsons for his model for therapeutic intervention based on the first three of the factors just listed.) This information is important with respect to what we have already discussed because unless communication is seen as an element of one's overall need to be transformed in approaching God, it will not be suffi-ciently integrated into one's life to have significant impact on one's daily outlook. For instance, when a depressed person comes in for treatment, the problem during the course of therapy can be dealt with in each of the ar-eas listed above; the following is a sample: Behavior: The person is helped to develop a strategy to get out of bed and move about since activity and depression do not coexist well to-gether. Cognition: The person is assisted in recognizing negative thinking, seeing the link between it and depression, and learning how to correct for this thinking as a way of dealing ultimately with a negative belief sys-tem. Affect (emotions): The person is encouraged to express negative emo-tion (anger) so it is not directed against the self in a destructive fashion. Imagery: The person is given exercises in positive imagery as a means of correcting the inordinate negative images that the person fre-quently has and erroneously believes. In this way, the person is able to enter upon a process of self-reeducation, in terms of which, rather than behaving, perceiving, feel-ing, and imaging negatively, he or she realistically and positively takes greater and greater hold. In our openness to grace (using the above model including behav-ior, cognition, affect, and imagery), similar moves must be taken with respect to.ensuring the presence and growth of effective, nondefensive Effective, Nondefensive Communication communication between clergy and religious women. As a way of en-suring this, in each of the four categories, a series of sample questions is offered. They are not so much a comprehensive list as a way of ap-proaching what we have covered in this paper on a broader scale. How they are addressed initially and every day will help determine how the clergy and religious women feel about and act upon their stated desire to open up clear lines of communication between them--regarding, that is, what they do, perceive, affectively experience, and envision. Since emotions are hard to impact directly (except with drug therapy or via ex-ercises in catharsis--that is, ventilating emotions when relating an event to a friend so that the emotions do not come out in an inordinate way in an encounter with someone else), the three we will focus on in terms of a listing of reflective questions are: behavior, cognition, and imagery. (Naturally, there will be some overlap between categories.) Behavior: 1. When someone treats me with disrespect/anger, do I inquire about it or do I withdraw and absorb the negativity or retaliate against the per-son? (Am I able to say: "You seem angry. Is it me that you are angry with or someone/thing else?") 2. Do I time sensitive interactions correctly, or do I bring up things at a time when the person will feel on the spot, rushed, or unable to re-spond? (The "attack-in-the-open" or "hit-on-the-run" techniques.) 3. Do I let other people's behavior (defensive, angry, rigid.) de-termine (excuse) a like negative response on my part? 4. When I have a confrontation, do I employ empathy and respect? 5. Do I group people (sexes, roles . . .) together, or do I take the trouble to appreciate each person individually? 6. Do I treat my partner in ministry like a child or parent or assume one of these roles myself in communication? 7. Do I demand that people agree or have a constantly pleasant de-meanor as a price of interacting with me? 8. When I communicate, am I trying to be myself, or am I trying to project an image so as to keep people controlled, at a distance, or in awe of me? 9. Do I hide behind the rules--be they correct or not--as a way of ending a conversation or cutting off a person's desire to brainstorm or be an adult with me? 10. Do I give in--in the name of "charity"--because I want to be liked? 330 / Review for Religious, May-June 1988 11. Am I difficult to deal with and .overly exacting about a job de-scription- not merely to ensure justice is done, but as displaced revenge for past injustices, hurts, or inordinate demands? In other words, am I willing to be assertive enough to set limits for people when I am being asked to do things I should not do, and, on the other hand, am I gener-ous enough to go the extra mile when it is called for rather than hide be-hind a "union-type" contract which may destroy ministerial morale? (This question is material for an article in itself, given the undeclared psy-chological war that is often taking place between some manipulative, con-trolling, dominant ministers in the Church and the obsessive-compulsive persons who report to them.) 12. Do I use emotional words or parental actions (pedantic tones, sar-o casm . . .) as a way of controlling or attacking other persons? 13. Do I use indirect or passive aggressive/dependent behavior as a way of getting back at someone because I cannot or will not face my own anxiety about being directly assertive? 14. Do I catch myself when I am not taking someone seriously or am making a premature judgment about him or her? 15. Do I tie people up in specifics, rules, or implications rather than allowing them to share their hopes, ideals, and visions with me? 16. Do I look for defensiveness in the other person as a help to moni-tor how I am presenting my view? (Am I using evaluative rather than de-scriptive language, which then sets the other person up to respond nega-tively?) 17. Am I being specific and recent, rather than vague, general, or historical? That is, am I dragging in what I perceive to be the person's whole negative history with me? 18. Am I falling into the trap of employing a communication de-stroyer such as: ordering, directing, commanding, warning, admonish-ing, threatening, exhorting, moralizing, preaching, lecturing, giving so-lutions, .judging, criticizing, blaming, flattering, name-calling, shaming, withdrawing, humoring, or diverting? i9. Am I acting the way I am because of the person's "church cre-dentials" or because of who they are as persons . . . my brothers and sisters in Christ? 20. Am I giving other persons enough distance, or am I moving ahead in the communication and relationship because of my own needs, my own sense of where relationships should be after a given period of time? Effective, Nondefensive Communication 21. Am I able to not "take the whole stage" or "hide behind the curtain" but instead find an appropriate verbal place in the communica-tion? 22. Am I self-disclosing enough without inappropriately or too rap-idly overwhelming the other person with my personal life? 23. Do I use anger, pouting, tears, tantrums, or seduction to get my way? 24. Do I look for the other person's point in communication so it re-ally can become a two-way process of exchanging information? 25. Am I looking for those signs in myself which would help me see when in my interactions and thoughts I may be setting myself up for un-necessary failure? (Do I expect that the reality of the diocese or present partner in ministry will meet my ideals and, when it does not, see it as a total failure?) Cognition: I. Do I try to be as clear as possible in the way I express myself--in other words, do I try to look at all my motivations and agendas? 2. Do I catch myself when I feel either angry, anxious, or guilty so I can try to understand the source of it rather than merely blaming my-self or someone else? 3. Am I sensitive to the times I personalize things? For instance, do I quickly take the blame for some external negative event that I was not primarily responsible for and as a result feel unnecessarily angry/guilty? 4. Do I hold on to the biblical quotation "Be not afraid" at a real belief/trust level to the extent that I can move forward in communica-tion even during those times when I feel pain, rejection, threat, or panic? 5. In my communication of the expectations I have of people, am I presenting them in a way which puts them on the spot, or do I really try to call them to be all they can be without embarrassing them because they are where they are? 6. Do I predict failure or put the other person down in my mind even before the communication has had time to develop? 7. Do I pick up my feelings of annoyance or frustration and catch the underlying thought which is causing it and thus avoid lessening my motivation to continue the communication and work through the prob-lem? 8. Do I fearlessly try to separate my motivations and agendas so I can see what mature/immature elements are involved in my thinking when I prepare for an important discussion, confrontation, or meeting? 332 / Review for Religious, May-June 1988 9. When I am at an intimate level with a person, am I checking all the thoughts going through my mind---even the negative or unrealistic ones--as a way of picking up my unfulfilled preconscious desires or needs so they do not interfere with the communication or lead me to act out some immature behavior that would be detrimental to the relation-ship? I0. Am I thinking that, if this person does not like me, it means am not likable in general? Or do I believe that when I am on a ministry team everyone must get along equally well? 1 i. Do I see disagreement as tantamount to disloyalty or start to be-lieve such an attitude if I am given that message by the person with whom I am communicating? 12. Am I willing and able to recall past supportive adult situations I have had with other partners in ministry so I do not generalize when I have a bad experience in the present? Imagery: 1. Am I imaging myself as an assertive sister/brother of Christ, or do I perceive a non-Christlike negative image of myself? 2. Am I truly imaging the opposite sex as being in the image of God? (Am I able to image her/him as being my superior even if I am now her/ his superior in the apostolate?) 3. Do I image myself as loved so I can behave as a healthy person rather than a "good/nice" person who retreats, placates, etc., because of a desperate need for acceptance? 4. Do I try to cut through all of the past culturally determined im-ages I have had of the Lord in order to reenvision the masculinity (as op-posed to the "machismo," power, superiority . . .) of Christ, and am I also able to see Jesus as mother? Or, do I really believe this area is silly and avoid it? 5. Do I take the "Abba" image of God as my guide and meditate on it as an assertive yet tender role model? Or do I still have a "superego-oriented," patriarchal image of God? These are just some of the questions that must be faced with respect to behavior, cognition, and imagery if communication is to change and become effective, if our attitude is to be truly transformed. Epilogue Abraham Heschel once said: [A person's] plight is not due to the fear of nonbeing, to the fear of death, but to the fear of living . The fear of living arises most corn- Effective, Nondefensive Communication monly out of the experiences of failure or insult, or having gone astray or having been rebuffed. It is rooted in the encounter with other human beings, in not knowing how to be with other beings, in the inability or refusal to communicate, but above all in the failure to live in complete involvement with what transcends bur living. I think that, in discussing effective, nondefensive communication be-tween clergy and religious women and in looking at our behavior, cog-nition, and imagery, we are being asked whether we will fear living or whether we will live in complete involvement. We are being asked whether we will follow "Holy Mother the institutional Church" in such a strict way that we are not open to "Holy Mother our God" to the ex-tent that we allow her to carry us where she will. The questions being asked here, then, are not easy ones. Neither are the answers so immediate and accessible. Psychology can help, and we should employ it wherever we can. But, in the last analysis, it is prayer and spirituality that will turn the tide. James Fenhagen said at one point in his book Invitation to Holiness (Harper & Row, 1985, p. 57): "People live cautiously because they pray cautiously." I think this is so, and I think St. Peter felt it when he was confronted at Rome's gate after being asked the question: "Quo vadis?" Accordingly, I wonder, in this whole issue of communications and rela-tionships between clergy and religious women (as might also possibly be the case with respect to the modern movement toward a lay-centered Church), whether it would be too dramatic for us to see that the whole Church is at the gate being questioned again by the Lord as to our cour-age, fortitude, and faith? I wonder. I wonder. Leading People into Prayer Paul Wachdorf Father Wachdorf, a priest of the Archdiocese of Chicago, is an associate dean of for-mation and a spiritual director at Mundelein Seminary. His address is: University of Saint Mary of the Lake; Mundelein, Illinois 60060. For the past six years I have served as a spiritual director for the theologi-ans at Mundelein Seminary, the graduate school of theology of the Arch-diocese of Chicago. An increasing number of our incoming students have never been in a seminary. Frequently their knowledge of the history and teachings of the Church and of the various prayer traditions of the Church is at a very basic level. Some come with no prayer life at all. For others, their experience of prayer is limited to saying prayers, occasionally read-ing from the Bible, or talking to God. One of the challenges I have faced as a director in working with these students is to lead them into a deeper experience of prayer. Out of my experience of the last six years, I would like to share some of the insights and practical wisdom that I have found helpful in work-ing with these students. Although I have worked primarily with semi-nary students, I believe that what I have to say can be helpful to anyone working with beginners in prayer: spiritual directors, RCIA facilitators, pastoral-care ministers, homilists, prayer-group leaders, and many oth-ers. It is very important to be aware of the special issues and concerns that beginners in prayer face as they seek to come before God. The Foundational Conviction The most important insight that I have come to is this: God leads peo-ple into prayer. Through God's own invitations, people come to prayer in their own good time and