Suchergebnisse

E-COMMUNICATION AND DIGITAL CONTENTS IN THE XXI CENTURY ART MUSEUMS Resumen:El artículo busca mostrar las nuevas maneras de operar y los tipos de relación con los públicos que han generado las nuevas tecnologías de la información y la web 2.0 en tres museos de arte ubicados en Madrid. El artículo parte con una reflexión teórica sobre la cultura y la comunicación digital hasta ejemplificar de qué manera los museos han hecho uso y han aprovechado estas nuevas posibilidades para sus fines didácticos y de comunicación. Palabras clave: Cultura digital, comunicación, web 2.0, TIC, museos de arte. Abstract:This article aims to show the operation processes and types of relationships with the public that have been generated by the new information technologies and the web 2.0 in three art museums located in Madrid. The article starts with a theorical reflection about culture and digital communication until it exemplifies the way in which museums have made use of this possibilities for their didactic purposes and communication strategies. Keywords: Digital culture, communication, web 2.0, TIC, art museums * * * * * 1. Cultura digital y nuevas tecnologías Las sociedades actuales están caracterizadas por los cambios acelerados, la globalización, las migraciones, los problemas ambientales, los avances tecnológicos, las nuevas dinámicas de comunicación, las nuevas maneras de relacionarse. Estas sociedades contemporáneas, en los últimos años han pasado a conocerse como "aldeas globales", y se han convertido en contextos cambiantes, condicionadas por trasformaciones que generan nuevas necesidades y exigen diferentes maneras de operar. En este marco, surge un nuevo paradigma: las nuevas tecnologías de la información y la comunicación, en donde se desarrollan otras maneras de acceso a la información dando paso a un nuevo tipo de comunicación: la cultura digital. La cultura digital es entendida como una nueva forma de relacionarse y generar conocimiento. Hugo Lewin (2014), señala que nos encontramos en la era de la comunicación digital o e-comunicación, en donde la cultura digital se posiciona en un espacio de intercambios simbólicos y el usuario se convierte en el eje de la comunicación. La cultura digital ofrece plataformas en donde la interrelación es participativa, los usuarios no solo consumen información sino que contribuyen a la construcción de la misma. Estas plataformas se han convertido es un espacio importante para el diálogo ya que "[…] presentan poderosos espacios en red para la (re)construcción de la vida social, en la cual las motivaciones sociales, políticas y culturales prevalecen frente a otras basadas en el mercado". (Aleksandra Uzelac, 2014:32). Las nuevas tecnologías han impactado notablemente en el estilo de vida de las personas, ampliando las maneras para acercarse a la información. El ámbito digital ha permitido acceder a la gente más fácilmente a la cultura, educación, salud, etc., convirtiéndose en un medio para relacionarse entre las personas y el mundo, facilitando las posibilidades de acceso a distintos ámbitos que hasta el momento no estaban disponibles para todos. Marco Urresti (2014), en su artículo "La comunicación digital y las políticas del Estado como intervención cultural", explica, refiriéndose a la cultura digital, que la realidad social actual está compuesta de circuitos informativos contenedores de mensajes para transmitir órdenes y disposiciones. Estos circuitos se convierten en recursos fundamentales para el funcionamiento de las distintas instancias que componen la realidad. Por otro lado, destaca el importante rol que han adquirido las tecnologías de la información y la comunicación en el entorno digital para la gestión de cualquier institución, ya que además del alcance que tienen, acortan las distancias territoriales, ahorran tiempo de trabajo, maximizan el rendimiento de las fuerzas productivas y abaratan costos. La cultura digital e internet han modificado los modos de comunicación entre las personas y las formas de acceso a la información, convirtiéndose en un importante medio de difusión de contenidos. Sin embargo, es importante mencionar que para el acceso y uso de toda la sociedad de estas herramientas es necesario poner en marcha políticas públicas para la creación de infraestructuras para el acceso y formación de las tecnologías para todos los sectores de la sociedad. La cultura digital puede estar orientada a ser un espacio de comunicación activo y participativo. Como señala Insa Alba (2009), para explotar todas las posibilidades que ofrecen las nuevas tecnologías es necesario implementar cuatro acciones para el desarrollo de las políticas de cultura digital: - La experimentación, para posibilitar a los creadores y agentes el acceso a las prácticas artísticas colectivas. - La producción discursiva, relacionada con creadores, gestores, público, (es necesario lograr una interacción entre todos, para mejorar la comprensión de los fenómenos y procesos artísticos). - La gestión a través de plataformas y redes para aumentar la participación de los públicos. - La divulgación tecnodigital, fundamentada sobre modelos de pensamiento crítico. En este sentido, visto el alcance de las nuevas tecnologías e internet a la hora de orientar gustos, opciones y valores, es importante recalcar el aporte de estos instrumentos como medio para la difusión de la diversidad cultural y el fomento del diálogo intercultural. Para fomentar la diversidad cultural en los contenidos digitales, según el informe de la UNESCO "Comunicación y contenidos digitales. Invertir en la diversidad cultural y en el diálogo intercultural", es necesario promover políticas que contribuyan al fomento del pluralismo y la libre circulación de ideas, aprovechando las posibilidades que ofrecen los nuevos medios y la participación de los usuarios. Así, es importante comprender que: Internet tiene potencial para apoyar la democracia comunicacional por medio de una serie de iniciativas culturales innovadoras que eluden las fuentes de información predominantes: el fomento de la identidad en el seno de las diásporas, el apoyo a estructuras que defienden los intereses de culturas minoritarias, comunidades en línea, grupos militantes y personas con intereses culturales comunes. (UNESCO, 2009:20) Este nuevo marco tecnológico no ha sido ajeno al mundo de la cultura que ha reconocido el impacto positivo de las nuevas tendencias de comunicación y se han ido adaptando a los nuevos códigos y hábitos de consumo en la red, aprovechando de esta manera la oportunidad para difundir sus contenidos, la información cultural, aumentar la participación del público en sus actividades y crear nuevas audiencias, otorgando a las nuevas tecnologías un papel importante en los procesos de producción y consumo cultural. Los contenidos digitales pueden contribuir a la diversidad cultural, para esto es necesario producir contenidos innovadores para garantizar la integración de la diversidad cultural en el sector cultural, ampliar el acceso y fomentar nuevas estrategias tanto de información como de comunicación y por último, obtener una representación equilibrada de las distintas partes de la sociedad. (UNESCO, 2014) La cultura digital e internet han ofrecido a las instituciones culturales la posibilidad de actuar como plataformas en donde los procesos de experimentación y producción son participativos, dando de esta manera la posibilidad de construir cultura de una manera colectiva. Insa Alba (2009), afirma que el verdadero reto de los gestores culturales al enfrentarse a la cultura digital consiste en "despertar una sensibilidad estética que desconecte para conectar" y tener la capacidad de transformar el espacio virtual a un espacio de aprendizaje y comunicación activo. Estas nuevas tecnologías además de haber cambiado la manera tradicional en que la cultura incide en la organización social y la experiencia artística, han sacado a la luz "[…] nuevos elementos de debate sobre aspectos que han estado en el centro de la definición de las políticas culturales contemporáneas, como son el acceso a la cultura y la participación cultural de la ciudadanía, los derechos culturales o la relación entre cultura, economía y sociedad". (Martínez, 2004: 3) Las instituciones culturales han tenido que adaptarse a este cambio de escenario, -resultado del desarrollo de las nuevas tecnologías y la cultura digital-, y han ido incorporando nuevas estrategias institucionales intentando establecer un diálogo con los nuevos públicos y de esta manera responder a este nuevo paradigma. Este hecho se ha visto en una serie de acciones reflejadas en estrategias de participación, promoción, comunicación y difusión de actividades culturales o contenidos como son: la edición y publicación de páginas web, las redes sociales, los blogs, chats, listas de correo, el streaming, las visitas virtuales a colecciones y bibliotecas, las convocatorias para proyectos artísticos en red, los dispositivos móviles, las apps, el crowdfunding, entre otros, todos esos instrumentos brindan la posibilidad de interacción y ofrecen la posibilidad de acrecentar la experiencia del visitante y cubrir las necesidades del público contemporáneo. Hugo Lewin (2014) se refiere a cinco aspectos propuestos por Carlos Scolari que conforman la nueva comunicación: la digitalización de los productos culturales, la multimedialidad donde conviven en un mismo soporte medios y lenguajes, la navegación hipertextual, la reticularidad, es decir, una configuración muchos-a-muchos y por último a interactividad. Desde hace varias décadas, se ha visto una evolución de enfoques en el ámbito museológico. Los museos a lo largo de la historia se han ido adaptando a su entorno y este fenómeno no es ajeno a los nuevos contextos de la era digital. A partir de la década de los noventa, el museo se ha ido integrado al mundo digital y ha ido incorporado la tecnología como herramienta para cumplir sus objetivos de comunicación, difusión y acceso a sus contenidos a través de una serie de estrategias digitales. Las demandas del público contemporáneo han exigido a los museos generar nuevas identidades e integrarse al mundo global. En la actualidad, las nuevas tecnologías, internet y la web 2.0 han supuesto un cambio de paradigma dentro del ámbito museístico, los museos han incorporado estas nuevas estrategias virtuales y se han ido apoyando en plataformas de la web 2.0 como: flickr, youtube, vimeo, facebook, twitter, entre otros, para acceder más fácilmente al público, de esta manera asegurar una participación más activa y ofrecer una experiencia complementaria a la visita física. Las páginas web interactivas, las pantallas tecnológicas táctiles, la geolocalización, la realidad aumentada, los códigos QR, los podcast, las redes sociales, la digitalización de documentos, el crowdfunding, son estrategias que han conseguido que el museo traspase sus muros, convirtiéndolo en un lugar más social y dinámico. Con la innovación tecnológica y la web 2.0 las posibilidades de comunicación y de difusión del museo se multiplican, así como la participación del público para la interacción y la construcción de contenidos, en este sentido, la web 2.0 da la posibilidad al público además de la participación directa, generar información y ser parte del proceso informativo. Debido al alcance global y social de estas herramientas se han convertido en un medio fundamental para la comunicación, difusión de los contenidos y la participación de los públicos en los museos. Como explica Lewin: "los sistemas de comunicación actuales van más allá; aumentan la interconexión entre los usuarios y las posibilidades de modificar los objetos culturales". (2014:125) Las redes sociales reportan una serie de ventajas al sector cultural, permiten la participación directa de la sociedad civil y generan intercambios de contenidos, las instituciones culturales a través de las redes sociales pueden conocer mejor a sus usuarios, interactuar con ellos y a través de esta relación se puede obtener evaluaciones de su gestión, opiniones de las actividades propuestas, además se pueden obtener estadísticas. Las redes sociales son un tipo de marketing eficaz y mucho más económico que el tradicional, la información nos llega filtrada y a través de un "marketing de recomendación", tienen gran capacidad de convocatoria y movilización, contribuyen a una participación más accesible, incluso se han convertido en fuentes de financiación y micro-mecenazgo. El mantenimiento habitual de las redes sociales es una tarea fundamental, es importante crear una plataforma interactiva, novedosa y cercana con los usuarios para garantizar el éxito de las mismas. Uno de los problemas fundamentales a los que se enfrentan las instituciones culturales es la falta de asistencia del sector juvenil a sus actividades, en ese sentido, las redes sociales en la red constituyen una importante herramienta para atraer a las nuevas generaciones a los espacios culturales. Los museos se han ido adaptando paulatinamente a los cambios propuestos por la cultura digital e internet, varios de los museos más representativos del mundo han ido integrando la tecnología y los dispositivos para la difusión de sus contenidos. Además, han apostado por la creación de entornos de experiencia centrados en el público, direccionando su acción de acuerdo a los nuevos retos que requieren las nuevas tecnologías y las nuevas necesidades de los usuarios y públicos. Uno de los objetivos fundamentales de los museos es acercar sus contenidos a la sociedad, en ese sentido, la comunicación y difusión en el museo tiene una función primordial. Los museos en la actualidad enfocan la comunicación como parte principal en su estrategia organizativa, ellos han ido incorporando las nuevas tecnologías, internet y los nuevos modelos de relaciones para mejorar y lograr una comunicación directa con los públicos. Adaptarse a estos cambios no ha sido una tarea fácil, sin embargo; ya se han visto resultados positivos de los procesos de creación de comunidades culturales en los museos más representativos en el mundo, a través de redes como facebook, twiter, o youtube y de la incorporación de las nuevas tecnologías para la difusión de los contenidos del museo y el enriquecimiento de la visita del público. La razón fundamental para utilizar las redes sociales como estrategia comunicativa en los museos consiste en crear comunidades para compartir experiencias culturales y artísticas, como resultado de este proceso de interacción se pueden obtener "[…] dos efectos inmediatos: por una parte, compromiso y cercanía (engagement en la terminología del marketing) y por otra, difusión, más allá de lo que otros medios de comunicación son capaces de conseguir y a mucho menor precio". (De la Peña:2014:103). 1.1 Museos de arte, nuevas tecnologías y web 2.0 El Museo de Arte Contemporáneo Reina Sofía (MNCARS)[1] de Madrid constituye uno de los ejemplos paradigmáticos en cuanto a buenas prácticas en el uso los nuevos contenidos digitales, la estrategia de comunicación propuesta para las redes sociales y el uso de su página web como plataforma de distribución de los contenidos del Museo. El Museo Reina Sofía en lo que tiene que ver con el uso de las nuevas tecnologías y la presencia en la red ha planteado a través del Plan General de actuación 2014-2017, los siguientes objetivos y proyectos: - Dinamizar el diálogo entre el Museo y sus públicos a través de las tecnologías de la información y las comunicaciones, a través de la investigación y desarrollo de aplicaciones (apps) para dispositivos móviles y otras tecnologías de comunicación, que ofrezcan acceso a contenidos del Museo y el aumento de la presencia del Museo en las redes sociales y de su capacidad de interacción y expansión, desarrollo de programas online, web, y otras herramientas digitales. - Fomentar la edición y distribución digital de las publicaciones para ampliar y facilitar su difusión. - Desarrollar un programa de acción educativa para los diversos públicos con discapacidad, y mejora de la accesibilidad teniendo en cuenta los nuevos recursos tecnológicos. El Museo desde el 2004 con la aparición de las redes sociales ha buscado diversificar su acción online y responder a las necesidades de los usuarios y los nuevos públicos, obteniendo resultados positivos, en primer lugar ha logrado crear una potente comunidad en la red y en segundo lugar ha logrado un importante acercamiento e interacción con el público. Para el contacto en red con los usuarios el Museo utiliza las redes de facebook y twiter, a través de su cuenta propone las distintas actividades que organiza el museo, como inauguraciones de exposiciones, información sobre talleres, las conferencias se suelen transmitir en directo a través de twiter, de esta manera ofrece la posibilidad de producir un feedback entre el conferenciante, el público virtual y presencial. La cuenta de facebook del Museo, es una página activa, en donde se ofrece información y se debate sobre la actividad del Museo, la comunidad es participativa y se percibe una constante interrelación entre el público y la institución. La página cuenta con más de 37.000 seguidores. Además, el Museo usa las plataformas de twiter, delicious y flircks. Los nuevos canales de comunicación del museo han conseguido cubrir sus propósitos logrando establecer una plataforma virtual en donde convergen la comunicación y la participación activa del público. Esta comunicación interactiva y cercana se convierte en una ventaja para el Museo ya que el aporte de "Los nuevos sistemas de recomendación de contenidos culturales basados en la satisfacción real de anteriores visitas permitirán a los gestores culturales recomendar visitas de forma muy personalizada ya que conocerán las afinidades reales de sus clientes, así como el grado de satisfacción de las mismas". (Dosdoce.com Museos en la era digital, 2013:4) El Museo del Prado de Madrid[2] en su Plan estratégico 2013-2016, cuenta con el apartado "Prado online" en donde se proponen los lineamientos para el desarrollo de los recursos web y de los canales digitales del Museo. El Plan propone las líneas de actuación para el desarrollo de los canales y plataformas digitales para el cumplimiento de los siguientes objetivos: incrementar el conocimiento sobre la Colección y las actividades del Museo a través de internet; optimizar y facilitar el acceso online a contenidos e información sobre el Museo independientemente del lugar, dispositivo y plataforma de acceso y crear comunidad a través de las redes sociales participando en el diálogo actual sobre arte y museos. Las líneas de actuación se ejecutarán a partir de tres programas: el primero es el "Prado Web", consiste en incrementar el acceso, utilidad y conocimiento de la colección a través de su página web, para esto propone un nuevo diseño, estructura y funcionalidad de la página web a través de la reestructuración y ampliación de los contenidos del canal y la actualización tecnológica, otra propuesta dentro de este programa es la creación del nuevo website del canal Prado database por el cual se podrán acceder al catálogo actualizado y completo de la base de datos documentales de la colección del Museo; el segundo programa es el "Prado mobile" que tiene como objetivo la ampliación de la disponibilidad on line para el visitante y el usuario de contenidos multimedia. Una de las acciones prioritarias en este programa consiste en la creación de un programa para el desarrollo de las apps específicas para diferentes usos y públicos, diversos dispositivos y plataformas, el último programa propuesto es el "Prado. Redes Sociales", el programa tiene el objetivo de ampliar la presencia del museo en las redes sociales para ampliar la comunicación, cooperación e interacción del museo con los usuarios e instituciones interesadas. El Museo propone un plan de coordinación de las actividades de las distintas áreas del museo para los gestores de las redes sociales orientado a la difusión diaria de la actividad y los contenidos científicos y educativos de la institución y para promover la implicación de los usuarios con la institución por medio de concursos, encuentros on line, etc. Por último, el Museo del Prado hace la evaluación constante de la pertinencia en el uso de las redes sociales, el perfeccionamiento de las estrategias de comunicación on line y el monitoreo de las nuevas tendencias en redes sociales. El Museo del Prado tiene un apartado en su página web para el acceso directo a las páginas de las redes de facebook, twiter, instagran, pinterest, spotify y los canales rrss desde donde destaca las noticias más relevantes de las redes. De la Peña, explica en su artículo la importancia de las redes sociales para crear, financiar, impulsar y dar futuro a la cultura, al mismo tiempo señala sobre la creación de la cultura en las sociedades actuales que: La creación cultural ha de diseñarse tomando en cuenta esta nueva realidad, sabiendo que existe una cultura digital en la que confluir para encontrarse con su público más activo. Hay que abrir la cultura a esta nueva cultura digital y al mismo tiempo aprovechar lo que puede aportar y el ahorro que puede suponer en todo lo que suponga difusión. Hacerlo bien precisa de estrategia, de objetivos claros y de medición constante. (De la Peña, 2014:104). En cuanto a los contenidos digitales el Prado cuenta con la página web que potencia la interactividad directa y participativa con los usuarios y permite abarcar la actividad educativa, investigativa y científica el Museo, las aplicaciones para teléfonos celulares y tablets: La guía del Prado que proporciona información acerca de los contenidos del Museo y fomenta la interacividad. "Second cavas" que ofrece un estudio detallado de 14 obras en formato gigapixel de la colección del Museo, además ofrece radiografías e infrarrojos de los cuadros. Por último, tenemos a la aplicación "Photo Prado" es una aplicación de realidad aumentada que permite la realización de fotografías, el dispositivo reconoce puntos específicos y se crea una foto entre los visitantes y las obras, superando de esta manera los límites del Museo. Como hemos visto, además de las redes sociales los Museos se han decantado por incorporar a su estrategia de comunicación y educación las aplicaciones digitales para los dispositivos móviles conocidas como las "apps", disponibles por lo general para los smartphones y las tablets. Estos recursos se han convertido en una de las tendencias más importantes dentro de la comunicación y difusión del museo debido a las posibilidades que ofrecen para enriquecer la visita del público y por la facilidad que brindan para acceder a los contenidos desde cualquier parte del mundo. En los últimos años los museos se han ido posicionando como importantes espacios de cultura y aprendizaje, son espacios en los que han surgido proyectos que han significado verdaderas revoluciones didácticas. El área educativa de los Museos no ha desaprovechado la oportunidad que ofrecen los recursos digitales y la web, han surgido varios propuestas didácticas on line aportando varios proyectos educativos innovadores. Una iniciativa interesante para atraer la atención de los nuevos públicos de la red es a través de la gamificación, este es un recurso que toma los planteamientos de los juegos para involucrar a los usuarios, varios museos han realizado esta práctica con éxito, algunos de ellos han compartido los juegos en las redes sociales para acrecentar la difusión de la colección o las exposiciones temporales, el crecimiento de la comunidad y aumentar de interés de los "fans" por el mundo del arte. Existen varias propuestas del uso de este recurso en los museos españoles, el Museo del Prado cuenta con la sección llamada "Mi Prado", en este canal se pueden diseñar recorridos temáticos potenciado las cualidades curatoriales de los usuarios, de la misma manera están disponibles juegos que tienen el propósito de presentar las obras de colección a los usuarios a través de técnicas lúdicas. El Museo Thyssen-Bornemisza[3] de Madrid ha realizado una verdadera innovación tecnológica experimentando nuevas formas de transmitir conocimiento a través de las diferentes posibilidades que aportan las nuevas tecnologías e incorporado los recursos de la red y de la web 2.0 con fines educativos. En este sentido el Museo ha propuesto un programa de educación conocido como Educathyssen, es un proyecto del área de educación que cuenta con su propio espacio virtual, y a su vez está conectado con la página web principal. En esta página encontraremos los diferentes programas educativos y las acciones de apoyo interpretativo, divulgativo y de mediación entre el público y el Museo. El programa debido a su carácter innovador se ha convertido en uno de los referentes metodológicos en educación a nivel Iberoamericano. Educathyssen.org[4], es un portal que usa las tecnologías de la información y la comunicación como recurso educativo, está concebido como un espacio de reflexión y encuentro para el aprendizaje, el disfrute del arte y el intercambio del conocimiento de los contenidos del Museo a través de las nuevas tecnologías y las posibilidades que ofrece la red y los diferentes canales. En esta página web, que en si constituye un recurso didáctico, encontramos varios proyectos educativos que usan las tecnologías de la información y comunicación como medio y herramienta de apoyo para el aprendizaje, como son los juegos y los videos educativos e informativos. Dentro del área de los juegos tenemos a uno de los más importantes proyectos de la estrategia digital propuesta por el área de educación, se trata de Nubla, es un juego estudiado y cuidado metodológicamente por especialistas, con el propósito de desarrollar acciones educativas en torno a la tecnología y los videojuegos. El videojuego es un laboratorio de innovación que tiene el objetivo de potenciar la creatividad de los usuarios por medio del arte y de acercarlos al Museo a través de la tecnología. El juego consiste en descubrir el pasado y la relación con las obras de arte, de un personaje que vive en el interior de los cuadros a través de diferentes rompecabezas. Estos rompecabezas tienen que ver con conceptos como el arte, la conservación, en un contexto de diferentes disciplinas. El juego ha sido diseñado por un equipo multidisciplinar de jóvenes programadores, diseñadores, ilustradores, historiadores, entre otros. Cuenta con disponibilidad además de la web, para dispositivos móviles con apps compatibles para tablets y smartphones. Como recursos educativos, además del área de juegos podemos encontrar propuestas como: Viaje al Oeste, es un viaje interactivo protagonizado por pintores amantes de la aventura, especialmente los norteamericanos del siglo XIX, es una experiencia que a través de los relatos de los artistas nos permite conocer sus biografías y los mapas de contexto. Experiment now!, a través de la participación lúdica de los participantes da a conocer las obras más importantes del Museo y las exposiciones temporales a través de un punto de vista didáctico. Publicaciones educativas "Quiosco Thyssen", son publicaciones digitales con carácter educativo. Itinerarios artísticos: son cuatro itinerarios propuestos para conocer la evolución del espacio en la pintura y la historia de las técnicas artísticas. En cuanto a los recursos de la web 2.0 para la comunicación y difusión de las actividades, el Museo cuenta con un canal en youtube donde publica toda la información de las actividades en formato video, el registro fotográfico de todas las actividades del Museo se puede encontrar en la cuenta de flickr, la presencia en las redes sociales y en la web 2.0 la encontramos en el perfil de twiter y la cuenta de facebook, que es usada con carácter sobretodo informativo. Todos estos canales han tenido gran aceptación y cuentan con un número importante de participación en Iberoamérica. Como hemos visto, la cultura digital y las nuevas tecnologías ofrecen numerosas posibilidades para enriquecer la comunicación, la investigación y la educación en un museo. Los resultados de la investigación del equipo de Dosdoce.com realizado en el año 2013, "Los Museos en la era digital. Uso de nuevas tecnologías Antes, Durante y Después de visitar un museo, centro cultural o galería de arte", muestran que existe un alto porcentaje de acceso por parte del público a las redes sociales y a los dispositivos móviles antes de la exposición, sin embargo; el nivel va disminuyendo durante la visita y después de la visita los índices son bajos por lo que recomienda potenciar las actividades y propiciar la interacción para el momento y después de la exposición. Por otro lado, la investigación antes citada, sugiere una serie de acciones para optimizar el desarrollo de las estrategias de comunicación y difusión de las colecciones y actividades de los museos como establecer una retroalimentación entre las acciones analógicas y digitales para enriquecer la experiencia del visitante, relacionar la estrategia digital a la estrategia global de la organización y extenderse a todos los departamentos de la institución para la captación de nuevas audiencias. Por último destaca que tanto la experiencia virtual como la analógica se complementan mutuamente. Conclusión Los Museos se han ido adaptando a las posibilidades que brindan las nuevas tecnologías, además de lograr una integración de una comunidad para los fines del museo, han incorporado las tecnologías 2.0 como pilares fundamentales para el desarrollo de las estrategias de comunicación, difusión, educación e investigación de las instituciones. Las herramientas de las redes sociales y los recursos digitales han contribuido a lograr una participación del público más accesible y han permitido que la experiencia de la visita al museo se convierta en una interacción comunitaria. Varios estudios han constatado que el impacto del uso de las nuevas tecnologías y las redes sociales en los Museos ha sido positivo, por esta razón, consideramos que es importante adaptarse y hacer uso de las posibilidades que nos brindan las nuevas tecnologías y la web 2.0 pero sin perder la esencia del Museo. [1] Página web del Museo de Arte Contemporáneo Reina Sofía (España), disponible en: http://www.museoreinasofia.es/en[2] Página web del Museo del Prado (España), disponible en: https://www.museodelprado.es/en[3] Página web disponible en: http://www.museothyssen.org/thyssen/home[4] Página web disponible en: http://www.educathyssen.org/

The integration and inclusion of persons under international protection (i.e. persons granted asylum and refugees) into society proceeds through their contacts and interactions with institutions and residents in local communities where their reception and accommodation have been organised. In this process, the achievement of social, economic, cultural and all other dimensions of integration in local communities is facilitated by the activities of different national and local stakeholders in the integration system. Creating the conditions for Croatian citizens to familiarize themselves with refugees requires joint efforts by all system stakeholders and engagement to inform citizens and raise their awareness about the presence, rights and obligations of persons under protection, with a view to preventing and mitigating any negative manifestations of discrimination, exclusion and marginalisation, and to ensuring that persons under international protection become accepted and integrated members of local communities and society as a whole. With this in mind, this research has analysed capacities and challenges, and assessed the resources and needs of local and regional self-government units given their past or future experience with the reception and integration of persons under protection. Furthermore, this research has also identified the attitudes of Croatian citizens towards persons under protection and their readiness for the reception and integration of persons granted asylum in their local communities.The general purpose of the project is to support units of local (cities, towns and municipalities) and regional (counties) self-government in identifying the needs and challenges of integrating third-country nationals in need of international protection. To achieve the purpose of this research, both quantitative and qualitative research methodologies have been used. As a result, it was conducted as mixed-method research, that is, as two correlated studies. The quantitative segment of the research pertains to its first goal, which was to identify the attitudes of Croatian citizens and their readiness for the acceptance and integration of third-country nationals granted international protection in the Republic of Croatia, while its qualitative segment refers to the second research goal, to identify the needs of local and regional self-government units in the process of integrating third-country nationals granted international protection in the Republic of Croatia as well as the challenges they encounter or will encounter when it comes to the integration of persons granted asylum into Croatian society. The third research goal, to prepare checklists for assessment of needs and challenges of integration for local and regional self-government units and for persons granted international protection, has been achieved by synthesising the findings reached under the previous two goals and by preparing two checklists. One is intended for heads and staff of LSGUs and RGSUs so that they can assess the existing needs, resources and capacities of their communities in terms of planning and implementation of integration activities. The other is designed for persons granted asylum and serves for the self-assessment of their needs and the extent to which they are met. Accordingly, the starting point for tool selection and elaboration is the multidimensional concept of integration of aliens into the host society, which is focused on the processes and dimensions of integration of persons under international protection (either with full asylum or subsidiary protection status) into Croatian society as a whole, but also into individual local communities in Croatian regions covered by this research.Due to the specific character of the quantitative and qualitative methodological approaches, the report describes methodological aspects and results separately, first for the quantitative study conducted by a survey of citizen's attitudes towards the integration of persons under national protection, and then for the qualitative study of needs and challenges faced by local communities in the integration process. The target group of survey participants covered by the research was defined so as to include citizens living in selected counties (regional self-government units) and towns and municipalities (local self-government units). In order to form a sample of participants for the purposes of this research, Croatia was broken down into four regions: Eastern, Central and North-Western, Littoral and Istrian, and Dalmatian regions. In each region, the sample came to include between two and five counties (a total of 12) and between three and five towns (a total of 15). The Eastern Region encompassed the counties of Osijek-Baranja, Vukovar-Srijem and Požega-Slavonski Brod. The Central and North-Western Region included the City of Zagreb as well as the countries of Zagreb, Sisak-Moslavina, Bjelovar-Bilogora and Varaždin. The Littoral and Istrian Region covered Primorje-Gorski Kotar and Istria counties. The Region of Dalmatia consisted of Zadar and Split-Dalmatia counties.In the selected towns, the size of the sample was proportionate to the size of the town within its region, with the participants in each town selected by probability sampling. The sample of citizens aged 18 to 65 included 318 persons in each region, and probability sampling – together with the use of two levels of purposively selected clusters (region and town) – ensured that the sample structure, in terms of its socio-demographic profile, reflects the characteristics of the region's population, according to publicly available statistics. The sample formed in this manner and its size (N = 1,272) allowed inter-regional comparisons with regard to the relevant characteristics of the participants and measured constructs. Data were gathered using the CAPI (Computer Aided Personal Interviewing) method, in the period from 14 May to 10 June 2018. The response rate was 57%, which is quite high given the type of research in question.The survey questionnaire contained 67 items forming the following constructs and scales: (1) Attitude towards persons granted asylum; (2) Perception of realistic threat; (3) Perception of symbolic threat; (4) Support for the rights of persons granted asylum; (5) Perception of negative changes in the community; (6) Readiness to assist persons granted asylum; (7) Frequency of contacts with persons granted asylum; (8) Quality of contacts with persons granted asylum; (9) Sources of information about persons granted asylum; (10) Media portrayal of persons granted asylum; (11) Social proximity to persons granted asylum; (12) Attitude towards forms of acculturation; (13) Estimated number of persons granted asylum; (14) Change in the number of persons granted asylum; (15) Socio-demographic profile of participants. The scales used in this questionnaire show very good metric characteristics: a Cronbach's alpha internal reliability coefficient ranging from 0.77 to 0.93 and a clear construct validity and single-factor structure.The collected data were subject to a series of statistical analyses, including descriptive calculation of statistics (range, frequency, median measures, variability measures) at the levels of the aggregate sample and each region as well as inter-regional comparisons of the results derived from the measured constructs (variance analyses, t-tests, chi-squared tests). Also, by using regression analysis, a model was set to predict two forms of behavioural intentions among host populations: (1) readiness for social relations with asylum beneficiaries at different levels of proximity; and (2) readiness to help persons granted asylum in their integration. These two forms of behavioural intentions served as criterion variables, which were predicted on the basis of a set of predictors that included the participants' individual attributes (socio-demographic variables and regional affiliation), their religious and political orientation, their opinion about the number of asylum beneficiaries to be received by the country in future and about their social adjustment strategies (i.e. about acculturation strategies), their frequency of contacts with persons granted asylum and their perception of threats and expected changes in the community caused by the arrival of persons granted asylum (i.e. perceptions of realistic and symbolic threats, and expectations of negative changes in the community).The average results obtained on the aggregate sample show that, when it comes to attitudes towards persons granted asylum, the respondents express attitudes that are, on average, neutral. However, when assessing their perception of threat, they seem to feel a slight realistic threat, and a somewhat stronger symbolic threat. The participants also express what is, on average, a neutral attitude regarding the expected negative changes in the community. As for their readiness to help asylum beneficiaries personally, the participants are also neutral, stating they are not sure of their readiness in this regard, but showing a slight support for the rights of asylum beneficiaries. Concerning the frequency of contacts with persons granted asylum, slightly more than half of the participants (52.1%) reported that they had such contacts, describing them, on average, neutrally – as neither positive nor negative. Among those who reported such contacts, the majority stated that they were rare.The data collected clearly show that the mass media (print and online news outlets, television and radio) are the most common source of information for Croatian citizens – more than 90% of citizens receive information about persons granted asylum in this way. These are followed by social media, which are used as a source of information about asylum beneficiaries by nearly half of the participants (45.8%). It has been established that citizens deem the media portrayal of asylum beneficiaries slightly negative.As for social proximity, the participants are, on average, ready to accept persons granted asylum as their fellow workers or neighbours, where it is obvious that the citizens are, for the time being, not ready for the closest relations with asylum beneficiaries, although nearly 61% would be ready for friendly relations.The participants were also asked about acceptable acculturation strategies, that is, about how persons granted asylum should approach the Croatian culture and maintenance of their own culture. The majority of participants (70.7%) chose integration as the preferred acculturation strategy (both maintaining their own culture and accepting the culture of the host country). About one fifth of the participants champion assimilation as the preferred acculturation strategy; i.e. they expect persons granted asylum to relinquish their specific culture and accept only that of their host country. Separation, that it, the opinion that persons granted asylum should maintain only their own culture without accepting Croatian culture, is upheld by 3.7% of the participants. Looking at acculturation strategies as a continuum (from assimilation, through integration, to separation, or vice versa), the participants on average tend to support cultural integration of persons granted asylum.When it comes to estimating the number of persons granted asylum at the time of survey, only one fifth of the participants made a more or less accurate estimate. Somewhat more than a fourth of participants underestimated the actual number of asylum beneficiaries, whereas almost half of them overestimated the number of cases of granted asylum. These results are consistent with the replies regarding preferred projections of the number of asylum beneficiaries in the future. Specifically, the majority of participants (45.8%) feel that their number should remain the same, only slightly fewer are those who would reduce it (45.6%), while less than a tenth holds that the future number of asylum beneficiaries in Croatia should go up.The analysis of regional differences demonstrates that the least positive attitudes towards persons granted asylum, the highest perception of both realistic and symbolic threats, the lowest support for the rights of asylum beneficiaries, the highest expectations of negative changes, and the lowest readiness to assist are present among participants in the Dalmatian Region. It is followed by the Eastern Region, and then the Littoral and Central Regions, where these attitudes are more positive. The frequency of contacts with persons granted asylum is low in all the regions, with the lowest levels reported in the Eastern and Dalmatian regions. However, there are no regional differences in the quality of contacts, as it is everywhere seen as neutral. Readiness for close contacts is the lowest in Dalmatia, followed by the Eastern Region, with its highest levels reported in the Littoral and Central regions. The citizens of all regions choose integration as their preferred acculturation strategy, while participants in Dalmatia divided their preferences between assimilation and integration. The number of asylum beneficiaries is mistakenly estimated in all regions. Indeed, it is overestimated everywhere except the Eastern Region, where the figure is underestimated. Furthermore, while the citizens of the Central and Littoral regions would prefer to keep the future number of asylum beneficiaries at the same level, those in the Eastern and Dalmatian regions are keener to reduce it. When predicting the readiness for social proximity with asylum beneficiaries, the key predictors include the attitude towards the number of asylum beneficiaries in the future and acculturation strategies. The readiness for a higher level of proximity is demonstrated by those citizens who feel that the future number of asylum beneficiaries should be increased, as well as those who champion integration. The predictors of marginal importance include practising religion, where the participants who do not declare themselves as practicing believers tend to be ready for a higher level of proximity with persons granted asylum, as well as the perception of symbolic threat and the fear of negative changes in the community, where those who perceive a higher symbolic threat from asylum beneficiaries and expect more negative changes in the community due to the arrival of persons granted asylum tend to be ready for a lower level of proximity with them. These results generally apply to all of the four regions.When it comes to predicting the readiness to assist asylum beneficiaries personally, it can also be said that – allowing for minor regional particularities – the key factors include the participants' opinion that the number of asylum beneficiaries should increase in the future and, again, the perception of a higher symbolic and realistic threat. Those participants who feel that the future number of asylum beneficiaries should increase are readier to help, whereas those whose perception of threat from asylum beneficiaries is higher are also less prepared to assist them personally. Another highly significant predictor is the frequency of contacts with persons granted asylum. Those participants who reported more frequent contacts with asylum beneficiaries are also more prepared to assist them. Finally, the variables of marginal significance include gender and political orientation, where women and those on the left side of the political spectrum would be readier to help asylum beneficiaries.The conducted regression analyses show that the most frequent predictors for both criteria (social proximity and readiness for personal assistance) include the perception of symbolic and realistic threat, expectation of negative changes in the community due to the arrival of asylum beneficiaries, opinion that the future number of asylum beneficiaries in Croatia should be increased and the choice of integration as the preferred acculturation strategy. It follows that a more favourable attitude of Croatian citizens can be expected if they feel less threatened by persons granted asylum, that is, if they understand that their arrival does not pose a threat to the existing identity and culture nor jeopardise the resources of local communities, if they expect less negative changes in their communities due to the arrival of asylum beneficiaries, if they think that the number of asylum beneficiaries in Croatia needs to be increased in the future, and if they believe that integration is the acculturation strategy appropriate for Croatia.The second part of this research deals with the assessment of needs and challenges which are or will be encountered by LSGUs and RSGUs, and also of the capacities and resources required for integration with regard to the current or anticipated accommodation and stay of asylum beneficiaries in their local communities.This part of the research was conducted through a series of interviews and focus groups with different stakeholders in the integration system, which are in one way or another involved in or will in future be responsible for the processes of reception and integration of persons granted asylum. Stakeholders from LSGU and RSGU include representatives from county-level and town-level public authorities and various professional institutions, while the CSO stakeholders include representatives from the non-governmental sector, religious organisations and civic initiatives. The perspectives of integration processes were, whenever possible, complemented with those of asylum beneficiaries in the local communities in which they live. For sampling purposes, a list of 30 units (9 counties and 21 towns) was drawn up, taking into account the criteria of regional representation, town size, experience with the integration of asylum beneficiaries and available state-owned housing units. Along with the four regions, the City of Zagreb was taken separately as it considerably differs from other regions in terms of the number of integration stakeholders and capacities, as well as the number of asylum beneficiaries it hosts. The persons included in the sample had the attributes of schoolants based on their role and office they held, their experience and knowledge of the needs and challenges relating to the integration of asylum beneficiaries in local communities. In keeping with the principle of maximising the variability of key informants, a total of 168 interviews and four focus groups were conducted with 227 participants, including 26 interviews with persons granted asylum. Once all of the methodological requirements were met in the process of qualitative-data gathering, 158 transcripts obtained from 216 interviewees were subjected to analysis. The other transcripts did not contain any useful information because some interviewees were totally uninformed about the topic of the research. Of the total number of analysed transcripts, 143 contain data obtained from 191 representatives of municipalities, towns and counties, state-administration offices at the county-level, professional institutions and the civil sector, while 15 transcripts of interviews and focus groups contained information obtained from 26 asylum beneficiaries. The analysis made it possible to identify some specific features of statements made by representatives of the selected local communities about their needs, challenges, opportunities and expectations. A comparison has been made among the four regions and the City of Zagreb, and similarities and differences have been analysed among statements made by stakeholders from different sectors.The results for all regions (except the City of Zagreb) equally suggest that most of the integration-system stakeholders from LSGUs and RSGUs (towns, municipalities and counties) generally had no direct experience of contacts and work with persons granted asylum or, if they had, then they encountered asylum beneficiaries in rare, individual cases. On the other hand, interlocutors from Zagreb recounted and described experiences of direct and immediate encounters with persons granted asylum, mostly through participation in projects with SCOs and the OHRRNM, while CSOs in all the regions have very little direct experience with asylum beneficiaries. A large portion of LSGUs and RSGUs in each region state that they are not aware of the Action Plan for Integration, or are aware of it only partly, or since a short time ago. Stakeholders in various sectors and regions have not developed their own action plans and protocols for integration, independent of the Action Plan. Professional institutions do not have their own plans either, but many of them perform tasks relating to the integration of persons granted asylum as part of their daily work and remit, and some have their own internal prodecural protocols, most often based on their previous experience with marginalised groups or guidelines from relevant ministries. All stakeholders in all regions agree that the lack of funding poses a serious structural constraint and that allocations for integration activities should be increased. They stress that the entire budget is centralised and that they lack special resources earmarked for integration, noting, however, that budget allocations could be repurposed or activated if and when the need arises.When it comes to understanding the importance and indicators of successful integration, there are no major differences between either sectors or regions. As far as the key dimension of integration is concerned, all stakeholders across all regions highlight communication, that is, learning the Croatian language, as a crucial prerequisite for all other aspects of integration, especially for the inclusion of children in the education system, participation of adults in the labour market, addressing housing issues and, generally, enabling asylum beneficiaries to get along in local communities. In the Central Region, professional institutions claim that integration could also be facilitated by the community's experience with refugees during the Croatian War, and the history of coexistence with national minorities. In the Central Region, they feel that integration would be more successful if asylum beneficiaries were accommodated within the community rather than isolated, and if they were provided with appropriate care and inclusion in community life. All stakeholders across all regions voice some sort of concern because, when it comes to the accommodation of persons granted asylum, they expect negative reactions from the host population due to cultural and religious differences, especially in smaller communities, with the general opinion being that larger towns would be readier to accept asylum beneficiaries. Interlocutors in Zagreb are the most critical of the local community as a favourable environment for integration, with professional institutions stating that negative sentiments are the greatest problem, stemming primarily from fear of the unknown among the local population. Nonetheless, almost all of the interviewed asylum beneficiaries highlight the positive experiences they had with their acceptance in local communities, noting, however, that it took a while for them to feel accepted by their neighbours. Only three out of 26 interlocutors report having negative experiences upon their arrival in the community, consisting mainly of unpleasant verbal comments. Persons granted asylum generally do not see any major cultural barriers to their life in Croatia, but in their view the integration system is not well-organised and includes some contradictions.At the intraregional level alone, and particularly at the interregional level, the integration stakeholders from different local communities show considerable differences when estimating the integration capacity of their communities. The majority of LSGUs believe that organising language courses falls under the responsibility of the Ministry of Science and Education, expressing concerns about the duration of courses (too few lessons) and uncertainties about their funding, while RSGUs also stress their lack of human and logistic capacities to organise courses. Professional institutions shift the responsibility for organizing courses to administrative bodies – from the local, through the regional, to the national levels. Only representatives of Zagreb-based SCOs report more direct involvement in the organisation of courses – some of them offer them in a formalised manner, and others through voluntary engagement. As to the inclusion in the education system, most stakeholders stress the problem of slow-moving administration and emphasize the heavy teaching workload, suggesting that there is a need for additional teachers as well as the necessity to work additionally with asylee children. Further difficulties mentioned are related to the lack of personal documents and the issue of recognising diplomas and previously acquired qualifications. In the Littoral and Central regions, they also highlight a lack of interpreters and teaching assistants, over which they have no control, but depend on the relevant ministry.Most of stakeholders from LSGUs and RSGUs are actually unaware of the existing accommodation capacity because they do not own any housing units or have already allocated all they had to beneficiaries from certain social categories. They see a possible solution in the conversion of the existing vacant buildings or renting of private flats, where they report problems with landlords, i.e. the unwillingness of landlords to let out their flats to accommodate persons granted asylum and the high rents they impose. Persons granted asylum are mostly concerned about their initial accommodation in reception centres, with which they were partially (dis)satisfied and, in addition to prejudice by landlords, the interlocutors also stressed high prices. In their local communities, asylum beneficiaries have been recognised as a desirable workforce in sectors with labour shortfalls. The LSGU representatives stress the need for a skilled workforce in the construction and public works sectors and, in the Eastern Region, agriculture. In addition to feeling that employers should be informed of opportunities to hire asylum beneficiaries, LSGUs are somewhat keener to consider potential retraining and additional training schemes as well as efforts to overcome the language barrier, referring to professional services which should take over that task. Many see the opportunities to employ asylum beneficiaries primarily in low-skill and ancillary jobs, such as kitchen or warehouse assistants and so forth. While the asylum beneficiaries themselves are highly motivated to take part in the labour market, since they see employment as a key prerequisite to gaining independence, they are aware of the economic situation in Croatia and do not want to become a public charge, but rather an active and productive segment of the society.Almost all interlocutors attach great importance to public information and awareness-raising campaigns, and most of them also recognise the role of the media in this process and believe that it is extremely important to get the local population acquainted with good practices and examples of successful efforts to integrate asylum beneficiaries, and to inform them about their culture and customs. This would prevent the development of prejudice and discrimination, where the LSGU representatives often see their role in such efforts unlike RSGUs, among which only a few recognise it. Professional institutions also leave the role of awareness raising to the media and, for the time being, carry out awareness-raising activities in the form of workshops and cultural events mainly with support from CSOs in Zagreb. The training of staff members and professionals has also been stressed as extremely important, yet largely non-existent in most institutions, offices and organisations.Nearly all interviewees from all regions agree that asylum beneficiaries have been provided with adequate social welfare, just like all of its other beneficiaries. Some of the representatives of LSGUs and professional institutions from the Dalmatian and Eastern Regions noted that asylum beneficiaries were not supposed to be singled out, that is, afforded greater rights and priorities than domestic social-welfare beneficiaries. All local communities feel that asylum beneficiaries have been provided with adequate health-care, but the interviewees highlight a lack of physicians and the overload of the health system, as well as communications. When it comes to providing adequate social welfare and health care, a common problem stressed in all regions is the insufficient capacity of institutions, while other aggravating circumstances include slow systems, uninformed staff members, shortcomings in the monitoring of asylum beneficiaries, uncertainties about the financing of health-care services and lack of coordination between different stakeholders. The same issues are also reported by the asylum beneficiaries themselves.Professional institutions have, for the most part, already established cooperation with almost all stakeholders involved in the integration process. In this context, they most often point out line ministries, as well as significant cooperation with CSOs. Only the Central Region (including Zagreb) highlights the existing cooperation with LSGUs and the OHRRNM, or with international organisations. The LSGU and RSGU representatives are somewhat more likely to expect more significant engagement by and cooperation with CSOs, which they consider more capable of writing projects and mobilising funds for work with asylum beneficiaries or count on their human resources. Some professional institutions are also focused on inter-city and inter-county cooperation, for example, with other social-welfare centres, in order to compare their experiences and share good practices. The SCO stakeholders state national and local authorities make insufficient use of the capacity and experience of local SCOs.All stakeholders criticize administration primarily because of the lack of timely and transparent exchanges of information, given that they are perceived as responsible for the entire system. Stakeholders in local communities feel that they operate without specific guidelines and decisions, everything being left to improvisation. Professional institutions hold that the measures defined in the Action Plan are not applicable to the realities in the field, stressing that the system is not prepared to respond to current challenges and needs such as, for instance, securing accommodation and interpreters. There is also concern about the duplication of work by different institutions and organisations, and shifting responsibilities to CSOs. It has been stressed that a protocol in needed which would contain descriptions and guidelines for the implementation of steps in the integration of persons granted asylum, which should define the sequence of implementing integration measures, those in charge of their implementation, including their responsibilities, as well as the forms of their cooperation. Such a protocol and guidelines would enable LSGUs and RSGUs to rely on these documents in their work and to act in compliance therewith. All stakeholders emphasize the need to receive timely and reliable information about the number, structure and time of arrival of persons granted asylum in their areas because this information is crucial for them to be able to prepare themselves for different aspects of their integration. A distribution plan is a document cited by all self-government units as essential to launch preparations for the asylum beneficiaries, in accordance with the aforementioned protocol.All stakeholders highlight interpreters and cultural mediators as a very pressing need in all regions. It has been stressed that interpreters should be professionally trained, rather than semi-skilled individuals or family members, let alone children. All stakeholders realize that securing housing is a key prerequisite for the reception and integration of persons granted asylum, and that it falls within the remit of the central government, rather than the local community. The Eastern and Dalmatian Regions place special emphasis on the need to provide adequate accommodation for unaccompanied children under international protection. Also, all integration stakeholders feel that efforts are needed to speed up administrative procedures because there is a gap between what has been set forth in legislation and what can really be implemented due to technical barriers, including children's registration in school e-registers, medical records, access to Croatian language learning, and verification of previously acquired qualifications and job competencies which is a requirement for education or employment. To achieve all this, sound intersectorial cooperation is required.The integration stakeholders in all regions show a clear need to prepare, raise the awareness of and train the staff directly involved in the integration process for contacts with and providing services to persons granted asylum. Since professional institutions are places of direct and on-going contacts with asylum beneficiaries, there is a need for continuous training of their professional staff. The training of all integration stakeholders should include learning about the culture and customs of asylum beneficiaries and it should be based on the principles of intercultural communication. In some professional institutions whose staff are engaged in direct and intense work with families of asylum beneficiaries, such as counselling and psychosocial support, there is an increased need for continuous mental-health care and stress prevention among staff members through supervision and professional support.Given that they believe that the responsibility for integrating persons granted asylum rests primarily with the state, a number of LGSUs, professional institutions and some CSOs expect the state to bear the related costs. The LSGUs in the Central Region see the opportunity to secure funding by applying for EU projects and drawing money from EU funds. In the Dalmatian Region, the LSGUs expect the state to issue fewer instructions, and to focus more on direct care for asylum beneficiaries. At the LSGU level, help in meeting community needs in the integration process and their own efforts is expected from the Government of the RoC, primarily the OHRRNM as the central coordinating body. Some RSGUs believe that they will successfully carry out all tasks imposed by law and those received from the competent state authorities, and that they will tackle problems only once asylum beneficiaries arrive in their territory. LSGUs and RSGUs see their role in coordinating different integration process stakeholders, such as professional institutions and CSOs, at the town and county levels. Some LSGUs also see their role in supporting other stakeholders when they lack capacity in the integration process, and in networking with other institutions within the community. In this context, they stress their role in providing information to asylum beneficiaries and improving intersectorial cooperation because they "have a good overview of the activities of different services." Some LSGUs feel that a person should be assigned to each integration stakeholder as its key informant about how asylum beneficiaries can exercise their rights.The LSGUs see their key contribution to integration in their efforts to raise the awareness of and inform the public about the arrival of persons granted asylum and the process of their integration, being aware there resistance to their arrival in some communities. In the Eastern Region, they warn that greater resistance to the arrival of asylum beneficiaries may be expected in communities that are traditionally more closed and host a larger number of immigrants from Bosnia and Herzegovina, who were forced to leave their homes due to armed conflicts with the Muslims. In the Central and Littoral regions and the City of Zagreb, they believe that the experience they have with proven integration mechanisms for socially vulnerable groups, referring to members of the Roma national minority, will help them in the process of integrating asylum beneficiaries. The LSGUs feel they can also directly support integration efforts by providing initial financial assistance to asylum beneficiaries, helping in the process of their reception and accommodation, offering aid such as food and toiletries, facilitating children's inclusion in educational institutions, covering their kindergarten costs (Eastern and Littoral regions, Zagreb), as well as helping asylum beneficiaries to find employment. Professional institutions will address integration as part of their daily activities, by providing services for persons granted asylum as well as any other beneficiaries. The LSGUs, RSGUs and professional institutions see the important role of CSOs in complementing services provided to asylum beneficiaries by professional institutions. Most of the CSOs plan to expand their present activities to meet the specific needs of asylums beneficiaries, and represent a major integration potential for local communities, highlighting their networks of volunteers as a key asset in work with persons granted asylum. The CSOs feel that a coordination mechanism should be put in place at the LSGU level so as to bring together all the stakeholders, including the civil sector, and ensure transparent financing of services for asylum beneficiaries.Croatia has few communities with any reception and integration experience and most of the local communities covered by this research have not considered or prepared themselves for this challenge. Yet, the integration stakeholders in all units included in this research stress that they crucially need timely and reliable information about the plans for the arrival and distribution of persons granted asylum, and that information from the relevant ministries, particularly from the OHRRNM, will enable them to launch preparations for integration activities and possible reception of asylum beneficiaries. Finally, the recommendations derived from this research will facilitate improvements in policies and practices for the integration of persons under international protection, making it easier and less painful to achieve the objectives stemming from Croatia's commitments as an EU member state, as well as its legislation and action plans of the Government of the RoC.

This is introduction, acknowledgements and dedication part from Scholarship and Teaching on Languages for Specific Purposes. Scholarship and Teaching on Languages for Specific Purposes is a collection of select peer-reviewed scholarly articles developed from concepts and positions presented and generated at the First International Symposium on Languages for Specific Purposes (ISLSP) celebrated on April 13–14, 2012 at the University of Alabama at Birmingham (United States). The symposium gathered 31 speakers and over 80 participants from all over the nation and other parts of the world. Each speaker brought a unique perspective of Languages for Specific Purposes (LSP), which was essential to pave the way to enlightening, fruitful and engaging discussions throughout the 2–day symposium. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; Scholarship and Teaching on Languages for Specific Purposes Lourdes Sánchez-López Editor UAB Digital Collections Birmingham, Alabama, March 2013 Scholarship and Teaching on Languages for Specific Purposes ISBN 978-0-9860107-0-5 UAB Digital Collections Mervyn H. Sterne Library University of Alabama at Birmingham March 2013 Editor Lourdes Sánchez-López University of Alabama at Birmingham Production Manager Jennifer Brady University of Denver Editorial Board Julia S. Austin University of Alabama at Birmingham William C. Carter University of Alabama at Birmingham Alicia Cipria University of Alabama Sheri Spaine Long United States Air Force Academy / University of Alabama at Birmingham Jesús López-Peláez Casellas University of Jaén Clara Mojica Díaz Tennessee State University Malinda Blair O'Leary University of Alabama at Birmingham Susan Spezzini University of Alabama at Birmingham Rebekah Ranew Trinh University of Alabama at Birmingham Lamia Ben Youssef Zayzafoon University of Alabama at Birmingham Table of Contents INTRODUCTION, ACKNOWLEDGMENTS & DEDICATION Lourdes Sánchez-López . x ON LSP THEORETICAL MODELS Continuing Theoretical Cartography in the LSP Era Michael S. Doyle . 2 ON THE CURRENT STATE OF LSP Language for Specific Purposes Job Announcements from the Modern Language Association Job List: A Multiyear Analysis Mary K. Long . 15 ON LSP PROGRAMS AND PRACTICES Spanish for the Professions: Program Design and Assessment Carmen King de Ramírez and Barbara A. Lafford . 31 Spanish for Professional Purposes: An Overview of the Curriculum in the Tri-state Region Leticia Barajas . 42 The Spanish for Specific Purposes Certificate (SSPC) Program: Meeting the Professional Needs of Students and Community Lourdes Sánchez López . 62 French for International Conference at The University of the West Indies, Mona: Total Simulation in the Teaching of Languages for Specific Purposes Marie-José Nzengou-Tayo and Gilles Lubeth . 73 ON THE UNEXPECTED LSP PARTICIPANT The Unexpected Spanish for Specific Purposes Professor: A Tale of Two Institutions Sheri Spaine Long . 88 A Doctoral Student's Shift from Modified AAVE to Academic English: Evidence for Establishing a Language for Specific Purposes Focus Susan Spezzini, Lisa A. La Cross, and Julia Austin . 99 ON METHODOLOGY Teaching Business Chinese: The Importance and Methodology of Building Pragmatic Competence and the Case of Buhaoyisi Yahui Anita Huang . 110 Enhancing Language for Specific Purposes through Interactive Peer-to-Peer Oral Techniques Susan Seay, Susan Spezzini, and Julia S. Austin . 121 Orchestrating a Job Search Clinic for International Scholars and Students Kristi Shaw-Saleh, Susan Olmstead-Wang, Helen Dolive, and Kent D. Hamilton . 129 iii Scholarship and Teaching on Languages for Specific Purposes (2013) Contributors Julia S. Austin, PhD is Director of Educational Services for the University of Alabama at Birmingham Graduate School and has been a university administrator and a teacher educator for 25 years. She has been continuously funded since 2000 by the US Department of Education National Professional Development grant program to prepare teachers to effectively serve English learners. Dr. Austin has published and presented on effective teaching practices, academic writing, authorship ethics, and collaborative mentoring. Leticia Barajas, MA is a doctoral student in the Second Language Studies program at the University of Cincinnati where she also teaches academic ESL. Her areas of expertise are Language for Specific Purposes, Spanish for professional purposes and Academic English. Prior to this position, she worked for the Spanish department at the University of Kentucky and developed curriculum for Business Spanish and Spanish for Law Enforcement courses in Mexico and Spain. Leticia Barajas is currently writing her dissertation on Spanish for professionals and working on teacher training for professional development. Jennifer Brady, PhD is the Assistant Managing Editor of Hispania and Lecturer of Spanish at the University of Denver where she teaches all levels of Spanish language and Iberian Culture and Civilization. Her research interests include masculinities in contemporary Spain, doubling and repetition in contemporary Spanish fiction, and modification and illness in physical bodies in Spanish fiction. William C. Carter, PhD is Distinguished Professor Emeritus at the University of Alabama at Birmingham. His biography Marcel Proust: A Life was selected as a ―Notable Book of 2000‖ by The New York Times, a ―Best Book of 2000‖ by the Los Angeles Times, and a ―Best Biography of 2000‖ by the Sunday Times of London. Harold Bloom has written that Carter's book, Proust in Love is ―a marvelous study of the comic splendor of the great novelist's of human eros and its discontents.‖ He co-produced the award-winning documentary Marcel Proust: A Writer's Life. His website is http://www.proust-ink.com. Alicia Cipria, PhD is Associate Professor of Spanish Linguistics at the University of Alabama. Her research interests include theoretical and applied issues of tense, aspect and aktionsart (Spanish and English), teaching methodology, Spanish/English contrasts, translation, and contact of Spanish with other non-indigenous languages. Helen Dolive, MA is the International Student Advisor at Birmingham-Southern College. She previously worked as an Immigration Advisor at the University of Alabama at Birmingham (UAB). She holds Master's degrees in English from Xavier University (Cincinnati, Ohio) and in teaching English as a Second Language from UAB. A British citizen, Helen completed her undergraduate studies in English at the University of Wales, Aberystwyth, during which she lived for a year in Belgium. Her research interests include ESL for adult learners, English for Specific Purposes, intercultural communication, sociolinguistics, and orienting new international students. iv Scholarship and Teaching on Languages for Specific Purposes (2013) Michael S. Doyle, PhD is Professor of Spanish and Latin American Studies at the University of North Carolina at Charlotte, where he chaired the Department of Foreign Languages from 1993–1999. He has also served as Graduate Coordinator (1999–2003 and 2005–2009), Director of the Certificate in Business Spanish (1998–) and Director of the undergraduate and graduate Certificates in Translating and Translation Studies (2000–2012). He received his PhD in Spanish from the University of Virginia in 1981. His specialties are Spanish for Business and International Trade, Business Language Studies (BLS), Translating and Translation Studies (TTS: language, discourse, and transcultural studies, literary and non-literary), and 20th-century Spanish literature. Kent D. Hamilton, MA Ed is a graduate of the University of Alabama at Birmingham Master of Education in ESL/EFL and is currently working southern Thailand at The Prince of Songkla University, Trang Campus as a lecturer in the Department of Languages. His teaching responsibilities include classes in listening, speaking, grammar, and assisting with professional and staff development classes to improve their English language proficiency. Before entering the field of education he had successful careers as a firefighter/paramedic and as an attorney Yahui Anita Huang, PhD is Assistant Professor in the Modern Foreign Languages Department at Birmingham-Southern College. Her principal academic specializations include Chinese linguistics, Semantics, Pragmatics, and language pedagogy. Her research includes the form and meaning of Chinese conditionals with a focus on quantification, presupposition, modal implications, pronoun occurrence as compared to English ―whatever‖ and ―whoever‖ sentences, and teaching Chinese for specific purposes with an emphasis on building students' pragmatic competence. She teaches Chinese language, culture, and linguistics courses and works as an interpreter and translator. Carmen King de Ramírez, PhD is Clinical Assistant Professor and coordinator for the Spanish for the Professions Program at Arizona State University. She teaches Latin American Culture for the Professions, Spanish in US Communities, Introduction to Interpretation, and Spanish for Health Care. Dr. King de Ramírez specializes in community based learning and professional internship placements for undergraduate students. Her current research interests include LSP programs, heritage learners, digital pedagogy, and service learning/community engagement. Lisa A. La Cross, MA is currently in a doctoral program in Linguistics at the University of Georgia. Her recent research has examined the sociolinguistic implications of the use of the schwa in French and the syntactical structure of African American Vernacular English (AAVE). Her future projects include investigating the role of the social variety of French and AAVE within education. Before moving to Georgia, she taught English as a Second Language (ESL) in an urban, public, high school in Birmingham, Alabama. Barbara A. Lafford, PhD is Professor of Spanish linguistics and heads the Faculty of Languages and Cultures for the School of Letters and Sciences at Arizona State University (ASU). Since arriving at ASU she has published in the areas of Spanish sociolinguistics, second language acquisition, Spanish applied linguistics, computer assisted language learning, v Scholarship and Teaching on Languages for Specific Purposes (2013) and Languages for Specific Purposes (LSP), including the 2012 focus issue on LSP that she edited for the Modern Language Journal. In her administrative role, she has overseen the creation of a Spanish for the professions minor/certificate focused on programs offered on the ASU Downtown Phoenix campus (e.g., education, healthcare, criminology, social work, journalism). Mary K. Long, PhD is Senior Instructor and Director of the International Spanish for the Professions major in the Department of Spanish and Portuguese at the University of Colorado at Boulder. Her publications in this area focus on cross-cultural communication and cultural sustainability in the global setting as well as LSP program development. She has also published about the role of artists and writers in the nation-building projects of 20th- and 21st-century Mexico and is co-editor of the volume Mexico Reading the United States (Vanderbilt UP, 2009), which explores the dialogue between the two countries from the Mexican point of view. Sheri Spaine Long, PhD is Professor of Spanish at the University of Alabama at Birmingham and is serving as Distinguished Visiting Professor at the US Air Force Academy (2011–2013). At the US Air Force Academy, she is engaged in research focused on the integration of foreign languages and leadership development. From 2006–2009, Long served as Editor-in-Chief of Foreign Language Annals, the journal of the American Council on the Teaching of Foreign Languages (ACTFL). In 2010, she began serving as Editor of the American Association of Teachers of Spanish and Portuguese's (AATSP) Hispania, where she is in her second term as Editor. Long's publications include eight coauthored college textbooks as well as over 40 scholarly articles, notes and reviews on literature, culture, and language education. Jesús López-Peláez Casellas, PhD is Professor of English and Comparative literatures at the Universidad de Jaén (Spain). Currently Research Project Manager, he coordinates an international team of scholars studying the construction of English early modern identities. He has published internationally on early modern English and Spanish literature, popular culture, Joyce, and comparative literature, and he has been visiting fellow at Michigan State University, Arizona State University, and Penn State University, and at the Folger Shakespeare Library. Between 1999 and 2006 he was Vice-rector for International Relations at his university. He is a Corresponding Member of the North American Academy of the Spanish Language (ANLE). Gilles Lubeth, MA is a native of Guadeloupe and a graduate from the Université Antilles-Guyane (UAG). He worked at The University of the West Indies, Mona as Assistant Lecturer from 2005–2010 where he taught French language from beginners to advanced level. At the advanced level, he taught the Translation into French module and French for International Conferences. He was the advisor for exchange students going to the UAG and International Relations students participating in the joint-degree program with University of Bordeaux IV-IEP/UWI/UAG. He is currently based in New York. Clara Mojica-Díaz, PhD is Professor of Spanish at Tennessee State University. She has taught elementary through advanced Spanish, foreign language teaching methods, culture and civilization, and studies in linguistics. She has presented papers on discourse analysis, cultural vi Scholarship and Teaching on Languages for Specific Purposes (2013) issues, second language acquisition, and language teaching at national and international conferences. She is co-author of the Pueblos Activities Manual (Cengage) and various professional articles. Marie-José Nzengou-Tayo, PhD is Associate Professor of French at The University of the West Indies, Mona and the former Chair of the Department of Modern Languages and Literatures (2005–2011). She is specialized in the Teaching of French as a Foreign Language and a researcher in the literature and culture of the French-speaking Caribbean. In 2004, she received the French order of the Palmes académiques (Chevalier). She is a past President of the Haitian Studies Association (2005–2006), and the recipient of the 2013 Principal's Award for Research for her article ―The Haitian Short-Story: An Overview‖ (Journal of Caribbean Literatures, 6[3]). Malinda Blair O'Leary, PhD is Assistant Professor of Spanish. At UAB, Dr. O'Leary teaches introductory, intermediate and advanced courses on Spanish language and cultures as well as Spanish for the professions and business. In addition to teaching, Dr. O'Leary serves as the foreign language student teacher supervisor in the UAB School of Education. Susan Olmstead-Wang, PhD an applied linguist, focuses on teaching English as an International Language and developing curriculum for English for Specific Purposes at the School of Education, University of Alabama, Birmingham. She is also adjunct instructor at the Paul J. Nitze School of Advanced International Studies, Johns Hopkins University, Washington, DC, where she teaches advanced graduate writing. Research interests include Mandarin-English code-switching and English for Medical Purposes especially in Chinese-speaking environments. Rebekah Ranew Trinh, MA is the Director of the English Language Institute at the University of Alabama at Birmingham, where she is responsible for development and oversight of the Intensive English Program and English for occupational purposes programs, advocacy for issues related to second language learners at the university, and management of ESOL teachers. She holds an MA-TESOL from the University of Alabama. Lourdes Sánchez-López, PhD is Associate Professor of Spanish and founding director of the Spanish for Specific Purposes Certificate program at the University of Alabama at Birmingham. She directed the First International Symposium on Languages for Specific Purposes (UAB, 2012). Her scholarship/teaching areas include: Spanish for specific purposes; second language acquisition; applied linguistics; cultural studies and foreign language pedagogy. She is co-author of a Spanish intermediate textbook and student activity manual and has published articles in various scholarly national and international journals. She is the editor of Scholarship and Teaching on Languages for Specific Purposes (2013). Susan Seay, PhD is Assistant Professor in the School of Education, Department of Curriculum and Instruction, at the University of Alabama at Birmingham. Her main research interests are reading instruction and English as a Second Language. She has been a classroom teacher, a reading program director, an ESL Resource teacher, and a family literacy teacher, and she has been involved in the field of education for over 25 years. vii Scholarship and Teaching on Languages for Specific Purposes (2013) Kristi L. Shaw-Saleh, PhD is Assistant Professor in the Master's Program for Teaching English as a Second Language at the University of Alabama at Birmingham. Her current research interests include identity, gender, and hybridity among distinct immigrant populations in Alabama in an effort to develop best practices for teaching English to these diverse groups of adult language learners. She is especially interested in the effectiveness of interactive teaching strategies and in addressing the need to identify and meet the goals of adult English language learners through job clinics and community-based programs. Susan Spezzini, PhD is Associate Professor of English Language Learner Education in the Department of Curriculum and Instruction at the School of Education, University of Alabama at Birmingham. She is also program director of Secondary Education and the principal investigator on two federal grants for training classroom teachers in the effective instruction of English learners. Her main research interest is promoting the scholarship of teaching and learning through collaborative mentoring, visual analogies, and oral interactive techniques. Before coming to UAB, Dr. Spezzini had been a teacher educator in Paraguay for over 20 years. Lamia Ben Youssef Zayzafoon, PhD is Assistant Professor in the Department of Foreign Languages and Literatures at the University of Alabama at Birmingham. She holds a BA in English from L'École Normale Supérieure of Sousse in Tunisia and an MA and a PhD in English from Michigan State University. Her areas of specialization are post-coloniality, feminist theory and African literature with a specific emphasis on the Maghreb. Her current research projects are: the Holocaust in North African Literature and Tunisian women during WWII. She is author of The Production of the Muslim Woman: Negotiating Text, History and Ideology (Lexington Press, 2005). viii Scholarship and Teaching on Languages for Specific Purposes (2013) INTRODUCTION, ACKNOWLEDGMENTS, AND DEDICATION ix Scholarship and Teaching on Languages for Specific Purposes (2013) Introduction Scholarship and Teaching on Languages for Specific Purposes is a collection of select peer-reviewed scholarly articles developed from concepts and positions presented and generated at the First International Symposium on Languages for Specific Purposes (ISLSP) celebrated on April 13–14, 2012 at the University of Alabama at Birmingham (United States). The symposium gathered 31 speakers and over 80 participants from all over the nation and other parts of the world. Each speaker brought a unique perspective of Languages for Specific Purposes (LSP), which was essential to pave the way to enlightening, fruitful and engaging discussions throughout the 2–day symposium. The keynote address was given by Business Language Studies and Translation Studies renowned scholar Dr. Michael S. Doyle (Theory and Method in Translation Studies (TS) and Business Language Studies (BLS): Illustrative Considerations for LSP in American Higher Education and Beyond). He accurately approached the need for a stronger research agenda in LSP studies (particularly in non-English LSP) while strengthening pedagogies and resources. Because of the discussions that occurred during and after the symposium, participants concluded the first ISLSP may have prepared a solid ground for something larger, collaborative and long-lasting, with strong national and international repercussions. To contextualize the current state of LSP it is helpful to briefly examine its history. The teaching of LSP originated in the 1960s in the United Kingdom and was established as a discipline as English for Specific Purposes (ESP). A landmark publication, The Linguistic Sciences and Language Teaching (Halliday, McIntosh & Strevens, 1964), called for linguists to carry out research based on samples of language in specific contexts to develop appropriate pedagogical materials. Moreover, the focus of the teaching of LSP has as its primary goal to fulfill the communicative needs of a specific group of people (Hutchinson & Waters, 1987). Since the 1960s, slow but steady global attention has been given to LSP in both research and the development of pedagogical materials for the classroom for the professions, such as medicine, law, sciences, social work, business, translation and interpretation, among others. However, the specificity of these types of programs does not root in the teaching of a specific language, neither it is determined by the specific professional context. The specificity of LSP depends largely on the students themselves. Courses vary depending on the students taking them, that is, a needs assessment analysis prior to the course development is paramount. Generally, these courses were—and today still are—geared towards adult learners (both traditional or regular/degree seeking and non-traditional or non-regular/non-degree seeking learners) preferably with a basic language background, who clearly necessitate the language in specific professional or academic contexts. Courses are usually developed according to: 1) the student level of communicative competence, 2) the urgency to use the language in a professional context, 3) the specific characteristics of such context, and 4) the design of a program that promotes the learning process (Hutchinson & Waters, 1987). For all these reasons, LSP represents the teaching of languages according to learners' characteristics, and its teaching is closely determined by these elements. Typically, the offering of LSP programs is mostly limited to adult or college students for two reasons: 1) the students must have a basic general target language background, and 2) the university system allows for more flexibility or experimentation in course offerings than elementary and secondary education (Almagro, 1997). Therefore, LSP is not considered a discipline separate from the teaching and learning of languages for general purposes, but x Scholarship and Teaching on Languages for Specific Purposes (2013) rather, it is as an extension (Sánchez-López, 2006). Most researchers agree that LSP pedagogy has been consistently learner-centered, long before the term became main-streamed in pedagogy. By definition, LSP ―attempts to give learners access to the language they want and need to accomplish their own academic or occupational goals.‖ (Belcher, 2004, p. 166) Overall, LSP has a number of weaknesses in terms of institutional recognition and teacher training (Swales, 2000). There are still few professorial positions worldwide in LSP. The majority of the instruction is delivered by adjunct instructors. However, this situation is slowly changing, and, most likely, will continue to change, as the demand for languages for the professions increases in light of recent data (―Foreign Languages and Higher Education: New Structures for a Changed World,‖ 2007; ―Report to the Teagle Foundation on the Undergraduate Major in Language and Literature,‖ 2009). Scholarship and Teaching on Languages for Specific Purposes is divided into five sections. In the first section, On LSP Theoretical Models, Michael S. Doyle expands on his previous work of constructing a theoretical framework in Translation Studies (TS) and Business Language Studies (BLS). He calls for the development of non-English LSP theory development working groups to further develop theoretical cartographies and narratives, which the gathering era of global LSP will require in American higher education. He urges non-English LSP scholars and educators to expand on their work in theory and methodology to devise a general non-English Language for Specific Purposes theoretical model, essential to the maturation of the field. The second section, On the Current State of LSP, Mary K. Long presents findings on a recent study of the LSP job announcements posted in the MLA Foreign Language Job Information List. Her study seeks to find answers to the new state of the foreign language profession in light of above mentioned MLA report ―Foreign Languages and Higher Education: New Structures for a Changed World‖ (2007), which recommended that the language disciplines decenter away from literature and design programs that are more directly related to everyday life and applied contexts. Long's article sheds new light on foreign language professions by presenting a multiyear analysis of LSP MLA job announcements. The third section, On LSP Programs and Practices, includes four chapters, each depicting an LSP program or curriculum currently offered in higher education. Carmen King de Ramírez and Barbara Lafford provide an overview of the Spanish for the Professions minor/certificate (SPMC) program at Arizona State University (ASU) and discuss student-learning outcomes. Leticia Barajas's study investigates whether the field of LSP has been influential in conceptualizing the design of the college-level Spanish curriculum in her region of Kentucky, Indiana and Ohio. Her findings shed light on the principal factors that affect the development of Spanish for Specific Purposes in the overall Spanish curriculum. Lourdes Sánchez-López describes the history, design, implementation and outcomes of the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham. The goal of the SSPC is to fulfill the needs of its dynamic millennial students and of the increasingly diversified community. In the last chapter of this section, Marie-José Nzengou-Tayo and Gilles Lubeth present a general overview of the LSP context in the Caribbean region—as well as recent additions to the French for Specific Purposes courses offered at the University of The West Indies, Mona—the methodological choices made, and their implication for assessment. Section four, On the Unexpected LSP Participant, explores two different cases of unexpected LSP participants. Sheri Spaine Long chronicles her transition from professor of xi Scholarship and Teaching on Languages for Specific Purposes (2013) Spanish for general purposes (SGP) at the University of Alabama at Birmingham to professor of Spanish for Specific Purposes (SSP, with a military emphasis) at the United States Air Force Academy. Her reflection documents two transitions that mirror current curricular changes in undergraduate language programs in the United States. She urges foreign language educators to find common ground between SSP and SGP as they design hybrid programs to respond to multiple demands of today's Spanish learners. Susan Spezzini, Lisa A. La Cross and Julia S. Austin explore how a Language for Specific Purposes focus in a presentation skills course helped a doctoral student from a disadvantaged urban background shift from modified African-American Vernacular English to Academic English when giving course presentations. Their study suggests establishing an LSP focus when teaching, assessing, and researching speakers of social varieties who are learning to use an oral academic variety in a professional context. Finally, section five, On Methodology, presents three different methodological aspects of LSP. Yahui Anita Huang discusses issues in teaching Chinese to American college students for professional purposes while focusing on building students' pragmatic competence. Using the multivalent buhaoyisi as an example, Huang argues that in order to use and understand the language appropriately in a business context, pragmatic classroom-based methodology must be woven into the curriculum. Susan Seay, Susan Spezzini and Julia S. Austin propose Peer-to-peer, Oral Techniques (IPOTs) as a methodological tool to help learners understand and use language specific to a certain field or occupation. In their article, these authors describe several IPOTs that can help instructors implement effective strategies to promote interaction in the LSP classroom. And finally, Kristi Shaw-Saleh, Susan Olmstead-Wang, Helen Dolive and Kent D. Hamilton explore how a job search clinic for international scholars and students was conceptualized and implemented at their university. The goal was to help international students in negotiating a job search process in the context of the United States. Scholarship and Teaching on Languages for Specific Purposes intends be an important contribution to the LSP field. It is our wish to follow the path of previous, well-respected collections in the disciple (Lafford, 2012; Long, 2010). Collaboration, integration and unity are key elements for the success of our growing field. If this volume helps generate debate, thoughts, new ideas and fresh energy in the LSP profession, it will have achieved its purpose. Lourdes Sánchez-López Editor xii Scholarship and Teaching on Languages for Specific Purposes (2013) References Almagro, A. (1997). La relación entre el inglés para fines específicos y su proceso instructivo en la etapa de estudios universitarios. The Grove: Working Papers on English Studies, 4, 39–52. Belcher, D. (2004). Trends in teaching English for specific purposes. Annual Review of Applied Linguistics, 24, 165–186. Doyle, Michael S. (2012). Theory and method in Translation Studies (TS) and Business Language Studies (BLS): Illustrative considerations for LSP in American higher education and beyond. Keynote address given at the First International Symposium on Languages for Specific Purposes (April 13–14, University of Alabama at Birmingham). First International Symposium on Languages for Specific Purposes. Retrieved from http://www.uab.edu/languages/symposium Foreign languages and higher education: New structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association. (May). Retrieved from http://www.mla.org/flreport Halliday, M., McIntosh, A. & Strevens P. O. (1964). The linguistic sciences and language teaching. London: Longman. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A learning centered approach. Cambridge: Cambridge University Press. Lafford, B., ed. (2012). Languages for specific purposes in the United States in a global context: Update on Grosse and Voght (1991) [Special Issue]. The Modern Language Journal, 96, 1–226. Long, S. S., ed. (2010). Curricular changes for Spanish and Portuguese in a new era. Hispania, 93(1), 66–143. Report to the Teagle Foundation on the Undergraduate Major in Language and Literature. (2009). MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association (February). Retrieved from http://www.mla.org/pdf/2008_mla_whitepaper.pdf Sánchez-López, L. (2006). ―La implementación de nuevos programas de español para fines específicos en la universidad estadounidense‖. Revista ALDEEU (Asociación de Licenciados y Doctores en Estados Unidos), 11, University of Jaén Publications. Swales, J. M. (2000). Languages for Specific Purposes. Annual Review of Applied Linguistics, 20, 59–76. Acknowledgments First, I would like to express my sincere appreciation to all the colleagues who participated in the First International Symposium on Languages for Specific Purposes and who contributed to its success. I am deeply grateful to the UAB Department of Foreign Languages and Literatures, and to the following individuals for their critical role in the planning and implementation of the symposium: Sheri Spaine Long, John K. Moore, Brock Cochran, Malinda O'Leary, Yahui Anita Huang, Rebekah Ranew Trinh, Susan Spezzini, Mike Perez, Niki Cochran and Karl McClure. I am also indebted to the symposium sponsors: UAB xiii Scholarship and Teaching on Languages for Specific Purposes (2013) Department of Foreign Languages and Literatures, College of Arts and Sciences; UAB Office for Research and Economic Development; UAB School of Medicine; Cengage Learning; and Pearson. I would also like to thank the colleagues who conducted the peer anonymous reviews of the proposals and to the colleagues who served as session chairs. Last but not least, I will always be indebted to Michael S. Doyle for promptly accepting my invitation to give the keynote address and for honoring us with his presence, expertise and leadership. I have no doubt that he was the perfect keynote speaker for the inaugural ISLSP. I am profoundly grateful to the Editorial Board of Scholarship and Learning on Languages for Specific Purposes who served as anonymous readers and offered invaluable feedback: Julia S. Austin, William C. Carter, Alicia Cipria, Jesús López-Peláez Casellas, Clara Mojica Díaz, Malinda Blair O'Leary, Sheri Spaine Long, Susan Spezzini, Rebekah Ranew Trinh, and Lamia Ben Youssef Zayzafoon. I would like to offer my sincere appreciation to Jennifer Brady for her exceptional and upmost professional work as production manager of this anthology. I would like to thank the UAB Mervyn H. Sterne Library for publishing this volume and to Heather Martin, who facilitated the process. And finally, I am most appreciative of my family, who is the source of my energy and motivation every day. Dedication This book is dedicated to all Languages for Specific Purposes educators and researchers around the world. xiv Scholarship and Teaching on Languages for Specific Purposes (2013)

The Modern Language Association (MLA) report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) recommended that the language disciplines decenter off literature and design programs that are more directly related to "real world" contexts. This recommendation has awoken renewed discussion about how best to promote and develop multilingualism and intercultural competence in the United States. In order to change undergraduate offerings, it would be necessary to change the focus of graduate programs. Changing the focus of graduate programs is a delicate and high stakes task, which can influence both the nature of intellectual production in the United States as well as impact the employability of thousands of new PhDs. Will the MLA 2007 report stimulate any lasting change? Will the number of jobs which deviate from the traditional literature, linguistics and second language acquisition fields merit redesign of graduate programs to train future professors to meet this demand? The MLA Foreign Language Job Information List contains a plethora of data that can provide answers for some of these questions. This article seeks to create insights into a significant subcategory of the Foreign Language profession by presenting an analysis of job announcements for Language for Specific Purposes (LSP). ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 15 Language for Specific Purposes Job Announcements from the Modern Language Association Job Lists: A Multiyear Analysis Mary K. Long University of Colorado at Boulder Abstract: The Modern Language Association (MLA) report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) recommended that the language disciplines decenter off literature and design programs that are more directly related to "real world" contexts. This recommendation has awoken renewed discussion about how best to promote and develop multilingualism and intercultural competence in the United States. In order to change undergraduate offerings, it would be necessary to change the focus of graduate programs. Changing the focus of graduate programs is a delicate and high stakes task, which can influence both the nature of intellectual production in the United States as well as impact the employability of thousands of new PhDs. Will the MLA 2007 report stimulate any lasting change? Will the number of jobs which deviate from the traditional literature, linguistics and second language acquisition fields merit redesign of graduate programs to train future professors to meet this demand? The MLA Foreign Language Job Information List contains a plethora of data that can provide answers for some of these questions. This article seeks to create insights into a significant subcategory of the Foreign Language profession by presenting an analysis of job announcements for Language for Specific Purposes (LSP). Keywords: jobs, job announcements, Languages for Specific Purposes (LSP), Modern Language Association (MLA), non-tenure track (NTT), tenured/tenure track (TTT) Introduction Since its release five years ago, the Modern Language Association (MLA) report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) has awoken renewed discussion in the profession about how best to promote and develop multilingualism and intercultural competence in the United States. The suggestion that the language disciplines should decenter off literature and design programs that are more directly related to "real world" contexts has caused both consternation and excitement as well as much discussion about what steps would be necessary to redesign both undergraduate and graduate programs in order to train future faculty to teach within the proposed new scenarios (e.g., Porter, 2009; Rifkin, 2012). Changing the focus of graduate programs is a delicate and high stakes task that can influence both the nature of intellectual production and international understanding in the United States as well as impact the employability of thousands of new PhDs. Thus, those in the profession are wise to move deliberately and to consider the multiple angles. From the point of view of preparing future professors, some very pragmatic issues of job market demand must be considered. For example, will the MLA 2007 report stimulate any lasting change? Are departments truly moving to transform their undergraduate offerings away from literature? If so, in what ways are they redefining their programs and who will teach these courses? What is the balance between tenured/tenure track (TTT) and non-tenure track (NTT) jobs LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 16 in these areas? Will there be steady demand for future faculty trained to meet the new scenarios? Are new research fields emerging? If so, what do they look like? Will the number of jobs that deviate from the traditional literature, linguistics and second language acquisition fields merit redesign of graduate programs to train future professors to meet this demand? Or, is it more a question of helping future professors to enhance the traditional fields of specialization with new pedagogical approaches and secondary content expertise? The MLA Foreign Language Job Information List contains a plethora of data that can provide answers for some of these questions and be used to gauge the direction of the Foreign Language professions. In fact, the MLA itself releases yearly summaries of many of the overarching themes, such as number of jobs overall, changes in demand between languages, and so forth, but the potential exists to provide much more detailed analysis, which will be useful—and even crucial—to shaping the future of Foreign Language education in the United States. Along those lines, this article seeks to create insights into a significant subcategory of the Foreign Language profession by presenting an analysis of MLA Job List announcements with a focus on Languages for Specific Purposes (LSP). Since the late 1940s, the LSP field has been meeting the 2007 MLA report's stated goals of increasing the number of "educated speakers who have deep translingual and transcultural compentence" as well as the ability to carry that competence beyond the classroom into the world (MLA, 2007, p. 3). The LSP field continues to represent a significant area of Foreign Language Education in the United States. The national survey "Evolution of Language for Specific Purposes programs in the United States: 1990–2011" conducted by Long and Uscinski (2012), shows that, since the early 1990s, overall offerings of LSP have remained stable at 62% while at the same time the sophistication and variety of offerings have become deeper and more focused in response to the nuanced needs within different multilingual settings. The LSP faculty profile created as part of this survey indicates a more or less even split between TTT faculty and NTT faculty. In addition, while 20% of faculty listed LSP as their primary field of academic preparation, a dramatic 80% indicated another field as their primary field of academic preparation. Of these, the majority listed Literature as their primary focus, with Linguistics and Cultural Studies running a distant second and third (Long & Uscinski, 2012, p. 183). In part, this mix of primary fields has a very pragmatic explanation since as new fields develop, there will necessarily be a large number of "ground breakers" who are willing and able to expand their research and pedagogical skills beyond their original areas of content expertise. But, in addition, and more importantly, this mix of expertise is by definition one of the advantages and challenges for any interdisciplinary field. Recent volumes focused on LSP (e.g., Gueldry, 2010a, Gueldry 2010b; Lafford, 2012; Pérez-Llantada & Watson, 2011) showcase the rich research potential of the LSP focus for a variety of fields and point to the advantages of interdisciplinary research for addressing many of the complex intercultural issues faced in today's "global setting." These publications also provide significant insights into the history, current state and future potential for the LSP field. One of the difficulties highlighted in this body of work is that interdisciplinary work often blocks the professional progress of faculty since tenure and promotion structures are more suited to single focus research fields. Against this backdrop of past practices, the following analysis of LSP job announcements will shed light on how the profession envisions the future of the LSP field as well as offer insight LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 17 into what provisions (if any) are being made in the design of new positions to support and promote the professional success of faculty who possess highly needed interdisciplinary expertise. Methodology The job announcements have been analyzed for two "snap shot" moments: the online MLA Foreign Language Job Information list September 2008–January 2009 and the online MLA Foreign Language Job Information list from September 2011–June 2012 (and, one chart shares additional data on Spanish for Business from September 2007–January 2008). It should be noted that in 2008–2009 there was an historic decline in job announcements that continued into 2009–2010. Since 2010–2011, there has been a "tentative climb upwards" (Lusin, 2012, p. 95). Because of the unique moment represented by the job market during these years, and because only two years of data are presented, there has been no analysis performed to determine if changes in raw numbers or percentages represent statistically significant changes overtime. Rather than attempting to track statistical changes, the goal of this current project has been to have a more clear understanding of the quantity and specific profiles of jobs in the LSP field both in relation to the overall job market, and within the LSP profession itself. The data was collected as follows: the search function included in the electronic posting of the job list was used to first search each language for the total number of jobs for all ranks and regions in each language (both expired and current listings). The categories offered on the MLA job list that were searched are: Arabic, Chinese, French, German and Scandinavian, Hebrew, Italian, Japanese, Portuguese, Russian and Slavic, Spanish, Other languages, Linguistics and ESL, Generalist, and Other. After establishing the total number of jobs for each language, several new searches were conducted per language using the keyword function to limit results. For the 2008–2009 list, the search was repeated for each language using the keyword 'business,' and this keyword brought up announcements that also contained other LSP terms such as 'professions,' 'translation,' 'medical,' etc. For the search of the 2011–2012 MLA list, a more expanded set of keywords was used. Each language was searched separately for the following keywords: business, translation, medicine, medical, professions, professional and specific/special purposes. To avoid double counting of announcements that included several of the search words and to eliminate "false positives" when the keywords were used in non-LSP contexts, once they were identified, the LSP announcements were read individually and hand-sorted. After extracting the number of LSP jobs in relation to the overall number of jobs for each language, further analysis was conducted on the specific nature of the LSP jobs, whether the LSP field was listed as primary or secondary, the split between TTT and NTT positions within these categories, and in the case of jobs that list LSP as a secondary field, what primary fields are most often combined with LSP. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 18 Results Search terms. For the 2008–2009 search, even though additional search terms emerged through the key word 'business,' the majority of jobs were for 'language for business' with 'translation' coming in second. In 2011–2012, the highest results were for business, translation, professions, medical and specific/special purposes in descending order. 'Medicine' and 'professional' did not achieve any results in any language. This process revealed that when the keywords 'specific/special purposes' and 'professions' are used they are frequently followed by a parenthetical list of examples that duplicated other keywords (most often 'business' and 'translation') along with words not used in the search function. For example, for Spanish, other parenthetical examples included 'legal,' while for German, 'engineering' is a significant 'specific purpose.' 'Medical' only appeared in Spanish LSP job announcements, occasionally as a stand-alone term, but most often as one possible professional use. 'Translation,' on the other hand, was a stand-alone term that rivaled 'business' in Spanish, French, German, and Japanese. (In these cases, only non-literary translation positions were counted since there is a clear distinction in announcements between literary translation theory and applied professional translation.) Categories with LSP announcements. Categories that included jobs with an LSP focus in both 2008–2009 and 2011–2012 are Arabic, Chinese, French, German and Scandinavian, Japanese and Spanish. Categories that had no LSP jobs linked to the keywords in either sample are Hebrew, Italian, Portuguese, Russian and Slavic, Other languages, and Generalist. The Linguistics and ESL heading had no LSP jobs in the 2008–2009 list, but in the 2011–2012 had 10 LSP jobs out of 120 total (8.3%), 2 in ESL and 8 in Spanish. However, since the focus of this article is not on ESL and the Spanish linguistics/LSP jobs have also been counted in Spanish and will be analyzed there, the Linguistics and ESL category will not be analyzed further in this article. In each of the years, the category 'other' has a few interdisciplinary opportunities with a professional focus that breaks away from categorization by language. Overall numbers. Table 1 shows the total number of jobs compared to total LSP jobs and percentages for all languages from the 2008–2009 and 2011–2012 samples. Overall, the LSP job offerings fluctuate between 2 and 9% of all jobs, depending on specific language and year. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 19 Table 1 Total jobs vs. total LSP jobs and percentages by language 2008–2009 and 2011–2012 Language 2008–2009 Total of all jobs in sample of MLA job list 2008–2009 Number of jobs with LSP element in sample 2008–2009 % of jobs with LSP element out of all jobs in sample 2011–2012 Total of all jobs in sample of MLA job list 2011–2012 Number of jobs with LSP element in sample 2011–2012 % of jobs with LSP element out of all jobs in sample Arabic 46 2 4.3% 46 1 2.1% Chinese 64 6 9.3% 79 4 5% French 150 6 4% 177 9 5% German and Scandinavian 90 4 4% 120 9 7.5% Italian - - - 59 0 0 Japanese ? 2 38 2 5% Portuguese - - - 39 0 0 Russian and Slavic - - - 34 0 0 Spanish 377 13 3% 365 29 7.9% Other languages - - - 64 0 0 Linguistics and ESL - - - 120 2 ESL and counted in Spanish 8 linguistics (5 required and 3 possible field) 8.3% Generalist - - - 34 0 0 Other ? 3 137 1 NA LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 20 Table 2 breaks down the total number of LSP jobs for both sample years into categories of LSP as a primary or secondary field of interest and also indicates whether the jobs are TTT or NTT. Table 2 Total number of LSP jobs compared to primary or secondary field and Tenured/Tenure Track (TTT) or Non-Tenure Track (NTT) by language for 2008–2009 and 2011–2012 Language 2008–2009 Total number LSP in sample 2008–2009 LSP as Primary field and TTT or NTT 2008–2009 LSP as secondary field and TTT or NTT 2011–2012 Total number LSP in sample 2011–2012 LSP as Primary field and TTT or NTT 2011–2012 LSP as secondary field and TTT or NTT Arabic 2 1 (NTT) 1 (TT) 1 0 1 (NTT) Chinese 6 2 (NTT) 4 (TTT) 4 1 (TT) 3 (2 TT/1 NTT) French 6 3 (2 TTT/1NTT) 3 (TTT) 9 2 (1 TT/1 NTT) 7 (3 TT/ 4 NTT) German and Scandinavian 4 4 (2TTT/2NTT) 0 9 1 (TT) 8 (4TT/3 NTT) Japanese 2 1 (NTT) 1 (TTT) 2 2 (1 TT/1 NTT) Spanish 13 6 (NTT) 7 (TTT) 29 13 (9 TT/ 4 NTT) 16 (11 TT/ 5 NTT) Other 3 1 (TT) Primarily business, PhD in applied linguistics or other fields of linguistics and MA in one of the World Languages) 2 post docs language open PhD field open; work on creating connection between the arts and the sciences and business 1 1 (TT) Director of a center for International Understanding Total 36 18 (5 TTT/13 NTT) 18 (16 TTT/2 post docs) 53 20 (14TTT/6NTT) 34 (21 TTT/ 13 NTT) LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 21 Table 3 transforms the raw numbers from Table 2 into percentages from the 2008–2009 and 2011–2012 samples of TTT LSP positions overall, and the split for jobs with LSP as the primary field or secondary field. In order to provide context, the percentages of TTT jobs by language for the overall profession from the 2011–2012 job list is also provided in this table. Table 3 2011–2012 percent of tenured/tenure track (TTT) for all jobs vs. 2008–2009 and 2011–2012 percent of TTT in LSP total and percentages of TTT with LSP as primary or secondary field Language 2011–2012 % TTT of total jobs in MLA sample 2008–2009 % TTT of total LSP in sample 2008–2009 % TTT LSP as primary within total LSP sample 2008–2009 % TTT LSP as secondary within total LSP sample 2011–2012 % TTT of total LSP sample 2011–2012 % TTT LSP as primary within total LSP sample 2011–2012 % TTT LSP as Secondary within total LSP sample Arabic 43% 50% 0% 50% 0% 0% 0% Chinese 47.5% 66% 0% 66% 75 % 25% 50% French 47.9 % 83% 33% 50% 44% 11% 33% German and Scandinavian 38% 50% 50% 0% 55 % 11% 44% Japanese 48% 50% 0% 50% 50 % 50% 0% Spanish 53% 53% 0% 53% 68% 31% 37% Overall 49% 58% 50% 8% 64% 25% 39% The percentages of TTT positions for the overall profession by language range from 38% (in German) to 53% (in Spanish). For 2008–2009 the percentages of TTT positions out of the body of LSP jobs ranged between 50% and 83% while in 2011–2012 the percentages ranges from 0% to 75%. When the LSP jobs are analyzed for TTT positions with LSP as a primary field or as a secondary field, the TTT positions with LSP as a secondary field are slightly more than LSP as a primary field for both samples. From 2008–2009 to 2011–2012 there would seem to be a decrease in the overall number of TTT primary LSP positions, but these numbers are misleading, since in 2008–2009 only two languages (French and German) had TTT primary LSP positions, while in 2011–2012 all languages except for Arabic have at least one TTT primary LSP position. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 22 Discussion of overall numbers. At first the overall percentages of LSP positions to total jobs may seem low, but it helps to contextualize them by briefly comparing with the percentages of other more traditional specializations within the language professions. So for example, from the 2011–2012 list, a search in late July for Spanish with keyword 'Mexico' reveals 18 out of 359 or 5% of jobs focused on this specialization, while the keywords 'Golden Age' yield 12 out of 359 or 3% of jobs, 'Modern Peninsular' appears in 16 out of 359 or 4.4%, 'Applied Linguistics' in 41 out of 359 or 11% of announcements, and 'Cultural Studies' tallies a dramatic 82 out of 359 or 22% of all jobs in Spanish. For French, the keywords '18th century' exist in only 5 out 175 or 2% of jobs, while '20th century' yields 12 out of 175 for 6%, 'Francophone' 54 out of 175 for 30%, 'Applied Linguistics' 11 out of 175 for 6%, and 'Cultural Studies' 57 out of 175 for 32%. In contrast, the 'Generalist' category defines 34 out of 359 or 9% of jobs for Spanish but for French only 6 out of 175 or 3%. One could continue to generate multiple different combinations of keywords. For the purposes of this article the point meant to be illustrated by this quick comparison of some literary and linguistic categories is to show that the percentages for job offerings requiring some LSP content, while not in the double digits, are as significant as many other smaller fields of specialization within the profession, and thus, LSP is a viable career enhancing area of expertise for those who have an interest or previous experience in an LSP area or who have access to LSP content and/or teaching experience through their graduate institution. In regards to the percentage of TTT positions, it appears that the ratio of TTT to NTT within the LSP profession is slightly better than in the overall job market. But, as stated earlier, no analysis has been done to determine statistical significance. What is clear, however, is that the ration of TTT to NTT for LSP is at least the same as for the overall market. However, the most important element in the analysis of TTT vs. NTT positions is the split between primary and secondary fields. In this case, the numbers do not seem to justify advising graduate students to focus exclusively on an LSP field. Rather, they should pursue LSP as a strong secondary field and be prepared in the case of primary LSP positions to expand on their LSP expertise further. This leads to the question of which primary fields are most often combined with a secondary interest in LSP in the job announcements. It is not possible to make overall generalizations about this, since the primary/secondary field combinations are quite specific to each language. So, in what follows, the results for each language will be presented and discussed individually. Arabic In 2008–2009, there were 2 LSP jobs out of a total of 46 announcements or 4.3% of jobs had an LSP element. One of these jobs was a tenure track position with a primary field listed as expertise in language, culture and civilization with business and comparative literature as desirable secondary fields. The other was a non-tenure track position with primarily a focus on Arabic for business and additional duties as administrator of the Arabic minor. In 2011–2012, the sample also revealed 46 jobs but just one (or 2.1%) had an LSP focus. This non-tenure track position offered a 3 year renewable contract but had a hefty list of requirements: LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 23 Required: Experience with the proficiency communicative approach; ability to teach at least one colloquial dialect in addition to Modern Standard and Classical Arabic at all levels, and content courses such as Newspaper/Media Arabic and Business Arabic; experience in curriculum development and supervision, along with full competency to teach language and content courses at all levels; completed doctoral degree by time of appointment. Chinese In the 2008–2009 sample, there were 6 LSP jobs out of a total of 64 for Chinese, which represented 9.3% of all jobs in this language. For the 2011–2012 sample, the percentage is lower at 5%, while the total number of jobs is higher at 79 only 4 positions mention LSP. In 2008–2009, there was one tenure track assistant level position and 3 tenured at the level of Associate or Full. All of these positions were at the City University of Hong Kong and listed cultural management communication as the primary field with business as a secondary area. The jobs that listed business as a primary field were both non-tenure track: one visiting professorship focused on policy and business and one non-tenure track full-time position, which also included administration of the minor. In 2011–2012, there were 3 TTT positions: two had a primary focus on LSP, one focused especially on "courses related to Chinese Business Language and Culture" the other specified that "research should focus on the knowledge and behavioral demands confronting nonnative speakers seeking professional level competencies in contemporary China, issues of cross-cultural communication between Americans and Chinese, and the development of pedagogical instruments for training in these areas." The other TTT position and the NTT position listed the interest in and ability to teach Chinese for business as a plus, while leaving the actual specialty open. French In the 2008–2009 sample, there were 6 LSP jobs out of a total of 150 for 4% and in 2011–2012, 9 out of 177 for 5%. The 2008–2009 positions were split equally between primary and secondary with a majority of the jobs (5) as TTT, and the only NTT was in the primary LSP category. The field combinations during this year were quite interesting with the primary fields being defined as "Business French and also Italian with a PhD in French from any field" and "open area able to teach Business French and Francophone cultural studies" for the TTT positions, and "French and Spanish able to interact with regional business" for the NTT position. When LSP was listed as a secondary field the primary fields were: 1) French literature and/or Francophone studies, in a program that had an Undergraduate major in Global studies, 2) 19th-and 20th-century literature or Francophone studies or linguistics, and 3) Post-1600 French studies and an "active participation in Language and Cultures for Professions and ability to create internships/study abroad." In 2011–2012 the French LSP positions were split 2/7 with a distribution of 1 TTT and 1 NTT in primary LSP and 3 TTT to 4 NTT in the category of secondary field. For the TTT primary LSP position, the description specified a Generalist, with preference being LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 24 given to specialists in Cultural Studies and Business French. The NTT position required a PhD or equivalent in French or related field but stated that the successful candidate: must be familiar with current business and economic issues in Francophone countries and the EU and be able to develop and maintain links to the Francophone business and cultural community in the Greater Atlanta area and also serve as academic advisor for students in the Language and Business concentrations and interest/experience with Study Abroad programs is a plus. For the jobs that specified interest in LSP as a secondary field, the specified primary fields were: 1) pre-20th-century French literature and culture and the LSP field was translation, 2) Linguistics and pedagogy, and 3) PhD in Spanish, French or Romance Languages, with preference for those who can teach both French and Spanish though candidates who can "teach only French will be considered." The NTT positions in the secondary LSP category listed language teaching, pedagogy and phonetics as primary interests and the LSP fields were translation and business. It is important to note that in the French announcements, when LSP capabilities are listed as secondary interest they are most often included in a list of possible secondary fields like phonetics, phonology and stylistics. Keywords 'business' and 'translation' predominate. It is also important to note the frequent combination of Francophone studies with LSP fields. German and Scandinavian In this category, all the LSP jobs were for German with 4 out of 90 or 4% from the 2008–2009 sample and 8 out of 120 or 6% for the 2011–2012 sample. In 2008–2009, all the jobs were for primary LSP field with 2 TTT and 2 NTT. The TTT positions listed the PhD field as open and emphasized the "ability to develop Professions Focus" for the first and phonetics and business for the second. For the NTT positions one had an open PhD field, and also asked for English in addition to German for Business, and the other NTT position, which was renewable, included the administrative task of directing the Business German PhD and required a PhD in Applied Linguistics with a focus on language and identity. In 2011–2012, the sample yielded one primary LSP job seeking a colleague with PhD in any area to contribute to a "new beginning in the German studies program." The primary interest was in "practical experiences" for the student such as "cultural studies (politics, society, business, media, film) literature and second language acquisition." The TTT LSP secondary jobs had primary fields of: 1) 19th- through 21st-century German Studies, the LSP fields of interest were film, professions (engineering and business) and language-across-the-curriculum, 2) German literature with an LSP field in translation, 3) German or German studies, and 4) German and German Cultural Studies. The NTT positions did not specify the PhD field and were primarily focused on general language teaching and some advising and administrative tasks. Of particular note in these announcements is the predominance of German studies or German Cultural studies over literature. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 25 Japanese In the 2008–2009 list sample, there were two LSP jobs (the overall number of Japanese positions is unclear). They are: one NTT primary LSP position to administer the Japanese for business minor and one TTT secondary LSP position which called for the ability to teach all levels of language, civilization, history, business, contemporary culture and literature. In 2011–2012, there were 2 jobs out of 38 or 5%. Both were primary LSP positions. The TTT position was for the University of Hong Kong and stated, "Those specializing in literature, film, translation, linguistics, business culture, anthropology, and/or religion are especially encouraged to apply." The NTT position clarified that the candidate is expected to work with faculty to design and develop content-based/thematic-based courses and/or Japanese language for special purposes. Spanish The data for Spanish LSP is more extensive since the majority of LSP jobs are in this language. Also, the data is drawn from three sample moments since in addition to the 2008–2009 and 2011–2012 sample used for the other languages, data was also collected for Spanish from the September 2007–January 2008 portion of the MLA list, which can be seen in Table 4. Table 4 Breakout of data for Spanish job listings for 2007–2008, 2008–2009, and 2011–2012 Spanish Total jobs 2007–2008 LSP jobs 2007–2008 Total jobs 2008–2009 (Sep–Jan 23) LSP jobs 2008–2009 Total jobs 2011–2012 LSP Totals 514 40 377 13 365 29 (5 specifically call for linguist) Primary LSP Focus 0 6 (NTT) 13 ( 9 TTT/ 4 NTT) Secondary LSP focus 40 7 (TTT) 16 (11 TTT/ 5 NTT) In the 2007–2008 sample (which was the year before the dramatic drop in job offerings), there were 40 LSP jobs out of a total of 514 Spanish positions, which equaled 9% of jobs. In the 2008–2009 sample, there were 13 LSP jobs out of 377 for 3% and in 2011–2012, 29 LSP jobs out of 365 for 7.9%. In 2007–2008, data was not collected for TTT vs. NTT positions, but all the LSP designations were listed as a preferred secondary field, 26 in the area of business, 15 for professional (non-literary) translation/interpretation, and 9 for medical. Typical announce-ments were "Assistant Professor of Spanish (Golden Age). . . . [S]trong preparation in LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 26 Golden Age literature. . . . [W]illingness to teach Business Spanish. . ." and "Tenure-track position. . . . [F]ield of specialization open, but generalist with Latin American studies preferred. Must be prepared to teach all levels of language (including business Spanish) as well as Hispanic Americana and Peninsular literatures and cultures." In the 2008–2009 list, though the overall numbers had dropped, the number of primary LSP positions had increased dramatically to 6, although all were NTT positions some requiring only a MA. The 7 secondary LSP positions were all TTT. The designated primary fields followed the standard areas of specializations of the Spanish profession with a predominance of literature positions and the announcements were characterized by the "laundry list" nature shown in the examples above. In the 2011–2012 sample, of the 29 positions 13 were for primary LSP positions and 9 of these were TTT. Of the 16 secondary LSP positions, 11 were TTT. There are some dramatic changes in the nature of the job announcements in this sample. For example, where as in previous job list samples 'business' was the primary word, and most often was a stand-alone term, this time none of the job announcements called only for 'business,' rather 'business' was always included in a list of options (e.g., medical, legal, interpretation, etc.) most often under the heading 'Spanish for the Professions.' 'Spanish for Health Professions' or 'Medical Spanish' seemed to gain ground, with 3 TTT positions (two primary LSP and 1 secondary LSP). Translation and interpreting studies showed a marked increase with 8 TTT positions of which 5 were primary LSP and 3 secondary LSP positions. Translation also appeared in 4 NTT secondary LSP positions. In addition, whereas earlier lists had predominantly shown literary fields combined with LSP, in this sample, applied linguistics showed significant gains with 4 jobs specifically designating a combination of applied linguistics and an LSP field (translation, interpretation, or medical) and 3 listing linguistics in general as one of the possible primary fields. Some of the announcements still combined seemingly disparate primary and secondary fields. For example "Contemporary Peninsular Literature with emphasis on theatres and /or poetry. . . . [E]xperience teaching Spanish for the Professions a plus" or "Preferred specialization Peninsular and Cultural studies; ability to contribute to Spanish for health professions (interest in interdisciplinary research/program development)." The mention of interdisciplinary research marks an opening up that is observable in many of the Spanish announcements. Yet, in spite of the mention of interdisciplinary research being a valued interest, in this sort of advertisement, there is really no clear vision of what that interdisciplinary research might look like. While it is true that this kind of open-endedness can be exhilarating and freeing for a creative professional, it can also be somewhat problematic at the time of tenure and promotion review. In contrast to this sort of announcement that has previously characterized LSP job descriptions, there were a number that had very specific and extensive LSP designations. Consider for example this announcement for an Assistant Professor in Spanish Applied Linguistics: The Department of Modern Languages and Literature at the University of [X] is seeking an innovator in Spanish applied linguistics or Latin American or Latina/o cultural studies research and pedagogy with interdisciplinary skills to engage the complex socio-cultural dimensions of health-related issues in South Texas. This position requires a willingness to develop a research plan and engage in cross-LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 27 disciplinary research in healthcare issues of particular importance to the region of South Texas, such as health literacy, diabetes, obesity, or health issues surrounding poverty, race, gender, class, immigration, or legality. The successful candidate will participate in teaching and mentoring in the Department's unique program in Medical Spanish for Heritage Learners, will collaborate with faculty from other departments in advancing research in healthcare, and will teach undergraduate and graduate courses in the area of specialization. A PhD in Spanish is required prior to start date in Fall, 2012. The successful candidate will have native or near native fluency in Spanish. The candidate must demonstrate potential for teaching excellence, research and publication, and grantsmanship. Or another from a criminal justice program "[X University] seeks an Assistant Professor of Spanish/Specialist in Translation and Interpreting (Foreign Languages), PhD in Spanish Translation, interpreting or related field." The specificity and focus of these job announcements mark a significant change in the envisioning of Spanish LSP fields and seem to create clear direction for the expected research agenda, which would allow the faculty member to develop a unified body of research and facilitate the path to tenure/promotion. One question that comes to mind when reading these more detailed job descriptions is how many candidates there might be for such jobs given the very specific qualifications (especially in the Applied linguistics ad for the medical field). Also, one is lead to ponder what the doctoral programs that are producing such specialists might look like. There are a few doctoral programs around the nation that are already preparing candidates for such positions and a description and analysis of these programs is material for another article. For our purposes here, these job announcements lead us to return to the questions posed at the beginning of the article. Conclusions Are departments truly moving to transform their undergraduate offerings away from literature? Are new research fields emerging? If so, what do they look like? What is the balance between TTT and non-tenure track NTT jobs in these areas? Will there be steady demand for future faculty trained to meet the new scenarios? Based on the information presented here, there does not seem to be a dramatic increase in the quantity of LSP positions, but rather a steady demand at a level that is similar to other less common research fields. However, there are indications that the LSP positions are becoming better defined as announcements move away from the "laundry-list" format to specific visions for new programs. Also, there is a slight increase in TTT primary LSP positions and these positions are also slowly becoming more focused on specific regional and/or discipline needs (i.e. health issues in South Texas, Francophone outreach in the Atlanta metropolitan area, translation and interpretation programs). The emergence of the phrase 'cultural studies' or 'specific area studies' (i.e., German, Francophone) in many of these LSP announcement and the large number of jobs in Spanish and French that come up with a keyword search for 'cultural studies' does suggest a shift away from literature. It seems that perhaps the cultural studies field might ultimately provide an umbrella for LSP programs that could afford LSP faculty a more LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 28 central institutional position. This data seems to echo Doyle's (2012) extensive and convincing argument in favor of a nomenclature change in the Language for Business field to Business Language studies. But, ultimately, will the number of jobs, which deviate from the traditional literature, linguistics and second language acquisition fields, merit redesign of graduate programs across the board to train future professors to meet this demand? Or, is it more a question of helping future professors enhance the traditional fields of specialization with new pedagogical approaches and secondary content expertise? In spite of the examples of very specific jobs given here, the number of these is still so low, that it would not seem feasible to suggest that all doctoral programs be transformed away from literature at this time, though certainly the PhD and Master's programs that have already developed these sorts of focus will become an ever more vital part of the foreign language education mission. What seems to be a more feasible approach for doctoral programs with a strong literature tradition is to begin a more gradual expansion into complementary areas. This can be accomplished by providing opportunities to doctoral candidates to develop secondary expertise in LSP content areas and to develop frameworks of practice that allow them to move between the theories of scholarly analysis to the practicalities of application to real world scenarios. The forum for such training can be graduate seminars and/or certificate programs through language resource centers. References Doyle, M. (2012). Business language studies in the United States: On nomenclature, context, theory and method [Special Issue]. The Modern Language Journal, 96, 105–121. Gueldry, M. (Ed.). (2010a). Consistent incorporation of professional terminologies into the world's languages: The linguistic engine of a global culture. Lewiston, ME: The Edwin Mellen Press. Gueldry, M. (Ed.). (2010b). How globalizing professions deal with national languages studies: Cultural conflict and cooperation. Lewiston, ME: The Edwin Mellen Press. Lafford, B. (Ed.). (2012). Languages for specific purposes in the United States [Special Issue]. The Modern Language Journal, 96. Long, M., & Uscinski, I. (2012). Evolution of languages for specific purposes programs in the United States: 1990–2011 [Special Issue]. The Modern Language Journal, 96, 173–189. Lusin, N. (2012). Trends in the foreign language Job Information List. ADFL Bulletin, 42, 195–197. Retrieved from http://www.adfl.org/bulletin/ Modern Language Association (MLA). (2007). Foreign languages and higher education: New structures for a changed world. Retrieved from http://www.mla.org/pdf/forlang_newspdf.pdf Modern Language Association (MLA). (2008). Foreign language Job Information List. September 2007–January 2008. Retrieved from http://www.adfl.org/jil/index.htm Modern Language Association (MLA). (2009). Foreign language Job Information List. September 2008–January 2009. Retrieved from http://www.adfl.org/jil/index.htm Modern Language Association (MLA). (2012). Foreign language Job Information List. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 29 September 2011–July 2012. Retrieved from http://www.adfl.org/jil/index.htm Pérez-Llantada, C., & Watson, M. (Eds.). (2011). Specialized languages in the global village: A Multi-perspective approach. Newcastle upon Tyne: Cambridge Scholars Publishing. Porter, C. (2009). The MLA recommendations: Can we get there from here? ADFL Bulletin, 41(1), 16–23. Retrieved from http://www.adfl.org/bulletin/ Rifkin, B. (2012). "Learners' goals and curricular designs: The field's response to the 2007 MLA report on foreign language education" ADFL Bulletin, 42(1), 68–75. Retrieved from http://www.adfl.org/bulletin/

The present study documents a language educator's reflection on two transitions that mirror current curricular changes in undergraduate language programs in the United States. The first chronicles her personal pedagogical transformation from a general-purposes Spanish language professor and her adjustment to teaching as a visiting professor in a Spanish for Specific Purposes (SSP) language-learning environment at the United States Air Force Academy. The second reports the evolution over several decades of the Spanish language program at University of Alabama at Birmingham from a traditional general Spanish-language program to a multipurpose program. The study suggests that SSP and liberal arts values are not mutually exclusive, and it explores what Spanish for General Purposes (SGP) can learn from SSP. Spanish programs that find common ground and hybridize to respond to multiple demands of today's Spanish learners are likely to be the most successful in the future. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 88 The Unexpected Spanish for Specific Purposes Professor: A Tale of Two Institutions Sheri Spaine Long United States Air Force Academy University of Alabama at Birmingham Abstract: The present study documents a language educator's reflection on two transitions that mirror current curricular changes in undergraduate language programs in the United States. The first chronicles her personal pedagogical transformation from a general-purposes Spanish language professor and her adjustment to teaching as a visiting professor in a Spanish for Specific Purposes (SSP) language-learning environment at the United States Air Force Academy. The second reports the evolution over several decades of the Spanish language program at University of Alabama at Birmingham from a traditional general Spanish-language program to a multipurpose program. The study suggests that SSP and liberal arts values are not mutually exclusive, and it explores what Spanish for General Purposes (SGP) can learn from SSP. Spanish programs that find common ground and hybridize to respond to multiple demands of today's Spanish learners are likely to be the most successful in the future. Keywords: language learning curriculum, liberal arts, medical Spanish, military language learning, Spanish for General Purposes (SGP), Spanish instruction, Spanish for Specific Purposes (SSP), United States Air Force Academy, University of Alabama at Birmingham (UAB) Introduction This academic year, I dubbed myself the unexpected Spanish for Specific Purposes (SSP) professor because specialized career-focused instruction became part of my pedagogical repertoire. Working in a SSP language-learning environment has made me take stock of what mainstream language educators can gain from exposure to the philosophy and instructional techniques of languages for specific purposes. I am serving currently as Distinguished Visiting Professor of Spanish at the United States Air Force Academy. I am a permanent Professor of Spanish at the University of Alabama at Birmingham (UAB). In this reflective paper, I chronicle two transitions. First, I share observations about my transition from general purposes language instruction to the more focused language-learning setting at the United States Air Force Academy. Language learning at the United States Air Force Academy exemplifies the definition of a Spanish for Specific Purposes (SSP) program because it is dedicated to the goal of educating future Air Force officer-leaders with a global perspective. Secondly, I narrate from an administrative/ administrator's point of view UAB's evolution from a traditional Spanish curriculum to a dual-purpose program that includes a SSP certificate. I conclude that both the United States Air Force Academy and UAB Spanish language programs provide unique insights into the curricular changes and challenges in language teaching that have emerged during the last several decades in higher education. My experiences in these respective undergraduate Spanish programs show that signature language curricula have been and can be developed to serve diverse missions of learners and institutions and that intellectual and practical needs simultaneously helped mold these A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 89 programs. The United States Air Force Academy and UAB Spanish language programs are traditional and nontraditional at the same time. I posit they will resemble our future hybridized Spanish language programs. For purposes of this paper, I understand hybridized to mean multipurpose programs that have SSP components and a liberal arts foundation. The subfield of SSP can be defined as a practice that gives language learners access to the Spanish that they need to accomplish their own academic or occupational goals (Sánchez-López, 2013). It is necessary to locate SSP within the domain of Second Language Acquisition (SLA) in order to recognize that SSP is not a departure from current theory or practices in foreign language education. The counterpoint to SSP is Spanish for General Purposes (SGP). SGP is a broad descriptor for the teaching and learning of Spanish in ways that can be exploratory in nature. It is language teaching and learning that is likely not to have a singular career focus. Along with the concept of language learning for cultural breadth, traditionally SGP has been ensconced within the notion of liberal arts education. After almost 20 years of teaching principally undergraduate SGP at UAB, I relocated to Colorado Springs to experience anew the teaching and learning of Spanish in a different context. The learning environment that I envisioned at the service academy would be focused on the specific Air Force mission within undergraduate higher education. By contrast, I am the product of a liberal arts education that was not singularly focused on a specific career. For the last several decades, I have taught students with a variety of goals, both professional and personal. The teaching and learning environment with which I am the most familiar is rooted in the model of a liberal education that has historically framed SGP programs across the United States over the last 75 years. Goals of the liberal arts education include such attributes as thinking critically, possessing broad analytical skills, learning how to learn, thinking independently, seeing all sides of an issue, communicating clearly (orally and in writing), exercising self-control for the sake of broader loyalties, showing self-assurance in leadership ability, and participating in and enjoying (cross-)cultural experience (Blaich, Bost, Chan, & Lynch, 2010). By reviewing some attributes commonly found in definitions of a liberal arts education, I highlight the cornerstone of numerous undergraduate programs in higher education. My goal is not to produce a comprehensive list of its characteristics. In fact, one finds variations in the definition of the liberal arts education tailored to suit institutional realities and needs. The elements that I emphasize in the present discussion are particular characteristics, such as analytical and critical thinking, leadership development, civic responsibility and cultural breadth, which are especially relevant to how these two Spanish language programs evolved at both the United States Air Force Academy and UAB. Although critical thinking may not be one of the characteristics that spring to mind within military education given the realities of obedience, discipline and hierarchy, critical thinking is an essential characteristic of military officers that must make decisions in complex situations. The teaching/learning of the ability to analyze critically is key in military service academies and in civilian institutions, such as UAB. UAB and arrived at the United States Air Force Academy in summer 2011. Because of the courses that I had been asked to design and teach, I knew that the United States Air Force Academy's curriculum was not about technical instruction as in Spanish for Military Purposes. In fact, my fall courses had mainstream course titles that one might find in any Spanish program: Literature and Film of Spain and Latin American Civilization and Culture. My military supervisors told me that I was invited here to bring a different perspective and pedagogy into the classroom. As my first semester unfolded, I set out to learn from diverse A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 90 pupils and faculty members and to absorb and adapt to the differences before me. The United States Air Force Academy's mission fits neatly on a sign that everyone reads upon entering the military installation: "Developing Leaders of Character." The United States Air Force Academy (2011) is an undergraduate institution, awarding the BS degree as part of its mission to inspire and develop officers with knowledge, character and discipline. Undergraduates are referred to as cadets, and this underscores both the military and academic focus of the learners. After a few weeks at the United States Air Force Academy, I realized that I had landed in a one-of-a-kind educational setting. The institution subscribes to and emphasizes many of the key core values that I associate with a liberal arts education while additionally providing technical training. As Pennington (2012) pointed out in her recent commentary in The Chronicle of Higher Education, we need to acknowledge that preparing for work and pursuing a liberal arts education are not mutually exclusive. Considering liberal arts principles and professional training as polar opposites is a deeply ingrained notion by many individuals in higher education and in society at large. This belief needs to change because of the type of complex preparation that today's students will need to flourish in the future. Below is the complete list of shared outcomes of the Unites States Air Force Academy. Even with a cursory examination, one finds intertwined traditional liberals arts concepts and elements associated with technical education for engineers, scientists and warriors: Shared United States Air Force Academy Outcomes (2011) Commission leaders of character who embody the Air Force core values. . . . . .committed to Societal, Professional, and Individual Responsibilities  Ethical Reasoning and Action  Respect for Human Dignity  Service to the Nation  Lifelong Development and Contributions  Intercultural Competence and Involvement . . .empowered by integrated Intellectual and Warrior Skills  Quantitative and Information Literacy  Oral and Written Communication  Critical Thinking  Decision Making  Stamina  Courage  Discipline  Teamwork . . .grounded in essential Knowledge of the Profession of Arms and the Human & Physical Worlds  Heritage and Application of Air, Space, and Cyberspace Power  National Security and Full Spectrum of Joint and Coalition Warfare A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 91  Civic, Cultural and International Environments  Ethics and the Foundations of Character  Principles of Science and the Scientific Method  Principles of Engineering and the Application of Technology Source: http://www.usafa.edu/df/usafaoutcomes.cfm?catname=Dean%20of%20Faculty Values such as critical thinking, ethics and ethical reasoning, respect for human dignity, lifelong development and contributions, intercultural competence, and oral and written communication are integral to a liberal arts education and are the foundation of cadet education. The first phrase that frames the entire list—"Commission leaders of character who embody the Air Force core values. . ."—is key to my contention that the United States Air Force Academy's type of SSP is the teaching and learning of languages in the broader context of leadership education. The direct relationship between what one associates with well-informed leaders and liberal arts values emphasizes the importance of nurturing future leaders (whether cadets or college students) that are civically and globally astute. Leadership development clearly underpins both liberal arts values and those of the United States Air Force Academy. Like many undergraduate institutions in the United States, Spanish is widely taught at the United States Air Force Academy. According to Diane K. Johnson, an institutional statistician, there are a total of more than 500 cadets (out of a total cadet enrollment of over 4,000) that are in Spanish classes (introductory through advanced) in spring semester 2012. There are also cadets enrolled in 7 other languages that are labeled strategic or enduring. Notably, there is no language major at the United States Air Force Academy. However, there is a Foreign Area Studies major. Also, cadets can declare a minor in a language. There were 327 cadets with minor in languages at the time of this spring semester 2012 snapshot. The specific mission statement of the United States Air Force Academy's Department of Foreign Languages is: "To develop leaders of character with a global perspective through world-class language and culture education." Language and culture are embedded in the concept of the kind of global perspective that a 21st-century leader must possess. From Washington DC to Wall Street, there is agreement that future leaders internationally—both military and civilian—need to be multilingual and culturally adept to be able to navigate and lead in the 21st century (Education for global leadership, 2006). According to Lt. Col. Western (2011), it is imperative that our military comprehend that maintaining world leadership and security requires a broad understanding of other languages, cultures and thought processes. Although the Department of Defense's report (2012) on "Sustaining United States Global Leadership: Priorities for 21st Century Defense" does not directly address language and cultural expertise, many of theses priorities rely on knowledge from military leaders with considerable language and cultural acumen. Historically, the language department has always had a dual purpose that has consisted of SSP focusing on developing future Air Force officers, while providing many elements of a liberal arts education. From the following list, you will see a sampling of the generic course titles. They are not a departure from what one might find at other institutions: Basic Spanish I & Basic Spanish II (Spanish 131–132), Intermediate Spanish A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 92 I & Intermediate Spanish II (Spanish 221–222), Advanced Spanish I & Advanced Spanish II (Spanish 321–322), Civilization and Culture (Spanish 365), Current Events in the Spanish-Speaking World (Spanish 371), Introduction to Peninsular Literature (Spanish 376), Introduction to Latin American Literature (Spanish 377), Advanced Spanish Readings (Spanish 491), and Special Topics (Spanish 495). The course titles do not offer clues as to how these classes might differ from the average civilian college or university classes with similar names. In my experience teaching and/or observing these classes, differences do stand out because language learners at the United States Air Force Academy focus on application of language as a skill combined with cultural and historical knowledge. The cadets also seek intellectual breadth through the analysis of multiple perspectives particularly found in intermediate- to upper-level Spanish language classes. In the first six months in residence at the United States Air Force Academy, I observed that cadets are more intellectually broad than I assumed at the outset. Cadets read about literature and culture, analyzed film, and even wrote poetry in Spanish with gusto. They do perform in the classroom with a defined career in mind. The focus on the military profession and leadership changes the daily routine in the language classroom. By emphasizing deliberate leadership and language teaching and/or learning opportunities, crosspollination enhances the classroom exper-ience and improves institutional learning outcomes. Form cannot be divorced from function in language learning, so the synthesis of leadership development and language/cultural learning occurs. Recent studies from interdisciplinary research with the neurosciences and education show that fusion between disciplines can provide effective pathways to learning (Coyle, Hood, & Marsh, 2010). Teaching Spanish at the United States Air Force Academy altered my preparations and delivery. Because of SSP, I adapted to differences that are administrative, operational, pedagogical, experiential and conceptual. First, I experienced the surface-level administrative transformations from SGP to the special brand of SSP at this institution. I learned about:  Classroom rituals that include military protocols, such as calling the class to attention in Spanish, inspecting students' regulation dress and upholding other classroom standards in the target language;  References to Air Force traditions and military rank in the target language;  And, lock down, active shooter and natural disaster drills that might happen during class time in the target language. Additionally, there were different details in course design that reshaped my pedagogical filter. During an examination of all Spanish language course syllabi at the United States Air Force Academy, I noticed that the communities standard from the 5Cs in the Standards for Foreign Language Learning (1999) is often replaced with a different C that stands for Careers. The focus on the professional use of Spanish is starkly emphasized through this substitution. On an operational level in the classroom, staying abreast of current events in the Spanish-speaking world and being able to interpret them—such as changes in government officials, political and economic transitions in the target culture—take on greater importance while teaching at the United States Air Force Academy. For example, when A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 93 learners know that they might be assigned to carry out tasks in any Latin American country in the future, the learners understandably pay more attention to geographical details, how economic conditions impact political situations, how longstanding historical realities affect the current mood, and so on. The language-learning environment carries with it a cachet of practical information, and it also supplies complex situations and problem-solving scenarios on which future Air Force decision makers can cut their teeth. Language practice includes creating a number of hypothetical SSP situations in which cadets participate in order to foreshadow their leadership roles, such as role-play opportunities that are relevant to Air Force operations. For example, cadets might be asked what they would do and say as a United States Air Attaché or an intelligence officer stationed in Latin America. On the conceptual level, I am currently organizing and creating a seminar that is titled War in the Arts, Literature and Film in Spain and Latin America. It is a themed-humanities seminar that offers a rich lexical environment and an opportunity to focus on the profession of war, ethics, conflict and peacekeeping in the context of film, art and print texts of the Spanish-speaking world. Considering, for example, the representation of the warrior in a literary work provides an opportunity to discuss ethics and strategies and to analyze the representation of leaders across cultures. At the United States Air Force Academy, I have participated in preparing cadets to go on semester-long exchanges to foreign military academies. Some of this is done through wayside teaching at our Spanish conversation table, emphasizing the type of current and relevant social, linguistic, and cultural information that a cadet might need to function abroad in a variety of contexts and represent the United States. One way to prepare for going abroad has been to encourage and mentor cadets to volunteer for selection to host visiting military dignitaries, such as ranking delegations from the Colombian and Mexican Air Force. To prepare cadets, instructors share with them tips about how to interact appropriately and to display leadership through social intelligence and knowledge of protocol in the target language and culture. As a follow up, debriefing after these events is essential to discuss perceptions and observations and to develop cross-cultural competence. Much like teaching and interacting with SGP students, there are immediate needs, and then, there is the important long-range goal of encouraging life-long learning in Spanish. In the context of the United States Air Force, there are programs that make this objective more concrete than what is generally experienced by students in civilian colleges and universities. To take advantage of what the Air Force has to offer, I have also learned about LEAP (Language Enabled Airman Program), which provides for structured life-long language learning for specific purposes in the Air Force. According to the Air Force Culture and Language Center ("Air force culture," 2012), LEAP is designed to sustain, enhance and utilize the existing language skills and talents of Airmen in the program. The stated goal of LEAP is to develop a core group of Airmen across specialties and careers possessing the capability to communicate in one or more foreign languages. To become a participant in LEAP, Airmen must already possess moderate to high levels of proficiency in a foreign language. Individuals that apply and are accepted into the LEAP program receive regular training both face to face and online in the target language as well as have immersion opportunities at intervals during their careers. Working to encourage and help cadets apply for LEAP is another SSP goal at the United States Air Force. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 94 These are an overview of my unexpected SSP experiences at the Air Force Academy. My transformation from SGP to SSP started with learning and applying new vocabulary that focuses on cadets' professional needs. Later, I began to think of my learners as future leaders that will need to perform and apply knowledge to make judgments about the Spanish-speaking individuals and groups. This motivated me to reorganize courses and reconceive of them with a keener eye toward performance and to explore ways to get cadets to think beyond their immediate milieu. With the overlay of leadership development and military culture, this teaching experience has driven me to operate in a more interdisciplinary fashion than before. I experienced first hand a teaching and learning climate that offers a unique hybrid of liberal arts and technical education in a military context. Perhaps the best lesson that SSP teaches is to constantly question the relevance of what you are doing in the classroom: to whom is it relevant and for what purpose? Within the Department of Foreign Languages at the United States Air Force Academy, the SSP focus on career preparation in language instruction and the liberal arts connection with leadership evolved simultaneously. This dual focus of the curriculum contrasts the reality in most civilian language departments where there was one general focus and departments are being (or have been retrofitted) to include new curricula and/or tracks. Many civilian language departments are currently transitioning from SGP programs and integrating more SSP language options. In the late 1980s and on into the 1990s, Spanish for Business and Medical Spanish courses appeared. The integration of professional courses happened in response to societal needs (Doyle, 2010). The Department of Foreign Languages at the United States Air Force Academy offers a rare, fully integrated model of the curricular common ground of career-focused language learning with an underpinning of liberal arts breadth. Conversely, civilian language programs have transitioned to dual-purpose or multipurpose programs for different reasons. In many cases, motives for transitioning programs have been to maintain relevance and enrollments. The latter was clearly the case with the Spanish language program at UAB in the 1990s. This two-fold reality raises the palpable issue of how best to organize these dual-purpose programs from both a curricular and an administrative point of view. Undergraduate language departments and programs have to meet the needs of both their general and specific constituencies. There is a general consensus in the language discipline that multiple paths to the language major, as advocated by the Modern Language Association in the report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007), will be a necessity for the future survival of undergraduate language programs. With curricular reform underway, how do traditional language programs best transition from general purposes programs to hybridized programs that also house languages for specific purposes? Another obvious driver of dual-purpose Spanish language programs is the limited support for language teaching and learning. As programs transform, we need to be mindful of the realities that face most undergraduate language programs: 1) limited financial resources to support language programs, 2) staffing limitations because of faculty back-ground and adaptability, 3) reward systems that favor faculty members who work in the more established subdisciplines in the language field, and 4) multifoci and/or shifting interests of undergraduate students. Because of these conditions, exploring ways that resources can be shared intentionally and constructively will be essential to benefit general A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 95 and specific purposes language programs at the same time. The UAB Spanish language program learned to share resources and evolved into a multipurpose program. The UAB Spanish language program transitioned from SGP to include SSP gradually over several decades. This transformation aligns the department with the institution's vision and mission, which is outlined below: The UAB Vision UAB's vision is to be an internationally renowned research university—a first choice for education and health care. The UAB Mission UAB's mission is to be a research university and academic health center that dis- covers, teaches and applies knowledge for the intellectual, cultural, social and eco- nomic benefit of Birmingham, the state and beyond. Source: http://www.uab.edu/plan/ Reflecting the mission and vision at UAB, these statements clearly present the dual role of the institution: it is both medical and educational. When I joined the faculty 20 years ago, we spoke of the medical side and the academic side of campus in a way that implied a scant relationship between the two. Therefore, the undergraduate curriculum in the language department in the early years of my appointment had no relationship with the health sciences. This separation slowly eroded over the years. When I was hired in 1992, the curriculum for the UAB undergraduate language major would best be described as traditional: language and literature. UAB students studied languages for a variety of reasons, ranging from enrichment to the fulfillment of the compulsory language requirement. We had a multiquarter language requirement that was rescinded in the mid-1990s as a result of the politics between the state's community colleges and the universities. Currently, UAB has no foreign language requirement. Almost 650 students were enrolled in Spanish in spring 2012 out of an undergraduate population of close to 12,000 students ("UAB student profile," 2011). Ironically, the lack of a language requirement in the undergraduate curriculum set the department on a path toward popularizing SSP. At that time, the UAB Department of Foreign Languages and Literatures began to turn its attention to providing courses that the students demanded. As a result in the mid-1990s, UAB offered its first medical Spanish classes for undergraduate students. From that time on, I became interested increasingly in SSP for reasons that had to do with the institution's human capital both faculty and student. Also from 2002–2009, I served as chairperson of the UAB Department of Foreign Languages and Literatures. I took an administrator's interest in growing and integrating a SSP program into the existing general Spanish program. The medical Spanish courses were a good match for the interests of our student body. Approximately 40% of the freshmen that enroll at UAB declare that they are on the premedicine track. Many students are attracted to our campus because UAB houses an internationally known School of Medicine, although many freshmen abandon the premedicine track for other health-related fields. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 96 Student interest grew in professionally focused language courses and key faculty members invested in SSP as well. In 2001, our first applied linguist in Spanish was hired in the language department. She shared her vision of starting a SSP program by offering a few courses to appeal to pre-professionals. She became the director of the nascent SSP program. Over the years, the SSP program became so popular that it evolved into a more defined and elaborate SSP certificate program ("UAB Spanish for specific purposes program," 2012) that had 62 students enrolled in the program in spring 2012. It was the first undergraduate certificate program on the UAB campus. As the program grew, the SSP Director was successful in convincing existing junior faculty to take professional development seminars in SSP and develop additional SSP courses, such as Intermediate Spanish for the Professions, Advanced Business Spanish and Advanced Spanish for Health Professionals. In 2007, we hired a Spanish instructor to develop and expand the medical Spanish courses in the undergraduate curriculum under the umbrella of SSP. She began to collaborate with the Schools of Nursing, Medicine, and Dentistry to provide short courses to their graduate students. Over time, signs of curricular integration increased between the medical and academic sides of campus. Also, there was a confluence of external events in the state of Alabama and internal events on the UAB campus that occurred in the late 1990s and the first decade of the 21st century that promoted the success of the SSP program. Prior to the 2007 recession, a rapidly growing Spanish-speaking population in Alabama had health professionals in a reactive mode because they were not prepared to handle patients that spoke limited English ("Demographic profile of Hispanics in Alabama," 2012). In 2005, UAB hosted campus-wide events around its first freshmen discussion book The Spirit Catches you and you Fall Down: A Hmong Child, her American Doctors and the Collision of two Cultures by Ann Fadiman (1997). The book was widely read across campus, especially in the School of Medicine. Fadiman's volume chronicled Hmong (not Spanish) speakers. Nevertheless, the book captured the timely problem of the critical need for communication with the foreign born in the health professions. From that year on, the importance of cross-cultural communication became part of the UAB campus dialogue. Also around this time, UAB's prominent, grant-funded Minority Health and Research Center unofficially broadened its definition of minority to include Latinos. Meanwhile, within the UAB Department of Foreign Languages and Literatures we were able to offer our first scholarship award for a Spanish major on the premedicine track in 2003. Beginning in 2003, I recall anecdotally receiving periodic inquiries from ranking individuals in the School of Medicine that wanted to collaborate. Typically, they requested the assistance of Spanish-speaking faculty with informed-consent forms. There were repeated requests for help with interpretation until the UAB clinics developed protocols to deal with Spanish-language only patients. In January 2010, we piloted a short course in Spanish (Davidson & Long, 2012) that was offered as part of the medical school elective curriculum. In 2002, the staff of the language department informally observed a trend in the increase of undergraduate students who declared a double major in Spanish and Biology/Chemistry. I procured a modest donation from a local physician for the aforementioned scholarship. All of these events fueled the popularity of the UAB SSP program and clearly defined the need for it. The current SSP program and certificate houses a number of preprofessional courses that are not limited exclusively to SSP students. The full program description can A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 97 be viewed at http://www.uab.edu/languages/languages-programs/ssp. The number of general versus pre-professional students varies from course to course, but courses such as Spanish Translation and Interpretation tend to enroll students from both cohorts, whereas Spanish for the Health Professionals enrolls few general-purposes students. Of course, the faculty members have noticed over time that our student clientele had slowly changed: two very different types of students were sitting in the same classroom. Professionally focused Spanish students and general Spanish students enrolled in the some of the same courses. This presented new pedagogical challenges for our faculty members and raised the issue: how does one meet the needs of both groups (SSP and SGP) in the context of our institution's student body? To date, this matter has not been systematically dealt with in the UAB Spanish Division. Individual professors have developed strategies, like individualizing projects, and yet, other faculty members teach to one group to the exclusion of the other. The curricular changes discussed by the Modern Language Association have come about in many language departments, and they have been welcomed by some faculty members but not by all. Embracing the notion that the traditional liberal arts language learner can cohabitate with the interdisciplinary and/or career-focused language learner (as demonstrated at the United States Air Force Academy) is key. Highlighting the philo-sophical common ground rooted in a liberal arts education is what may be perceived by some individuals as strictly technical training may help ease the transition. The next phase will be to articulate relevant practices for educators and administrators, as well as shared values and outcomes, and to provide models that show transitional programs how to achieve what I would like to call 'constructive hybridity.' I define constructive hybridity as a positive and collective effort to sort out and integrate the best of traditional Spanish language programs with different SSP practices evidencing more focused professional goals. The next task is to define the 'shared canon' between the various tracks in any given Spanish program. Obviously, this is not a one-size-fits-all charge due to different student, societal and institutional needs, but there is foundational work to be done in order to come up with more consensuses. Given my administrative experiences as a faculty member at UAB and my teaching experience at the United States Air Force Academy, I have come to realize that both general and specific missions in Spanish-language learning are not mutually exclusive. In June 2011, I marched off to Colorado to teach and to learn. I have learned that there is a place for time-tested liberal arts values within SSP programs and that hybridized programs (liberal arts and SSP) can be successful and beneficial to the learner. As suggested by the United States Air Force Academy and UAB programs, future programs in Spanish-language instruction will need to focus on our common ground to serve multiple purposes. Thus, I return to the concept that I mentioned at the outset: it is time to think hybrid. Our future undergraduate language programs will have multiple tracks/purposes. This hybridization can be as positive and enriching for both faculty members and language learners as it has been for me during this phase of my career as a language educator. Returning to my own narrative as a committed, career Spanish professor, I have no doubt that, in the future, my newfound SSP instructional acumen and orientation will inform my future general purposes classes and improve them. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 98 Disclaimer The views expressed in this paper are those of the author and do not necessarily represent those of the United States Air Force Academy, the United States Air Force, The Depart-ment of Defense or the United States Government. References Air force culture and language center. (2012, May). Retrieved from http://www.culture.af.mil/leap/index.aspx Blaich, C., Bost, A., Chan, E., & Lynch, R. (2010). Defining liberal arts education. Retrieved from http://www.liberalarts.wabash.edu/storage Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning (p. 25). Cambridge: Cambridge University Press. Davidson, L., & Long, S. S. (2012). Medical Spanish for US medical students: A pilot case study. Dimension, 1–13. Retrieved from http://scolt.webnode.com/ Demographic profile of Hispanics in Alabama. (2012). Retrieved from http://www.pewhispanic.org/states/state/al/ Doyle, M. S. (2010). A responsive, integrative Spanish curriculum at UNC Charlotte. Hispania, 93(1), 80–84. Education for global leadership: The importance of international studies and foreign language education for US economic and national security. (2006). Washington, DC: Committee for Economic Development. Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. NY: Farrar, Straus and Giroux. Foreign languages and higher education: new structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2007 (May), 1–11. Pennington, H. (2012, April 13). For student success, stop debating and start improving. The Chronicle of Higher Education, pp. A33–A34. Sánchez-López, L. (2013). Spanish for specific purposes. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. Standards for foreign language learning in the 21st century. (1999) Lawrence, KS: National Standards in Foreign Language Education Project, Allen Press. Sustaining US global leadership: Priorities for 21st century defense. (2012) Washington DC: Department of Defense. UAB Spanish for specific purposes program. (2012). Retrieved from http://www.uab.edu/languages/ssp UAB Student profile. (2011). Retrieved from http://www.uab.edu/home/about/student-profile-accomplishments United States Air Force Academy curriculum handbook 2011–2012. (2011). USAF Academy, CO: Academy Board. Western, D. J. (2011). How to say 'national security' in 1,100 languages. Air & Space Power Journal, 48–61. Retrieved from http://www.airpower.au.af.mil

European legal systems have long encompassed the concept of the "general clause", particularly in contract and labor law. The general clause includes unwritten legal norms such as good faith and public morality, and these principles are duly incorporated in the process of construing civil and labor contracts. While the general clause itself is formally absent in common law systems, its principles have found their way into modern British and American law. Two primary examples include the doctrines of good faith and unconscionability. In a broader sense, the idea of introducing rather indeterminate legal norms to be construed and interpreted by judges appears to be well‑ suited to a common law system. However, as applied to American labor law, the very indeterminacy of these terms has had rather negative effects on the rights of employees and the labor unions that represent them. Specifically, this article examines the good faith requirement in collective bargaining under the National Labor Relations Act (NLRA) and the doctrine of unconscionability in employment arbitration agreements, and concludes that they both should be supplemented by more definite standards in order to effectively protect employees. ; Vytautas Magnus University, Lithuania ; Charles Szymanski – Lecturer and professor of law at the Faculty of Law of the Vytautas Magnus University in Kaunas, Lithuania. Practicing lawyer and professor of law in the United States of America. His scientific interests focus on European, international and comparative labor law as well as on the Alternative Dispute Resolution. ; Charles Szymanski – wykładowca i profesor na Wydziale Prawa Uniwersytetu Witolda Wielkiego w Kownie, prawnik praktyk i profesor prawa w Stanach Zjednoczonych. Jego zainteresowania badawcze koncentrują się na europejskim, międzynarodowym i porównawczym prawie pracy oraz na alternatywnych sposobach rozstrzygania sporów. ; charles.szymanski@gmail.com ; 11 ; 49 ; 2 ; Andrews R., Moroko R., Employment‑At‑Will in New York Remains Essentially Unchanged after a Century of Refinements, "N.Y. St. B.J." 1999, vol. 71-OCT. ; Andrias K., Sachs B., Constructing Countervailing Power: Law and Organizing in an Era of Political Inequality, "Yale L.J. 546" 2021, vol. 130. ; Arnow‑Richman R., Modifying At‑Will Employment Contracts, "B.C. L. Rev." 2016, vol. 57. ; Barnes T., Making the Bird Sing: Remedial Notice Reading Requirements and the Efficacy of NLRB Remedies, "Berkeley J. Emp. & Lab. L." 2015, vol. 36. ; Bingham L., Employment Arbitration: The Repeat Player Effect, "Employee Rts. & Emp. Pol'y J." 1997, vol. 1. ; Bingham L., On Repeat Players, Adhesive Contracts, and the Use of Statistics in Judicial Review of Employment Arbitration Awards, "McGeorge L. Rev." 1998, vol. 29. ; Bodah M., Schneider M., Politics, Ideology, and Adjudication: The German Federal Labor Court and the U.S. National Labor Relations Board, "Comp. Lab. L. & Pol'y J." 2014, vol. 36. ; Bodie M., Labor Interests and Corporate Power, "B.U. L. Rev." 2019, vol. 99. ; Broome S., An Unconscionable Application of the Unconscionability Doctrine: How the California Courts are Circumventing the Federal Arbitration Act, "Hastings Bus. L.J." 2006, vol. 3. ; Brudney J., Forsaken Heroes: Covid‑19 and Frontline Essential Workers, "Fordham Urb. L.J." 2020, vol. 48. ; Byrd R., When Arbitration Agreement Provisions Time Travel: Illusory Promises And Continued At‑Will Employment In Baker, "Mo. L. Rev." 2015, vol. 80. ; Lonegrass M., Finding Room For Fairness In Formalism--The Sliding Scale Approach To Unconscionability, "Loy. U. Chi. L.J." 2012, vol. 44. ; Maatman G., Annual Workplace Class Action Litigation Report: An Overview of 2020 in Workplace Class Action Litigation, "Lab. Law J." 2021, vol. 889127. ; Malin M., Labor Law Reform: Waiting for Congress? "Chi.-Kent L. Rev." 1994, vol. 69. ; Malin M., Privatizing Justice - But by how Much? Questions Gilmer did not Answer, "Ohio St. J. on Disp. Resol." 2001, vol. 16. ; Malin M., The Arbitration Fairness Act: It Need not and Should not be an All or Nothing Proposition, "Ind. L.J." 2012, vol. 87. ; Malin M., Two Models of Interest Arbitration, "Ohio St. J. on Disp. Resol." 2013, vol. 28. ; Meeker C., Defining "Ministerial Aid": Union Decertification under the National Labor Relations Act "U. Chi. L. Rev." 1999, vol. 66. ; Morlath J., Individual Rights vs. A Seat at the Table: The Guffey Act as an Alternative Model to the Wagner Act, "Geo. J. on Poverty L. & Pol'y" 2013, vol. 21. ; Mueller E., Ferris S., House Passes Labor Overhaul, Pitting Unions against the Filibuster. Politico (March 9, 2021) https://www.politico.com/news/2021/03/09/house-pro-act-labor-unions-474941. ; Murray J., The Uncertain Legacy Of Gilmer: Mandatory Arbitration Of Federal Employment Discrimination Claims, "Fordham Urb. L.J." 1999, vol. 26. ; Semet A., Political Decision‑Making at the National Labor Relations Board: An Empirical Examination of the Board's Unfair Labor Practice Decisions Through The Clinton And Bush II Years, "Berkeley J. Emp. & Lab. L." 2016, vol. 37. ; Nguyen X.-T., Disrupting Adhesion Contracts with #Metoo Innovators "Va. J. Soc. Pol'y & L.", 2019, vol. 26. ; Nolan D., Lehr R., Improving NLRB Unfair Labor Practice Procedures, "Tex. L. Rev." 1978, vol. 57. ; Norris L., The Parity Principle, "N.Y.U. L. Rev." 2018, vol. 93. ; Otte E., Toxic Secrecy: Non‑Disclosure Agreements and #Metoo "U. Kan. L. Rev." 2021, vol. 69. ; Poe K., Arbitration Agreements - What is the Employee Actually Signing up for?, "J. Bus. Entrepreneurship & L." 2019, vol. 12. ; Prats J., Are Arbitration Agreements Necessary for Class‑Action Waivers to be Enforceable? "Fla. B.J." 2018, vol. 92-DEC. ; Ray D., Doing Well by Being Good: How U.S. Labor Law Encourages Employer Good Faith Behavior, "Intercultural Hum. Rts. L. Rev." 2019, vol. 14. ; Rios F., Mandatory Arbitration Agreements: Do They Protect Employers from Adjudicating Title VII Claims? "St. Mary's L.J." 1999, vol. 31. ; Rubenstein M., Attorney Labor Unions, "N.Y. St. B.J." 2007, vol. 79-JAN. ; Spitko E., Exempting High‑Level Employees and Small Employers from Legislation Invalidating Predispute Employment Arbitration Agreements, "U.C. Davis L. Rev." 2009, vol. 43. ; Steber R., Alternative Remedies for Undocumented Workers Left Behind in a Post‑Hoffman Plastic Era, "Cath. U. L. Rev." 2019, vol. 68. ; Sternlight J., Mandatory Arbitration Stymies Progress Towards Justice in Employment Law: Where to, #Metoo? "Harv. C.R.-C.L. L. Rev." 2019, vol. 54. ; Summers C., Employment at Will in the United States: The Divine Right of Employers, "U. Pa. J. Lab. & Emp. L." 2000, vol. 3. ; Thompson D., Supina S., What Ethical & Strategic Employers Should Do About Arbitration, 14 "Va. L. & Bus. Rev." 2020, vol. 14. ; Tippett E., The Legal Implications of the Metoo Movement, "Minn. L. Rev." 2018, vol. 103. ; U.S. Bureau of Labor Statistics, Work Stoppages Summary, (February 19, 2021) https://www.bls.gov/news.release/wkstp.nr0.htm. ; Unfair Labor Practice Process Chart, National Labor Relations Board, https://www.nlrb.gov/resources/nlrb-process/unfair-labor-practice-process-chart. ; Union Member Summary, Bureau of Labor Statistics (BLS), January 22, 2021, at https://www.bls.gov/news.release/union2.nr0.htm. ; Wynne S., Vaughn M., Silencing Matters of Public Concern: An Analysis of State Legislative Protection of Whistleblowers in Light of the Supreme Court's Ruling in Garcetti v. Ceballos, "Ala. C.R. & C.L. L. Rev." 2017, vol. 8. ; Varner K., Hosak K., Blogging: Can Employers and Employees Avoid Getting Caught in the Web?, "Midwest L.J." 2008, vol. 22. ; Viscusi W., The Fatal Failure of the Regulatory State, "Wm. & Mary L. Rev." 2018, vol. 60. ; Von Mehren A., The Death of Contract, "Colum. L. Rev." 1974, vol. 75. ; Weston M., Buying Secrecy: Non‑Disclosure Agreements, Arbitration, and Professional Ethics in the #Metoo Era, "U. Ill. L. Rev." 2021, vol. 2021. ; Wexler L., Robbennolt J., Murphy C., #Metoo, Time's Up, and Theories of Justice, "U. Ill. L. Rev." 2019, vol. 2019. ; Wielsch D., Relational Justice, "Law & Contemp. Probs." 2013, vol. 76. ; Wilson J., Laird A., Practicing before the NLRB, "The Advoc. (Texas)" 2014, vol. 69. ; Wolfson T., King B., Even after Concepcion and Italian Colors, Some Arbitration Agreements are Not Enforceable, "Fed. Law." 2015, vol. 62-FEB. ; Worster R., If it's Hardly Worth Doing, it's Hardly Worth Doing Right: How the NLRA's Goals are Defeated Through Inadequate Remedies, "U. Rich. L. Rev." 2004, vol. 38. ; Zalesne D., The Consentability of Mandatory Employment Arbitration Clauses, "Loy. L. Rev." 2020, vol. 66 (Spring 2020). ; Altura Communication Solutions, LLC, 369 NLRB No. 85, *1 (2020). ; Apt Medical Transportation, Inc., 333 NLRB 760, 767 (2001). ; Arbah Hotel Corp., 368 NLRB No. 119 (2019). ; Ashford v. PricewaterhouseCoopers LLP, 954 F.3d 678, 684–85 (4th Cir. 2020). ; Barrasso v. Macy's Retail Holdings, Inc. 2016 WL 1449567 (D. Mass. 2016), *5. ; Brinks USA, 354 NLRB 312, 325 (2009). ; Chamber of Commerce v. Reich, 74 F.3d 1322, 1337 (D.C. Cir. 1996). ; Circuit City Stores, Inc. v. Adams, 532 U.S. 105 (2001). ; HTH Corp., 361 NLRB 709, 716 (2014). ; CP Anchorage Hotel 2, LLC, D/B/A Hilton Anchorage 370 NLRB No. 83 (2021). ; Delfingen US-Tex., L.P. v. Valenzuela, 407 S.W.3d 791, 794 (Tex. App.--El Paso 2013, no pet.). ; Drivers, Warehouse & Dairy Employees Union, Local No. 75 v. N.L.R.B., 866 F.2d 1537 (D.C. Cir. 1989). ; Epic Systems v. Lewis, 584 U.S., 138 S. Ct. 1612 (2018). ; Fallbrook Hosp. Corp. v. N.L.R.B., 785 F.3d 729, 734 (2015). ; Gilmer v. Interstate/Johnson Lane Systems, 500 U.S. 20 (1991). ; Great Lakes Coal Co., 268 NLRB 1207, 1215 (1984). ; Harrington v. Atlantic Sounding Co., Inc., 602 F.3d 113, 126 n.7 (2nd Cir. 2010). ; Hooters of America, Inc. v. Phillips, 173 F.3d 933, 938 (4th Cir. 1999). ; In Re Konig, 318 NLRB 901, 905 (1995). ; In re Odyssey Healthcare, Inc., 310 S.W.3d 419, 424 (Tex. 2010). ; Interfoto Picture Library Ltd. v. Stiletto Visual Programmes Ltd. [1989] 1 QB 433 (CA) at 439 (Lord Bingham LJ) (appeal taken from Lambeth Cty. Ct.) (Eng.)). ; K Mart Corp. 242 NLRB 855, 876 (1979). ; McKinney v. Creative Vision Resources, LLC 2013 WL 351655 (E.D. La. 2013), *25. ; Midwest Casting, 194 NLRB 523 n. 13 (1971). ; NLRB v. Cable Vision, Inc., 660 F.2d 1, 4 (1st Cir. 1981). ; Reuther v. Fowler & Williams, Inc., 386 A.2d 119 (Pa. Super. 1978). ; Richfield Hospitality, Inc. 369 NLRB No. 111 (2020). ; Colvin A., An Empirical Study of Employment Arbitration: Case Outcomes and Processes, "J. of Empirical Legal Stud." 2011, vol. 8. ; Rivera‑Vega v. ConAgra, Inc. 876 F.Supp. 1350, 1363 (D. P.R. 1995). ; Salley v. Option One Mortg. Corp., 925 A.2d 115, 592 Pa. 323 (Pa. 2007). ; Scepter Ingot Castings, Inc., 341 NLRB 997 (2004). ; Stuart Radiator Core Manufacturing Co., Inc., 173 NLRB 125, 130 (1968). ; Thibodeau v. Comcast Corp., 912 A.2d 874, 2006 PA Super. 346 (Pa. Super. Ct. 2006). ; Triumph Aerostructures, Vought Aircraft Division, 369 NLRB No. 123 (2020). ; Weaver v. Harpster, 975 A.2d 555, 562–563 (Pa. 2009). ; Wis. Dep't of Indus. Labor and Human Rel. v. Gould, 475 U.S. 282, 289 (1986). ; Yam Seng [2013] EWHC [151]. ; Compa L., Not Dead Yet: Preserving Labor Law Strengths while Exploring New Labor Law Strategies, "UC Irvine L. Rev." 2014, vol. 4. ; Corbett W., "You're Fired!": The Common Law Should Respond with the Refashioned Tort of Abusive Discharge, "Berkeley J. Emp. & Lab. L." 2020, vol. 41. ; Cremades B., Good Faith in International Arbitration, "Am. U. Int'l L. Rev." 2012, vol. 27. ; Dahlstrom E., ERISA Section 510 should be Interpreted to Cover Internal, Unsolicited Employee Complaints, "ABA J. Lab. & Emp. L." 2011, vol. 26. ; Dalrymple E., Would You Like Fries with that Non-Compete? Why Restrictive Covenants Should not be Enforced Against Low Wage Workers, "Wayne St. U. J. Bus. L." 2020, vol. 3. ; Dannin E., From Dictator Game to Ultimatum Game… and Back Again: The Judicial Impasse Amendments, "U. Pa. J. Lab. & Emp. L." 2004, vol. 6. ; Dannin E., NLRA Values, Labor Values, American Values, "Berkeley J. Emp. & Lab. L." 2005, vol. 26. ; Davidson S., Determining Employment Discrimination Case Merits under State And Federal Law, "Aspatore" 2012, vol. 2012 WL 3058210. ; DeMichele M., Bales R., Unilateral‑Modification Provisions in Employment Arbitration Agreements, "Hofstra Lab. & Emp. L.J." 2006, vol. 24. ; Drummonds H., Beyond the Employee Free Choice Act: Unleashing the States in Labor‑Management Relations Policy, 19 "Cornell J.L. & Pub. Pol'y" 2009, vol. 19. ; Drummonds H., Reforming Labor Law by Reforming Labor Law Preemption Doctrine to Allow the States to Make More Labor Relations Policy, "La. L. Rev." 2009, vol. 70. ; Eaton L., Arbitration Agreements in Labor and Employment Contracts: Well within the Reach of the FAA, "J. Disp. Resol." 2002, vol. 2002. ; Enger N., Offers You Can't Refuse: Post‑Hire Noncompete Agreement Insertions and Procedural Unconscionability Doctrine, "Wis. L. Rev. " 2020, vol. 2020. ; Fisk C., Pulver A., First Contract Arbitration and the Employee Free Choice Act, "La. L. Rev." 2009, vol. 70. ; Frankel R., Concepcion And Mis-Concepcion: Why Unconscionability Survives The Supreme Court's Arbitration Jurisprudence, "J. Disp. Resol." 2014, vol. 2014. ; Gardner A., George R.R. Martin's Faith Militant in Modern America: The Establishment Clause and a State's Ability to Delegate Policing Powers to Private Police Forces Operated by Religious Institutions, "Wm. & Mary Bill Rts. J." 2020, vol. 29. ; Ghaffary S., Kantrowitz A., "Don't be evil" isn't a normal company value. But Google isn't a normal company. Vox, (Feb. 16, 2021) https://www.vox.com/recode/2021/2/16/22280502/google-dont-be-evil-land-of-the-giants-podcast. ; Giesbrecht‑McKee J., The Fairness Problem: Mandatory Arbitration in Employment Contracts, "Willamette L. Rev." 2014, vol. 50. ; Glynn M., #Timesup for Confidential Employment Arbitration of Sexual Harassment Claims, "Geo. Wash. L. Rev." 2020, vol. 88. ; Gordon J., Silence for Sale, "Ala. L. Rev." 2020, vol. 71. ; Gross J., Yet Another Reappraisal of the Taft‑Hartley Act Emergency Injunctions, "U. Pa. J. Lab. & Emp. L." 2005, vol. 7. ; Grundmann S., Mazeaud D., General Clauses and Standards in European Contract Law: Comparative Law, EC Law and Contract Law Codification, The Hague 2005. ; Hengemuhle L., Striving for Consistency: The Battle of Jurisdiction in Enforcing Arbitration Awards, "B.C. L. Rev. E-Supplement" 2018, vol. 59. ; Hodges A., Employee Voice In Arbitration, "Employee Rts. & Emp. Pol'y J." 2018, vol. 22. ; Hodges A., Trilogy Redux: Using Arbitration to Rebuild the Labor Movement, "Minn. L. Rev." 2014, vol. 98. ; Hogg M.A., The Implication of Terms in Fact: Good Faith, Contextualism and Interpretation, "Geo. Wash. L. Rev." 2017, vol. 85. ; Horton D., The Arbitration Rules: Procedural Rulemaking by Arbitration Providers, "Minn. L. Rev." 2020, vol. 105. ; Iannaccone C., Spada G., Silversten R., Arbitration and Employment Disputes: Drafting to Maximize Employer Protection, "ACCA Docket" 2000, vol. 18, no. 2. ; Kaspar D., Stallworth L., The Impact of a Grievant's Offer of Apology and The Decision‑Making Process of Labor Arbitrators: A Case Analysis, "Harv. Negot. L. Rev." 2012, vol. 17. ; LaJeunesse R.Jr., The Controversial "Card-Check" Bill, Stalled in the United States Congress, Presents Serious Legal and Policy Issues, "Tex. Rev. L. & Pol." 2010, vol. 14. ; Li Y., Applying the Doctrine Of Unconscionability to Employment Arbitration Agreements, with Emphasis on Class Action/Arbitration Waivers, "Whittier L. Rev." 2010, vol. 31. ; 26