way. As a director I can invite people to a life of prayer. I can walk with them in their attempts to pray. I can help 334 Leading People into Prayer / 335 to facilitate their movement into prayer. But I cannot make them pray, and I cannot control the movement or the experience of God in their prayer. As a director I have had to face my own impatience and desire to have someone become a person of prayer overnight. I have come to see that there are many starts and stops; but, over time, people are given the gift of prayer. Prayer cannot be forced. It is a conversion experience. When people come to experience firsthand the power of God at work in their lives and prayer, then prayer becomes something that they want to do and not something I expect them to do or something they are obli-gated to do by the Church. Until this happens for them, I try as much as possible to affirm their fledgling efforts to pray and to be understand-ing and accepting of them in their failures, their discouragement, and their resistances as they attempt to pray. Beginning by Doing When I meet.with prospective spiritual directees, I tell them that one expectation I have of them is that they commit themselves to developing a regular prayer life. Furthermore, within the context of spiritual direc-tion, I want them to talk about what happens to them when they do pray. I also tell them that I am not going to dictate to them how, when, or how often they should pray, nor am I going to scold them in their failures or difficulties with prayer. I am not indifferent about their prayer life. Within the framework of God's gift and their freedom, I try to be an accountability factor. What is a value to me, I want to be a value for them. In addition, I tell them that their commitment to prayer insures that what we do within the con-text of spiritual direction becomes more than just guidance and counsel-ing. Some of those I direct have told me that my invitation to prayer has been an important stimulus in their attempts to develop their own prayer life. In Solidarity and With Support At Mundelein Seminary, the full-time members of the formation team commit themselves to an hour of personal prayer every morning in our house chapel. We invite the students to join us in our time of prayer, and many of them do. In this hour of quiet time with God, there is a soli-darity that develops among us. Many of our students have said that this daily commitment of the formation team to prayer has been an impor-tant witness and invitation to them in their own prayer life. 33t5 / Review for Religious, May-June 1988 Related to this, on occasion I have invited a student I am directing to join me for this time of quiet prayer. We have used a common prayer form or passage from Scripture as the basis of our prayer. Afterwards we spent some time talking about what we experienced in our prayer. Within the context of direction, I try to share on a limited basis, and when-ever I feel it is appropriate, some of the content of my own prayer life and what happens to me when I pray. These two things have helped some of my beginners in prayer to come to an experiential insight into what can happen when they open themselves up to God in prayer and to understand what prayer in gen-eral and what specific prayer forms can be like for them. The Spiritual Dialogue About Prayer When I first meet with new spiritual directees, I ask them to spend some time telling me their life history. Among other things, I ask them to tell me about their prayer life and their experiences and images of God. In particular, I ask them if they have ever had what they consider to be a religious experience or a powerful experience of God at work in their lives. What I have found is not only that many of those I direct have had such experiences but also that these experiences have played an impor-tant part in their own vocational discernment and their understanding of God. I have also found that people feel very shy or embarrassed about hav-ing had such an experience, have never told anyone about it before, and have a difficult time articulating just what the experience was like. As a director I find that it is very important for me to listen carefully to what they have to say, to reassure them that they are not weird or crazy, to invite them to explore further what they have experienced, and to give them permission to talk about such experiences as they might occur in the future. During the course of direction, I ask people to talk about their prayer life in terms of consistency, method, content, and inner feelings associ-ated with praying. Initially they find this difficult since they frequently lack the language to talk about what happens interiorly when they pray. Very often they have not developed the ability to sit quietly for any ex-tended period of time, to notice what they are feeling, and to distinguish the difference between distractions and movements of God. As we begin, I encourage people to talk about whatever they thought or felt or experienced in their prayer, whether they considered it to be significant or not. I find it important for me to move slowly and to be Leading People into Prayer patient with their attempts not only to pray but also to notice and talk about their experience of prayer. I also find that I need to be sensitive to their desire to please me, to do well in their prayer, or to have some-thing significant to say. I need to reassure them that whatever happens in their attempts to pray is fine with me and is pleasing to God. Related to these considerations is another question we examine early on: For whom is prayer intended? Is it primarily for my benefit, for what I get out of it? Or is it primarily for God? If prayer is just for my benefit and if nothing seems to be happening, I will feel it is a waste of time and will be tempted to give it up. On the other hand, if prayer is for God, it does not make any differ-ence if anything "productive" seems to be happening. Even if it feels like a waste of time to me, I am praying because I am giving my time to God in a way that says that my relationship with God is primary. The fact that I am consistently present to God in my prayer is initially far more important than what ! do or what happens when I pray. When peo-ple come to a different understanding of what prayer is and for whom it is intended, they relax and are more open as they approach prayer. Resistances, Difficulties, and Dryness Beginners in prayer are usually eager and enthusiastic as they begin to develop and deepen their prayer lives and to experiment with new prayer forms. They may experience in new and surprising ways the power of God at work in their prayer. As time passes, however, and they run into resistances, difficulties, and dryness in their prayer, they may become discouraged and disheart-ened with their prayer life. They may feel as if God has abandoned them. It is important to help them understand the dynamics of what is going on in their prayer. A list of some of the common difficulties that tend to make prayer difficult for beginners follows: a) Called to a Different Prayer Frequently the difficulties encountered by beginners in prayer are con-nected to being called by God to a different way of praying, to a deeper level of prayer. Although this is true for all pray-ers, it is especially true for beginners. My experience with beginners in prayer is that they soon discover that the ways of prayer taught them as children and carried with them into adolescence and young adulthood are no longer satisfying to them. It is important to let them explore their dissatisfactions and new yearn-ings and to help them see that perhaps God is calling them to a differ- Review for Religious, May-June 1988 ent, deeper way of praying. b) Wondering What to Do Exploring different ways of praying, however, often brings begin-ners to another difficulty: They do not know how to begin or what to do in their time of prayer. They are intimidated by silence and fear that noth-ing is going to happen or that they will be plagued by distractions. When they are unfocused as they come to prayer, when they have no sense of how to open themselves up to God so that God can enter into their lives, prayer will be extremely difficult for them. I find it is important to explore with beginners what prayer is, what attitudes to bring to prayer, how to interpret and deal with distractions, and what prayer techniques may suit them and open them up to God. If they know their Myers-Briggs type indicator, I offer to go over with them some of the research that has been done on prayer and tem-perament. One resource I would suggest is the book Prayer and Tem-perament by Chester Michael and Marie Norrisey (Charlottesville, Va. : The Open Door, 1984). The Myers-Briggs type indicator seems to be a limited but useful tool in helping people to understand how they ap-proach the world. This understanding can put them in touch with a fa-vored and a shadow side of prayer, an insight that can open them to a sense of God at work in their lives. c) Unworthiness Another difficulty beginners face is the feeling that they are not wor-thy to pray. More specifically, they feel unworthy to come before God, that they have nothing worthwhile to offer to God, and that .they are not worthy to receive anything from God in their time of prayer. These feel-ings are often connected with earlier lifestyles which now cause shame. Sometimes they are connected with images of God which portray God as a perfectionist or as a harsh, impersonal, unforgiving judge who pun-ishes wrongdoing. I find that it is important to let people freely explore their life histories, their images of God, and their own sense of unwor-thiness. d) Looking at All Facets of Life I encourage those I direct to get in touch with their feelings and to tell God in their prayer what they are feeling, thinking, and experienc-ing. This tends to bring into focus several related difficulties for begin-ners in prayer. Leading People into Prayer / 339 The first is their image of God as all-knowing. If God is all-knowing, why should they bother to express what God already knows? A second is that they are often not in touch with what they are feel-ing or with inner movements which might or might not be of God. They have never cultivated the reflective side of their lives. A third is that they are frequently suspicious of emotions, especially those they consider to be negative or sinful, such as anger, lust, or de-spair. They have a difficult time admitting to themselves that they have such emotions. And even when they do, how, for example, could they possibly express to God their angry feelings? Such feelings can be very threatening to them and can reinforce their sense of unworthiness before God. It is important to help beginners get in touch with their feelings and thoughts, to claim them in a non judgmental way, and to begin to express them to God in their prayer. As they do this, God is able to be with them as they are and as he wants to be with them. e) The Right Time and Place Difficulties in prayer can also be related to lifestyle and environment. A poor environment, such as the clutter of their rooms where there are many distractions, can make prayer difficult. I encourage beginners to explore various prayer environments to help them discover a place where they can be with God in peace. The time of day for prayer is important. "Morning" people or "night" people need to adjust prayer times according to their natural biological rhythms. I encourage people to find a time of day when they can give quality prayer time to God, a time of alertness and concentra-tion. The general rhythm of life affects prayer. A scattered life or a life out of balance will not help prayer. One needs a regular and rhythmic balance of work, play, and attending to relationships. I encourage peo-ple to examine their life patterns because a healthy life is related to healthy prayer. t') Consistent Commitment Inconsistency or not enough time given to prayer can make prayer difficult. The development of a healthy, loving, life-giving relationship between any two people requires that they spend sufficient, consistent, quality time together. Our relationship with God is no different. If God is to be present to us as God truly desires, we have to make time for this relationship to develop. It is important to explore with beginners the dis- ~140 / Review for Religious, May-June 1988 cipline of consistent prayer. g) Wasting Time with God In the midst of the hectic pace of modern life, it is difficult to find time to pray. Often, for pragmatic, production-oriented Americans, prayer seems like a waste of time. People can always think of "better" ways to spend their time. The need that beginners have for productive prayer is one that needs to be carefully explored. I encourage them to see prayer as an opportunity to waste time gracefully with God. h) Dealing with Setbacks When people miss prayer for a day or two or three, they become dis-couraged. They may want to give up on prayer. My response is encour-agement. When they miss, they do not need to get upset or give up on prayer as a lost cause. I tell them to come back. Prayer is a decision that continually needs to be renewed. If they fall, they should simply get up and start over again. God, I believe, is not all that interested in how many times they have fallen. God is more interested in how many times they got back up and started over again. i) Desolation In his Rules for the Discernment of Spirits, Week I [322], St. Igna-tius suggests three important reasons why we suffer desolation or diffi-culty in prayer. David Fleming, S.J., in The Spiritual Exercises of St. Ignatius: A Literal Translation and a Contemporary Reading (St. Louis: The Institute of Jesuit Sources, 1978, pp. 210-211), "reads" the text of St. Ignatius as follows: I. It is our own fault because we have not lived our life of faith with any effort. We have become tepid and slothful and our very shallow-ness in the spiritual life has brought about the experience of desolation; 2. it is a trial period allowed by God. We find ourselves tested as to whether we love God or just love his gifts, whether we continue to fol-low his call in darkness and dryness as well as in light and consolation; 3. it is a time when God lets us experience our own poverty and need. We see more clearly that the free gift of consolation is not something we can control, buy, or make our own. These Ignatian guidelines are geared