Se puede pensar que esta asociación pudiera tener alguna relación biológica, pero como argumenta Pauletti (2012) no hay raíces ancestrales de esta asignación de colores a las niñas y niños. Esta autora señala que estos colores empezaron a asociarse al sexo en la Segunda Guerra Mundial, ya que antes se usaba el blanco para los bebes. La finalidad de esta imposición es establecer unas pautas, normas y estereotipos a las personas. Esta cuestión no tendría importancia si ello no conllevara una clasificación y jerarquización. Esta asignación condiciona el aspecto físico, el entorno y hasta los gustos. Y lo mismo ocurre con la música. Cuando se piensa en instrumentos o dirección de orquestas se extrapola a los varones. Si nos preguntasen por el nombre de algún compositor de música clásica, prácticamente todas las personas podrían responder como ejemplo que son Mozart, Beethoven o Falla. En cambio no mencionarían a las mujeres, como ocurre en otras artes. La invisibilidad de las mujeres en este ámbito es tan llamativa que, una de las razones para realizar esta Tesis es poner en evidencia los mecanismos que son los causantes de ese error. Los pilares básicos que sustentan este trabajo son la igualdad, el género, los derechos humanos, la música y la educación. Con los hallazgos se pretende conocer, analizar y demostrar cómo se construye la identidad del alumnado a través de la educación musical en la etapa de primaria, desde una mirada de género. Queremos "prestar nuestras gafas" para que se vea la discriminación que aún existe en la educación. De hecho la Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad Educativa (LOMCE), afirma que "el nivel educativo de los ciudadanos determina su capacidad de competir con éxito en el ámbito del panorama internacional y de afrontar los desafíos que se planteen en el futuro", esto supone abrir las puertas a puestos de trabajo de alta cualificación, lo que representa una apuesta por el crecimiento económico y por un futuro mejor. Para ello se resalta el papel de materias científicas y técnicas, eliminando la obligatoriedad de cursar educación artística (plástica y música) en Educación Primaria, y música en Educación Secundaria, hecho que posibilita que un alumno o alumna termine su escolarización en España sin haber estudiado dicha materia. Otra razón para iniciar este estudio es que, como docente que soy, comparto los planteamientos de la corriente constructivista (Porlan, 1993; Díaz-Aguado y Medrano, 1994; Carretero, 2010) en la consideración de que la investigación es un factor fundamental para que las personas elaboremos y reconstruyamos nuestro conocimiento. Está claro que es fundamental mantener una perspectiva investigadora que nos permita conocer cuáles serían los nuevos conocimientos más adecuados para interaccionar en un contexto de aprendizaje y/o de formación. Pero la valoración de esta disciplina no siempre ha sido positiva, en concreto en la enseñanza básica. Murphey (1992, pp. 8-9) recoge algunas creencias del profesorado sobre el uso de la música en el terreno educativo, como son ''Los profesores no se toman la música en serio; creen que puede molestar a las clases contiguas; los estudiantes "se desmadran " y se pierde el control de la clase; los diferentes gustos musicales entre los estudiantes de un mismo grupo es un problema. " Santos (1997a) insiste también en que siguen persistiendo los prejuicios contrarios a la utilización de las canciones en el colegio, ya que se considera una pérdida de tiempo, una distracción del currículum a seguir, además de una falta de rigor y seriedad académica. Partiendo de la afirmación ya conocida de que "la educación, bien entendida, no es tan solo una preparación para la vida; es, en sí misma, una manifestación permanente y armoniosa de la vida" (Willems, 1984, pp. 13-14). Nos planteamos que esta idea debería extenderse a todo estudio artístico y particularmente para la educación musical, que apela, como afirma Willems (1984, pp. 13-14) "a la mayoría de las facultades del ser humano ". El desarrollo de estas capacidades y cualidades en los niños y niñas va a depender de los ambientes sociales a los que están expuestos: la familia, la escuela y la sociedad en general. En particular, la familia es el primer ambiente en el que pasamos los primeros años de nuestra vida, y precisamente es en éste, dónde reside la base de la educación musical. En ella se adquieren las habilidades sociales que permitirán desarrollar la autonomía, ya que "e/ modo como están siendo educados puede contribuir para que lleguen a ser más completos o, por otro lado, para limitar sus iniciativas y sus aspiraciones" (Finco, 2010, p. 59). Por lo tanto, será la familia la primera forma natural de preparación, transmitiéndoles, por medio del canto y juegos, la sensibilidad por la música. Luego está la escuela que complementa la formación en valores que el discente recibe en su hogar, máxime cuando existen en el entorno deficiencias en esta formación (García, 2005). Incluso desde "las ropas rosas y azules y los pendientes que 'adornan ' las orejas de las niñas, son claros indicios de que el desarrollo de los roles de género comienza muy tempranamente" (Gómez Bueno, 2001, p. 56). El segundo agente es la escuela. El colegio tiene un importante papel socializador, transmisor de valores, normas, hábitos de comportamiento., que facilitan la convivencia entre las personas. Tiene una serie de funciones, las cuales podríamos resumir en tres: preparar al sujeto para su futuro profesional, educar a las personas moral y socialmente, y dar una cultura personal. El ambiente social y público de las instituciones educativas, posibilita una educación colectiva, lo que propicia al niño o niña diferentes experiencias por medio de la convivencia con las diferencias de sexo, edad, etnia, religión, entre otras (Faria y Finco, 2011). Dentro de la función socializadora que tiene el colegio, es destacable "el papel de las personas que intervienen en él, las relaciones de poder, usos del lenguaje, estereotipos de género, estrategias de enseñanza y pertinencia de sus contenidos, y evaluación en la escuela" (Chavez, 2006, p. 18). Imbemón (2002, p. 17) considera que "la educación por sí sola no puede introducir los cambios necesarios en las sociedades pero sí puede actuar como instrumento fundamental para promover cambios en la misma. Es precisamente en estos tres ambientes, donde se mueve este trabajo de investigación que se presenta como Tesis Doctoral, puesto que la música se aprende desde la familia, ya que forma parte de la cultura de un lugar, y se vivencia en la escuela y la sociedad. La finalidad de este trabajo de investigación tiene una doble vertiente, por un lado valorar y demostrar que la música es un potente agente transmisor de conocimientos, no solamente musicales, sino también de valores, costumbres, creencias, estereotipos., que influyen en el desarrollo de la identidad de las personas. Por otro lado, resaltar la importante labor de la música en el proceso educativo del alumnado, ya que a través de ella se desarrollan capacidades, habilidades, destrezas. básicas para la vida de nuestro alumnado. El interés por este tema, parte del año 2008, ya que me inicié en esta temática con el trabajo de investigación titulado "Análisis de la transmisión de los estereotipos de género en el cancionero de Huelva como recurso educativo" realizado para el programa de doctorado "La Educación en la sociedad multicultural" (Bienio 2006/08). Para el desarrollo de dicho trabajo, se tomó como referencia el Cancionero infantil de la provincia de Huelva, realizado por Francisco José García Gallardo y Herminia Arredondo Pérez (1995), investigadores y docentes de la Facultad de Ciencias de la Educación de esa provincia andaluza. Las conclusiones de dicha investigación fueron la génesis de esta tesis doctoral, pues como se verá más adelante en el apartado "Conclusiones Finales", se siguen manteniendo los estereotipos en los recursos utilizados en las clases de música. En los primeros pasos para profundizar en esta temática, se puso de manifiesto los pocos estudios realizados en nuestro contexto sobre este tópico. Precisamente éste fue uno de los motivos que profesionalmente como docente, me generó curiosidad y fue decisivo para iniciar el estudio de investigación Como se ha mencionado anteriormente, tras una primera labor de búsqueda de documentación e investigaciones al respecto, encontramos que existen trabajos sobre el desarrollo de la identidad en la infancia como Phinney & Ong, 2007; Smith, 1995 y 2002; Pnevmatikos, Geka y Divane, 2010; y Markus, 2008; Al mismo tiempo, constan numerosos trabajos de investigaciones sobre transmisión de estereotipos de género a través de diversas asignaturas (como lenguaje, matemáticas, ciencias sociales, naturales, educación física. e incluso en la formación del profesorado que las imparte) como Márquez Guerrero, 2013; Álvarez, 1990; Torre, 2002; Velasco Marugán, 2012; Torres, G., y Arjona, 1988; Martínez Scott, 2012; Marco López, 1991; Lomas, 2004; Lozano Domingo, 1995; Díaz De Greñu, 2010; entre otros. Sin embargo, a la hora de abordar la educación musical como trasmisora de estereotipos a través de los recursos utilizados en las clases de música, existen muy pocas investigaciones al respecto. Con esta Tesis Doctoral, se pretende demostrar que en los recursos utilizados en clase, en este caso uno de los más empleados, como son los libros de texto de la asignatura de música en un centro educativo concreto, se transfieren conocimientos, hábitos, creencias., en definitiva, las concepciones existentes en una cultura andró céntrica, incluyendo los prejuicios. Se pretende poner de manifiesto el poder de este medio, ya que la educación es sonido e imagen; es decir, se transmite lo que se escucha y se ve, pero en la música, más concretamente, está acentuada esta relación por su incidencia en el desarrollo de las personas. Concretamente nos centramos en la influencia y efectos de la educación musical en la conformación de la identidad de género y en concreto en la transmisión de los estereotipos que se divulgan en los libros de texto de música. Para ello, se ha elegido un colegio onubense, el CEIP Aurora Moreno, ubicado en la localidad Gibraleón (Huelva). El planteamiento de este trabajo en el estudio de los libros texto es porque (desgraciadamente) en la educación en general, y la musical en particular, es el recurso más extendido a la hora de impartir las clases, limitando enormemente las actividades, tareas y ejercicios, ya que "todo está planificado" por las editoriales, ofreciendo hasta las respuestas estandarizadas que cada alumna o alumno debería dar, y no solo eso, sino las imágenes y textos que contienen, están encasillados en unas creencias, valores, pensamientos, actitudes. que poco a poco van influenciando la identidad de nuestras niñas y niños. Este poder educativo en la construcción del género, lo tiene incluso en la música actual, ya que se representan patrones de comportamiento que se asumen como normales y que, aun en la actualidad, ni se cuestionan. Podemos poner como ejemplo de esto la canción titulada "Mujer Florero" de Ella baila sola. Los fenómenos educativos no son de carácter meramente técnico. Son, más bien, de naturaleza moral y política. La actividad educativa está impregnada de contenidos morales. La responsabilidad que tenemos como profesionales del proceso educativo -en política, gestión, docencia.- es tener un control democrático externo de las acciones que se llevan a cabo y, también, un control interno nacido de las exigencias y necesidades de los protagonistas (Kelley y Beauchesne, 2001). Por eso, "no podemos ignorar o desatender que las escuelas están altamente implicadas en la educación, regulación, control y corrección de las expresiones sexuales y de género de niños y niñas, y que esas prácticas son indisociables de la producción simultánea de ordenamientos y jerarquías que legitiman y autorizan situaciones de exclusión, marginación, subordinación y violencia entre las identidades sexuales y de género, lo que posee una trascendencia política imposible de ignorar, por lo que urge avanzar en la inserción y discusión del tema en la formación de los y las profesionales de la educación" (Quaresma da Silva, Fanfa Sarmentó & Fossatti, 2012, p. 17). Los estereotipos de género que se muestran en muchas ocasiones en los libros de texto, canciones populares o tradicionales, videojuegos., encasillan a las mujeres en las "perfectas amas de casa y esposas", amables, dóciles, frágiles y, en definitiva, sin voluntad propia ni identidad o autonomía, dependientes siempre de un hombre para sentirse realizadas. Todo esto pertenece en educación al llamado currículum oculto. Se puede definir el currículum oculto como el conjunto de normas, costumbres, creencias, lenguajes y símbolos que se manifiestan en la estructura y el funcionamiento de una institución, constituyendo una fuente de aprendizajes para todas las personas que integran la organización (Santos Guerra, 2002). Los aprendizajes que se derivan del currículo oculto no solo afectan al alumnado sino también a los docentes. A partir del currículo oculto se asimilan significados a través de las prácticas que se realizan, de los discursos que se utilizan, de los textos que se leen (Santos, 2002). El androcentrismo tiene acciones muy poderosas y, en el ámbito musical más concretamente, han tratado de desvalorizar todo lo que hacen las mujeres. Estas acciones sumadas a la invisibilidad de las mujeres en la música, contribuye a desarrollar este papel secundario de ellas en esta materia de conocimiento. Por una parte se consigue infravalorar a la música realizada por mujeres, ya que carece de valor o importancia y, es por ello considerada una actividad propia de ellas, mientras que cuando hacen una aportación importante se destaca si son hombres. Como se plantea al inicio de este apartado todas y todos hemos oído hablar de Mozart o Beethoven, pero apenas se conoce la producción y el papel que han desempeñado en la vida de sus familiares mujeres como Fanny Mendelssohn (hermana de Félix), Clara Schumann (mujer de Robert), Alma Malher (mujer de Gustav) o Nanerl Mozart (hermana de Wolfgang Amadeus). Estas cuestiones son, muchas veces, olvidadas por el profesorado a la hora de seleccionar los libros de texto y quien tiene la responsabilidad en las editoriales, mostrando las concepciones y creencias arcaicas de una sociedad patriarcal, dominada por los hombres, que en algunas cuestiones es diferente en nuestros días, estando, por tanto, fuera de contexto. Con los hallazgos de este estudio se obtienen pruebas que resaltan la importancia que tiene el papel femenino dentro de la música y su efecto en la educación de las personas, en la línea que plantea una corriente actual del postmodemismo como es la musicología feminista. Esta rama de la musicología reivindica la figura de las féminas como eje central para evitar la discriminación de las mujeres no sólo como contenido, sino también como objeto. Para llevarlo a cabo, planteamos esta investigación cuya estructura se presenta a continuación: Para iniciar la fundamentación teórica de este trabajo, iniciamos una presentación de aspectos básicos que aportan la aclaración de los conceptos básicos que van a permitir la comprensión del mismo. Se parte de la idea de que la música es potente medio de comunicación, en muchas ocasiones objetivo y en otras subjetivo, otorgándole así una gran importancia como transmisor de ideas, creencias, valores, sentimientos. En primer lugar, se presenta la música como lenguaje, con sus elementos constitutivos, pues es una faceta poco conocida. También describimos lo inmensamente relacionada que está con la palabra, pues, muchos musicólogos coinciden en asignarle un origen común con el lenguaje oral. Como expresa Bernabé Villodre (2012, p. 107), "la música es una manifestación artística, es un medio de expresión de ideas, de emociones, de vivencias de una sociedad. El arte musical combina sus elementos propios de tal forma que acerca al oyente a la cultura del pueblo que la ha producido y a las emociones humanas. Por todo esto, podemos considerarla como una base para el establecimiento del diálogo intercultural, como una herramienta más de trabajo de la ínterculturalidad". La educación artística y, más concretamente la musical, ayuda a una transmisión de creencias, normas. ya que "en la música se enseñan valores y con la música se aprende a elegir valores" (Touriñán y Longueira, 2010, p. 160). Posteriormente, presentamos a la música como una fuente de expresión, e incluso haremos un recorrido cronológico del desarrollo expresivo de los niños y niñas a través de la misma. Además, se explicará con más detenimiento los tres tipos de expresión musical: vocal, instrumental y corporal. "El proceso de creación de la música puede contribuir a la apreciación de la diversidad cultural y al respeto de la libertad de expresión; de ahí, la importancia de la música como medio de comunicación entre culturas y, por extensión, la importancia de la educación por la música. Sin embargo, debe señalarse que no sólo la práctica musical en el ámbito formal puede favorecer la adquisición de la denominada competencia inter cultural" (García, Escarbajal de Haro y Escarbajal Frutos, 2007, p. 26). Posteriormente, se explica cómo el estudio de la música a lo largo de las distintas sociedades ha dado lugar a una ciencia llamada sociología. Se desarrolla una aproximación cronológica de la génesis de esta ciencia, así como de los distintos intelectuales importantes en el desarrollo de la misma. "Partimos de la idea de que la música se ha dotado desde un principio de una carga inherente de sociabilidad, es expresión de la vida interior, expresión de los sentimientos, pero a su vez exige por parte de quienes la escuchan, receptividad y conocimiento del estilo de que se trate, además de conocimiento de la sociedad en la que se crea, ya que cada obra musical es un conjunto de signos, inventados durante la ejecución y dictados por las necesidades del contexto social. Si desligamos a la obra de la sociedad que la creó los signos musicales tendrán sentidos distintos" (Hormigos, 2012, p. 75). En la antigüedad, el sentido musical estaba asociado a actividades colectivas, donde se compartían experiencias y vivencias, es decir, el contacto del individuo con la música se producía en el directo, compartiendo la experiencia musical con otras personas y generándose, de este modo, un verdadero acontecimiento social, sin embargo en la actualidad, es habitual que olvidemos esta dimensión ya que estamos demasiado acostumbrados a escucharla en solitario (Drósser, 2012). A continuación, se presenta el desarrollo cronológico de la función social de la música, desde la prehistoria hasta la actualidad. En este apartado se explica la importancia de la misma en las distintas sociedades y los usos que se hacía o hace de ella. En el desarrollo de este punto se resalta la importancia que tenía la música en la prehistoria hasta Grecia y Roma, pues entonces, tenía un valor formativo y educativo, y como posteriormente se le dio un trato de divertimento o pasatiempo, obviando sus propiedades. "Para descifrar el mensaje que posee toda composición musical es necesario entender su estructura y la forma de la música, estructura y forma que quedan determinadas por las características de la sociedad que las crea, las hereda o las interpreta. Por tanto, el hecho musical debe entenderse como una actividad social" (Hormigos, 2012, p. 76). Además, destaca la importancia del protagonismo femenino a lo largo de la historia, pues como veremos más adelante, las mujeres somos las "grandes olvidadas" en los libros de historia de la música. Green (2001, p. 25) argumenta que "la división del trabajo musical en una esfera pública, en gran medida masculina, y una esfera privada, en gran parte femenina, es un rasgo de la historia de la música occidental, así como de muchas culturas musicales de todo el mundo ". "En la música, el sistema patriarcal no ha sido menos influyente que en otros niveles sociales. La mujeres en la música han estado siempre invisibilizadas y relegadas a un segundo plano. No debemos olvidar que la música está insertada en un determinado modelo de sociedad que la produce, transmitiendo un determinado tipo de cultura, valores e intereses estéticos que siempre han de estar en conexión con el resto de factores que conforman dicha sociedad" (Laborda, 2015, p. 168) En el siguiente apartado se aborda el valor educativo de la música, iniciándolo en los antecedentes históricos y recorriendo cronológicamente las distintas épocas hasta llegar a la ley educativa actual, LOMCE. En este apartado, se desarrolla cómo se entiende la educación actual, así como más específicamente el currículum de música. Como en este trabajo es especialmente relevante el valor educativo de la música, así como de sus aportaciones a la etapa de primaria, se realiza una revisión detallada de los métodos de enseñanza y aprendizaje con fundamentación psicológica, los cuales aseguran que la música contribuye a una formación integral del alumnado, como son los de Suzuki, 1978; Willems, 1984; Kodaly, 1974; Ward, 1964; Orff-Schulwerk, 1969; Martenot, 1993; Paynter, 1999; y Dalcroze, 1998. En la escuela es fundamental tratar, estudiar y formar al alumnado en conocimientos sobre música. Según Alonso, Pereira y Soto (2003) la música es un instrumento educativo para la expresión de valores y sentimientos, ya que a través de la educación musical, el alumnado puede participar en producciones de forma cooperativa, establecer relaciones sociales, trabajo en equipo. Herrera (2007, p. 6), considera que "desde la educación musical podemos elaborar un marco de actuación idóneo para trabajar aspectos como la libertad, autonomía personal, autoestima, honestidad, felicidad, espíritu crítico, igualdad, solidaridad, pluralismo, cooperación, amor, creatividad. ". Una vez contextualizado el marco teórico, en el segundo bloque, se fundamenta y describen los objetivos de este estudio, que pueden resumirse en el título de esta Tesis Doctoral, realizar un análisis de la construcción de la identidad desde una perspectiva de género a través de la educación musical en la etapa de primaria. Para ello, se analizan los libros de texto de música desde una perspectiva de género; se realiza un análisis de los personajes que aparecen en los libros; se describe el rol social que desempeñan hombres y mujeres presentes en los libros de texto utilizados en las clases de música; se detectan y analizan los estereotipos de género que se le enseñan y transmiten al alumnado. Todo ello, con la finalidad de sensibilizar y crear conciencia entre el profesorado y a la administración pública de la presencia de un potente currículum oculto en los libros de texto; descubrir si en los libros de texto y editoriales seleccionadas existen valores racistas, sexistas o de otro tipo de discriminación de las personas de forma explícita y, además, proporcionar unas pautas de análisis que faciliten una mirada crítica, de género, sobre el material que se utiliza en las aulas de Educación Primaria que son los libros de texto. Sobre el material estudiado se ha realizado un análisis de contenido, cuyas categorías son la denominación de los personajes, descripción física, descripción psicológica, acciones que realizan, oficios o profesiones y objetos. Entre las conclusiones extraídas destaca el importante papel que desempeña la música como transmisora de normas, costumbres., en muchas ocasiones estereotipados, así como la influencia que esto produce en el desarrollo de la identidad del alumnado. De esta forma, se demuestra el verdadero valor educativo que tiene la música, más allá del aspecto lúdico, revalorizando su papel en el proceso formativo de los niños y niñas. Para finalizar, se ha incluido un apartado titulado "Limitaciones y posibles nuestras líneas de actuación" en el que se expondrá tanto propuestas de interacción como futuros estudios a realizar en esta línea. Dadas las condiciones de espacio y tiempo, hay cuestiones que no se pueden presentar en este trabajo, pero siento un gran interés para abordarlas en futuros estudios como son tratar las principales aportaciones de la musicología feminista, estudiar y poner de manifiesto en el contexto educativo los nombres de instrumentistas, directoras y compositoras, así como los instrumentos y repertorios considerados masculinos o femeninos. Por ello, hay que recalcar la importancia de una buena selección de los materiales utilizados por parte del profesorado en las clases, pues en la escuela, como agente socializador que es, se transfieren las creencias y valores inmersos en ellos. ; As presentation of this thesis, we want to mention the name of it in the title. By "Beyond Pink or Blue" we wish to express the arbitrariness of cultural patterns that prevail in childhood and spanning the entire life of the people. You might think that this association could have any biological relationship, but as argued Pauletti (2012) no ancestral roots of this color mapping to children. She points out that these colors began to associate sex in the Second World War, since before white for babies was used. The purpose of this tax is to establish guidelines, standards and stereotypes people. This issue would not matter if it did not involve a classification and prioritization. This assignment affects the appearance, the environment and even tastes. And so it is with music. When you think about instruments or orchestras address is extrapolated to men. If question at by the name of a classical composer, virtually everyone may respond as such they are Mozart, Beethoven and Falla. However not mention women, as in other arts. The invisibility of women in this field is so striking that one of the reasons for this thesis is to highlight the mechanisms that are responsible for that mistake. The basic pillars of this work are equality, gender, human rights, music and education. With the findings it aims to analyze and demonstrate how identity is constructed pupils through music education in the primary stage, from a gender perspective. We want to "pay our glasses" to see that discrimination still exists in education. In fact the Organic Law 8/2013, of 9 December, for the improvement of educational quality (LOMCE), states that "the educational level of citizens determines its ability to compete successfully in the field of the international scene and to face the challenges arising in the future ", this means opening the doors to jobs for highly qualified, representing a commitment to economic growth and a better future. For this, the role of scientific and technical matters is highlighted by eliminating mandatory study art education (plastic and music) in Elementary Education, and music in secondary education, a fact that enables a pupil finished his schooling in Spain without having studied this matter. Another reason to start this study is that, as a teacher I am, I share the ideas of the constructivist (Porlan, 1993; Diaz-Aguado y Medrano, 1994; Carter, 2010) in considering that research is a key factor for we draw people and rebuild our knowledge. Clearly it is essential to maintain a research perspective that allows us to know what would be the most appropriate new knowledge to interact in a context of learning and / or training. But the assessment of this discipline has not always been positive, particularly in basic education. Murphey (. 1992, pp 8-9) collects some beliefs of teachers on the use of music in the educational field, such as "Teachers do not take music seriously; They believe it can disturb adjacent classes; students "are desmadran" and control of the class is lost; different musical tastes among students of the same group is a problem . " Santos (1997a) also insists that those opposed to the use of songs in school prejudices persist, as it is considered a waste of time, a distraction from the curriculum to follow, along with a lack of rigor and academic seriousness. Starting from the well-known statement that "education, properly understood, is not just a preparation for life; is, in itself, a permanent and harmonious manifestation of life "(Willems, 1984, pp. 13-14). We propose that this idea should be extended to all artistic study and particularly for music education, appealing, as Willems (1984, pp. 13-14) "to most of the powers of the human being," he says. The development of these skills and qualities in children will depend on the social environments to which they are exposed: the family, school and society in general. In particular, the family is the first environment in which we spent the first years of our lives, and this is precisely where the basis of music education lies. In her social skills that will develop autonomy, because "the way we are being educated can contribute to become more complete and, secondly, to limit their initiatives and aspirations" (Finco, 2010 are acquired, p. 59). Therefore, the family is the first natural form of preparation, passing, through singing and games, music sensitivity. Then there is the school that complements the teaching of values that the learner receives at home, especially when there are deficiencies in the training environment (Garcia, 2005). Even from the "pink and blue clothes and earrings 'adorn' ears girls, are clear indications that the development of gender roles begins very early" (Gomez Bueno, 2001, p. 56). The second agent is school. The school has an important socializing role, transmitter of values, norms, habits of behavior . that facilitate the coexistence between people. It has a number of functions, which could be summarized in three: prepare the subject for their professional future, educate people morally and socially, and give a personal culture. The social environment and public educational institutions, enables a collective education, which encourages the child through different experiences of living with differences in gender, age, ethnicity, religion, among others (Faria and Finco, 2011) . Within the social function that has the school is remarkable "the role of the people involved in it, power relations, use of language, gender stereotypes, teaching strategies and relevance of its contents, and evaluation at school "(Chavez, 2006, p. 18). Imbernon (2002, p. 17) believes that "education alone can not make the necessary changes in societies but can act as a key instrument to promote changes in them." It is in these three environments, where the research work presented as a doctoral thesis, since music is learned from the family moves, as part of the culture of a place, and is experienced in school and society. The purpose of this research is twofold, first assess and demonstrate that music is a powerful transmitter agent of knowledge, not only music, but also of values, customs, beliefs, stereotypes . that influence the development the identity of people. On the other hand, emphasize the important role of music in the educational process of students, since through her abilities, skills . basic life of our students develop. Interest in this issue of the year 2008, since I started in this area with the paper titled "Analysis of the transmission of gender stereotypes in the songbook of Huelva as an educational resource" made to the doctoral program " Education in multicultural society " (2006/08 biennium) . For the development of this work, reference was made to child Songbook province of Huelva, by José Francisco Gallardo and Herminia Garcia Arredondo Perez (1995), researchers and teachers of the Faculty of Education of the Andalusian province. The findings of this investigation were the genesis of this dissertation, because as you will see later in "Final Conclusions" stereotypes are still maintained in the resources used in music classes. In the first steps to deepen this subject, it revealed few studies in our context on this topic. Precisely this was one of the reasons that professionally as a teacher, I generated curiosity and was instrumental in initiating the research study As mentioned above, after a first work of literature search and research the matter, we find that there are studies on the development of identity in childhood as Phinney & Ong, 2007; Smith, 1995 and 2002; Pnevmatikos, Geka and Divane, 2010; and Markus, 2008; At the same time, numerous studies consist of research on transmission of gender stereotypes through different subjects (such as language, mathematics, social sciences, natural, physical education . and even in teacher training that taught) as Marquez Guerrero, 2013 ; Alvarez, 1990; Torre, 2002; Marugán Velasco, 2012; Torres, G., and Arjona, 1988; Scott Martinez, 2012; Marco Lopez, 1991; Lomas, 2004; Lozano Domingo, 1995; Diaz De grenu, 2010; among others. However, when dealing with music education as a transmitter of stereotypes through resources used in music classes, there is little research on the subject. This doctoral thesis aims to demonstrate that the resources used in class, in this case one of the employees, such as textbooks for the subject of music in a particular school, knowledge, habits, beliefs are transferred . In short, existing in a male-centered culture, including prejudice conceptions. It is intended to demonstrate the power of this medium, since education is sound and picture; that is, transmitting what is heard and seen, but in music, more specifically, this relationship is accentuated by their impact on the development of people. In particular we focus on the influence and effects of music education in shaping gender identity and specifically in the transmission of the stereotypes that are disclosed in music textbooks. To do this, we have chosen a school Huelva, CEIP Aurora Moreno, located in the town Gibraleón (Huelva). The approach of this work in the study of text books is because (unfortunately) in education in general, and music in particular, is the most widespread when it comes to teach the classes, greatly limiting the activities, tasks and exercises resource because "everything is planned" by publishers, offering up the standard replies that each student or student should give, and not only that, but the images and texts that contain, are encased in some beliefs, values, thoughts, attitudes . that they are slowly influencing the identity of our children. This educational power in the construction of gender, has it even in music today, as behavior patterns that are assumed to be normal and, even today, not at issue are represented. We can make an example of this the song entitled "Woman Vase" Her dances alone. Educational phenomena are not purely technical. They are, rather, moral and political. The educational activity is imbued with moral content. Our responsibility as professionals of the educational process-in policy, management, teaching . - is to have an external democratic control of the actions undertaken and also an internal control born of the demands and needs of the protagonists (Kelley and Beauchesne, 2001) . Therefore, "we can not ignore or neglect that schools are highly involved in education, regulation, control and correction of sexual expression and gender of children, and that these practices are inseparable from the simultaneous production of systems and hierarchies legitimizing and authorizing situations of exclusion, marginalization, subordination and violence between sexual identities and gender, which has a political significance impossible to ignore, it is urgent to advance the inclusion and discussion of the issue in the training of and education professionals "(Quaresma da Silva Sarmento Fanfa & Fossatti, 2012, p. 17). Gender stereotypes shown on many occasions in textbooks, popular and traditional songs, video games . pigeonhole women in "perfect housewives and wives", kind, gentle, fragile and ultimately without free will or identity or autonomy, always dependent on a man to feel fulfilled. All this belongs to the so-called hidden curriculum education. You can set the hidden curriculum as a set of rules, customs, beliefs, languages and symbols that appear in the structure and functioning of an institution, constituting a source of learning for all people within the organization (Santos Guerra, 2002 ). The lessons derived from hidden curriculum not only affect the students but also teachers. From the meanings hidden curriculum through the practices carried out, the speeches that are used, the texts read (Santos, 2002) are treated. Androcentrism has very powerful actions and, more specifically in the musical field, have tried to devalue everything that women do. These actions added to the invisibility of women in music, helps develop this secondary role of them in this area of knowledge. On the one hand it is achieved underestimate music by women because it has no value or importance and is therefore considered an activity for them, whereas when they make an important contribution stands out if they are men. As discussed earlier in this section each and everyone has heard of Mozart or Beethoven, but little production and the role they have played in the lives of their female relatives as Fanny Mendelssohn (sister of Felix), Clara Schumann is known ( wife of Robert), Alma Mahler (Gustav woman) or Nanerl Mozart (sister of Wolfgang Amadeus). These issues are often neglected by teachers when selecting textbooks and who is responsible for the editorial, showing the archaic conceptions and beliefs of a patriarchal society dominated by men, that on some issues is different nowadays, being thus out of context. With the findings of this study tests that highlight the importance of women's role in music and its effect on the education of persons, in line it posed a current stream of postmodernism and feminist musicology is obtained. This branch of musicology claimed the figure of the women as central to prevent discrimination against women not only as content but also as an object. To carry out this research propose the structure is as follows: To start the theoretical foundation of this work, we began a presentation of basics that provide clarification of the basic concepts that will allow the understanding of it. It starts from the idea that music is powerful means of communication, in many goal chances and other subjective, thus giving great importance as a transmitter of ideas, beliefs, values, feelings . First, music is presented as a language with its constituents, as it is a little-known facet. We also describe how immensely related one with the word, then, many musicologists agree to assign a common origin with the spoken language. As expressed Barnabas Villodre (2012, p. 107), "Music is an art form, it is a means of expressing ideas, emotions, experiences of a society. The musical art combines elements so that the listener about the culture of the people that has already produced human emotions. For all this, we can consider it as a basis for establishing intercultural dialogue as a working tool of multiculturalism ". Arts education and, more specifically musical, helps transmission of beliefs, rules . and that "values are taught music and music learn to choose values" (Tourinan and Longueira, 2010, p. 160). Subsequently, we present the music as a source of expression, including making a chronological development of the expressive children through it. Also, it is explained in more detail the three types of musical expression: vocal and instrumental body. "The process of creating music can contribute to the appreciation of cultural diversity and respect for freedom of expression; hence the importance of music as a means of communication between cultures and, by extension, the importance of education for music. However, it should be noted that not only the musical practice in the formal scope may favor the acquisition of the so-called intercultural competence "(Garcia de Haro and Escarbajal Escarbajal Frutos, 2007, p. 26). Later, he explained how the study of music along the various companies has led to a science called sociology. A chronological approach to the genesis of this science develops, as well as other leading intellectuals in developing it. "We start from the idea that music has provided from the beginning of an inherent burden of sociability, it is an expression of the inner life, expression of feelings, but in turn requires from those who listen, responsiveness and knowledge of style which, in addition to knowledge of the society in which you create concerned, as each musical work is a set of signs invented during implementation and dictated by the needs of the social context. If we disclaim the work of the society that created the musical signs have different meanings "(Hormigos, 2012, p. 75) In ancient times, the musical sense was associated with group activities where life experiences are shared, that is, the individual's contact with music was produced in the direct sharing music experience with others and generating, in this way, a real social event, but today, it is common to forget this dimension as we are too used to listen alone (Drosser, 2012). Then the chronological development of the social function of music, from prehistory to the present day is presented. In this section the importance of the same in different societies and the uses made of it does or says. In developing this point how important it was the prehistoric music to Greece and Rome, since then, had a formative and educational value, and subsequently was given as a deal of amusement or pastime, ignoring its properties it is highlighted. "To decrypt the message that has all musical composition is necessary to understand its structure and form of music, structure and form are determined by the characteristics of the society that created, inherited or interpreted. Therefore, the musical should be viewed as a social activity "(Hormigos, 2012, p. 76). It also highlights the importance of women's role throughout history, because as we shall see, women are the "forgotten ones" in the history books of music. Green (2001, p. 25) argues that "the division of the musical work in a public sphere, in large measure men and a private sphere, largely female, is a feature of the history of Western music, as well as many musical cultures around the world. " "In music, the patriarchal system has not been less influential than in other social levels. The women in music have always been invisible and relegated to the background. We must not forget that music is inserted in a particular model of society that produces it, conveying a certain type of culture, values and aesthetic interest must always be connected with the other factors that make that society "(Laborda, 2015 , p. 168) In the next section the educational value of music, starting it on the historical background and chronologically through the different times to reach the current education law, LOMCE addressed. This section develops understand how the current education and more specifically the music curriculum. As this work is especially relevant educational value of music as well as their contributions to the primary stage, a detailed review of the methods of teaching and learning is done with psychological foundation, which ensures that music contributes to a comprehensive training of students, such as Suzuki, 1978; Willems, 1984; Kodaly, 1974; Ward, 1964; Orff -Schulwerk, 1969; Martenot, 1993; Paynter, 1999; and Dalcroze, 1998. In school is essential to address, study and train students in knowledge about music. According to Alonso, Pereira and Soto (2003) music is an educational tool for the expression of values and feelings, and that through music education, students can participate in cooperative productions, social relationships, teamwork. . Herrera (2007, p. 6), believes that "from the musical education we can develop a framework for suitable action to work on aspects such as freedom, personal autonomy, self-esteem, honesty, happiness, critical thinking, equality, solidarity, pluralism, cooperation, love, creativity . " Once contextualized the theoretical framework, in the second block, is based and describe the objectives of this study can be summarized in the title of this thesis, an analysis of the construction of identity from a gender perspective through music education in the primary stage. To do this, the music textbooks are analyzed from a gender perspective; an analysis of the characters in the books is done; the social role played by men and women on the textbooks used in music classes described; They are detected and analyzed gender stereotypes that teach and transmit to students. All this, in order to sensitize and raise awareness among teachers and public administration of the presence of a powerful hidden curriculum in the textbooks; discover whether there are racist, sexist or other discrimination against people explicitly values in selected textbooks and publishers and also provide guidelines to facilitate analysis a critical, gender, about the material used in classrooms of primary education are textbooks. On the studied material it has conducted a content analysis, whose categories are the names of the characters, physical description, psychological description, actions performed, trades or professions and objects. Among the conclusions drawn stresses the important role of music as a transmitter of norms, customs . in many stereotyped occasions as well as the influence it has on the development of the identity of the students. Thus, the real educational value of music, beyond the recreational aspect, reassessing its role in the learning process of children is demonstrated. Finally , we have included a section entitled " Limitations and our possible courses of action " in which both proposals as future interaction studies performed on this line will be exposed. Given the conditions of space and time , there are issues that can not be presented in this work , but I feel great interest to address in future studies as they are treating the main contributions of feminist musicology, studying and highlighting the educational context names of musicians , directors and composers , as well as instruments and repertoires considered masculine or feminine. Therefore, we must stress the importance of a good selection of materials used by teachers in the classroom , because in school as a socializing agent that is , beliefs and values embedded in them are transferred .

This book offers a contrastive, corpus-illustrated study of modal adverbs in English and Polish. It adopts a functional perspective on modal adverbs, and focuses on their interpersonal, textual and rhetorical functions in the two languages. The items under analysis (e.g. certainly, probably, evidently, clearly) are categorised differently in Anglophone and Polish linguistics, which is why this book also provides some insights into the treatment of modality and modal adverbs in English and Polish studies, thus contributing to the discussion of the ways in which such concepts as modal adverb, modal particle and discourse marker are understood across different languages and different linguistic traditions. It draws its examples from two monolingual corpora (the British National Corpus and the National Corpus of Polish), and the English-Polish parallel corpus Paralela. ; This project is financed from the grant received from the Polish Ministry of Science and Higher Education under the Regional Initiative of Excellence programme for the years 2019-2022; project number 009/RID/2018/19, the amount of funding: PLN 10 947.15. It has also received financial support from the Polish Ministry of Science and Higher Education under subsidy for maintaining the research potential of the Faculty of Philology, University of Białystok. ; a.rozumko@uwb.edu.pl ; Agata Rozumko is an Assistant Professor of English and English-Polish Contrastive Linguistics in the Institute of Modern Languages at the University of Bialystok. Her research interests are in the areas of epistemic modality (modality in academic discourse, native and non-native uses of epistemic markers in English), evidentiality, and intercultural pragmatics. ; Uniwersytet w Białymstoku ; Adamska, Irmina. 2004. "Oczywiście 'of course' and rzeczywiście 'indeed' – two different types of evidential markers in Polish: a relevance-theoretical account". In: Henryk Kardela, William J. Sullivan and Adam Głaz (eds.). Perspectives on Language. Lublin: Wydawnictwo M. Curie-Skłodowskiej, 9–21. ; Ädel, Annelie. 2010. Just to give you kind of a map of where we are going: A taxonomy of meta discourse in spoken and written academic English. Nordic Journal of English Studies 9(2): 69–97. ; Ädel, Annelie. 2014. "What I want you to remember is." Audience orientation in monologic academic discourse. In: Lieselotte Brems, Lobke Ghesquière and Freek Van de Velde (eds.). Intersubjectivity and Intersubjectification in Grammar and Discourse. Theoretical and Descriptive Advances. Amsterdam/Philadelphia: John Benjamins, 101–127. ; Aijmer, Karin. 1997. "I think – an English modal particle". In: Toril Swan and Olaf Jansen Westvik (eds.). Modality in Germanic Languages. Berlin: Mouton de Gruyter, 1–47. ; Aijmer, Karin. 2002. English Discourse Particles. Evidence from a Corpus. Amsterdam/Philadelphia: John Benjamins. ; Aijmer, Karin. 2007a. "The interface between discourse and grammar: The fact is that". In: Agnès Celle and Ruth Huart (eds.). Connectives as Discourse Landmarks. Amsterdam/Philadelphia: John Benjamins, 31–46. ; Aijmer, Karin. 2007b. "Modal adverbs as discourse markers. A bilingual approach to the study of indeed." In: Jochen Rehbein, Christiane Hohenstein and Lukas Pietsch (eds.). Connectivity in Grammar and Discourse. Amsterdam/Philadelphia: John Benjamins. ; Aijmer, Karin. 2009. "Does English have modal particles?" In: Andrew Kehoe and Antoinette Renouf (eds.). Corpus Linguistics: Refinements and Reassessments. New York/Amsterdam: Rodopi, 111–130. ; Aijmer, Karin. 2013. "Analyzing modal adverbs as modal particles and discourse markers". In: Liesbeth Degand, Bert Cornillie and Paola Pietrandrea (eds.). Discourse Markers and Modal Particles. Categorization and Description. Amsterdam/Philadelphia: John Benjamins, 89–106. ; Aijmer, Karin. 2016. "Modality and mood in functional linguistic approaches". In: Jan Nuyts and Johan van der Auwera (eds.). The Oxford Handbook of Modality and Mood. Oxford: Oxford University Press, 495–513. ; Aijmer, Karin, Bengt Altenberg and Mats Johansson. 1996. "Text-based contrastive studies in English. Presentation of a Project". In: Karin Aijmer, Benght Altenberg and Mats Johansson (eds.). Languages in Contrast. Papers from a Symposium on Text based Cross-linguistic Studies in Lund, 4-5 March 1994. Lund: Lund University Press, 73–85. ; Aijmer, Karin and Anne-Marie Simon-Vandenbergen. 2004. A model and a methodology for the study of pragmatic markers: the semantic field of expectation. Journal of Pragmatics 36 (10): 1781–1805. ; Aijmer, Karin and Anne-Marie Simon-Vandenbergen (eds). 2006. Pragmatic Markers in Contrast. Oxford: Elsevier. ; Aijmer, Karin and Anne-Marie Simon-Vandenbergen. 2009. "Discourse markers". In: Handbook of Pragmatics online. John Benjamins. ; Aikhenvald, AlexandraY. 2003. "Evidentiality in typological perspective". In: Alexandra Y. Aikhenvald and R.M.W. Dixon (eds.). Studies in Evidentiality. Amsterdam/Philadelphia: John Benjamins, 1–31. ; Aikhenvald, Alexandra Y. 2004. Evidentiality. Oxford: Oxford University Press. ; Aikhenvald, Alexandra Y. 2006. "Evidentiality in grammar". In: Keith Brown (ed.). Encyclopedia of Language and Linguistics. Oxford: Elsevier, 320–325. ; Aikhenvald, Alexandra Y. 2007. Information source and evidentiality: what can we conclude? Italian Journal of Linguistics 19: 209–227. ; Aikhenvald, Alexandra Y. 2018. "Evidentiality. The framework". In: Alexandra Y. Aikhenvald (ed.). The Oxford Handbook of Evidentiality. Oxford: Oxford University Press, 1–36. ; Alonso-Almeida, Francisco. 2015. On the mitigating function of modality and evidentiality. Evidence from English and Spanish medical research papers. Intercultural Pragmatics 12 (1): 33–57. ; AnderBois, Scott. 2014. On the exceptional status of reportative evidentials. Proceedings of SALT 24: 234–254. ; Andersen, Gisle. 2000. Pragmatic Markers and Sociolinguistic Variation. Amsterdam/Philadelphia: John Benjamins. ; Anderson, Lloyd B. 1986. "Evidentials, paths of change, and mental maps: Typologically regular asymmetries". In: Wallace Chafe and Johanna Nichols (eds.). Evidentiality: The Linguistic Coding of Epistemology. Norwook, NJ: Ablex, 273-312. ; Angermüller, Johannes. 2013. "Discourse analysis in Europe". In: Bonnafous Simone and Malika Temmar (eds.). Discourse Analysis and Human and Social Sciences. Bern: Peter Lang, 9–24. ; Antaki, Charles and Margaret Wetherell. 1999. Show concessions. Discourse Studies 1(1): 7–27. ; Auer, Peter. 1996. The pre-front field in spoken German and its relevance as a grammaticalization position. Pragmatics 6 (3): 295–322. ; Bakhtin, Mikhail M. (1981 [1935]). The Dialogic Imagination: Four Essays. Edited by M. Holquist, translated by C. Emerson and M. Holquist. Austin: University of Texas Press. ; Bally, Charles. (1965 [1932]). Linguistique générale et linguistique française (4th edn). Berne: Francke. ; Bańko, Mirosław. 2012. Wykłady z polskiej fleksji. Warszawa: PWN. ; Barron, Anne and Klaus P. Schneider. 2014. "Discourse pragmatics: signposting a vast field". In: Anne Barron and Klaus P. Schneider (eds.). Pragmatics of Discourse. Berlin: De Gruyter Mouton, 1–33. ; Bartmiński, Jerzy and Stanisława Niebrzegowska-Bartmińska. 2012. Tekstologia. Warszawa: Wydawnictwo Naukowe PWN. ; Beeching, Kate. 2002. Gender, Politeness and Pragmatic Particles in French. Amsterdam/Philadelphia: John Benjamins. ; Beeching, Kate. 2012. "Semantic change. Evidence from false friends". In: Peters Lauwers, Gudrun Vanderbauwhede and Stijn Verleyen (eds.). Pragmatic Markers and Pragmaticalization. Lessons from False Friends. Amsterdam/Philadelphia: John Benjamins, 11–36. ; Bellert, Irena. 1971. Niektóre postawy modalne w interpretacji semantycznej wypowiedzeń. Sesja Naukowa Międzynarodowej Komisji Budowy Gramatycznej Języków Słowiańskich w Krakowie w dniach 3-5 grudnia 1969 roku, Prace Komisji Słowianoznawstwa 23: 155–169. ; Bellert, Irena. 1977. On semantic and distributional properties of sentential adverbs. Linguistic Inquiry 8: 337–351. ; Benveniste, Émile. 1966. Problèmes de Linguistique Générale. Paris: Gallimard. ; Biber, Douglas and Edward Finegan. 1988. Adverbial stance types in English. Discourse Processes 11(1): 1–34. ; Biber, Douglas and Edward Finegan. 1989. Styles of stance in English: Lexical and grammatical marking of evidentiality and affect. Text 9 (1): 93–124. ; Biber, Douglass, Stig Johansson, Geoffrey Leech, Susan Conrad and Edward Finegan. 1999. Longman Grammar of Spoken and Written English. Harlow: Longman. ; Birecka, Karolina. 2005. "Analiza wybranych czasowników nakazu". http://www.sknj.ifp.uni.wroc.pl/publikacje/b01.pdf. ; Bogusławski, Andrzej. 1971. O tzw. modalności zdaniowej. Sesja Naukowa Międzynarodowej Komisji Budowy Gramatycznej Języków Słowiańskich w Krakowie w dniach 3-5 grudnia 1969 roku, Prace Komisji Słowianoznawstwa 23: 123–128. ; Bogusławski, Andrzej. 1977. Z problematyki wyrażeń epistemicznych. Sprawozdania Towarzystwa Naukowego w Toruniu 29: 63–65. ; Bogusławski, Andrzej. 2003. "Może i być może". In: Jadwiga Linde-Usiekniewicz and Romuald Huszcza (eds.). Prace językoznawcze dedykowane Profesor Jadwidze Sambor. Warszawa: Wydawnictwo Wydziału Polonistyki UW, 11–43. ; Bogusławski, Andrzej and Jan Wawrzyńczyk. 1993. Polszczyzna jaką znamy (Nowa sonda słownikowa). Warszawa: Wydawnictwa Uniwersytetu Warszawskiego. ; Bonami, Olivier and Danièle Godard. 2008. "Lexical semantics and pragmatics of evaluative adverbs". In: Louise Mc Nally and Christopher Kennedy (eds.). Adjectives and Adverbs: Syntax, Semantics, and Discourse. Oxford: Oxford University Press, 274–304. ; Boniecka, Barbara. 1976. O pojęciu modalności (przegląd problemów badawczych). Język Polski 56 (2): 99–110. ; Boniecka, Barbara. 1998. "Tekst potoczny a dyskurs". In: Jerzy Bartmiński and Barbara Boniecka (eds.). Tekst. Problemy teoretyczne. Lublin: Wydawnictwo Uniwersytetu Marii Skłodowskiej-Curie, 45–62. ; Boniecka, Barbara. 1999. Wykład o modalności. Annales UMCS Sectio FF Vol. XVII: 7–29. ; Boryś, Wiesław. 2006. Słownik etymologiczny języka polskiego. Kraków: Wydawnictwo Literackie. ; Boye, Kasper. 2012. Epistemic Meaning. A Crosslinguistic and Functional-Cognitive Study. Berlin/New York: De Gruyter Mouton. ; Boye, Kasper. 2018. "Evidentiality: The notion and the term". In: Alexandra Y. Aikhenvald (ed.). The Oxford Handbook of Evidentiality. Oxford: Oxford University Press, 261–272. ; Boye, Kasper and Peter Harder. 2013. "Grammaticalization and pragmatics". In: Handbook of Pragmatics online. John Benjamins. DOI:10.1075./hop.17.gra1. ; Bralczyk, Jerzy. 1978. O leksykalnych wyznacznikach prawdziwościowej oceny sądów. Katowice: Uniwersytet Śląski. ; Bréal, Michel. 1897. Essai de sémantique. Paris: Hachette (Eng. trans. Semantics: Studies in the Science of Meaning. New York: Dover. 1965). ; Breban, Tine. 2006. "Grammaticalization and subjectification of the English adjectives of general comparison". In: Angelika Athanasiadou, Costas Canakis and Bert Cornillie (eds.). Subjectification: Various Paths to Subjectivity. Berlin/New York: Mouton de Gruyter, 241–278. ; Brinton, Laurel J. 1996. Pragmatic Markers in English: Grammaticalization and Discourse Functions. Berlin: Mouton de Gruyter. ; Brinton, Laurel J. 2008. The Comment Clause in English: Syntactic Origins and Pragmatic Development. Cambridge: Cambridge University Press. ; Bromhead, Helen. 2009. The Reign of Truth and Faith. Epistemic Expressions in 16th and 17th Century English. Berlin: Mouton de Gruyter. ; Brown, Penelope and Stephen C. Levinson. 1987. Politeness. Some Universals in Language Usage. Cambridge: Cambridge University Press. ; Bulygina T. V. and A. D. Šmelev. 1993. "Kommunikativnaja modal'nost': konstatacija vozmožnosti, gipotezy i kvazi-soobšcenija". In: Giusti F. Fici and S. Signorini (eds.). Kategorija skazuemogo v slavjanskich jazykach: modal'most' i aktualizacja. Akty meždunarodnoj konferencii Certosa di Pontignano 26-29.03.1992. München. ; Bulygina T. V. and A. D. Šmelev. 1997. Jazykovaja konceptualizacija mira (na materiale russkoj grammatiki). Moscow. ; Buttler, Danuta. 1978. Rozwój semantyczny wyrazów polskich. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego. ; Bybee, Joan L. and William Pagliuca. 1985. "Cross-linguistic comparison and the development of grammatical meaning". In: Jacek Fisiak (ed.). Historical Semantics and Historical Word-formation. Berlin: Mouton, 59–84. ; Bybee, Joan L., Revere Perkins and William Pagliuca. 1994. The Evolution of Grammar. Chicago: University of Chicago Press. ; Bybee, Joan and Suzanne Fleischman. 1995. "Modality in grammar and discourse. An introductory essay". In: Joan Bybee and Suzanne Fleischman (eds.). Modality in Grammar and Discourse. Amsterdam/Philadelphia: John Benjamins, 1–14. ; Byloo, Pieter, Richard Kastein and Jan Nuyts. 2007. "On certainly and zeker". In: Mike Hannay and Gerard J. Steen (eds.). Structural-functional Studies in English Grammar. Amsterdam/Philadelphia: John Benjamins, 35–57. ; Celle, Agnès. 2009. "Hearsay adverbs and modality". In: Raphael Salkie, Pierre Busuttil and Johan der Auwera (eds.). Modality in English: Theory and Description. Berlin/New York: Mouton de Gruyter, 269–293. ; Celle, Agnès. 2011. "The intersubjective function of modal adverbs. A contrastive English-French study of adverbs in journalistic discourse". In: Karin Aijmer (ed.). Contrastive Pragmatics. Amsterdam/Philadelphia: John Benjamins, 23–36. ; Chafe, Wallace L. 1986. "Evidentiality in English conversation and academic writing". In: Wallace L. Chafe and Johanna Nichols (eds.). Evidentiality: The Linguistic Coding of Epistemology. Norwook, NJ: Ablex, 261–272. ; Coates, Jennifer. 1983. The Semantics of the Modal Auxiliaries. London/Canberra: Croom Helm. ; Coates, Jennifer. 1990. Modal meaning: The semantics-pragmatics interface. Journal of Semantics 7: 53–63. ; Coates, Jennifer. 1995. "The expression of root and epistemic possibility in English": In: Joan Bybee and Suzanne Fleischman (eds.). Modality in Grammar and Discourse. Amsterdam/Philadelphia: John Benjamins, 56–66. ; Cornillie, Bert. 2007. On the continuum between lexical and grammatical evidentiality. Evidence from Spanish. Italian Journal of Linguistics 19 (1): 108–129. ; Cornillie, Bert. 2009. Evidentiality and epistemic modality: on the close relationship of two different categories. Functions of Language 16 (1): 44–32. ; Cornillie, Bert. 2010. "An interactional approach to epistemic and evidential adverbs in Spanish conversation". In: Gabriele Diewald and Elena Smirnova (eds.). Linguistic Realization of Evidentiality in European Languages. Berlin/New York: Mouton de Gruyter, 309–330. ; Cornillie, Bert. 2018. On speaker commitment and speaker involvement. Evidence from evidentials in Spanish talk-in-interaction. Journal of Pragmatics 128: 161–170. ; Cornillie, Bert and Paola Pietrandrea. 2012. Modality at work. Cognitive, interactional and textual functions of modal markers. Journal of Pragmatics 44 (15): 2109–2115. ; Cornillie, Bert and Pedro Gras. 2015. On the interactional dimension of evidentials: The case of the Spanish evidential discourse markers. Discourse Studies 17(2): 141–161. ; Cribb, Michael. 2012. Semantic and pragmatic miscues in non-native spoken extended discourse. Journal of Pragmatics 44: 71–82. ; Culioli, Antoine. 1995. Cognition and Representation in Linguistic Theory. Amsterdam: John Benjamins. ; Cyran, Władysław. 1967. Przysłówki polskie. Budowa słowotwórcza. Łódź: Łódzkie Towarzystwo Naukowe. ; Danielewiczowa, Magdalena. 2002. Wiedza i niewiedza. Studium polskich czasowników epistemicznych. Warszawa: Katedra Lingwistyki Formalnej Uniwersytetu Warszawskiego. ; Danielewiczowa, Magdalena. 2008a. Opis przysłówków epistemicznych jako wyzwanie teoretyczne. Prace Filologiczne vol. LIV. Seria Językoznawcza: 47–62. ; Danielewiczowa, Magdalena. 2008b. Jak nie należy opisywać przysłówków epistemicznych? Wiener Slawitischer Almanach 72. Lexikalishe Evidenzialitäts-Marker in slavischen Sprachen: 109–128. ; Danielewiczowa, Magdalena. 2009. Ewentualnie jako semantyczny równoważnik pewnego warunku, ewentualnie pewnej alternatywy. Linguistica Copernicana 1(1): 77–92. ; Danielewiczowa, Magdalena. 2012. W głąb specjalizacji znaczeń. Przysłówkowe metapredykaty atestacyjne. Warszawa: Katedra Lingwistyki Formalnej Uniwersytetu Warszawskiego. ; Davies, Norman. 2005. God's Playground. A History of Poland. Vol. II. 1795 to the Present. Revised edition. Oxford: Oxford University Press. ; Déchaine, Rose-Marie, Clare Cook, Jeffrey Muehlbauer and Ryan Waldie. 2017. (De‑) constructing evidentiality. Lingua 186-187: 21–54. ; Degand, Liesbeth, Bert Cornillie and Paola Pietrandrea (eds.). 2013a. Discourse Markers and Modal Particles. Categorization and Description. Amsterdam/Philadelphia: John Benjamins. ; Degand, Liesbeth, Bert Cornillie and Paola Pietrandrea. 2013b. "Modal particles and discourse markers: Two sides of the same coin?" In: Liesbeth Degand, Bert Cornillie and Paola Pietrandrea (eds.). Discourse Markers and Modal Particles. Categorization and Description. Amsterdam/Philadelphia: John Benjamins, 1–18. ; De Haan, Ferdinand. 1998. The Category of Evidentiality. Unpublished ms., University of New Mexico. ; De Haan, Ferdinand. 1999. Evidentiality and epistemic modality: Setting boundaries. Southwest Journal of Linguistics 18: 83–101. ; Delancey, Scott. 2001. "The mirative and evidentiality". In: Patrick Dendale and Liliane Tasmowski (eds.). Evidentiality. Special Issue of Journal of Pragmatics 33: 369–382. ; De Smet, Hendrik and Jean-Christophe Verstraete. 2006. Coming to terms with subjectivity. Cognitive Linguistics 17: 365–392. ; Diewald, Gabriele. 2006. "Discourse particles and modal particles as grammatical elements." In: Kerstin Fischer (ed.). Approaches to Discourse Particles. Amsterdam: Elsevier, 403–425. ; Diewald, Gabriele. 2011. Pragmaticalization (defined) as grammaticalization of discourse functions. Linguistics 49(2): 365–390. ; Diewald, Gabriele. 2013. "'Same same but different' – Modal particles, discourse markers and the art (and purpose) of categorization". In: Liesbeth Degand, Bert Cornillie and Paola Pietrandrea (eds.). Discourse Markers and Modal Particles. Categorization and Description. Amsterdam/Philadelphia: John Benjamins, 19–45. ; Diewald, Gabriele and Elena Smirnova. 2010a. "Introduction. Evidentiality in European languages: the lexicogrammatical distinction". In: Gabriele Diewald and Elena Smirnova (eds.). Linguistic Realization of Evidentiality in European Languages. Berlin/New York: Mouton de Gruyter, 1–14. ; Diewald, Gabriele and Elena Smirnova. 2010b (eds.). Linguistic Realization of Evidentiality in European Languages. Berlin/New York: Mouton de Gruyter. ; Dostie, Gaétane. 2004. Pragmaticalisation et marqueurs discursifs. Analyse sémantique et traitement lexicographique. Bruxelles: De Boeck and Larcier, Editions Ducoulot. ; Downing, Angela. 2001. Surely you knew! Surely as a marker of evidentiality and stance. Functions of Language 8: 251–282. ; Downing, Angela. 2006. "The English pragmatic marker surely and its functional counterparts in Spanish". In: Karin Aijmer and Anne-Marie Simon-Vandenbergen (eds.). Pragmatic Markers in Contrast. Oxford: Elsevier, 39–58. ; Downing, Angela. 2009a. "From manner adverb to stance marker. Surely, (inter)subjectivity and English cultural norms". In: Rhonwen Bowen, Mats Mobärg and Söve Ohlander (eds.). Corpora and Discourse – and Stuff: Papers in Honour of Karin Aijmer. Göteborg: University of Göteborg, 13–22. ; Downing, Angela. 2009b. Surely as a marker of dominance and entitlement in the crime fiction of P.D. James. Brno Studies in English 35: 79–92. ; Downing, Angela and Philip Locke. 2006. English Grammar. A University Course (2nd edn) [first published 1992]. London/New York: Routledge. ; Duszak, Anna. 1997. "Cross-cultural academic communication: a discourse-community view". In: Anna Duszak (ed.). Culture and Styles of Academic Discourse. Berlin/New York: Mouton de Gruyter, 11–39. ; Duszak, Anna. 1998. Tekst, dyskurs, komunikacja językowa. Warszawa: Wydawnictwo Naukowe PWN. ; Duszak, Anna and Grzegorz Kowalski. 2013. Systemowo-funkcjonalna analiza dyskursu. Kraków: Universitas. ; Dyvik, Helge. 1998. "A translational basis for semantics." In: Stig Johansson and Signe Oksefjell (eds.). Corpora and Cross-linguistic Research: Theory, Method and Case Studies. Amsterdam: Rodopi, 51–86. ; Dyvik, Helge. 2004. "Translations as semantic mirrors: from parallel corpus to wordnet". In: Karin Aijmer and Bengt Altenberg (eds.). Advances in Corpus Linguistics. Papers from the 23rd International Conference on English Language Research on Computerized Corpora. Amsterdam: Rodopi, 311–326. ; Erman, Britt and Ulla-Britt Kotsinas. 1993. Pragmaticalization: The case of ba' and you know. Studier i modern språkvetenskap 10: 76–93. ; Ernst, Thomas. 2009. Speaker-oriented adverbs. Natural and Linguistic Theory 27 (3): 497–544. ; Facchinetti, Roberta. 2009. "Subjectivity, (non-)subjectivity and intersubjectivity". In: Anastasios Tsangalidis and Roberta Facchinetti (eds.). Studies on English Modality in Honour of Frank Palmer. Bern: Peter Lang, 53–68. ; Faller, Martina. 2002. Semantics and Pragmatics of Evidentials in Cuzco Quechua. PhD dissertation. Department of Linguistics. Stanford University, at: http://personalpages.manchester.ac.uk/staff/martina.t.faller/documents/thesis-a4.pdf. ; Faller, Martina. 2017. Reportative evidentials and modal subordination. Lingua 186-187: 55–67. ; Finegan, Edward. 1995. "Subjectivity and subjectivisation: An introduction". In: Dieter Stein and Susan Wright (eds.). Subjectivity and Subjectivisation in Language. Cambridge: Cambridge University Press, 1–15. ; Fischer, Kerstin. 2000. From Cognitive Semantics to Lexical Pragmatics. The Functional Polysemy of Discourse Particles. Berlin: Mouton de Gruyter. ; Fischer, Kerstin (ed.). 2006a. Approaches to Discourse Particles. Amsterdam: Elsevier. ; Fischer, Kerstin. 2006b. "Towards an understanding of the spectrum of approaches to discourse particles: introduction to the volume". In: Kerstin Fischer (ed.). Approaches to Discourse Particles. Amsterdam: Elsevier, 1–20. ; Fischer, Kerstin. 2014. "Discourse markers". In: Klaus P. Schneider and Anne Barron (eds.). Pragmatics of Discourse. Berlin/Boston: De Gruyter Mouton, 271–294. ; Fisiak, Jacek, Maria Lipińska-Grzegorek and Tadeusz Zabrocki. 1978. An Introductory English-Polish Contrastive Grammar. Warszawa: Państwowe Wydawnictwo Naukowe. ; Foolen, Ad. 1996. "Pragmatic particles". In: Handbook of Pragmatics online. John Benjamins. DOI:10.1075/hop2.pra3. ; Fox, Barbara A. 2001. Evidentiality: Authority, responsibility, and entitlement in English conversation. Journal of Linguistic Anthropology 11(2): 167–192. ; Fraser, Bruce. 1990. An approach to discourse markers. Journal of Pragmatics 14: 383–95. ; Fraser, Bruce. 1996. Pragmatic markers. Pragmatics 6 (2):167–190. ; Fraser, Bruce. 1999. What are discourse markers? Journal of Pragmatics 31: 931–952. ; Fryer, Daniel Lees. 2013. "Exploring the dialogism of academic discourse: Heteroglossic engagement in medical research articles". In: Gisle Andersen and Kristin Bech (eds.). English Corpus Linguistics: Variation in Time, Space and Genre. Amsterdam/New York: Rodopi, 183–207. ; Gerhardt, Julie. 1985. On the use of will and gonna. Toward a description of activity types for child language. Discourse Processes 8: 143–75. ; Gerhardt, Julie. 1990. The relation of language to content in children's speech. The role of hafta statements in structuring 3-year-olds' discourse. IPrA Papers in Pragmatics 4 (1/2): 1–57. ; Gil-Salom, Luz and Carmen Soler-Monreal. 2009. Interacting with the reader: Politeness strategies in engineering research article discussions. International Journal of English Studies. Special Issue: 175–189. ; Głowiński, Michał. 1988. "Dyskurs". In: Janusz Sławiński (ed.). Słownik terminów literackich. Wrocław: Ossolineum. ; Goffman, Erving. 1972 [1955]. "On face-work: an analysis of ritual elements in social interaction". In: John Laver and Sandy Hutcheson (eds.). Communication in Face to Face Interaction: Selected Rreadings. Harmondsworth: Penguin, 319–346. ; Grabias, Stanisław. 1994. Język w zachowaniach społecznych. Lublin: Wydawnictwo UMCS. ; Greenbaum, Sidney. 1969. Studies in English Adverbial Usage. London: Longman. ; Grochowski, Maciej. 1984. Program metodologiczny opisu partykuł. Sborník Prací Filosofické Fakulty Brněnské University A 32: 77–88. ; Grochowski, Maciej. 1986a. Polskie partykuły. Składnia, semantyka, leksykografia. Wrocław: Ossolineum. ; Grochowski, Maciej. 1986b. On the syntactic properties of particles (with special reference to Polish). International Journal of Slavic Linguistics and Poetics 33: 7–16. ; Grochowski, Maciej. 1989. "Preliminaries for semantic description of Polish particles". In: Harald Weydt (ed.). Sprechen mit Partikeln. Berlin/New York: Walter de Gruyter, 77–84. ; Grochowski, Maciej. 1997. Wyrażenia funkcyjne. Studium leksykograficzne. Kraków: Instytut Języka Polskiego PAN. ; Grochowski, Maciej. 2002. "Właściwości linearne partykuł modalnych a struktura tematyczno-rematyczna wypowiedzenia". In: Janusz Siatkowski (ed.). Z polskich studiów slawistycznych seria 10, Językoznawstwo. Warszawa: Komitet Słowianoznawstwa PAN, 89–98. ; Grochowski, Maciej. 2008. "O cechach syntaktycznych i semantycznych wyrażeń widać, widocznie, najwidoczniej (na tle kategorii ewidencjonalności)". In: Björn Wiemer and Vladimir A. Plungian (eds.). Lexicalische Evidenzialitäts-Marker in slavischen Sprachen (Wiener Slawistischer Almanach 72). München-Wien: Verlag Otto Sagner, 129–148. ; Grochowski, Maciej. 2009. Miejsce partykuł w systemie części mowy. Historia i współczesność (na przykładzie języka polskiego). Sprawozdania z czynności i posiedzeń Polskiej Akademii Umiejętności LXXI (2007): 20–37. ; Grochowski Maciej, Anna Kisiel and Magdalena Żabowska. 2014. Słownik gniazdowy partykuł polskich. Kraków: Polska Akademia Umiejętności. ; Grzegorczykowa, Renata. 1975. Funkcje semantyczne i składniowe polskich przysłówków. Wrocław/Warszawa/Kraków/Gdańsk: Zakład Narodowy im. Ossolińskich Wydawnictwo PAN. ; Grzegorczykowa, Renata. 1998. "Przysłówek". In: Renata Grzegorczykowa, Roman Laskowski and Henryk Wróbel (eds.). Gramatyka współczesnego języka polskiego. Morfologia. Warszawa: PWN, 524-535. ; Grzegorczykowa, Renata. 2007. Wstęp do językoznawstwa. Warszawa: PWN. ; Grzegorczykowa, Renata. 2010. Wprowadzenie do semantyki językoznawczej (4th edn). Warszawa: PWN. ; Grzegorczykowa, Renata, Roman Laskowski and Henryk Wróbel (eds.). 1998. Gramatyka współczesnego języka polskiego. Morfologia (2nd edn). Warszawa: PWN. ; Halliday, Michael A.K. 1970. Functional diversity in language as seen from a consideration of modality and mood in English. Foundations of Language 6: 322–361. ; Halliday, Michael A. K. 2004. An Introduction to Functional Grammar (3rd edn revised by Christian M. I. M. Matthiessen). London: Hodder Arnold. ; Hanks, William F. 2012. Evidentiality in social interaction. Pragmatics and Society 3:2. (Special Issue on Evidentiality in Interaction): 169–180. ; Hansen, Björn. 1998. Powstanie i rozwój słów modalnych w języku polskim. Poradnik Językowy 1-2: 25–43. ; Hansen, Björn. 2009. "Modals and the boundaries of grammaticalization: The case of Russian, Polish and Serbian-Croatian". In: Walter Bisang, Nikolaus P. Himmelmann and Bjön Wiemer (eds.). What Makes Grammaticalization?: A Look from its Fringes and its Components. Berlin: Mouton de Gruyter, 245–270. ; Hansen, Björn and Petr Karlik (eds.). 2005. Modality in Slavonic Languages: New Perspectives. München: Sagner. ; Hansen, Björn and Ana Drobnjaković. 2010. Polish in the light of grammaticalization theory. Cognitive Studies/Études Cognitives 10: 35–51. ; Harris, Zelig S. 1952. Discourse analysis. Language 28 (1):1–30. ; Hasselgård, Hilde. 2006. "'Not now'– On non-correspondence between the cognate adverbs now and nå". In: Karin Aijmer and Anne-Marie Simon-Vandenbergen (eds.). Pragmatic Markers in Contrast. Amsterdam: Elsevier, 93–113. ; Hasselgård, Hilde. 2010. Adjunct Adverbials in English. Cambridge: Cambridge University Press. ; Haumann, Dagmar. 2007. Adverb Licensing and Clause Structure in English. Amsterdam/Philadelphia: John Benjamins. ; Heliasz, Celina. 2012. Przysłówkowe wykładniki ograniczania dostępu do wiedzy o działaniach. Warszawa: Wydział Polonistyki Uniwersytetu Warszawskiego. ; Hengeveld, Kees. 1988. Illocution, mood and modality in a functional grammar of Spanish. Journal of Semantics 6: 227–269. ; Hennemann, Anja. 2013. A Context-Sensitive and Functional Approach to Evidentiality in Spanish or Why Evidentiality Needs a Superordinate Category. Frankfurt am Main: Peter Lang. ; Holmes, Janet. 1982. Expressing doubt and certainty in English. RELC Journal 13 (2): 9–28. ; Holmes, Janet. 1983. "Speaking English with the appropriate degree of conviction". In: Christopher Brumfit (ed.). Learning and Teaching Languages for Communication: Applied Linguistics Perspectives. London: Centre for Information on Language Teaching and Research, 100–113. ; Holmes, Janet. 1988. Of course: a pragmatic particle in New Zealand's women's and men's speech. Australian Journal of Linguistics 2: 49–74. ; Honowska, Maria. 1984. Prawdopodobnie (Przyczynek do teorii aktu mowy). Polonica 10: 121–131. ; Hopper, Paul J. and Elizabeth Closs Traugott. 1993. Grammaticalization. Cambridge: Cambridge University Press. ; Horn, Larry. 1972. On the Semantic Properties of Logical Operators in English. Bloomington: Mimeo Indiana University Linguistics Club. ; Hoye, Leo Francis. 1997. Adverbs and Modality in English. London/New York: Longman. ; Hoye, Leo Francis. 2009. "Modality in discourse: The pragmatics of epistemic modality". In: Anastasios Tsangalidis and Roberta Facchinetti (eds.). Studies on English Modality in Honour of Frank Palmer. Bern: Peter Lang, 99–131. ; Hryniewicz, Janusz. T. 2004. Polityczny i kulturowy kontekst rozwoju gospodarczego. Warszawa: Wydawnictwo Naukowe SCHOLAR. ; Huddleston, Rodney and Geoffrey K. Pullum. 2002. The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press. ; Hyland, Ken and John Milton. 1997. Qualification and certainty in L1 and L2 students' writing. Journal of Second Language Writing 6 (2): 183–205. ; Jakubowska, Ewa. 1999. Cross-cultural Dimensions of Politeness in the Case of Polish and English. Katowice: Wydawnictwo Uniwersytetu Śląskiego. ; Jaszczolt, Katarzyna M. 2009. Representing Time. An Essay on Temporality as Modality. Oxford: Oxford University Press. ; Jaszczolt, Katarzyna M. 2011. "Contrastive analysis". In: Jan-Ola Östman and Jef Verschueren (eds.). Pragmatics in Practice. Amsterdam/Philadelphia: John Benjamins, 111–117. ; Jędrzejko, Ewa. 1987. Semantyka i składnia polskich czasowników deontycznych. Wrocław: Zakład Narodowy im. Ossolińskich. ; Jodłowski, Stanisław. 1971. Studia nad częściami mowy. Warszawa: PWN. ; Jodłowski, Stanisław. 1976. Podstawy polskiej składni. Warszawa: PWN. ; Jucker, Andreas H. and Yael Ziv. 1998. "Discourse markers: Introduction". In: Andreas H. Jucker and Yael Ziv (eds.). Discourse Markers. Description and Theory. Amsterdam/Philadelphia: John Benjamins. ; Kakietek, Piotr. 1980. English Modal Auxiliaries and their Equivalent Constructions in Polish. Katowice: Uniwersytet Śląski. ; Kärkkäinen, Elise. 2003. Epistemic Stance in English Conversation. A Description of its Interactional Functions, with a Focus on I think. Amsterdam/Philadelphia: John Benjamins. ; Kiseleva, K. L. and Deni Pajar. 1998. Diskursivnye slova: opyt kontekstno-semantičeskogo analiza. Moskva. ; Kiss, É. Katalin. 2009. "Introduction". In: Katalin É. Kiss (ed.). Adverbs and Adverbial Adjuncts at the Interfaces. Berlin/New York: Mouton de Gruyter, 1–18. ; Klemensiewicz, Zenon. 1963. Zarys składni polskiej. Warszawa: PWN. ; Klinge, Alex. 1995. On the linguistic interpretation of contractual modalities. Journal of Pragmatics 6: 649–675. ; Kokorniak, Iwona and Małgorzata Fabiszak. 2014. "Grammaticalization of Polish mental predicate prefixes". In: Sylvie Hancil and Ekkehard König (eds.). Grammaticalization – Theory and Data. Amsterdam/Philadelphia: John Benjamins, 109–128. ; Korytkowska, Małgorzata and Roman Roszko. 1997. Modalność imperceptywna. Gramatyka konfrontatywna bułgarsko-polska vol. 6, part 1, Warszawa: Slawistyczny Ośrodek Wydawniczy. ; Koseska-Toszewa, Violetta. 1978. Relacje modus-tempus w języku bułgarskim na tle języka polskiego. Studia z Filologii Polskiej i Słowiańskiej XVII: 289–298. ; Koseska-Toszewa, Violetta, Viara Maldžieva and Jordan Pencev. 1996. Modalność. Problemy teoretyczne. Gramatyka konfrontatywna bułgarsko-polska vol. 6, part 1, Warszawa: Slawistyczny Ośrodek Wydawniczy, Instytut Slawistyki Polskiej Akademii Nauk. ; Kratzer, Angelika. 1977. "What 'must' and 'can' must and can mean". Linguistics and Philosophy 1(1): 337–355. ; Kronning, Hans. 2003. "Modalité et énidentialité." In: Merete Birkelund, Gerhard Boysen and Poul Søren Kjaersgaard (eds.). Aspects de la modalité. Tübingen: Max Niemeyer Verlag, 131–151. ; Krzeszowski, Tomasz. 1984. "Tertium comparationis". In: Jacek Fisiak (ed.). Contrastive Linguistics. Prospects and Problems. Berlin/New York/Amsterdam: Mouton Publishers. ; Krzeszowski, Tomasz P. 1990a. Contrasting Languages: The Scope of Contrastive Linguistics. Berlin/New York: Mouton de Gruyter. ; Krzeszowski, Tomasz. P. 1990b. "Prototypes and equivalence". In: Jacek Fisiak (ed.). Further Insights into Contrasive Analysis. Amsterdam/Philadelphia: John Benjamins, 29–46. ; Krzyżyk, Danuta. 2008. Synonimia pojęć prawdziwościowych – teoria i nauczanie. Katowice: Wydawnictwo Uniwersytetu Śląskiego. ; Labocha, Janina. 1996. "Tekst, wypowiedź, dyskurs". In: Stanisław Gajda and Mieczysław Balowski (eds.). Styl a tekst. Opole: Uniwersytet Opolski, 49–53. ; Lakoff, George. 1973. Hedges: A study in meaning criteria and the logic of fuzzy concepts. Journal of Philosophical Logic 2: 458–508. ; Langacker, Ronald. W. 1985. "Observations and speculations on subjectivity". In: John Haiman (ed.). Iconicity in Syntax. Proceedings of a Symposium on Iconicity in Syntax, Stanford, June 24-26, 1983. Amsterdam: Benjamins, 49–90. ; Langacker, Ronald. W. 1990. Subjectification. Cognitive Linguistics 1.1: 5–38. ; Langacker, Ronald. 1991. Foundations of Cognitive Grammar. Vol. II. Stanford: Stanford University Press. ; Langacker, Ronald. W. 2002. "Deixis and subjectivity". In: Frank Brisard (ed.). Grounding: The Epistemic Footing of Deixis and Reference. Berlin: Mouton de Gruyter, 1–28. ; Laskowski, Roman. 1998. "Zagadnienia ogólne morfologii". In: Renata Grzegorczykowa, Roman Laskowski and Henryk Wróbel (eds.). Gramatyka współczesnego języka polskiego. Morfologia. Warszawa: PWN, 27–86. ; Lazard, Gilbert. 2001. On the grammaticalization of evidentiality. Journal of Pragmatics 33: 359–367. ; Lee-Wong, Song Mei. 1999. Politeness and Face in Chinese Culture. Frankfurt: Peter Lang. ; Lehmann, Christian. 1995 [1982]. Thoughts on Grammaticalization. A Programmatic Sketch. (Arbeiten des Kölner Universalien-Projekts 48). Munich: Lincom Europa. ; Lehmann, Christian. 2008. "Information structure and grammaticalization". In: Elena Seoane and Maria José López Couso (eds.). Theoretical and Empirical Issues in Grammaticalization. Amsterdam/Philadelphia: John Benjamins, 207–229. ; Lewandowska-Tomaszczyk, Barbara. 2007. "Polysemy, prototypes, and radial categories". In: Dirk Geeraerts and Hubert Cuykens (eds.). The Oxford Handbook of Cognitive Linguistics. Oxford: Oxford University Press, 139–169. ; Lewis, Diana M. 2003. Rhetorical motivations for the emergence of discourse particles, with special reference to English of course. In: Ton van der Wouden, Ad Foolen, and Piet Van de Craen (eds.). Particles. Special Issue of Belgian Journal of Linguistics 16: 79–91. ; Lewis, Diana M. 2006. "Discourse markers in English: A discourse-pragmatic view". In: Kerstin Fischer (ed.). Approaches to Discourse Particles. Amsterdam: Elsevier, 43–59. ; Lewis, Diana M. 2011. A discourse-constructional approach to the emergence of discourse markers in English. Linguistics 49 (2): 415–443. ; Lewis, Diana M. 2014. Discourse patterns in the development of discourse markers in English. Functions of Language 21 (1): 95–118. ; Liao, Silvie. 2009. Variation in the use of discourse markers by Chinese teaching assistants in the US. Journal of Pragmatics 41 (7): 1313–1328. ; Ligara, Bronisława. 1997. Polskie czasowniki modalne i ich francuskie ekwiwalenty tłumaczeniowe. Kraków: Universitas. ; Lubecka, Anna. 2000. Requests, Invitations, Apologies and Compliments in American English and Polish. A Cross-cultural Communication Perspective. Kraków: Księgarnia Akademicka. ; Lyons, John. 1977. Semantics. Cambridge: Cambridge University Press. ; Łapa, Romana. 2003. Predykatywne wyrażenia modalne z bezokolicznikiem we współczesnej polskiej prasie. Poznań: Poznańskie Studia Polonistyczne. ; Macaulay, Ronald K. S. 1995. The adverbs of authority. English World-Wide 16: 37–60. ; Majsak, T. A. and S. G. Tatevosov. 2000. Prostranstvo govorjašcego v kategorijach grammatiki, ili Cego nel/zja skazat' o sebe samom. Voprosy jazykoznanija 5: 68–80. ; Marcjanik, Małgorzata. 1997. Polska grzeczność językowa. Kielce: WSP. ; Marcjanik, Małgorzata. 2008. Grzeczność w komunikacji językowej. Warszawa: PWN. ; Marcjanik, Małgorzata. 2009. Mówimy uprzejmie. Poradnik językowego savoir-vivre'u. Warszawa: PWN. ; Marín-Arrese, Juana I. 2009. "Commitment and subjectivity in the discourse of a judicial inquiry". In: Raphael Salkie, Pierre Busuttil and Johan der Auwera (eds.). Modality in English: Theory and Description. Berlin/New York: Mouton de Gruyter, 237–268. ; Marín-Arrese, Juana I., Gerda Haßler and Marta Carretero (eds.). 2017. Evidentiality Revisited. Amsterdam/Philadelphia: John Benjamims. ; Martin, James Robert and David Rose. 2003. Working with Discourse: Meaning beyond the Clause. New York/London: Continuum. ; Martin, James Robert and Peter R. R. White. 2005. The Language of Evaluation: Appraisal in English. London/New York: Palgrave. ; Matthewson, Lisa. 2011. "On apparently non-modal evidentials". In: Olivier Bonami and Patricia Cabredo Hofherr (eds.). Emprical Issues in Formal Syntax and Semantics 8. http://www.cssp.cnrs.fr/eiss8/index_en.html, 333–357. ; McCready, Eric and Norry Ogata. 2007. Evidentiality, modality and probability. Linguistics and Philosophy 30(2): 147–206. ; Milewski, Tadeusz. 1969. Językoznawstwo. Warszawa: PWN. ; Misz, Henryk. 1968. Dodatkowe wyznaczniki intelektualne ze stanowiska formalnosyntaktycznego. Slavia Occidentalis 27: 147–151. ; Mitchell, Mark L., Janina M. Jolley and Robert R. O'Shea. 2003. Writing for Psychology. Wadsworth: Cengage Learling. ; Mortelmans, Tanja. 2007. "Modality in Cognitive Linguistics". In: Dirk Geeraerts and Hubert Cuykens (eds.). The Oxford Handbook of Cognitive Linguistics. Oxford: Oxford University Press, 869–889. ; Mortensen, Janus. 2012. "Subjectivity and intersubjectivity as aspects of epistemic stance marking". In: Nicole Baumgarten, Inke Du Bois and Juliane House (eds.). Subjectivity in Language and in Discourse. Bingley: Emerald, 229–246. ; Mosegaard Hansen, Maj-Britt. 1998. The Function of Discourse Particles: A Study with Special Reference to Spoken Standard French. Amsterdam/Philadelphia: John Benjamins. ; Mushin, Ilana. 2012. "Watching for witness": Evidential strategies and epistemic authority in Garrwa conversation. Pragmatics and Society 3:2. (Special Issue on Evidentiality in Interaction): 270–293. ; Mushin, Ilana. 2013. Making knowledge visible in discourse: Implications for the study of linguistic evidentiality. Discourse Studies 15 (5): 627–645. ; Müller, Simone. 2005. Discourse Markers in Native and Non-native English Discourse. Amsterdam/Philadelphia: John Benjamins. ; Myhill, John. 1995. Change and continuity in the functions of the American English modals. Linguistics 33: 157–211. ; Myhill, John. 1997. Should and ought: The rise of individually oriented modality in American English. Journal of English Linguistics 1: 3–23. ; Nagórko, Alicja. 2007. Zarys gramatyki polskiej. Warszawa: PWN. ; Nagórko, Alicja. 2012. Podręczna gramatyka języka polskiego. Warszawa: PWN. ; Narrog, Heiko. 2005. On defining modality again. Language Sciences 27.2: 165–192. ; Narrog, Heiko. 2012. Modality, Subjectivity, and Semantic Change. A Cross-linguistic Perspective. Oxford: Oxford University Press. ; Narrog, Heiko. 2014. "Beyond intersubjectification. Textual uses of modality and mood in subordinate clauses as part of speech-act orientation". In: Lieselotte Brems, Lobke Ghesquière and Freek Van de Velde (eds.). Intersubjectivity and Intersubjectification in Grammar and Discourse. Theoretical and Descriptive Advances. Amsterdam/Philadelphia: John Benjamins, 29–51. ; Narrog, Heiko. 2015. (Inter)subjectification and its limits in secondary grammaticalization. Language Sciences 47: 148–160. ; Nida, Eugene A. 2001. Language and Culture: Contexts in Translating. Amsterdam/Philadelphia: John Benjamins. ; Nuckolls, Janis. B. 2018. "The interactional and cultural pragmatics of evidentiality in Pastaza Quichua". In: Alexandra Y. Aikhenvald (ed.). The Oxford Handbook of Evidentiality. Oxford: Oxford University Press, 202–221. ; Nuckolls, Janis and Lev Michael. 2014. "Introduction. Evidentials and evidential strategies in interactional and socio-cultural contexts". In: Janis Nuckolls and Lev Michael (eds.). Evidentiality in Interaction. Amsterdam/Philadelphia: John Benjamins, 13–20. ; Nuyts, Jan. 2001a. Epistemic Modality, Language, and Conceptualization: A Cognitive-Pragmatic Perspective. Amsterdam/Philadelphia: John Benjamins. ; Nuyts, Jan. 2001b. Subjectivity as an evidential dimension in epistemic modal expressions. Journal of Pragmatics 33: 383–400. ; Nuyts, Jan. 2006. "Modality: Overview and linguistic issues". In: William Frawley (ed.). The Expression of Modality. Berlin/New York: Mouton de Gruyter, 1–26. ; Nuyts, Jan. 2007. "Cognitive Linguistics and Functional Linguistics". In: Dirk Geeraerts and Hubert Cuykens (eds.). The Oxford Handbook of Cognitive Linguistics. Oxford: Oxford University Press, 543–565. ; Nuyts, Jan. 2014. "Notions of (inter)subjectivity". In: Lieselotte Brems, Lobke Ghesquière and Freek Van de Velde (eds.). Intersubjectivity and Intersubjectification in Grammar and Discourse. Theoretical and Descriptive Advances. Amsterdam/Philadelphia: John Benjamins, 53–76. ; Nuyts, Jan. 2015. Subjectivity: Between discourse and conceptualization. Journal of Pragmatics 86: 106–110. ; Nuyts, Jan and Johan van der Auwera (eds.). 2016. The Oxford Handbook of Modality and Mood. Oxford: Oxford University Press. ; Ochs, Elinor. 1996. "Linguistic resources for socializing humanity". In: John J. Gumperz and Stephen C. Levinson (eds.). Rethinking Linguistic Relativity. Cambridge: Cambridge University Press, 407–437. ; Ogiermann, Eva. 2009. On Apologizing in Negative and Positive Politeness Cultures. Amsterdam/Philadelphia: John Benjamins. ; Palmer, Frank. R. 1990 [1979]. Modality and the English Modals (2nd edn). London: Longman. ; Palmer, Frank R. 2001 [1986]. Mood and Modality (2nd edn). Cambridge: Cambridge University Press. ; Panfilov, V V. 1977. Kategorija modal'nosti i ee rol' v konstituirovanii struktury predloženija i suždenija. Voprosy Jazykoznanija 4: 37–48. ; Papafragou, Anna. 2000. Modality: Issues in the Semantics-Pragmatics Interface. Amsterdam: Elsevier. ; Perkins, Michael R. 1983. Modal Expressions in English. London: Pinter. ; Pęzik, Piotr. 2016. "Exploring phraseological equivalence with Paralela". In: Ewa Gruszczyńska and Agnieszka Leńko-Szymańska (eds.). Polish Language Parallel Corpora. Warszawa: Instytut Lingwistyki Stosowanej UW, 67–81. ; Piekarczyk, Dorota. 2015. "O potrzebie rozróżniania metatekstu i metajęzyka". In: Tomasz Korpysz and Anna Kozłowska (eds.). Język pisarzy: problemy metajęzyka i metatekstu. Warszawa: Wydawnictwo Uniwersytetu Kardynała Stefana Wyszyńskiego, 11–27. ; Plungian, Vladimir. 2001. The place of evidentiality within the universal grammatical space. Journal of Pragmatics 33: 349–357. ; Portner, Paul. 2009. Modality. Oxford: Oxford University Press. ; Prévost, Sophie. 2011. A propos from verbal complement to discourse marker: A case of grammaticalization? Linguistics 49(2): 391–413. ; Quirk, Randolph, Jan Svartvik, Geoffrey Leech and Sidney Greenbaum. 1985. A Comprehensive Grammar of the English Language. London/New York: Longman. ; Rachwałowa, Maria. 1983. Przysłówki metatekstowe i modalne w próbie języka naukowej humanistyki. Rocznik Naukowo-Dydaktyczny WSP w Krakowie 80, Prace Językoznawcze IV: 133–142. ; Radden, Günter and René Dirven. 2007. Cognitive English Grammar. Amsterdam/Philadelphia: John Benjamins. ; Ramat, Paolo. 1996. "Allegedly, John is ill again": stratégies pour le médiatif. In: Zlatka Guentchéva (ed.). L'énonciation médiatisée. Louvain/Paris: Peeters, 287–298. ; Ramat, Paolo and Davide Ricca. 1998. "Sentence adverbs in the languages of Europe". In: Van der Auwera Johan and Dónall Ó. Baoill (eds.). Adverbial Constructions in the Languages of Europe. Berlin/New York: Mouton de Gruyter, 187–275. ; Rospond, Stanisław. 2009. Gramatyka historyczna języka polskiego z ćwiczeniami (4th edn). Warszawa: PWN. ; Roszko, Roman. 1993. Wykładniki modalności imperceptywnej w języku polskim i litewskim. Warszawa: Slawistyczny Ośrodek Wydawniczy. ; Rozumko, Agata. 2008. "An interdisciplinary approach to teaching grammar to prospective teachers of English". In: Krzysztof Bogacki, Barbara Głowacka and Dorota Potocka (eds.). Interdisciplinary Perspectives in Foreign Language Teacher Education. Białystok: Wydawnictwo Uniwersytetu w Białymstoku, 309–318. ; Rozumko, Agata. 2012a. "Evidential adverbs expressing certainty in English and Polish". In: Krzysztof Bogacki, Joanna Cholewa and Agata Rozumko (eds.). Formal and Semantic Aspects of Linguistic Research. Białystok: Wydawnictwo Uniwersytetu w Białymstoku, 249–260. ; Rozumko, Agata. 2012b. Speech-act adverbs in English and Polish: a cross-linguistic and cross-cultural comparison. Białostockie Archiwum Językowe 12: 183–196. ; Rozumko, Agata. 2012c. "Cross-cultural aspects of contrastive studies: the discourse of fact and truth in English and Polish. A corpus-based study". In: Agata Rozumko and Dorota Szymaniuk (eds.). Directions in English-Polish Contrastive Research. Białystok: Wydawnictwo Uniwersytetu w Białymstoku, 89–118. ; Rozumko, Agata. 2015. Native and non-native uses of English modal particles. The case of surely and for sure. Poznań Studies in Contemporary Linguistics 51 (4): 551–573. ; Rozumko, Agata. 2016a. "Epistemic adverbs in English and Polish academic discourse". In: Joanna Leśniewska and Mateusz Urban (eds.). Beyond Words. Crossing Borders in English Studies. Vol. II. Kraków: Tertium, 57–72. ; Rozumko, Agata. 2016b. Linguistic concepts across languages: The category of epistemic adverbs in English and Polish. Yearbook of the Poznań Linguistic Meeting 2 (1): 195–214. ; Rozumko, Agata. 2016c. Adverbs of certainty in a cross-linguistic and cross-cultural perspective. English-Polish. Languages in Contrast: International Journal for Contrastive Linguistics 16 (2): 239–263. ; Rozumko, Agata. 2017. Adverbial markers of epistemic modality across disciplinary discourses: A contrastive study of research articles in six academic disciplines. Studia Anglica Posnaniensia 52 (1): 73–101. ; Rozumko, Agata. 2018. The functions of clearly in academic discourse: From an adverb of manner to a discourse marker. Studia Linguistica Universitatis Iagellonicae Cracoviensis 135: 47–57. ; Rozumko, Agata. 2019. Between acknowledgement and countering: Interpersonal functions of English reportative adverbs. Journal of Pragmatics 140: 1–11. ; Rozumko, Agata, forthcoming. Evidential strategies in receiver-directed talk: The case of English inferential adverbs, Lingua, http://doi.org/10.1016/j.lingua.2018.12.003 ; Rytel, Danuta. 1982. Leksykalne środki wyrażania modalności w języku czeskim i polskim. Wrocław: Ossolineum. ; Schiffrin, Deborah. 1987. Discourse Markers. Cambridge: Cambridge University Press. ; Schoonjans, Steven. 2013. "Modal particles: Problems in defining a category". In: Paola Pietrandrea, Bert Cornillie and Liesbeth Degand (eds.). Discourse Markers and Modal Particles: Categorization and Description. Amsterdam/Philadelphia: John Benjamins. ; Schwenter, Scott A. and Elizabeth Closs Traugott. 2000. Invoking scalarity: The development of in fact. Journal of Historical Pragmatics 1–1: 7–25. ; Shapiro, Barbara J. 2000. A Culture of Fact: England, 1550-1720. Ithaca/London: Cornell University Press. ; Sidnell, Jack. 2012. Who knows best?: Evidentiality and epistemic asymmetry in conversation. Pragmatics and Society 3:2 (Special Issue on Evidentiality in Social Interaction): 294–320. ; Simon-Vandenbergen, Anne-Marie. 1992. The interactional utility of of course in spoken discourse. Occasional Papers in Systemic Linguistics 6: 213–226. ; Simon-Vandenbergen, Anne-Marie and Karin Aijmer. 2003. The expectation marker of course. Languages in Contrast 4 (1): 13–43. ; Simon-Vandenbergen, Anne-Marie and Karin Aijmer. 2007. The Semantic Field of Modal Certainty: A Corpus-based Study of English Adverbs. Berlin/New York: Mouton de Gruyter. ; Simon-Vandenbergen, Anne-Marie, Peter White and Karin Aijmer. 2007. "Presupposition and 'taking for granted' in mass communicated political argument. An illustration from British, Flemish and Swedish political colloquy". In: Anita Fetzer and Gerda Eva Lauerbach (eds.). Political Discourse in the Media. Amsterdam/Philadelphia: John Benjamins, 31–74. ; Skowronek, Katarzyna. 1993. Reklama. Studium pragmalingwistyczne. Kraków: PAN. ; Socka, Anna. 2015. Polish particles of hearsay: syntactic and textual distribution. In: Björn Wiemer (ed.). Studies on Evidentiality Marking in West and South Slavic. München/Berlin/Leipzig/Washington: Verlag Otto Sagner, 111–137. ; Squartini, Mario. 2012. Evidentiality in interaction: The concessive use of the Italian Future between grammar and discourse. Journal of Pragmatics 44: 2116–2128. ; Stępień, Marzena. 2010. Mówienie i prawda. O czasownikowych wykładnikach wiedzy niezweryfikowanej przez mówiącego. Warszawa: Wydział Polonistyki UW/BEL Studio. ; Swan, Toril. 1988. Sentence Adverbials in English: A Synchronic and Diachronic Investigation. Oslo: Novis. ; Szczyrbak, Magdalena. 2014. The Realisation of Concession in the Discourse of Judges. A Genre Perspective. Kraków: Jagiellonian University Press. ; Tabor, Whitney and Elizabeth Closs Traugott. 1998. "Structural scope expansion and grammaticalization". In: Anna Giacalone Ramat and Paul J. Hopper (eds.). The Limits of Grammaticalization. Amsterdam/Philadelphia: John Benjamins, 229–272. ; Tarano, Gina. 2008. "Discourse adjectives". In: Louise Mc Nally and Christopher Kennedy (eds.). Adjectives and Adverbs: Syntax, Semantics and Discourse. Oxford: Oxford University Press, 305–327. ; Thornes, Tim. 2018. Evidentiality in the Uto-Aztecan languages. In: Alexandra Y. Aikhenvald (ed.). The Oxford Handbook of Evidentiality. Oxford: Oxford University Press, 409–430. ; Tokarski, Jan. 1949. O kategorii przysłówka. Poradnik Językowy 29/2: 14–20. ; Traugott, Elizabeth Closs. 1989. On the rise of epistemic meanings in English: An example of subjectification in semantic change. Language 65: 31–55. ; Traugott, Elizabeth Closs. 1995a. "Subjectification in grammaticalisation". In: Susan Wright and Dieter Stein (eds.). Subjectivity and Subjectivisation. Cambridge: Cambridge University Press, 31–54. ; Traugott, Elizabeth Closs. 1995b. The role of the development of discourse markers in a theory of grammaticalization. Paper presented at ICHL 12 Manchester, UK, August. Version of 11/97. At: http://www/~traugott/papers/discourse.pdf. ; Traugott, Elizabeth Closs. 2003. "From subjectification to intersubjectification". In: Raymond Hickey (ed.). Motives for Language Change. Cambridge: Cambridge University Press, 124–139. ; Traugott, Elizabeth Closs. 2006. "Historical aspects of modality". In: William Frawley (ed.). The Expression of Modality. Berlin/New York: Mouton de Gruyter, 107–139. ; Traugott, Elizabeth Closs. 2007. Discussion article: Discourse markers, modal particles, and contrastive analysis, synchronic and diachronic. Catalan Journal of Linguistics 6: 139–157. ; Traugott, Elizabeth Closs. 2010. "(Inter)subjectivity and (inter)subjectification: A reassessment". In: Kristin Davidse, Lieven Vandelanotte and Hubert Cuyckens (eds.). Subjectification, Intersubjectification and Grammaticalization. Berlin/New York: Mouton de Gruyter, 29–71. ; Traugott, Elizabeth Closs. 2014. "Intersubjectification and clause periphery". In: Lieselotte Brems, Lobke Ghesquière and Freek Van de Velde (eds.). Intersubjectivity and Intersubjectification in Grammar and Discourse. Theoretical and Descriptive Advances. Amsterdam/Philadelphia: John Benjamins, 7–27. ; Traugott, Elizabeth Closs and Richard B. Dasher. 2002. Regularity in Semantic Change. Cambridge: Cambridge University Press. ; Travis, Catherine E. 2006. "The Natural Semantic Metalanguage approach to discourse markers". In: Kerstin Fischer (ed.). Approaches to Discourse Particles. Amsterdam: Elsevier, 219–241. ; Trillo, Jesus R. 2002. The pragmatic fossilization of discourse markers in non-native speakers of English. Journal of Pragmatics 34 (6): 769–784. ; Tutak, Kinga. 2003. Leksykalne nieczasownikowe wykładniki modalności epistemicznej w autobiografiach. Kraków: Księgarnia Akademicka. ; Usoniene, Aurelia and Audrone Šoliene. 2012. "Choice of strategies in realizations of epistemic possibility in English and Lithuanian: A corpus-based study". In: Gert De Sutter, Kris Heylen and Stefania Marzo (eds.). Corpus Studies in Contrastive Linguistics. Amsterdam/Philadelphia: John Benjamins, 141–166. ; van der Auwera, Johan and Vladimir A. Plungian. 1998. Modality's semantic map. Linguistic Typology 2 (1): 79–124. ; van der Auwera, Johan, Ewa Schalley and John Nuyts. 2005. "Epistemic possibility in a Slavonic parallel corpus – a pilot study". In: Björn Hansen and Petr Karlik (eds.). Modality in Slavonic Languages: New Perspectives. München: Sagner, 201–217. ; Van linden, An. 2012. Modal Adjectives: English Deontic and Evaluative Constructions in Synchrony and Diachrony. Berlin: Mouton de Gruyter. ; Verschueren, Jef. 1999. Understanding Pragmatics. London: Arnold. ; Verstraete, Jean-Christophe. 2001. Subjective and objective modality: Interpersonal and ideational functions in the English modal auxiliary system. Journal of Pragmatics 33(10): 1505–1528. ; Vidrine, D. V. 2016. A blurb of: Stanley H. Block, Carolyn Bryant Block and Guy do Plessis. Mind-Body Workbook for addiction: Effective Tools for Substance-Abuse Recovery and Relapse Prevention. New Harbinger Publications. ; Vinogradov, Viktor Vladimirovitch. 1975 [1950]. "On kategorii modal'nosti in modal'nych slovach v russkom jazyke [On the category of modality and modal markers in Russian]". In: V. V. Vinogradov: Izbrannye trudy. Issledovanija po ruskskoj grammatike. Moscow, 53–87. ; Visconti, Jacqueline. 2013. Facets of subjectification. Language Sciences 36: 7–17. ; Vold, Eva Thue. 2006. "The choice and use of epistemic modality markers in linguistics and medical research articles". In: Marina Bondi and Ken Hyland (eds.). Academic Discourse across Disciplines. New York: Peter Lang, 225–249. ; Vološinov, V. N. 1929 [1995]. Marxism and the Philosophy of Language. Translated by L. Matjka and I. R. Titunik. London: Routledge. ; Wajszczuk, Jadwiga. 1997. System znaczeń w obszarze spójników polskich. Wprowadzenie do opisu. Warszawa: Katedra Lingwistyki Formalnej UW. ; Wajszczuk, Jadwiga. 2000. Can a division of lexemes according to syntactic criteria be consistent? Biuletyn Polskiego Towarzystwa Językoznawczego 55: 20–38. ; Wajszczuk, Jadwiga. 2005. O metatekście. Warszawa: Katedra Lingwistyki Formalnej UW. ; Wajszczuk, Jadwiga. 2010. Functional class (so called "part of speech") assignment as a kind of meaning-bound word syntactic formation. Cognitive Studies/Études Cognitives 10: 15–33. ; Warchał, Krystyna. 2010. Encoding certainty. On some epistemic modality markers in English and Polish research articles. The case of MUST/MUSIEĆ. Internet-Zeitschrift für Kulturwissenschaften Nr 17. http://www.inst.at/trans/17Nr/2-7/2-7_warchal/17.htm [last accessed 4 June 2015]. ; Warchał, Krystyna. 2015. Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Katowice: Uniwersytet Śląski. ; Watts, Richard. 1984. An analysis of epistemic possibility and probability. English Studies 65: 129–140. ; Weydt, Harald. 2006. What are particles good for?" In: Kerstin Fischer (ed.). Approaches to Discourse Particles. Amsterdam: Elsevier, 205–217. ; White, Peter R. R. 2000. "Dialogue and inter-subjectivity: reinterpreting the semantics of modality and hedging". In: Malcolm Coulthard, Janet Cotterill and Frances Rock (eds.). Dialogue Analysis VII: Working with Dialogue: Selected Papers from the 7th IADA Conference Birmingham 1999. Tübingen: Niemeyer, 67–80. ; White, Peter R. R. 2003. Beyond modality and hedging: a dialogic view of the language of intersubjective stance. Text 23 (2): 259–284. ; Wiemer, Björn. 2006. Particles, parentheticals, conjunctions and prepositions as evidentiality markers in contemporary Polish (a first exploratory study). Studies in Polish Linguistics 3: 5–67. ; Wiemer, Björn. 2010. "Hearsay in European languages: toward an integrative account of grammatical and lexical marking". In: Gabriele Diewald and Elena Smirnova (eds.). Linguistic Realization of Evidentiality in European Languages. Berlin/New York: Mouton de Gruyter, 59–129. ; Wiemer, Björn. 2018. "Evidentials and epistemic modality". In: Alexandra Y. Aikhenvald (ed.). The Oxford Handbook of Evidentiality. Oxford: Oxford University Press, 85–108. ; Wiemer, Björn and Anna Socka. 2017a. How much does pragmatics help to contrast the meaning of hearsay adverbs? Part 1. Studies in Polish Linguistics 12-1, 21–56. ; Wiemer, Björn and Anna Socka. 2017b. How much does pragmatics help to contrast the meaning of hearsay adverbs? Part 2. Studies in Polish Linguistics 12-2, 75–95. ; Wierzbicka, Anna. 1969. Dociekania semantyczne. Wrocław: Ossolineum. ; Wierzbicka, Anna. 1971. "Metatekst w tekście". In: Maria Renata Mayenowa (ed.). O spójności tekstu. Wrocław: Ossolineum, 105–121. ; Wierzbicka, Anna. 2003. Cross-Cultural Pragmatics. The Semantics of Human Interaction (2nd edn). Berlin/New York: Mouton de Gruyter. ; Wierzbicka, Anna. 2006. English: Meaning and Culture. Oxford: Oxford University Press. ; Wierzbicka, Anna. 2010. Experience, Evidence and Sense. The Hidden Cultural Legacy of English. Oxford/New York: Oxford University Press. ; Willett, Thomas. 1988. A cross-linguistic survey of the grammaticalization of evidentiality. Studies in Language 12 (1): 51–97. ; Williams, Jessica. 1992. Planning, discourse marking, and the comprehensibility of international teaching assistants. TESOL Quarterly 26 (4): 693–711. ; Willim, Ewa. 2010. O sporach wokół formy i funkcji we współczesnym językoznawstwie. Formalizm kontra funkcjonalizm? Studia Copernicana 1 (3): 81–127. ; Willim, Ewa and Elżbieta Mańczak-Wohlfeld. 1997. A Contrastive Approach to Problems with English. Warszawa/Kraków: Wydawnictwo Naukowe PWN. ; Witosz, Bożena. 2012. Badania nad dyskursem we współczesnym językonawstwie polonistycznym. Oblicza komunikacji 5: 61–76. ; Wróbel, Henryk. 2001. Gramatyka języka polskiego. Kraków: Spółka Wydawnicza "Od nowa". ; Żabowska, Magdalena. 2006. Zróżnicowanie semantyczne partykuł epistemicznych. LingVaria 1: 203–213. ; Żabowska, Magdalena. 2013. Faktycznie i rzeczywiście – operacje na wiedzy i ich leksykalizacja. Linguistica Copernicana 1 (9): 131–141. ; Żabowska, Magdalena. 2014. "Partykułologia i partykułografia. Stan obecny i perspektywy". In: Andrzej Moroz, Piotr Sobotka and Magdalena Żabowska (eds.). Maiuscula linguistica. Studia in honorem Professori Matthiae Grochowski sextuagesimo quinto dedicata. Warszawa: BEL Studio, 103–119. ; Cambridge Advanced Learner's Dictionary and Thesaurus. Cambridge University Press. at: https://dictionary.cambridge.org. ; Collins English Dictionary (Complete and Unabridged 10th Edition). HarperCollins Publishers. at: http://www.dictionary.com. ; COBUILD Advanced English Dictionary at: https://dictionary.cambridge.org. ; Collins English-Polish/Polish-English Dictionary. 1996. ed. by Jacek Fisiak et al. Warszawa: Polska Oficyna Wydawnicza. ; http://www.dictionary.com (based on the Random House Dictionary 2018). ; Inny Słownik Języka Polskiego vols 1-2. 2000. ed. by Mirosław Bańko. Warszawa: PWN. ; Longman Dictionary of Contemporary English (2nd edition) 1990. Longman: Harlow/Warszawa: PWN. ; LDOCE online: Longman Dictionary of Contemporary English at: https://www.ldoceonline.com. ; Merriam-Webster: https://www.merriam-webster.com. ; English Oxford Living Dictionaries at: https://en.oxforddictionaries.com. ; Great English-Polish/Polish-English Dictionary. 2006. Warszawa: PWN and Oxford University Press (online edition). ; Słownik Języka Polskiego vols 1-11. 1958-1969. ed. by Witold Doroszewski. Warszawa: Polska Akademia Nauk (online: http://sjp.pwn.pl/doroszewski). ; Słownik Języka Polskiego vols. 1-3. 1978-1981. ed. by Mieczysław Szymczak. Warszawa: PWN. ; Stanisławski, Jan. 1999 [1955-1964]. The Great English-Polish/Polish-English Dictionary. Warszawa: Philip Wilson. ; Uniwersalny Słownik Języka Polskiego. 2003. ed. by Stanisław Dubisz. Warszawa: PWN. ; Wielki Słownik Języka Polskiego online ed. by Piotr Żmigrodzki et al. at: http://wsjp.pl. ; The British National Corpus (BNC): http://bncweb.lancs.ac.uk/ ; Narodowy Korpus Języka Polskiego (NKJP): http://www.nkjp.uni.lodz.pl/index_adv.jsp ; Paralela (a parallel English-Polish/Polish-English corpus): http://paralela.clarin-pl.eu/

Issue 55.4 of the Review for Religious, July/August 1996. ; Revi for Retig ous i, a fo .m for shared res ea on on the lived experience of all who find that the church's rich heritages of spirituality support their personal and apostolic Christian lives. The articles in the journal are meant to be informative, practical, or inspirational, written from a tbeological or spiritual or sometimes canonical point of view. Review for Religious (ISSN 0034-639X) is published bi-monthly at Saint Louis UniversiD, by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone: 314-977-7363 ¯ Fax: 314-977-7362 E-Mail: FOPPEMA@SL UVCA.SLU.EDU Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP 1150 Cedar Cove Road ¯ Henderson, NC 27536 POSTMASTER Send address changes to Review for Religious ¯ P.O. Box 6070 ¯ Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©1996 Review for Religious Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. for religiou$ Editor Associate Editors Canonical Counsel Editor Editorial Staff Advisory Board David L. Fleming SJ Philip C. Fischer SJ Regina Siegfried ASC Elizabeth McDonough OP Mary Ann Foppe Tracy Gramm Jean Read James and Joan Felling Iris Ann Ledden SSND Joel Rippinger OSB Edmundo Rodriguez SJ David Werthmann CSSR Patricia Wittberg SC Christian Heritages and Contemporary Living JULY/AUGUST1996 *VOLUME55 *' NUMBER4 contents 342 symposium - part 3 Religious Life: Directions for a Future Albert Dilanni SM reviews three stages of religious-life renewal and sets forth those areas for future efforts. 365 expanding vision Internationality: Consciousness Raising and Conversion Janet Malone CND highlights six stages of consciousness raising in the process of a religious group's becoming purposefully international. 373 Toward Multiculturalizing a Religious Community Finian McGinn OFM presents the challenge of multicultural diversity in religious-life communities and some directions towards resolution. Review for Religious 388 396 new life It's Summer! A Letter to Young Religious Robert P. Maloney CM encourages those who are young to enjoy and use well the gifts of this summertime of life. Emerging Forms of U.S. Religious Life Marlene Weisenbeck FSPA identifies the motivations and the relationships between charism, mission, and ministry in the formation of new communities and styles of consecrated life. 414 425 340 431 436 witnessing I Guess and Fear Donald Macdonald SMM suggests some clarity points in the midst of current confusions in religious life. Force of Habit William Jud Weiksnar OFM reflects upon the sign and symbol value of the simple brown tunic of a Franciscan. departments Prisms Canonical Counsel: General Chapters: Current Legislation Book Reviews .~uly-August 1996 prisms FVhenT/~7 is "enough" enough? It is the common question: Did you get enough to eat? enough to drink? Is the room warm (cool) enough for you? Enough is a hard concept to define in our practical living. If people's perception of their own worth as persons is tied up in their work, when have they worked long enough or hard enough? Some people find it difficult to turn over responsibility to others or "to retire." Enough seems not to have a place in their vocabulary. Others at a younger age let work consume their days and evenings and weekends. They, too, seem oblivious to the possibil-ity of freely chosen limits. We have heard the phrase "get a life" and we know that it can be a criticism to the quick for such people. Besides questions of food and drink and work and rest, enough plays a similarly difficult role in determining security. When are there more lights outside and more locks and alarm systems than we need for reasonable secu-rity? When do we have enough money for travel and its surprises and emergencies? When is there enough money put aside for care of the elderly--others or ourselves? The danger with a money-focus is, as Jesus describes in a story, that our barns are never quite big enough to hold our piled-up wealth. When we consider healthcare in the industrialized countries, we find again the difficulty of knowing when enough medical care has been called upon and when we are moving into extraordinary and sometimes minimally enhancing medical procedures. The subtlety of enough allows us morally to steer our way between the always immoral assistdd suicide and the decision to refuse any extraordinary means to prolong life. Review for Religious For each of us, in our uniqueness, to know how to live enough and move enough and have being enough remains a rich grace-gift to be prayed for. We call the gift which helps us to say "enough" Christian discernment. To be a person who discerns demands that we be people attuned to the working of God's Spirit in our lives. Discernment is not a process of decision making that we stir up on a moment's whim. When we think of people (per-haps including ourselves) as being attuned to God, we mean that they have a serious and ongoing relationship with God in prayer and in reflecting on the Scriptures and God's workings in the world. Such people find themselves growing in a sensitivity, as all lovers do, to the ways of seeing, the desires, and the ways of acting of the one loved. That kind of sensitivity is the power source of our Christian discernment. Because sensitivity is involved, it is not something we learn by rulebooks although Jesus reminds us that "I have come, not to abolish [the law and the prophets], but to fulfill them" (Mt 5:17). As we can appreciate, the process of discerning is not a sometime thing that we can blithely manage at short notice unless we are sensitized lovers of God. The dailyness of prayer and Eucharist are privileged ways for us becoming lovers growing in sensitivity. Today we seem to live with the question of Enough? in many areas of our lives, and our personal decision about enough does not come easy. We need to enter deeply into our Catholic faith and experience Jesus' promise of "another Paraclete." Yet there is one instance of enough which remains a paradox. Can we ever grow enough in God's love that our sensitivity for discernment can say "enough"? David L. Fleming SJ NOTE: On our inside front cover we provide our E-mail address. For some of our domestic and international subscribers, it may give convenient and helpful access to our editorial office. ALBERT DI IANNI Religious Life: Directions for a Future symposium part 3 Today we often hear a question seldom asked before Vatican Council II: "How is it going with your congre-gation?" And We know immediately that the questioner is interested in vocations. Nearly always the answer is: "Quite good in the third world, but bad in the first world." After thirty years of renewal efforts, the average age of most congregations founded before the 20th century is in the 60s for male l~eligious.and in the 70s for female reli-gious. Patricia Wittberg speaks of "catastrophic decline," "collapse," and "probable demise," and Markham, of "mas-sive denial." In the 1960s religious women in the United States numbered over 200,000. They have suffered a 55 percent decline and now number about 90,000. Given their average age we can expect further decline. Male reli-gious have suffered a decline of over 30 percent. We can hedge about these cold facts, but they are a cause for deep concern. A moderate decline in vocations would be man-ageable, but such a steep decline demands that we ask searching questions about the process of renewal. There are disparities within the vocation situation. In the first world, some communities are attracting significant numbers of candidates. They are the newer communities like Mother Teresa's Missionaries of Charity and the Albert Dilanni SM last wrote for us in September-October 1993. He is now superior of the Marist novitiate, Our Lady of Mercy, at 15 Notre Dame Avenue; Cambridge, Massachusetts 02140. Review for Retigio'us Legionaries of Christ. In Mexico the Legionaries are referred to as the. new Jesuits and are subjected to criticisms similar to those launched against Jesuits in an earlier age. (A new group with a similar name, Cruzados de Cristo, has sprung up in Mexico and is enjoying similar vocational success.) The Fellowship of New Religious Communities had sixty-three new Catholic congrega-tions on its 1993 mailing list. There are at least two dozen oth-ers) Most of these groups are traditional in theology, but creative in developing community structures and prayer forms and in their integration of the laity. Even in the third world, vocational growth is not homoge-neous. The .main areas of growth are sub-Saharan Africa and parts of Asia, especially India and Indonesia. Brazil, on the other hand, is either stable or on the decline. The crucial factor seems to be that the churches of Africa and Asia, often surrounded by strong Muslim groups, tend to be more "conservative" of classical Catholic practices and spirituality, while the Brazilian church more than all others has adopted liberationist tendencies. Three Stages of Renewal I believe that we are in the second' phase of a three-step pro-cess in the renewal of religious life since Vatican II. The first step was the explosion immediately after Vatican II, an explosion pro-voked not only by the council but by the secular cultural revolu-tion. It was a time for rejecting all categories and trying to live in the in between. It was a time'of high experimentation in theology and lifestyles, of reexamination of all institutions including the family, traditional morality, and etiquette. In religious life we moved away from whatever seemed rigid, artificial, and stiflingly traditional, in favor of what seemed more dynamic, new, and life-giving. No longer defensive regarding the democratic ideals of the West, we sought to integrate them into our congregational existence. We dismantled structures that were in place for cen-turies, emphasized interpersonal dialogue and individual needs, decentralized authority, created leadership teams, redefined poverty, chastity, and obedience, abandoned institutional aposto-lates in favor of small-group work with the poor or the marginal, and reinterpreted community in terms of sharing quality time together. It was the best of times and the worst of times. It was a time of great creativity especially in the founding of new types J'ul),-./lugust 19~6 Dilanni ¯ ReligiousLife The second stage of the renewal, is the time of the winnowing fan, the stage of sober reassessment. of apostolate--Joan Chittister often stresses this and women's role in it--but also a time of great confusion, of loss of identity, of abandonment of loyalties, of many departures and few arrivals, of decline in morale and fear of the future. The second stage of the renewal, in which we presently find ourselves, is the time of the winnowing fan, the stage of sober reassessment. Recent books and articles from all "over the ideo-logical spectrum are calling for self-criticism and evaluation of the directions taken .by the renewal: Avery Dulles, Elizabeth McDonough, Joan Chittister, Patricia Wittberg, Martin Tripole, Mary Jo Leddy, Judith Merkle, David Nygren and Miriam Ukeritis, and on and on. Almos~ all urge a move beyond the individualism apparent in the so-called "liberal" model. They speak of the need of "common vision" and a "corporate sense" and "criteria by which the validity of their lives can be measured." The authors do not agree on the solution. Some call for a deeper retrieval of the community's charism (if it has a charism); others, for a real communal commit-ment to helping the poor and the oppressed; and still others, like MaryJo Leddy and Joan Chittister, for a move beyond liberalism to something even more radical or revolutionary. The third stage in this renewal process will be, I believe, a time of greater peace, when the good features of the new have been institutionalized and its excesses discarded and Catholics once again view religious life as a way to follow Christ in a more literal way. In this symposium, however, we are still at the stage of sober reassessment, discussing whether we need to shift into a new gear and or just stay on cruise-control. I approach this challenge not in despair but in hope, a hope that arises out of reading the his-tory of religious life. Before the French Revolution (1789) there were 300,000 male religious "in Europe. Forty years after the Revolution this number had decreased by more than two-thirds to 70,000. But in the 1830s a great revival began. Some 600 new Roman Catholic religious congregations were founded in the 19th century, more than at any other period, and the actual number of religious attained historic new heights. The Jesuits, who had been suppressed from 1773 to 1814, flourished as never before. A similar reflowering is not impossible in our time. Review for Religious o The contemporary crisis of religious life has been very deep. It is related to the .attempt to restate the Christian faith for an age called postmodernity. We have been adapting with great strain to a new kind of need for God, not a God of the gaps who fills in for the weaknesses of science, but a God at the center of life, a God who provides depth of meaning and answers our ultimate concern. Directions for a Future: Background Considerations ., George Aschenbrenner SJ felt that in my 1994 book I had set down criteria that might guide a reevaluation of the renewal and an effective move to the future.2 So for the present symposium he assigned me this topic: What are the criteria for judging whether a .proposed change of direction or structure in religious life will be a profitable change? What are the signs of a good change? I have interpreted his question as asking: In what directions should we move, and why? But, before we can entertain the question of directions, some background considerations are necessary. First, we must realize that the theological backdrop to religious life has shifted dra-matically. Up to thirty years ago, all religious, irrespective of their style of life, shared a theological consensus that dated back to the early church. Whether they were hermits, monks and nuns, medieval mendicants, apostolic Jesuit-type religious, or religious of the newer 19th-century type, all religious viewed themselves as primarily engaged in saving souls, their own and those of others. Christianity in general and religious life in particular were given a mystical and eschatological interpretation and were concerned with union with God and "the four last things." Intellectual activ-ity and teaching and care of the sick were important, but were subordinate to a concern for eternal salvation, the "one thing necessary." Since Vatican II, however, chinks have appeared in this higher unity, this sacred canopy, and basic questions have been asked about the meaning of Christianity and the place of religious within it. While the media and some religious focus on controversial issues of church polity like clerical celibacy and women's ordination, the deeper questions are: How should we conceive of our relationship to God? Does salvation begin on earth? What is the meaning of the kingdom of God? Within the mystical-eschatological emphasis, the dominant metaphor for women's congregations was that of becoming a ~uly-Aug~st 1996 Dilanni ¯ Reli~ous L~e "spouse of Christ." To some people of today, this may seem intol-erably sexist, patriarchal or "kyriarchal," but the image contains a core of meaning valid for both men and women. It underscores the need for an affective union with Christ and with a personal God. Mystical language was its common coinage. Commentators spoke of "spiritual marriage" and "transforming union." Many books were written about progress in mental prayer, contempla-tion, and the three stages of the interior life. Today a hunger for spirituality is still alive among religious, witness the popularity of directed retreats and the Ignatian Exercises. It is part of what David Tracy calls an "amazing resurgence in spirituality.''3 Nevertheless, our consuming interest has been elsewhere. Whereas previously religious sought to move outward from a deep interiority, we have preferred to begin with exteriority. Like behaviorists, we have been convinced that action shapes hearts and that congregational renewal would come from movement into relevant apostolates that reexpressed our charism. The "spouse of Christ" model was criticized as a "beautiful soul" spir-ituality, and its practitioners were compared to birds preening themselves. Salvation was brought down to earth, and holiness was linked with wholeness--becoming a well-integrated person-- and with service to others. "Crazy" saints like Philip Neri (who did outlandish things out of humility) were out. The fasting of Catherine of Siena and others has been understood as "holy anorexia" (Rudolph Bell's term), a subconscious protest against male domination. Unless mortification was relational--a sacri-fice involved in one's work for others--it was conside~'ed unhealthy. Better to work for and with the poor than to fast in adoration of God. As a result, a new metaphor for religious life replaced spouse of Christ. It was the image of the prophet at the cutting edge of social and political issues,, breaking new ground in the liberation and humanization of peoples, especially through systemic change in favor of the poor and oppressed. After the Jesuits' dramatic shift toward faith and justice, the charisms of most other active congregations, no matter how diverse, were suddenly found to center on these same concerns. The Roman synod of 1971 called social justice a "constitutive" part of the Christian apostolate, and many interpreted this as meaning that it was to be a necessary component of each apostolate. Most recently, however, a reac-tion has set in. Jesuits like Avery Dulles and Martin Tripole, while Review for Religious agreeing .that social justice should be a fundamental concern of religious life, resist the notion that it is an essential ingredient of each Jesuit apostolate. It is now reported that even Pedro Arrupe SJ, its principal protagonist, had second thoughts about how it was absolutized.4 Strangely, the metaphor of religious as social prophet did not attract numbers of vocations, certainly not in the first world. Marie Augusta Neal admits this and attributes it to fear of its inherent difficulty and risks. But, historically, danger did not deter but rather whetted the appetite of people intent on the religious adventure. Nineteenth-century missionaries like St. Peter Chanel boarded rickety ships on precarious one-way trips lasting eleven months to preach to peoples who had not yet emerged from can-nibalism. Could the resistance to the new prophetic stance be due to something other than fear? Could it be that, however admirable, it is not perceived by Christian consciousness to be at the center of the religious project? In what follows I will set out three directions in which we must move in future efforts toward renewal. The first two are sociological and could apply to almost any social group or cor-porate entity. They are actually dialogues with Wittberg and with Nygren and Ukeritis, whose studies I find revealing. The third direction is theological and addresses some of the questions just raised. Directions for a Future The first direction: An effective religious community must be visible. Recent authors have sounded the alarm that religious life, especially among women, is disappearing as a visible corporate entity, as an institutional presence. Joan Chittister writes that religious communities have "done a great deal to foster the prophetic individuals in their midst," but "at the same time, they have done very little to function as prophetic groups.''5 Elsewhere she dramatizes: "Religious must ask themselves what they stand for as a congregation and who knows it, because if nobody knows it we don't stand for it." She continues: "When we stood for edu-cation, health service, and the care of innocent children, everyone knew it. When we stood for insertion of Catholics into the white Anglo-Saxon world, no one called that political, and everyone knew what we were about, Religious congregations stood as bul-j~ uly-dug~st 1996 Dilanni ¯ Religious Life warks against ignorance, illiteracy, disease, abandonment, and secularism. We turned our resources in those directions. Now we have the best-educated groups in the world, each member of which is regarded with professional respect, and the most invisi-ble congregations.''6 " This is an important point that should guide future planning. If as religious we desire truly to influence others and attract new candidates, we cannot act as disembodied spirits, noncorporeal freedoms, anti-institutional angels. We must witness not only as individuals but as a collective unity. And to do so we must be vis-ible as a collective unity. Clearly, religious were more visible as members of a group when they worked in institutional commit-ments and wore an identifiable religious habit. When they left these institutions and took on secular jobs in social service, when they declined the habit and were absorbed into the crowd, they tended to lose corporate impact of all kinds, even the new one of being socioreligious prophets. "The more its members became unidentifiable," says Wittberg, "the more difficult it became for any order, as a corporate entity, to fulfill its newly defined prophetic role.''7 Another major cause of the current invisibility of religious congregations has been our readiness to embrace contemporary democracy's postmodern move toward absolute egalitarianism and nonelitism. Eager to abdicate every hint of triumphalism, we have become levelers. This is seen in the way we have interpreted Lumen gentium's universal call to holiness, which, according to Wittberg, hit like a bombshell and robbed religious of a sense of distinctive identity. It had this effect because theologians and reli-gious interpreted it politically rather than theologically or spiri-tually. "We are all called to holiness," said the commentators, emphasizing the word all, as if the point of the doctrine were to rule out all talk about more or less effective roads to holiness or about religious life being a way of perfection aspiring to something higher. But is the political point the central thrust of the decla-ration? Should we not place less stress on the "all" and more on what we are all called to, that is, holiness? Should religious not be less worried about standing out (or failing to stand out) and more concerned about redoubling their efforts to achieve holiness within their life and lifestyle? In fact, what happened was that the idea of striving for personal holiness dropped out as the cen-tral concern for religious. Review for Religious The reason for this overemphasis on the political may be due to the church's relative inexperience with democracy and moder-nity. In her sociological study of religious orders; Wittberg con-tends that the 19th-century religious congregations, sharing the restorationist mentality of the church, never really came to grips with the modern thrust toward liberty, fraternity, and equality. Rather, these congregations retreated into a fuga mundi (flight from the world), reinstated 17th-century practices, and lived in a time warp for years. In America this was exacerbated because most religious sprang from and ° worked in isolated immigrant subcultures. It is perhaps because of this that, when Vatican II opened the doors, the congre-gations went overboard in their embrace of the new forms of participative democ-racy. We eagerly adopted its absolute horror of distinctions for fear of elitism and played down all differences between religious and laypersons. As a result we vanished as visible corporate groups purporting to be on a different road to holiness.8 But can this continue? Can the concept of religious life long endure in an atmosphere of hyper-egalitarianism? Would reli-gious life ever have sprung up at all if some persons did not desire to be different and follow Jesus in a more literal way? Wittberg describes religious life as a form of virtuoso or (less frequently) heroic religiosity. Practitioners of virtuoso religiosity are those within a religion who want to go the extra mile. They want to create a zone of intensity within the field of holiness. They p(r-ceive themselves as different and, to some degree, as exemplars. Prospective virtuosi come together, says Wittberg, "in the expec-tation that their participation will help to maintain some collective good--the health and welfare of the destitute, or the conversion of heretics, or even the establishment of a utopia of saints on earth that can serve as a beacon to others.''9 Christianity and other religions have always spawned such virtuosi. Luther dissolved the vows of the monks and declared everyone equal in the quest for holiness, but soon Protestantism was crowded with Pietists, Mennonites, and Anabaptists. Later it was the Shakers and today the Pentecostals. Recently, new virtu-osi groups have mushroomed Within Catholicism: the Legionaries of Christ, the Missionaries of Charity, the Lion ofJuda, Les Fr~res We must witness not only as individuals but as a collective unity. July-August 1996 DiIanni ¯ Religious Life de. St. Jean, the Opus Dei, the Neo-catechumenate, the Focolare, the Sant' Egidio community of Rome, Comunione e liberazione, and so forth. All model themselves on the early Christian com-munity in Acts or the seventy disciples commissioned by Jesus (Lk 10), both of which seem to represent Christianity lived in its highest purity. Like the early Christians, these new groups believe that forming Christians is not easy, but requires being challenged to live one's baptism; requires a formation process, a "way" (some form of RCI& program), a sustaining community, and a partici-pative liturgy. We must accept the fact that as religious we desire to be dif-ferent and follow Christ in a distinctive way. If we are to influence others, to witness as prophets, our commitment must be in some way public and Visible. If this is perceived as a higher way, so be it. Chalk it up to diversity. We cannot blur all distinctions out of a fear of elitism. All groups that aspire for something more are in danger of elitism and must be warned against it, but their enthu-siasm should not be crushed. Members of religious congregations purport to live their Christianity in a way that is differently orga-nized, more regulated, more intense, and at times more difficult than that of other Christians. They will have an impact on oth-ers to the degree that their sacrifice is real and their corporate witness is visible. Whether through all this they always succeed in becoming men and women of God is another question. The second direction: Effective religious community should be inten-tional as opposed to merely associational, and this demands a transcen-dent corporate goal and adequate commitment mechanisms. An intentional community is a community with a purpose for the sake of which members are willing to make significant sacri-fices of their individual preferences. Examples are sports teams and the military. An intentional community is different from an associational community, which admits a plurality of goals and calls for a lesser degree of sacrificing of individual preferences. Intentional communities have a strong sense of direction. This is due to at least two things: a transcendent corporate cause and a set of commitment mechanisms, that is, common sacrificial prac-tices that reinforce commitment at a level deeper than rational persuasion. We will consider these two elements in turn. A transcendent corporate goal: Discussing visibility, we have already dealt with the need for a goal, for being clear on where the Review for Religious group stands. Here I make the further point that the goal must be one that transcends the community itself. I say this because some authors seem to believe that the goal of a community can be inter-nal to ~the community itself. Edwin Keel and Susan Beaudry, for example, propose a third ruling metaphor for religious life, beyond those of the spouse of Christ and prophecy. For them, religious life is best presented under the image of a journey together toward God. They maintain that "what religious have been seeking, whether they realize it or not, and what religious community can offer, is neither surrogate family life, nor friendship, nor the intio macy~of small groupings, but faith companionship on the spiritual journey." 10 They describe the common spiritual journey in terms of a discovery of one's personal vocation before God and an integra-tion of it with that of others. Spiritual maturity is achieved by getting in touch with what Jung calls the Self, which lies deeper than the ego and is the place where we truly meet God. The old perfection model of holiness with its rigid rules tended to flat-ten individual differences and to foster immaturity. The journey image with its new and democratic skills--province assemblies, mission statements, corporate reflection processes, confrontation techniques (all now permanent parts of religious life)--may seem messier, but is psychologically healthier. Community life is like a family going on a trip in a crowded van, constantly negotiating, sometimes bickering, always arriving, never reaching. Some of these spiritual-journey elements are valuable; but I wonder whether the journey can be the dominant metaphor of religious life. Does it not tempt us to remain in an associational model of community, which, to believe tl~e experts, does not endure beyond one generation?I' Does it not come too close to what Gerald Arbuckle has called the "therapeutic" community? Can it generate the needed intensity and direction? For all the benefits of psychology, are not psychological self-absorption and an overly intense regard for the internal aspects of community part of the cause of our present decline? Wittberg says, "'The dominant language of religious life., shifted from theological constructs to social and psychological paradigms,' that were inad-equate to explain what was distinct or desirable about the lifestyle."~2 This has gone so far that in some congregations com-munity members who desire entry into a new local community must first present a written evaluation of themselves from the July-August 1996 Dilanni ¯ Religious Life community they are leaving. In other congregations the .concern for personal autonomy and consensus has at times resulted in the election of effete leaders at the local level. Is there nota middle ground between the not-in-touch-with-their-feelings religious of the past and some present-day religious who have become too self-involved as individuals or as community? In order to form an intentional community, people must come together for the sake of a cause that transcends both themselves and their experience of journeying together. A clearly articulated spiritual or apostolic vision and ideal must draw them on. Each member must partially relinquish his or her personal, vocation in favor of the vocation of the congregation. One's personal project must be trimmed in favor of the community proiect, Older reli-gious tell stories of pioneer days in schools and hospitals when they roomed together in classrooms and toiled almost slave hours. They may stress the pain and suffering, but from the glee with which they tell the stoW we know they would not have exchanged it for the world. Their reward lies in having been part of some-thing greater thanthemselves, protagonists together in a great religious adventure. Commitment mechanisms: Historically, intentional religious groups have been sustained in their resolve not only by clear tran-scendent goals but also by a number of practices that sociologists call commitment mechanisms. These are practices, customs, or rituals that reinforce motivation by solidifying the affective ties between the members. Sociologist Benjamin Zablocki contends that the commitment mechanisms discarded by congregations after Vatican II were actually essential for community survival.~3 The primary types of commitment mechanisms were first developed in the monasteries and then adapted to other forms of religious life. They are (1) common rules and rituals, (2) boundary maintenance, (3) shared sacrifices, and (4) mortification practices. 1. Common rules or rituals include the daily horarium and schedule, spiritual exercises, meals :in common, reading at meals, and grand silence. They are found in the constitutions and in books of customs. 2. Boundary-maintenance mechanisms Fiave the purpose of maintaining a clear distinction between members of the group and other people. Examples of such mechanisms are: wearing a common habit, living together in cloistered convents, bestowing new names, and reducing the visits of family and outsiders. (Today Review for Religious the lack of vocations has spawned the phenomenon of associative membership, which renders the boundaries more fluid and lessens the sense of identity. Most recently commentators are beginning to bemoan an excessive fluidity. Their plea is that such a religious congregation cannot long endure unless there is a strong core group of full-fledged members who are strongly distinguished from others.) 3. Shared sacrifices arise out of involvement in common works of the congregation. Historically there was no stronger source of cohesion than shared sacrifices in behalf of an institute's common apostolates. 4. Mortification practices include such customs as culpas, the chapter of faults, receiving monition, fasting on certain days, taking the discipline, wearing a common habit, and wearing a veil. These worked to strip off an old identity in favor of a new one and in the process helped to cement people into a higher unity. In reviewing these mechanisms I am in no way advocating a return to all or to any of them. On the other hand, religious life cannot prosper without some structures that reinforce motivation at the affective level. To move beyond individualism we need to invent common rituals and symbols that speak to us at the level of the subcon-scious. We cannot build community by teaching a charism only conceptually while leaving it to each member to embody it in his or her own way. If our religious life has no face, our communities will end up being only comfortable hotels. In replacing outdated commitment mechanisms, we must employ new psychological insights and provide adequate room for personal differences. But these new mechanisms must have some relation to past ones. In creating them we must carefully study the older structures to see what purpose they had in the mind of the founder, to discover what aspect of the charism they expressed. The new structures must be more suited to our times, but they must also connect with and incarnate the charism and spirituality of the institute. The role of the superior is a commitment mechanism of tra-ditional religious life that is not often mentioned. We must admit, People must come together for the sake of a cause that transcends both themselves and their experience of journeying together. ~dy-AuKtwt 1996 Dilanni ¯ Religious Life however, that nothing worked better to reinforce collective unity than Mother Superior. The traditional superior, especially when he or she was also the founder, was considered a voice of God. Today, conversely, some 75 percent of religious communities of women have no superior in any traditional sense. Mother Superior has been replaced by the "director" or "animator" or by a "lead-ership team." Such language, it seems to me, confuses two dif-ferent realities, authority and leadership. The first is the attribute of an office; the second, the quality of a person. In some congregations the role of superior has been largely taken over by an appointed middle-management bureaucracy with tendencies to perpetuate itself.~4 One sister has written to me say-i. ng, "Our best leaders are in our cemetery." Without desiring to turn back the clock, I ask: Was there a resonance present in the traditional role of superior that has been lost? If past superiors were legalistic and overbearing, were the best of them not the true spiritual leaders that We still hanker for? Were they not per-sons who loved the congregation and its charism and knew how to stir hearts and shape a vision? Commitment mechanisms are making a comeback in the new congregations and in the new lay religious movements in Europe and Latin America. The Neo-catechumenate, for example, invites members into a "way" (camino), which comprises certain distinct steps, a kind of RCIA for Catholics, through which each mem-ber must pass before they are considered "formed Christians." Some of their techniques involve confrontation and mutual crit-icism. New seminaries using Neo-catechumenal techniques, all called Redemptoris Mater, are springing up in many parts of the world. The Sant' Egidio lay community of Rome invites its mem-bers to sung vespers and a commentary on the Scripture every evening. Many religious congregations use directed retreats and the renewed thirty-day Ignatian Exercises as a more personalized form of commitment mechanism. Other communities have intro-duced formal faith-sharing sessions, a kind of lectio divina in which members Ponder scripture passages or the constitutions together and then discuss them. Patricia Wittberg suggests that it might be profitable to explore the new religious movements to see how traditional Catholic frameworks for "religious virtuos-ity are being reworked, whether consciously or unconsciously. ¯ in order to address the assumptions and values of the late-20th-and early-21 st-century American culture." 1~ Review for Religiou~ Visibility, intentionality, a clear and transcendent goal, and some commitment mechanisms--these are the sociological aspects necessary to be effective as a group. For Wittberg, their lack has been the major reason why the new metaphor of religious as reli-gious prophets has not truly taken hold. Ithas failed to galvanize religious communities, she believes, because contemporary indi-vidualism and pluralism have been allowed to dominate religious life. As a good sociologist, she remains neutral with regard to the desirability of the new metaphor itself. I wonder, however, if this goes far enough. Are there not other and deeper reasons why the new metaphor of religious prophet has not really caught on? If prophecy means being on the cutting edge, the question remains: On the cutting edge of what? of politics? of social betterment? of all this, plus something more? I accept and welcome the model of prophecy, but I do question its content as expounded by many religious at the pres-ent time. I believe that the prophet must identify the deepest assumptions of the age and try to respond to its deepest hungers. Have we; aspiring religious prophets, truly engaged our culture at its deepest levels? This brings me to my third and last statement of direction. Third direction: Effective religious community demands a concept of prophecy that engages the surrounding culture at its deepest levels and responds to its most profound hungers. Wittherg and others believe that because of restorationism the 19th-century church and its many new religious orders did not come to grips with the problems of modernity. My question is: In the prophetic model as currently understood, do we do so even now? I concur with Nygren and Ukeritis, who say that those con-gregations will be revitalized that are "rooted in their relationship with God, and that, in a spirit of fidelity to their founding purpose and responsiveness to absolute human need, confront the current gap between Gospel and the culture.''16 1 agree with Chittister's formal principle that religious congregations must "release every-where in society, at every level, through every individual member, wherever the members are, and whatever separate things they do, the white heat of those congregations' charism in one great cor-porate mind and one easily seen communal heart.''17 We must engage the dominant first-world culture and do so as corporate .t~uly-August 1996 Dilanni ¯ Religious Life entities. We cannot run from it or remain indifferent. But, because we are religious, we must be careful to engage it at its deepest levels and not merely superficially. Historically, religious life flourished precisely when it was perceived as countering a culture's expressed values while answer-ing its deepest hungers. St. Francis of Assisi attracted followers, not because he was in conformity with his times, but because he challenged his times and in this way spoke to its heart of hearts. As we move toward the future, we must ask ourselves: What are the deepest hungers of our culture? Judith Merkle says that "the question which faces religious congregations today is what aspect of reality has the power to most deeply call us to life." 18. This is really the same question, for we are part of our culture, and our own deepest hungers will not differ much from those of the general culture. Some authors answer this question by insisting that we will be called to life by moving away from individualism and becoming a transformative community bent on creating a better world. In their eyes, the deepest need of contemporary culture is to achieve better rela-tionship with the poor, the oppressed, and the marginal; and this will be achieved by eradicating unjust social structures and oppos-ing oppressive ideologies like patriarchy, sexism, and racism. But is such a project sufficient? Is it at the center of religious prophecy? Is it where we address the deepest needs of our culture? Certainly, many of these ethical issues are important. They are a response to Gaudium et spes and in tune with the attempt of the-ologians to develop a more earth-centered interpretation of the kingdom. This new notion of the kingdom does not contradict the traditional view, but complements it. It asks us not to allow our desire for heaven to blind us to our duty to extirpate crass injus-tices in this world. In this view, the kingdom is not only a future heaven but the actual presence of God's power for transforming the world. So the religious project, the kingdom, has two loci. But, in many religious congregations, has the sociopolitical not become the solitary day-to-day focus? Is this not why the so-called prophetic model attracts so few first-world candidates? Have we not gone the route of liberal Protestantism, which in its social-gospel emphasis is fast losing ground to the Pentecostals and Evangelicals? In their nonparticipation and shifts of loyalty, are not lay Christians trying to tell us something? Review for Religious Can a religious congregation survive if its primary, all-inclu-sive goal is to solve complex and intractable social and moral issues? I doubt it. This is so especially when, in practice if not in theory, God is reduced to being a ground for human generativity or creativity in the social arena. Sociopolitical issues are impor-tant and can even be construed as religious in nature, but they are not at the center of the religious project. The center of the religious project is clear and simple: to affirm the existence and the love of God. This is true especially in our times, in which the major event has been the "death of God," the conviction that the idea of God is either meaningless or even detrimental. The first attitude comes from the side of science and the second from an existential-ist philosophy of life. The scientific picture as taught in many universities is one of a world that evolved by sheer chance from a big bang to con-scious, reflective beings. If through some. accident all conscious beings are destroyed, the Godless universe would be bereft of consciousness, and being would be a perpetual winter, In the sci-entistic worldview, sheer chance takes the place of God, and human life is voided of any objective meaning or purpose. Moral ¯ systems' become games contrived by human 'beings to bring about the maximal satisfaction of desires while avoiding conflict. The moral game is born of an enlightened egoism. For existentialists, following Nietzsche, religion must be ban-ished because it is repressive and life-denying and robs us of rad-ical freedom. It imposes an objective moral system that does not allow us to create values. We must choose between a life of free-dom and a God of enslavement. "Man dies at the touch of the Absolute," says Merleau-Ponty. One way in which existentialist atheism shows up in our culture is in its penchant for absolutiz-ing choice. No matter how dire the consequences, Americans will plump for choice on any issue. If there is no God, then each indi-vidual can be God, not only in general but at every moment and in every decision. This combination of scientific atheism and an existentialist absolutizing of individual power and choice has given rise, as Nietzsche predicted, to a sense of meaninglessness, to nihilism, to The center of the religious project is clear and simple: to affirm the existence and the love of God. July-August 1996 DiIanni ¯ Religious Life the banalizing of life, to the "unbearable lightness of being," The death of God has ushered in the death of man (and woman). Choosing and consuming, consuming and choosing, modern men and women are stranded on the anorexia-bulimia line--on the endless shuttle between fullness and emptiness." Is this all there is?" they ask. And many teenagers commit suicide or random murder, and others just keep on dancing. "Even more than athe-ism," says Walter Kasper, "the nihilism that flows from atheism is the real mark of the age."~9 This nihilism or voiding of meaning has its positive side. It is the modern expression of the hunger for God. It is in providing a lived response to this hunger that contemporary religious life will achieve its true prophetic role. Beyond all else, religious life must be a drumbeat proclaiming that God exists, that God's love for us through Jesus is unconditional, that it sustains us in suffering and continues beyond our death. The way for religious to engage the surrounding culture effectively is to witness that, far from crush-ing life, God alone gives it ultimate meaning and sense. I believe that at least two things must be retrieved by religious to help them achieve this truly religious end: interiority and, along .with it, an ardent desire to relate to the personal God who transcends the world. By interiorityI mean a new emphasis on the life of prayer and reflection and on being teachers of the spiritual life. Pierre Hadot, a French historian of philosophy, is influencing sophisticated the-ologians like David Tracy into bringing spirituality into the cen-ter of theology. He criticizes modern theology for its sharp division between theory and spiritual practice. Hadot insists that, unlike people of earlier times and of non-Western cultures, we Western moderns have not allowed theology to express itself in spiritual exercises. The old Stoics had spiritual exercises for com-ing into contact with the Logos, and this was one reason why Simone Weil loved the Stoics. The modern segmenting of the-ology and praxis--seen, for example, in the dropping of devo-tions since Vatican II--is one reason for the deep hunger for spirituality today. R~ligious must once again emphasize growth in personal holiness and speak to people about their experience of prayer, about their interior praxis with God. Our formation pro-grams must not fail to impart a sense that each person has 'a spir-itual life in which it is possible to make progress through prayer. Joan Chittister is correct when she insists that we cannot "confuse work with prayer, good intentions with the spiritual life:''2° Review for Religious We must regain a sense of the personal God who transcends the world, but with whom we can enter into intimate union. In a 1989 America article I spoke of our need to love God as well as our neighbor and said that the love of God cannot be totally expressed through neighbor love, Several weeks later, in a letter to the edi-tor, J. Robert Hilbert sJ wrote that "one must be careful" in draw-ing a distinction between love of God and love of neighbor. "God," he says, "is not an 'other' in the sense of a categorical object to be spoken of in parallel with other objects of my knowl-edge and love. It is rather precisely in God's transcendentality as the absolute Other that love of God and love of neighbor come together in a unique and necessary oneness.''2~ I do not know if such talk of God as the "absolute Other" does the job of maintaining the necessary balance between the immanence and transcendence of God. I am sure, however, that in their return to spirituality contemporary Christians are rebelling against attempts to blur the distinction between the love of God and the love of neighbor, even though both are absolutely necesshry and intimately intertwined. Classically God has been conceived of as higher than and dis-tinct from the world, a Creator who does not need us but who loves us even beyond our death and asks us to requite that love. In ~our effort to rethink the notion of God in a way acceptable to modernity, we must avoid the danger of turning God into some underlying catalyst for our doing :good, an ~lan vital or wisdom force. In the last thirty years, so many theologians liberationists, feminists, process theologians, all striving to develop an idea of a God who is intrinsic to our lives--may have fallen into just this trap, Have they not carried too far the idea that we are God's project for social betterment, that in some Hegelian way the Absolute is working through our creativity to achieve a world of peace and justice? I have two problems with the current political and this-worldly interpretations of the kingdom. The first is with the type of pol-itics it generally espouses, and the second with the primacy of politics itself. ¯ First, does not the particular type of politics espoused by some religious carry a great deal of questionable ideological baggage? A "politically correct" reading is .given to work with the poor and oppressed. The abortion question is often studiously avoided. Feminist publications of the most radical sort are taken seriously. 3~uly-August 1996 Dilanni ¯ Religious Life Environmentalism is fast becoming a new religion among some religious, while they fail to realize that it has become extremely big business filling many already fat pockets. A listening ear is not lent to the arguments of those who distinguish between good and bad ways of helping the poor, arguments presented in thoughtful books like Marvin Olasky's Tragedy of American Compassion. And yet anybody who is truly concerned about the poor should also be attentive to the ways in which, with the best of motives, we may be locking them into a perpetual victimhood. But, beyond these particular issues, I think there is an overem-phasis on the sociopolitical in general. Social justice and the fos-tering of the earthly kingdom is not the whole gospel nor even the center of it. The hunger for another justice beyond social justice is never altogether absent from the human heart, Social justice is important, of course, because it is the minimum, upon which an earthly Christian community can be built. When it is dramat-ically absent, we cannot remain passive. When it is dramatically absent for many years for great numbers of people, it can for a time even be a consuming passion. But we must be careful that the gospel not be totally reduced to it. For the fact remains that we die eventually and that no program of social justice exists that can prevent our death or provide meaning to our dying. Beyond social justice, the church must have something to say also, perhaps especially, to those who are about to conclude their earthly life.22 Most religious, no matter how radical their politics, do retain a strong belief in a transcendent and personal God and a faith in the resurrection of the dead. But often this does not appear to be the main focus of their life and action. Unsure of the existence~ of the devil, many religious are very adept at naming the demonic. They are sure that sin has changed and we now better understand what constitutes real sin and real virtue, Evil, they think, is not located primarily in personal sins of commission, but in 'political and economic structures and in the sins of omission that keep these structures in place. Along with this perception, they have the conviction that the new technological possibilities available to us bring new responsibilities. Thus, they are fond of repeating that, since it is now possible for the first time to feed everyone, we have a special duty to create political structures and delivery sys-tems to implement this possibility. There is doubtless much to be said in favor of this, but, religiously speaking, it contains little that is new. Systemic and structural change is simply a new aspect Review for Religious that the perennial Christian demand of love of neighbor and of the stranger has assumed today. There remains the caveat of humility: that we not think we possess the answers to complex structural problems of politics and economics and that we curb the thought that we can ever build utopia on earth. In spite ofmy theoretical recognition of social justice's impor-tance and in spite of my practical efforts, past and present, in behalf of civil rights and of the poor, I believe that, from a reli-gious point of view, the social project remains ,superficial. Metaphysically, it is ultimately uninteresting. Cornel West, the brilliant black theology professor at Harvard Divinity School, often discusses social issues on Boston television. One day he was especially aroused and ended his speech with: "My brothers and sisters, this is the real important stuf!!" I shook my head and thought: Millions of people are dead and everyone is going to die. How can a theologian give such ultimate importance to this transient consciousness show we call the world? I am more in tune with Wilfrid Duffy SM, a priest-poet friend of mine afflicted with Parkinson's, whom I took to visit Michelangelo's statue of Moses in Rome. Disappointed with Moses' worldly appearance, he wrote a poem called "The Death of Moses" which ends with these words: ~ There was no dirge-- Just hard marble, noble features, Well-spaced fingers and toes, a certain strength, and some magnificence. But no d~sert; no voice of God, Unless I was not listen.ing. Perhaps it was I who had died. In the sociopolitical vision of the kingdom as practiced by some, where is the magic Of Bernini's sculpture of St. Teresa of Avila in rapture with God? What is the meaning of fasting, prayer, personal mortification, the Eucharist, confession, the drama of conversion and grace, justification, of Jacob wrestling with an angel? Interiority and mystery seem to get short shrift in the cur-rent version of the prophetic vision, as do original sin and personal sanctification and, yes, even ultimate salvation. Have we learned the Marxist lesson too well? Annette Pelletier IHM asks some poignant questions in this regard. "Have any., of the adaptations since Vatican II pro-claimed to the people of God the basic message that grace works? yuly-August 1996 Dilanni ¯ Reli~ousLife Politics, justice, and even morality cannot be the absolute center of the religious-life agenda. What else will or can ever change the present identity crisis of consecrated persons and their various congregations into an opportunity for reform, revitalization, and renewal if not the power of Mystery to fascinate but also to convert? Has this pri-mal experience of the Judeo-Christian tradition fallen by the way-side?" She continues: "Since Vatican II, adaptation and renewal have bridged the gap between the world and the consecrated life, but of what metal has that bridge been forged? Could it be that in bridging the gap an essential element of the identity of persons consecrated to God some-how got lost? What credible and clear evi-dence do religious women and men give to show that contact with the Holy somehow, mysteriously, does make a difference?" She quotes Richard Fragomeni saying that "the Christian tradition ultimately stands in silence before the operation of grace, the wonder of surprise, and the movement of a power beyond that of human consciousness and performance.''23 To be truly prophetic in the religious sense, religious life requires an integration of these two points of view about the king-dom-- the mystical-eschatological and the sociopsychological-- both of which have their roots in the gospel. The first rightly stresses the need for a mystical union with God' in this life and the hope for ultimate union with God hereafter. The first com-mandment, said Jesus, is that we love God with our whole heart. On the other hand, the Jesus we meet in prayer and in the Scriptures is the very embodiment of a God of compassion. Jesus reveals that Yahweh is not a "generic" God (Brueggemann), but a God who is interested in justice. To be involved with the God of Jesus is to be involved with the poor and the marginal of this world. We cannot be satisfied with urging them to suffer in the hope of an eternal reward in heaven. And yet secularism remains the deepest problem of the dom-inant culture, and it is at the center of the religious project. It is in grappling with this aspect of our culture that religious ,;rill truly and most deeply engage it. The deconstructionists are hard at work trying to be rid of all "metanarratives," and the pragma-tists are banishing any attempt to ground any~statement as true, A valedictorian at Harvard recently said: "At Harvard they teach Review for Religious you that you can hold any value you want, as long as you don't hold it to be true." Television is not far behind. It continues to dis-place the deep and serious with celebrity, with hi-tech gossip, and with the tolerance morality of the talk shows. I strongly applaud Joan Chittister's suggestion that we must be corporately visible, but the principal goals she sets--educating the world about °the new social questions of the age, about sexism, racism, the environment, and multiculturalism, about the whole agenda of political correctness--all remain at the level of politics and sometimes debatable politics. There is justice and justice. Politics, justice, and even morality cannot be the absolute center of the religious-life agenda. But coming to grips with an atheis-tic secularism can, for it is a directly theological and religious issue. What is more countercultural, to say that we are going to save planet Earth or to say that Jesus rose from the dead and that this makes all the difference? Which answers our deepest and most ultimate concerns? Which, metaphysically speaking, and which, from a religious point of view, is more interesting? Perhaps the last thirty years of religious life have been fruit-ful after all. With T.S. Eliot we may be able now to cease our exploration, return home, anddiscover the place for the first time. For in thirty years we have changed and perhaps only now have the wisdom to plan a renewal and a future. In our planning for the 21st century, can we not truly join action and contemplation, this-worldly love and the inystical-eschatological--envisage, that is, a close friendship between oneself as prophet and oneself as spouse of Christ? And can we not then send them both off on a splendid quest that we might call, according to the metaphor Qf Keel and Beaudry, "a journey together toward God"? Notes * See Patricia Wittberg, The Rise and Fall of Catholic Religious Orders (Albany: SUNY Press, 1994), p. 269. 2 See Albert DiIanni, Religious Life as Adventure (Staten Island: Alba House, 1994). 3 William R. Burrows's interview with David Tracy in America, 14 October 1995, p. 16. 4 See Martin R. Tripole, "The Roots of Faith-and-Justice: Critical Assessment," Review for Religious 54, no. 5 (September-October 1995): passim. s Joan Chittister, "Religious Life Today: Response to Kerkhofs," Religious Life Review 32, no. 4' (1993): 203. Dilanni ¯ Religious Life 6 Joan Chittister, "Religious Orders," National Catholic Reporter, 18 February 1994, p. 16. 7 Wittberg, Rise and Fall, p. 239. s The findings of Nygren and Ukeritis also seem to confirm that the flight to democracy was not well thought out: "Assumption~ regarding the applicabilit~ of democratic forms of governance to religious life were made with little or no conversation regarding the appropriateness of this move. Centuries-old notions of obedience were dismissed and replaced with concepts such as ,listening to the Spirit' which, while challenging, lack a history of experience to provide a context that produces consis-tency in form or process" (David Nygren and Miriam Ukeritis, The Future of Religious Orders in the United States [FORUS] [Westport, Connecticut: Praeger, 1993], p. 240). 9 Wittberg, Rise and Fall, p. 27. ,0 Edwin L. Keel SM and Susan Beaudry PM, "Journeying to God Together," Review for Religious 53, no. 3 (May-June 1994): 441. 1, See Elizabeth McDonough, "The Past Is Prologue: Quid Agis?" Review for Religious 51, no. 1 (January-February 1992): 82, and also Wittberg, Rise and Fall, p. 193. ,2Wittberg, Rise and Fall, p. 256. 13 See Wittberg, Rise and Fall, p. xi. 14On developments of this sort, see Elizabeth McDonough, "Beyond the Liberal Model: Quo Vadis?" Review for Religious 50, no. 2 (March- April 1991), pp. 172-173 and 176-177, and her "Past Is Prologue," pp. 79- 82. In the latter article she is using material from Patricia Wittberg, Creating a Future for Religious Life (New York: Paulist Press, 1991). ,s Wittberg, Rise and Fall, p. 270. ,6 .Nygren and Ukeritis, FORUS, p. 244. ,7 Chittister, "Religious Orders," p. 16. 18 Judith A. Merkel, Committed by Choice (Collegeville: Liturgical Press, 1992), p. 54. ,9 Walter Kasper, The God of Jesus Christ (New York: Crossroad, 1986), p. ll. 20 Chittister, "Religious Orders," p. 17. 2,America, 2 September 1989, p. 127. 22 It is unjust to ask some to struggle to the death for a future utopia to be enjoyed only by others in the future. Even the Marxist philosopher Theodore Adorno was exercised by this problem and insisted that there must also be a justice for the dead. 23 Annette M. Pelletier, "Fascination with the Holy--and Conversion," Review for Religious 53, no. 4 (July-August 1994): 562-563,565. Review for Religious JANET MALONE Internationality: ConsciousnessRaising and Conversion nternationality in religious congregations has a price, and .l. congregations that in recent years have called themselves inter-national are now in the various stages of conversion requisite to being purposefully international or what Catherine Harmer has called intentionally international. At this point it is important for them to keep their eyes open to internationality's richness, for the changes and conversion that are requisite to being truly interna-tional bring the difficulties--the price--very much to the fore. Ways of Coping Change can be scary, and becoming an international congre-gation has been quite difficult for many communities, to the point where certain resistances have surfaced as ways of coping with this new "crisis." In working with such congregations, I have noted various ways of coping. Some groups want to downplay the full connotation of internationality in its mission sense of supra-nationality even when in fact, with acceptance and incorporation of some different cultures and nationalities, a new congregational culture has already come into being that, in many ways, goes well beyond being the mere sum of its older and newer parts. Other congregations that have called themselves international by reason of their physical expansion into other nations now deal Janet Malone CND wrote "Coming Home: The Journey Within" for our May-June 1995 issue. Her address is 24-1002 Dufferin Avenue; Saskatoon, Saskatchewan; S7H 2C1 Canada. ~uly-August 1996 Malone ¯ Internationality with subtle and varying aspects of resistance throughout their congregations. In still other congregations, the resistance has been quite subtle, with efforts by some members to have their congregations refer to themselves, not as "international," but as "multicultural" or "intercultural" or as congregations "with an international character." Some congregations seem ready to rescind the appellation of internationality because of the cost in terms of both personal and corporate conversion. They would justify this retrograde step by emphasizing that they are not really international because they are present in only.a few other nations. On the other hand, if a congregation purposefully decides to become or to remain an international one, it most likely must go through, both personally and corporately, an actual step-by-step process of conversion. This involves consciousness raising. The Process of Consciousness Rai sing In this article I want to highlight the different stages of con-sciousness raising. Being consciously aware of these stages can help change "hearts of stone to hearts of flesh" (Ez 36:26) in the process of becoming purposefully international. In my January- February 1992 article "Internationality--At What Price?" I spoke about conversion; herein I shall elaborate on what I now see as the intermediate steps of consciousness raising in the conversion process. Sometimes the dominant culture is replaced by another group's culture with the result that the oppressed become the oppressor. When that happens, a congregation--using power in a way that creates scarcity, and marginalization--plays'the game of musical chairs. Whether the oppression is conscious or not, those with power marginalize others and continue the injustice. It is normal for there to be resistances, biases, prejudices, and stereotypes as a congregation becomes truly international, for various members are at different stages of consciousness awareness (and conversion) in their own. enculturation, acculturation, and inculturation. It has been my experience in worki.'ng with inter-national groups that resistance to change in the form of preju-dices and stereotypes comes from very sincere people who feel threatened by the unknown and wonder how the proposed changes will affect them. Like most things in life, consciousness Review for Religious raising does not happen all at once. Rather, it is a process of awareness and evaluation of hitherto unperceived injustices that preclude the changes necessary for conversion. The rhythm of consciousness raising is different for different individuals, and it holds a particular challenge for those in lead-ership roles in a congregation. These need to be somewhat com-fortable with the unknown, with taking risks. Only then can they encourage the members to take some requisite steps toward becoming comfortable with the attitudinal and structural changes that can eliminate subtle oppressions of which many members may be quite unaware. In so doing, they model equality and mutuality. Consciousness raising he.lps to bring about real change in the attitudes of individuals and in congregational structures that reflect the dominant culture. Consciousness raising gradually brings a group to an honest evaluation of the ways of being and doing in the group that, in many instances, are distinctive of the domi-nant, founding group. Such an evaluation can then lead to the necessary changes in praxis. Stages of Consciousness Raising Adapting the work of Gaylor and Fitzpatrick, I will now high-light six differeht stages of consciousness raising in congregations becoming purposefully international. Not linear, these six stages in consciousness raising tend to overlap in a helical fashion. The first stage, the "no big deal" stage, is characterized by per-plexity and sometimes denial that there is a problem, This can be experienced by both sides of the internationality challenge: those who are the majority and see no oppression whatsoever and those who--unaware of it or only minimally aware--are the receivers of such oppression. Thus, there can be outright denial of the injustice and dismissal of any claims of it or a trivializa-tion of the injustice. For example, in a mixed-language group where there is "whisper" translation, people in the majority group may interrupt a minority speaker in midsentence and demand immediate translation. On the other hand, members of the major-ity group may carry on a full conversation among themselves while translation is being provided for the minority group. Members of a majority find it difficult to see this kind of problem even when it is pointed out. The minority group may see this as ,the way things have always been and display a certain ffuly-August 1996 Malone ¯ Internationality passivity or resignation. In both instances there is no awareness or almost none in this "~no big deal" stage. If, however, a congrega-tion is really serious about its internationality, then each language group, regardless of numbers, deserves a sacred space to under-stand and be understood. At this stage, discrepancies between the majority's demands and the needs of the minority can be trivialized by the majority with such statements as "Oh, it wasn't intentional" and by the minority with "They don't mean to be rude." In both instances there is no consciousness or only a minimal awareness of injustices and oppression, subtle or otherwise. The second, "eye-opening" stage occurs when a member of either group, the majority or the minority, experiences such types of oppression with some discomfort. Itis very easy here to revert back to the "no big deal" stage, but at .this second stage both groups can see previously status-quo experiences in a new light. Consciousness is being raised; as Ecclesiastes 3 observes, the "sea-son" for it has come. Experiences that were seen as normal are now evaluated some-what differently. Still, this evaluation is fragile. If, as a member of the dominant group, I am not much impressed by this new eval-uation, then I. may become ambivalent and protective of the sta-res quo. If I am a member of the minority group, I may not speak out on an injustice for fear of being rejectedand labeled a trou-blemaker. Members of the majority may realize for the first time that they refer to a minority group from a developing nation as "cute" and "innocent," with "so much to learn." In this stage they come to a deeper insight into what they are really saying. The third, "on the fence" stage is that point where, although: individuals or groups in an international congregation now se,e unequivocally the injustices within the congregation towards cer-tain groups, they still do not have the courage to "walk their talk." They still try to curry favor with both sides. Being "on the fence," they maneuver between the two sides without taking a firm stand on the side of the oppressed. Although it is important to see both sides of any situation, still it is critical at certain times to get "off: the fence." The warn-ing of Jesus about being lukewarm resounds here. For example, in a congregation which has called itself international, a particular group lobbies to change that term to something like intercultural because it thinks, that will solve the discontent of some of the Review for Religious majority group. Without a critical analysis of the issues involved, many congregation members may stay "on the fence" and not try to explore possible resistances underneath. The fourth, "coming home" stage of consciousness raising is that point where an individual or a group in the international congregation moves to making public various convictions on issues integral to internationality. It is the point where the personal convictions expressed heretofore only in safe, private spaces are now shared in more public places within the congregation, although still in rather circumspect ways. This stage is both diffi-cult and challenging because "the medium becomes the message." For example, a per-son or a group may submit to the congre~ gational leadership a proposal for specific structural changes to enhance the congre-gation's internationality. The private has become public, but not as yet within the public forum of a chapter or assembly of the total congregation. The fifth, "passion" stage of conscious-ness raising is a .more integrated stage involving both head and heart. Persons immediately come to mind who have had a passion for certain truths: "I have a dream."; "Ask not what your country can do for you."; "Go and gather up the drops of blood . " This stage challenges individuals and groups to lace their reasoned and dispassionate discourse with some emotion, such as anger at instances of oppression and injustice. When expressed construc-tively and nonviolently, such anger can be an energy and .catalyst for change. For example, at international meetings where an impasse has been reached because of fears and resistances, a spe-cial meeting might be called to get at these fears and blocks to any change. The danger here can be that the only interventions rec-ognized in the group are those which focus solely on "defini-tions," "constitutions," and "canon law." The challenge is to get underneath the words to the energy of the emotions. Only when the stories of personal experiences around such feelings are shared is there any movement in the group toward some deeper con-scious awareness. Members of the majority may realize that they refer to a minority group from a developing nation as "cute" and "innocent," with "so much to learn." Malone ¯ Internationality Patience and waiting are also critically important in this stage; planting the seeds of change and waiting for them to blossom is what being prophetic is all about. It is the process of going from "mine" to "ours." For example, an important component of being international is to have an international communications office and journal, both of which are grassroots and decentralized so that inculturation can gradually occur from the bottom up. It may take some time for that dream to move from being "mine" to "ours" in an international group because of many different variables, some of which may be subtle efforts to hold on to the status quo. The sixth and last stage, "acceptance/appropriation/incorpora-tion," is the crux of consciousness raising. It is that season in the life of a congregation where being international is not just the decision of a chapter or decision-making body. Rather, it is the season where internationality is the lived reality in the group. Such acceptance/appropriation/incorporation leads to a sense of equality and mutuality in the congregation and is reflected in both personal and corporate attitudinal and structural changes. Personal Conversion Having surveyed the stages of consciousness raising about biases, prejudices, stereotypes, and resultant injustices and oppres-sion, we now explore their implications for conversion. Personal conversion may take many different shapes including intellectual, moral, and spiritual conversion. Although conversion, like con-sciousness raising, is not a linear process but in many ways a gift of the grace of G6d, yet this helical process has some distinct aspects. Intellectual conversion interfaces directly with the stages of consciousness raising. It is a seeing with new eyes that continuing to support or collude with oppressive structures and ways of being in one's congregation is wrong. Now morally aware of behaviors in these matters that are actually sinful, the members of the dom-inant group must become morally aware also of their passivity in not speaking out about an ol6pressive status quo. An attitudinal shift must occur that moves them to do something about the injus-tice, be that something ever so small in the large scale of things. When people perceive the general pattern of increased aware-ness and its call for moral conversion, they may notice the :pattern in groups not only where they oppress others but also where oth- Review for Religious ers oppress them. They should notice, too, that it is very easy for the oppressed to become the oppressors in other circumstances. Unless there is a conscious intent to break the cycle of oppression, ¯ it is likely to continue. Spiritual conversion calls members of a congregation to live the gospel in .a radical way, such that there can be true love, for-giveness, and reconciliation as the different ways of oppressing come to light. Such conversion is countercultural when there is reconciliation and not revenge. "Love is patient, kind, not jealous, does not seek its own interests, is not quick-tempered, and does not brood over injury. It does not rejoice over wrongdoing but rejoices with.the truth" (1 Co 13:4-6). Corporate Conversion Corporate conversion requires changes within the organiza-tional structures of the congregation so thfit the sense Of mutuality and equality will exist both in word and in the lived praxis. Catherine Harmer details the structural changes required to become intentionally international. These changes are summa-rized here: 1. Each of the different provinces/regions/cultural entities in a congregation has the necessary autonomy to make local decisions regarding ministry choices, personnel changes, formation, and finances. 