for beginning Christians. When explained properly, they can be helpful in giving beginning pray-ers some insight into what might be happening in their prayer. Leading People into Prayer / 341 Prayer in Direction I invite those I direct to take time, if they are comfortable in doing so, to join me in prayer at the beginning and/or at the end of our ses-sions together. My/our prayer might be spontaneous or more formal. As we begin, the prayer is a simple petition inviting God to be a part of our time together and asking for the guidance of the Holy Spirit. As we end, the prayer might be a moment of thanksgiving or praise to God for the ways in which the Spirit works in our lives and in the process of spiri-tual direction. It is important not to force this. Beginners in prayer are not usually very comfortable praying out loud or spontaneously. At the same time, such prayer does sensitize beginning pray-ers to the importance of con-tinually inviting God to enter into their lives and of noticing and acknowl-edging the ways in which God can and does act in their lives. Conclusion My experience is that leading people to prayer is an art and not a sci-ence. There is no one textbook approach that works for everyone. Prayer is something very personal and unique. It is a special relationship that develops over time between God and the pray-er. People come to prayer in their own good time and way. As a spiritual director, I cannot make prayer happen; but I can help to facilitate this loving relationship. In work-ing with beginners in prayer, I do not apply the suggestions I have of-fered in this article in any structured or systematic way; but I have found that there are certain common themes and experiences that it is good for me as a spiritual director to be aware of as I seek to lead people under the influence and guidance of the Holy Spirit into a life of prayer. Marian Year: A Prolonged, Ardent Pentecost Gene Barrette, M.S. Father Barrette last wrote for us in the November/December 1987 issue. The pre-sent article has been adapted from a letter of his to the La Salette Missionaries, of whom he is the superior general. His address: Missionari di N. S. de la Salette; Pi-z, zza Madonna della Salette, 3; 00152 Roma, Italy. I'leturning to Rome from Argentina on June 6, 1987, after nearly twenty-four hours of travel, I was only hazily aware of the events of that day. I noticed some members of my community in front of the TV joining the Holy Father as he prayed the rosary at St. Mary Major's Basilica. A Veri-table prayer chain around the world was formed as simultaneous trans-mission linked groups of the faithful praying in some of the major Marian shrines on five continents. Later in the evening a group from the house went to the Pentecost vigil celebrated in St. Peter's Square, a ceremony full of splendor and evocative images of fire and flowers. These were festivities marking the pope's official opening of the second Marian Year in the history of the Church. This special year, which will close on the feast of the Assumption, 1988, was launched with media fanfare, receiv-ing extensive TV and newspaper coverage here in Rome for a couple of days. And yet, I must humbly admit, in my own jet-lagged heart I felt little excitement or response. In fact, when the Marian Year was first announced, a little demon voice in me had muttered: "What is this man doing? Here the world is facing enormous problems: war, possible nuclear annihilation, the col-lapse of social structures, massive oppression and injustices, and moral confusion; and what does he hold out to the world? A Marian Year!" My 342 Marian Year / 343 initial reaction was not only less than enthusiastic, it was even slightly embarrassed. How shallow that reaction was! For what has Pope John Paul done? I believe he has done something very prophetic, prophetic in the same sense that La Salette is so pro-phetic. At La Salette Mary described a world suffering from famine, dis-ease, and turmoil. And yet what did she propose as a solution? Prayer, attendance at Mass, fasting--in a word, conversion. She proposed solu-tions that in the eyes of the world certainly could only appear "foolish." And so too, perhaps in the eyes of the world or, even worse, in our own worldly eyes, the pope's proclamation of a Marian Year as an important way to prepare for the Third Millennium may seem foolish. But it is the kind of foolishness that in the eyes of God is, in fact, wisdom. In proclaiming a Marian Year, the pope is saying to all of us: "Be-hold your mother!" Yes, this is a year that can help us behold and relate to this maternal reality which is life-giving and life-nurturing; and the life that Mary gives and nurtures is precisely the Christ-life so desper-ately needed in the famine of our days. Yes, behold our mother; behold the woman who is our privileged doorway to Christ, Christ who in fact is the only true answer to the fragmentations, oppressions, and forces of nonlife and darkness threatening our today and shadowing our tomorrow. Any word or act that leads us to this heart of our reality is prophetic. Bringing Mary Out Of Eclipse It is no e×aggeration to say that Marian devotion suffered a diminu-tion during the past twenty-five years or so. Some blame the Vatican Council, others hold theologians at fault. And yet no council has ever spoken so beautifully of Mary as does Lumen Gentium, nos. 52-69. Promi-nent theologians such as Karl Rahner, Schillebeeckx, and even the non- Catholic Max Thurian have written exquisitely on Mary. Bishops' con-ferences have issued pastoral letters on Mary, such as the American bish-ops' beautiful letter Behold Your Mother. The eclipse came as an over-reaction to excesses that at times existed in some Marian devotions; the eclipse also came because our attention was focused on other essential aspects of our Christian, ecclesial life. But Mary is so integral a part of the fabric of our faith that she can-not remain in eclipse. In fact, in Argentina Cardinal Primatesta, in a con-ference to the members of the Council of the Congregation, went on at great length to emphasize that it is Marian devotion that has preserved the Christian faith of the Latin American people over the centuries. This great gift cannot remain in eclipse. :344/Review for Religious, May-June 1988 Through the Marian Year, Pope John Paul wants to put dramatically before our eyes and our hearts this life-giving reality that is Mary, Mother of Christ, Mother of the Church; your mother and mine. We are not dealing with pious images or metaphors nor with devotional projec-tions; we are dealing with a reality present to us. Do we recognize this presence? Is it vital for us? Permit me to use an analogy to help me get my point across. Walk outside and look up into the air. Do you hear music or voices and see images? Of course not. And yet that seemingly clear air is full of sounds and images. All you need is a radio or TV and click--you capture them. You hear the music and the voices, you see the pictures. All you need is the proper instrument, properly tuned and with a power source. It is the same thing with the presence of God, the Lord, the Spirit--and yes, of Mary. They are real presences. But unless we have our minds and hearts empowered by the Spirit, attuned in faith, then there is no way that we can be aware of these presences; no way that we can respond to them; no way that we can be touched and transformed by them. In a cer-tain sense the Marian Year is a "tuning time" for us; tuning in to the presence of Mary to her people. How sad it would be not to take advan-tage of this gift. This Spirit-inspired invitation of the Holy Father to give Mary her rightful place in our lives is not intended to lead us simply to a superfi-cial polishing-up of Marian devotion. It is actually a call to enter into the richness and the profound meaning of a Marian spirituality. As John Paul's recent encyclical Redemptoris Mater suggests, it is a question of seeing Mary not simply as part of our "doctrine of faith," but much more of Mary as part of our "life of faith." Mary is the prototype for our own stance before God and the world. Mary has led and continues to lead the way on our pilgrimage of faith. Recognizing that and actively drawing strength from that reality is one way of insuring that Mary will no longer live in a sort of eclipse. This is not the place for a treatise on the fundamentals of a Marian theology. I simply encourage you all to give Redemptoris Mater a prayer-ful, meditative reading. The encyclical, plus chapter VIII in Lumen Gen-tium, gives an excellent summary of Mariology. In these pages I simply want to point out some aspects of Mary that can touch our life of faith; points that may.be light and food for our own journey. Mary: Model for Our Pilgrimage of Faith A recurring phrase in the pope's encyclical is Mary's place in the "pilgrimage of faith" (6, 14, 25, and 26 especially). The whole image Marian Year / 345 of the pilgrimage of faith is a dynamic one capturing the movement, the evolution, the story of a people, of individuals. What is this "pilgrimage of faith" that the Church has lived out through space and time in her individual members? The pope says that its essential character is interior, a "question of a pilgrimage through faith, by the 'power of the Risen Lord,' a pilgrimage in the Holy Spirit" (RM 25). The essential element of this interior pilgrimage is the response that each person gives to the encounter with the Holy Spirit. The faith-response of yes-~offiat, a total "obedience of faith" to the Spirit invit-ing into God's plan-~creates a receptive space for the conception and birthing of Jesus. This pilgrimage of faith is of crucial importance not only because of what it accomplishes in the individual, but more because of what is accomplished through the individual: making Christ present in the world. And Mary, in a unique and special way, is present to and part of this ongoing pilgrimage. "Mary is present, as the one who is 'blessed be-cause she believed,' as the one who advanced on the pilgrimage of faith, sharing unlike any other creature in the mystery of Christ . Among all believers she is like a 'mirror' in which are reflected in the most pro-found and limpid way 'the mighty works of God' " (RM 25). Mary is the prototype and model for all faith-pilgrims. And what can we learn when we look at her response? We discover that "to believe means 'to abandon oneself' to the truth of the word of the living God ¯ . . accepting fully and with a ready heart everything that is decreed in the divine plan., a complete openness to the person of Christ, to his whole work, to his whole mission" (RM 14, 39). This total acceptance, this total giving oneself to God's plan, is evi-dent throughout Mary's life: in thefiat of the annunciation moment, in the journey to Bethlehem and the birth in such humble surroundings, in the flight to Egypt, in the "ponderings in her heart" during the early years, in the intercession at Cana, in the years of remaining in the back-ground during the preaching, teaching, and healing and on the fringe of the crowds adulating or condemning, at the foot of the cross, and then in the midst of the apostles for the empowering on Pentecost. Certainly it is not difficult to see in Mary the total gift of her person to serving the saving plan of the Father. Unique? Yes, Mary is. And yet we share in the same call, the same mission. As the American bishops stated in their pastoral letter: "Mary conceived in her heart with her whole being, before she conceived in her :346 / Review for Religious, May-June 1988 womb. First came Mary's faith, then her motherhood. Faith is the key . All who truly follow Christ become 'mothers' of Christ, for by their faith they bring Him to birth" (Behold Your Mother, 71). This radical response of faith, as Cardinal Ratzinger effectively stated in a homily at St. Mary Major's on June 10, 1987, shows that Mary is "above all the sign of the fecundity of faith in history." The fecundity of faith is that it brought forth Life itself, which is Jesus. Je-sus is God's supreme entrance into history. It is in Jesus that God once and for all puts history on the road of salvation, of liberation, of com-pletion. Jesus is the ever present Life that transforms history. What bet-ter way, therefore, to move towards the third millennium than to look at Mary, the supreme example and model of the power of faith to bring Jesus into the world? The Marian Year is an invitation to do this. Mary: A Maternal Presence Mary is model for our pilgrimage of faith, but she is more. She is an accompanying maternal presence--guiding, interceding, helping with the sensitivity that only a mother can have. And that is also a reality-- she is truly a mother to each of as. Mary as mother of the human race, again, is not just poetry. It is clearly stated and established at the foot of the cross. "Woman, behold your son. Son, behold your mother." Mary as model is a great gift of the Father to us; but even more, Mary as mother is the great gift of the Father and the Son to us. Again, in the words of Pope John Paul, "Mary's motherhood which becomes man's inheritance is a gift; a gift which Christ himself makes personally to every individual . Of the essence of motherhood is the fact that it concerns the person. Motherhood always establishes a unique and unrepeatable relationship between two people: between mother and child and between child and mother" (RM 45). Mary is not "out there" somewhere; she is intimately linked with you and me, whether we pay attention to that link or not. This relationship is part of our reality. Turning and relating to Mary as our mother is not an appeal to senti-mentalism. Rather it is turning to a source of life. Again Cardinal Ratz-inger had a beautiful and suggestive image in his homily: "If the Church in its everyday life does not want to be reduced merely to an arid institu-tion or to an activism that burns itself out, it must look to Mary. Life can grow and develop only under the warmth of a maternal heart." It is there under the warmth of the mother's heart that life first begins and grows in the womb; and it is in the light and warmth of the love of a mother's heart that life continues to grow and be strengthened and made whole years and years after leaving the womb. This immense maternal Marian Year / 347 love Mary has for us has a transforming power. Why do we hesitate or simply neglect to reach out for and seize this maternal love? It