2. The leadership in each province/region/area should normally be made up of the people of that country. 3. International congregational committees and task forces must include representatives from all areas. 4. General chapters must also be representative of the total congregation not bnly in attendance but also in plan-ning and staff. 5. Provision must be made to accommodate diverse lan-guage groups at such meetings. 6. The members of the central administration of the con-gregation must reflect its internationality. 7. The founding group should eventually cease to domi-nate in all aspects of the congregational life. Conclusion Some congregations, ~n their beginnings, were not founded as international groups.~ In recent years they may have called July-August 1996 Malone * Internationali~ themselves international because of their "physical" expansion to different nations. They go through birthpangs when this acci-dental internationality becomes a purposeful or intentional inter-nationality. This article has affirmed that various resistances to the new and the temptation to go back to the "good old days" are a nor~ mal part of such a new birth. This process, for both personal and corporate conversion, has been clarified by the application of Gaylor and Fitzpatrick's stages of consciousness raising to the matter of becoming a truly international congregation. References Jean Alvarez. "Prejudice in Religious Congregations." Human Development, Winter 1983. Christine C. Gaylor and Annelle Fitzpatrick. "The Stages of Consciousness Raising." Human Development, Fall 1987. Catherine Harmer. "Internationality: Intentional or Accidental." Review for Religious 52, no. 1 (January-February 1993): 111-118. Janet Malone. "Internationality--At What Price?" Review for Religious 51, no. 1 (January-February 1992): 109-117. Dorcas Surely, there was time to miss what might be missed: garments made, acts of charity attested to by friends and neighbors, the complexities of a simple style, feel of wool well-woven, the breathless moment prior to a newborn's angry cry. Then, did you hesitate at all on that gruff apostle's word before, gazelle-like (how else), you leapt from there to here? Leonar~i Cochran OP Review for Religious FINIAN McGINN Toward Multiculturalizing a Religious Community ~nheaot happens when a community evolves from a homoge- us ethnic group to a heterogeneous ethnic group? Do the inner structures of the group change? Do they have to change; if so, how far? How can we change structures to meet the multi-cultural needs of the members? Do we have any models of recent attempts toward multiculturalization of institutions? With more Hispanic and southeast Asian membership in U.S. religious com-munities, what are the areas of greatest tension? How do we pre-pare our members for a multicultural institution? Is there a different type of preparation for the older members than for the younger? Does the same phenomenon happen to public educational institu-tions, businesses, and large corporations? These are but a few of the issues confronting provincials in the United States as they realize that they have been writing more letters in Spanish to their members than those of the previous administration and that they see more and more Vietnamese-- survivors of the fall of Saigon in 1975--in their houses of forma-tion. What has happened to the province we entered in the 1950s? At that time most of us were German, Italian, Polish, and Irish-- predominantly Westerners of European descent. Now, in the mid 1990s, we have become pluralistic, much more ethnically diverse, and the old ways of doing things have begun to change. As ministers of the local :church, most of us have witnessed our parishes and other apostolates change demographically, but we Finian McGinn OFM serves as vicar provincial for the Santa Barbara province of the Franciscan friars. His address is 1500 34th Avenue; Oakland, California 94601. ffuly-August 1996 McGinn * Toward Multiculturalizin~ a Reli~ous Communi~ have failed to look inward at our own religious communities. We have tried to prepare the people in our areas of work by inviting experts to give inservices and workshops to inform the parish-ioners about the new reality they face and to help them understand the new refugee and immigrant neighbors in their midst. We have applied multicultural solutions to our apostolates, but we have failed to prescribe them for our own religious communities. Immigrants and Refugees in General What are the differences of today? Ethnographers tell us that the Hispanic, the southeast Asian, and the African American have different ways of looking at the family, at community life, work, interpersonal relationships, prayer; recreation, decision making, and at many other issues which are essential to religious life. Even though 'we see out communities beginning to change demo-graphically we continue to do what we have been doing for years. Superiors are becoming aware that many of the strategies that were used before are no longer effective today because of the dif-ferent cultural values held by the members. Is there agreement on a common hierarchy of values? How does a superior take into consideration the Asian notion of "sav-ing face" in his or her decision making? If the culture affirms dependence and docility, how does one teach independence, assertiveness and confrontation? If the culture emphasizes family, interpersonal relationships with persons of the same culture and close-knit ingroupings, how does it embrace a larger community of muhiethnic members? How do different cultural groups view the vows; how do they see religious obedience? How much does a province change to accommodate the new cultures? .Multiculturalizing in the United States presents a rather polit-ically sticky problem. At present the United States offers a con-text where xenophobia is quite present. Historically we have gone from the melting pot model to a nonwelcoming model and from: "Come but assimilate quickly" to "Don't come and, in fact; you're not welcome!" Today movements against immigration are strong; foreigners are looked upon as inferior, their culture deficient, their language an obstacle to the acquisition of English. The province is aware of and perhaps may even pick up these negative attitudes by contagion or osmosis. Minority candidates who lived in the society where antiimmigration propaganda is prevalent Review for Religious approach the province wondering in what manner they will be received. R. Otheguy, commenting on the melting pot notion of the United States, remarks: "Because of their experience with racism in this country, many Hispanics have long ago given up hope of disappearing"--of blending into U.S. society. Baker takes the reasoning a step further and concludes that Hispanics found in multiculturalism a way to become at least somewhat American and keep their cultural values at the same time. He states, "Because of the [Hispanic's] history of being the victim of racism, the result may be the prevention of assimilation and integration with a consequent need to embrace some form of multicultural-ism for survival, security, status, and self-enhancement." Ethnic minorities themselves speak of additive biculturalism and bilingualism (Cummins, 1989). The melting pot paradigm has stressed a subtractive aspect: "Acquire English and lose your native language! Assimilate into U.S. society and forget your own culture; it's a deficit." Ethnographers and multiculturalists, on the other hand, speak of English-plus and acculturation to the host cul-ture. "ApprEciate your own language and learn English too. Take on the good U.S. cultural values, but don't lose your own culture in the process!" Most minorities lean toward maintenance of their language and culture as they adapt them-selves to the U.S. resettlement process (Lambert & Taylor). Paulo Freire describes the approach whereby the dominant culture wit-tingly or unwittingly attempts to impose the mainstream culture on new arrivals as "cultural invasion . a form of cultural domi-nation." Hopefully today's religious community advocates the addi-tive approach. As in many of these issues, however, it is much easier to speak about it than to do it. How do different cultural groups view the vows; how do they see religious obedience? How much does a province change to accommodate. the new cultures ? A Pluralistic Religious Community in Missionary Lands After some years in a missionary area, the superior general of a congregation in Rome insists that groups of a congregation 3~uly-August 1996 McGinn ¯ Toward Multiculturalizing a Religious Community from different nations in a foreign missionary country form one province. Each small group initially came to the mission country and received a portion of the mission territory within which to work. Members of the same ethnic group struggled with the lan-guage together, worked together, prayed together, evangelized the territory together, and accepted and formed native vocations. After some years this group and others in the missionary nation are asked to begin to form one entity together with the native religious of the area. This is an extremely difficult process and almost always poses a threat to both the foreigners and the native-born religious. The foreigners are no longer the majority in the group. They brought the faith, founded the missions, trained and even baptized and formed the native religious. In fact, they are still held in awe by the native religious members of the congregation. The foreigners are older and have been trained in a different the-ology of mission. The native religious, members of the host cul-ture, know the nation and its culture much better ,than do the foreigners. They have definite ideas on what should be done in their own country but are afraid to offend the foreigners who have given them the faith in the first place. This leads to a cultural impasse. To form the one entity from many disparate groups and to agree upon a common set of values is fraught with tension. In the United States In religious communities of the United States, however, usu-ally the majority membership of the institution is of white west-ern European stock; they are members of the host culture who have been living religious life for some time and have reached a consensus or implicit agreement upon certain common values of the institution. The tension arises as other multiethnic members become a sizeable minority, become visible, and begin to make their voices heard within the membership. How do the new mem-bers fit in? How does the larger group make room for them? What interior and exterior changes must take place to allow this to happen? How Other Institutions Meet the Challenge Businesses are learning new strategies to capitalize on inter-national markets and to improve communication with foreign Review for Religious nationals. Many public school districts, impacted by the influx of immigrants and refugees, offer classes, inservices and workshops on understanding cultural differences to relate with parents and members of the minority community and to enhance crosscul-tural communication. Business and education are presently publishing ma6~y books and articles dealing with multicultural differences and ways of adapting to and understanding people of other cultures. We, as religious, have not yet tapped these sources for our own com-munities. Business Since the Peace Corps in the early 1960s, many types of cross-cultural training programs have been designed to prepare indi-viduals for life in another culture. The goal of such programs is to help the business organization reduce and' prevent business losses and personal trauma. Harris and Moran. describe at least four models of training in cross-cultural orientation programs, ranging from lectures and readings about the culturel through simulation activities and sen-sitivity training to a cultural awareness model which seeks to develop one's ability to recognize ~cultural influence~ in personal values, behaviors, and cognitions. The goals of any training in cultural awareness are the following: a)to develop one's skill in diagnosing .difficulties in intercultural communication, b) to teach one when to suspend judgment when confronted with behavior which appears odd, c) to help one become aware of one's lack of sufficient knowledge of the other culture, and d) to increase one's motivation to learn more about the culture and the people. Public School Districts Public schools train cultural staff persons in cross cultural com-munication and hire. experts of the target 'cultural groups to present orientation and inservice to administrators and both certificated and classified personnel. These inservices and workshops are offered to both new and veteran teachers and staff. The host culture is compared to the immigrant or refugee culture. Culture brokers and the cultural specialists explain the areas of possible tension and/or misunderstanding; differing'values are examined, discussedL, 3-7-7- .~dy-Aug~tst 1996 McGinn ¯ Toward Multiculturalizing a Religious Community and understood. The goal of the process is twofold. It seeks to offer awareness and understanding of the newly arrived ethnic group and to examine the behavior of the teachers, administrators, and staff toward this group. James A. Banks distinguishes between two types of curricula in the schools: the manifest curriculum and the hidden curriculum. It is the hidden curriculum which is more cogent and which impo.ses the implicit norms and values of the school. Hopefully, the process of cultural awareness will shed some light on the hidden values and norms of the institution. Steps Religious Groups Are Taking By far one of the most multicultural communities in the United States and elsewhere is the international community of the Franciscan Missionaries of Mary. From its very foundation it has been international and universal in scope. It has no set policy governing ethnicity in the local house, yet from the beginning of the institute, its communities have been from different countries, ethnic groups, and cultures. Members of the institute have con-sistendy affirmed the intention that wherever possible, their com-munities be international in membership. Although they do not have formal courses in international living, the administration does try to provide the members with experiences locally, provincially, and at the general level that will expose them to the reality of living in a multicultural commu-nity. In recent years, two continuing formation programs have helped the members deepen this expression of international, mul-ticultural living in community: They also have regional meetings and meetings of administrators. "All of these gatherings, while addressing specific questions, give the opportunity for the sisters to get to know one another and to build up understanding and relationships. [The gatherings] deepen the sense of our being from many different places and our unity in diversity" (MOtte). It should be noted that in the gatherings the sisters use three linguae francae--French, Spanish, and English as official languages dur-ing the meetings. Maryknoll , Maryknoll has developed its Cross-Cultural Training Services for those who wish to discern theircall and prepare for cross- Review for Religious cultural ministry. A team of experts directs a month-long, inten-sive preparation, including a week retreat, for those planning to work abroad. The topics discussed during the training include culture and society, adjustment to a new culture, strategies for surviving culture and language shock, spirituality, inculturation, and discernment. As always, Maryknoll continues to offer a realistic prepara-tion to both religious and lay persons who find themselves called to a global ministry. Much of the content studied in the training sessions is vital and, with a little adaptation, can easily be used in workshops for religious institutions in the United States which are in the process of becoming multiethnic. Content of a Multicultural Awareness Program Should any province wish to set up a program to make itself more multicultural there shoul~t be certain key components of the content area. The actual training program could range from lectures, workshops to an institute, or any combination of the three. The speakers at the events should be experts in various areas of ethnic studies, preferably not members of the partici-pating religious group. In the world of language-minority students, J. Cummins speaks of certain "dimensions" necessary for the empowerment of minorities. The dimensions mentioned in Cummins's paradigm for empowerment touch the very center of multicultural living. They can easily be adapted from an educational institution to a reli-gious community. Cummins stresses four essential dimensions: language, collaboration, reciprocity, and advocacy. A. Language. The language issue is important. Theoreticians speak of language shock as. they describe, the early years of a person's resettlement in the United States. Bilingualists stress :the incor-poration of one's home language into the life of the school and its curriculum. The inclusion of the minority language and culture into the school has significant effects on the personality, attitudes, and the social and emotional well being of the students and their parents. The language issue in a religious community is also of impor-tance. The minority candidate must feel at ease in the language of the .host country. At times, both community and ministry err by failing to allow sufficient time f6r the acquisition of higher cog- 3~dy-.4ug~t 1996 McGinn * Toward Multiculturalizing a Religious Community The emotional drain of trying to live in a society that speaks one's second language is stressful for the minority religious. nitive and academic vocabulary to emerge in second-language acquisition, and, satisfied with the conversational idiom which we hear daily, tell the newly arrived religious, "There's a great need in the ministry for a Spanish-speaking religious. You know enough English now, get to work in a barrio parish. Fulfill our need in the Spanish-speaking ministry!" (The language learner, too, may become impatient with the slowness of the acquisition process and, in his or her impatience, opt to begin ministry sooner than he or she should.) This may be a great boon for the ministry of the province, but not for com-munity life. We have deprived the candi-date and the religious community of the depth and the wisdom which both can bring to community living. In this area it seems much better to err on the side of more English. rather than less. The'emotional drain of trying to live in a society that speaks one's second lan-guage is stressful for the minority religious. No matter how proficient one is in L2, there are times when learners simply shut down. Teachers, those who have studied abroad, and linguists describe the state of one who has paid attention all day to academic discourse in the weaker language and in the evening simply blanks out and is unable to comprehend even the simplest of phrases in L2. Larson and Smalley describe language shock as a component of culture shock that has profound effects on one who is trying to acquire the lan-guage of the host society. Rese~irchers point out that the disori-entation caused by language shock can induce a whole syndrome of rejection. The newly arrived must cope with the new stress and therefore must divert attention and energy from learning the second language. The learner begins to reject speakers of the tar-get language. These speakers become the source of his or her dis-orientation and, therefore, he or she has difficulty forming identifications necessary to learn the language of the host coun-try. The problem becomes even more complex if the learner per-ceives, erroneously or otherwise, that the speakers of the target language reject the learner and his or her culture .and language. Language has many paradoxical uses. Instead of opening doors, it can close them. It can,; at times, be used as a wall, or a Revlew for Religious defense to unite a group or to keep others out. Knowingly or unknowningly, fluently bilingual speakers will use the language which other members of the community do not understand to keep them out of the circle or to provide a feeling of belonging for themselves. Unless one knows the linguistic code--he or she can-not enter the inner circle. Opportunities to study the languages of the members of the community should also be offered and even encouraged for the majority members of the religious congregation. Bialystok and Hakuta treat the types of motivation in second-language learning and come to the conclusion that few of us learn a second lan-guage as an end in itself. Most of us learn it "to gain access, through verbal interaction, to cultural dealings with people who lay claim to that language." As most of us can read a language better than we can speak it, community liturgies and prayer of the hours could be said on alternate days in either language if the members of the local com-munity were in the process of~becoming bilingual. Fine language courses with new, nonthreatening and nonbelittling methodol-ogy are offered in practically every large city of the country. Corollary 1. Spending the time and energy in the attempt to learn a language used by a large number of the religious congregation (that of the host country and that of the minority cultures) is a good investment by the province in community life. B. Collaboration. Cummins claims that where the culture of the family is not given status in the school and communities and parents are kept powerless, then inferiority and lack of school progress may result. When there is parental collaboration with the teacher there is usually success. Religious communities at times tend to take the culture of origin of the member for granted and in no way envision it as a factor in the religious formation of the individual. We tend to think that their mother and dad are like our mother and dad and that their home is like our home. With the advent of people from many diverse areas of the world, the assumption no longer works if it ever did. The following is an example from education of this type of reasoning. A successful middle-school teacher recently remarked: "I just assumed that their home was like my home and for two years in middle school I demanded at least thirty minutes of written homework. Then I visited one of the homes. It was a revelation. ~dy-August 1996 McGinn ¯ Toward Multiculturalizing a Religious Community The.home and local community of the culturally different are areas that the religious province cannot afford to ignore. In a two-bedroom apartment three families were living (around 16 individuals). There was no quiet space, very lit.de furniture, and little ones were scurrying all around. If any homework could be done, it would be done at the kitchen-table, the only table in the home. This would be done while the five elders were watching television at the same time in the same room. I began to realize that doing homework in'a home such as that one was notan easy task. The example was not characteristic of only one family but of the vast majority of families of Hmong students at that school." Awareness of the culture and the val-ues of the minority religious is essential. Conchita Delgado-Gaitan has many stud-ies that analyze learning experiences in the home and parental strategies used to impart knowledge and values to the chil-dren. She compared the home strategies with those used by the school of the dom-inant culture to discover convergence or dissonance. She studied the linkage between the culture of the home and that of the school. The home and local community of the culturally different are areas that the religious province cannot afford to ignore. Culture shock, discussed in most cultural orientation work-shops, is not as easily remedied as one might think. This psychic ~hock is the anxiety which results from the disorientation encoun-tered upon entering a new culture. Larson and Smalley describe how essential characteristics of good mental health are often lost just by moving into a new culture. Extreme symptoms of culture shock may pass relatively quickly as ways of coping with the new environment are acquired. More subtle problems, however, may persist and produce stress which can last for years. Paul Pedersen, in his recent book, A Handbook for Developing Multicultural Awareness, confirms that culture shock is likely to last over the visitor's entire stay in an unfamiliar culture, reappear in a variety of forms, and not be limited to an initial adjustment. Spindler and Spindler, of Stanford University, have been train-ing people in ethnographic evaluation of educational environ, ments for many years. Cultural therapy, the term the ,Spindlers use to describe a procedure of reflective, cross-cultural analysis of Review for Religious individuals of different cultures through personal encounters, has become quite famous. The aim of the therapy is to promote cross cultural and intracultural behavioral understanding. The process involves open dialogue between people of different cultures (teacher and student or a member of the host culture and one of the cultural minority). It seeks to reveal to the educator and to the minority student unconscious biases and cultural ethnocentrism. Trueba shows how culture shock experienced by the culturally diverse can have an effect on the members of the host culture, and he observes: "Therefore, it is extremely important for teach-ers to realize that they are experiencing cultural shock when they try to function effectively with children who do not share their values and expectations. Academic success requires, then, that both teachers and students build learning environments in which success is possible for both." How can we make the local reli-gious communities places which assure success and fairness for all members of whatever culture? With each of the four dimensions paternalism on the part of the member of the host culture is a temptation, Among members of the religious institute, the environment should be one of equal-ity. A paternalistic attitude in this process would promote a depen-dency which would impede empowerment and fail to promote success. On the other hand, members of the religious commu-nity who have lived in other countries and those who have strug-gled to acquire another language--of host country or of the language minority--are equipped to act as culture brokers and even cultural therapists in helping to make the new culture more familiar and less strange and in creating an atmosphere which insures fairness and success. Corollary 2. Awareness of the new cultures in the religious community should be encouraged. Study of one's own culture and that of other members of the community should be pro-moted. Appreciation of the ethnic diversity of the community by listening and telling stories without ethnocentric bias and judgment will hopefully develop respect for the legitimate cultural differences of the religious community. C. Reciprocity. Cummi~as's third dimension stresses the fact that the language minority student must not simply receive the new knowledge passively but there should be a reciprocal inter-action, a dialogue in which the minority students bring their rich-ness to the process. 3n~uly-August 1996 McGinn ¯ Toward Multicultu~alizing a Religious Community In a religious community this type of sharing appears to be difficult to attain. It demands that those who have lived in the host country all their lives and have been in the religious com-munity for many more years must begin to listen to the new ones and look at the goals and mission of the congregation from their perspective. It requires a change of attitude. In a nonjudgmental manner, one can begin to act as an ethnographer and discover new realities and appreciate the vibrant faith and the beauty in approaches to the sacred which have not been part of one's own history. To do this one must allow a forum for the culturally dif-ferent and listen to them with respect. They become the teachers. Bilingual members and members who have lived in mission lands are an asset to the religious community. Religious of diverse cultures are at different levels of acculturation, and the bilingual and former missionary members of the community are equipped to act as bridge makers in opening the dialogue between the older religious of the host country and those who are culturally diverse. Corollary 3. Reciprocity is a step toward healing the rem-nants of cultural shock. "I struggle to understand and appre-ciate the minority religious' culture, language, approach to the divine, family, and community, and the newly arrived struggle to appreciate my culture, language, approach to the divine, family, and community." ~Many demands are involved in the process, but the struggle leads to mutual respect and understanding. D. Advocacy. In a school setting, Cummins insists that the majority teachers become advocates for the language minority children. Many of the instruments used in the evaluation of minor-ity students are based and standardized on the language of the majority population, and it is often easy to detect types of insti-tutionalized racism in the school and even in the hidden curric-ula. Therefore, the minority student needs someone who is able to open doors, give advice, and accompany him or her in situations which involve power and status relationships between dominant and dominated groups at different levels of a society. When we apply this to a religious community, we can begin to consider the customs of the congregation and its particular provincial statutes to discover cultural differences which could render harmonious living difficult. Advocacy involves seeing that house libraries have sufficient current books and periodicals in the mother tongue and insisting upon minority representation at Review for Religious various levels of formation and administration even to the actual selection of superiors who are open, tolerant and appreciative of other cultures represented in the community. Benjamin Schwarz states: "Dissatisfied minorities want, at a minimum, a real voice in determining their future--but a real voice for the minority means real sacrifice for the majority." Corollary. 4. Those who enjoy acceptance in the dominant society and who are comfortable with the everyday life in the religious community spontaneously offer direction and knowledgeable advocacy. They also help to provide a voice for the ethnic minority members of the community. Toward Multiculturalization Developing multicultural awareness in a community requires many changes. Pedersen concludes his work for cross-cultural counselors by stating that the many changes involved "will pro-duce a widening ripple effect as these changes bring about other changes." He continues: "We are moving toward a future that requires us to understand persons who are different from our-selves, whatever our culture might be. Developing multicultural awareness is the strategy for our survival as well as our growth in meeting the diverse needs of a multicultural global village." In a recent letter to all the friars, Herman Schaluck the gen-eral of the Order of Friars Minor, told his brothers that the new projects which the order has embarked upon in Africa, Thailand, and the former Soviet Union were intentionally international and multicultural in makeup to sign a new way of thinking. In spite of the difficulties inherent in the understanding of an international, multicultural fraternity, the order seeks this new quality of liv-ing together. The general explains: "Paul insistently states (Ga 6) that it is not a matter of being Jews or pagans, of being cir-cumcised or uncircumcised, but of being a 'new creature.' Life in an international [multicultural] fraternity is therefore not some-thing of secondary importance or a question of strategic maneu-vering: it is rather already evangelization itself by way of example." An Apostolic Challenge We considered a number of apparently hypothetical ques-tions about a religious community evolving from a homogeneous to a heterogeneous grouping. What happens? What changes ~uly-August 1996 McGinn ¯ Toward Multiculturalizing a Religious Community occur? Can it be done? Suppose we did design workshops and planning sessions on cross-cultural awareness for the total com-munity from the insights offered by education, business, and the training programs~for foreign missionaries. Suppose, to.o, we set up processes within the provincial structures for dialogue, reciprocity, and advocacy. Would the program be successful? Certainly many changes would occur, and change is almost always tension-filled and difficult to accept. However, it would be quite exciting to embark upon such a journey. It would demand much tolerance, patience, and charity on the part of the total member-ship to ensure that the program would succeed. What a sign of forgiveness, openness, trust, and conversion such a religious com-munity could offer the world around it. The approach would cer-tainly be countercultural. Only the members themselves know whether they are willing to do this. Perhaps a religious community is the only institution which can meet this challenge. I have spent many years trying to con-vince public schools, public school districts, and even welfare departments to become more multicultural but to no avail. Conversion, forgiveness, sacrifice, patience, understanding, and charity are woven into the very fabric of religious life. These are the same virtues required to make an institution multicultural. We religious are called to be a sign. Perhaps we Can be a sign to U.S. society that actually e pluribus unum is realizable. Bibliography Baker, C. Foundations of Bilingt~.al Education and Bilingualism. Clevedon: Multilingual Matters, 1993. Banks, J.A., and McGee Banks, C.A., eds. Multicultural Education. Boston: Allyn and Bacon, 1989. Bialystok, E., and Hakuta, K. In Other Words. New York: Basic Books, 1994. Cummins, J. Empowering Minority Students. Sacramento: CABE, 1989. Delgado-Gaitan, C. "Traditions and Transitions in the Learning Process of Mexican Children: A Ethnographic View." In Spindler, G. and L. (eds.) Interpretive Ethnography of Education: At Home and Abroad. Hillsdale: Laurence Erlbaum, 1987a. Delgado-Gaitan, C. "Parent Perceptions of School: Supportive Environments for Children." In Trueba, H. (ed.) Success or Failure? Learning and the Language Minority Student. Cambridge: Harper and Row, 1987b. Review for Religious Delgado-Gaitan, C~, and' Trueba, H. Crossing Cultural Borders: Education for Immigrant Families in America. New York: Falmer, 1991. Freire, P. Pedagogy of the Oppressed. New York: Seabury, 1970. Freire, P. The Politics of Education. Boston: Bergin and Garvey, 1985. Hanley, K., csj. Cross Cultural Training Services. Maryknoll, New York, Harr.is, ER., and Moran, R.T. Managing Cultural Differences. Houston: Gulf Publishing, 1991. Lambert, W.E., and Taylor, D.M. Coping with Cultural and Racial Diversi~y in Urban America. New York: Praeger, 1990. Larson, D.N., and Smalley,'W.A. Becoming Bilinguak A Guide to Learning Language. California: William Carey Library, 1972. Law, E.H.E The VVolf Shall Dwell with the Lamb. St. Louis: Chalice Press, 1993. Motte, personal correspondence, 1995. Otheguy, R. "Thinking about Bilingual Education: A Critical Appraisal." Harvard Educatiorial Review 52 (3), 1982. Pedersen, P. A Handbook for Developing Multicultural Awareness: Alexandria: A~. erican CounselingAssociation, 1994. Schaluck, H., OFM. "On the Way Towards a New Era," May 8. Prot. 083!.19. S'chwarz, B. "The Diversity Myth: America's Leading Export." The Atlantic Monthly 275 (5), 1985. Spindler, G., and Spindler, L., eds. Pathways to Cultural Awareness. Thousand Oaks: Sage, 1994. Trueba, H.T., Jacobs, L., and Kirton, E. Cultural Conflict and Adaptation: The Case of Hmong Children in American Society. New York: Falmer, 1990. JUST PUBLISHED-- The Best of the Review - 5 The Church and 'Consecrated Life (see insert at back of book for ordering) "At a time when hope for religious life and its future is once again on the rise, the articles in this book offer an exceptional and much needed panorama of the critical issues of renewal faced by contemporary men and women religious. Elizabeth McDonough and David Fleming have done us an enormous favor in bringing together the Best of the Review in this area. I recommend this book enthusiastically; its authors take us another step along the journey to that future for religious life for which we all long." --Se~nSammon FMS Vicar General Marist Brothers, Rome 3~uly-August 1996 new life ROBERT E MALONEY It's Summer! A Letter to Young Religious J My dear brothers and sisters, It is wonderful to be young. At least, most of us who have grown older think so! Young adulthood is the summer of life; autumn and winter follow only later. In the vibrant years of youth, heart, respiration, and physical strength are at their peak efficiency. Our inner drives, too, are fully alive: our quest for meaning, our longing for deeper rela-tionships, our yearning to create a better future. I am writ-ing today to encourage you who are young to enjoy, and use well, the gifts of this summertimh in your life. Youth has many striking advantages. As the superior general of a community, I often see these in the lives of young religious, both men and women. Let me describe some of them briefly. First, youth has drive and enthusiasm. It is good to rejoice in youth's vigor. I can remember a period in my life when I could interview ~tudents all day long, prepar.e classes until late at night, be up again at five the next morning for prayer and the Eucharist, and then teach a full schedule. The day arrived when I could no longer do that. But I still look back with happy memories on the vibrant energies of youth. Young people can give with zest. And they want to give their lives to something'worth-while. They seek a cause, and when they find one they Robert P. Maloney CM serves as superior general of the Vincentians. His address is Congregazione della Missione; Via dei Capasso, 30; 00164 Roma, Italy. Revie~ for Religious ? launch into it with enthusiasm. ,Their dreams, their~hopes, their vision of the future have not yet been dimmed by bitter experi-ences, or failures, or the harsh fact' that much of reality changes quite slowly. Young people gaze at the world's needs and believe that they can make a contribution. Second, youth has imagination and spontaneity. Young people bring new horizons to communities~ They have the capacity to envision new solutions, They often feel free from rigid categories or structures that have become creaky or clumsily reinforced over the years. They find it easy to identify with the words of Vincent' de Paul that "love is inventive even to infinity.''1 They are willing to "dream the impossible dream." Spontaneity is one of the refreshing aspects of youth. Young people say unexpected things. They question practices that some of us older people never had any doubts about. At times we may find that. their questions make us uncomfortable or defensive. But we should by no means be quick to interpret youth's spontaneity as a sign of aggres-siveness; rather, it often comes from a genuine desire to seek the truth. Third, youth is able to change. Those of us who are older have ploughed deep furrows. It becomes increasingly harder for us to climb out of the ruts we have dug. The furrows of the young are shal-lower. They can be ploughed over. Their direction can be changed so that new waters run through them and new life sprouts up. That is why good initial formation is important for the young. They are pliable enough to ~hink new thoughts, learn new.ways, and create new things. Of course, youth has its struggles too, its gnawing problems. Let me dwell just for a moment on a few of these. Because youth is searching, it is often uncertain about its goals or even its values. Experience tells us that, today especially, young people have diffi-culty making a permanent commitment. There is so much rapid change in society, there is so much disillusionment with those whose values the young may once have prized, that they find it hard to decide where to sink their roots. This means that young people are often confused. They are grappling with the meaning of their live~i They are hesitant about making a definitive commitment. Experience tells us that, today especially, young people have difficulty making a permanent commitment. ff~uly-August 1996 Malone~ * It's Summer? One of the greatest challenges in ministry today is to present attractive, even risky, alternatives to young people and accom-pany them in the difficult task of deciding, Several recent studies point out that young'people seek explicit religious goals, intense community life and solidarity, and explicit and worldwide service to the most needy. Young people can certainly find these goals realized in the call to follow Christ faithfully and to give them-selves to the church's preferential option for the poor. Young people often struggle with thei~ sexuality. Of course, those of us who are older are engaged in the same~struggle too. But the young experience in an~ awakening way strong physical drive; sex-ual energy, a desire for close, intimate relationships. And, unfor-tunately, the turbulent years of adolescence often do not come to a calm, peaceful resolution, but rather to a negotiated truce, after which war may soon break out again. It is~helpful for those of us who live in community to recognize that this is a basic human story, not just ours. It is also important for the young to speak about their sexual struggles with great simplicity with a wise spiritual guide. Youth lacks experience. This is an inevitable fact. All of us expe~ rience life's joys and its sorrows only gradually. Growth takes time. Yet there is a deep knowledge and love that come only from experience. There is gold that can be refined only in the fire. Of Course, not everyone who experiences life's joys and .suf-ferings grows, But, on the other hand, no one grows without a healthy dose of realistic experience. Our ongoing formation pro-grams must. help young people reflect on their experience and grow from it. Having said all this, let me acknowledge that I have painted with broad strokes. Some of the gifts that I have described as characterizing young people are often found in good measure in those who are older too. Likewise, some of the problems that have briefly touched on above plague not just the young, buvalso their elders. Today let me lay before you, young religious, a series of chal-lenges. As .the superior general of an apostolic community, I find that these are the most important things in my heart as I think of the many young men and women who long to live religious life generously today. I call them challenges because my own per-sonal experience, with its frequent failures, tells me they are not easy to respond to deeply. Review for Religious Be deeply rooted in the person of Jesus. This seems obvious, but there is nothing more important that as an older brother I could say to you. "Remember," St. Vincent de Paul once wrote, "that we live in Jesus Christ by the death of Jesus Christ and that we ought to die in Jesus Christ by the life of Jesus Christ and that our life ought to be hidden in Jesus Christ and full of Jesus Christ and that in order to die like Jesus Christ it is necessary to live like Jesus Christ.''2 The Gospels ring with this conviction: Jesus is the absolute center. "I am the way, the truth, and the life," Jesus says. "No one comes to the Father except through me." "I am the vine." "I am the gate." "I am the shepherd." "I am the light." "I am the true bread come down from heaven. The one who feeds on my flesh and drinks my blood will live forever.''3 Let me simply recall to you today the wonderful prayer attributed to St. Patrick: Chri]t be with me, Christ within me, Christ behind me, Christ before me, Christ beside me, Christ to win me, Christ to comfort and restore me. Christ beneath me, Christ above me, Christ in c~'uiet, Christ in danger, Christ in hearts of all that love me, Christ in mouth of friend and stranger. I recommend two principal means for focusing on the per-son of Jesus, The first is daily meditative prayer. Make Christ the center of that prayer, especially the crucified Lord. Engage in a well-defined period of reflective prayer each day (for example, a half hour), and let the Lord capture your mind and your heart. The second means--and it is not completely distinct from the .first--is to find, love, and serve Christ in the person of the poor. They are our lords and masters. Jesus li~es on in them in a special way, particularly in the crucified peoples. It is so easy for the "world," and for us too, to become numb to their plight: the 5.7 million people of Haiti, who have been so poor for so long that their pain is no longer news; the 2.5 million Bosnian refugees, victims of "ethnic cleansing"i the 1.5 million Somalians on the edge of death by starvation; the countless Rwandans who have been brutally slain. Our contemplation of the crucified Lord can-not remain merely a pious exercise, nor can it be simply medita-tion on a past event. The Lord lives on in his members. He is .~uly-Auffust 1996 Maloney ¯ It's Summer? crucified in individual persons and in suffering peoples. The call is to see him and to serve him there. "When I was hungry you gave me to eat. When Iwas thirsty you gave me to drink.When I was naked you clothed me" (Mt 25:35-36). Learn from. the poor, and be inventive in serving them. I say this to you very directly: it is only the simple and hum~ ble who really grow in the Lord's life. Only0 they can learn the depths of God's wisdom. The saints knew this very well because they had made the gospel teachings their own. That is why the founders of communities urge. all their members to grow in sim-plicity and humility. Learn especially from the poor. They can teach all of us about gratitude for small gifts, about patience in waiting, about hoping against hope, about loving those around us, even in the midst of suffering and oppression, and about shar-ing the little that we have with our brothers and sisters. It is only when we have learned from the poor that we can be inventive in serving them. It is they who will explain to us their deepest needs, and then we can bring them gifts that will really be helpful. Your creativity and imaginativeness as young people will be nourished by what you can learn from them. They will be a life-giving source in your ongoing formation. I encou

Issue 59.3 of the Review for Religious, 2000. ; Continuing Formation Apostohc Life Fertility and Intimacy Seeking God MAY JUNE 2000 VOLUME 59 NUMBER 3 Review for Religious helps people respond and be faithful to God's universal call to holiness by making available to them the spiriiual legacies that flow from the charisms of Catholic consecrated life. Review for Religious (ISSN 0034-639X) is published bimonthly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone: 314-977-7363 ° Fax: 314-977-7362 E-Mail: foppema@slu.edu Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP P.O. Box 29260; Washington, D.C. 20017 POSTMASTER Send address changes to Review for Religious ¯ P.O. Box 6070 ° Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©2000 Review for Religious Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. LIVING OUR CATHOLIC LEGACIES Editor Associate Editors Canonical Counsel Editor Editorial Staff Advisory Board David L. Fleming sJ Clare Boehmer ASC Philip C. Fischer SJ Elizabeth McD0nough OP Mary Ann Foppe Tracy Gramm Barbara J. Soete SSND James and Joan Felling Kathryn Richards FSP Joel Rippinger OSB Bishop Carlos A. Sevilla SJ David Werthmann CSSR Patricia V~qttberg SC MAY JUNE 2000 VOLUME 59 NUMBER 3 contents 230 continuing formation Theological Education in Jesuit Formation Avery Dulles SJ shows that some principles from St. Ignatius Loyola help in dealing theologically with three characteristics of our technological age: the expansion of personal freedom, the sharpening of historical consciousness, and globalization. 241 From Resentment to Acceptance: Elderly Religious Return Benedict Auer OSB looks at the adjustments necessary for the healthy return of elderly religious retiring to a larger community setting. 249 apostolic life Electing Leaders in Women's Congregations Beatrice M. Eichten OSF explores the issue of power in community, as it underlies both election and ongoing leadership/membership relationships. 263 Apostolic Religious Communities in America: Moving in the Right Direction! Francis W. Danella OSFS stops, glances back appreciatively at the road U.S. religious life has traveled, turns again, and sees encouraging signs on the new road ahead. 271 Look to the Future Joel Giallanza CSC identifies some five essential tasks if religious life is to continue moving vigorously into the future. Review for Religious 277 fertility and intimacy Fertility Awareness and Women Religious Ren~e Mirkes OSF presents medical and spiritual-theology reasons for the practice of fertility awareness in the lives of consecrated women religious. 286 "I Stand Here Ironing": Delays in Developing Intimacy among Candidates and Members Suzanne Mayer IHM addresses intimacy concerns at two points: (1) if women entering religious-life communities come deficient in forming voluntary closeness and (2) if formation within religious life lacks such vital experiences. 294 seeking God Sharing Our Spirituality: Top-Down, Bottom-Up, or Lateral? Bertrand Webster FMS gives perspectives to consecrated people sharing a spirituality which likely was a lay inheritance in its origin. 299 Two Journeys: Coming Home and Going on Pilgrimage Janet Malone CND proposes hard questions to women and men religious about being at home in their community and about being available for a true pilgrimage. 3 11 Let Me Alone! True Christian Solitude Donald Macdonald SMM gives insights into why solitude is a necessary part of our Christian life and how it can be practiced. departments 228 Prisms 318 Canonical Counsel Duration of the Novitiate: General Norms 324 Book Reviews May-June 2000 Ergiveness is a major theme of this jubilee year. Forgiveness is not unknown in various religious traditions, but it holds central place in Christianity. The one truly Christian prayer--the prayer common to all ChristiansIis the Our Father as taught by .Jesus. In this prayer, the only phrase that interrelates God's action and our own is forgiveness. "Forgive us our trespasses as we forgive those who tres-pass against us." As we recognize anew in this jubilee year, forgive-ness does not come easy to us. It is hard for us to ask for forgiveness. Moreover, while God is ever ready to for-give, we do not so readily find other persons forgiving us when we express our sorrow and our desire to be forgiven. From those who seek forgiveness, others may ' ask more--the fulfillment of this or that condition, the probation of longer time, a retribution that demands something beyond the debt incurred--before they even consider forgiving us. In the United States, the inmates on death row may truly be contrite and seek forgiveness, but the state and those offended still demand punish-ment, the punishment even of death. If we limit our-selves to a justice system, there is little place for forgiveness, whether it is the justice formally imposed by a secular judicial system or informally exercised by us in our day-to-day familial and more general social interactions. The worldly social context in which we are immersed makes it difficult, then, for us to forgive as Review for Religious well as to .seek forgiveness. The difficulty goes beyond the indi-vidual seeking forgiveness or the individual offering forgiveness. Each one is involved in the decision made regardless of the other individual involved. We know that we may seek, even beg, for-giveness and meet a stony heart. We also know that we may offer forgiveness, but we may be met by the turning away of the offend-ing party. Regardless, the beauty of the grace of forgiveness remains for the one seeking to forgive or to be forgiven, even when it is not reciprocated. Above and beyond the difficulty of a forgiving attitude is the true wonder of reconciliation. For reconciliation to happen, which is beyond forgiveness, it takes two--both parties active and, in a way, passive as well. From the first moment in the pursuit of rec-onciliation, a cooperation, a working together, is necessary. That forgiveness should be an integral part of our everyday Christian living is presumed. But, as St. Paul imaged it, our real work as Christians is the v?ork of reconciliation. We are given by God the "ministry of reconciliation" (2 Cor 5:18). In such a ministry, we will know the demands of dialogue, and we will experience the fatigue of negotiation. But this effort is required if we are to act a~ ambassadors of reconciliation. As we live this jubilee year, we find ourselves called as Christians to live, with renewed effort, the forgiveness that must be an integral part of our life with Christ. But more, we step for-ward to work at a special responsibility within our Christian voca-tion: to be a people committed to laboring for reconciliation. In a world, in a nation, in a church, in parish life, in family life, in community life, we have much to do if we are to work at being ambassadors of reconciliation. David L. Fleming SJ Note: I draw your attention to the most recent Best of the Review book, titled Praying as a Christian. You will find it a rich resource book for personal growth, for help in counseling and directing others, and for class study and discussion. Please see the last page of this issue for the order form. 229-- May-June 2000 continuing formation AVERY DULLES Theological Education in Jesuit Formation Jesuits ire fortunate in having some principles for the study of theology spelled out for them in the writings of St. Ignatius of Loyola, including the Constitutions of the Society of Jesus. Ignatius himself, as we know, spent some eleven years of his adult life in studies, and sev-eral of these years were devoted specifically to the study of theology. He and all of his first companions obtained masters' degrees at Paris before they embarked on their apostolate. Having experimented with various programs of study, Ignatius became convinced that the curriculum at Paris was the best, and he prescribed that theology should not be taught until'the student has received a solid foundation in philosophy (Constitutions, §366).' St. Ignatius and Theology Anyone reading the Spiritual Exercises or the Spiritual Diary will be struck by the deep theological content of Ignatius's piety. For him the most holy Trinity, the incarnation of the Son, the redemptive death of Christ, the real presence of Christ in the Eucharist, and the mediation of Mary and the saints were not just 23,0 Avery Dulles SJ presented this paper 30 December 1999 at the New Millennium Formation Conference held in Barrington, Illinois. His address is Fordham University; 441 East Fordham Road; Bronx, New York 10458. Review for Religious theological theorems. They were realities known to him from experience, so much so that in his Autobiography he claims he would have believed these great mysteries of faith even had they not been taught by Scripture and the church. Through prayer every Jesuit should seek to attain something of this kind of experiential knowl-edge in order to have a more personal apprehension of what God has revealed. Theology is supremely important for the religious life, accord-ing to St. Ignatius, and was foundational for the apostolate of the Jesuit order. In a crucially important paragraph of the Constitutions he writes: Since the end of the Society and of its studies is to aid our fellowmen to the knowledge and love of God and to the salvation of their souls, and since the subject of theology is the means most suited to this end, in the universities of the Society the principal emphasis ought to be placed upon it. Accordingly, there should be diligent treatment by excel-lent professors of what pertains to scholastic doctrine and Sacred Scripture, as also to that part of positive theology which is conducive to the aforementioned end, without entering into the part of canon law directed toward court trials. (§446) In the 16th century many humanists, including Ei'asmus, advo-cated the abandonment of Scholasticism and a return to Sacred Scripture and the church fathers as sources for theology. Ignatius was himself ardently devoted to the Scriptures, as is evident from every page of the Spiritual Exercises. He also had a great love for the fathers, as may be seen from many of his letters, such as the Letter on Obedience and the Letter on Perfection, both addressed to the scholastics of Coimbra. In the Spiritual Exercises Ignatius declares that the study of the fathers is well suited "to rouse the affections so that we are moved to love and serve God our Lord in all things." But he then adds that the Scholastic .doctors, such as St. Thomas, St. Bonaventure, and Peter Lombard, had the advantage of being able to build on the teachings of the fathers and saints. They are, moreover, better able to define and elucidate the doctrine of the faith according to the needs of our times, and to expose and refute prevalent errors and fallacies (§363). It is noteworthy that Ignatius picks names from the golden age of Scholasticism and omits more recent theologians such as Scotus, Occam, Biel, .Gersgn, and Nicholas of Cusa, all of whom he may have seen as less reliable. A further point that Ignatius makes in favor of the Scholastic May-June 2000 Dulles ¯ Tbeological Education The term "hie 'archical church" was a favorite of Ignatius, occurring three times in the text of the Spiritual Exercises. doctors is that they were able to profit from "the decisions of the councils and the definitions and decrees of our holy mother church" (§363). Emphatically a man of the church, Ignatius con-sidered that theology had to be done within the church and in obedience to church authorities.2 While he upheld the value of mystical graces, whether received by himself or by others, he insisted that such graces should be tested for their authenticity by reference to the teaching of the church. No conflict was possible for, as he put it, "one and the same Spirit" is at work in the hier-archical church and in the most intimate personal experiences (§365). Authentic mystical gifts, he once wrote to Francis Borgia, are to be esteemed, "always provided that humility and reverence are preserved towards our holy mother church and towards the rulers and teachers appointed in her." 3 The term "hierarchical church" was a favorite of Ignatius, occurring three times in the text of the Spiritual Exercises (§§ 170, 353,365). This epithet may in fact have been an original coinage of Ignatius himself.4 He looked upon the church as an organized society in which some members by divine institution exercise spiritual authority over others. In the first of his Rules for Thinking with the Church, calling for obedience of the judg-ment, he insists that "we must put aside all judgment of our own~ and keep the mind ever ready and prompt to obey in all things the true spouse of Christ our Lord, our holy mother, the hierarchi-cal church" (§353). In Rule 13 he lays down what some regard as a scandalous principle: "What seems to me white, I will believe to be black if the hierarchical church so defines" (§365). This principle, I submit, should be almost self-evident for Catholics. The faithful are required to believe on the authority of the church mysteries such as the Trinity, the Incarnation, and the Real Presence of Christ in the Eucharist, all of which are contrary to sensory appearances or to our ordinary ways of thought. As Thomas Aquinas writes in his famous Eucharistic hymn Adoro te devote: "Seeing, touching, tast- Review for Religious ing are in thee deceived; / How says trusty hearing? that shall be believed."s In a particular way Ignatius and his first companions trusted the guidance of the pope, whom they saw as the vicar of Christ, for the teaching and government of the universal church. According to Hugo Rahner, "Christ's vicar in Rome was for [Ignatius] a kind of supreme instance of that visibility which was both an essential mark of the church ,nd a necessary yardstick for measuring the invisible.''6 For this rea~.on he and his first companions placed the Society at the disposal of the pope, so that he might direct them to do what was most conducive to the glory Of God and the sal-vation of souls. They were convinced that Christ himself, through the mediation of his vicar, would show them the way to his greater service) That act of confidence was amply justified by the suc-cessful collaboration to which it led. In the Constitutions Ignatius laid down some very clear direc-tives about the kind of doctrine that should be taught in the for-mation of Jesuits. He writes, "The doctrine which they ought to follow in each subject should be that which is safest and most approved, as also the authors who teach it" (§358). A little later he v~rites: "Those books will be lectured on which in each subject have been deemed to contain more solid and safe doctrine"(§464). In the remainder of the paragraph, Ignatius specifies that there should be lectures on the Old Testament, the New Testament, and , the Scholastic doctrine of Thomas Aquinas. Ignatius's insistence on safer and more approved opinions does not flow from timidity, but from a holy reverence for the purity of God's word. Lest any-one think that these norms of St. Ignatius are no longer relevant aCto tmhep leevmee onft atrhye Nthoirrmd sm aipllpernonvieudm. i,n i t1 m99a5y bbye tuhsee f3u4lt tho G neontee rtahlat the Congregation reaffirm these principles in slightly modified lan-guage. The norms specify: 101. Professors should bear in mind that they do not teach in their own name, but in the church, in accordance with the mission received from the church, and that they teach joined together in charity in the Society of Jesus. Hence, they should let themselves be guided by the mind and will of the church, show proper respect for the teach-ing authority of the church, and have regard for the build-ing up of the faith in their students and in all the faithful. At the same time they should keep in mind those who are separated from us. May-June 2000 Dulles * Theological Education 102. Both professors and scholastics should faithfully adhere to and diligently study the written word of God along with sacred tradition. Let them have high regard for the teaching of the holy fathers and other doctors, specif-ically St. Thomas, and for those authors of the Society who are highly regarded in the church. 103, §1. Professors should clearly distinguish between matters of faith to be held by all and teachings approved by the consent of theologians. Probable, new, and personal explanations are to be proposed modestly. Norm 104 provides for the removal, in certain cases, of pro-fessors whose teaching departs from the doctrine of the magis-terium. As these quotations abundantly show, Ignatius did not con-ceive of the Society as a kind of theological avant-garde, adven-turously blazing new trails for the magisterium to follow. He would have condemned any such attitude for its lack of humility and sub-ordination. Jesuits, in his view, should prefer the safer and more approved doctrine and never fail in respect for the hierarchical teachers. Thanks to their acceptance'of the doctrine of those who teach in the name of Christ, they will have a solid base from which to engage in fruitful theological reflection. Ignatius and his companions were keenly alert'to the dan-gers posed by reform movements in the church of their day, espe-cially to crypto-Protestant positions being preached in Catholic pulpits in Italy by priests such as Bernardino Ochino, Peter Martyr Vermigli, and Agostino Mainardi. To guard against such doctrinal innovations, Ignatius, after moving to Italy in 1535, added the last five of the Rules for Thinking with the Church (SpEx §§366-370). He there advocates speaking with great pru-dence so as not to play into the hands of those who are seeking to undermine the doctrines of the church. These rules apply, he says, "above all in times which are as dangerous as ours" (§369). Were he alive today, he might find our own times no less dan-gerous than the early 16th century. ---234j The Jesuit Theological Tradition The early Jesuits threw themselves into the struggle against heresy throughout Western Europe. They rendered outstanding service as papal theologians at the Council of Trent. Though few in numbers, they were largely responsible for the successful preser- Review for Religious vation of Catholicism in Austria, Bavaria, the Rhineland, the Low Countries, and Poland. Peter Canisius and Robert Bellarmine, as doctors of the church, provided the theological rationale for this work. Inspired by love of Catholic truth and devotion to the Holy See, many Jesuits laid down their lives in the effort to regain England and Scotland for the faith. In subsequent centuries Jesuits, working closely with the Holy See, led the opposition to Baianism, Jansenism, Gallicanism, and various forms of rationalism and fideism, thus helping the Catholic Church to clarify and develop its own doctrine. The dogmatic schemata for Vatican I were almost exclusively com-posed by Jesuits. Under Leo XIII and Pius X, the Society promoted the renaissance of Thomistic philosophy and The Ignatian theological heritage is not static and repetitive, but dynamic and cautiously creative. theology. In the 20th century Jesuits were at the forefront of many movements of renewal, such as biblical studies, the liturgical move-ment, the ecumenical movement, and the theology of ressource-ment, sometimes miscalled la nouvelle thdologie. The Ignatian theological heritage, therefore, is not static and repetitive, but dynamic and cautiously creative. As Ignatius him-self adapted the Spiritual Exercises to different persons, consid-ering their age, health, education, and intelligence, so the church must adapt its presentation' of the Christian message to the chang-ing times. This process of adaptation is a delicate one because in our haste to adapt we could easily lose sight of the real content. My advice to the student and the young Jesuit theologian would therefore be to immerse himself in the sacred sources of Scripture and tradition, knowing that one cannot pass on what one has not first received. Ignatius himself spent more than .a decade in philo-sophical and theological studies before presenting himself for priestly ordination, and we should not do less. He loved the Scriptures, the fathers, and the Scholastic doctors, especially Thomas Aquinas, and we can drink at the same wells. Only after having mastered Christian doctrine in its purity and integrity can we adapt our presentation of it without risk of losing the substance. May-June 2000 Dulles * Theological Education I The Technological Age To whom or to what should we adapt as we are swept into the third millennium of Christianity? Obviously, to our own age. Although this age is too complex to be described in a few sen-tences, it might be designated, in a word, as the age of technol-ogy- an age replete with dazzling new possibilities for transmitting the faith, but also with unprecedented dangers for faith itself. The rapidly burgeoning means of electronic communication make it possible to reach new audiences and to present the faith in more varied ways than were previously possible. But we cannot be sure that our presentations will be effective. Can we confront people with the Christian message in its full depth and integrity, eliciting a firm response of faith? The ambivalence of the age is illustrated by several new factors, all intimately connected with technological advancement: the expansion of personal freedom, the sharpening of historical consciousness, and globalization. Each of these factors demands a theological response. The expansion of human freedom results in part from technol-ogy itself. Until now, people's lives were generally predetermined by the circumstances of their birth. Their nationality, their social status, their language, their occupation, and likewise their religion were normally those of their parents and grandparents. While this is still the case in many parts of the globe, it is increasingly less true in affluent countries such as our own. People are what they choose to be. Religious adherence is a matter of personal decision. St. Ignatius, living at the dawn of the new era, grasped the crucial importance of decision making and made it the central theme of the Spiritual Exercises. He had an acute perception of the gift of freedom and of the need to use it wisely. In his Rules for Thinking with the Church, he put his followers on guard against what he called "the poison of doing away with liberty" (§369). Down through the centuries Jesuits have contributed to the theology of freedom in various fields. Some, such as Luis Molina, dealt with the dilemma of human freedom and divine sovereignty in the distribution of grace. Jesuit moral theologians, defending freedom ofconscience, opposed rigorism in its various forms. Jesuit political theologians, protesting against tyrannical govern-ments, helped to lay down the theological foundations for the modern democratic state. Closer to our own time, John Courtney Murray was the principal architect of Vatican II's epoch-making Declaration on Religious Freedom (Dignitatis humanae). Review for Religious In our culture today, freedom is badly misunderstood. All too many define it as an entitlement to do what I choose without regard for my responsibilities. Freedom is seen as something opposed to commitment, and thus also to religious commitment, including especially commitment to the priestly or religious state. We urgently require a philosophy and theology in which freedom is linked with responsibility. It needs to be more clearly shown that freedom is enhanced and fulfilled by adherence to the true and the good, and that only Christ, who is the truth, can make us truly free (Jn 8:32). A second characteristic of our technological era is the inten-sification of historical consciousness. Under the impact of new inventions, our world is changing so rapidly that we are in danger of estrangement from the past. It is easy to fall into a kind of his-torical relativism, in which the certainties of our predecessors are subjected to doubt or rejection simply because they are old. In the religious area, some find it difficult to give more than a tentative and provisional assent to articles of faith, assuming that they may be invalidated by some future discoveries. Standing as he did at the end of the Middle Ages and the dawn of modern times, St. Ignatius knew how to deal with historical change without loss of permanent truth. Although he was involved in the Catholic Reformation and established an original style of Catholic religious life, he was quick to recognize and resist osten-sible reforms that were contrary to the true Catholic spirit. In our day we face even more radical problems. Since Christianity is a historical religion, we should have no difficulty in accepting the fact of change. But history is not the ultimate horizon of the human spirit, which reaches out to the eternal. Through God's gift, the human mind can grasp permanent and unalterable truths. With the aid of deep philosophical and the-ological study, we can help our contemporaries to see that God will not cease to be God and that Jesus Christ is always to be adored as the Son of God, the same yesterday, today, and for-ever (Heb 13:8). The church is and remains the pillar and the ground of truth (1 Tm 3:15) because Christ remains with it to the end of the age (Mr 28:20). A third characteristic of our era is globalization. Our con-sciousness is not limited to any particular region, nation, or con-tinent. Religiously, this means that we are increasingly exposed to the claims of many different religions and ideologies. In a country May-June 2000 237 -- Dulles ¯ Tbeological Education such as the United States, innumerable churches and religions rub shoulders day by day. Is it not arrogance, some ask, for any religion or church to claim privileged access to the truth? 'Here again Ignatius can be a guide. Living at a time when Western Europe was ceasing to be religiously united, he realized the need to resist unsound doctrines. W~th a vision encompassing the whole world, he sent out companion Jesuits to evangelize the new world, Africa, and Asia. Before long, Francis Xavier would be debating with bonzes in Japan, and Jesuit missionaries would be inculturating the faith by means of the Paraguay reductions and similar experiments in the Americas. Today we are witnessing religious and cultural interaction on a much vaster scale. The new situation creates opportunities for understanding and dia.logue, overcoming the parochialism of the past. But it also contains dangers of hostility and conflict or, at the other extreme, agnosticism and religious indifference. Some fall into a superficial religious relativism, as though Buddha could be for Buddhists and Krishna for Hindus what Jesus Christ is for Christians. One of the major problems of our day is to construct a viable theology of religious pluralism--one that gives due value to all religions without compromising the dogmatic truths of our Christian faith. Discerning the Times In its Pastoral Constitution on the Church in the Modern World (Gaudium et spes), the Second Vatican Council recalls the church's duty to "scrutinize the signs of the times and to interpret them in the light of the gospel" (GS §4). It declares that the church, led by the Spirit of God who fills the whole earth, "labors to deci-pher authentic signs of God's presence and purpose in the hap-penings, needs, and desires" of men and women of our day (GS §11). A little later the same document points out that it is the task of the entire church--pastors, theologians, and the laity--"to hear, distinguish, and interpret the many voices of our age, and to judge them in the light of the divine word" (GS §44). St. Ignatius is an outstanding master of the art of discern-ment. In the book of the Exercises, he provides two admirable sets of rules for the discernment of spirits. He puts us on guard against deceptions in which we might easily be entangled. These principles, I believe, apply not only to individual decision mak- Review for Religiotts ing about something like a vocation, but also to the church's effort to discern the signs of the times and to adapt prudently to new conditions of life. In this connection it is well to keep in mind another key Ignatian principle, that of agere contra. Ignatius bends over back-ward, so to speak, in order to defend the church on precisely those points where he sees the enemy employing his deceptions. Several times in the Exercises he states that we should always do the oppo-site of what the tempter, or the evil spirit, is urging (§350). "The enemy," he writes, "becomes weak, loses courage, and turns to flight with his seductions as soon as one leading a spiritual life faces his temptations boldly, and does exactly the opposite of what he suggests" (§325). When the traditional doctrine of the church is being attacked, we should avoid anything that smacks of compromise. On the con-trary, we should present the received doctrine at its full strength, throwing our entire weight on the side of the scales contrary to the dominant temptation. Ignatius himself does this in his Rules for Thinking with the Church, in which he calls upon Catholics to praise the religious institutions and practices thaf are currently under attack. It will be for the Jesuits of your generation to organize the Society's response to the dominant temptations of the present age. The church requires a team of highly educated persons, able to engage in the intellectual apostolate on a variety of levels and in various modes, such as teaching in schools and universities, preach-ing, writing, and electronic styles of communication. Mere activism is not enough. The church has the right to expect from the Society of Jesus the capacity to understand the problems at some depth. We must see the plausibility of the fal-lacies and be sensitive to the temptations to dilute or fall away from the faith. And, having seen these things, we should throw ourselves wholeheartedly into the struggle, acting energetically against the predominant temptations. The Topic and the Point I may seem to have gone somewhat beyond my assigned topic, which was to deal with Jesuit formation. But I believe that noth-ing I have said is beside the point. I am pleading for a theology that is solidly founded on Scripture and tradition, utterly loyal to the May-June 2000 Dulles ¯ Theolog~cal Educa~ion m'agisterium and to the pope, nourished by reverent prayer and sacramental worship. In matters open to debate, we Jesuits should, I believe, follow the safer and more approved opinions. At the same time we should courageously face the deepest questions of our own day, making the necessary adaptations without the slightest compromise in matters of doctrinal truth. Using the techniques of Ignatian discernment, we should seek to mount a balanced cri-tique of the emerging technological culture. To do this we need an updated theology of freedom, of historicity, and of intercultural and interreligious dialogue. If the Society of Jesus is seen to be effectively addressing cru-cial issues such as these, it will earn the gratitude and respect of all who love our holy faith. It will attract talented and dedicated can-didates and will, I believe, enjoy a new springtime at the beginning of the new millennium. Notes l The Constitutions of the Society of Jesus and Their Complementary. Norms (St. Louis: Institute of Jesuit Sources, 1996). Numbers refer to paragraphs of the Constitutions. 2 On Ignatius as vir ecclesiasticus, see Henri de Lubac, The Splendor of the Church (San Francisco: Ignatius Press, 1986), pp. 241-278, esp. pp. 249 and 258-267. 3 Hugo Rahner, Ignatius the Theologian (San Francisco: Ignatius Press, 1990), p. 229. 4 Yves Congar, L'Eglise de Saint Augnstin i, l'gpoque moderne (Paris: Cerf, 1970), p. 369. s I here use the translation by Gerard Manley Hopkins. In the orig-inal Latin these verses go: "Visus, tactus, gustus in te fallitur, / Sed auditu solo tuto creditur." 6 Rahner, Ignatius the Theologian, pp. 219-220. 7 Rahner, Ignatius the Theologian, p. 221. --- 2405 "Review for Religious BENEDICT AUER From Resentment to Acceptance: Elderly Religious Return Ibn recent years a topic of concern for religious communities, oth male and female, has been the return of large numbers of community members who are now retiring or have become too old or ill to continue in their present apostolates. Many come back full of resentment, not wishing to return under any cir-cumstances to an institution they left twenty, thirty, or even fifty years ago. The place they return to is not the place they left. In many cases they left before Vatican Council II and now are return-ing to a motherhouse or monastery they never lived in--for it has taken on a totally different aspect physically, psychologically, and even spiritually. Not only are they not prepared to come "home" to such alien places, almost like different planets; they return as strangers. The religious who have remained home or are now living in the moth-erhouse often do not know these returning persons except as names on rosters or ordos. Sadly, these religious often see the returning members as a burden or an intrusion. The welcome is there, but sometimes not as real as it should be. Superiors find themselves faced with people who have not wished to return, who may have been sent away years ago because they were not "good" community members or were more adapted to the external apos- Benedict Auer OSB returns to our pages after some years. He has a doctorate in Christian spirituality and is an associate professor of edu-cation at Saint Martin's College; 5300 Pacific Avenue, Southeast; Lacey, Washington 98503. -24! May-j~tne 2000 Auer ¯ From Resentment to Acceptance tolate. And meanwhile the local community wonders who these incoming people are. This is a crucial issue for our graying communities, and one that is only now starting to be addressed. Having raised the issue with many different religious communities, I have found one uni-versal response: "Yes, it is occurring with us, but what do we do?" It would be foolish to think that I have a universal answer, but I know that we need to look at the problem. This article will address some common issues and may help us think about our hospitality toward longtime members who have not lived at home, but are now returning to that "home" as a place to die. Offering Hospitality A key to Benedictine hospitality is "treating all guests as Christ." Usually Benedictine monasteries are noted for their hos-pitality. It is easy to treat guests well because they come and even-tually go. Being hospitable to our own members who come and stay is more difficult. But in truth these returning religious are guests too. Why? Because they have to be newly introduced to what life is like now at a given institution or motherhouse. Even such a simple thing as the daily horarium is new to them. Many left years ago when 4:30 or 5 was the rising hour and often the entire Office and even Mass were crammed into a small section of the day so that "other things could be done." After Vatican II the Liturgy of the Hours came to be said at the proper times, yet out in the parish and school apostolates this was often not the case. The people returning may not have been saying the Office regularly or may have been saying it only in a modified form. Those who prayed the liturgical hours in private have to relearn doing it once again as a member of a choir or community. But how do you gently yet firmly instruct someone who has been a religious or monk longer than you have been alive? Returning members need a care-filled orientation. (It might not be good to call it an orientation, but that is what it is.) They are deeply in need of compassion. They have been serving the community for most of their lives, often entering at fourteen or sixteen years of age and giving their entire lives to the service of the Lord as members of that community. When they are "forced" to return to the motherhouse or monastery, they have the rug pulled out from undertheir feet. They leave behind the local Review for Religious support system they have had for many years, and in some cases, because of distance or infirmity, they are unable to maintain even minimal contact with their friends in their former surroundings. Often these religious feel more alone than eve~" at a time when they need friends and support persons more than ever. The people of the motherhouse or monastery community are so busy with various responsibilities that they have little time to help these returnees adjust to their new environment. Someone within the community should be appointed just for this purpose. Sadly, a one-week retreat has not been enough to introduce these religious to rudimentary aspects of life in their old yet new com-munity. Many people in the new community do not know them: they have heard of them, but they do not share common experiences. One or two of their classmates may have remained at or returned to the institution, but this is seldom enough. Psychologically they feel abandoned. They have given their lives to an apostolate, and now it has left them, at least in their own estimation. Where they are now required to go and live is not what they expected; it is not how they expected to await death. Many missionary orders have this same problem after their members have spent years in a mission thousands of miles away. Aging missionaries may be required to leave all the friends they have made in the missions and to return to a climate in which they no" longer feel at Aging missionaries may be required to leave all the friends they have made in the missions and to return to a climate in which they no longer feet at home. home. In such circumstances they need to be given a reintroduc-tion that will help them move from being guests to being fellow religious once again. They need someone to accompany them at Office recitation and even to inform them about community events and about simple things like how to use the washing machines and where to find various necessities like mops or bandages. Gentling Resentment Another problem is anger or resentment. Many of these members are not returning as happy campers. Some are down- May-June 2000 243 -o- Auer * From Resentment to Acceptance right angry men and women. They have to go through the steps on death and dying outlined by Elisabeth Kiibler-Ross, for their previous lives have ceased to exist. At first they are in denial, denying that thirty or forty years have passed and that what they have given their lives for no longer needs them. Many felt them-selves irreplaceable and now find themselves, in one way or another, abandoned. The natural next step is anger. Recently I was present when a returning monk was met by another monk before dinner. The returning monk was angry, and so, when the other monk said, "Isn't it great to be home and no longer responsible for a large parish?" the response was less than edifying. The returnee brought to speech what was inside. Another monk, asked whether he was happy to be home after being away for years, replied, "This is not my home." These were not the right places and times for such feelings of resentment to come out. But no other place or time had been arranged, and so the feelings spilled out here, much to the embarrassment of the community and of the guests who were present. For all concerned, better occasions should be created for returnees to articulate their anger. Then, of course, bargaining begins along this line: "I will go back eventually to do some parish work, or teach part-time, or help the new priest." Additionally, bargaining will take on many different character-istics. Eventually the returnees realize that they have exagger-ated a feeling of despair~maybe not total despair, but despair nevertheless: "I am waiting to die . . . I have nothing to look forward to but death. I have no value." Communities often fail to realize that this crisis is taking place. I have heard superiors say, "Well, you now have time to rest," the worst response that could be made. These people do not want to rest: perpetual rest is staring them in the face. They need a program that helps them see aspects of them-selves they have forgotten. As active religious, they may have been neglectful of prayer. Some reintroductions to contempla-tive prayer might help, but people should not be pushed into them. One monk told me that at ninety-six years of age he was in charge of praying for vocations. He took this responsibility seri-ously. He had worked in parish ministry until he was ninety-five and now was adjusting to inactivity and doing an excellent job of it. He had reached the final stage: acceptance. He had accepted that he would not be returning to his apostolate, but would Review for Religious remain home. This was not fatalism. Religious all too frequently move from despair to fatalism, and everyone around them suffers, and prays for their happy death, and hopes it comes quickly. There are, of course, also many who return and do not take long to pass through these stages and adapt quickly to community life, at least on the surface. I remember a returning monk (he had been a parish priest and a hospital chaplain) who seemed to fit in immediately. But six months later he was dead. I remember find-ing him in his cell with paper on his bed so his shoes would not make a mark on the bedspread. He was a good man, but as an introvert nothing came out; his feelings remained within, and he soon died, never really having accepted his fate. Some religious returning to the community are not just anx-ious, but living in fear. One religious told me that his order has set aside a house in Ireland for its retiring members. They are sent there from the missions to die. Many have spent their lives in African countries, and now, returning after forty or fifty years, they are scared. Death is easy to address in someone else but not in ourselves. Some of us feel unafraid of anything until we are faced with our own vulnerability and eventual death. Some returnees are sick or even terminally ill, but many are not. A cousin of mine, after spending much of her life in missionary work in China, was imprisoned by the Japanese during World War II and by communists afterwards. When she finally returned home, she was sent to a new convent built just for the elderly. There, isolated from the convent and motherhouse she knew, she felt abandoned by her sisters. She wanted to walk the grounds of the convent she had been a part of long ago. She could not. After a few years she died, I believe not from illness but of a bro-ken heart. I have talked with many other retired and elderly reli-gious who feel the same. There are, of course, illnesses that require special treatment. And there are terminal cancer patients who need help the com-munity cannot adequately give. But some commfinities have cre-ated "dumping ground" convents or monasteries for their elderly or retired religious, places to put them so they are not in the way. Of this, one superior said, "They are happier together." Are they? I wonder. For they are now without meaning in their lives. They do not have around them their fellow religious to help them, nor are they let in on what is occurring in their reli-gious congregation. May-June 2000 Auer * From Resentment to Acceptance r Finding Meaning. Part of the problem is that these returnees need something to do. Their lives seem to have lost meaning. In a monastery the suggestion was once made to assign several retired monks some manual labor to do, like cleaning a floor or setting up the refec-tory for meals. The abbot's response was "These are priests. They cannot be asked to do manual labor." How sad! Many of them would have loved to do something. Any service given to the com-munity is better than sitting and watching television all day long. Communities have to find ways to employ returning religious. Today, when many retire quite young, a good number start new careers. Permitting and encouraging this is the least we can do for them. We should call on the abilities of our retired members. We should give them as much attention as we give to the recruit-ment of new members, for this reason among more urgent and important ones: the treatment that candidates see our elderly and retired members receiving will affect their own decision to enter or stay in the community. Most communities have addressed the issue of caring for ill members and those with handicaps. We have insurance policies, we have arrangements with nursing homes, and we have even added infirmary wings to our buildings. But beyond that not much is done. One sees elderly members wandering listlessly down community hallways. They need access to events in the house and in the surrounding community. My parents and many others in their eighties travel across the country to visit people and to see things that interest them. Many elderly religious have interests they were once too busy to pursue, and now they have time. I know a monk who wrote articles on contemplative prayer until he was in his late eighties. Some religious can finally work on the rose garden that they never had time for before. My pre-sent abbot hopes to write that book on birds, an intense interest of his, when he retires. Communities sometimes have to help their elderly discover what they would like to do. We can help people do this by initi-ating some semiretirem~ent programs in which people can start cultivating other interests before they turn eighty or ninety. This is not the job of the superior alone, but also of the entire com-munity, including the older people themselves. Religious should not look at retirement or a smaller work assignment as an indi-cation of their own failure. These things are, rather, new oppor- Review for Religious tunities to grow in ways that most of us will be called to do. Hopefully, religious will be encouraged not to work themselves to death, something that communities too often considered sim-ply heroic. Working ourselves to death is likely to be suicidal, not heroic. I heard one aged religious say, "It is one way out of here." What a sad comment on a life dedicated to Christian prin-ciples and an active apostolate! Included in this program to re-form our returning religious should be some counselors to work with them. Many may think that these religious would not go near a coun-selor, but I disagree. They may have been too busy to take the time for their own personal growth, and now they are able to do so. Some may need extensive counseling to help them cope with a fear of death, facing the unknown, and even facing themselves. We are all called to conversion, and many have not had the time to really convert in the Lonergan sense, "to probe into the depths of our being" and accomplish "a radical trans-formation." I have seen elderly and retired members of communities do just that. I have heard stories of hor-ror: "Father was such a terror in the classroom," "Sister was a beast toward her children in the first grade." I have met these people at seventy or eighty and found them delightful and deeply religious. What had happened? Often they were not suited to teaching, but more often they had undergone a radical conver-sion in their latter years. This call was to acceptance, and many have accepted their vocation with a new emphasis on contempla-tion or prayer. Such transformations are a joy to behold. Their communities have been supportive and given them an opportunity to tell their stories, stories that are stories of God, of God in their lives. Indeed, such stories are more for our benefit than theirs. Each of us walks a similar path, and we need to hear the witness of those who have gone before us. Father John Scott OSB, a professor of history at St. Martin's College and a confrere, has done a wonderful job of accumulat-ing an oral history, recording what people can recall and tell us of our past. Although it is an historical record, it is also a story of individuals being called to conversion--struggling with and finally accepting what has happened in their lives. Experience Communities sometimes have to help their elderly discover what they would like to do. 247 May-June 2000 Auer * From Resentment to Acceptance comes first, meaning later. Father Scott helps monks in our com-munity see the meaning of their lives by helping them tell their story. Many other communities are doing similar things with oral history. Finally, I would suggest something else, a change in our for-mation programs. During formation religious should be explic-itly taught that we do not own our apostolates. They do not belong to us; they are our mission, and our mission is from Jesus Christ. Many religious spend their lives building kingdoms-- from snack bars to institutions to parishes. They consider these their own domains. But apostolate assignments may be changed. Young recruits need to be made aware of this when they enter, and they may also need to be reminded from time to time so that they remember it even when they are eighty or ninety. These suggestions may give rise to further dialogue on this continuing problem. In justice we cannot assign persons to one or two apostolates over a span of fifty or sixty years and then not help them adjust to a new segment of life: retirement. Whatever their temperament or their virtue, the elderly of the present and the future need compassion, and new members need to see that we treat our returning lifelong members with as much charity and hospitality as if they were simply guests. They, of course, are more than guests. The love we show them is an important con-temporary way of following St. Benedict's recommendation to treat all guests as Christ. Bibliography Auer, Benedict. "Monastic Asylums," on institutionalization and monastic formation. Human Development 19, no. 4 (Winter 1998), pp. 35-39. Ferruci, Piero. What We May Be: The Vision and Techniques of Psychosynthesis. London: Thorsons, 1995. Fry, Timothy, ed. The Rule of St. Benedict in English (RB 1980). Collegeville: Liturgical Press, 1982. Goffman, Erving. Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. Garden City, New York: Anchor Books, 1961. Lonergan, Bernard, SJ. "Theology in Its New Context." In The Theology of Renewal, Vol. 1. Montreal: Palm Publications, 1968. Review for Religious BEATRICE M. EICHTEN Electing Leaders in Women's Congregations Election in a religious community is always a time of anxiety, tension, and hope. The impact of elected lead-ership on each person and on the future of the commu-nity is significant, even though communities know that in four to six years new leaders will be elected. When women's religious congregations elect leadership, they deal with a number of issues: their conscious and uncon-scious learnings about power, the changing role of lead-ership, and the qualities members look for in their elected leaders. I will explore the issue of power in com-munity as it underlies both election and ongoing lead-ership/ membership relationships. Then I will reflect on implications this has for the function of leadership and on qualities needed and called forth from those serying as congregational leaders. Power and Community Relationships Power is a human reality, and operates in religious communities as it does in other groups. People have per-sonalpower coming from their identity and presence. In Beatrice M. Eichten OSF is a consultant with religious communities of both men and women and with congrega-tions that sponsor healthcare. Her address is P.O. Box 406; Winona, Minnesota 55987. May-June 2000 249 E~cbten * Electing Leaders addition, certain persons exercise informal power through their influence, whether in a negative or positive way. Organized groups select or elect persons to exercise formal power to help them stay focused on and faithful to their goals. These same expressions of power are present in religious con-gregations, especially in the matter of electing and then relating to their elected leaders. There is value in understanding the func-tion of power within this process of electing some women to exer-cise formal power within the congregational structures, structures that all the members together have defined for the congregation. Power is a word and a reality that women in general consciously avoid. It is for most women a negative word connoting undesirable characteristics, and it is a reality they try to deny. This is not true for men. Vv'hy is that? Women's Relationship to Power Dr. Pat Heim in her book Hardball for Women looks at the games children play to explain why women relate to power so dif-ferently from men.~ Though her book relates to women in business settings, I will explore how her explanation of childhood learn-ings also applies to women's religious congregations. Women's main focus is relationship. As children, women learn how to be competent interpersonally and how to develop and sus-tain relationships with others. Today many girls participate in team sports--a rare thing for girls ten or fifteen years ago. Given that recent change, some of the learnings attributed to boys will undoubtedly happen for girls. Most of today's women, however, and most of today's women religious, have done almost all of their playing one-on-one with other girls, usually with a best friend, sometimes with two friends. What Girls Tend to Learn at Play How to play one-on-one. Girls develop interpersonal skills, including how to "read" and respond to another's emotions. The skill works well for adult women in families, communities, and work settings as they tune in to emotional dynamics and offer care and nurture to the persons involved. Playing one-on-one, how-ever, can keep women from going beyond how something affects another to acting on principles and deciding what serves the larger Review for Religious whole. Knowing that some members will be upset by the decision may paralyze many a woman who needs to make hard decisions. Also, playing one-on-one, with its focus on individuals, can prevent women from envisioning the whole and defining clear responsi-bility and accountability within a large group of people. How to get along. Good little girls learn to be sweet, cahn, gen-tle, charming, mild, and helpful. Conflict, assertiveness, and direct confrontation are to be avoided at all costs. Instead of being up front and direct, girls learn indirect methods of dealing with dis-sension, such as involving a third party, dropping hints, or practic-ing avoidance, all in order to pre-serve the relationship. All women religious in conflictual situations recognize these and similar meth-ods in themselves. In fact, other women often see directness on the part of women as aggressive and pushy. This sometimes leads to conflict. In religious congrega-tions, where relationships are important and carry a "familial" character, conflict may feel very threatening. It is important, however, that it be dealt with directly, not in a blaming or judgmental way, but with each person owning her own experience and feelings. Unfortunately, some people, in their desire to maintain "nice," "positive" relationships, may see this directness as causing trouble, causing damaged relationships. How to be fair to everyone. Little girls try to resolve conflicts by compromising and being fair so that everyone wins. They want to be sure no one feels left out, and so they flatten differences to make everyone "all the same." When that carries over into adult relationships, some convoluted relationships occur between elected leaders and members. Members are not all the same; they each have unique gifts and needs. Setting a policy for all because a few need limits, and creating a committee rather than asking a person with special skills to do a task, are two examples among many. Being "fair to everyone" can cause chapters and assemblies to set-tle for a middle-of-the-road arrangement when they should be promoting a visionary life. An effort to accommodate everyone's sense of direction for the community leads to an unfocused and hard-to-accomplish plan. An effort to accommodate everyone's sense of direction for the community leads to an unfocused and hard-to-accomplish plan. 251 3lay-June 2000 ' Eicbten ¯ Electing Leaders I ] How to engage in play as a process. Girls' games seldom have a goal (one does not "win" at dolls or playing house). If there is a purpose, it is to get along with playmates,.create intimacy, and share imaginative ideas. This learned behavior serves congrega-tions well when it is the time for dreaming, for developing ideals and fostering goals. The challenge is to follow this up with clear assignments and holding people accountable, thus bringing the dreams into reality. All communities have reams of documents filled with wonderful ideals. Have they brought them to fruition? Have they stopped the process because it would be unpopular or because the responsible persons did not follow through and no one dared confront them? How to negotiate differences. For girls, decisions are reached by group consensus. When there are different views about the best way to set up doll house, or whose turn it is to play dress-up, girls learn to talk their differences through, take turns, compromise. The goal is a win/win outcome, not a win/lose one. "You want to play house, I want to play nurse. Okay, you be the mommy and bring your sick baby to me at the hospital." This is a learning that supports collaborative models of leadership and efforts at recon-ciliation. The goal is not "anything goes"; it is true collaboration that aims at the good of the whole. The risk is that including every-one's ideas leads to a mediocre outcome. How to keep the power "dead even." Girls grow up in flat orga-nizations, not hierarchies. They learn to cooperate within a web of relationships for the sake of preserving friendship. It does not take long for a little girl to discover that, if she wants to be the leader and starts giving directions, her playmates will call her bossy and avoid her. As a result, girls try to keep the power "dead even" and learn to exercise it ve.ry carefully. This is a learning that makes elected leadership in congregations very difficult. For, even though the power of elected leaders is not "dead even" with that of other members, the latter still tend to define for themselves how obedi-ence and authority will be understood and carried out, in routine functioning and also in special efforts regarding mission or com-munity or both. How that reality is dealt with is critical for con-gregations' life and vitality. When it is not dealt with,.when communities attempt to flatten power and authority, untold energy is spent on internal dynamics rather than on mission and vision. Such learnings from their earlier years have an effect on how women religious relate to each other in community. Men, on the Review for Religious other hand, learn very different behaviors from their childhood play, which often involves numbers of boys in team play. Women who have grown up playing team sports will recognize as their own some of the learnings males tend to acquire. Whether women have grown up learning things typical of women or men, those learnings have implications for women religious. Things Boys Tend to Learn from Their Play How to compete. Competition is the name of the game. The games little boys play involve adversarial relationships: us vs. them. They learn that competition and conflict are stimulating and fun, to be welcomed, not avoided. They also learn that when the game is over the game is over. The adversarial, competitive relationship during the game does not affect their relationships afterwards. After a bruising discussion over a controversial issue, men will often go out together to play a game of golf. Women, on the other hand, may have learned to compete, but they are likely to take the competition personally and retain negative feelings towards one another afterwards. How to always do what the coach says. Boys learn early that, in order to win the competition, there must be a leader or coach to focus strategy and effort. This creates a structural hier-archy unlike the flat organization common among girls. In order to move up the hierarchy, boys and men learn to do what the coach or boss says--period. No negotiation! How to be a good team player. Boys learn early that they will not always get to be team captain or coach and tell others what to do. Most often they will be in the position of receiving instruc-tions. Good team members learn to give up their individuality and independence for the good of the-team. They see the importance of supporting the other team members so that the team wins--a win that is "their" win. (Women have a more difficult time sacri-ficing their individuality for the team goal.) Men also learn that, to be a good team member, it is vital to know how to play with peo-ple you do not like, but whose skills will help the team win. (Because women tend to personalize conflict, they have a more Good team members learn to give up their individuality and independence for the good of the team. -2Y3 -- May-June 2000 Eicbten ¯ Electing Leaders difficult time getting past their dislike of the person to the estab-lishment of a good working relationship.) How to be a leader. Despite the team nature of their play, boys do at times get to take on the mantle of leadership. This gives them the opportunity to experience their own authority, to prac-tice leadership, to give directions and make them stick. When they do, they are rewarded and valued for their leadership. How to be aggressive or appear aggressive. In order to do well for the team, little boys learn that it is important to look like a mean, aggressive player, even if they do not feel all that tough. They learn power plays that help create an illusion of power. (As we will see later, women are more likely to accommodate one another, to negotiate.) How to take criticism and praise. In sports, boys receive con-stant criticism from the coach and from other players. They learn the connection between getting feedback and improving their per-formance. They also learn how to take criticism as feedback so it does not damage their self-esteem and destroy their feelings of self-worth. (For girls, however, criticism is not usually experienced as feedback about behavior or performance. It is more often expe-rienced as criticism of their person.) Howto stay focused on the goal. Rather than perfecting the details (as girls and women might), in team play boys set their sights on the goal line. If they make a mess in getting there or knock some-one over, that is just part of the game. They learn early on that they cannot do everything perfectly, but that perfection does not really matter, since winning is what counts. Winning is all that matters. Boys play games to win. Their stance is that there is no point to playing the game if you are not going to win. And, in order to win, you must take risks--playing it safe will never make your team number one. Half the time, boys will lose. Rather than feeling devastated by the failure, boys learn how to take a loss, learn from it, and move on. (On the other hand, women tend to replay the failure over and over, to beat themselves up for failures and attempt to fix blame. This is reflected in women's response to negative evaluations of com-munity meetings. They are overly sensitive, paying greater atten-tion to one or two criticisms of the meeting than to three hundred positive evaluations.) How to have a game plan. Little boys play in crowds, not in dyads or triads as little girls do. So they need a way of organizing Review for Religious an unwieldy group of people. They do so by following the coach's game plan. They learn early that, if each one plays independently of the others, the team will not score that coveted touchdown. (For adult women, their own individuality and creative expression are important. It is difficult for them to subordinate their indi-viduality to the team goal--note such areas as dress, living arrange-ments, ministry, and availability for leadership positions and motherhouse roles. Adult women can set their independence aside, but they intend to do it consciously and for a significant reason.) Would that the behavior patterns that girls and boys develop could be combined in such a way that the best of both would improve people's ways of being and working together. Member/Leader Relationships among Women Women need to be alert to power relationships. In girls' play, direction is negotiated, not set by a power figure. There is no sin-gle leader, and, even if one is identified as an official leader, she is expected not to act the part. What does that lead to? Girls learn early that negotiation is the key to getting things done their way. More often than not, a woman's goal is to bring others around, not direct them. When women are in a hierar-chical structure, their discomfort with not having "dead even" power, with being a subordinate or a boss, can lead to inappro-priate negotiation after a decision has been reached, or to passive-aggressive behavior. Such behavior is more likely when the person in power is a woman--"Who does she think she is?" The response of communities needs to be "She thinks she is, and she is, your elected community leader (or your supervisor, or your local com-munity leader)." Sometimes women sabotage other women in power through indirect cattiness, gossip, negativity. Often these women are responding unconsciously to their negative perception of another woman's power. Leaders need to practice and encourage direct communication, done so as to build and maintain relationships that express genuine interest in the other sisters as persons. Women in leadership, as they move from membership to elected leadership positions, realize quickly that the move changes relationships with other women in community. This is because the flat relationships women enjoy are antithetical to hierarchical relationships. The elected leader, like it or not, is in a position of xYlay-June 2000 Eicbten ¯ Electing Leaders power. Friendships can be lost or damaged when one is elected to lead the community. Simple statements made by the leader can seem to carry negative meanings, but such outcomes derive more from the hearer's family and communal experience than from the words and their intent. Also, confidentiality may prevent leaders from disclosing every reason and circumstance; this, too, may bring negative judgments and unfounded criticism upon them. Women leaders may find that their need to be liked keeps them from doing a competent job. The desire to preserve harmo-nious relationships can make it difficult for a leader to make the tough, right decisions, knowing that Sister X will be angry with them. Consultation and team processing can help the leader move toward making the needed decision, but it may still damage some relationships. If the decision is tough but fair, however, people will eventually come around. It is helpful for congregational members and leaders to under-stand how power tends to affect relationships among them. On some projects both women and men find it relatively easy to use power appropriately or to acquiesce in its use. But, when there are disagreements in their communal and personal lives, leaders and members of women's communities need to be alert to power dynamics. We will look at some behaviors as they operate in con-flict situations. Exercising Power in Conflict Accommodation. Accommodation means giving in; the others are allowed to have their way. This may be appropriate when oth-ers feel strongly about something and you really do not care. But, because women have been trained to accommodate others for the sake of preserving the relationship, it is important for them to attend to what is important to them and to be willing to take a stand on that issue. Inappropriate accommodation occurs when persons do not know what they want or feel, when they give up what is important to them in order to keep the peace, or when they decide to "help" another win because they see that it is impor-tant to him or her. Avoidance. In avoidance, a conflict is ignored in the hope that it will disappear. Women commonly do this because they detest confrontation. A situation that is avoided, however, worsens for having been ignored. When conflict is not addressed directly, it Review for Religious does not go away; it just goes underground. The hostility gets rechanneled into passive-aggressive, destructive behavior. Women use a particular kind of avoidance, especially in communication. They avoid addressing the issue directly with the relevant parties because that could damage the relationship. Instead, they drop hints (and think they have been clear), or they tell others about the dispute (and hope it will get back to the person concerned). Compromise. In compromising, you win some and you lose some. "I'11 give you this if you give me that." They do not get all they want, but they decide half a loaf is better than none at all. The down-side of compromise is that it may be used to avoid the interpersonal work that happens when people resolve conflicts through collaboration as described below. Competition. In competition there is usually a winner and a loser. Men are very comfortable with competi-tion and often make things a win/lose dynamic. For women, a win/lose dynamic is not attractive. They tend to see it as not "fair" or "dead even," and thus damaging to relationships. Collaboration. In collaboration, two individuals or groups find a way to work out their differences so that both are satisfied with the result. They delve into why they hold such disparate views. Collaboration takes time and trust. For a worthwhile discussion, persons must care about their own underlying concerns, be will-ing to understand the other side, and be open to appropriate influ-ence. When differences are resolved collaboratively, relationships are improved; the level of trust increases. Women are adept at col-laboration because as children they have learned to share equally with everyone and to focus on being fail to others. Men tend to be less adept at collaboration because they focus on winning, on doing better than their colleagues. Women look for solutions that help everyone win. These learnings about power continue to operate in women, often unconsciously and often in contradiction to their profes-sional training and the c6mmunal/spiritual values they espouse. They affect women's perception of themselves as leaders in com-munity and of those they elect as leaders. It is important that con- When conflict is not addressed directly, it does not go away; it just goes underground. May-June 2000 Eicbten ¯ Electing Leaders gregations give attention to these unconscious learnings as they reflect on the meaning of leadership as a call to ministry. The Ministry of Leadership in a Religious Community Leadership in a religious community is a ministry, one that facilitates and focuses the purpose and goals of the community. Often women called by their community to serve in the ministry of leadership need to put aside their current ministry--where they feel effective, secure, and significant--in 6rder to serve their con-gregation. The call of the Spirit draws such women to place their gifts and their vulnerabilities at the service of their sisters and the church, going beyond individual and sometimes even communal needs and concerns to global needs and concerns. They do this knowing that leadership is a dynamic, relational exercise of power between members and leaders, a relationship fraught with opportunities and risks. Elected leaders, in their for-mal exercise of power, are called to help members work together for the common good and achieve spiritual and ministerial ideals. The function of that leadership is defined and authorized by the. community, and is exercised through the community's governance model in a mutual obediential manner. Leadership, then, is an experience of reciprocity, of being both leader and follower. I~ asks all, especially those elected to leader-ship, to take the initiative, to see problems, and to point toward creative solutions--to give direction and to take action that moves the community towards a common goal. Leadership is relational. It is based on mutuality and respect even as the differing roles and responsibilities of the elected lead-ers and the members are recognized. Being relational begins with both leaders and members seeing the value of each person's gifts and weaknesses, seeing these as part of the communal reality of persons drawn together for mutual witness and service. Not every-one is capable of doing this. Leadership focuses on the common good, and so leaders are asked to: ¯ go beyond the perspective of the individual to the perspective of the whole; ¯ see the congregation as part of a bigger whole and to keep it from getting enclosed or focused only on surviving; ¯ bal-ance the purpose of the congregation with the good of the indi-vidual; ¯ keep the mission as the focus, going deeper into its Review for Religious meaning and reality in their charism and community life; ¯ be spiritual leaders, relating to community charism, to personal and communal spirituality, and being attentive to how the Spirit is moving the community into the future; ¯ be stewards of congre-gational resources guiding decisions relating to ministerial, finan-cial, material resources available for the accomplishment of mission; ¯ be stewards of human resources by attending to the personal and communal needs of each member; ¯ carry out corporate responsibilities, which include sponsorship, ministry engagement, administration of the congregation's properties, assets, and liabil-ities, and civil and canonical legal responsibilities; ¯ carry out canonical responsibilities (these involve community viability, mem-bership, documents, relationships with dioceses and the broader church, and convening the community for governance through the congregation's governance model). Qualities for Leade.rship in a Religious Community What does all this have to say about qualities needed for lead-ership today? Community leadership moves one into a complex set of relationships with the community (remember what was said above regarding women and "dead even" power), the church, and the public. It calls for the development and public exercise of many skills in order to carry out the functions defined and expected by community. Leadership pushes one to an awareness that encom-passes both individual and common good within the context of the broader world. Because of this, it is important to feel positive about the min-istry of leadership. It cannot be simply an obligation or a duty. If a person accepts congregational leadership, she needs to have energy and willingness for such service. This comes from a sense of personal readiness and ability for community service. It comes, too, from a personal vision and hope for the life of the congrega-tion, even as one acknowledges the limitations and pains experi-enced in the all-too-human experience of living community. The person needs to know herself as gifted and called to leadership both by community members and by her own inner spirit. This call assumes a faithful relationship to God, who challenges, guides, and sometimes pushes one in new directions. Being a leader today requires being a learner, a communicator, and a unifier. As a learner, a leader needs to be able to think, open May-June 2000 Eicbten ¯ Electing Leaders to influence, and ready to gather relevant information. As a com-municator, she needs to be adept at both listening and speaking. As a unifier, she is called to draw together the diverse gifts and talents of members, associates, and ministry partners. Leaders need to be willing to make tough decisions for the good of the whole and to base their decisions on clear principles and careful consideration. Leaders need a consultative, collabora-tive style for decisions affecting the life of the members. Because they also carry organizational and canonical responsibility and authority, they need to be able and willing to make leadership decisions affecting the good of the congregation. The leader needs to be visible and to make connections within the community and within the larger church and society. Research shows that outstanding leaders emphasize setting goals and achiev-ing them by careful planning and by building group commitment; they give less attention to the personal adjustment of members.2 Against the background of women religious thinking of their leader as "Mother" (nurturer, caretaker), this change in leadership style can be misunderstood as "not caring for the members." In every community there are members who want "a mother" who spends her time nurturing and being available to individual members. Other members want a leader that inspires vision, mobilizes energy, supports risk taking, and is engaged in church and world issues. The challenge for leaders is to know their leadership role and to address and deal effectively with members' differing expectations. Martin Heidegger says that to be human is to be called to become a "shepherd of being." Each person carries that call. The leader carries this call for herself and for the community, shep-herding her own well-being and the well-being of the community. The leader needs to know that her leadership is based on human-ity, her own and the congregatiori's. This requires knowledge of herself as a person of intellect and feeling, 6f gift and limitation, as one called but also a sinner, blessed and still in need of conver-sion. The leader is called to compassion and mercy as well as truth-telling and tough love; she needs to see the person, not just that person's deficient performance or its impact on the community's image. The leader is called to keep alive the vision of this human, blessed community of persons drawn together in personal and communal experiences as an expression of the face of God in our world. She does this by working to create an inclusive community of persons who, simultaneously gifted and vulnerable, are corn- Review for Religious mitted to mutuality and respect, to growth in holiness and faith-ful witnessing to the presence of God in our world. A leader needs to understand that leadership is an invitation to be creative through frailty. The first reality of the incarnation is the principle of limitation. We are not God. There is no such thing as a "perfect" leader, with all the gifts and skills needed. Leaders need colleagues that balance and compensate for limitations. They need community members who are willing to support, to be direct and honest, and to allow for frailty and mistakes. Leaders and members need to be comfortable with the experience of the inter-dependence of gifts and limitations. Concluding Questions Power can be a positive force in the life of a congregation-- power with and for, power that energizes and challenges, power that knows and loves the strength, gifts, and limits of all the com-munity. As women religious reflect on how power can and should benefit themselves and their communities, there are many areas for personal and communal exploration. I will put these questions in a personal mode, since that is where each person needs to start. ¯ How does what I learned as a girl about power operate in my life? ¯ What learnings from group (boys') play would be helpful in enhancing my relationships in community~ At work? ¯ How might making those learnings conscious help me relate better with oth-ers in my local community? In regional and large community gath-erings? At work? ¯ How do I view leadership before and after leaders are elected? How does that affect my communication, sup-port, and conflict patterns, both with the leaders and with other members? ¯ How does my approach to elected leaders diminish or enhance my engagement in con, gregational endeavors? ¯ How do my relationship to power and my view of leadership and its impli-cations affect my availability for service to community in the lead-ership role? Honest answers to these questions and in-depth conversation about their implications in member/leader relationships could move a community to a greater readiness to see leadership focus° ing--beyond the "nurturing mother" role--on the achievement of communal goals through careful planning and through building group commitment. It would, I believe, strengthen the interplay between member and leader and would lead to better communi- May-June 2000 Eicbten ¯ Electing Leaders cation, to a healthier dynamic among adults properly aware of their own and the organization's power, and would enhance engagement around communal goals. Notes ~ Pat Heim PhD with Susan K. Golant, Hardball for Women: Winning at the Game of Business (New York: Penguin Books, 1992). z David J. Nygren CM and Miriam D. Ukeritis CSJ, "Religious- Leadership Competencies," Review for Religious 54, no. 3 (May-June 1993). Free and Groaning We are children of earth In birth Goslings Tapping On the shell of our next Resurrection Creaking branches wind-moved Almost into flight Not Quite Tight-bound buds breaking Flames that leap Anchored in ash Clouds thai float in th~ sky But the clouds weep Autumn leaves let loose We dance and we die Careless clowns With foolish faces Wild doves flying So in need Of footing places Riders of reckless surf Baptized in waves As for me I am a free Woman Constrained Chained ¯ At once being born And giving birth Crucified I survive Alive Alive! Mary Alban Bouchard CSJ 262 Review for Religious FRANCIS W. DANELLA I Apostolic Religious Communities in America: Moving in the Right Direction! During the thirty-five years since the Second Vatican Council, religious life has endured a trial by fire. At the beginning of a new century, a mixture of cautious optimism and open despair is often evident when religious speak about their communities' future. While numbers continue to decrease and members continue to age, one wonders if the cautious optimism is not simply denial. The perspective of history, however, would sug-gest that, while some congregations will die, others will serve well into the next millennium. Some will even flourish2 Thirty-five years after the council, some trends seem to encourage that spirit of cautious optimism. Many religious com-munities have wandered through the post-Vatican II desert, and they perceive there might be a "Promised Land." These religious communities are successfully exploring their roots and the stories and spirituality that underlie those roots. This has led to a clearer sense of identity and then to internal renewal and a clearer sense of mission. Apostolic religious communities are emphasizing mission even as they cope laboriously with the endless issues of maintenance. Beyond mission they need to address the issues of community life Francis W. Danella OSFS, clinical assistant professor of pastoral the-ology at the Catholic University of Aanerica, served recently as director of planning for his province. His address is Oblates of St. Francis de Sales; 2200 Kentmere Parkway; P.O. Box 1452; Wilmington, Delaware 19806. May-June 2000 Danella * Apostolic Religious Communities in America and vocations. After the thirty-six years of my religious life, I would prefer never to discuss community life and vocations again. But the time for reassessment on both fronts is at hand. Not to muster the strength to ask the difficult questions regarding these two issues would be to the detriment of these apostolic religious communities of ours. Below we will consider religious life before the council, the challenge of the post-Vatican II church, and the future direction of apostolic religious communities with respect to mission, commu-nity life, and vocations. The fundamental mission underlying the particular apostolates became blurred. Religious Life before the Second Vatican Council As a young man I wanted to know, love, and serve God in this world so as to be happy with him in the next. Towards this goal I sought a singular focus and complete absorption. This desire, com-bined with a predisposition toward teaching, led me to my religious community, whose pri-mary ministry is teaching. There I learned that religious life in my community is about three things: the search for God, eschatologi-cal witness, and the education of youth. Other apostolic religious congregations are similar, but their specialized ministry may be something different in the con-text of religious community. All people are called to search for God. An inner yearning to find our origin, purpose, and destiny gnaws at all of us from the time we are able to think clearly. The catechism had clear answers for the children of immigrants to this country, and their own chil-dren in turn. Religious life became the place in which persons could be devoted full-time to this quest, with fewer distractions to get in the way. Religious gave eschatological witness to a kingdom that was not of this world. While religious were building the kingdom of God on earth, they were clearly giving witness to a fullness of life beyond this one. This religious witness was evident in their lifestyle, their way of being in the world. In this context vows of poverty, chastity, and obedience made sense. The virtues of humil- Review for Religious ity, gentleness, and simplicity became ways in which God's people could experience powerfully God's presence in the persons of these devoted servants. Most religious congregations devoted themselves to a partic-ular good work. Most engaged in a ministry of education, health-care, or social work. Most often religious congregations were in service of the poor or the lower middle class. Religious life suc-cessfully educated and cared for immigrants and their children. Many in the Catholic community were able to develop their skills and intellectual gifts, thereby acquiring a better standard of living and a richer and fuller life. Catholics were now positioned to have major influence on the American culture. During the years preceding the council, religious congrega-tions were deeply absorbed in the work that they did so well. An unfortunate by-product of this successful period of religious living is that many religious congregations became identified with their work. Many perceived their charism to be education, healthcare, or social services. As the ministry of service became more intense, the fundamental mission underlying the particular apostolates became blurred. The Challenge of the Post-Vatican II Church With the advent of the Second Vatican Council, religious were challenged to renewal. The council said: "The up-to-date renewal of religious life comprises both a constant return to the sources of the whole of the Christian life and to the primitive inspiration of the institutes, and their adaptation to the changed conditions of our time.''2 The effort of religious institutes of the last thirty-five years to be faithful to this .injunction has borne much fruit. The movement forward has been a struggle. The emphasis on freedom and personal responsibility evident in the Pastoral Constitution on the Church in the Modern World (Gaudium et spes) had a profound effect on the future direction of religious life. There was a strong emphasis on each religious developing his or her gift to the fullest. This was in sharp contrast to the tradition of many religious communities, which determined the needs of the schools, hospitals, nursing homes, and so forth and then decided who would fill the need, no matter what their personal preference. This corrective from moving in lockstep to a more May-June 2000 Danella ¯ Apostolic Religious Communities in America individual way of developing one's gifts and talents was met with varying degrees of acceptance. Many religious communities resisted the more individual approach and the quest for self-fulfillment. Such resistance had disastrous consequences because it failed to recognize the legiti-macy of what was being sought. Consequently, there was no inte-gration between individual needs and community priorities, between personal growth and the common good. In this atmo-sphere, self-fulfillment became an end in itself rather than the means by which religious became all that God was calling them to be in the service of the church. At times this led to an exaggerated individualism and a misguided quest for self-fulfillment that was reinforced in American society by our strong bent toward indi-vidualism. In this period there were parallels with the best and worst of the human-potential movement. In the main, however, religious life was attempting to be faith-ful to the council's injunction to return to the primitive inspiration of the institute and to adapt to modern time. The efforts to recap-ture the spirit of the foundation have been the singularly most hopeful development in religious life since the council. This quest has led to internal renewal and a new sense of mission. There are common elements among the groups that have taken this course, a commonality that is clearly the work of the Spirit. Most groups have recaptured and reinvigorated for our time the spirit of their foundations. Many have experienced a resurgence in scholarship in their spiritual traditions. This new look at foundational texts and spiritualities is leading to an internal renewal. The search for God is once agaiia on track. With a clear sense of their origin, purpose, and destiny, religious congregations are in a better position to carry out their mission in the service of the church. Those faith-ful to the task will play a large role in shaping the future direction of the church. Ok/It The Future Direction of Religious Life Mission. A clear identity has led to internal renewal and a clear sense of mission. Apostolic religious communities are focused on living and disseminating their charism. Religious congregations that were instrumental in improving the quality of life for gener-ations of immigrants have begun to share their charisms with an educated lay faithful as they assume their expanded role in the Review for Religious church. Just as apostolic religious communities helped generations of immigrants to assume their rightful place at the table in American society, they will assist the current generation to assume their rightful place as religious leaders in our society. Religious life can help the laity to be the leaven in the world that the Second Vatican Council desired. By virtue of their baptism, the lay faithful share in the priestly, prophetic, and kingly office of Christ. Besides being faithful to the duties of their state in life, they are called, as the council points out, to work at the evangelization and sanctification of all God's people. They do this when they endeavor to have the gospel spirit permeate and improve the temporal order.3 Parish communities need to help the lay faithful to be aware of this mission and to carry it out. Religious congregations, too, can assist the lay faithful in their efforts at evangelization, sanctification, and the transformation of the temporal order. They can create forums in which lay people can come to understand their role and develop a plan of action for permeating the temporal order. Recently I participated in a symposium on the care of the dying jointly sponsored by George Washington University Medical Center and the Center to Improve Care of the Dying. Among the participants were medical doctors and other healthcare profes-sionals intently interested in how patients' spirituality affects their overall well-being. These dedicated healthcare professionals are carrying out the council's mandate to permeate the temporal order with the gospel spirit. One physician told me of her involvement with the Carmelite community, of the importance of the Carmelites in her life. Inspired by them, she has been instrumental in bring-ing courses on the spiritual dimensions of healthcare to medical students across the country. Last year I was captivated by a piece in Wilmington's Catholic newspaper on the graduation ceremony at a local private high school, the Salesianium.4 A graduating senior had spoken at some length about the influence of Salesian spirituality in his life. This was no passing comment. He detailed the teachings of De Sales that had influenced him, pointing out that he and his fellow graduates could take such teachings with them into their life ahead. This is the direct result of the school's effort to live and disseminate its charism. One physician told me of the importance of the Carmelites in her life. 267 May-June 2000 Danella ¯ Apostolic Religious Communities in America The many new forms of community life that have appeared need to be reevaluated. Apostolic religious communities need to live and disseminate their charisms for the well-being of the church. They need to share the theological and spiritual wisdom of their traditions, tra-ditions that answer the fundamental questions of origin, purpose, and destiny. They need to share the spiritual practices that guide daily living and daily choice. Apostolic religious congregations can encourage and even bring together people of similar professions and people from different walks of life to put together a plan of action that responds to the council's call to bring the gospel spirit into the temporal order. This is precisely what many apostolic communities excel in today. They need to reinforce their efforts. They need to have clear pastoral plans for the future. They need to bring even greater zeal and enthu-siasm to this vital mission. Many apostolic religious communities are effectively developing lay leadership and entering into collaborative ministry with the laity. They share with the lay faithful not only their spirituality but their mission as well. Religious communities are moving in the right direction and will greatly help a new generation of lay faithful to fulfill their complex mission in today's world. Community Life. Religious life of the future will be lived by those young men and women who currently are associates, novices, temporarily professed, and young perpetually professed. We need to listen to what they are saying to us. Some tend to be more con-servative than those of us who have reached our middle years, but this must not lead to new polarization o'r a new age of friction resulting from personality differences or other biases when there may be no substantial differences at all. My own experience suggests that the young enthusiastically embrace the efforts of congregations to revisit their spiritualities and to disseminate their charisms. This is an exciting mission. The young also seek a community life that is based on community prayer, mutual concern, hospitality, and self-sacrifice. They seek a religious community that is a genuine witness to both the "already" and the "not yet." Thirty-five years after the council, the many new forms of community life that have appeared need to be reeval-uated. For example, those who question the suitability of parish Revlew for Religious ministry for religious communities deserve a hearing. I would dis-agree, on the ground that parishes are ideal places for dissemi-nating the charism and helping the lay faithful to become the leaven in the world, but I would agree that we need to reassess the ways in which parish community life is lived. We need to hear the wisdom of all the members in order to make good, Spirit-filled decisions. Hearing all sides of issues can lead to a rich response. Also, we must examine the vitality of our eschatological witness if the choice for poverty, chastity, and obedience is to continue to make sense. We owe this to one another, to ourselves, and to those we will invite to join us. Vocations. What are we to do about the shortage of vocations? I remain convinced that the best advertisement for religious life is faithful, enthusiastic religious charged by their clear sense of pur-pose and mission. We need to be especially attentive to women and men in their twenties and thirties who have not made a per-manent commitment and who know in their hearts that there is more to life than what they are currently experiencing. Men and women of every age have been attracted to religious communities that have a clear purpose and mission and a healthy community life. Today as in the past the young and not so young will be attracted by religious who clearly put the welfare of others ahead of their own. We must not turn our vocation offices into maintenance oper-ations focused on numbers and survival. Vocation directors need to touch all potential candidates with the spirit of the institute, whether their final decision is to enter or not. A faithful, enthusi-astic commitment to mission will captivate the minds and hearts of those inspired by the Holy Spirit to look into this form of life. Furthermore, beyond traditignal vocations, we need to rec-ognize and affirm the enormous asset that lay associates are to our congregations. These women and men share not only in our spir-ituality but also in our mission. Influenced by the enriching guid-ance of the traditions embodied in apostolic religious communities, they make a unique contribution to the church. Religious life exists in the service of the church, whose future is assured by Christ in the gospel. And so with courage, hope, and determination and most especially with faith, we can march con-fidently into this millennium. We walk with our God, who began the good work in us and who will bring it to fulfillment. May-June 2000 Danella ¯ Apostolic Religious Communities in America Notes ~ See Sean Sammon FMS, "The Transformation of U.S. Religious Life," in Living in the Meantime, ed. Paul J. Philibert OP (New York: Paulist Press, 1994), pp. 23-38. 2 Pofectae caritatis (Decree on the Up-to-Date Renewal of Religious Life), §2. ¯ 3Apostolicam actuositatem (Decree on the Apostolate of Lay People), §2. The Dialogue, 10 June 1999. Spring Prayer To Whoever makes hard wood of maple grow and bud, sprout green lace of leaf; to Whoever breaks open frozen ground to receive water and seed to bloom; to Whoever stirs tiny throat of wren to sing, waking sleepy human to dance; to Whomever, I send up hope-filled cry, dizzy praise, begging for the same miracle to pulse in me. Patricia G. Rourke Review for Religious JOEL GIALLANZA Look to the Future paope John Paul tells us in Vita consecrata: "You have not only glorious history to remember and to recount, but also a great history still to be accomplished! Look to the future, where the Spirit is sending you in order to do ever greater things" (§110). "A great history still to be accomplished! Do ever greater things"--an affirming image and a challenging mandate, to say the least. And yet speaking about the future of religious life always runs the risk of degenerating into soothsaying, its content far removed from .reality. It would be interesting if we could somehow eavesdrop on religious at the beginning of the 1900s, and more so at midcentury, as they spoke about or even predicted religious life's future. Their descriptions of how religious institutes would look in the year 2000 probably assumed that our sponsored ministries would keep mul-tiplying, that the majority of our members would be in active midlife, that our next chapter might consider--"if there is a real need"--expanding our one retirement facility, that formation houses would be veritable skyscrapers with No Vacancy signs hang-ing out in front, and that vocation promoters would be requesting a year off to process the multitude of applications already received. By contrast, today's prospective vocations and our members in for-mation are sometimes stunned to learn how many entered our communities in the early and middle years of the 20th century and are surprised to learn the median age of the present members. The numbers can evoke a nod of wonderment even in those who knew of and experienced something of that earlier era. Joel Giallanza CSC has written for us a number of times. His present address is Congregation of Holy Cross; 1101 St. Edward's Drive; Austin, Texas 78704. 271 -- May-3~une 2000 Giallanza ¯ Look to the Future We have sobered enough in the past thirty years to know that the "greater things" of which Vita consecrata speaks cannot be summed up in statistical increases and demographic optimism. Nevertheless, it would be inaccurate to characterize contempo-rary religious as inactive, discouraged, cynical. Admittedly, some of this is present and operative, but in fact it always has been. Such characteristics come with the reality we call human nature. Lack of energy or enthusiasm, discouragement, cynicism or uneasiness about the future flow more from the inconsistencies and variables within our human nature than from the current situation of reli-gious life within the church. What, then, do we look to in the future? I would suggest some essential tasks. I would say we need to be ready and willing to do these tasks if religious life is to continue moving vigorously into the future. The tasks I mention are necessarily basic and general; they must be addressed from the experience of local communities and individual religious in their living of their particular institute's heritage and tradition. __ 2_72 Build and Cultivate Relationships We call ourselves sisters and brothers of Christ, of one another, of God's people, for the sake of greater sisterhood and brotherhood in the church. Vita consecrata emphasizes this relational character of religious life (see §60). Our very titles as religious have more to do with the kind of relationships that we are called to have and foster and support than with any hierarchical arrangement in the church. The task before us is to sharpen our skills for building and cultivating relationships. The witness value of doing this should not be underestimated. Religious live and work in societies and settings in which rela-tionships are expendable because individual independence has become a priority to preserve at all costs. People desire personal autonomy over all else. In response, religious must be entre-preneurs of union, cooperation, and reconciliation. We must become experts at initiating and nurturing relationships, over short and long distances, in times of blessing and burden, with sincerity and integrity. We should not underrate the transforming power of the witness we can give simply through the friendships we estab-lish among ourselves and the variety of relationships we build with and among others. That witness reflects the importance we assign Review for Religious to Jesus' mandate of love and the commitment we have to build-ing and cultivating relationships. Demonstrate the Possibility of Permanent Commitment Our way of life witnesses to the fact that permanent commit-ment is a possibility for human nature. Too often in our world, commitment is interpreted as a temporary arrangement; perma-nence is perceived to be beyond human capability. And significant decisions in life are made accordingly. Further, explicitly short-term commitments are also considered adjustable, to fit the pri-orities of one or several individuals. We see the effects of such common cultural patterns even within the church. The durability of a commitment comes to be gauged by the comprehensiveness and precision of the legal specifications that make it binding. On the other hand, legal rearrangements can be used to dissolve the commitment; forever is conveniently reinterpreted as "for as long as I am interested." By our religious profession, we claim that commitment is a matter of the heart, not legal provisions. It is the heart, the Lord's own dwelling place, that gives meaning and direction to our activ-ities in ministry and community. Commitment is rooted in and nourished by the convictions of the heart. Our life as religious often stands as a wonder to others, partly because of their fasci-nation with its components--vows, community living, types of ministry, prayer, and so forth. The more intriguing wonder, how-ever, will be simply that we choose to and profess to and do live this way forever, and thereby demonstrate the possibility and reality of permanent commitment. Show and Accompany Others along the Pathways to God There is a hunger evident among people, a growing desire to find a path toward union with God. In recent years there has been a resurgence of interest in spiritual matters of all types and tradi-tions. In response to this our task is twofold. First, we must our-selves be acquainted with some pathways to God and speak with integrity and sincerity and some fluency of our own relationship with God. Second, we must accompany others along the pathways May-June 2000 2.73- Giallanza ¯ Look to the Future of the spiritual journey. We need not be trained spiritual direc-toi's to offer basic, everyday support and encouragement, but we do need to love the Lord and be faithful to a life of personal and com-munal prayer. Otherwise our accompaniment is more theoretical than real. The pathways to God are known most clearly and surely by actually traveling along them. Only so much can be absorbed by the head. It is the heart that must be saturated with the knowl-edge of the ways to union with God. A significant part of our com-mitment in religious life as people of prayer is to know those pathways by heart. Whatever the nature of our ministry, however we encounter others in daily life and work, we as religious, as peo-ple committed to the mission and message of Jesus, must actively encourage and enthusiastically accompany others along the path-ways to God. They expect us to know the way. And we should. The pathways to God are known most clearly and surely by actually traveling along them. Notice and Take Up Emerging Apostolic Needs The needs of the mission to which our religious institutes respond are always emerging and ever endless. Even though our communities have been involved in some specific ministries for years, possibly even since our foundation, it is important to deter-mine if those ministries continue to address specific contemporary needs.' There will be undoubtedly much emo-tion surrounding such a determination. Very fine may be the line marking the difference between continuing a ministry because it responds to the current needs of God's people and continuing a min-istry because the religious involved are trained to do it and have not considered an alternative. And, because ministry has a large part in shaping our identity, people may resist any serious exploration of alternatives. In "determining the continuing relevance of particular min-istrieb, the institute's heritage and vision and values must have a guiding part. We should ask ourselves, "What would catch the apostolic attention of our'founders and foundresses today? What emerging and pressing needs would urge them to send us in response?" Admittedly, the world and the towns and countrysides in which they lived and worked were quite different places from Review for Religious those we experience today, but we must try to glimpse and describe what they would do in response to our world and church and soci-ety and culture. Such an'effort would express our fidelity to the heritage and charism that have marked our religious communities from their foundation. And that fidelity would give us a fresh vital-ity for addressing today's emerging apostolic needs. Clarify Our Heritage, Glimpse and Sketch Its Future In recent years religious institutes have spent time and energy exploring the spirituality of founders and foundresses and the her-itage they have passed on to us. Much of that was done to fulfill the church's mandate to revise constitutions and rules. It would be a mistake to think that the time and effort spent have brought the task to completion. Today religious--particularly male lay reli-gious- often express the feeling of being invisible within the church. While some of that invisibility has to do with church struc-tures, we must guard against contributing to it by any lack of famil-iarity with the unique heritages of our various institutes--especially their relevance for today and for tomorrow. That familiarity will enable us to answer two important ques-tions that touch our identity and our effectiveness in carrying on Jesus' mission. First, what contribution does my religious insti-tute make to the church today? Second, what challenges does my religious institute present to the church today? Answering such questions is no simple task, but it will be less daunting if we con-tinue to clarify our institute's heritage with a view to the future. Be Always Ready These tasks should be supplemented from the experiences of religious within the context of their own communities and min-istries. The tasks identified here can support and strengthen our continuing fidelity to this way of life in general and to our own reli-gious institute in particular. The tasks, of course, are not com-pletely new to religious. I mention them to emphasize the need for examining our present approach to them and for refining that approach as necessary for continued effectiveness. These tasks will be accomplished differently in accord with each religious institute's p~rspective on living the gospel. The common ground will be the qualities of life that energize and guide May-June 2000 275" Giallanza ¯ Look to the Future I the efforts of all religious in completing them. Our effectiveness in addressing these tasks will be determined by our attentiveness to living these qualities. To build and cultivate relationships we must be people of love. In demonstrating the possibility of permanent commitment, we proclaim that we are people of hope. Suggesting pathways to God and accompanying others along them require thfit we be people of faith. To notice and address emerging apostolic needs, we must be people of discernment. And all these qualities of life assume that we are people of prayer. Love, hope, faith, discernment, passion, and prayer lie at the very heart of our efforts to look to, prepare for, and work toward a future for religious life that is marked by integrity, credibility, and vitality. I close this brief reflection with a text from Vita con-secrata reminding us .of the sacred responsibility we bear and of the graced consequences that flow from committing ourselves anew to live our consecrated life: "Be always ready, faithful to Christ, to the church, to your institute, and to the men and women of our time. In this way you will day by day be renewed in Christ. and contribute in your own unique way to the trans-figuration of the world" (§ 110). Traditional Practice Values mixed with a touch of the past, bring together rituals and habits, turning them into modern ideas. Donna Bauman Review for Religious REN]~E MIRKES Fertility Awareness and Women Religious I thoroughly agree with the Mock Turtle who advised Alice that "no wise fish would go anywhere without a porpoise.'" Whether I am undertaking a journey, a life vocation, or for that matter this composition, I ought to have my telos or end securely in mind. The goal of this essay is to offer an apologia for the practice of fertility awareness in the life of a consecrated woman religious. More specifically, it is a personal apology for this activ-ity and how it metamorphosed in my very doing and experiencing it. By that I mean that the program of charting the cycles of my fertility--at base a natural dis-cipline-- gradually evolved into a practice that benefited me and my commitment to my vowed life on a meta-physical or super-natural level. Beginnings I attribute the circumstances that disposed me to see a theology behind the practice of fertility awareness to two events that were simultaneously occurring in my life. In the first place, I had been tracking my ovulation and menstrual cycles for two years through a system of Ren4e Mirkes OSF is the director of the Center for NaProEthics, a division of Pope Paul vI Institute; 6901 Mercy Road; Omaha, Nebraska 68106. 277 - May-June 2000 Mirkes * Fertility Awareness and Women Religious What is the significance of "'being a body" as a man or a woman ? charting that is specific to Creighton NaProEducation Technology. While tracking fertility is most generally taught to married women as a component of a moral means of family planning, unmarried women also use it as a way of tracking their gynecological health. It was for this latter reason that I adopted the exercise. In the second place, in the same two-and-a-half years, I was immersing myself in the pope's theology of the body as prepara-tion for my work as a Catholic ethicist. One day I read something that proved to be the turning point in my practice of tracking my fertility. Pope John Paul II, explaining the complementary nature of the vocatons of Christian marriage and consecrated religious life, noted the following. Marriage and religious-life decisions presuppose "the learning and the interior acceptance of the nuptial meaning of the body, bound up with the masculinity and feminin-ity of the human person.''2 If I was correctly understanding the Holy Father, he was suggesting that, even though this kind of sexual knowledge and understanding is typi-cally associated with the decision to marry, it must also be present in those who are called to a celibate life. In other words, both married persons and celibate religious must ask the important anthropological question: What is the significance of "being a body" as a man or a woman? Furthermore, and with great import for me in my daily practice of charting, the pope went on to insist that, given this "full consciousness" of the truth of the human body, "a man or a woman who has vgluntarily chosen continence for the sake of the kingdom of heaven must daily give a living wit-ness of fidelity to that choice, heeding the direction of Christ in the Gospel" (italics mine).3 If I were to couch in Thomistic language what happened when my practice of fertility awareness intersected with these insights of John Paul, I would speak in terms of matter and form. As these two life experiences converged, the "material" aspect of my project of fertility appreciation fell into place, and it simultaneously received a new "form." I was charting my fertility every day. But, with the new light of grace that came from my studies of the pope's personalist thought, I began to see this practice in its more comprehensive Review for Religious moral and spiritual implications. The pope's insight acted as a powerful reminder to me that I must be a personal testament each new day to my vowed commitment. With this important new dimension, tracking my fertility was a personal experience whose benefits could very well far exceed those initial ones of health and bodily stewardship. Now it was also an effective tool that brought me into direc~ contact with the meaning of my vowed life, particularly the meaning of the total way I had vowed myself to love Jesus and the members of his body. The earthy, biology-based practice of fertility awareness became, from this point forward, a direct contact with the essential meaning of my vowed life, particularly the meaning of my vow of chastity. Tracking my fertility and my gynecological health could be an integral component of a daily "living witness" to my decision to become a bride of Christ forever. Health Benefits The cumulative information from the practice of tracking fer-tility on a regular basis gives a woman a picture of what her cycles look like when they are normal. Against this yardstick she can more readily notice indications of physiological change that it would be good for her to be aware of. The following are some of the gynecological conditions that are not healthy and to which the practice of charting cycles might alert a woman in the future.4 First, PMS (premenstrual syndrome) will frequently manifest itself in the charting with biological markers that signal hormonal deficiencies. These include a limited mucus cycle, premenstrual brown bleeding, or a short post-peak phase, all of which are abnor-mal cyclic developments. A religious sister might suspect she is experiencing PMS because she struggles with the classic psy-chophysical symptoms seven to nine days before her menses (bloat-ing, fatigue, irritability, depression, breast tenderness, carbohydrate craving, weight gain, headaches, and insomnia) and because of what she sees on her chart. The hope is that, having evidence from both her charts and her lived experience, she can get medical help early before this condition escalates into a debilitating psychoso-matic condition,s Second, endometriosis can be detected in abnormal symptoms that the woman religious and her instructor-practitioner may notice, perhaps from the very beginning of her charting process. May-June 2000 Mirkes ¯ Fertility Awareness and Wo~nen Religious [ I must be a personal testament each new day to my vowed commitment. These signs include the presence of premenstrual and postmen-strual spotting, a limited mucus cycle, and a short post-peak phase, all conditions that deviate from the defining parameters of a nor-mal cycle. At the identification of these symptoms, the sister could be referred to a physician and thereafter take a proactive kind of stewardship over her gynecological health. Third, one of the early warning signs of endometrial cancer is abnormal bleeding. Women who do not chart could easily miss this sign or dismiss it as insignificant. That will not happen with the sister who is charting, since she has been instructed to note on her chart any bleed-ing that is abnormal in either its timing or its color. Needless to say, the earlier one detects this type of cancer, the better.6 Fourth, it stands to reason that there are proportionately as many celibate women as there are married women in the general population who experience such conditions as irregular cycles, irregular bleeding, or dysmenorrhea. These sisters should know that there are physicians trained by the Pope Paul vI Institute who prescribe cooperative hormone replacement therapy (HCG or pro-gesterone) that often alleviates these conditions.7 And, good news, these situations can be treated without recourse to a medical reg-imen that introduces the abnormal, artificial chemical environ-ment of the oral contraceptive into the woman's body. Fifth, cervicitis, inflammation of the cervix, is another condi-tion that can be diagnosed early with the knowledge that comes from charting one's cycle. Again, the early detection of this disease will give the woman a running start in its medical management. There are two specific criteria for the identification of cervicitis. One is the presence of sticky, tacky, or gummy mucus in the woman's early pre-peak phase. The timing of this type of mucus is abnormal because in go6d health the woman observes it only dur-ing her peak time of fertility, in and around ovulation. The other is the presence of sticky, tacky, stretchy, or gummy mucus in the post-peak phase; it may also be yellow in color. This type of mucus could signal a health problem by reason of the abnormal time of its appearance. Sixth, a woman can identii:y the problem of a luteal ovarian cyst when, besides the experience of pain in her side, the post- Review for Religious peak phase.of her cycle is longer than normal. Clinical research at the Pope Paul VI Institute shows that these tumors will often shrink and disappear when they are managed nonsurgically through coop-erative hormone replacement therapy, particularly, progesterone therapy. Finally, as a woman religious approaches menopause, chart-ing will also help her identify certain pre- and peri-menopausal conditions that need to be carefully monitored. For example, she might observe long ptt ~ods of peak-type mucus that could involve critical adverse effects on gynecological health because it would mean a prolonged estrogemc stimulation of the uterus. Unchecked, this unhealthy situation cou'd lead to a precancer-ous uterine condition. In the case of irregular cycles (another perimenopausal symptom), it is good for a sister to be noting it on her chart and discussing it with her practitioner and physician. Most of the time the woman religious will be assured that this irregularity can be expected in perimenopause and need not be a problem or a concern to her. It is, however, only in a fertility awareness program of regular observation of cervical mucus that the precancerous condition or worrisome pre- and peri-menopausal conditions can be carefully identified and monitored in their very earliest appearance. Moral and Personal Benefits I consider the intersection of human and divine realities in fertility awareness to be yet another example of our human nature's inherent capacity for God. The development of a theology from what is a natural (and, for some, perhaps a pedantic) exercise pro-vides yet another "window" onto what I believe is the basic rela-tion between God and human persons. Human nature, including my human sexuality and fertility, is open to receiving a transfor-mative meaning from the side of the supernatural. Things human, including my fertility, although they are decidedly of an unstable, transitory, and mixed character, have an obediential potency for stable, lasting, and pure supernatural realities. It is my conviction that, if we women religious peer through the window provided by the experience of fertility appreciation, we will have a view of how the supernatural life of God confers on human nature, including human fertility, the very completion toward which it tends. What we will see is that to be fully human May-June 2000 Mirkes ¯ Fertility Awareness and Women Religious in the existential, historical living out of the meaning and the truth of our human sexuality and fertility is to live a life of grace. Bear with me as I repeat something I have already mentioned. That I would be so bold as to speak in terms of a theology of a prac-tice that is at base natural is testimony to the reciprocally inte-grative way that nature and grace function in our lives as persons who are at once physical and spiritual. I experience the practice of (racking my fertility, now trans-formed by grace, as an ever renewing reminder that, in the essen-tial nature of my sexuality, God has created me to be a gift. The reality slowly begins to sink in: Human beings, myself included, are the only creatures on earth that God created for their own sakes, and I find myself by making a gift of myself (see Gaudium et spes, §24). I hav~ my origin in the love of my parents and in the person of God, who is love. In this context should I, could I, doubt that the deepest meaning of who I am is that of a person who exists ~r another? The truth to which fertility awareness points is the mys-terious paradox summed up in Simone Weil's thought, "We only possess what we renounce." And that renunciation applies even to my very sell In short, I will find myself only when I give myself away. Keep ifi mind that the supernatural "form" of the practice of tracking fertility not only brings the process itself to its fullest meaning, but als'o helps the one who uses the method to more precisely understand the ethos of her personal being. No longer is charting only a way of tracking gynecological health and coming to fertility appreciation on a biological level. It is a growth-inducing encounter between a woman religious who practices fertility awareness and the wisdom exemplified in John Paul II's theology of the body. A consecrated woman religions who genuinely gives herself to others in community and receives oth-ers as gift experiences the opposite of a lust that uses rather than loves the other. Instinctively such a woman religious will want to curb any spirit of competition between herself and other persons-- within or outside of her comm

Issue 54.3 of the Review for Religious, May/June 1995. ; Review for Religious (ISSN 0034-639X) is published bi-monthly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone: 314-977-7363 ¯ Fax: 314-977-7362 Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ° St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP ¯ P.O. Box 29260 ¯ Washington, DC 20017. POSTMASTER Send address changes to Review for Religious ° P.O. Box 6070 ° Duluth, MN 55806. Second-class postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©1995 Review for Religious Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. for. religious Editor Associate Editors Canonical Counsel Editor Editorial Staff Adv#ory Board David L. Fleming SJ Philip C. Fischer sJ Regina Siegfried ASC Elizabeth McDonough OP 'Mary Ann Foppe Tracy Gramm Jean Read J6an.n Wolski Conn PhD Iris Ann Ledden SSND Joel Rippinger OSB Edmundo Rodriguez SJ David Werthmann CSSR Patricia Wittberg SC Christian Heritages and contemporary Living MAY-JUN~ 1995 * VOLUME54 * NUMBER3 contents 326 339 353 extending horizons Multiculturalism, Internationality, and Religious Life Gerald A. Arbuckle SM presents an understanding of multiculturalism and its lived difficulties by means of case studies. Accompanying New-Age People A. Paul Dominic SJ assesses and evaluates his experience of dealing with the ideals and quest~ of the New Age movement. Lithuania: A Return to My Ancestral Home Barbara Valuckas SSND relates her experience of three, visits to Lithuania and working with its peoples, women religious, and church catechists. 364 371 383 focusing community Community Today--Idol? Icon? Gift? Elizabeth V. Roach MM compares some of the secular criteria for community living with the gospel call to be a community of paschal living. Called to Community Dennis J. Billy CSSR presents the Trinitarian and Christological bases for life in community and identifies ten common difficulties in living the call to community. Public and Private: Some Confusion in Community Patricia Chaffee OP reviews some of the tensions and their relief in the public and private interfaces of religious community life. 389 399 rooting religious IJfe Apostolic Congregations' Monastic Roots John P. Auther_SJ suggests ways in which religious life becomes more viable in contemporary life by taking its monastic roots seriously. Women Religious: Widows of the Church, Women of Hope Anna Marie Kane SSJ draws out some comparisons of widows in the early church and women religious today. 322 Re~ie~ for Religious 4O3 A Meditation on Living the Vows Joel Giallanza CSC probes a familiar Gospel verse for its implications in living a life of celibate charity, obedience, and poverty. 410 418 424 433 growing spirituaJJy Freedom to Be God's Eric Kahn OFM suggests a style of retreat that is more fitting for the Franciscan tradition. Coming Home: The Journey Within Janet Malone CND describes various aspects of our lifelong process of moving inward to the ground of our being where God dwells in us. I Cast for Comfort GeorgeJ. Auger CSV reflects on how faith deepens in darkness and love grows in desire. Feeling and Pain and Prayer Margaret Bullitt-Jonas sketches four ways of prayer to deepen our intimacy with God and our capacity for full responsiveness to pain and io'y and being alive. 447 454 embracing heritage Heart of the Human John R. Welsh SJ explores the rich symbol of the Heart of Christ for our appreciation of the incarnation and of our own relationship to God. Enclosure: Sacramental Sign Jean Shively OSC presents her experience andunderstanding of a spirituality of enclosure as a positive and essential element of the contemplative lifestyle. 324 462 departments Prisms Canonical Counsel: The Concluding Message of the 1994 Synod on Consecrated Life 467 Book Reviews May-.l~une 199.q 323 many Christians the month of May evokes memories of processions and crownings and songs in honor of Mary, Mother of God. In a similar way the month of June recalls the novenas and hymns and vigils devoted to the heart of Jesus. Devotions, once such a bright part of our pre-Vatican II faith lives, now seem like faded fabrics preserved under some obscure museum's glass showcase. Although nostal-gia may too readily find its place, we need to acknowl-edge how devotions in a pre-Vatican II church~ fired up the faith lives of many parish communities and the mis-sionary zeal .of'many women and men. On the other hand, devotions, with their vernacular prayers and singable hymns, sometimes overshadowed even feast-day Masses in people's affection. In fact, the Mass itself often became the time and place for people's devotional practices while the priest quietly busied himself with the ~Latin prayers and formal ritual of the Mass. Perhaps the greatest gift of the liturgical renewal of Vatican II was the clarity brought to the central place of liturgy, both the Eucharist and the Liturgy of the Hours. Devotions, as a result, were given the chance to take a more modestly proportioned place in our spiritual lives, sometimes even to die after years of devout usefulness. But at the same time that the Vatican II renewal was cre-ating a spiritual renewal of prayer practices in correct pro-portion, a major shift in human interaction was taking 324 Review for Religious place in the Western world and having undue influence upon some other nations. New cultural patterns of lifestyle, fragmen-tations of family.living and of many a neighborhood, the subur-bia driving (not walking) distances between home and church, and the easy attractions of TV and home video entertainment every night of the week are among the reasons why the practice of devotions fell by the wayside. The majority of Catholics today have no experience of such devotional practices. The case is lit-tle different in the present-day worship and prayer lives of many men and women religious. Devotions need once again to find their place in faith lives that too often merit the descriptive terms "thin" or "desiccated." There is no doubt that devotions bring color to our somewhat monochrome lives of worship. Devotions rouse some passion in a faith lived often too listlessly, even in Eucharists attended rou-tinely. Yet devotions from the'past need more than just a dusting off. They need to be rethought and reexpressed for our context and time. Even more importantly, perhaps, devotions need to be refounded on the essential of devotion itself. Devotion in the Christian-theological tradition is defined as "an ease in finding God." To say that "here we have a man or woman of devotion" is to point to someone who has an evident and easy relationship with God. To be a person of devotion is to be specially graced by God. Praying for devotion in our spiritual lives is essential for a healthy existence. Even our ministries receive special effectiveness from being permeated with devotion. Devotions and devotion are related, something like the chicken and the egg. If we are people of devotion, we will find that our faith naturally tends to express itself in prayers to Jesus and to Mary and the saints, in vigils, in processions and pilgrimages, and in other such external forms. Devotions in their proper propor-tion feed and strengthen the Christian lives of all the faithful. Devotions cannot be absent from our faith expression without the loss of devotion itself., ~ Perhaps the time has come for all of us to reassess our need for devotions as the fuel and lifesource for the devoted lives we Christians desire to live. David L. Fleming SJ May-June 1995 325 GERALD A. ARBUCKLE Multiculturalism, Internationality, and Religious Life The religious community "is an evangelizer, but she begins by being evangelized herself." --Pope Paul VI, Evangelii Nuntiandi § 15 The world is tragically divided by ideological conflicts, pathological forms of nationalism, racial violence, ethnic cleansing programs, and intercultural tensions. It almost destroyed itself through interracial conflict during this century. We who gasped at Hitler's genocide policies live in a world where ecocide, that is, the genocide of virtually all living species of earth, is a real possibility because cul-tures still rarely live side-by-side with respect and justice) It is a world "groaning in travail" (Rm 8:22). Inasmuch as prophetic witness is at the heart of reli-gious life, the church rightly expects religious communi-ties to be models of intercultural understanding and action. If we judge from the constitutions and mission statements of many congregations, there is a growing theoretical awareness of this need. Thus, there are expressions like these: "We are committed to living internationality in a divided world"; "Let us inculturate the gospel in our own communities first by being authentically multicultural-ist"; "We are called to respect the rights of people to their Gerald A. Arbuckle SlVl wrote "Merging Provinces" for our May-June 1994 issue. He may be addressed at Refounding and Pastoral Develgpment Unit; 1 Mary Street; Hunters Hill; Sydney, N.S.W. 2110; Australia. 326 Review for Religious culture; this applies also to people of different cultures within our congregation"; "We commit ourselves to foster communities in which representatives of several ethnic groups live together in a spirit of dialogue, justice, and charity." But are communities in fact living according to these statements, or are the words just rhetoric and escapes into fantasy? The Future of Religious Orders Study in the United States (FORUS) contains disturbing conclusions about the gap between theory and reality. For example, 96 percent of American religious are white; minority groups are poorly represented; "unconscious racism makes penetration of minority populations into rather homogeneous orders very difficult." The report shows that older religious in particular, while believing they are accepting of minor-ity members, in fact cannot adapt readily to the cultural diver-sity this demands.2 My experience is that religious of dominant cultures usually do not lack goodwill towards minority groups in their midst, but also that, while using the language of multicul-turalism or internationality, they understand only imperfectly what these words mean and what attitudinal and behavioral changes they must make in consequence. This introductory article has two aims: to. explain the terms inculturation, multiculturalisra, and internationality and to help readers identify, through case-study analysis, ways in which they may be unconsciously dominating and even oppressing people of minority cultures within their midst, thus obstructing the emer-gence of multicultural congregations.3 Defining Terms Multiculturalism is an inculturatibn imperative. Incultura~ion is "the incarnation of the Christian life and Christian message in a particular cultural context, in such a way that this experience not only finds expression through elements proper to the culture in question, but becomes a p~'inciple that animates, directs, and unifies the [cultural context], transforming and remaking it so as to bring about a 'new creation.'''4 Multiculturalism is a process of inculturation whereby cultures are so transformed and remade into a "new creation" that they interact with one another in jus-tice and charity in the service of personal ~and community growth. This interaction does not occm" through a command from above or the planning of "just a few experts," as Pope John Paul II May-June 1995 327 Arbuckle ¯ Multiculturalism, Internationality reminds us in Redemptoris Missio (§54), but through the involve-ment of people at all levels of society. The way culture is conceptualized has significant bearing on the theory and practice of inculturation and consequently of mul-ticulr0ralism. As an hnthropologist I believe that the failure to define accurately what is meant by culture makes it impossible for people to understand the complexity of inculturation and the challenges involved in developing an authentic multicultural com-munity in religious, parish, or secular life. In the classicist's definition, culture is a visible, comprehensi-ble entity, the consEious creation of rational minds,s The focus is on observable phenomena (such as language, foods, literature, dances) rather than on how people feel about what they do. Cultures, then, can be graded aesthetically: one culture may be considered to have more artistic dances than another. This definition of culture has grave deficiencies. It overstresses ethnic groups' historical lifestyles and customs and downplays their adaptation to the world in which they now live. It freezes a culture in a time period and encourages romantic or fossilized views of a people's former way of living. This definition likens a culture to a machine something with visible, rationally con-structed, interconnected parts that can readily be replaced by sim-ilar components without creating any pa.rticular difficulty. If a religious community uses this meaning of culture, then it expects the process of inculturation to be speedy and simple. The com-munity merely replaces, with administrative efficiency, an existing custom with a gospel-inspired one. And it does this by imple-menting the directives of people (pastors, r+ligious superiors) from outside the culture. This is not inculturation; the people who are the object of t~ae process have no free involvement in it, but instead are ma~aipulated. The second definition of culture gives priority to a group's ideas and feelings: Culture is not an entity, but is primarily a pro-cess that is persuasively at work, particularly in the unconscious of the group and individuals. It is a pattern of shared assump-tions expressed in symbols, myths, and rituals that a .group has invented, discovered, or developed .while coping with problems of external adaptation and internal cohesion. This instrumental view of culture, while it assumes the importance of factual history and visible phenomena, highlights the developmental and ever evolv-ing survival role of culture for people in a world of change, prej- 328 Review for Religious udice, and discrimination. Finally, culture is not one aspect of life along with, for example, religious, political, and economic activ-ity. It embraces all human activity.6 An appreciation of this defi-nition of culture has the, following immediate practical consequences for inculturation and multiculturalism. 1. Because a culture is essentially a living interrelation of sym-bols and myths, the feeling of belonging to it is basically invisible to outsiders. The experience of being culturally different or of confronting a history of preju-dice and discrimination pro-duces a set of memories and feelings that are not easily shared with outsiders. The out-sider may gain some under-standing from participation in the visible activities .of the group (such~as dances and food ritu-als), but finds it difficult or even impossible to comprehend its inner experiences and feelings. 2. In order to begin to appreciate another cultu.re, one must have the gifts of empathy and of openness to dialogue. Empathetic listening means trying to become aware not only of others' feelings, but also of how they experience them-- and, as far as possible, to have the same feelings.7 An outsider As an anthropologist I believe that the failure to define accurately what is meant by culture makes it impossible for people to understand the complexity of inculturation and the challenges involved in developing an authentic multicultural community in religious, parish, or secular life. can know more about the history, cultural externals, and even language of an ethnic group than its members and still be alien to them because of a lack of empathy.Dialogue, a consequence of empathy, is the interaction in which people seek to give of them-selves as they are and to receive and know the others in their par-ticular oth.erness.8 Dialogue presumes that one is prepared to learn from others and their cultures and to let ~o of attachments that interfere with the growth in mutuality. 3. People of'every cultu.re tend to think that their own way of feeling about life and of thinking and acting is the right way; they May-June 1995 329 Arbuckle ¯ Multiculturalism, Internationality see the ways of other peoples as stupid, crude, or unreasonable. This prejudice in favor 'of one's own group is technically called eth-nocentrism. Taken to an extreme, the assumption is that "our way of life is the way of life," so that other groups have nothing of value to offer us. Hence, on the basis of assumed religious, eco-nomic, or racial superiority, people seek to dominate others and their cultures. Frequently people of dominant cultures are uncon-scious of the oppressive power they exert over minority cultures (people who, because of their ethnic origins, are excluded from group decision making); they take their cultural superiority for granted and relate to minority peoples according to cultural stereotypes of their inferiority.9 A stereotype is a set image that a people has of peoples that differ from them; it is a shorthand, but faulty and often unjust, method of handling or grasping a complex world of people. 4. People who are culturally oppressed are likely to become extremely sensitive to the dominant culture's symbols of coercive power. When people of minority cultures move into the main-stream, the resulting contact of cultures is not an abstract concept, but a high order of human drama. The plot and its crosscurrents, its motives and motifs, are played out by a ghostly cast of hang-ers- on, by prejudice, longing, fear.~° 5. When people of different cultures meet for the first time, they tend to react in two or three stages. First, they are fasci-nated by and even enjoy visible cultural differences in, for exam-ple, cuisine and entertainment. Later they experience disillusionment or friction when the difficulties of communication outweigh their enthusiasm for cultural diversity. If they strive to overcome the cultural obstacles to communication, they move to interaction--the experience of authentic multiculturalism. Most never get beyond the second stage. Multiculturalism and Internationality Multiculturalism is often an emotive word, "a buzzword with almost as many meanings as there are mouths to utter it.''11 Most commonly, however, the word is used technically in one of three ways. Demographic multiculturalism means that a particular soci-ety contains different cultural groups; holistic multiculturalism means that a society values cultural diversity, but gives higher priority to group-wide cohesion; political multiculturalism, as a 330 Review for Religious social philosophy; acknowledges the legitimate concerns of ethnic groups within a society or an organization and the need for these interests to be expressed in adequate politico-economic struc-tures and processes. Political multiculturalists seek to establish structures that allow by right minority peoples to be fully involved in decision making in matters that affect their lives. They foster a balance between the demands of overall group cohesion and inner cultural diversity. Multiculturalism, in these three senses, normally applies to situations within the same country; interna-tionality is multiculturalism as applied to relationship.s between separate countries. Political multiculturalism, historically, is a reaction against policies of cultural oppression. Phrases or terms such as "the melt-ing pot approach to immigrants," "cultural pluralism," and "inte-gration" are often synonymous with covert or overt programs to destroy minority cultures by forcing them to be assimilated into the dominant culture. Critical decisions are made about minority peoples and their future without their participation. Another insidious form of oppression is cultural romanticism. Here the dominant culture, using the classicist definition of culture, fosters romantic visions of minority cultures, emphasizing what is thought to be the exotic or strange features of these cultures (dances, rit-uals). People of the dominant culture claim "it would be a pity if such cultures disappeared." Minority peoples are made to feel like inanimate museum pieces to be called out to entertain peo-ple of the dominant culture at politically correct times and then to retire to their inferior positions when the need ceases. Case Studies Case studies are detailed observations of connected processes in individual and group experience thfit help us to understand complex social phenomena and to see ways in which theoretical principles and insights may be applied. I suggest that readers reflect on the following case studies, asking themselves--before ~ssessing my own comments~how the above theoretical clarifi-cations apply in each instance. 