may be just the thing that many of us and our people need to turn our lives around and become spaces open to the Spirit and be Christ-bearers. The picture of Mary as our mother certainly is central in Mary's ap-parition at La Salette. She began with the words "Come near, my chil-dren . . . I have great news to tell you." In these very opening words there is already great news: the news that we are her children, and there-fore she is our mother. While Cardinal of Cracow, the Holy Father gave a very insightful observation on the motherhood of Mary during a homily he preached on the occasion of the seventy-fifth anniversary of the presence of the La Salette Missionaries in Poland. Speaking of Mary as mother of the hu-man family, mother of the Church, he said, "We know well that a mother who loves cries more than once . . . and if among the Church-approved private apparitions of Mary there was lacking this Mary in tears, our image of maternal love would somehow be incomplete. The mother who loves, sometimes weeps. Even more when a grave danger menaces her child . Her maternal tears are a special proof of love, necessary for humanity, necessary for our people today." How often do we ourselves draw near to those tears of love? How often do we lead our people to those tears of love? ¯ The tears that Mary's love produces are shed in response to our own pain, our own suffering, our own danger, our own brokenness, our own sinfulness. Towards the end of Redemptoris Mater (51-52), the Holy Fa-ther refers to the lines from one of the Marian hymns after compline: "Loving mother of the Redeemer, gate of heaven, star of the sea, assist your people who have fallen, yet strive to rise again." He speaks of the great advances of recent times in human history. And yet, throughout the marvels of our journey in time and space with all the transformations we have witnessed, there remains a fundamental transformation, and that is the ongoing transformation from falling to rising, from death to life. As the Holy Father points out, "the Church sees Mary maternally present and sharing in the many complicated problems which today beset the lives of individuals, families, and nations, and she sees her helping the Christian people in the constant struggle between good and evil, to en-sure that it does not fall or, if it has fallen, that it rises again." This should resonate in each of us if we are sensitive to our own pil-grimage of faith with its rhythms of falling and rising, with its experi-ence of our fragilities and infidelities, with our failings and beginnings 341~/Review for Religious, May-June 1988 anew. Such is our experience as individuals; such is our experience as a community, as a congregation, as a Church, as God's people. Mary's appeal at La Salette certainly relates to our need for conver-sion. (Is the same thing perhaps happening today at Medjugorje?) Yet why do we shy away from this gift offered to us? Why are we so often indifferent, blas6 about these obvious signs of maternal love rushing to us, children in danger, children in pain, children needing help? Is it that we feel that we are big boys now, grown up, ~tnd therefore no longer need-ing this consolation, this warmth, this encouragement, this drying of our own tears, and this loving embrace that helps us believe in our own good-ness and the Spirit's action sending us onwards in new beginnings again and again? The Marian Year can be the privileged occasion for us to re-discover this great gift if we have been neglecting it, or to deepen our love for it if we have not forgotten it. Mary: Continued Presence in Mission to Us Mary, model for us on the pilgrimage of faith; Mary, continued pres-ence as mother. Let us now look at Mary and her own mission, which continues today. As Redemptoris Mater (21) reminds us, Mary's own sense of mis-sion began to be felt at Cana. There we see Mary's solicitude, her com-ing to people in the wide variety of their wants and needs. This solici-tude has certainly been manifested during this last century and a half in her apparitions, especially at La Salette, where her caring wrung tears from her heart. Mary's mission has a twofold movement. She comes to the aid of human needs, but this means that she brings those needs within the ra-dius of Christ's salvific power, as she shows at Cana. At La Salette this is seen in the image we have of the two children, representing our bro-kenness and neediness, being drawn into the radiance that streamed from the crucifix, the ultimate symbol of Christ's saving love. "Thus there is a mediation: Mary places herself between her son and mankind in the reality of their wants, needs, and sufferings . Her mediation is in the nature of intercession: Mary intercedes for mankind" (RM 21), a truth echoing Mary's own words at La Salette, "How long a time have I suf-fered for you . " Lumen Gentium (62) described this same reality: "Taken up to heaven, she did not lay aside this saving role, but by her manifold acts of intercession continues to win for us gifts of eternal sal-vation." This mediation, this mission, this divine pastoral, we might say, continues in the history of the Church and the world. Marian Year / 349 Karl Rahner describes Mary's life as "the archetypal apostolic event . What the apostolate is can be read from her and what she did; she is a productive pattern for the apostolate, not a mere ideal instance of its abstract essence" ("Mary and the Apostolate," Mission and Grace, vol. 1, p. 181). He then outlines some of the characteristics ob-servable in Mary's apostolate. They can serve for reflection on our own apostolate during this Marian Year. In the apostolate of Mary: a) There is a consciousness of its being a mission given from above. (How vivid is this conviction for our own life and ministry?) b) She shows a capacity to wait for the right moment, to know that the mission is to be fulfilled in God's time and manner. (Does not much of our own discouragement at times come from relying too exclusively on our own power, our own schedule, our own programs?) c) There is self-withdrawal behind the person she serves; most of her life is hidden, it is Christ who is brought to the fore. d) There is loyal perseverance. Mary did not merely say yes once, in one great moment. She sustained that yes patiently, silently, con-stantly in the serene assurance of the true believer, in the mature sim-plicity of real greatness, throughout a whole lifetime. (How strongly do we strive for this in our age of easily abandoned commitments? How con-scious are we of deepening this yes every day?) e) There is the cross, a heart stabbed through with the sword of suf-fering together with her Son; there is even the noncomprehension of the decrees of God and of the actions of the Lord himself whom she served. It is an apostolate of hope against hope, of faith before victory is won, of a venture whose reward is not paid in advance, of a loyalty that gives all. (To what extent can we find this spirit of sacrifice, of trust, during our darkest and driest moments in our own lives?) These are foundations for a ~olid Marian spirituality inserted into the very fabric of our apostolic call and going way beyond simple devotion. Yes, Mary is there for us as model for our apostolate. But even more, she is there as a source of the help that we need. Not help with this or that small favor, but help for our deepest need--help in being effective Christ-bearers. Mary's Magnificat Finally, Mary serves as a powerful example and model of the capac-ity to recognize what God has done and is doing in our lives. Her Mag-nificat is precisely this: Mary's personal experience of God's action in herself and in her people. This consciousness compels her to break out 350 / Review for Religious, May-June 1988 into simple and wholly inspired praise, boldly proclaiming the undimmed truth about God, who "has done great things" in her as well as in the whole universe (RM 37). Mary was truly attuned to what God was accomplishing. Could we not write our own Magnificat---on a personal level and on a community level? I recall how touched I was in Angola upon hearing of a mission community having its yearly meeting with its satellite communities. The celebration began with the recounting of their history: how the commu-nity had started, the first ones involved, the failure of the first commu-nity, the second effort, the people involved, the priests who served them. And this was not simply read, but was corrected and added to by the mem-bers themselves. They were recounting the Lord's deeds, the great things he had done for them. And in this regular exercise they were keeping this reality vividly before them. What a beautiful way to attune one's heart and mind to the reality to which we can so often become blinded! The Magnificat is also used extensively as a solid Marian light which makes us vividly aware of God's love of preference for the poor, the hum-ble, and how this is intimately connected with the Christian meaning of freedom and liberation--of redemption. Here again Mary has her place. She can serve as an inspiration in this aspect of the Christian mission be-cause, as stated in the Instruction on Christian Freedom and Liberation published in 1986, "Mary is totally dependent upon God and completely directed towards him, and at the side of her Son she is the most perfect image of freedom and of the liberation of humanity and of the universe" (97). Mary helps us understand that the most radical source of true lib-eration of individuals and even structures is precisely this total surren-der or, as she reminds us at La Salette, this submission to God and his plan for us. Without a revolution of the heart, merely political and so-cial revolutions only lay the foundations for the.next revolution in an end-less chain of humanly oppressive and destructive revolts. Mary proclaims the great things that God does, but these are done for those "who fear him," those who not only are poor and lowly, but have surrendered to him. Mary calls, in a variety of ways, to this radical revolution, which is first and foremost conversion. There is much richness to. draw from here and in other truths about Mary, such as her role in the growing appreciation of the feminine as-pect of the divine presence and the Church. Mary truly offers a seem-ingly inexhaustible source of faith reflection. And again, the Marian Year is an invitation to do such reflection. Marian Year / 351 How Celebrate the Marian Year? Concretely, what are some of the things we can do to benefit from this year of grace? First of all, spend time with Mary. It is as plain and as simple as that. If we are not already doing so, we should make time for her in our day. Let us do like the apostle John and welcome Mary, take her into our own home. Let us bring her into everything that makes up our inner life; that is to say, let us take her into our human and Christian "I," as the pope beautifully expressed it (RM 45). This is the first step: profess our faith in Mary's great love and presence by simply spending time with her and opening our hearts, our lives, as wide as possible to her maternal love. Prayerfully read Redemptoris Mater and other texts on Mary. Again, do this to feed the heart more than the head. Avoid reading only the kinds of works that foster such a strong analytical, critical spirit that one ends up with slices and splices, theological abstractions about Mary, but not with a living presence. Read not to try to dispel the mystery that natu-rally accompanies any great truth of our faith, but read to encounter this mystery with ever greater love. Read and pray to move from professing to living a deep love for Mary, Mother of Christ and of the Church. If some of us have left the rosary aside, let us explore ways to begin to re-discover its possibilities for reflection, for rhythmic, simple centering on Jesus and Mary. If you have a good imagination, use it. St. Ignatius in his Spiritual Exercises does not neglect this tremendous power that we have. In re-cent. years we have easily dismissed using the imagination in prayer and meditation, often because of our climate of high intellectualization, often from a desire to quickly arrive at more advanced levels of prayer. My own suggestion is to try imaging as you spend time with Mary. The re-sults may surprise you. Visualize Mary with you in every situation of your life and of her life. Talk to her, let her talk to you. Let her hold what is still the child in you that may be trembling with fear, doubt, an-ger, confusion, fatigue. Hear her call you by name; hear her invite you to come near; hear her send you forth. Write your own Magnificat. Spend time tracing the great things God has done both in your own life and in the congregation. Recognize God's action in the flesh and blood of your own history: when and how he looked with favor on his lowly servant; when and how he smashed and scattered you in your pride, cast you down from any little thrones you had set up for yourself, or sent you away aware of how empty you re-ally were when you thought you were so rich; how and when he lifted 352 / Review for Religious, May-June 1988 you up even as you experienced most forcefully your own lowliness. Put all that into concrete, vivid terms. And then give praise. Then write your own fiat. Look into the depths of your present and look out towards the possible future and with conviction spell out the fiat, the yes, even though you are not sure of the cost, the possible ex-iles, the shape or duration of the cross you may have to carry, to climb upon. "Yes--be it done to me according to your word." Yes, I let go of my plans, my conditions. I surrender, I submit. Fiat! Again, spell that out in the concrete terms of your own life. At the same time, offer a prayer to Mary asking for her assistance to live out thisfiat as fully and as deeply as possible. And let us not fail the people we serve. Invite them to Mary. Let us attract and lead them to what the pope calls the "specific geography of faith and Marian devotion., these special places of pilgrimage where the People of God seek to meet the Mother of God in order to find, within the radius of the maternal presence of her 'who believes,' a strengthening of their own faith" (RM 28). Our shrines, our programs of devotion, all these can be sources of grace through Mary for the con-tinuing pilgrimage of faith. Be creative in bringing Mary to people and people to Mary. I close with words from our Holy Father's prayer for the Marian Year: "Mary, you received Jesus with ready obedience and undivided heart. You allowed yourself to be led by the Holy Spirit's hidden and powerful action. Sustain us, O Virgin Mary, on our journey of faith." My own prayer for all of us echoes the pope's prayer at a Mass re-cently in Foggia: "May this Marian Year be for individual souls and for the entire community a prolonged, ardent Pentecost." Personal Responsibility in .Initial Formation Melannie Svoboda, S.N.D. Sister Melannie's most recent contribution to this journal is her "Quotations for Com-munity" in the January/February 1988 issue. She may be addressed at Notre Dame Educational Center; 13000 Auburn Road; Chardon, Ohio 44024. For most formation directors, one thing is clear: One of our main con-cerns in the initial formation process is to encourage personal responsi-bility in the persons we direct. What is less clear is the answers to these questions: What exactly is personal responsibility? Why is it so impor-tant in initial formation? How can we encourage it in our directees? What are some signs that a person is, indeed, growing in personal responsibil-ity? And what are some of the obstacles to our encouraging of personal responsibility? This article attempts to explore some answers to these questions. It is based on a series of discussions that our initial-formation team had this past year. I am indebted to our candidate director, Sister Annete Adams, and our director of temporary professed, Sister Mary Catherine Caine, for their valuable input on this topic. Although we were primarily inter-ested in personal responsibility in initial formation, much of what is said here can also apply to the ongoing formation process as well. What is personal responsibility? It is perhaps easier to describe personal responsibility than it is to define it. We saw personal responsibility as a person's ability to make good decisions and to accept the consequences of his or her decisions. Such decisions are made freely; they are not made out of fear or guilt or coercion. The decisions or choices are basically good; that is, they are 353 354 / Review for Religious, May-June 1988 based on Gospel ~alues and they are motivated by love. They take into consideration factors other than the person's own feelings and prefer-ences. And, finally, the decisions are open to the Spirit and open to change as life presents the individual with more knowledge, more expe-riences, and more insights. Why is personal responsibility so important? There are a number of reasons why personal responsibility is so im-portant in initial formation. One reason concerns one of the goals of the initial-formation process: the making of a life commitment. Such a com-mitment is valid only if it is made freely, with adequate knowledge and understanding, and if it proceeds from love. In other words, the very mak-ing of valid vows presupposes personal responsibility. But personal responsibility extends beyond the making of a commit-ment; it is essential for the living of such a commitment in a healthy and happy way. Once a person "graduates" from the "schoo| of initial for-mation," he or she is expected to assume responsibility for his or her own growth and development. It is crucial, then, that formation direc-tors see and encourage personal responsibility throughout the initial-formation process. A third reason why personal responsibility is so vital concerns the nature of religious life today. The many changes in the structures of re-ligious life since Vatican II call for far more personal responsibility than in the past. Changes in our understanding of the vows and community also put far greater emphasis on an individual's ability to make good de-cisions and choices. How can we encourage personal responsibility? If personal responsibility is so important in initial formation, what are some of the ways we can encourage it in the persons we direct? One way we can encourage it is to talk about it. We do this not once and for all, but over and over again, in a variety of ways, from different per-spectives as the person grows and matures in the initial-formation proc-ess. We should talk about personal responsibility in both a general way and a specific way. In a general way we discuss with them the nature and importance of personal responsibility. In a specific way we talk with them one on one about how responsible they are. This means we have to ask some probing questions such as these: When and where are you praying? How do you see yourself carrying out your duties such as study, housework, your involvement in community? What are your responsi-bilities in your current ministry and how are you handling them? What Personal Responsibility in Formation / 355 personal decisions or choices have you made recently? Do you see these decisions or choices as good? Why or why not? How are you getting along with the people you live with and work with? Do they see you as a responsible person or not? A second way to encourage personal responsibility is to allow the per-son in formation the freedom to make choices--both good choices and not-so-good choices. This means that as directors we allow an individ-ual to make mistakes. It has been my experience as novice director that some of the worst choices my novices made were some of the most bene-ficial for their growth. Thirdly, we encourage personal responsibility by affirming a person when we see him or her assuming personal responsibility. We can also encourage it by allowing our directees to live with and work side by side with professed members of the community who have achieved a healthy level of personal responsibility. Nothing teaches better than example. What are some signs of personal responsibility in a person? What are some tangible signs that a person in formation is assuming personal responsibility? For brevity's sake, I will merely list some of those signs as we saw them: The person: --gives evidence of self-knowledge and self-esteem --is basically happy and at ease with life --is able to learn from experience --is able to do things he or she does not like to do --gives evidence of being essentially self-directed ~isplays a consistency between stated beliefs and choices --is able to draw from a variety of sources when making serious deci-sions --gives evidence that he or she has thought through and prayed over the more serious decisions he or she has to make --is open to suggestions and direction --is able to deal with irresponsibility in others; this means he or she can accept it when necessary, but also is able to confront it when this would be the more appropriate option --is consistent in behavior no matter who is or is not present --gives evidence of a healthy interdependence with others --assumes initiative ---can deal with boredom or routine 356 / Review for Religious, May-June 1988 --- can handle both failure and success What are some obstacles to encouraging personal responsibility? As formation directors, what are some of the obstacles we face in trying to encourage persona.I responsibility in the persons we direct? I think the main obstacles come from three different sources: our directees, the wider community, and ourselves. Sometimes the persons we have in initial formation make it difficult for us to encourage personal responsibility. Some individuals come to religious life desiring to hand over all personal responsibility in the name of holiness. They come to us with a tell-me-what-to-do-and-I-will-do-it attitude. In sharp contrast, others enter religious life equating personal responsibility with let-me-do-whatever-I-want-to-do. Both types make it difficult for formation directors to encourage a healthy personal respon-sibility. Other times one of our obstacles may be members of the wider com-munity. Some professed members may possess an obsolete understand-ing of initial formation which says, "Tell the novice what to do. If she does it, fine. If she doesn't, tell her to leave." When a formation direc-tor, in the name of freedom, allows a person in formation to make a poor choice, other members might cry out: "You're letting her get away with murder!" At times like these, formation directors must be convinced that there is much more to formation than having a directee make what ap-pear to be "the right choices all the time." But the greatest obstacle to encouraging personal responsibility usu-ally lies within ourselves as formation directors. We can fall into two "camps" depending on our personalities. If I, as a director, am a per-son who likes to be in control, then I might want to control my directees too much. This means I might not allow them the real freedom to make their own decisions and thus to grow through them. Perhaps I might con-trol their choices through force or even charm. Perhaps, in the name of saving them the pain of a poor choice, I might tell them what to do. Or maybe I control their decisions for fear of what the next director or the wider community will think of me. On the other hand, if I am fearful of my authority as a formation di-rector, I might adopt a laissez-faire style of direction. This means I might let anything and everything go. I might not challenge the persons in for-mation. I may be afraid to question the choices I see them making. Be-cause most communities have so few in initial formation, I might be tempted to "keep" everyone no matter how much irresponsibility I see. Personal Responsibility in Formation / 357 In conclusion, then, we have seen that growth in personal responsi-bility is an integral part of the initial-formation process. But more than that, it is an intrinsic component of lifelong happiness. Someone has said, "There can be no happiness if the things we believe in are differ-ent from the things we do." Through the encouragement of personal re-sponsibility, formation directors can help individuals achieve greater har-mony between belief and behavior. Your World is Your World, mythirst. Love, will all these as beautiful earthly treasures as the one stillbemine? You give me orshall I each day? lose forever will I see thesmell the changing of burning leaves, of the sky., noreveragain will I watch see the trees the birds fly ofmy autumn days beyond my horizon., change their dress? will I feel wherewill the touch all these be, of warm water Love. ? as it caresses oh! surely, my flesh, I'll have or its cold them all coolness in having You! as it slakes Claire Mahaney, R.S.C.J. Valparaiso Community 140 Valparaiso Avenue Menlo Park, California 94025 Refounding Through Values Barbara D. Ledig Ms. Ledig is president of Omega Associates, Inc., in Santa Clara, California. With others from Omega, she has for almost ten years helped religious orders and congre-gations to adjust, with value-based systemic discernment, to the significant changes of the post-Vatican II world. This paper explains the theory and practice of Omega's methods, methods that will be used in the August 1988 workshop for religious lead-ership personnel to be held at Santa Clara University and sponsored by that university and by REVIEW FOR RELIGIOUS. She may be addressed at 410 Pinehurst Avenue; Los Gatos, CA 95030. What is happening in our institutions today? This question is being fre-quently asked by religious congregations, educational institutions, health-care facilities, and,~more recently, sectors of business and industry. It seems that the guidelines and structures that characterized these systems since their first formal beginnings have become increasingly unfocused. This is unsettling not only for those who administer and lead these institutions but for those affected by them. A major portion of society, therefore, is dealing with a shift that is little understood, a shift accom-panied by anxiety and indecision. Solutions that once worked have be-come obsolete and there are no models for new ones. Our religious institutions are experiencing this shift more profoundly than many others in that they have been around for a longer time. They are, therefore, further away from their beginnings, beginnings rooted an historical reality very different from the one in which we are currently living. Members of these institutions are finding that the ideas on which they were built and the type of management that enabled them to sur-vive and flourish are no longer working. The population of religious per-sonnel who drive these institutions is diminishing; as a result people who do not necessarily share the original values that gave birth to them are 358 Refounding Through Values / 359 the ones responsible for making decisions regarding the way they func-tion and how they will be carried into the future. An Historical Perspective The extreme change in the Western world resulting from the French and American Revolutions and the Industrial Revolution in England led to the birth of the great teaching and mission orders of the 1800s. These orders, especially those of women, generally came to operate on a basis of uniformity in dress, behavior, and prayer, with detailed rules and con-stitutions regulating daily life. It was through Vatican II in the 1960s that these issues were readdressed and the Church began to return to a more flexible, collegial orientation and urged religious congregations to re-study and return to their founding charism. Communal life in the convents, and seminaries, where often a hun-dred or more people shared living quarters, began to take the form of small communities for the purpose of increasing the quality of life through relationships in which personal growth could more readily be en-couraged and nurtured. The ultimate goal was increased unity in the Church for the purpose of common mission. The vision was a good one but did not anticipate sufficiently the wide range of skills needed to cope with a radically changed environment and more complex interpersonal relationships. The old hierarchical structures and lines of authority were removed or became unclear, and participative decision making was en-couraged. The effects of these changes increased dramatically over the years and are now being experienced in their extreme. The Dynamics of Transition The removal of clear lines of authority has created multiple handi-caps for those in leadership positions. When clear rules dictate what is right and wrong and when authority is vested in one person, as was the case before Vatican II, decisions can be made on objective criteria that are commonly understood and accepted. When these lines of authority become hazy, when the