1. A General Chapter in Confusion An international congregation of clerical religious met in gen-eral chapter for two months. A participant from a first-world May-~une 1995 331 Arbuckle ¯ Multiculturalism, Internationality country reported his experience and that of many others: "During the first two weeks, there was a great spirit of internationality and friendship. Each group explained through song, dances, food, and visual displays the qualities of their cultural origins. We espe-cially enjoyed the presentations from the joy-filled third-world countries; they made our Western productions look rather dull in contrast. Then something happened, and it still puzzles me. Quite suddenly delegates from our third-world provinces began to complain angrily in the general sessions that the translation facilities for them were not as good as for the Western delegates, that they were made to feel inferior in committee meetings by never being asked for their opinions . I and others still cannot understand this anger, especially because we did everything pos-sible to give them the first places for their cultural presentations. These are the same people we have helped for so long with gifts for their formation houses and missions. They seem to be ungrate-ful. Perhaps we have failed to teach them the right way to act in international gatherings. The chapter ended without these peo-ple realizing that they had undermined the good spirit of the gathering." Comment: In this case study the delegate has unwittingly adopted the narrow classicist view of culture and moves from enthusiasm for cultural diversity to disillusionment; internation-ality for him and other Western delegates is restricted to such relatively inconsequential things as eating foreign food and admir-ing other people's exotic dances. Influenced by this approach to culture, he' is prevented from understanding the requirements for authentic multiculturalism and internationality within the chap-ter and congregation. Third-world delegates are reacting against a well-entrenched tradition of paternalism and cultural superior-ity on the part of the dominant culture. They rightly want to be accepted for what they are: members of the same congregation, with human experiences and insights of value to all. 2. Romanticism Destroys Formation ' .An international clerical religious congregation, founded last century in Europe, had developed several formation houses in third-world countries. In a report to an international meeting on initial formation in the congregation, the superior general wrote: "We thank God for so many vocations from [these lands]. Because [these lands] are extremely poor, the people so happy and carefree 332 Review for Religious and their cultures so unsophisticated, we have decided for now not to insist on the same rigorous screening criteria for appli-cants nor on the high-level academic and religious life formation that we have in the West. When you meet these students, you immediately feel their happiness and fine community spirit. They will make good religious, but we must not expect them to measure up to our professional standards for some time to come." Comment: The superior general, in his high praise for the cultures of the students, is a cultural romanti-cist, even an unconscious racist. The cultures he refers to are group-ori-ented ones; that is, they emphasize the need for public harmony at all costs, so that tensions and unre-solved, conflicts are kept hidden, but remain ready to explode into vio-lence at any time. The general's inability to recognize this deprives students of their right in justice to be trained professionally for min-istry, trained (for example) to under-stand objectively the cultural forces that influence their lives and those of their people. The ~eneral also makes a racist judgment, namely, that the students from poor techno-logical cultures are incapable of the Third-world delegates are reacting against a well-entrenched tradition of paternalism and cultural superiority on the part of the dominant culture. They rightly want to be accepted for what they are: members of the same congregation, with human experiences and insights of value to all. levels of learning expected in Western formation systems. Finally, the congregation is international, but the general is setting the stage for a two-tier membei'ship: persons with sophisticated edu-cation from Western countries and educationally deprived per-sons from the third world. This means that third-world members of the congregation will effectively be excluded from taking up leadership positions at the international level. 3. Theory and Practice Clash A congregation of brotherb from Europe has worked in Asia for over fifty years, but with no lasting success in recruiting or May-June 1995 333 Arbuckle ¯ Multiculturalism, Internationality retaining local candidates. Several former brothers of Asian ori-gin commented to me through an intermediary about their expe-rience: "The region was established from a Western nation. After our training we were sent to communities in which most reli-gious were from this foreign country. They were good people, but during recreation they always spoke in -English, never in our language, and the topics of conversation commonly were about incidents and characters of their formation days in Europe or the latest sporting event at home. Then from time to rime they would make ethnic iokes at the expense of our own people, putting them down, and we were expected to laugh as they did. It became so painful that we complained, but we were told to think 'interna-tionally,' not with provincial minds! It became too much so we left." Comment: I sense that the foreigners in this Asian region are totally unaware of their cultural imperialism; it is as if they have never left their homeland, and their use of ethnic jokes illustrates their lack of cultural sensitivity. Ethnic jokes are common in most societies, but examination shows that the object of such jokes is "to put down" members of other cultures and present one's own group as normal and superior. Ethnic jokes are unjust and can be most painful to members of minority groups, who nevertheless are expected, if present when the jokes are told, to laugh submissively and accept the ascribed expression of inferiority.~2 4. Inculturation Expectations Collapse One Mexican American sister recorded her frustration and that of many others: "I became a member of a North American congregation before Vatican II. We Mexican Americans were (and are still) in the minority; the majority are white third- or fourth-generation Americans. During my training we had to divorce our-selves from our families, and I cannot even begin to express what this meant to me and other Mexican American sisters. With the coming of Vatican II, I thought at last I can be a religious and a Mexican American at the same time. Our chapters spoke of the need for inculturation and multiculturalism in our communities and apostolates as priorities. When I and others attempted to take this priority seriously, all kinds of problems emerged. For example, members of my family began to visit frequently, openly using our language for conversation and prayer. Other community members began to object, sometimes hinting or saying directly to 334 Review for Religious me: 'You are disturbing our peace with so many relatives, espe-cially. distant ones, coming to see you. And why don't they speak in English? They should because this is America!'" Comment: Hispanic cultures traditionally emphasize the fam-ily as the basic unit of identity, in vivid contrast to the mainstream American culture, in which individuals claim identity for them-selves independently of family ties. When the congregational chapter in the above case study enthusiastically supports incul-turation and multiculturalism, they are unaware of the implications for individuals and communities. Individualism has become such an unquestioned way of life for the dominant culture in the con-gregation that most members cannot conceive of any alternative lifestyle. Hence, the culture clash. References to inculturation and multiculturalism in chapters remain pure rhetoric. 5. Popular Religiosity Unappreciated~ An international congregation, founded last century in Europe, and with many communities in North America, sought candidates for the first time among Hispanic Americans. For a short time it received several candidates, but the formation leader reported that "they did not survive for long either in the training programs or later in our communities." Several who had left com-mented, and this is a representative view: "My formation house was cheerless, without life, and the communities I lived in after profession were no better. Liturgies were dull, filled with words, but no color or movement. I felt myself dying spiritually. I com-plained to the provincial, and she commented: 'I cannot under-stand you. We provide you with highly trained formators, but you still complain.' The director of formation tried to listen to me and said she understood, so the following month she bought Mexican rugs and ornaments and put them around the house, saying 'This will make you immigrant people feel at home with us!' It did not. We still felt like aliens, unable to pray in devo-tional ways that make sense to us. The sad thing is that no one understood. No wonder Hispanics leave religious life~" Comment: In this case study, there is a serious clash between popular religiosity characteristics of many Hispanic peoples and the standard ways of praying within contemporary North American Catholicism. The inability 5o appreciate popular reli-giosity and the tendency to condemn it as "primitive, supersti-tious nonsense" continues to alienate countless Hispanics from May-June 1995 335 Arbuckle ¯ Multiculturalism, Internationality Unless candidates are freely able t~o relate the spirituality offered them to their own rich cultural religious experience, it will remain totally alien to them. the church today.~3 At its core popular religiosity is a storehouse of values offering answers of Christian wisdom to the great ques-tions of life. It creatively combines the divine and the human, Christ andMary, spirit and body, intelligence, imagination, and emotion in ways that are colorful and imaginative. Devotions to saints and pious practices--once part of mainstream American Catholic life--are integral features of popular religiosity. ,4. Hispanic Catholics complain, however, that the liturgies of mainstream Ca.tholicism today are cqmmonly too "heady," formal, and unimaginative. In the case study, Hispanic can-didates and religious are unjustly pressured to conform to the domi-nant culture's religious expression.s. This is a tragedy, at several levels. Neither the provincial nor the for-mator has any appreciation of the nature and power of culture; the for-mator assumes, without even asking the. candidates, that culture is syn-onymous with what we see, Bring in a few artifacts and minority peoples will "feel at home." The can-didates understandably feel insulted and misunderstood. Unless the candidates are freely able to relate the spirituality offered them to their own rich cultural religious experience, it will remain totally alien to them. 6. Congregational Colonialism Returns A congregation based in the United States had formally estab-lished a province in Africa. After some years it was decided uni-laterally by the general government to suppress the province for reasons of administrative and financial efficiency and to reunite the community of African sisters within the original province in the United States. The full provincial administration--all Americans-- visited the assembly of African sisters to explain the situation, but to their surprise they were met with considerable anger. An African sister spoke feelingly for her group: "Finance is not our primary need. We are prepared to be poor, provided we can gov-ern ourselves. Now by the adminstrative change we feel again 336 Review for Religious overwhelmed by the presence of the United States, and we are made tQ feel small and unimportant. You have economic and polit-ical power. Now we have none and must submit to a culture of dependency and inferiority!" The provincial administration could not understand this and ieported to the general that the African communities "had come under the influence of Marxism." Comment: There is little need to comment. In their reactions to the adminstrative change, the African sisters are fearful of a return to a new and degrading congregational colonialism. The American administration is unaware that their African sisters have been made to feel inferior under earlier administrative organiza-tional cultures. The failure~ to consult the African sisters about the decision reinforces their understandable distrust of both the provincial and the general administrations. The provincial admin-istrat. ion, by blaming the African sisters for the negativity, sees no need to examine its own cultural assumptions. Conclusion The task of expressing the consecrated life in diverse cultures today is one of the great challenges for its future. --Instrumentum Laboris §93, Synod of Bishops 1994 ° Thevision of multiculturalism is inspiring but rarely achieved in concrete ways. A reason for this is the failure to clarify the meaning of cul~ure. Culture is not primarily the lifestyles of peo-ple; rather, it is a group's sense of its identity, its inner history of struggling for equality, just, ice, and respect for human dignity. Through multiculturalism (and internationality) people of dif-ferent cultures commit themselves to grow humanly together in justice and charity, while respecting and learning from the legit-imate cultural differences of each other. ' Multiculturalism demands ongoing conversion to the mission of Christ, "a profound transformation of mentalities and ways of living" (Instrumentum laboris §93).If religious do not struggle to achieve this transformation, they are not true to the prophetic nature of their commitment, for the values and practice of mul-ticulturalism and internationality are everywhere desperately needed. Moreover, religious committed to refoundingotheir con-gregations would do well to ponder a lesson of history: Energy for the founding and refounding of communities comes from multi-culturalism and internationality. As Raymond.Hostie notes: May-June 1995 337 Arbuckle ¯ Multiculturalism, Internationality "Cistercians, Norbertines, Dominicans, Carmelites, Jesuits, and Piarists all emerged from groups .whose members belonged to three nationalities, even four or five . Heterogeneity is a nec-essary condition for activating effective fermentation."~s Notes 1 See Walter Wink, Engaging the Powers: Discernment and Resistance in a World of Domination (Minneapolis: Fortress PreSs, 1992), pp. 195-207. 2 See David Nygren CM and Miriam Ukeritis CSJ, "The Future of Religious Orders in the United States," Origins. 22, no. 15 (1992): 272, and Review for Religious 52, no. 1 (January-February 1993): 48. 3 ~ee an earlier article of mine on aspects of this theme: "Beyond Frontiers: The Supranational Challenge of the Gospel," Review for Religious 46, no. 3 (May-June 1987): 351-370. 4 Pedro Arrupe SJ, cited by Michael Amaladoss SJ, "Inculturadon and Internationality," East Asian Pastoral Review 29, no. 3 (1992): 23% s See Gerald A. Arbuckle SM, Earthing the Gospel: An Inculturation Handbook for the Pastoral Worker (Maryknoll: Orbis Books, 1990), pp. 26- 78, and "Understanding Ethnicity, Multiculturalism, and Inculturation," Human Development 14, no. 1, pp. 8-10. 6 On this point I would differ from M. Amaladoss's excellent article cited above, pp. 241-243. 7 See E Lopez, Pastoral Care in an Emerging World (Sydney: Marist Centre for Pastoral Care, 1994), p. 302. s See Arbuckle, Refou. nding the Church: Dissent for Leadership (Maryknoll: Orbis Books, 1993), p. 111. 9 See Arbuckle, Earthing, pp. 147-166. ~0 See Arbuckle, Earthing, pp. 166-186. it R. Hughes, Culture of Complaint: The Fraying of America (New York: Oxford University Press, 1993), p. 83. ,2 See Arbuclde, Earthing, pp. 162f. 13 See Allan Figueroa Deck SJ, The Second Wave: Hispanic Ministry and the Evangelization of Cultures (New York: Paulist Press, 1989), pp. 54- 119. ,4 See Arbuckle, Earthing, pp. 108-112. 15 The Life and Death of Religious Orders: A Psycho-Sociological Approach, (Washington D.C.: CARA, 1983), p. 259. 338 Review for Religious A. PAUL DOMINIC Accompanying New-Age People '7have often thought . . . if we regard the bomb (or world .~. hunger or the dying seas) as a monstrous demonic injus-tice, that must mean we never, somehow on some level, never took it seriously: the injunction to love. The stuff Jesus was talk-ing about and the Buddha." So wrote Joanna Macy somewhere; and, I believe, the same may well be said regarding the New Age movement (NAM) or, more correctly, the extreme variety of it focused on by the media: images of anything from psychic phe-nomena through esoteric beliefs in crystal gazing and spirit chan-neling to weird fads in self-centered or willful behavior going by the name of cosmic wisdom, My interest--"follow your allurement," Joseph Campbell would say--in writing on this new Western phenomenon comes from two semesters I spent a few years ago with an international group of some seventy people most of whom were Westerners carried along in the the New Age wave.1 We were, of all places, at a Catholic college in California where I had hoped to learn some new exciting approaches to Christian spirituality. Before long, however, I had to contend with some so-called spirituality that seemed anything but Christian. For one thing, "once a Christian, never again a Christian" was the prevailing mood of the majority, some of whom became more and more aggressive towards anything Christian. One time I could not refrain from remarking to my companions that as a group we could be toler-ant and respectful of every tradition except Christian. With so A. Paul Dominic SJ wrote this article from experiences he had while doing graduate studies in spirituality at Holy Names College in Oakland, California. His address is Satyodayam; 12-5-33, S. Lallaguda; Secunderabad 500 017; India. May-.3~une 1995 339 Dominic * Accompanying New-Age People much bashing of Christianity in my spiritual circle, I felt like a fish--an ichthus--in a cesspool. As time went on, however, I felt different. I saw things dif-ferently; empathy brought some insight. Coming to hear the per-sonal stories of my companions, all of whom were quondam Christians (Protestant and, like Joseph Campbell himself, Catholic), I could not but feel and formulate that they sought and found this New Age haven because the Christianity of their experience had gone awry; their lives had become an enormous unhealed and unhealing hurt, like Carol Christ's. (She had suffered her incompatible marriage for years until one day, in a terrible skiing accident, she instinctively hoped that her death would make her a martyr to the indissolubility of marriage, only to find her-self still alive and confined to a hospital bed. She decided that she had had enough of the marriage she had entered upon in church, eventually giving up her Christianity too and discovering New Age freedom.) One thirtyish woman among my companions had for years suffered trauma upon trauma because her parents would not listen to her stoW of sexual abuse by a close relative, but instead would tell her to go to confession every time she brought up her nagging distress. Her anguish came to an end when she found a hearing among New Age friends of hers. Another woman who had been quite a staunch Catholic in her youth spoke of the joyless vision of life she grew up with as she prayed about the vale of tears instead of the original blessing (this is a three-word mantra of New Agers) of the universe. Seconding them, a man-- a religious brother in good standing--declared nevertheless that the church had constricted and restricted his humanity by its leaden dos and don'ts. In the New Age covenant groups, all of them found, or thought they had found, what they had missed out on during their childhood or adolescent Christianity. Obviously, in all such cases, whatever in their new associa-tion they perceived to be filling their psychological or spiritual needs was something basically Christian, however unaware of this they were because of the unresponsive, unenlightened, and per-haps even false practice of Christianity with which they had been contending. From this discerningperspective New Age spirituality may be said to embrace within itself certain Christian elements at their best which somehow for whatever reason were found miss-ing in avowed Christian circles, whether they were couples or homes or schools or seminaries or rectories or dioceses or, of 340 Review for Religious course, the Vatican (the veritable b~te noire of former Catholics finding their berth in the New Age). I would, then, dispute the claim of the NAM to offer a spirituality for a post-Christian world, and I would point out that, despite the NAM's aversion to Christianity, quite a few of its genuine experiences have been, in many times and places, very much at home in Christianity. As the New Age plays the queen of all it surveys and declares it to be "the post-Christian world," I would submit that her declaration is in vain for the simple reason that she herself has made a home for genuine Christian elements forgotten or forsaken. Ironically, thanks to her the church and Christianity have an unsuspected way of coming into their own. Perhaps this is what a deacon's twenty-year-old daughter--quite unlike my companions--meant when she said: "Don't get me wrong. I don't hate the church. I just want it to be better than it is. I want it to be alive--not what some old deacon thinks is alive, but my kind of alive . -2 It is not fanciful but altogether pleasantly surprising to find how, for all the avowed antagonism to Christ among those sab-batical- year companions of mine, Christ made himself discreetly, unobtrusively present. Have we not heard about the unknown Christ of non-Christian religions? Perhaps in the New Age circle of my acquaintance he was not so much unknown as unacknowl-edged, unwanted, and even (unsuccessfully) banished. A former seminarian, for instance, confessed virulently that he had no need of Christ to save him for he had nothing to be saved from. Christ, however, kept himself in their midst in an unintrusive manner. That, perhaps, is the very nature of Christ. I was led willy-nilly to think in this way by observing the effect a song had on some my of New Age friends. Of all the songs we used for the circle dance, the Kyrie eleison, Christe eleison, Kyrie eleison especially charmed the most conspicuously anti-Christian one among us. I could not help chuckling over the archetypal trickster role Christ resorted to in order to reach out to one who had rejected him consciously and deliberately. If New Agers would "let go" (a favorite expres-sion of theirs) of Christ, Christ would let them, but he would not let go of them. While we rejoice in this latent presence of Christ in the NAM, we would do well to ask our'selves how much of Christ we, the people of present-day Christianity, hold on to~ Whatever of Christ we had, did it convey so untrue an image of him that someone close to us chose to turn his or her back on him? Why else did a May-.~ne 1995 341 Dominic ¯ Accompanying New-Age People young man make bold to say: "The picture we have of the Christian church as a continuation of the fellowship Jesus set in motion is a gross distortion" ? 3 If it is, is it not high time that we regrasp Christ and make more of a home for him in our churches so that people cannot avoid seeing and meeting him there? Now is a good time for the church to let the "Christ before Christianity" address himself to it so that it may come to know him afresh in a renewal of the reign of God that he initiated. The New Age, reacting against the present age of Christianity, seeks its roots in an age older than our familiar ancient civiliza-tions. It has found, however, a certain remnant of Christian tra-dition appealing to it, namely, the mystical tradition. So it would revive the memory of mystics like Mechtild of Magdeburg and Meister Eckhart who are credited with having drawn heavily from the chthonic and matriarchal era of humanity. Whatever the rea-son for the NAM's reverence for these Christian mystics, thought-ful Christians can think of them only as Christians and not in any other terms. Will it not be true to say that Christian mystics were more Christian than mystic, having become mystics precisely by their way of being Christian? Th.e acceptability of some Christian mystics to New Age reli-gionists (I say "some" because they find others such as Augustine and Ignatius Loyola distinctly unacceptable) should not be mat-ter for any triumphalism inasmuch as the NAM goes for all mys-ticism. Instead, the New Age's mystical interests must serve to open our eyes to what we have lost sight of, namely, the mystical horizon of the Christian universe from its very inception in Christ. How many can resonate with the declaration made by William Johnston that Christianity indeed originates in the mystical expe-rience of Christ, reaching its climax in his resurrection? How many will be persuaded by Johnston's sweeping view of our mys-tical heritage, starting with Christ, handed down by Paul, kept alive by the fathers of the church, cherished by the medieval mys-tics, and shared in even by the simple people whom Poulain found in his time and Johnston and others recognize in ours? Given the mystical strain of Christianity, he suggests that reflection on our mystical experience, together with the reflection on conversion that Bernard Lonergan advocates, could form the basis of our theology in the future.4 In keeping with the New Age penchant for all forms of mys-ticism of whatever origin, one crusader of the NAM, Matthew 342 Review for Religious Fox, has come up with a dozen or so running definitions of mys-ticism, qualifying almost everyone to be a self-designated mys-tic. However one may critique such New Age eclecticism, there is behind it such a thing as the real intention (to use Neuro- Linguistic Programming's term) that is certainly right and praise-worthy insofar as it only culls the beautiful wherever it finds it. This is one of the ways in which the New Age can pose a challenge to religions to recover their original spirit and. shed whatever has become unnecessarily hidebound,s Aiming at such a breakthrough, the New Age attends to the different religions as to a story and not a lecture;6 and so it can appropriately respond to the turns and twists and leads and plots of the different religious stories, thus creating a new story and generating a new spirituality. All modern, sensible Christians cannot but see in all this a certain spirit of ecumenism. However much official church pronouncements eulo-gize and emphasize the modern Christian spirit as ecumenical, the ecumenical practice in church life worldwide is not conspicuously vigorous even if present. How many have Christianity enough to hate but not to love, whether in Northern Ireland or Rwanda or the former Yugoslavia or other large and small places! What thoughtful Christian could fail to agree with what a New Age writer has remarked: "For many peo-ple, religion has become a force that creates enemies and teaches distrust and disrespect for differences, rather than a force that truly builds the human family and the meaning that sustains us"?7 Seen from this perspective, New Age eclecticism could well be practical ecumenism, something that Christians ideally seek to realize in their communities vis-~a-vis other religious communities. Here as elsewhere it is better to make mistakes and progress by learning from them than to play safe, avoiding mistakes only to make the big mistake of getting stuck in the status quo and then regressing. It is certainly high time to vindicate the bold inspira-tion of John XXIII and the proud heritage he bequeathed to his church, to all of Christianity, and to all the world. Will it not be true to say that Christian mystics were more Christian than mystic, having become mystics precisely by their way of being Christian? May-j~lne 1995 ~ 343 Dominic ¯ Accompanying New-AgePeople No story has been told of how this pope got the idea of con-vening an ecumenical council. But what if it had come to him in a dream? Whatever the hierarchy or the theologians or the church's rank and file might think about such a story, New Agers would not at all find it odd or shocking. They set store on their dreams, treasuring them as the nocturnal gifts of the Universe or the collective unconscious that counterbalance an overmuch influ-ence of the conscious reasoning power of the waking hours. They are intent on keeping a regular and detailed record of them, going to great lengths sometimes to stimulate and then recall them, pondering over them daily (reminiscent of the "additional direc-tives" in the Spiritual Exercises of St. Ignatius Loyola and also reminiscent of formal religious practice itself). They have their guru in C.G. Jung, who not only developed a mythological and mystical approach to dreams, but also left behind his conviction that dreams can be read by anyone who meditates on them long enough. Many New Age people would resonate with Henry Miller's experiences: "The realization that there was a pattern to my life, one which made sense, came about in a curious way. Shortly after moving into the Villa Seurat, I had begun to record my dreams. And not only the dreams but the associations which the act of transcribing them induced. Doing this over a period of months, I suddenly began to see, 'To suddenly see,' as Saroyan says somewhere. A pregnant phrase--to anyone who has had the experience. An expression which has only one meaning: to see with new eyes.''8 New Age people believe in the newness brought about by dreams on all levels (personal and social) and domains (artistic, scientific, philosophic, and theosophic) of humanity. They see themselves as cocreators of new humanity, thanks to the creative potential of dreams breaking through the premature closure of thought represented for them by the dictum that rev-elation was complete with the death of the last apostle. Though the real point of the theological dictum might be missed by New Age people, their rediscovery of dreams is some-thing that may be missed by church people. For one thing, we must realize that, along with all religious cultures, the Judeo- Christian tradition too has developed its own perspective of dreams. Abraham Lincoln is reported to have remarked some-thing obvious and yet valuable enough to appear as the epigraph of a Christian book on dreams: "How much there is in the Bible about dreams! . . . If we believe the Bible, we must accept the 344 Review for Religious fact that, in the old days, God and his angels came to humans in their sleep and made themselves known in dreams.''9 There are sensible Christians who would wager that what happened in the old biblical days can and does continue to hap-pen even today for God's people, especially if God is the Revealer of Mysteries and also of our inmost thoughts (Dn 2:29-30), direct-ing our hearts even at night (Ps 16:7). Those who think in this line and yet are not very sure about the meaning of their dreams may well be enlightened by the remark of an anonymous author: "It is very interesting to see that all the dreams reported by religious fig-ures in the New Testament and in early Christianity do not require any interpreting at all. They are nearly always straightforward messages of encouragement from God.''~° A simple Tamil farmer, for instance, could appreciate this. In a dream he saw a leprosy patient asking him for a glass of water and he gave him one, but only after much hesitation until he heard a clear voice telling him to get up and read Matthew,25:35. On waking he looked up the passage: "I was hungry and you gave me food; I was thirsty and you gave me drink." Those in the Catholic tradition with their cult of saints may well draw inspiration from the way the saints benefited from their dreams even after reflecting on dreams fell into disrepute in the church in the middle of the 4th century. To recall a saint of recent history, John Bosco (1815-1888) certainly cherished his dreams and shared them with others. At the age of nine, he had a dream which recurred repeatedly for some eighteen years. First he saw himself surrounded by spoiled urchins and trying noisily and forcibly to control them; a man of noble bearing and great radi-ance called him by name and bade him do his work kindly and gently; then he saw a lady of beauty and majesty changing all sorts of wild animals into gentle lambs and asking him to do the same to her children. Through that dream he could in the course of time envision more and more the future establishment of his Besides their serious attention to dreams, New Age people have discovered in ancient cultures something else, the celebration of rituals. May-d~ne 1995 345 Dominic * Accompanying New-Age People Oratory and the spread of his work.11 Whatever spiritual profit accrued to the saints by way of dreams can become a matter of our own experience because each one of us is a special sort of a saint, an idea that NAM would laud heartily. Besides their serious attention to dreams, New Age people have discovered in ancient cultures something else, the celebra-tion of rituals. New Age celebrants perform some of the old rit-uals related to mythological tales like that of Demeter and Persephone, hoping to be empowered by them. They resurrect the rituals of the seasons, wanting to be in tune with the rhythm of the earth and the energy of the sun. They reenact and update the rit-uals of passage of human life from birth, through adulthood and marriage, to death. No wonder, then, that after the violent death of one of my compaflions, a New Age former Catholic, there was held a ritual which included a long circle dance with the song "We all come from the goddess / and to her shall we return / like the drops of waters / flowing to the ocean," followed by the unex-pected eerie cry of a woman almost beside herself swearing to avenge her friend's death. Of all the rituals the pride of place would go to the ritual of the maze. It consists in meandering through a maze to reach the inner center and then making one's way back to the outer rim. Interestingly, it developed out of, or at least came to be associated with, the archetype of the spiral that manifests itself in the total spectrum of the universe from the shape of the galaxies through that of the atomic space to that of the DNA helix. One may wonder ivhether this ritual has not pen-etrated beneath humanity's consciousness when one realizes the enthusiasm aroused by the variety of mazes or labyrinths extant even today in various countries such as Sweden, Japan, and Britain--this last, incidentally, declared 1991 the Year of the Maze. Two of the friends in our group decided to plight their love to each other singing their way through a labyrinth far from the madding crowd deep in a quiet valley open to the azure gaze of the California sky and in the presence, of course, of those who had journeyed with them. I wonder whether New Age revelers resorting to renewed or newfound rituals have known the wise words of the Tat Te Ching: "Ritual is but the crust of loyalty and good faith, / And the begin-ning of discord.''12 1 would, however, add this observation. Though some of their rituals can be weird, others are truly inspiring and religious. The ceremony "Remembering the Way," created by 34.6 Review for Religious Joan M. McMillen, for instance, honoring the eight-hundred-year- old labyrinth in the Cathedral of Chartres, with its evocative music even using Latin in a whole stanza and its call to let go, builds up a climax of expectancy in everyone, ending with the final song of calm assurance: "Sooner or later, everyone finds their way. / Wholly without, embracing; wholly within, ful-filling. / Go I know not where, seek I know not what. / Sooner or later, everyone comes home." That a genuine spiritual experience can be built around a long-forgotten and unused maze in the French cathedral is an eloquent symbol for me of the untapped, undying springs of spir-ituality hidden not only in the heart, but in the history of the church. Thus, the ritual celebrations at the vernal equinox and the winter solstice can with a little imagination be linked with the feasts of the Annunciation and Christmas, respectively, lead-ing people to experience heaven even on the way to heaven and that in an earthly way--as has been done, for instance, at the Jesuit retreat house in Sedalia, Colorado. So also, the simple drumming and dancing and singing of native peoples all over the globe have a spiritual potential that the church can effectively make its own with respect and gratitude and joy.13 In these matters the church does not need to conduct first-time experiments, but need only reclaim riches from its distant past. For example, even in the cenobitic times, long before churches of the medieval period served as stages for the enter-tainment that morality plays provided, the church building was already considered a festive hall?4 The modern church has been made newly festive mostly by the charismatic renewal, which is largely an urban phenomenon; it must become open to some of the festivity of "pagan" (from the Latin pagus "country district," as New Agers point out) or "rural" areas, the places of aboriginal roots. The New Age movement manifests an earthy or creation-ori-ented spirituality. Clear expressions of it--and extreme ones if understood literally instead of metaphorically--are "Mother Earth" and "Mother Nature." A literal understanding would go beyond James Lovelock's Gaia hypothesis and would conceive the earth as a living entity, with a life of its own on which ours depends. It would understand the divine principle as not only being in nature, but being nature itself. There would be no room for transcendence here. Everything of earth would be sacred, in May-j~ne 1995 347 Dominic ¯ Accompanying New-Age People particular the whole of human nature without any distinction between matter and spirit. A less extreme position about all this would be analogous to Copernicus's. As he saw Earth displaced from center stage, people would see themselves displaced from their superior position as the thinking species separated from the rest of nature and would give the preeminence to the whole of the universe and especially to Earth, unique planet that it seems to be, making it Earth's universe par excellence with a history of fifteen billion years or so. Comparable to this cosmological posi-tion would be this theological position: Since the earth is of such an age compared with which the whole of human history is no more than a brief moment, the point of departure for theologiz-ing should be the original blessing of the earth rather than the original fall. Aside from the first and most extreme position above--a fer-vid New Ager like Carol Christ, however, would prefer not to make such distinctions--the other two positions could easily become the ideal Christian view of earth. Though the Christian West may have used and overused the earth to the point of abuse, Christian sources tell a different story. The Bible opens with the story of the earth and all creation, in which the divinity finds due delight because of the imprint of the divine goodness all through it, Hopkins's one line "The world is charged with the grandeur of God" says it well, and so does Elizabeth Browning's couplet "Earth's crammed with heaven / And every common bush afire with God"--both reminiscent of the psalmist's familiar words "How great is your name, O Lord our God, / through all the earth!" (Ps 8:9). It is quite a revelation, is it not, that God provided a power-ful answer--through not a directly reasoned answer--to the bur-den of Job's anguished questions by encountering him as the God of creation's awesomely rich variety? "Ever since God created the world, his everlasting power and deity--however invisible--have been there for the mind to see in the things he has made" (Rm 1:20). It is no wonder, then, that, whenever God enters into a covenant with his human creation, he carries conviction by invok-ing the enduring solidity of his natural creation in such words as these: "Yahweh who provides the sun for light by day, the moon and stars for light by night, who stirs the sea, making its waves roar, he whose name is Yahweh Sabaoth, says this: Were this estab-lished order ever to pass away from my presence--it is Yahweh 348 Review for Religious who speaks--only then would the race of Israel also cease to be a nation in my presence forever" (Jr 31:35-36). This creation, however, is not as pure as it was originally because of original sin and all the successive sins of humanity. In spite of that, or' perhaps because of it, Paul could visualize the present thus: "The whole creation is eagerly waiting for God to reveal his sons. It was not for any fault on the part of creation that it was made unable to attain its purpose, itwas made so by God; but creation still retains the hope of being freed, like us, from its slaver~ to decadence, to enjoy the same freedom and glory as the children of God. From the beginning till now the entire cre-ation, as we know, has been groaning in one great act of giv-ing birth; and not only creation, but all of us who possess the first-fruits of the Spirit, we too groan inwardly as we wait for our bod-ies to be set free" (Rm 8:19-23). This visualization of all cre-ation, human as well as hatural, contains in an embryonic man-ner all the challenges and hopes Some, then, would say: Since the earth is of such an age compared with which the whole of human history is no more than a brief moment, the point of departure for theologizing should be the original blessing of the earth rather than the original fall. engendered and cherished by enlightened earthlings in relation to their earth, which, for all the ravages caused to it, is still humble, fertile, homely, and motherly. And so we learn to reverence cre-ation and earth and matter as St. John Damascene taught: "Through it, filled, as it were, with a divine power and grace, my salvation has come to me." At the end of a crescendo of ques-tions, he asks: "And, before all these things, is not the Body and Blood of our Lord matter? Do not despise matter, for it is not despicable.''~s These words are surely evocative of Teilhard de Chardin (quite a model for New Age faithful), but not only of him but of Ighatius Loyola (quite unacceptable to the New Age, though of him Teilhard has said that he could no more disown him than he could his own father), from whose Spiritual Exercises Teilhard had learned not a little about the divine milieu of the May-June 199Y 349 Dominic ¯ Accompanying New-Age People It is high time that we take the commandment of love seriously with regard to the way we look at New Age people. earth. In particular in the Contemplation to Attain Love he must have obtained a new vision of the universe in which he could find not only all things in God but God in all things.16 The dynamics of this vision is traced by Gilles Cusson thus: "The final fulfillment of God's revealed plan of salvation, which is a mystery of love expressed in the gratuitous calls to creation and salvation, is the pro-gressive movement of the world toward God, through the coming of the Christ who assumed the totality of our human condition; of the world which, now renewed, finds again on itself the divine mark of its origin and the sublime ordination which God's creative act had imprinted on it."~7 To conclude as we began, it is high time that we take the com-mandment of love seriously with regard to the way we look at New Age people. To the conservative and cocksure among us, some of them may appear to be freaks. But, as one of their fold, Jacquelyn Small, suggests somewhere, "What would Love do?" must be our constant question and search. By reading the signs of the times with a decided spirit of love, one may come to find many an admirable pearl of spirituality in the field of the New Age move-ment. These are to be valued in themselves and are worth redeem-ing for our church and ourselves, for we must love not only our neighbor but ourselves as well. Surely not everything in the New Age's,field is valuable, but among New Age leaders there are, for-tunately, some who dispute whatever is disingenuous and dehu-manizing and disintegrating. A witness to this reality I chanced to find in David Spangler, who in speaking of the New Age describes something that I as a Christian applaud: The shape of the new age takes on ordinary proportions for me. I find it, for example, in nurturing my marriage or in gracefully meeting the demands of parenthood. I find a new age in my craft and improving my work. I find it-in ¯ my questions about myself that impel me to confront my shortcomings and boundaries. I find it in the never ending quest to understand the nature and purpose of a God who 350 Review for Religious is not simply--or even primarily--the inner divinity that so many new age writers focus on, but the evocative Other whose very differences impel me to reach beyond myself and participate in the larger communion and community of life. I find the new age in the daily effort we share to live with integrity, grow with courage, and be a willing partner with life to allow expression of dreams and capabilities.~8 Accompanying New Age adherents in the spirit developed in the pages above would be a way to implement concretely two of the points contained in the call of the Inter-American Assembly of Religious held in 1994 in Santo Domingo, namely, (1) "to reject all that disavows the holiness of our world and its peoples, and instead to embrace our world and its peoples, sharing their con-crete social, economic, cultural, and religious struggles and hopes," and (2) "to reject efforts at evangelization that arise from stances of authoritarian power, and instead to proclaim" the good news and hope of Jesus from within the cultures and the experiences of people." t9 Notes ~ That it has made itself felt in the spiritual world at large is beyond doubt. See The Way, July 1993, devoted entirely to New Age spiritual-ity. 2 Don Gilmore, Extra Spiritual Power (Waco, 1972), p. 90. 3 Ibid, p. 93. 4 See William Johnston, The Inner Eve of Love (London, 1978), pp. 58- 59, and also Luis M. Bermejo, The Allurement of the Summit (Anand: Gujarat Sahitya Prakash, 1993), pp. ix, 66, 67, and passim. s See Matthew Fox and Brian Swimme, Manifesto for a Global Civilization (Santa Fe: Bear and Co., 1982), p. 38. 6 See David Spangler, "The New Storytellers," In Context, Winter 1985, p. 19. 7 V. Hull, "New Myths to Live," One Earth, June-July 1986, p. 19. 8 Cited by Jeremy Taylor, Dream Work (New York: Paulist Press, 1983), p. 20. 9 See Louis M. Savary et al., Dreams and Spiritual Growth (New York: Paulist Press, 1984), p. xi. ~0 Anonymous, Dreams and Destiny (London, 1987), p. 51. ~ SeeJ. Bacchiarello, Forty Dreams of St. John Bosco (Madras, 1969), pp. iv and 2-3. May-3nune 1995 351 Dominic ¯ Accompanying New-Age People ,2 The preceding lines are: When the Way (Tao) fades away, Virtue (7~) raises up, When virtue fades away, humanness (jen) raises up, When humanness fades away, justice (yi) raises" up, When justi6e fades away, the ritual (li) raises upi' --cited by'~Raimon Panikkar, Worship and Secular Man (London, 1973), p. ix. ,3 Happily such were some of the main topics discussed in the work-shop in Canada last year for Jesuits working among the aboriginal peo-ples in different parts of the world. 14 See Panikkar, Worship, p. 85. ,s Cited by Samuel Rayan, "The Earth Is the Lord's," Vidyajyoti, 1990, p. 121. , ,6 Spiritual Exercise¢, §§230-237. 17 Gilles Cusson, Biblical Theology and the Spiritual Exercises (Anand: Gujarat Sahitya Prakash and St. Louis: institute of Jesuit Sources, 1988), p. 323. See also p. 324, n. 34. ,8 New Realities, May-June 1988. 19 Review for Religious 53, no. 4 (July-August 1994): 619-620. Universe Universe becoming befriending and free Summon the more, the maybe, and the not yet from me. Open the winds to enter me in and find gift and seeds and hop~ and flowers knowing that creation comes in longing openness to Mystery. Patricia St Louis CSJ 352 Review for Religious BARBARA VALUCKAS Lithuania: A Return to My Ancestral Home ~hile making my silver-jubilee retreat in 1983, I prayed ~" I¢ over the biblical passages about the year of jubilee. The directive in Leviticus 25 to "return to [your] ancestral home" in the jubilee year penetrated my prayer, bur did not fully infuse my imagination. I was able to name and celebrate many ancestral homes including my family, my church, my religious congregation, and my womanhood. Among these I named my ethriic and cultural roots in Lithuania, but in 1983, several years before the collapse of the Berlin wall, a literal fulfillment of the biblical words was beyond my imagining. I was to learn, however, that it was not beyond God's'imagination for me. I made my,first journey to Lithuania seven years later, just one year after people began streaming through the former Iron Curtain. As provincial of the VVilton, Connecticut, province of the School Sisters of Notre Dame, I was on my way to Hungary via Lithuania to attend an extended general council meeting of our congregation. I encountered a country in the first stages of its exodus experience of freedom. Lithuania,had been the first Soviet-occupied country to declare its° independence. The Sajudis ("Movement") Party sailed into power on a wave of public eupho- Barbara Valuckas SSND works in Pilgrim Ministries to support organi-zational journeys of people worldwide. This article, now slighdy revised, appeared originally in the Eastern Europe issue of LCWR Occasional Papers (March 1995). Her address is Pilgrim Ministries; 9 Academy Hill Road; Watertown, Connecticut 06795. E-mail in U.S.A.: MVV:K5 8 B@Prodigy.com. May-~ne 1995 353 Valuckas ¯ Lithuania ria about all the blessings that would come with freedom and a free market economy. No one then anticipated the long desert trek of turmoil and transition that lay ahead. The effects of five decades of brutal suppression of people and their nation would not dis-appear overnight. When I returned to Lithuania again in 1992 on my way to our general chapter in Rome, the rumblings of popular disillu-sionment had already achieved great momentum. In claiming their independence from Russia, Lithuanians had not fully antic-ipated the economic consequences of being cut off from Russian oil and other commodities. In changing from the ruble economy to one more related to Western currencies, people were jolted by the reality of Western prices. Shadow sides of capitalism were already making their appearance in the form of new unemploy-ment and homelessness; the presence of street beggars shocked people long unaccustomed to such realities. The simple people I met in the countryside expressed their desire to return to.the Egypt of economic security. They said, "At least under the Communists we had enough to eat, and we had heat." These unforeseen shortages of food and fuel helped to bring down the fledgling independence government and to sweep the Communists back as the majority party in Lithuania in the fall. This time, the Communists were not the forcible occupiers, but duly elected officials with a mandate from the people. Many Lithuanians were dazed by this outcome. They could not believe that they had voluntarily elected the same people whose power they had so recently thrown off. They felt stuck in the mud of their own confusion and ambivalence, even as they sought to take the first steps toward rebuilding their country. The rebuilding of every part of Lithuanian life was as daunt-ing a challenge as the rebuilding of the temple in Jerusalem after it had been totally destroyed. Within my own prayer I could feel the Leviticus jubilee invitation to return to one's ancestral home evolving into a more literal and compelling call. I found myself praying, along with Nehemiah (2:1-8), "If it please the king, and if you are satisfied with your servant, give me leave to go to Judah, to the city of my ancestors' tombs, and rebuild it." I prayed this prayer rather blindly because, from a practical point of view, it was not clear to me what I could contribute in Lithuania. Once again my imagination for myself was not up to God's imagina-tion for me. 354 Review for Religious Although all four of my grandparents had come from Lithuania and both of my parents spoke the language, I quickly moved from Lithuanian to English, as many second-generation children of immigrants do. Consequently, I did not know what I could do in Lithuania when my term as provincial gave way to a sabbatical year. I need not have wor-ried because, with little effort on my part, the doors flew open. After learning of my background in educa-tional television, Msgr. George Sarauskas, of the National Catholic Conference of Catholic Bishops Office to Aid Central and Eastern Europe, invited me to serve as a con-sultant to the newly created Catholic Television Center in Lithuania. In retrospect I can appreciate the loving providence of God, who picked up a thread from my profes-sional past and used it as a "leading string of love" (Hosea 11:4) to tug on my heart and my life, gently pulling it toward my ancestral home. Responding to this leading string, I reappeared in Lithuania in mid August 1993 for the first of two three-month periods of life and work with and for the Lithuanian people. From visitation to our SSND missions on other continents, I had learned the need to approach any kind of rebuilding as a humble learner. The Lithuanian people had to identify what needed rebuilding in the temple of their persons and their nation and how that rebuilding should proceed. My role had to be one of listening, support, and enablement. Sister Donna Steffan SC accompanied me for the first three weeks of my fall 1993 visit. Together we visited people in the cities and the countryside. We asked them to share with us their perceptions of Lithuania's current reality and to tell us what they most needed from the church. At first shyly and tentatively and then with growing trust, they revealed that one of their biggest needs was for people just to listen to their stories. The years of occupation had trained them not to trust anyone; as a result, most people kept their experiences and feelings locked up inside them-selves. They recognized a great need to unburden themselves. One woman described the effects of the occupation with the image in a distorting mirror that we in the West most often associate with the fun house in amusement parks. May-37une 1995 355 Valuckas ¯ Lithuania One woman described the effects of the occupation with the image in a distorting mirror that we in the West most often asso-ciate with the fun house in amusement parks. She said that every Lithuanian learned to live behind at least three faces. The first face was the "pro-Communist" face that one was obliged to show to one's employer and professional colleagues in order to keep one's job. The second face was the one shown to one's family and friends. Even this face had many subtle degrees corresponding to one's trust level. The third face was the one shown to oneself. My friend continued by saying that the overall effect of hav-ing to hide behind three different faces for such a long period of years was a gradual disintegration of the personality and a warp-ing of the soul. So, when Lithuanians look into the mirrors of their souls, it is like looking into a distorted mirror. What they see is not lovely but grotesque. It causes some people to go to con-fession often in the effort to "scrape their souls clean" and to receive constant reassurances of God's love and forgiveness of things they may have said or done behind the first face so as to assure their own survival or that of loved ones. This self-image of distortion was mentioned in one form or another by a number of people who described themselves and their country as "bent" in some way. It suggested to me an image of Lithuania as the bent-over woman described in the Scriptures. Like that woman, Lithuania has lost much blood in its tortured patriots and saints. One bishop, upon meeting me and hearing of my purpose in Lithuania, said, "Help us to stand up straight." Donna and I asked some of the parents with whom we visited if they had new hope for the future now that Lithuania had its independence. The most common reply was that these young and middle-aged couples viewed themselves as already having been "destroyed." If they expressed any hope at all, it was for their children. Many said that the years of occupation had forced them to live "like animals." In the stories of the people, we learned that during the occupation every dimension of human creativity was suppressed in the name of the "people." A carpenter could not design a new piece of furniture nor a dressmaker a new pattern unless the designs were approved by numerous offices in Moscow. The approval, in turn, depended upon the ability of the design to be replicated throughout the Soviet Union to preserve some stated ideal of socialist sameness. Eventually many people "forgot" how to think creatively and learned to do only what they were told. 356 Review for Religious I recently heard a radio interview with an American busi-nessman expressing his frustration with doing business in the for-mer Soviet republics. He said that, no matter what size boards he ordered for his building materials, the ones that were delivered were all the same size, the former Soviet standard size. Apparently the workers had lost the ability to imagine that boards could be cut to any other dimension. To me this was a powerful image of the damage that had been done to the minds and psyches of the people. This sense of damage to human creativity was reinforced by our visits to some of the museums in Lithuania. We were awed by the burst of Lithuanian creativity in music, art, literature and poetry, and sculpture during the brief period of national inde-pendence before the occupation. All of the exhibits seemed to me to come to an abrupt halt in the late 1940s. It was like applying to a whole nation the title of Etty Hillesum's book An Interrupted Life. What happened to all of that creativity for a half century? It appears that a lot of it went into the coordination of the under-ground resistance movements, including the underground church. Many Lithuanians, however, having become atheistic collabora-tors with the occupiers, used their energies to promote the pro-paganda machine. Still others turned their talents to the exploitation of people. After independence all of these forms of creativity continued, but in more open ways. The church, newly emerged from the underground, is using its creative energies to rebuild itself above ground. The collaborators are using their tal-ents at various levels of government, pursuing the old Communist agenda as well as their own self-aggrandizement while they are still in power. And the exploiters have emerged in the black market and in other criminal activities, that include an increase in violence. Some entrepreneurs opening private businesses receive almost instant demands for protection money. Resisters, if not murdered, find their new businesses destroyed. After many decades of being cut off from others, Lithuanians are eager to learn more about the rest of the world. Since most do not have the resources to travel, television becomes their win-dow on that world. The most popular television program in Lithuania today is the American soap opera "Santa Barbara." It is not clear to me if the story line is as important to the viewers as are the infinite clues to the first-world affluent lifestyle that May-j~ine 199Y 357 Valuckas ¯ Lithuania American viewers have come to take for granted. They notice that none of the characters have stainless steel teeth (as many Lithuanians do). They note the large living spaces with beautiful bathrooms, the gorgeous clothes and cars. I once gave a relative of mine some American magazines in a brown envelope, the kind with a small metal clasp. The whole family gathered around that envelope and examined the clasp in great detail. Eventually some-one said, "We saw one of these on Santa Barbara!" When the three weeks of Donna's visit had come to an end, we spent a day of prayer and theological reflection on the mean-ing of our experience together. One of the scriptural images that seemed to gather up those .first weeks of listening was the story of Ruth and Naomi. The unexpected loss in the experience of wid-owhood began that story. God seemed to have cut down their hopes, but in reality was leading them to a fulfillment of these hopes beyond their expectations. Ruth and Naomi chose to remain together as they journeyed into an unknown future. For Donna and me, Lithuania itself was like Ruth and Naomi. Its hopes for its own independence as a nation were ruthlessly cut down. But Lithuania is still in the middle of its story; the end-ing is not clear at all. Lithuania is still trying to nourish itself on the few stalks of grain dropped by reapers in the fields. We could also recognize the fidelity of Ruth and Naomi to each other in many of the Lithuanian people we had met: in the young family which remained faithful to their ill and old grandparents, in the young boy who chose to remain with his mother who was dying of tuberculosis, in the many priests, women religious, and lay people who chose to remain faithful to their religion during the long years of persecution. These choices were all the more coura-geous when one remembers that they were made in the teeth of efforts to break down all forms of fidelity, trust, and solidarity. We understood that we ourselves and others coming from outside the country and walking with the Lithuanian people were echoing Ruth's words "Your people shall be my people." We rec-ognized that this would imply a willingness to be with the Lithuanian people in ,their present experience of confusion and scarce resources; it would mean willingness to hold back from efforts to "answer" and "fix." In the end the Lithuanian people need to be the rebuilders of their own nation and church. It is a tricky thing to "accompany" a people without trying to control what they do. Another thread from my professional 358 Review for Religious past helped me in my own struggle to find a balance. While work-ing with an organization called Community Creativity before tak-ing up my ministry of community leadership, I learned how to elicit people's stories about their reality and to "mirror" these experiences to them in helpful ways. I learned that, if people can draw upon their own experiences as their base for learning and growth, they are more likely to see the rebuilding as their own. Over the course of the two three-month periods that I spent in Lithuania during my sabbatical year, I was able to use this "mir-roring" process with three different groups of people within the Lithuanian church: the staff of the Catholic Television Center, the catechists, and the women religious. After interviewing each member of the television center, I had a better sense of its short but significant corporate story. Like almost everything else in eastern Europe, church communica-tions had to jump from 0 to 10 in a very short time after the col-lapse of the Berlin wall. Church officials who had been forcibly silenced for five decades suddenly found themselves expected to speak--on national television--words.of meaning and hope to people who~ "like sheep without a shepher.d," desperately needed guidance as the structures.of their lives crumbled around them. It was a shock both for these church leaders and for the peo-ple to have to jump so suddenly from centrally controlled pro-paganda- oriented media to more democratic and truth-oriented forms. No one knew how to give or receive an opinion, and han-dling any diversity of thought posed real dilemmas. One of the first things that I was able to reflect to the staff of the Catholic Television Center was that, although people had technical skills, no one seemed to have a sense of what the mission of the center was. In the discussion that followed this observation, I learned that the whole concept of a mission statement was new to people whose entire lives had been bent toward purposes defined for them by the government. After much dialogue (which was another new experience in itself), we eventually were able to articulate a mission statement. The Catholic Television Center saw its mission as giving a voice to the once silent Lithuanian church and educating the Lithuanian people about the world church. These purposes, while clear, were fraught with ambivalence. The Lithuanian church survived under-ground only by the exercise of strong central authority that oper-ated largely in secret. There were no group discussions; there May-d~une 1995 359 Valuckas ¯ Lithuania was no consensus building. Information was passed from one per-son to another singly. Control over information was essential to survival. Given this history, It can be quite threatening to provide the .Lithuanian church with a voice Consonant with the Vatican II understandifig of the church as the people of God. The Lithuanian church grapples with questions of how much diversity of thought and'opinion should be expressed in the media and how much should be kept "secret" or even suppressed. There is also ambiva-lence regarding the life of the church in other parts of the world. On the one hand, there is a great eageyness to see how Catholics in other parts of the world live and worship. On the other hand, there is a certain suspicion of theologies, spiritaialities, and rituals coming from other parts of the world and a conse-quenttemptation to control what Lithuanian Catholics are allowed to learn about. With radio, television, fax, and e-mail increasingly available in Lithuania, the democratization 6f infor-mation that is a part of mass communications poses dilemmas for a church only emergin/~ from the underground after years of iso-lation from news about developments in the life of the church. The catechists I visited in each bf the six dioceses .of Lithuania echoed these challenges and voiced their own as they, too, jumped from 0 to 10. When Lithuania became independent, church lead-ers faced a choice: either to begin religious insti'uctlon immedi-ately with ill-prepared teachers without any materials to work with or to do adequate preparation first but thereby risk losing the present instructional opportunity altogether in the quite possi-ble event of reannexation by Russia. They chose the first option. When I visited the catechetical centers in each diocese, cat-echists spoke of the great difficulties they were encountering as they relied on their memories of decades-old religious instruc-tion and tried to pass these fragments on to a new generation of youth with no current materials to help or guide them. Eventually the six dioceses succeeded in collaborating to produce a common catechetical curriculum and in translating some materials from Italy and Austria into the Lithuanian language. The catechetical centers were also. interested in working with the Catholic Television Center to produce s'0me good in'service materials for the catechists and some interesting lessons for the students. When I had completed my visitation of the six dioceses, I wrote a report mirroring the great gifts and the serious challenges 360 Review for Religious I had observed; I distributed it to the directors of the catecheti-cal centers. They were astounded at my report for reasons that amazed me. '"You told the truth," they said. They were not accus-tomed to that. In other professional settings during the occupa-tion, they were accustomed to "inspectors" who came with the primary purpose of criticizing what-ever they saw and who wrote reports that had no correspondence with the reality of their visits. Because of such experiences, the catechists told me, they had awaited my visits with a mix-ture of dread and anxiety. They were flabbergasted to read a report that not only reflected what they had said, but aqtually offered observations and reflections that they found helpful. This was a totally new experience for them. For my part I was astonished to learn how much they had accom-plished, fueled only by zeal, °with scant resources and very meager pay. They had even experienced outright deri. sion from atheistic teachers and stu~- dents. For me, these courageous and selfles~ catechists enfleshed the stories Like many of the other prisoners, this sister fashioned for herself a tiny rosary of hard crumbs of black bread strhng together by a needle and thread. Hid under the lining of her coat, it was never discovered. from the Acts of the Apostles describing the church's early efforts to spread the Good News in the face of extraordinary limitations and challenges from within and without. This difference in experience was one of the many times that I imaged myself as being on the other side'of a chasm from the Lithuanian people. Ways of being that I took for granted were totally out of their lived experience; their faith and courage in the face of adversity were often beyond my ability to compre-hend: For example, the director of ofle of the catechetical centers told me that her entire family was taken away from her and sent to Siberia when she was a small child. Spared this fate because of her age, she was put into the care of some women who provi-dentially were underground nuns. It was through their example that she grew in the faith that sustained her through the loss of her family and ultimately led her to leave her post as a university pro- May-June 1995 361 Valuckas ¯ Lithuania fessor and accept the bishop's invitation to direct a catechetical center, The women religious were the third group of people I was privileged to accompany and mirror. The major superiors had been made aware of the interest which the Leadership Conference of Women Religious (LCWR) and other organizations had in their welfare, and they were eager to talk about their needs. They, too, had their stories to tell. One of these major superiors' told me that almost all of her early religious life was spent in prison. The prisoners were body-searched every day for any signs or symbols of religion. Like many of the other prisoners, this sister fashioned for herself a tiny rosary of.hard crumbs of black bread strung together by a needle and thread. Hid under the lining o.f her coat, it was never discovered. She still has that rosary; When she showed it to me, she said that her prison .experience was one of the most powerful God-experiences of her life. This sister and the other major superiors echoed what many others had said about needing to tell their stories and to experience healing of their memories. The sisters asked for resource people to come from America and other countries to help them psychologically, theologically, and spiritually. They were eager to learn about developments in theology, prayer, and spirituality in the last several decades of their "interrupted lives." They also expressed a strong desire to grow in leadership skills and in the skills related to the develop-ment of community life and ministry. In spring 1994, Sisters Carolyn Mruz OSF and Joan Klaas CPPS, both former general superiors, ioined me in Lithuania for the express purpose of providing input in some of the requested areas. Toward the end of their six,week stay, the sisters asked us to give them a day of recollection. When we inquired as to the usual length of such dhys, they replied, "We don't know: we've never had one before." Another chasm. In their final evaluation the sisters told us that.one of th~ best things about their gatherings with us, in addition to the input, was the opportunity they had to meet one ~another across com-munities. For most, this was their first experience of an inter-congregational gathering. During the years of occupation, when it was not possible to assemble, the sisters were not always sure who were members of their own congregations, much less mem'- bers of other congregations. When they did meet each other for the first time in spring 1994, it gave them great joy to discover 362 Review for Religious that they had so much in common. They learned that sometimes they were their own best listeners to each other's stories. And I, after ending each three-month period in Lithuania, came away feeling not only like Ruth with Naomi, but also like Mary staying with Elizabeth "about three months." Somewhere in those encounters and in spite of the chasms between cultures, languages, and experiences, there was a leaping together toward the life that is lived at the Center of Being, whether of the nation as a whole or of each person. Finally, I return to Nehemiah, who heard God's call to help in the rebuilding of the temple: "Then I said to them, 'You see the trouble we are in: Jerusalem is in ruins, its gates have been burnt down. Come, let us rebuild the walls of Jerusalem and suffer this indignity no longer.' And I told them how the kindly favor of God had been with me, and also repeated the words the king had said to me. 'Let us start!' they exclaimed, 'Let us build',; and with willing hands they set about the good work" (Ne 2:17-18). Vignette The windows of the soul are clouded by hunger, and deeper wounds shrouded from our sight lie buried in the dark night. Foul birds of greed peck at the seeds of war And drop them to be sown in blood from Rwanda to Zaire. Martha Wickham ASC May-.~une 1995 363 ELIZABETH V. ROACH Community Today-- Idol? Icon? Gift? "I could do ministry without becoming a religious, but I want community," the new candidate says. Studies tell us that young people entering religious congregations today are looking for community. Formation directors work hard to provide healthy community experiences for them. Later, superiors general try to assign them to "good" commu-nities. Not only candidates but also men and women in religious life many years are approaching personnel direc-tors seeking "life-giving" communities. All this leaves lit-tle doubt that community has high importance for religious. If one thing is going well with us, it is the pri-ority we are giving to community. To question this trend might seem, if not audacious, perhaps impertinent. I believe, however, that a need exists for a closer look at the almost icon or idol status that com-munity enjoys today. My questions lie in the following areas: (1) In what "soil" did the present status of commu-nity grow? (2) Is it suffering from soil contaminants? (3) What are the gospel parameters for community? If you think I am about to come up with the answers, stop reading now. Then again, if you would like to delve into these questions, accompany me in my meditative mean-dering as I reflect on some questions that pebble the path. Elizabeth V. Roach MM works with three other Maryknoll sis-ters in a settlement area (40,000 people, no priest) on the edge of Panama City. Her address is Maryknoll Sisters; Aptdo. 813- 0343; Tocumen, Republic of Panama. 364 Review for Religious The "Ecological" History of Community Today Polluted streams mar our world. We breathe contaminated air. We read food labels to see what preservatives we are exposing ourselves to. We wonder what is in the water we drink. Why not investigate the "ecological" history of community? Where did community's current popularity grow and develop? Is there need for soil examination? Do we need to protect an endangered speci.es of community? I wonder if some of our present practice has developed, not from gospel roots, but from our environment of consumerism? Whether it is legislation bought by lobbyists, military secrets sold for profit, commerce with the fruit of a woman's womb, or designer drugs, we are a nation of consumers. Listen to us, the words we use. We speak of "mental-health consumers," "spin doctors," and "image" pro-ducers. This is the environment we live in. The nightly television news-cast would convince any visiting Martian that in our society just about anything can be bought. What has that got to do with our present practice of community? Maybe nothing, but similar remarks used to be made when ecologists questioned the purity of our lakes and streams. They were called alarmists. They were said to be exaggerating the dangers of industrial waste. As we seek commu-nity, it might not be amiss to ask how much the consumer envi-ronment we live in is affecting our practice and our working model of community. Maybe we need a quick inventory of our recent past. Even a brief glance at the 1960s shows that many people lived in a rigidly structured world. (When the protests for civil rights and against the Vietnam War began, many could not listen to what was being said. They saw rowdy, carelessly dressed, long-haired people as simply out of line.) Marriage was the order of the day. A "significant other" was something new. Rights of homo-sexuals and lesbian relationships were not acceptable conversa- As we seek community, it might not be amiss to ask how much the consumer environment we live in is affecting our practice and our working model of community. May-3~une 1995 365 Roach ¯ Community Today tion topics. Women who had babies outside of marriage were "unwed" mothers. There were jobs for men and jobs for women. Women were housekeepers, wives, and, yes, diaper washers. Police and soldiers were men. People who bought things were customers not consumers. One had property rights, but consumer rights, sexual-preference rights, and victim rights were unheard of. Abortion was illegal. Body parts, sperm, and wombs were not yet on the market. Spirituality and retreats had to do with religious practice, not feminist circles or marketing seminars. Between the '60s and the '90s came the "me" decade. We are no longer in the '60s. Social consciousness in the '60s meant advo-cacy for the poor, the disadvantaged, the needy. Now, according to Congressman Gingrich, social responsibility means legislation to relieve the taxpayer of politically burdensome aspects of soci-ety. We who live on the edge between modernity and post-modernity may be too caught up in contemporary tensions to examine the ingredients of our community cake mix, but uncon-scious consumption of contaminating elements may cause unex-pected illness. Our search for community is taking place in a world where repression of sexual and other urges is no longer the problem. We have entered a deconstructed world where issues of individ-ual rights versus community rights provoke new conflicts. "Gingrich thinking" is but one example of.this reality. Notice the differing opinions about the trials of the Mel6ndez brothers, Susan Smith, and O.J. Simpson. At the same time, violence, crime, child abuse, elderly abuse, and the "maybe we need to open more orphanages" mentality prevails. "Protection" is the buzz word of the 1990s, whether it refers to protected sex, more police in the streets, or a balanced-budget amendment. In the case of the United States, is it creeping into policies and procedures aboutwhom we will integrate or isolate according to how they fit or do not fit our concept of community? This is the environment we live in. Our concept of commu-nity may be, if not corrupted, at least affected by it. In more than one ~workshop, I have heard presenters say that, when we are changing ministry or community, we should take time to imagine ourselves in the situation and then ask ourselves, "Does it feel good?" That is the same question I ask when I try on a new pair of shoes. Given the psychological healthiness of reflecting on how a 366 Review for Religious change of ministry or community will affect us, what criteria shall we use? Is community just another consumer item? Is it like buy-ing a winter coat, a new car? What are the gospel parameters for community? Have you said or heard any of your friends say, "I have a min-istry, now I'm looking for a community"? Is community just another item on our shopping list, something to be acquired? How gospel-oriented is our practice? New Testament Parameters for Community Another glimpse of what we are about in our practice of com-munity might be gotten by filling out the application form that personnel directors ask religious to complete when they seek a change of ministry or community. Some congregations require these applicants to provide an evaluation from the community where they have been living. Applicants are also expected to state their expectations of the receiving community. The new com-munity's scrutiny leads to acceptance or rejection of the appli-cant. Try filling out one of those forms for Jesus as he hung on the cross (or for one of the apostles, or for Paul). What kind of com-munity evaluation could we submit for Jesus? He was complet-ing a contract and about to move into a new ministry situation. How would the evaluation of his recent community experience read? Would it say he took initiatives not supported by his local community? How would it describe his being abandoned by his colleagues? How would you rate him: (1) on following the con-sensus? (2) on his ability to (a) dialogue with Peter, his confrere? and (b) with local church authorities? (3) on his initiative (a) in going up to Jerusalem? and (b) in going to the garden that Thursday night? (What would you say if you had to write a community eval-uation of Peter, the one who failed so miserably in a community crisis?) Would you have approved of Jesus' "cross" initiative? Would you have questioned his discernment process? Would you have suggested further discernment and perhaps made him miss his hour? (Remember that John and Peter, his close friends, seemed a bit confused about his plans and even about what he was saying at the Last Supper.) May-J~ne 1995 367 Roach ¯ Community Today Palm Sunday Communities or Easter Communities Still another way to reflect on community would be to ask ourselves if we are confusing the group of disciples, those who hung out with Jesus before Good Friday, with the communities that flowered after the resurrection and Pentecost. The crowd that walked with Jesus before that Friday, the Palm Sunday community (apostles and disciples included), seems to have had many characteristics that are considered important for today's communities. Notice that Peter, James, and John were friends. Philip invited his friend Nathaniel to join the group. Does that ring a familiar bell? Is that a way of being integrated into our communities today? Do friends invite friends? In the episode about sitting at Jesus' right and left hand (Mk 10:35-45), similarities with current practice are even more evi-dent. That group looks like they are having a "community day." The apostles and disciples who would soon be walking with Jesus on Palm Sunday had together sailed the Sea of Galilee, hiked to Jerusalem, prayed, and shared ministry experiences. Was that an emergency house meeting they called to confront James and John on their inappropriate power seeking and failure to dialogue before lobbying for the first places? This, after the many excellent workshops they had attended!--workshops on ministry, mission, spirituality, interpersonal relations, theology, and Scripture, and all conducted by the best of presenters. So what happened? Why did that group .of apostles run for it when Jesus stretched out his arms on the cross? All their systems failed. Neither the community days nor the hiking, the theolog-ical reflection, the personal and community prayer, the work-shops, or even the friendship they had with Jesus held them together on that Friday--except for John and Mary and a few other women. That scene, I think, offers an essential .clue to the mystery of what Christian community is. While numbers of people had walked and talked with Jesus, they had not become a community. They may have been a support group: they did meet regularly. They may have been a club: mem-bership was limited and had its requisites. They may have been an interest group or a cooperative, for they participated in the same mission. But they were not yet a community. This they demon-strated on Thursday night when they scattered upon discovering that the big C Jesus was talking about was not community but the cross. 368 Revie~ for Religious Only Mary, John, and the women had discovered that the acid test of Christian community is the permanent, nonnegotiable fol-lowing of Jesus to his death. The hard realities that Jesus himself faced on Thursday and Friday, the aloneness, the abandonment, the dying, are essential elements that must be accepted, lived, and embraced if we are ever to become Easter and Pentecost com-munities. It is not just the warm, fuzzy feeling of moments when we are all together, the consensus evident, celebrating with song and symbol. It is also those dark, fearful, lonely moments of truth-telling in our communities, the utter .aloneness of difficult deci-sion making, the moments described in 2 Timothy 4:9-22, when Paul says "all" deserted him; "no one appeared on my behalf, but the Lord stood by me." It is also those other terrible moments when we~ like Mary and John, stand by our sisters and brothers totally incapable of under-standing .the why of a situation. Both reflection and personal expe-rience lead me to believe that, with-out following Jesus on the way of the cross, we may become interest groups, assemblies of friends, or financially cost-effective entities, but we have not the shadow of a chance of becoming Easter and Pentecost communities. Just look at the Easter community, that community huddled together in fear, in terror for their lives, humiliated by their sinfulness. Has any recent applicant to your community or mine said they want to join us because they are fearful or ~inful? And, if they did, would we accept them or recommend therapy? Yet it is the Easter community, terrified, humiliated, utterly scandalized by the cross, who discovered Jesus in their midst, their sins forgiveh, and their hearts overwhelmed with the joy of his peace. They knew why they were joyful. They could say Jesus is risen and truly here because they knew this;was the same Jesus who died on the cross. Peter's cheeks, the legend tells us, were fur-rowed by tears. Mary had held Jesus' bloodless corpse in her arms. John had stood by the cross. Has any recent applicant to your community or mine said they want to join us because they are fearful or sinful? And, if they did, would we accept them or recommend therapy? May-j~une 199Y 369 Roach ¯ Community Today That Easter community did not come to their consensus by applying the correct interpersonal dynamics for good communi-cation. They did not learn to hang together through attendance at workshops or by hiring a facilitator. While all these may help and no doubt do, there is no way they will ever substitute for the big C on which Jesus built the Easter and Pentecost community or the later communities of Acts. In Acts the community is a motley crowd. They invite all sorts to join them, magiciansand soldiers, preachers and widows. Their criteria did not come from enneagram numbers and Myers- Briggs profiles. (Had these been available, they might have helped resolve interpersonal conflicts--and these communities did include great differences of personality and lifestyle.) The important thing for them was willingness to lay down their lives because of their belief in Jesus' Way. The joy of those communities came not from something available in Greek or Roman markets, but the gift of Jesus' Spirit filling them with overwhelming peace and joy. That peace was pure gift. It happened when they followed Jesus' Way, the paschal way of death and resurrection. In apostolic and early Christian times, Christian community grew'and developed when followers of Jesus came together fear-ful for their lives, humbly repentant of sinfulness, bearing one another's burdens, and willing to die as witnesses to Jesus' living presence. They believed that Jesus, who died for our sins, had risen from the dead and was~truly here. They celebrated this in their gatherings. Only through this paschal living will our com-munities, too, become centers of peace, joy, and good news for all the world. 370 Review for Religious DENNIS J. BILLY Called to Community ~ ~[ . ommunity~:P is an intrinsic element of the call to disci- ~ pleship." A statement such as this normally elicits little disagreement and little, if any, controversy. Whatever our par-ticular calling in life (religious, priestly, or lay), most of us rec-ognize the importance of some Eind of community to accompany us on our journey of faith. Simple agreement, however, does not always evoke profound understanding; it may even keep us from taking a deeper look at the meaning of our closest assumptions. How many of us, for example, actually understand our call to "community" as something at the Very center of our response to God? How many of us think of life in community as something intrinsic to our relationship to God, as something that actually leads us more deeply into the mystery of who God is? And how many of us actually advert to these ideas in the day-to-day cir-cumstances of our lives? Reflection on the nature of our call to community can enhance our vision of what our communal disci-pleship means and how it is to be lived out in daily practice. Vision and Call Everyone needs a vision in life. Call it a dream or a purpose; call it a goal or a sense of direction; call it a founding myth or a narrative of origins--whatever you call it, we all need something in our lives to help us make sense out of our experience and share it with others. One purpose of Christian community is to keep such a vision before our eyes and thereby encourage us to take Dennis J. Billy CSSR, author of fifteen articles for this journal over the course of ten years, writes ag.ain from Rome. His address is Accademia Mfonsiana; C.P. 2458; 00100 Rome, Italy. May-June 199Y 371 Billy * Called toCommunity steps to live it in our everyday lives. It reminds us of the larger context of our lives and keeps us in touch with the traditions that have shaped us and to a large degree have made us who we are. It challenges us to confront the dark side of our human experience and to remain steadfast in our response to God's call in our lives. Communities come in different sizes and shapes. They do so because they respond to different needs within the church and reflect the vast variety of God's creation. Families and base com-munities, parishes and religious congregations, secular institutes and third-order sodalities all exist for a purpose and flourish when they respond well to the needs they seek to fill. Community is not something peripheral to God's call, as if its purpose were only to provide an atmosphere conducive to private personal spiritual growth or to respond to a need in our anthropological makeup. Christian community can and does provide for such things. It is meant, however, to be and to do much more. Life in community is intrinsically related to our journey into the mystery of God and is part and parcel of our Christian vocation. Community life loses its sense of purpose and conviction when it is taken out of the context of a call. Because the Christian vocation leads people into the Divine Mystery, it is inherently communal. Christian community and Christian vocation enjoy a close, reciprocal rela-tionship. It is impossible to have one without the other. By the term "vocation" I refer not to the more qualified sense of the term as a specific state of life in the church (that is, reli-gious, priestly, or lay), but to the call to intimate friendship that God extends to everyone, believer and nonbeliever alike. This call to beatitude (or to the "beatific vision," as previous genera-tions of theologians have phrased it) extends to all people, regard-less of their faith, nationality, race, or position in life. It involves the capacity all of us have to be lifted up through the influence of grace and to see God face-to-face. This mystical vocation which all of us share is sustained through life in community. Because God's nature is inherently communal, our call to divine friendship is worked out and perfected through a life lived with and ori-ented towards others. The Trinitarian Community The Christian tradition acclaims God as the perfect commu-nity of love. God--who has conceived of us, who has created us, 372 Review for Religious and who holds us in being--relates to us in a manner that images his nature. God, who is love, relates to us in love and cannot do otherwise. This is not the place to expound the vast intricacies of the doctrine of the Trinity. Suffice it to say that, however we describe this mystery of intimate social relations (whether through the traditional formulation of Father/Son/Spirit or through recent formulations such as Creator/Redeemer/Sanctifier or Ground/ Other/Bond), the mutual indwelling of persons must somehow be presented within the very nature of the Godhead. Although the mys-tery of God is inexhaustible and no single formulation can fully convey its meaning and depth, revelation teaches us that God is communal by nature, a single being of three clearly differentiated relations. When God is viewed in this man-ner, union with God becomes for us a never-ending journey into the intimate community of divine rela-tionships. All of this may sound rather abstract and unrelated to the daily concerns of life in Christian com-munity. To be sure, lofty ideas about the Trinity may'seem to have little practical value when it comes to the nitty-gritty tensions and concerns of communal living. We should not forget, how-ever, that the Trinity rests at the summit of the hierarchy of truths and, in fact, is the ultimate reality from which all else flows. The Trinity is the quintessential fact. It is not simply a metaphor, or a purely human construct, or a projectiqn of our deepest hopes onto a divine plane. It is an element of God's self-disclosure to humanity which, in its doctrinal formulation, has the status of a divinely revealed truth. The intimate community who is God and whom we call the Trinity is the beginning and end, the alpha and omega, of all things. It is the goal toward which we tend, the force that directs our lifelong activity on this planet, the reality that draws us to our final destiny. Life in Christian community is the primary way in which God prepares us to participate in the mystery of triune love. If it is true, as St. Augustine and many of the medievals thought, that Because God's nature is inherently communal, our call to divine friendship is worked out and perfected through a life lived with and oriented towards others. May-y-une 199Y 373 Billy ¯ Called to Community God has left traces or vestiges of the divine nature imprinted in the very fabric of creation, then one may point to life in Christian community as an important instance where a person can discover a reflection of God's hidden presence in the world. It would be presumptuous to expect that any of us would be ready or even capable of sharing in the intimate relations of the divine nature without a long period of preparation, Most of us will need to be led, step-by-step, along the long and narrow way of the Lord. Christian community, one might say, is the fiery forge in which God tempers our personalities and gets them ready to share more deeply in the fullness of the divine community. It stretches our character and challenges us to live lives that increasingly take others into account. To use an example from the Catholic mysti-cal tradition, it purges us of our imperfections, illumines us along our journey through life, and eventually brings us to a state of union with God. Life in community helps us to discover and become our truest, deepest selves; it naturally overflows in our relationship with others; and it shows us precisely what it means to be friends of God. Whenever we participate in community, we are really experiencing a vestige of God's triune love. The deeper we enter into it, the more we prepare ourselves for our relation-ship with God both now and in the life to come. Such is the role of Christian community, otherwise known as koinonia, that fel-lowship of God's friends we call "church." Given to us by Jesus himself and forever walking in his way, this circle of close disci-ples perpetuates itself by forging genuine human relationships wherever it goes. The Way of Jesus If the Trinitarian basis of Christian community is still too abstract a notion to give us practical guidance in day-to-day liv-ing, a more concrete example comes from the life of Jesus himself. A careful reading of the Gospels shows that he was always calling people to fellowship, especially those who were outcasts from the respectable social enclaves of his day. Prostitutes and tax collec-tors, the poor and the possessed, the blind and the lame were all welcomed by him and invited to partake in the friendship he shares with the Father. His gathering of disciples, his preaching through parables, his emphasis 6n table fellowship, his institu-tion of the Eucharist in the context of a meal, all reveal his deep 374 Review for Religious concern to provide others with a sense of God's gratuitous love and care for them. Jesus reached out to others simply because they were children of the Father and in need of God's friendship. He needed no other reason to call us his friends (Jn 15:15). Jesus' call to fellowship continues to this day. Now, as then, it is the perfect expression of the Son's intimate love of the Father. His fourfold movement of (i) entering our world (in the incar-nation), (2) giving himself away completely (to the point of dying for us), (3) becoming our very food and nourishment (in the Eucharist), and (4) being the source of our hope (in the res-urrection) is a concrete expression of the same selfless giving that characterizes the divine Trinitarian relations. Jesus' love for humanity reveals to us an even deeper love which he shares with his Father. This intimate relationship enables him to listen to the Father's concerns as a loyal and faithful Son. His humble response mani-fests the self-diffusive nature of God's love and discloses the underlying reason for the entire Christ event. Jesus' life provides us with an ideal vision of what life in community should emulate. Just as Christ entered our world and gave himself away completely, to the A careful reading of the Gospels shows that Jesus was always calling people to fellowship, especially those who were outcasts from the respectable social enclaves of his day. point of becoming nourishment and a source of hope for us, so we are called, both individually and in community, to enter the var-ious worlds of people around us and to give ourselves to them in a manner corresponding to Christ's sacrificial offering of him-self, to the point that we too become nourishment for them and a source of life-giving hope. This calling reveals to us the funda-mental meaning of our Christian identity. It' is accomplished not by ourselves alone, but by our cooperating with Christ working in us and influencing us by the grace of his Spirit. As might be expected, it is in the Eucharist that this process of divinization takes on its most concrete and visible form. There we gather as "church" around the table of the Lord and pray to the Father through the Son and in the Spirit. There we celebrate the fel-lowship of God's friends by reenacting Jesus' last meal on earth in its mystical identity with his sacrificial death the following day. May-3~ne 1995 375 Billy ¯ Called to Community There we welcome the presence of the risen Lord not only in our hearts and in our midst, but even in what we eat and drink. There we~celebrate the gift of "God among us" and recognize in the breaking of the bread that the Lord's vocation, like our own, is concerned with our becoming other Christs. Practical Realities These Trinitarian and Christological bases for life in com-munity do not of themselves remove the obstacles that often get in the way of our growth in the Spirit. The vision of what we can become and of what we are called to live is blocked time and time again by the fickle and obtuse human heart. As members of Christ's body, we recognize our divine calling to share in God's love and to carry on Christ's mission through time. We also rec-ognize, however, that human limitations and purely self-centered concerns often prevent us from living up to our noble aspirations. Sin in its various analogues--original, social, personal--distracts us from our mission and leads us into unholy compromises that sunder our vision and detach the remains of it from the practical realities of daily life. What follows are ten of the common diffi-culties communities face in their attempt to live out the implica-tions of their call. 1. Lack of Vision. Call it a lack of faith, a refusal to delve beneath the surface of things, an inability to see the close con-nection between the lives we live and the beliefs we espouse-- whatever you call it, a Christian community can easily get out of touch with its charism or very reason for existence. Vision. is a matter of both head and heart; minimal intellectual assent to the values and goals that originally called the community into exis-tence is not enough. Vision must seize the imagination of the members and generate in them a heartfelt desire to realize the community's objectives in their present situation. For this rea-son, a Christian community always needs inspired dreamers to keep the community's, founding vision in the forefront of its con-sciousness and prudent leaders to interpret this vision amid the practical exigencies of daily life. If the vision is not somehow kept bright and clear, the community loses its focus, dissipates its ener-gies, and eventually goes out of existence. 2. Dyoqtnctional Structures. Every community needs structures for its own good and the good of its members. Structures give 376 Review for Religious the community stability and enable it to function for a long time. Structures, however, can be a curse. If the community is not care-ful, its structures can in time lose their relevance and then inhibit the ways in which its members relate. The structures become dys-functional and deprive the community of the tranquillity it needs to live and do its work. Every community, therefore, needs to examine its structures periodically and change those that now are superflu-ous or needlessly obstruct the mem-bers' lives. Siflce there is only one perfect community (the Holy Trinity itself), communities should not be surprised to find some dysfunctional relating in their internal organization. The goal here should be to remove or minimize structures that are irrele-vant or cause some har