guidelines are unclear, decision making becomes a more complex issue. Personal and communal discernment, methods that have replaced the more authoritarian ones for decision making, re-spect the integrity of the individual on the one hand but require a more complex level of skills on the other. There has been a shift from a rigid structure to a more flexible one. During the last seven years our work with numerous national and inter-national congregations has, however, shown that this shift is incomplete. Most religious institutions are resting somewhere between a hierarchi- 360/Review for Religious, May-June 1988 cal, rule-oriented structure and a flexible, collegial one. The result is con-fusion, internal conflict, and tremendous stress on leadership. It is a time of difficult transition. Older sisters and priests who have given their lives to build these in-stitutions in order to provide relief to the suffering through their minis-tries feel unappreciated and confused about changing a way that was once so strongly validated. Younger sisters and priests are also experiencing confusion about the past as well as the uncertain futures into which their congregations are moving. The dynamics of such a transition are two-fold. There is a pull back to the old, secure model on the one hand and an equally strong pull to move quickly to a new model on the other. Mem-bers of a congregation caught in the first dynamic may become rigid, an-gry, and controlling while those in the second are prone to overly inde-pendent behaviors. In both cases there is a loss of meaning. These dy-namics are not necessarily related to the different age groups within the congregation but appear to be more dependent on the personalities of the individuals. Going back is not possible, nor desirable. What once worked was ap-propriate for the times. Society has changed, our institutions have changed, and people have changed. How do we bring clarity, unity, and efficiency into our institutions so that they can serve the function for which they were created and at the same time enable them to respect and dignify the growth and well-being of the individuals they serve? The hi-erarchical structures that once worked so well must change in form to meet the demands of this new age and become flexible structures that fa-cilitate caring for individual members and releasing the original energy of the charism of the congregation. The values that gave birth to the in-stitution must be renewed and preserved so they 'can flow through its mem-bers and be expressed in mission, but the way in which those values are expressed must change. The structures that have been removed must be replaced by value-oriented ones. In order to effect this change the insti-tution must first become clear about what values lie at the heart of its system. The core center of values, the faith center, must be identified and clarified. Once this is accomplished the clarified core values, imple-mented by historically congruent means, provide the new structures which enable appropriate adaptation to the future. The Nature of Values Values are not a new phenomenon in our society. Aristotle and Plato spoke of them in the light of ideals, or virtues. They were dealt with mainly in the abstract in terms of states of being to be strived for. Refounding Through Values / 36"1 St. Paul spoke of values in his letter to the Galatians: "Anyone can see the kind of behavior that belongs to the lower nature: fornication, im-purity, and indecency; idolatry and sorcery; quarrels, a contentious tem-per, envy, fits of rage, selfish ambitions, dissensions, party bouts, or-gies, and the like . But the harvest of the Spirit is love, joy, peace, patience, kindness, goodness, fidelity, gentleness, and self-control" (Ga 5:19-23 NEB). In this case values were seen as signs that differentiated behaviors guided by the Spirit from those that were not. In more recent history we have the value-clarification movement of the 1960s and in the 1980s the high point of value consciousness in busi-ness and industrial settings brought forth largely by such books as In Search of Excellence by Peters and Waterman, Theory Z: How Ameri-can Business Can Meet the Japanese Challenge by Ouchi, and Corpo-rate Cultures: The Rites and Rituals of Corporate Life by Deal and Ken-nedy. However, the reality is that it has been difficult to work with values because they tend to elude the possibility for practical application and measurement. The work of Omega Associates, Inc., of Santa Clara, Cali-fornia has been focused on value research for the past twenty years. Dur-ing this period of time we have worked on discovering ways to identify and measure values so that they can be used more creatively to enhance the quality of human life. The first step in this ongoing process was the identification of 125 value words in the written and spoken language. We found that these val-ues appear consistently throughout the life span of individuals and or-ganizations and appear to be stable and evident across all social strata, languages, and cultures. They constitute one segment of a values theory developed by Brian Hall, Benjamin Tonna, and more recently Barbara Ledig which is the basis for an understanding of how values on the indi-vidual and corporate level work. The values theory holds as a basic assumption that language influ-ences behavior, whether it is written language, spoken language, or the language of art and architecture. Some words and groups of words have a greater effect on behavior than others, and we call these words values. The value words we identified form the basis for computerized programs which analyze values in individuals, groups, institutions, and documents and serve as a framework through which we can look at all sections of a system through a common denominator. The basis of the framework is the 125 values. The principles which guide the understanding of how 362 / Review for Religious, May-June 1988 the values work are found in the values theory. Values Theory and the Genesis Effect The basic concept underlying the values theory is taken from an an-cient idea that has only recently been confirmed by modern science. That is, each thought, feeling, and action is preceded by an internal image. That image is transformed into action through language, the language of values. Value words are conveyers of energy and form configurations that reflect the internal imaging process through human or organizational behavior. That is, they identify clusters of human experience and act as a bridge between the inner world of thoughts, feelings, sensations, and intuitions and the outer world of concrete reality. Values are understood in this context as behavioral priorities that an individual acts on. This proc-ess has been defined by Hall as the "genesis effect" in a book by the same name and is based on the biblical concept that it was through, the spoken word that God transformed an inner image of creation into real-ity. In the beginning, when God created the heavens and the earth, the earth was a formless wasteland, and darkness covered the abyss, while a mighty wind swept over the waters. Then God said, "Let there be !ight," and there was light. God saw how good the light was . Then God said: "Let us make man in our image, after our likeness. Let them have dominion over the fish of the sea, the birds of the air, and the cat-tle, and over all the wild animals and all the creatures that crawl on the ground." God created man in his image; in the divine image he created him; male and female he created them (Gn 1:1-4, 26-27 NAB). Values and Their Patterns To identify and clarify our values is a step in the right direction, but what do we do with them after that? Our research has shown us that it is not so much values in themselves that are important, but the way in which they combine with other values in one's life and the priority these combinations take at a given time. We have long been aware of some of the value combinations and the way they can be grouped into clusters and patterns. However, a significant point was reached in our work just six years ago due to new advances in computer technology. Brian Hall and associates of Omega in cooperation with students in the Graduate Di-vision of Counseling Psychology and Education at Santa Clara Univer-sity in Santa Clara, California, discovered new ways to measure and ap-ply values and new ways to break them into patterns and clusters so that they could be compared and contrasted more extensively. This gave us Refounding Through Values more comprehensive information regarding their meaning in the life of persons and institutions. Since that time we have validated our meth-odologies and applied them extensively in religious, educational, and health-care systems involving several international cultures and over 6,000 individuals. The information we obtain from the identification and comparison of value priorities and clusters is used to do a value analysis for the pur-pose of understanding the qualitative nature of the values and their rela-tionship to the meaning system of the individual or the institution. Once this is clear, rigid rule-oriented structures can be replaced by new life-giving ones based on the energy and purpose inherent in the individual or system rather than on external, objective criteria that may be histori-cally biased. Value Pattern I: Phases and Stages In this value pattern we see the 125 values placed along a progres-sive developmental scale divided into phases and stages. The range of the phases is from I to IV with those most basic to human life and devel-opment falling into Phase I. These values progressively become more com-plex as the human being grows and develops, with Phase IV reflecting values of maximum complexity requiring high levels of intellectual, spiri-tual, and emotional development and an environment that supports their expression. This developmental scale does not assume a positive or negative value but rather places emphasis on the integration of the values in the life journey of the individual or the institution in terms of the skill de-velopment needed in order to live them out behaviorally. It is the com-bination of the values and how they fall against the backdrop of the four phases in relationship to one another that determines the quality of life expression. Each of the four phases is divided into two stages, an A stage and a B stage. Values in the A stages are personal values, and values in the B stages are those lived out primarily through institutional interaction. These institutions include the family, place of work, church or syna-gogue, government structures, and religious congregation. Because a per-son's value choices are always limited and influenced by the institutions in which he or she lives and works, the degree to which this interaction can be measured and understood influences the degree to which the per-son can have clarity about the environment's effect on the quality of his or her life. The end result is heightened insight and the ability to make more focused choices. Likewise, an institution can become aware of the 3611 / Review for Religious, May-June 1988 impact it is having on its members. Value Pattern II: Act, Choice, and Vision The value combinations in their phases and stages can also be pat-terned according to the priority they take in one's life in terms of pre-sent choices, past development, and emerging futures. Choice values are those that are the present focus of one's life in terms of time and energy expenditure. These choices are not always made freely but are condi-tioned by one's life circumstances. For example, a person may value his or her family a great deal, but if a crisis in the work place occurs he or she may have to work twelve hours a day until the crisis is resolved. In this case, the value of family would of necessity become secondary in terms of the time and energy available to be dedicated to it. Act values are those values that are foundational to human life. They are the basic values which enable survival and security in the world. When these values are threatened by a change in one's environment, such as a move to a new culture or the loss of a job, priority energy must be diverted from the areas of choice in order to deal with the change. Vision values are those values which energize us and pull us toward hopeful futures. They motivate us in the present by giving meaning our day-to-day experience and enabling us to see beyond ourselves and our present reality. In an institution, Act values serve as the foundation in terms of poli-cies, procedures, benefits, and so on. The Choice values are those which guide day-to-day direction and define the management structure. Vision values provide the purpose of the institution and affect the way in which Choice values are operationalized. Value Pattern III: Cycles A third value pattern emerges when the combinations of values in their personal and institutional dimensions form cycles of development. There are seven such cycles, and each has its own unique worldview. Information around the values in each of these cycles helps in the inter-pretation of an individual's or group's leadership and management style, ethical orientation, faith stance, management of time, and behavior pat-terns under stress. Of particular significance to professional religious per-sonnel are the different ways in which the vows can be understood at each of these cycles. The first cycle is called the Primal Cycle. At this cycle the individ-ual experiences the world as a hostile and alien place in which primary needs are those centered on security and survival. He or she emphasizes Refounding Through Values / 365 material possession because it is through material structures that survival is made possible. This is primarily the world of young children or aged adults who must depend on others to care for them and provide them with basic security. However, through the life journey most people will ex-perience values in this cycle from time to time, for we never lose our need for safety and security. The ethical stance of this cycle is one of self-interest which insures survival. A leader who operates primarily out of Cycle I values will have an autocratic and authoritarian style with his or her subordinates for the purpose of maintaining total control. Delegation comes with difficulty because it is perceived as a diminishment of personal power. God is ex-perienced as a savior who heals one's pain but who is distant and imper-sonal. The task at this cycle is to learn the skills needed to survive in an alien environment and to develop a creative and positive imagination that will facilitate healthy movement into other cycles. The second cycle is the Familial Cycle. As the world becomes less alien and new skills are learned, there is an emphasis placed on values related to belonging to a family, a particular group, or a respected insti-tution. It is important to learn skills that enable one to be accepted by and to contribute to the group. The ethical stance at this cycle is based on fairness and mutual re-spect. Laws and rules are expected to be followed so as to maintain an ordered environment. A leader operating out of this cycle will tend to be benevolent to those who work for him or her but will expect them to obey the rules. The attitude is best described as maternal or paternal in that followers are cared for but are not given any authority. This becomes problematic when the follower wants more autonomy and responsibility. At this cycle God is experienced as a parental master and teacher, through one's parents and through the ministerial figures in the church or synagogue. The primary task at this cycle is to learn skills through formal edu-cation and to begin to understand the world more broadly. Sound relig-ious education in the Faith and in Scripture are important. The third cycle is called the Institutional Cycle. It is here that the world begins to be experienced as less alien than before, and increased emphasis is placed on education as a means to achievement and success. There is often tension between the time spent with one's family and the time spent doing things necessary to enable the family to survive. 366/Review for Religious, May-June 1988 Ethical choices are most likely to be based on what the law and re-spected institutions say is right. A leader operating with priority values in this cycle will have a bureaucratic style and will place high value on efficient and orderly management. Loyalty to the company will be ex-pected and rewarded and disloyalty considered a serious offense. The bu-reaucratic leader may delegate to others but only to those who are most skilled and who have proven their loyalty. God is experienced as master and teacher and is often represented through the ministers and priests of the church. The sacramental life and personal prayer are considered important, as are institutional religion and commitment to a local church or synagogue. The primary task at this cycle is to learn interpersonal and social skills and the skills of one's profession. It is also a time to begin under-standing the difference between one's own values and the values held by one's family. It is a time of preparation for conversion to special service related to God's call. The fourth cycle is the Intrapersonal Cycle. At this time the world begins to be experienced as less certain than before, and new questions arise regarding previously held beliefs and attitudes. A search for new personal meaning and values may be embarked upon and the teachings of formerly respected institutions looked upon more critically. Profes-sional successes may become less important as the individual strives to discover his or her unique skills and abilities. There is a pull between a strong need for independence and meeting the demands of the institu-tions of which one is a part. Issues around social justice may take on new interest and lead to increased involvement in political or social arenas. The ethical orientation at the Intrapersonal Cycle becomes confused as one pulls away from old ways of making decisions and strives to put into action values that are beginning to create a new, more individual-ized way of assessing reality. A leader with priority values at this cycle will struggle between meeting the needs of the institution and being sen-sitive to the more personal needs of his or her employees. It is a time of confusion and of search for the balance between these two, often op-posing, factors. Hence, it may also be a time of inaction because it is simply too difficult to make decisions. This is a transitional stage of lead-ership, sometimes referred to as laissez-faire, for things are very often left to happen as they will. It is critical for persons operating at this cy-cle to learn the skills that enable them to make decisive decisions which meet both institutional needs and the needs of the individuals in the in- Refounding Through Values stitution; otherwise there is the risk of returning to a more bureaucratic and controlling management or leadership style. God is now becoming internal and personal as a friend and lover in-stead of master and teacher. For many, this period is marked by conver-sion to a new commitment to the Faith. The development of skills in the imaginal area is needed in order to see the world more wholistically and creatively. Meditation and spiritual exercises as well as attention to one's physical health are important for growth into a world that is experienced as more complex. It is important to find a p~rticular life-sustaining value system that enables a new com-mitment to faith. The fifth cycle is the Communal/Collaborative Cycle. Individuals functioning at this cycle will experience the world as a place in which they feel they can participate by using their unique skills in a productive way, The search is now concentrated on discovering new ways to inte-grate individual abilities with the needs of society. Because of the high level of interaction at which the individual is now functioning, issues of time management become critical. Persons at this cycle begin to see the world more clearly, resulting, in an increased awareness of issues around justice and oppression. It becomes impera-tive that they have support structures such as a group of respected peers and trusted friends as well as people of the same professional status and ability with whom ideas and problems can be shared regularly. Ethical choices at this cycle are based on the personally meaningful set of values that have developed, and actions are guided by an inner con-science. Laws are respected but not considered infallible. A charismatic and democratic leadership style becomes possible, for the individual has a new sense of personal creative energy and a renewed vision of an in-stitution that can be efficient and can dignify its members as well. Be-cause leaders of this type are in high demand, issues of time manage-ment, stress, and personal health are more important than ever. God now is experienced as a personal friend and companion sharing in the new ex-pression of the gifts that are becoming a part of the individual's life ex-perience. The sixth cycle is the Mystical Cycle. When individuals are able to acquire the skills, maturity, life experience, and integrated personal de-velopment which characterize this cycle, they begin to experience the world as a revered gift they must be responsible for and with which they must creatively interact. 3611/Review for Religious, May-June 1988 Ethical choices are based on an awareness of the rights of all human beings. Activities include doing those things necessary to diminish in-justices in institutions and organizations. A leader operating with the val-ues and skills of this cycle is called a Servant leader. Servant leadership is characterized by interdependence, mutual responsibility, collegiality, and creativity. Group decision making becomes a natural process, and authority is always used corporately. God is now lover, friend, and Lord of creation. Persons at this cycle experience humanity in a new, more complete way through God's eyes. Intimacy with others is a condition for intimacy with the divine and re-quires radical commitment to service and the contemplative side of one-self. This means balancing the personal experience of intimacy with con-templative solitude and obligations to work and service. Those persons who are able to achieve this high level of functioning must learn new skills, the most critical being the skills that will help them to balance their involvement in the development of just and humane in-stitutions with ample time for solitude and intimacy. It is this balance that will enable them to maintain the level of emotional, physical, men-tal, and spiritual integration necessary for being a powerful and yet posi-tive influence in the world. The seventh and last cycle is the Prophetic Cycle. The world here is viewed as a mystery for which "we" must care. "We" is used in this case as Prophetic leadership primarily expressed at a global level. It requires the collaboration of all institutions concerned with human dig-nity and justice. It is also expressed through being a member of a sup-portive community of peers who appreciate a global level of involve-ment. Global involvement assumes equal attention to local levels. Ethical choices at this cycle lead to involvement in activities de-signed to improve the balance between the world of material goods and the needs of each human being. Prophetic leadership is characterized by interdependence at an interinstitutional and global level and is concerned with global ethical issues centered in ecology, human rights, and tech-nological advancement. God is now experienced as the Lord of creation calling all people to cooperate in establishing a more just and ecologically balanced order in the world. A critical skill component of this high level of development is an awareness of the field of consciousness of all of the preceding cycles and the ability to interact with persons at each level. Spiritually, there is a new appreciation of God's Lordship over the whole creation and a reali- Refounding Through Values / 369 zation that all people are being called to cooperate with God in estab-lishing a more just and ecologically balanced order in the world. Value patterns I, II, and III are based on the perspective of the Hall value theory that holds that life is developmental. In this case time is ex-perienced as linear, moving from the past into the future. This is a help-ful way to view the values in their connection to skills as skills are learned step by step in the developmental process. In reality, however, our past and future can only be experienced in the present. Past devel-opment affects the quality of our lives in the present as do our envisioned futures. This brings us to value pattern IV, which sees life as wholistic, with past, present, and future forming the present reality. Value Pattern IV: Goals and Means Values The fourth value pattern is the combinations of Goals, which are long-term values, with Means, or short-term values. A large part of the analysis of values is concerned with this interactive, or dialectical, rela-tionship between Goals and Means. The significance of these combina-tions can be realized when one looks at the difference in the quality of the behavioral expression of different combinations of Goals and Means values. For example, when the value of Worship, a Goal value, is ex-pressed through the Means value of Institution, the behavioral conse-quence would be personal worship through institutionalized expressions such as attending Eucharist or praying the Liturgy of the Hours. When the same Goal value of Worship is expressed through the Means value of Expressiveness/Flexibility, the result may be worship through faith sharing, dance, or creative liturgy. Two people sharing the same Goal value may be at odds about how this Goal value is expressed. Likewise, persons in religious congregations, united by the same goals, may be di-vided in their opinions about the way in which these goals should be ex-pressed. Frequently, institutions have Goal values that are in keeping with the original vision on which they were founded, but have outdated Means values for reaching those goals. Understanding the Value Patterns: The Discernment Process The methodology for working with value information must be con-sistent with the nature of the values themselves. For that reason, unlike most methodologies that were designed to give reports based on factual findings, the methodology for collecting value information and analyz-ing value patterns is based on a process of discernment, a reflective proc-ess that raises questions rather than gives answers. There are several steps in the discernment process. 370 / Review for Religious, May-June 1988 The first step is the collection of information. The information (I) must be high-quality information as well as statistical/financial informa-tion and (2) must be collected in a consistent manner. High-quality information is information that comes close to the pulse and heartbeat of all parts of the system. It is, in this case, value infor-mation. It is collected consistently by specialized instrumentation that uses an underlying algorithm based on the 125 values and the values the-ory. All of the information is processed by the use of the methodology of Convergence, Congruence, and Confirmation. ConVergence occurs when particular value patterns repeat themselves. The information is then checked for Congruency with what the person or persons in the institu-tion know to be true about themselves and for Confirmation in the lived reality. The Instrumentation is as follows. HT-Doc This abbreviation refers to the HalI-Tonna method of collecting in-formation from the formal documents of the institution. This may be the philosophy of the person or persons who founded the institution in which its purpose, mission, and charism are delineated as well as information contained in the rules, constitutions, or directives. By analyzing the val-ues in each paragraph of the documents, a values.profile can be obtained on the paragraphs, on each part, section, and chapter, and on the docu-ments as a whole. In addition, identified areas of interest throughout the documents--such as those dealing with leadership, charism, vows, and mission---can also be analyzed for their value content. These value pro-files are then reflected on and analyzed in terms of congruences and dis-crepancies and the significance they may have in light of internal con-sistency. The information derived from these profiles can be translated into practical applications. For example, by looking at the value patterns in the Act, Choice, and Vision areas, it is possible to see what the docu-ments are saying in terms of the Act area as related to policies and pro-cedures, the Choice area as related to management structures, and the Vision area as related to long-term goals. In a religious congregation the Vision values would define the expression of mission. The Hall-Tonna Inventory of Values The Hall-Tonna Inventory of Values is a 77-item forced-choice ques-tionnaire which raises questions relative to an individual's preferences and choices. The result of this questionnaire is a 15-to-25 page report which shows the individual's priority value choices on a developmental scale. A set of questions is raised for each cluster of value choices. The Refounding Through Values / 371 recipient of the report is then asked to respond to these questions by read-ing through them and identifying those that reflect issues of priority con-cern based on specified criteria. If desired, the Hall-Tonna Inventory of Values can be combined for specified groups of individuals in order to produce a composite profile. This is often helpful in looking at the com-bined values of a leadership team, local house, or general council for pur-poses of planning, education, or creating a corporate mission-and-philosophy statement within the boundaries of the value information ob-tained from the analysis of the documents. Another way to apply this in-formation is to look at the composite values of the entire institution and compare them with the envisioned values of the institution as expressed through its documents. The Hall-Ledig Interview Format (Interform) This is another method by which information can be collected on in-dividuals through a one-hour personal interview for the purpose of com-paring value information from the Hall-Tonna Inventory of Values with value information from the lived reality. Once the collection of information has been completed, the second step in the discernment process is reflecting on the information. The information which has been collected thr.ough one or more of the above instruments is then reflected on and analyzed. The value pat-terns which have emerged are compared with one another, convergences and discrepancies are noted, and discernment questions are raised from the composite information. It is, once again, through the process of Con-vergence, Congruence, and Confirmation that priority issues can be dis-cerned from the large amount of data collected. If more than one type of instrumentation has been used, the process repeats itself each time with questions being raised based on the internal relationship of the value clusters to one another, the relationship between different sets of value clusters, and the relationship between sets of value clusters gathered with each type of instrumentation. This brings us to the third step of the discernment process, which is acting on the information. The focal issues in the data that has been col-lected up to this point have now been identified. Each issue results in a series of discernment questions. As the questions are responded to, the plan for action begins to unfold based on the discrepancies in the infor-mation gathered with each type of instrumentation as well as discrepan-cies between the information from all of the instrumentation used. The information is then moved to action in the form of value-based policies, procedures and minimal-norm statements, leadership training, education 379/Review for Religious, May-June 1988 focus for initial and ongoing formation, and long-term strategic planning. Conclusions The Church today, like many of our institutions, is experiencing a significant crisis. On the positive side this can be seen as a call, a call to reevaluate the way in which it is moving into the future. History has introduced new concept

[EN] This paper presents a method of subtracting the effect of atmospheric conditions from thermal response test (TRT) estimates by using data on the ambient air temperature. The method assesses effective ground thermal conductivity within 10% of the mean value from the test, depending on the time interval chosen for the analysis, whereas the estimated value can vary by a third if energy losses outside the borehole are neglected. Evaluating the same test data using the finite line-source (FLS) model gives lower values for the ground thermal conductivity than for the infinite line-source (ILS) model, whether or not heat dissipation to ambient air is assumed. ; This paper has been supported by the European Union Commission under projects GROUND-MED FP7-ENERGY-2007-2-TREN-218895, 043340, and Geotrainet - IEE/07/581; the Spanish Ministry of Education and Science under projects "Modelado y simulacion de sistemas energeticos complejos" (Programa Ramon y Cajal 2005) and ENE2008-00599/CON; by the Government of Valencia under project GV/2008/292; and by PAID-06-09/2734. ; Bandos, T.; Montero Reguera, ÁE.; Fernández De Córdoba Castellá, PJ.; Urchueguía Schölzel, JF. (2011). Improving parameter estimates obtained from thermal response tests: Effect of ambient air temperature variations. Geothermics. 40(2):136-143. https://doi.org/10.1016/j.geothermics.2011.02.003 ; S ; 136 ; 143 ; 40 ; 2

This book analyses right-wing memory politics in Poland through the concept of "cursed soldiers" as a key memory symbol, and how it has been used to construct a narrow and exclusionary vision of Polish identity framed in terms of Catholicism, national culture, and traditional family values.

Groundbreaking in its approach and combining top-down study with reception analysis, the book builds on the theory of hegemony, adding emotional dimensions to the understanding of memory politics and nationalism. It provides a detailed case study of Polish memory politics since 2015, when the Law and Justice Party (PiS) came to power, and offers insights into how historical memory is used to mobilise support within nationalist and populist movements. Through a range of data including interviews, participant observation, and analysis of various media, it presents a semiotic and emotional map of how these memory symbols are received and experienced in Polish society. The focus on Podlasie, a region with significant Belarusian population and a history of post-war partisan conflicts, highlights the complex interplay of memory, identity, and politics in contemporary Poland.

This work is intended for a broad audience, including undergraduates, postgraduates, scholars, and non-specialist readers such as booksellers or librarians.

List of contributors -- Introduction / Jong-Il Kim and Minjae Zoh -- Asia's heritage trend: underpinning the existing components and perspectives / Minjae Zoh -- Heritage values in comparative perspective / John Carman -- An observation of Asia's sites on the UNESCO World Heritage list through data analysis of the criteria for selection / Ilhong Ko, Minjae Zoh and Jun Young Park -- Silk Road narratives in East Asia: cultural heritage, cultural propaganda and cultural erasure / Susan Whitfield -- Archaeology, politics and diplomacy in Afghanistan: the international years (1946-1978) / J. Eva Meharry -- Asia's difficult heritage-making between nationalism and transnationalism: colonial prisons in South Korea, Taiwan, and China / Hyun Kyung Lee and Shu-Mei Huang -- Political uses of sacred heritage at the Shwedagon Pagoda in British Burma (1824-1948) / Alicia Stevens -- Rights to heritage and the environment in Thailand: a case study of the Kaeng Krachan Forest complex / Alisa Santikarn -- The people of Angkor / Alison Kyra Carter and Miriam T. Stark -- The enigmatic jars of Laos: recent archaeological research on the Plain of Jars / Dougald O'Reilly and Louise Shewan -- Leave no stone unturned: exploring behavioural variability in expedient stone tool assemblages / Benjamin J. Utting -- Asia's heritage trend: lessons learned and moving forward / Jong-Il Kim -- Index.

Today's world is fraught with perils and pandemics. Education offers structure, stability, and hope for the future, supporting conflict resolution, peacebuilding efforts, and scientific research that can help prevent and mitigate both natural and manmade disasters. With these values in mind, how can universities apply their experiences from the COVID-19 pandemic to other emergency situations? How can they ensure accessibility to education under any circumstances without compromising on quality? With diverse contributions from Qatar, Kosovo, Turkey, Austria, Israel, Sweden, and the United States, Higher Education in Emergencies: Best Practices and Benchmarking challenges educators to design curriculums that focus on resilience and equip staff with the capability to navigate future scenarios, and students with the skills they need to someday solve them. Avoiding prescriptive standards and advocating for programmes that address the needs of individual campuses, chapters focus on effective methods for evaluating and assessing emergency preparedness, as well as exhibiting exemplary responses that have set a precedent for institutional adaptability moving forward. Championing tangible action and its measurable impacts, Higher Education in Emergencies: Best Practices and Benchmarking provides a critical toolkit for preparing universities for the next pandemic, earthquake, or civil conflict.

Today's world is fraught with perils and pandemics. Education offers structure, stability, and hope for the future, supporting conflict resolution, peacebuilding efforts, and scientific research that can help prevent and mitigate both natural and manmade disasters. With these values in mind, how can universities apply their experiences from the COVID-19 pandemic to other emergency situations? How can they ensure accessibility to education under any circumstances without compromising on quality? With diverse contributions from Afghanistan, Turkey, Lebanon, Pakistan, Kenya, India, Saudi Arabia, and Bangladesh, Higher Education in Emergencies: International Case Studies challenges educators to design curriculums that focus on resilience and equip staff with the capability to navigate future scenarios, and students with the skills they need to someday solve them. Avoiding prescriptive standards and advocating for programmes that address the needs of individual campuses, chapters feature evidence-rich case studies that identify both the gaps in addressing vulnerabilities as well as exemplary responses that have led the way in promoting institutional adaptability. Championing a variety of the lessons taken from across the globe, Higher Education in Emergencies: International Case Studies provides a critical toolkit for preparing universities for the next pandemic, earthquake, or civil conflict.

The institution of sport has pervasive roots that are steeped in patriarchy. Despite this tradition, sport is at the forefront in making us aware of personal and social issues in global societies. However, sociological attention to family and sport is long overdue and sorely needed. Providing timely knowledge and long-awaited insights into pressing issues, this volume of Research in the Sociology of Sport establishes family and sport as a clearly identified field of study within sociology. Focusing on how families participate in sport in global societies where traditional norms are rapidly evolving, this edited collection presents unique contributions to an under researched area of sociological inquiry. Offering a wide range of perspectives and a multidisciplinary approach, contributors provide applicable solutions to this sociological oversight, and nuanced scholarship that invites future consideration. Divided into three major sections, chapters explore traditional values that are actively challenged by both children and adults, examine the effects of cultural shifts on family relationships, and assess the patriarchal structure of sport participation in global societies. Highlighting the microlevel of the family to grapple with contemporary social issues at the macrolevel of society, Family and Sport: Notable Contributions to Sociology charts new territory to advance a valuable understanding of family and sport issues.

Emerging from the superpowers' covert attempts to counter their political and ideological influence without direct military confrontations, the Cold War was also enacted in the cultural sphere of many third world countries, especially Africa, which became a 'site of encounter' for the staging of US-Soviet theatre of influence. In West Africa, Ghana and Nigeria were strategically adopted as epicentres of western cultural philanthropy through the funding of cultural institutions and networks of selected artists as well as the organisation, sponsorship and hosting of collaborative artistical events covering drama, music, dance, and the visual arts. This chapter shall discuss selected American-sponsored cultural events and programmes in these territories as a sub-set of the cultural Cold War dynamics directed towards the 'winning of hearts and minds' as well as the institutionalisation of liberal values within these emerging societies. Events such as the 1961 Lagos Festival (sponsored by the American Society of African Culture) and the 1967 Ghana Festival of Arts (sponsored by the United States Information Service) shall be examined to ascertain, from a comparative perspective, the underlying structures of collaboration, organisation and reception of these events within the Cold War context.

"Ideas of Europe is a critical essay reassessing the founding myths of Europe and the making of a European identity from Antiquity to the present age. Antonelli argues that the intrinsic fragility and precarious nature of the perceived geographical entity of Europe has been compensated by the creation of a strong and wide European cultural identity, which has embraced Latin tradition as interpreted and appropriated by Germanic, Romance, Slavonic as well as Greek and Byzantine cultures to form the European cultural space as we know of today. The development of a creative relationship between antiquity and modernity, and the birth of a European Literature have created a 'time' of and for Europe. The method used throughout the book is rigorously historical-philological on the one hand, while on the other it is enriched through critical dialogue with the great authors of the European tradition - from the classical Greek-Latin figures to the men of letters and philosophers of the nineteenth and twentieth centuries. This critical history of the cultural representations of Europe is a vital text for readers from across the humanities and social sciences who are interested in cultural history and in the values of Europe"--