Issue 46.3 of the Review for Religious, May/June 1987. ; REVIEW FO, 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 editorial offices are located at Room 428; 3601 Lindell Blvd.; St. Louis, MO. 63108-3393. REWEW FOg RELiGiOUS is owned by the Missouri Province Educational Institute of the Society of Jesus, St. Louis, MO. ©1987 by REVIEW FOg RELiGiOUS. Single copies $2.50. Subscriptions: U.S.A. $11.00 a year; $20.00 for two years. Other countries: add $4.00 per year (surface mail); airmail (Book Rate): $18.00 per year. For subscription orders or change of address, write: Rv.vlv.w FOR REI.I(;IOUS: P.O. Box 6070; Duluth, MN 55806. Daniel F.X. Meenan, 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. Editor Associate Editor Review Editor Contributing Editor Assistant Editors May/June, 1987 Volume 46 Number 3 Manuscripts, books for review and correspondence with the editor should be sent to REVIEW FOIl REI.I~;IOtlS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108-3393. Correspondence about the department "Canonical Counsel" should be addressed to Richard A. Hill, S.J.; J.S.T.B.; 1735 LeRoy Ave., Berkeley, CA 94709. Back issues and reprints should be ordered from REVIEW fOR REI.I~:IOUS; 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 cassgtte recordings as a service for the visu-ally impaired. Write to the Xavier Society for the Blind; 154 East 23rd Street; New York, NY 10010. Mary and Our Reconciliation in Christ Donald Macdonald, S.M.M. Father Macdonald has written yet another thoughtful and fruitful article on Mary our Mother. His last article on Mary was "Our Lady of Wisdom" (May/June, 1986). His last article in our pages was "Invisibly Companioned" (January/February, 1987). Father Macdonald still resides at: St. Joseph's; Wellington Road; Todmorden, Lanc.: 0LI4 5HP England. It is puzzling to read from time to time that,- seemingly, the appeal of Our Lady is chiefly psychological rather than personal. So, for example, "Mary .has been a very popular image for both women and men . Men still Often seem to derive a great deal from the image of Mary, perhaps cel-ibate men. in particular, since Mary as mother provides a safe, that is, sex-ually taboo womanly image.''~ Is her appeal then in what she represents rather than who she is? Is she a popular image or a popular person? Every individual suggests more than herself, of course, but in the living of the everyday Catholic this emphasis on "the image of Mary" seems sadly unreal. There is a world of difference between admiring her icon at an exhibition and taking her into our home in faith and love. Insofar as she is seen primarily as a psychological refuge she is no longer the mother of Jesus as the Gospel reflects her. It was no image but someone authentically human who "gave birth to her firstborn son and wrapped him in swad-dling clothes, and laid him in a manger because there was no room for them in the inn" (Lk 2:7). A male religious might be forgiven instinctive irritation as he feels him-self being patronized. More to the point, being particularly singled out as finding Our Lady a safety valve seems to contradictexperience. Is it true? The experience of an adult lifetime spent in pastoral ministry at the grass roots could more plausibly make a case for the attraction Our Lady has for the married woman or the professional man. In thinking of those with an 321 322 / Review for Religious, Ma.y--June, 1987 enviably marked and integrated devotion to Our Lady, the male celibate, while there, is by no means primary. Mary means so much to so many, far beyond the few who, it is suggested, see in her particularly a safe, sex-ually taboo womanly image. A lifetime could be spent in a Catholic com-munity without ever meeting many of that particular group, though one would certainly find genuine devotion to Our Lady. Too, contemporary novelists and journalists notwithstanding, genuine devotion to her from the male celibate has surely stronger ties than sexual security. It is a Catholic thing, not a psychological need. It is of the faith. Again, does everyday devotion to Our Lady really express itself like that? Is it mainly a popular image useful for meeting a psychological need? Whether it be the assembly line, down-market product of "repository art,'" or-the faith-aesthetic creation of a Giotto, the Christian can distinguish between the person and the product. The picture or image can focus atten, tion, and there are psychological overtones in every glimpse of Our Lady, since every individual carries more meaning than he or she knows. Mary may transform whomever and whatever she is introduced to in the context of Christian devotion. She creates her own climate in the generations con-sidering her ,blessed among women. Yet traditionally and individually within the Church, the person of Mary is known and loved beyond all that art, theory and culture might suggest. Faith and the feminine are lovely, life-enhancing qualities. To speculate about them may have some point, but cannot be compared to seeing them in a particular woman. Here lies Our Lady's appeal. Her union with her Son as the Gospel reveals this, and her oneness with us in our humanity and faith are definitive. Many talented peop!e can perhaps paint an icon, but only the specially prepared, it is said, may paint its eyes. Insight is a gift. The scientist and man of contemporary culture who considers the cathedral of Notre Dame de Paris exclusively in terms of its construction has literally not seen it. In ignoring God and her whose name it was given, he has lost the key which would unlock its meaning. This is much more than simply discarding a relative culture. The contemporary Catholic, attracted by the appeal of Our Lady, might say of her what the medieval mystic said of being gripped by the desire for contemplation: "You would run a thousand miles to talk about it with someone you know has really experienced it, and yet when you get there you can find nothing to say. ''-~ One need not be able to articulate what one knows. The common tongue of Lourdes~ Fatima, Banneux and "down-town anywhere," as far as Our Lady is concerned, is faith working through Mary and Our Reconciliation / 393 love. With the mother of the Word made flesh dwelling among us, we are in touch with someone rooted in humanity and faith. ,.- This, then, is why devotion to Our Lady in Catholic tradition is not something subjective, as a liking for sugar, but an objective reality whether we advert to it or not. It is not an arcane secret given to some esoteric group inhabiting an ethereal heaven. It cannot be when so many Christians' first real introduction to Mary is often in the world of the Christmas carol, where "earth stood hard as iron, water like a stone . " She is known by the company she keeps--like her Son, easily going to the houses of sinners to be with them. The consequent allegiance she has won in the Christian world is far from the preserve of a Gnostic group. She is real to so many. "~ray for us sinners now and at the hour of our death," is possibly the most common prayer of invocation in the Catholic world. We can, perhaps, understand something of her appeal if we consider the best which can be said of Christian life, and glimpse how genuinely she reflects it. The anonymous medieval author mentioned earlier suggests that the human spirit can safely work with God once it "has been checked by the three witnesses, Scripture, direction, and common sense.-3 We can usefully consider how Our Lady reflects authentic Christian living in the light of that rubric. A New Creation Although not to everyone's taste, our faith is incarnational and so, "God'was in Christ reconciling the world to himself" (2 Co 5: 19), says St. Paul. He goes on to explain that, as an apostle and preacher, he shares in the same office of reconciliation, since God "gave us the ministry of reconciliation . . . entrusting to us the message of reconciliation" (2 Co 5: 18-19). It follows, therefore, that "we are ambassadors for Christ, God making his appeal through us" (2 Co 5:20). Paul's mediatorial role is thus heavily emphasized in line after line. Such a mandate implies that who-ever is so commissioned as God's ambassador to help reconcile people to God must have received the enabling power of God to help him do it. He is, then, attuned to both God and man. His very person helps in binding people to God. "All this is from God" (2 Co 5:18). How is it done? It all depends on what is seen. Paul begins where the New Testament begins, with God first loving us in Christ. "For the love of Christ overwhelms us when we reflect." (2 Co 5: 14), he says, quite bowled over as he comes to an ever-wondering realization of what God has done for us in Christ. Christ, as one of us, lived, died and rose from a grave so that, in him, we might break out of our congenitally self-centered exis-tence which can even challenge the will of God, and so be able to "live 3~.4 / Review for Religious, May--June, 1987 no longer for themselves but for him [Christ] who for their sake died and was raised" (2 Co 5:15). Insofar as I am at one with the selfless Christ I can do the same. This vision of God in Christ can,provide the dynamic to draw me out of myself towards the will of God. Paul, a man among men, shackled, too, in the same self-centered world, and so wanting to be free of it, but seemingly powerless to change, now knows that this is possible in Christ. Paint the picture in the most somber colors, as bleak as can be, in a world where personal sin and selfishness can wreak havoc in epidemic proportions, and in it all Paul sees Christ. "For our sake, he [the Father] made him to be sin who knew no sin, so that in him we might become the righteousness of God" (2 Co 5:21). Whatever depths of evil can be reached individually or collectively, God in Christ is there empowering those who would accept him to break free of its infernal power: "All this is from God, who through Christ reconciled us to himself" (2 Co 5:18). This Paul sees and is part of as Christ's ambassador, engaged in reconciling his world to God. So deep is this view of reality that Paul sees it as something wholly new, not just a change or adaptation. "If anyone is in Christ he is a new creation; the old has passed away, behold the new has come" (2 Co 5:17). His center of reference now is God giving himself in Christ. The selfless Christ replaces the selfish Paul, as he breathes the invigorating air of one now free to live for God.He is still an imperfect man with partial vis~ion, but insofar as his lifeqs a response to God in Christ, he can only describe what is happening to him as a new creation. Ideally, he describes Chris-tian reality. His world has been recreated. Glorifying God If such a grasp of reality is true of Paul and the best of Christians, and true of us :all to a degree, it is, self-evidently, descriptive, too, of Our Lad~,. That vision is flawlessly realized in her. Sinless from her conception and now assumed into heaven, she is a new creation from the mind of God. So alive to God is she that she is alert to the implications of her being way beyond any experience of ours. She hungered for the will of God, so it became her food (see Lk 1:53). "Behold, I am the handmaid of the Lord; let it be to me according to your Word" (Lk 1:38) is the total response of the new creation. She is blessed, the Gospel maintains, because she believed and there-fore gave herself wholly to the Word of God. She is particularly blessed "among women, and blessed is the fruit of [her] womb" (Lk 1:42) as in her God in Christ was reconciling the world to himself. Her Son Jesus "will save his people from their sins" (Mt i:21). As the Word became Mary and Our Reconciliation / 325 flesh in her womb and in her life, having been welcomed in faith and love into her heart, her maternal being from first to last becomes part of the gift of her Son: "And going into the house they saw the child with Mary his mother"; "But standing by the cross of Jesus were his mother, and his mother's sister" (Mt 2:1 I, Jn 19:25). Only a mother, perhaps, could under-stand the give and take of that exchange over a lifetime. Mary, one with her Son at so many levels as the years went by, learned so much of life as he lived in and for his Father's will, and yet "he went down with them and came to Nazareth and was obedient to them; and his mother kept all these things in her heart" (Lk 2:51). The reflective Chris-tian, too, has assimilated much of the perplexity of life in oneness with the heart of Mary. When she stood with her crucified Son as his life ended in ag6ny, "Jesus saw his mother, and the disciple whom he loved standing near" (Jn 19:26), and gave them to each other. Far from seeing this as a son tying up loose ends as best he could--his use of the word woman sug-gests more than a domestic arrangement--generations have felt the weight of those words from the Cross, and have gladly accepted the relationship, taking ourLady into their own homes. She is not then seen as just a type or evocative image of yesterday. Her appeal is of today and tomorrow, as her reconciling presence helps Christians to welcome and live the appeal of the Gospel in the Church. Admittedly these Gospel glimpses of Mary are or~ly straws in the wind, but many in the Church have loved the way the wind was blowing. The Pauline sketch of reconciliation in Second Corinthians outlined earlier, can become real in her person. This is especially true of those who could never read St. Paul, nor perhaps even pronounce the word "reconciliation." She radiates Christ, invariably generating the wonder and pleasur6 of Elizabeth's welcome as Mary hurried to her door: "And why is this granted me, that the mother of my Lord should come to me?" (Lk 1:43). "Mother of my Lord" is, in the context, a new creation in Christ, ideally and providentially there to help reconcile us to God. Her heaven, too, is being spent doing good upon earth. DirectionmWhat Do the Saintlike Advise? Given that Our Lady, because of who she is in the providence of God, mediates God in Christ to us through her feminine, reconciling presence, we can reinforce that insight by continuing to take the advice of an English mystic and seek direction. What did those with the clearest Christian insight advise? What did the saints andsaintlike do? Perhaps we can glance at Julian of Norwich who, in her fourteenth-century hermitage, has distilled 396 / Review for Religious, May--June, 1987 sufficient insight to be found today on contemporary bookshelves as a best-selling paperback. Julian tlad asked for a bodily vision of Our Lady. She was never given one, but "when Jesus said: 'Do you wish to see her?" it seemed to me that I had the greatest delight that he could have given me in this spiritual vision of her which he gave me.-4 Delight, of course, is characteristic of Julian's understanding of the Faith, and she finds Our Lady delightful. She is enthralled by this God-given insight, and clear as to its implications: "And so he [Jesus] wishes it to be known that all who take delight in him should take delight in her and in the delight that he has in her and she in him." There is no suggestion here of tension, division or embarrassment. It is all so perfectly natural. Julian's understanding of the Faith, like St. Paul's, centers on Godwin Christ reconciling the world to himself through the cross. So suffused is it by the love of God--Julian really had grasped Paul's insight--that she can only delight in what God is doing. Responding as she does to Our Lady, she believes that she is sharing in Christ's delight in his mother and in hers in him. "For after myself [Jesus] she is the greatest ~joy that I could show you, and the greatest delight and honor to me." Far from seeing any contradiction or distraction in so honoring Our Lady, Julian sees it as the express will of Christ. One might reasonably expect this, as the relationship echoes the best in human nature as well as suggesting the hundredfold of all who are at one with God. Whenever delight is experienced, the whole person is marked, together with a~wish that everyone could see it, coupled with sad-ness and incomprehension if the delight cannot be shared. Julian, a new creation in Christ, savoring with an immediacy given to few his reconciling presence, sees Mary as part of the treasure to be found in Christ. Mary, for her, is not tacked on in a moment of misguided devotion, but rather soldered on by the love and will of God, intrinsically, if subordinately, part of the reconciliation found in Christ. In Mary she sees herself and all of us, "as if he [Jesus] said, do you wish to see in her how you are loved? It is for love of you that I have made her so exalted, so noble, so honorable; and this delights me. And I wish it' to°delight you." Maryqs no shadow across the face of Christ, but a further means of shar-ing delight in what God is doing in Christ. As one in Christ we may savor this, too, and insofar as we can see just how much we are loved in her, enjoy a comforting glimpse of our present and future status. It is not without interest that in the shorter text of Julian's "Revela-tions," believed to have been written some twenty years before the longer Mary and Our Reconciliation /327 text we have been using, she adds, after seeing Christ more gloriously than she had yet realized, "In this I was taught that every contemplative soul to whom it is given to look and seek, will see Mary and pass on to God through contemplation.-5 As always, in Julian the tone is uniform and the perspective unforced, and her faith is so alive in her belief that attachment to Our Lady will inevitably bring us to its source in God. Mary herself effects the transition, reconciling to God whoever is open to h~r influence. ~ It is said that, increasingly, women find less and less in Our Lady "as women discover themselves as less passive than Mary is made to appear in the gospels.",° They therefore look for other models. Women can, of course, speak for themselves, but as regards passivity in the gospels, it is useful to remember that the biblical "divine passive" is often just a passive tense serving to emphasize the wholly present activity of God. So, for exam-ple, Paul speaks of Christ, "who for their sake, died and was raised" (2 Co 5:15). God in Christ is not molding plasticine. The death and resurrection of Christ is not the behavior of a mechanic using an inert tool, but God's response to a life actively given to his will, even to accepting death in his name. The passive tense implies an active God and willing human Cooperation, and so as Paul said of the process of reconciliation, "All this is from God" (2 Co 5:18). So, too, when Julian speaks of those "to whom it is given to look and to seek," far from indicating lack of initiative in a passive recipient, she is speaking of someone alert and alive, empowered by the driving Spirit of God:. Motherhood strikes one as possibly the least passive of all vocations, especially as glimpsed in Mary's life in the gospels. She is so attractive and influential today simply because whatever God said she did in'faith. Does anyone really believe that banner headlines in a newspaper or a pic-ture on the cover of Time magazine are the measure of lasting influence? With so much left unsaid in the gosPels, it may well be'that the feminine, creative, nourishing and responsive qualities of Mary are what God has valued in her. Without these, people wither and personal relations are bleak. The old advice is still sound: "Do not teach [God] his business. Let him be. He has enough might, skill and goodwill to do the best for you and for all who love him.''7 Julian is always concerned for her "fellow-Christians," and her delight in the Faith is tangible, though she, too, lived in a socially horrific age. Calm self-possession is her keynote, never raising her voice. There is none of the stress that takes so many women today to the bottle or drugs, the counselor or the hospital. So many are living lives of quiet desperation, while others are teetering on the edge of despair. She writes out of con- Review for Religious, ~May--June, 1987 cern, with the simplicity of wisdom reflecting what she sees in faith. Her teaching of the natural delight of mother and son, and Christ's desire that we share in it, since we see just how much we are loved by God .in her, is surely, "simple, courteous, joyful.''8 Her guidance is at one with so much that is good in the Church. Common Sense God was in Christ recon~ciiing the world to himself. Those closest to him are effective mediators of his presen.ce. Clearly, "Paul, an apostle-- not from men or through man, but through Jesus Christ and God the Father" (Ga l:l), is superbly placed, but the origin of that call is valid, too, for Our Lady: Immaculately~conceived, bringing Christ into the world, raising him, beside him as he died, praying in the Church then, and now within the Church gloriously assumed into heaven, common sense would suggest that such a woman cannot but help in reconciling us to God. "This is only what sanctified common sense would expect: that God should keep safe all who for love of him forsake themselves, indifferent to their Own welfare.-9 The safety that is now hers she wants to be ours, and almost instinctively the Catholic faithful have felt this. In view of who she ~is in the providence of God, generations have opened themselves to her influ-ence in an often very unsafe world. G.K. Chesterton emphasized this when he told of the reaction of two eminent nineteenth.century Victorians to news of the proclamation of Our Lady's Immaculate Conception. Prince Albert was the husband of the leg-endary Queen Victoria who gave her name to an era, .and W.E. Gladstone was one of the outstaffding political figures of the age. If Chesterton is to be believed, the proposed declaration by the pope of Our Lady's Immac-ulate Conception was greeted with indecent hilarity by the former and with grief by the latter, as each in his own way saw in it the sign of the immi-nent downfall of Catholic. Christianity. Both were agreed that it would be unpopular. Albert and Gladstone, who both worked conscientiously for the poor, "understood so little of what that crown and image really meant to millions of ordinary people . Yet the applewoman did not dash madly out of church; seamstresses in garrets did not dash their little images ,of Mary to the ground, on learning that she was named Immaculate."~° Chesterton then speak~ of the first appearance of Our Lady at Lourdes some four years later. While the influential and educated still puzzled, "little knots of poor peasants began to gather round a strange, starved child before a crack in the rocks from whence was to spring a strange stream and almost a new city; the rocks she had heard resound with a voice crying, 'I am the Immaculate Conception.' " Did Albert and Gladstone~ men of Mary and Our Reconciliation / 329 integrity, even remotely approach the influence for good with ordinary people that is associated with the name Bernadette Soubirous? Shrines such. as Lourdes and private revelations such as Julian's are not to be considered as though from St. Paul and the gospels. Yet as a fact of life within the Church and with the approval of the Church, such places and similar insights undeniably have helped reconcile so many from every walk of life to God. In the light of Mary's Immaculate Conception each one of us is handicapped and in need, and she has particular appeal for those who are aware of their need. Here, especially, her faith and her fem-ininity are found so attractive, as she is known to be present now in imag-inative sympathy. In the circumstances, common sense would direct us to her company. Jimmy Durante used to celebrate that he was "the guy who found the lost chord." Unhappily, in the same breath, he had to admit that he had lost it again! It is given to few to be truly original. Life, genes, language, skills, food--virtually everything of consequence that has made us what we are have been mediated to us by others. It is the human condition, and it is the supernatural condition. Even the insights of a St. Paul are, under God, largely the result of an interchange, often troubled, between himself and his people. "The fathers have eaten sour grapes and the children's teeth are set on edge," may not be valid in terms of personal guilt, but it is true in terms of personal influence. Human beings transmit life and superb medical care, as well as AIDS and drug-dependent babies. Often the fruits of the Spirit are mediated through others as are the sins of the flesh. We all have reason to thank God for some of the people we have met as well as to regret the influence of others. As mediated experience is a fact of life for good or ill, common sense; would suggest that nothing but good can come from opening ourselves to Our Lady's influence. Her selfless, perceptive being, one person in Christ with ourselves, radiates God as she delights in the Lord her Savior. What-ever life did to her, "Mary kept all these things, pondering them in her heart" (Lk 2:19). Open to her reconciling influence, we too can assimilate experience, responding to God's presence in a sacramental world. Finally, common sense would especially commend that religious, who "ought to be poor in both fact and spirit" (Perfectae Caritatis 13), con-sider Our Lady's guidance in the search to be truly reconciled to God. She sees further and more clearly than any other guide in the Church, and her encouraging presence is always here. With increasing affluence, or possi-bly insensitivity, numbers of religious travel far looking for enlightenment. It is not wrong of course, but there does seem to be an innate contradic- 330 / Review for Religious, May--June, 1987 tion in the context of poverty when, for example, the search may take a religious to an a~hram in India, the deserts of Israel or California, or to the monasteries of Japan, Whatever insight is gained may be at the cost of a threadbare vow of poverty. Our Lady once appeared so nondescript as not to merit a first glance when she came with the offering of .the poor. Yet to the one truly enlight-ened by the Holy Spirit she was seen to be carrying in her arms "a light for revelation to the Gentiles" (Lk 2:32). She still reflects that same light now wherever we are in Christ. NOTES ~ M. Furlong, "The Power of,Images," The Way, October 1986, p. 299. 2 The Epistle of Privy Counsel, Chapter II, in The Cloud of Unknowing and Other Works, Penguin Books, 1978. 3 The Epistle of Privy Counsel, Chapter 10. 4 Julian of Norwich, Showings, Chapter 215, tr. E. C011edg~ and J. Walsh, Paulist Press, New York, 1978. All quotations are from Chapter 25 of this edition. 5 Julian of Norwich, op. cit., short text, Chapter 13. 6 M o Furlong, op. cit., p. 299. 7 The Epistle of Privy Counsel, Chapter 10. 8 Julian of Norwich, op. cit., short text, Chapter 13. 9 The Epistle of Privy Counsel, Chapter 6. ~0GoK. Chesterton, The Strange Talk of Two Victorians, and The Common Man, Sheed and Ward, 1950. Each quotation is from this essay. Brothers in the Church: A Vocational Reflection William Mann, F.S.C. Brother Mann is in his eighth year as a Formation Counselor for the Brothers of the Christian Schools. He had also served as Assistant Provincial for Formation (1979- 1984) and Director of Novices up to the present. He may be, addressed at: Christian Brothers; 83 West Lake Street: Skaneateles, New York 13152. ,~ few years ago, I volunteered to work at a Soup kitchen in Rhode Island. As my first experience of working with the street poor, it was both diffi-cult and challenging. Most of the time, I was afraid; and my fear kept me washing dishes and away from the people. I was attempting to make my contribution and avoid contact at the same time. On more courageous days, I would visit the dining room to sit and talk with the guests. Occasionally, I ventured, into the lounge to socialize after a meal. On one particularly hot day, a six-year-old child walked over to me, climbed into my lap, and using a shredded and badly soiled napkin wiped the perspiration from my forehead. He kissed my cheek, hugged me, and moved my heart. So para-lyzed by my own fears that I found it difficult to offer hospitality, this poor child reached out and offered me love. The story of my encounter with this young boy in a soup kitchen high-lights four key aspects of the vocation of Brother: I) ours is primarily a ministry of example; 2) our ministry on behalf of the Gospel and on behalf of the sanctification of others r~quires our own radical transformation; 3) those to whom we minister will be the instruments of our own conversion; and 4) 9urs is, therefore, primarily a ministry of reciprocity and mutuality. At the time that this incident occurred, I was teaching English and reli-gion in a coed secondary school. "Example makes a much greater 331 339 / Review for Religious, May--June, 1987 impression on the mind and heart than words."~ If I wanted my students to take seriously the admonition of Jesus to feed the hungry and clothe the naked and visit the imprisoned, then I knew that I was going to have to put those words into action myself. In twenty-two years as a Brother of the Christian Schools, I can hon-estly say that I have attempted to put my life at the service of the Gospel. As teacher, activity moderator, dormitory supervisor, school administrator, retreat director, and now formation counselor, I have worked consistently at proclaiming the Gospel by word and by example. Often this has been a humbling experience. "We are only the earthenware jars that hold this treasure, to make it clear that such an overwhelming power comes from God and not from us" (2 Co 4:7). My entire life as a vowed religious brother is a sincere, and yet sometimes inadequate, attempt to put the Gospel into practice. Accompanying those students each Wednesday to the soup kitchen was just one concrete instance of living out this commitment. "Your zeal for the children under your guidance would be very imperfect, if you expressed it only in teaching them; it will only become perfect if you practice yourself what you are teaching them. ''~- The example of Chris-tianity lived is what "brother-ing" is all about. Although religious brothers have traditionally been identified by the work we do (teacher, health practitioner, parish assistant, or manual laborer), I contend that our particular ministry, while significant in terms of individual congregations, is not of the essence of our vocation in the Church. It is the choice to be called "brother" which has always pinpointed our key contribution. Our very existence as brothers announces the new world order ushered in by Christ. We understand ourselves to be among those chosen by God "long ago and intended to become true ima.ges of his Son, so that his Son might be the eldest of many brothers [and sisters]" (Rm 8:29). The Scriptures tirge us to "love our neighbor as ourself" (Mt 22:39). That child reached out to me in love; and I believe that, in his person, Jesus Christ reached out to me and reminded me that, since God is my Father, all of us are'brothers and sisters. That young child reminded me that I was his brother, and challenged me to accept the people around me and not to get caught up in the differences of age, class, or color. He reminded me that God intends that we should love one another and that we should let go of the prejudices, defenses, fears, and barriers that hold us back from truly being his children, brothers and sisters of one another. This very ministry in which I was engaged on behalf of others was requiring that I °Brothers in the Church / 333 change. I was being challenged to live more fully the message that I preached. I was at the soup kitchen on this particular day precisely because I was trying to educate my students to share the gifts and the blessings of their own lives with those less fortunate. However, Jesus used the opportunity to challenge me to see him among the poor. This is the second key aspect of the vocation of brother; our consecration as brothers commits us to a life of transformation. Loving Jesus always means being changed. I wanted to help my students; Jesus chose to help me be more open to receiving the blessing the poor could be in my life. I went to the soup kitchen hoping to embody the loving presence of Jesus in the world; I returned home having encountered Jesus' loving presence in another. Initially, it seemed ironic that I was challenged to live the Gospel more wholeheartedly by the very people for whom I was attempting to be its proclamation. This was, however, the very heart of the teaching of St~ John Baptist DeLaSalle on what it means to be a brother. Furthermore, this was not only DeLaSalle's teaching; it was his own experience. We minister to others, but they call us to holiness. St. John Baptist DeLaSalle founded the Brothers of-the Christian Schools in France in 1679 to give a Christian education to the children of the working class and the poor. By 1682, however, the Society of the Chris-tian Schools was threatened with collapse. DeLaSalle urged his first di~cj-. pies to trust in Providence. As with the birds of the air and the lilies of the field, God would provide (Mt 6:25-30). The brothers challenged .DeLaSalle's right to say these things. He still had great family weal~l~ and a prestigious position as Canon of the Cathedral of Reims. What did he know of trusting in Divine Providence? If the schools collapsed, he would be safe. In his attempt to minister to the brothers, DeLaSalle hims61f was called' to holiness. He attempted to announce the Gospel to them; they challenged tiimto a fuller living of the Gospel. The first biographers report that so complete was his devotion tO the brothers and to the foundation of the Christian Schools that he heard in their challerlge the invitation of Jesus to take the Gospel more seriously, resign his Canonry, and distribute his wealth among the poor.3 Christ continues to speak to the brother through his disciples. If" we open our eyes and our hearts, we will continue to hear in them the invita-tion to draw closer to God. I believe that~this is what DeLaSalle meant when he wrote: "You can be assured that if you act this way [with an ardent zeal] for their salvation, God himself will take responsibility for yours."4 He was not speaking here of some kind of mysterious and passive 334 / Review for Religious, May--June, 1987 transformation. He was articulating his own experience. In proclaiming the Gospel to others, the Gospel lays claim on our own hearts. God uses the people and the situations of our lives to evangelize us. Through them and for the sake of the Gospel, God gradually refashions us into the image of his Son. Over and over again, the people and the situations of my life have pro-vided the opportunity to draw closer to Christ. There have been many times in my life when Jesus has asked me to recognize him and to love him in another person. Sometimes that person has been someone for whom I cared deeply; at times, that person has been a complete stranger. What has so often struck me in the Gospel has been the ability of Jesus to be open to all kinds of people in so many different situations. He saw in every person he met a reflection of his Father, a new and unique and beautiful side of God that could be seen in no other person or in no other place on this earth. I believe that Jesus calls us to open our eyes and our hearts to him as he continues to show himself to us in one another. Hence, ours is a ministry marked by reciprocity and mutuality. "They are a letter which Christ dictates to you, which you write each day in their hearts, not with ink, but by the Spiri! of the living God.-5 In inviting others to holiness, our own lives are opened to holiness. Those to whom we min-ister facilitate the capturing by the Gospel of our own hearts. I more and more suspect that this is the key aspect of the vocation of brother. In our openness to the evangelical dimension of everyday life, we provide our clearest witness on behalf of the Gospel. What greater example can be given than that I allow another to become the instrument of my own con-version to a fuller living of Gospel values? Jesus Christ is the "pearl of great price" (Mt 13: 44-46), and I ardently .desire to "share Jesus with those who have been entrusted to my care. We brothers desire to share "the treasure we have found hidden in the field of our own lives. ,,6 Our world is already bombarded with empty and meaningless words. What is needed are people who not only speak of Jesus but who act as followers of Jesus. What is needed are people who follow him so wholeheartedly that they become new incarnations of God's loving presence in the world. This is what I believe the vocation of brother is all about; this is what I am trying to do with my life---do this because I.believe this is what God Wants me to do. Furthermore, I do it because I believe that there are millions of people on our planet today~some Chris-tians, some Jews and Moslems, som6 far away, but very many are young Americans who look,to see if anyone any longer takes Jesus Christ seri- Brothers" in the Church / 335 ously. What hangs in the balance is the very credibility of the Gospel itself: 7 St. Paul assures us that the wisdom of this world is not the wisdom of God (I Co 3~!9); and I do not doubt that, in the face of a modern' Amer-ican society that encourages and fosters a pursuit of pleasure, possessions, and self-interest,8 it is perceived by many as foolhardy to be willing to want God to be more important than anything else in this world, and courageous enough to take the vows of chastity, poverty, and obedience. Yet we broth-ers are bold enough to believe that our own radical, personal conversion to Gospel values really has the potential to make a difference in the lives of those around us. We believe that this is the gift which Jesus Christ intends us to be for his Church. As DeLaSalle writes: "Be convinced of what St. Paul says, that you plant and water the seed, but it is God through Jesus Christ who makes it grow, that he is the one who brings your work to fulfillment?. ~ Earnestly ask him to make his Spirit come alive in you, since he has chosen you to do his work.-9 NOTES ~ John Baptist DeLaSalle, Meditations for the Time of Retreat, trans. Augustine Loes (Winona, Minnesota: St. Mary's College Press, 1975), p. 94] 2 DeLaSalle, p. 80~ 3 John Baptist Blain, The Life. of John Baptist DeLaSalle, trans. Richard Arnandez (Winona, Minnesota: St. Mary's College Press, 1982), Vol. I, Book I, pp. 81-84; Eli Maillefer, The Life of John Baptist DeLaSalle, trans. William Quinn (Winona, Minnesota: St. Mary's College Press, 1963), pp. 27-28. 4 DeLaSalle, p. 91. 5 DeLaSalle, p. 54. 6 Jose Pablo Basterrechea, "Address of the Superior General to the Regional Convoca-tion of the Brothers of the Christian Schools" (Mgraga, California: Regional Convoca-tion, 1984). 7 James Wallis, The Call to Conversion (S~in Francisco! Harper and Row, 1981); Pedro Arrupe, "What Is the Greatest Service Which Religious Can Give Today to Human-ity and to the Church?" Donum Dei No. 24 (1978). 8 John Kavanaugh, Following Christ in a Consumer Society (Maryknoll: Orbis Books, ~981). 9 DeLaSalle, p. 56. ' Appropriate Formation Martin O'Reilly, C.F.C. Brother O'Reilly, Director:of Formation for his community in Liberia, previously wrote "Current Conceptions of Religious Formation: An Analysis"r (November/Dece,mbe.r issue, 1985). His address is: Christian Brothers; P.O. Box 297; Monrovia, Liberia; West Africa. When Captain Smith of the Titanic uttered the words, "The only ice around here, Sparks, is in my drink," he was displaying a characteristic common to most of us--skepticism. When many American and European religious hear of the great vocation boom within the develoPing churches and look at their own decreasing numbers and formation houses being turned into retreat centers and homes for the aged, they skeptically wonder: "How it is that so many young Africans and others are being attracted to living a life of community, prayer and service as religious?" When I returned to Liberia in 1982 after an absence of eight years, we still had no local brothers in our West African communities~espite erect-ing a novitiate building in 1975 and having made it clear toall and sundry that we were keen to welcome local candidates into our communities. As I write this article in 1987 we have, to date, eighteen Wes~ African mem-bers and a thriving candidacy.program. We have just missioned our first West African brothers to set up a new community to work among leprosy sufferers, and fully expect to open another community elsewhere in either Liberia or Sierra Leone during the coming year. It seems fantastic to many in our congregation that in the space of five years we have more novices and junior professed religious in West Africa than in many of our other pro-vinces combined together. When people ask me how it is, I usually tell 336 Appropridte Formation / 337 them that it is the Holy Spirit's work--and something called "Appropri-ate Formation." This article will be concerned with defining the meaning of a religious formation that is~rooted within a developing-church situation. I will be using categories and concepts normally associated with the development of appropriate technology in developing economic and social orders, and .'using them to map out a theory of religious formation that is ,appropri-ate" to this new wave of young religious that congregations throughout the developing world are beginning to welcome into their ranks. In the second part of the article I will outline some of the important issues that our own young West Africah members felt should be on the agenda for an appro-priate formation. Appropriate Formation: A Definition Appropriate formation involves the application of the principles of reli-gious life to concrete local situations. This means developing ways or "technologies" which can be defined as "replicable methods for solving community problems and developing the capacities of communities to achieve their own goals" (S.B. Fawcett, R.M. Mathews and R.K. Fletcher, "Some Promising Dimensions for Behavioral Community Tech-nology," Journal of Applied Behavior Analysis, 13, 1980). These authors propose that seven dimensions of a technology must be considered to ensure the appropriateness of the technology: - Effectiveness - Expense - Decentralization - Flexibility -Sustainability - Simplicity - Compatibility A new technology means anew way of.doing things for the people who use the technology or who are affected by its use. For any significant change in behavior or attitudes to persist and the technology to be effective, the rewards, satisfactions and achievements obtained have to clearly outweigh the efforts and difficulties involved. For this to happen in the area of religious formation, formators need to have a firm understanding of what are to be the intended outcomes, methods t6 be used, content to be consid-ered and evaluation procedures which will° make up their formation pro-gram. This will, of necessity, demand that'~i formator sit down with both professed members of the group a~d neophytes, and work out what real- 338 / Review for Religious, May--June, 1987 istic goals a formation community can set itself, what practical wfiys they can be realized, and their appropriateness evaluated at different stages of the formation program. Inexpensiveness is of'considerable importance in a context such as West Africa since cash incomes are generally low. If we expect r~ligious from such regions ,!o earn their own keep and to be credible followers of the "chaste, poor and obedient Christ" for their people, then their formation experience should~prepare them f6r this reality. The end values of religious life shouid"not be obscured by the trappings of a partiCular lifestyle that is alien to the majority of Candidates prior tO entering a religious com-munity. Decentralization means the application of technology at a local level rather than from a remote center. Local religious will need to assume full responsibility .for the living out of their commitment, and not look to over-seas generalates and provincialates for direction on every facet of their lives. They are "the people on the spot," and they need both the compe-tence and the confideqce to discern in what direction the Spirit is calling them. As far as possible, ~those in initial formation need to be shown that responsibility and accountability are intrinsic to religious life. If candidates are not willing to grow in these areas, then there is no place for them 4n a religious community. If formation technologies are not flexible there is. little chance that people will be prepared to handle the gigantic social and pastora, I devel-opments that are taking place in so many parts of the world. There has to be a clear distinction made during religious formation between the end values and the means values of religious life. The end values are not negotiable, but the means ones can be redefined in the light of new insights among the members and the needs of the Church and of society. A flex-ible dimension in religious formation will concern itself with presenting a range of options to cope with specific concerns, and will include guide-lines for Change according to the felt needs of the group in formation. A frequent concern of formation personnel is that many young reli-gious, after having passed through the novitiate, experience a painful regression to the state they were in prior to entering the community. It is as though no significant personal or spiritual development had taken place. Often the cause~of this is because the technology, or way of being a reli-gious, is not sustainable: at the local community level. They leave the novitiate with either unreal expectations of what religious life will be,, and are disillusioned with what they find to be t.he reality~ or they flounder with- 6ut ihe strong guiding hand of a r~ligious specifically missioned to help Appropriate Formation / 339 them overcome every hurdle they may encounter. A gradualist strategy is needed during formation wherein "stretch-outs" are provided so as to allow young religious to know what it means to live, pray and work in a typical community of the congregation. Here they can focus on the con-crete problems of religious life rather than on the long range goal-setting which makes up so much of the agenda of religious formation. A new technology must be simple and comprehensible enough to be understood by its potential users. Religious formators will need to acknowl-edge the "multi-path" approach when dealing with candidates coming from differing social, economic and educational and faith backgrounds. There. have to be features of a formation program that provide for acceler-ation when goals are realized and values interiorized, and a locking-in system that prevents regression from gains obtained. Finally, any new technology must fit into the community or society at large. To be compatible with the surroundings from which the candidates are comirig and in which their religious formation is taking place, the new technology must be seen to work. It must be seen to provide religious men and women whose lifestyle is clearly valued and appreciated by the immedi-ate society. If religious life is seen as wholly meaningless by those around, it is difficult to see how an individual can commit himself or herself unreservedly to such a vocation. Appropriate Formation: An Agenda I want to turn now to a consideration of what are some of the problems facing young local religious. I shall outline these issues within the frame-work of the three end values of religious life---community, prayer and ser-vice. To identify what are the problems our young religious will have to confront is the necessary first step towards devising a formation program appropriate to the people and situation in which religious life will find a new beginning. Community. ~ The issue of where a person's primary loyalties lie---either with one's extended family or with the community--is a source of tension for most local religious at one stage.or another of their lives. Appropriate formation must tackle this area sensitively but una.mbiguously: "No, a community cannot take on the responsibility of supporting and educating younger mem-bers of a local religious' family; but yes, a community will help in a crisis or an emergency as best as it can." Formal membership in a religious.con-gregation must broaden a person's "in" group to .those past and living mem-bers of the congregation around the world. If the extended family holds 340 / Review for Religious, May--June, 1987 the central loyalties of the young religious, then eventually a clash will come and he or she will be the casualty. It is hard to be a citizen of two worlds! Unless serious efforts are made to tackle the issue where a person's identity and sense of belonging lie, feelings of inauthenticity may arise within the young religious, and eventually may lead to their departure from the community. Likewise, with the question of tribal or national bonds, while encour-aging people to be proud of their heritage, those distinctions which blur the call of a person to see everyone as his or her brother or sister in Christ, must be faced up to during the period of initial formation. Tribalism, mean-ing the preference for one's own tribe over national interests, is a growing political concern in post-colonial Africa. Local religious can easily fall into a tribal mentality with disastrous consequences for community living. Going against tribalism is no easy thing and young religious need to be under no illusion that to have respect for each person's tribal identity is one of the primary signs that they can give to their people of the inclusive nature of the kingdom of God. Many of those who apply for membership in religious communities in developing countries carry with them stories of how they had to struggle against all odds to complete their schooling and perhaps to start in a career. This experience of being a "survivor," when so many of their friends gave up along the road, can lead some to evaluate any or every facet of religious life in terms of what they can get materially from the community--instead of what they can give to the community. Every formation community fairly exudes the idea that there are those already in the community (i,e., they own the house, the bedsheets and the marmalade), and those who wish to join the community. This is a classic "donor-receiver" situation. Usually it takes years for a religious to believe that the house and community pos-sessions are not "theirs" but "ours." In a developing-country situation this "donor-receiver" mentality can persist far longer when the professed religious are white and those joining the community are black. Obviously, religious life means old and young, black and white--or ~,hatever other contrasts a person cares to make between people--all attempting to live in harmony together. This is our" witness of the kingdom and the means by which we build up the Church. For that to happen, there has to be a basic leveling among the members of the community. Formators need to devise ways in which local religious can "own," not only the community goods, but the core values at the heart of the community. Prayer Appropriate Formation / 341 . Much of religious formation, in the spiritual domain, is concerned with deepening a person's,capacity for, and appreciation of, a "grace-full" rela-tionship with Jesus. This is a task for religious formators worldwide, but in my experience, .those working in countries with a strong animist tradi-tion have added challenges. The first one is helping young religious see that prayer, to be real; must be a constant part 6f a person's life. Just praying when the community decides to pray in common is not enough. When prayer is simply a duty expected of one by others, then the shallowness of a person's prayer~life will be revealed when serious vocational problems arise and a ~oung~reli-gious doesn't really believe that there is a God who is ready to love, under~ stand and forgive. In my experience of countries with a strong animist tra-dition, God is more than likely to be feared rather than loved, .and for-giveness is at a price. Coupled to the above challenge is that of helping local candidates real-ize that the form and structure of prayer are not ends in themselves. They are only aids to developing an'awareness of God in ~ne's life and in encour-aging prayerful living. The tendency in the animist tradition to overstress the ma,.gical nature of prayer can lead to a marked separation ~of the sacred and the secular, andah inability to make the "stuff Of daily living" the quarry for one's own prayer. A third challenge I believe formators can have is helping young reli-gious recognize that their own people's spiritual heritage can provide them with stepping stones to discover and value the face of God in Jesus. They will need a strong, personal faith to be able to discern authentically the pres- 6nee of God in their people's faith history, and a vision of the Church as embracing all peoples and cultures, as acknowledging and respecting the I,ocal character of each people. Service In many countries where the Church is newly rooted, much is made of a person's final profession or ordination--I suppose because local reli-gious and priests are still a rarity in many places. Sadly, perhaps, not a few young men and women leave the altar as newly professed or ordained with a very exalted view of themselves. They go on mission with a mentality, more suited to starting a career than a vocation. We need a model of the "servant" Church as never before in devel-oping countries. Otherwise the cr6"dibility and respect which the first mis-sionaries earned from the people will vanish. If there are not local men and women prepared to minister with total conviction and compassion to the marginalized of their society,, then things do not look well for the future. 349 / Review for Religious, May--June, 1987 I believe that there are people amongst those seeking to follow "the chaste, poor and obedient Christ" who have the dynamism and selflessness of those first missionaries. But they will need every encouragement and incen-tive to rise above merely identifying with the better educated and affluent members of their society. Appropriate format.ion will need to stress the distinction between a career and a vocation, and to present clearly and simpl~, the model of Jesus who had "nowhere to lay his head," who could welcome all and who was wholly caught up in doing the will of his Father. Conclusion Thi~ article has concerned itself with indicating dimensions of a for-mation program that must be appropriate to the persons it serves and to the so(iety in which such people will minister. I have pointgd out some of the priorities I feel that formators involved in develpping-church situations need to take note of and to put.on their formation agenda. To those who are skep-tical concerning the future of religious life in the. world today, let me end wiih a quote from Samuel Beckett: "He sat with me in the dark room of my doubt and lit a candle." During my five years of close involvement with religious forma_tion in West Africa, I have seen that candle glowing, and my hope is that religious throughout the world will, like me, grow in certainty by its light. From Tablet to Heart: Internalizing New Constitutions land II by Patricia Spillane, M.S.C. Price: $1.25 per copy, plus postage. Address: Review for Religious Rm 428 3601 Lindell Blvd. Growth Producing Tensions in Pre-Novitiate Formation Donna Marie Wilhelm, S.N.D. Since writing this article, Sister Donna Marie has been transferred to Sarasota's Cardi-nal Mooney High School where she now teaches and is local superior. She may be addressed at 4004 Fruitville Road; Sarasota, Florida 33582. Liberal, conservative; masculine, feminine; introvert, extrovert; Ignatian, Franciscan; adjectives--"labels" that describe experience, that are valu-able as long as they do not become restrictive in their attempt to'describe, as long as they do not bind rather than free us for growth and understand-ing. These labels are set up in tension as opposites, or perhaps better as complements. Their value is not so much in setting persons in opposition to one another, but in directing them to wholeness of vision. They provide for an expression of tension that can lead to healthy growth and a more com-plete outlook on life and experience. I believe that formation, too, is about tension--healthy tension--that is inherent in the process itself. Tensions exist throughout the period of initial formation with varying emphases and with differing intensities. This is particularly true in the pre-novitiate period. One of the dangers in the beginning of the formation process is that some individuals, once they begin to live in a community setting, may live out of a sense of finality that says, "I have made my decision. This is where God wants me. Just tell me what to do in order to be a good Sister of Notre Dame (or Franciscan or whatever) and I will do it." A stance like this needs to be explored gently, and then laid to rest as a false and harmful presupposi-tion. 343 344 / Review for Religious, May--June, 1987 I believe that it is more accurate to define vocation as a verb rather than a noun, as E.F. O'Doherty has suggested in The Psychology of Vocation. A vocation is not something that I "have"; it is a possibility for me to "become." Implied in this kind of definition is the reality that following a particular vocation involves a repeated act of choosing. In the initial stages it involves decision-making that then becomes the raw material for an ongoing discernment process. For the remainder of this article I want to describe three of the tensions that I think are common to those who are new to the religious process: those in pre-novitiate. Since formation does not happen in a vacuum but in the context of community, community members and attitudes among members are very important in helping the individuals in formation to negotiate these tensions successfully. Child/Adult. Jean Vanier has said, "When people come into a community they are usually in a state where you can ask anything at all of them . People coming into community have a child's grace.''1 This stateof becoming "like a child" again i~ a result of a variety of factors: the initial joy and enthusiasm of any beginner; the "rush" that comes with "finally arriv-ing"; but perhaps most importantly there is a tremendous loss of the famil-iar for the newcomer. o Ray B(adbury in his book Dandelion Wine tells a story that points to the importance of the familiar, of the everyday. It is a story of two y, oung boys and their summer discoveries through everydayness. Doug, the older boy, decides to keep a record bf the summer's adventures in a yellow nickel tablet. In explaining his plan to his brother Tom, Doug begins: I'm going to divide the su.mmer up in two parts. First part of this tablet is titled: Rites and Ceremonies. The first root beer pop of the year. The first time of the year running barefoot in the grass. First time of the year almOst drowning in the lake. First watermelon. First mosquito. First har-vest of dandelions. Those are the things we do over and over and over and never think. Now here in the back, like I said, is Discoveries and Revelations or maybe Illuminations, that's a swell word, or Intuitions, okay? 'in other words you do an o!d familiar thing, like bottling dandelion wine and" you put that under Rites and Ceremonies. And then you think about it, and what you thinkr crazy or not, you put under Discoveries and Revelatiohs. Here's wha~ I got on the wine: Every time you bottle it, yo~u got .a whole chunk of 1928 put away, safe.2 Wh~t Bradbury recounts is in many ways similar t~ the dynamic of the familiar in our lives, the movement from the experience of the world.,gs Tensions in Pre-Novitiate Formation / 345 alien, through a sense of well-being, to an awakening to "otherness." Our first experience as children, or later in life as beginners in a religious for-mation process, is one of awe, dread, an overwhelming helplessness and powerlessness. As children, this sense of, anxiety is usually answered by our parents who provide a caring atmosphere in which we can experience some security. We need this sense of security and familiarity with persons, things and event~ in order to function in this world. This movement from helplessness'and powerlessness to security and familiarity is a "child to adult" movement. Being "at home" in our world is also essential to our spirituality. We need to be grounded in the familiar and the ordinary, since it is that grounding that gi'ves us a feeling of belonging, at homeness, security. And these experiences point to a deeper ground, ou~ groundedness in God in faith, hrpe and love. Our faith in God must be incarnated in our experience, and this happens as we reflect 6n the everyday occurrences where God touches our lives. If what is familiar and "everyday" in our lives is so important to our adulthood, to our functioning and to our grounding in God, then losing our"' sense of "at homeness" in our day-to-day living is a significant loss. It is this loss that brings us back to being like a child again, a child in an alien world. What takes place at the onset of the pre-novitiate is e~actly that: the loss of the familiar. "Familiar" in this context may mean different things for different individuals but for most it includes job, apartment, car, friends and family and a certain degree of indepepdence ih action and in decision-making. Loss of the familiar is often accompanied by a feeling that "I'm out of control," a feeling of helplessness in my new environment. In many candidates this is expressed by a loss of ability to do something as simple as balancing time, and that results in lost hours of sleep, cutting down on leisure and exercise to make up, loss of efficienqy on the job, in ministry or at school. Moving into a new place with new people requires a tremendous adjust-ment. It involves~a period of trying to determine what "the rules" are in this group .with whom I have chosen to live. It is a time of grieving for many losses. And it is a time that is often ac~companied by regression, the return to patterns of behavior that helped us to cope with an alien world when we were children. One of the problems in c?mmunity is that this regressive behavior can be very disconcerting to the "old-timers" unless they are aware of what is happening. It is a crucial period when the com-munity must offer support and understanding, but must carefully guard against giving a formula for a new identity too soon. As in any loss, the loss of what is familiar can break the newcomer open to another necessary 346 / Review for Religious, May--June, 1987 element of life,- the transcendent. The pain of this experience can be an invitation to the candidate to begin the process of lived discernment, of choosing his or her vocation in day-to-day life. A further difficulty.in community can occur if the purpose of this time of formation is not well understood. The heart of the pre-novitiate is built on the call to holiness that all Christians share. That call must be explored and deepened through gradual growth in self-awareness and developing nat~ ural gifts, in dealing with past losses and hurts, in deepening prayer and in learning the dynamics of community living. "Our candidates are older women," some community members say, "women with education, with work and life experience. Why do they need to spend a year or two in a pre-noyitiate process?" It is a very common mistake to look at a person's age, work experience, social skills and make a statement like "Why can't she just begin as a novice?" It is so important not to equate age absolutely with any given level of human maturity, of experience, of spiritual or pro-fessional development. Accompanying women, especially older ones has ¯ only confirmed my belief that each individual is composed of many com-plex variables, and the time spent at the beginning of the formation pro-cess is not "lost" but is essential to provide a confirmation of gifts, an accurate assessment of needs and limitations, and then time to allow the individual to begin to build a foundation for continuing discernment for the future. This is the purpose of the pre-novitiate as it is described in Essen-tial Eletnents. It is the period "in which the genuineness of the call is iden-tified as far as possible . -3 It is a time of growth, not stagnation. Being In/Being Out Another significant area of tension for those in the pre-novitiate pro-cess is the tension that is created by not being a "real" member of the congregation, by hot even, strictly speaking, being a "religious," while living in a house of the congregation with its real members, more or less according to their manner of life. One of the major emphases in the doc-uments dealing with formation that have been published since Vatican Coun-cil II is that of the concept of gradual transition, that is, the idea that the mok, ement from the previous lifestyle to the life of religious consecration should be a gradual, not an abrupt one, and that it involve a time of transi-tion rather than of drastic or dramatic change. Congregations have made many and varied efforts in this diri~ction. They have developed vocation-awareness activities that reach into the elementary schools, retreats and overnight experiences for high school stu-dents, and live-in programs for those who hre seriously considering the option of religious life.-'Many congregations have begun nonresident affil- Tensions in Pre-Novitiate Formation 347 iate programs to give interested men or women an even closer experience of their life. These efforts are all for the sake of gradual acquaintance and transi-tion, find they are invaluable. They need to be carried into the period of pre-novitiate as well. One way to accomPlish this is to establish the pre-novitiate community as an "in-between" community as Vanier cails it in his book Community and Growth. IdeallY this community will be com-posed of the candidates, the director ahd several oth,er professed members who represent different mir~istries. I am not speaking here of simply moving the candidates and director into an established local community-- even though in fact this is what may happen. The difference is that the pri-mary purpose for the existence of the "in-between" community is to pro-vide a formative environment for the candidates. Such a community pro-vides an environment which facilitates the transition of the individual from being an independent lay man or woman to being incorporated as a com-munity member, and finally to becoming a committed member of this specific community and congregation~. It must, be an environment that encourages reflective living, where acceptance is~not based on conformity. What is of primary significance at this stage is to foster human growth and a sense of responsibility towards the life, not to provide a cozy escape from decision-making or a neat set of dos and don'ts. Such a community will provide a rhythm of life that is the "bare bones" for continued discernment; a rhythm of reflection, silence and prayer. It must give the time for candidates to participate in courses or group direction that con-tinue, to develop knowledge of the faith and of the spiritual life. Finally it will provide opportunities for some type of initial exposure to the ministries of the congregation and for some connectedness with the local Church. The individual who +omes to a pre-novitiate experience has made a definite decision and commitment, and so has the congregation ~vhich he or she has joined. Being "in-b~tween" does not water down that commit-ment or mitigate the decision. Rather it gives the space f~)r the candidate" to do two very important things: t~) learn hoW to live in community arid to adjust significant relationships to his or her new lifestyle. These issues are important ones in becoming a member of any community, not just a religious congregation. Outlining the elements in "learning" community is simple. Living them is a tremendous challenge. At the very beginning, a knowledge of the stages in the growth Of a community is essential, as is an awareness of some basic dynamics that can occur. I have found the material provided 3till / Review for Religious, May--June, 1987 by Hammet and Soefield in their book Inside Christian Community extremely helpful in these areas. Communication and dealingwith conflict are two other key issues. I believe that the most difficult of any of these is conflict management. This is true not only for the newcomer, but for most of us who have lived in religious communities for years. Each time I am involved in a workshop on this topic with our candidates I am aware of how much more I must learn. It is so iinportant to be patient, firm, and to provide supportive gui.d:~ ance in this area. Above all, experienced community members must not fall into the trap of becoming the rescuer between two candidates or a can-didate and another community member who may have taken on the roles of victim ancl persecutor in regard to each other. Being willing to sit down and role-play situations or conversations is a valuable tool here. In sum, the skills of conflict management must be practiced, our limitations and weakness shared, if growth is to occur. ~ The "in-between" climate of the pre-novitiate community also pro-vides the space necessary for the candidates to adjust significant relation-ships in their lives. This is particularly important for candidates who come with a broad base of family, friends and work-related contacts. It takes time and the freedom to move in and out of community to make the decisions necessary to maintain some relationships, to let go of others', and to invest in new ones within the community or in a ministerial setting. This is no small task because it involves community members who can allow for free-dom but also who, through modeling and guidance, can gradually intro-duce the candidates into the obligations and time commitments that com-munity life can and must of its very nature demand. Providing opportunities for the community to get to know the family and friends of the candidate can be extremely helpful and enrichi.n.g for both. Visiting, inviting family members to share in celebrations, and other casual contacts are,just a few ways to do this. Again, grow,th must be suppprted by u,nderstanding, hon-esty, openness in dialogue, and willingness to search together for the best decisions. In these areas, too, we are dealing with choosing a lifestyle, with making decisions that are more and more--or less and less-~consonant with one particular life direction rather than another. Fitting In/Impacting For Change A newcomer to any group can be expected to ask the question, "What d6,.I have to do to fit in here, to be one of you?" He or she may also say "I have talents, gifts, a vision to offer that may call for some changes in our group. Will they be acce.pted?" The tension between the desire to "fit in" and the need to influence toward change is born in these questions. Tensions in Pre-Novitiate Formation / 349 There is, I believe, a very real sense in which a candidate in any religious congregation must "fit" if not "fit in." In an attempt to be "liberated" and "open" to everything, I think we sometimes try to deny the truth of that. Our congregations do .have living traditions, a heritage that must be experienced and to some extent learned. We each have a unique identity; whether we have articulated that or not, that is our founding gift, and it is that which mediates the Gospel to the members of our institute. The for-mation process takes place according to this founding gift.4 The community at large is very important in this aspect of the process. The Rite of Christian Initiation of Adults in number four states: "The initia-tion of catechumens takes place, step by step, in the midst of the com-munity of the faithful. Together with the catechumens, the faithful reflect upon the value of the Paschal Mystery, renew their own conversion, and by their example lead the catechumens to obey the Holy Spirit more gener-ously." Since the call to religious consecration is a call to the deepening of one's baptismal consecration, an analogy can be drawn between the pre-novitiate and the catechumenate, between the involvement of the faithful and the indispensable involvement of the religious community in which the candidates seek membership. Members of religious communities see in their initiates not only a renewal of their individual covenant relationship with the Lord, but also the hopeof the continued life of the congregation. Rejoicing in and affirming new members in their call is essential. It draws the candidates into a large~',.sense of belonging, gives them a sense of his-tory and furnishes them with many more individual touchstones of unique charism, as well as an experience of charism in the corporate sense. For those who are already part of the community at large there is not only the opportunity but the responsibility to participate in "handing on" the congregation's traditions, and of being a "welcoming presence." "Welcoming presence" says, "this is how we are." At times of celebra-tion, community prayer and working together, it is a presence that says, "This is the diversity of ways in which we express our common charism. For us, Sisters of Notre Dame, our charism includes a simplicity of life and an experience of the Father's provident care in our lives that is expressed in the phrase 'How good is the good God!'. These elements of our shared vision are concretized in a special family spirit, and in our efforts to min-ister to the poor, to bring hope to them through evangelization and catechesis. You are welcome to be with us and to bring your uniqueness to our vision." 350 / Review for Religious, May--June, 1987 Once again it is absolutely necessary, though, that the "welcoming" not become a welcome that demands immediate conformity. The com-munity must understand the "in-between" nature of pre-novitiate and the primacy during this time of confirming the choice of this particular lifestyle within the basic call to holiness. "Welcoming" also includes welcoming gifts and initiative. When I enter into a relationship with hnother, I invite the possibility of being changed by that encounter. I trust that the new vision that we come to share together is good and growth producing. This is true of the new members in community. "Candidate" is not necessarily equal to "'young" and "inexperienced." We need to remind ourselves of that at times, and let our welcome include the invitation to enter into our life in a meaningful and effective way. 'Practically, this means including our candidates in tl~6 significant events of our community: meetings, renewals, ;'futuring" ses-sions, preparations for chapter and the like. It means valuing their gifts and expertise, and accepting these when they are offered in service of the com-munity and of the Church. These men and women of today can help us in our struggle to find ways to incarnate our charism into our life and ministry and to meet the needs of our times in a realistic way~ There is a very healthy discomfort that we experience when we feel pulled in two directions, a discomfort that moves us to action, to choice. The tensions experienced by newcomers to religious life are opportunities for self-awareness, for growth and for authentic discernment of a lifetime commitment. Being aware that they exist, dealing with them in realistic ways and' soliciting the understanding and support of community members in helping candidates to live and grow with them can only be an invalu-able asset to any formation process. .~ . NOTES ~ Jean Vanier, Community and Growth: Our Pilgrimage Together (New York: Paulist Press, 1979), p. 5 I. 2 Ray Bradbury, Dandelion Wine (New York: Bantam Books, 1976), p. 27. 3 Essential Elements in the Church's Teaching on Religious Ltfe, n. 48. 4 lbid, n. 44. Beyond Frontiers: The Supranational Challenge of the Gospel Gerald A. Arbuckle, S.M. Well known to our readers, Father Arbuckle is the prime mover and designer of the summer workshop, sponsored Dy R~viEw Eon R~L~¢~OUS and St. Louis University's Department of Theological Studies, entitled: "Refounding Religious Life from Within: Strategies for Leadership." His previous article, "Mythology, Revitalization and the Refounding of Religious Life," appeared in the issue of January/February, 1987. Father Arbuckle's.permanent mailing address is: East Asian Pastoral Institute; P.O. Box 1815; Manila 2800; Philippines. Supra-nationalism is the ability and the willingness of individuals or groups to strive to id.entify with cultures and needs beyond the frontiers of their own country in ways that are both critical and non-exclusive. (Multiculturalism, on the other hand, is the same ability and willingness, but directed to other cultures within the boundaries of one's own country.) This identification with cultures, be it noted, is not blind or uncritical. The weaknesses, as well as the strengths, of cultures are recognized. Moreover, this identification is not exclusive. That is, supranationalists are open to still other cultures beyond those with which they are immediately con-cerned. Christ calls his followers to a basic supranationalism, They are them-selves to be reconciled with the Father through love, and they are to express this reconciliation in their relations with other peoples and cultures. With-out, this love of the Father, a gift of the Holy Spirit, the reconciling rela-tionship with those around us cannot be sustained. Selfishness and the desire for power over others will overcome us. Ultimately we are encour-aged in this struggle to be reconciled wi(h the Father and with one another 351 352 / Review for Religious, May~June, 1987 by the hope of the "new heavens arid a new earth" in the fullness of God's kingdom yet to come, "where; accordihg t6 his promise, the justice of God will reside" (2 P 3:13). " The world is fractured by ideological conflicts, pathoio~ical forms of nationalism and intercultural tensions. It is a world "groaning in travail" (Rm 8:22), desperately in need of reconciliation across and within national frontiers. ~ Inasmuch as many religious orders are stamped with an interna-tional character, the Church rightly expects of them bold evangelical initiatives in response to today's critical need for supranationalism.2 But are religious orders responding to this challenge to provide lead-ership not just to the Church but also to the world itself?. Or have some congregations settled into a comfortable, introverted type of "ecclesiastical nationalism"? What conditions are necessary for religious congregations to express in spirit and action a much-needed supranationalism? This article is an attempt to respond to such questions. I will - show how prejudice obstructs sup.ranationalism; - explain the New Testament call to supranationalism; - reflect on how religious orders have in the past responded to the challenge of supranationalism; - construct two models which religious institutes can use to mea-sure their own response to the challenge of supranationalism; - reflect on the role of ongoing conversion as an essential require-ment for supranationalism. Excessive Nationalism: the Obstacle to Supranationalism Nationalism is a complex word to define. It expresses a form of group consciousness, that is, consciousness of membership in a nation. In this lim-ited sense, nationalism is good. It gives people a sense of meaning and iden-tity, a respect for their past, the energy to work together for the common good. When, however, people begin to believe that they are superior to other peoples and cultures, then nationalism becomes excessive. People become unable to look beyond (supra) their national borders to learn from the values and experiences of other cultures. At the heart of excessive nationalism is cultural prejudice. Prejudice is an "attitude towards a person who belongs to a group simply because he belongs to that group and is therefore presumed to have the qualities ascribed to that group." 3 In brief, prejudice involves a predisposition toward a group of people that is not derived from adequate information. There are two aspects to cultural prejudice to be noted. Firstly, there is the meaning aspect or stereotype. A stereotype is ,a preformed image or picture or judgment about people, whether favorable or unfavorable: "The Beyond Frontiers / 353 Irish are prone to excessive use of alcohol." "All Italians sing beau-tifully." The second aspect is the feeling dimension. The prejudiced person sees only what he or she wants to see, even to the point of seeing things that are not there at all. The causes of prejudice are complex and many: fear of people who are different, a desire to exploit, a need to bolster one's personal and cultural self-esteem .4 Culturally prejudiced people can show excessive nationalism in one of two major ways. Firstly, they can seek to impose on "decadent and imper-fect cultures" their own "perfect" values and customs, coming to treat subject people like children---or worse. Secondly, a particularly insidious form of cultural prejudice is cultural romanticism. The foreign culture with which the individual wishes to identify is considered "perfect," and his or her culture-of-origin is thought to be thoroughly decadent. Often the romantic will seek to freeze the new culture in time, thinking any change will undermine its "perfection." This type of romanticism is alive and well, especially among foreigners working in Third World countries. Romanticism is also apt to show itself in overidentifying with nation-alist movements in those cultures or nations. Here, would-be agenis for change sometimes lose all sense of objectivity; they fail to see the violence and tragic effects of their overinvolvement in nationalist movements. Some-times more nationalistic than the locals themselves, they become severely condemnatory of the values and customs of their own cultures-of-origin.5 It is not easy for a person to become truly supranationalist. Supranationalism can only result from the ongoing personal struggle for truth and for the desire to respond to this truth. First one must face the truth about oneself: we are all prejudiced in one way or another. Self-knowledge is always extremely difficult. It also happens to be highly inconvenient, because as a result of a better knowledge of myself and my prejudices, I may have to do something about it. Human beings are highly skilled in avoiding truths about themselves; we are accomplished fugitives from our-selves. If I have the courage to discover my cultural prejudices, I then need a strong motivation to put them aside. It is much easier and simpler to ignore my prejudices! Supranationalism and the New Testament The heart of the Christian .message is that God "has reconciled us to himself through Christ" (2 Co 5:18) and his peace, a peace that can never come from mere human action (Jn 15:27), that we struggle to share with our brothers and sisters no matter what culture or nation they belong to (Rm :354 / Review for Religious, May--June, 1987 12:18). This peace, the fruit of love in the Spirit, motivates us to respect cultural differences and the just aspirations of people; it shows itself in "patience, generosity., mildness" (Ga 5:22f). It includes an openness to learn how God has worked in the lives and cultures of other peoples. There will be no jealousy for their achievements nor will there be a boast-ing over the accomplishments of one's own nation or culture (ibid v. 26). There will be ~he courage to challenge people of different cultures to face obstacles, for example, personal and social sin, that hinder or prevent them from achieving reconciliation with God and with each other. Followers of Christ know that they can avoid excessive nationalism in its various forms only if they remain truly open to the .Transcendent, allowing it to influence their lives in each one's particular cultural situation, even as they await the fullness of justice and peace ~n the world to come. Not surprisingly, Jesus directly confronted the excessive nationalism of his day, urging his followers to be supranationalists. At the time of Christ, Jews looked on Samaritans as uncouth, stupid, heretical. And Samaritans had similar views of their Jewish neighbors. As Scripture com-mentator, J. McKenzie, points out: "There was no deeper break 6f human relations in the contemporary world than the feud of Jews and Samaritans, and the breadth and depth of J~sus' doctrine of love could demand no greater act of a Jew than to accept a Samaritan as a brother."6 Those who heard Jesus speak would have been left in no doubt about the meaning of what we now call the Good Samaritan incident. The Samaritan is manifestly a supranationalist! Jesus' listeners are stunned to heai- him say "Go, do likewise!" (Lk 10:37). In a second story, this time a personal event in Christ's life, Jesus is an "international traveler" and exemplifies his own supranationalism in his relations with the Samaritan woman at the well (Jn 4). Not only does the woman experience Christian politeness for the first time, but she is told that eternal salvation is open to her through the love of the Father. Of all the early followers of Christ, Paul stands out as the model of supranationalism in evangelization. He had been a thoroughly fanatical sup-porter of Jewish culture, a rabid nationa~list, but underwent a dramatic theological and attitudinal transformation once he began to preach the Gospel in Gentile cultures. In Paul's epistles we see depicted the attitudes that must govern the evangelizeras he or she relates to different cultures. Firstly, the evangelizer must identi.fy as far as possible with the cultures of people to be e.vangelized: "I became like a Jew to the Jews in order to win the Jews. To those bound by the law I became like one who is bound (although in Beyond Frontiers / 355 fact Iam not bound by it), that I might win those bound by the law . I have made myself all things to all men in order to save at least some of them" (1 Co 9:20, 22). Secondly, identification with the aspirations of peo-pies of different cultures should be critical (Ga 5:1-6). Thirdly, the Gospel message is to be preached in its fullness; our struggles for justice and peace in this world are but the seed and the beginning of the kingdom of God here below; it will find its completion at the end of time with the resurrection of the dead and the renewal of the whole of creation (Rm 8:1 1- 21).7 Religious Life: Internationalism and Supranationalism .~ On one occasion, while doing research in a Third World village, I over-heard villagers speaking about the "Backhome Man." Each time they used the expression there would be hoots of laughter. I discovered the man who delighted them was an evangelizer from another coun.try who began sentences with the expression "Back home . . ." so often that the people nicknamed him the "Backhome Man." The evangelizer had the gift of internationalism, that is, he was prepared to live in someone else's coun-try, b.ut apparently he was slow to learn anything from the host culture. He lacked the gift of supranationalism; he was willing to give (on his terms), but not to receive. Our "Backhome Man" sadly lived a stunted religious life as well. For the true religious dedicates himself or herself totally to God, the Supreme Love. In a new and special way the religious makes himself or herself entirely over to God, to serve and honor him in and through the Church.8 The religious should seek to be an exemplary disciple of the Lord, to be one with him in his mission to the world.,The object of his. mission is the person "whole and entire, body and soul,',9 involving what we call today integral salvation. Supranationalism (and mu!ticuituralism) opens the way to this concern, for it relates to the well-being of both body and soul of the peoples of this world in their concrete reality. For this reason, because of their radical commitment to the Lord and to his Church, religious must be in the forefront in fosteringthe virtues of human solidarity and interdependence. Two questions are~to be asked: have religious congregations in the past fostered supranationalism? How are they responding to this challenge today? I will take each question in turn. Religious Life and Supranationalism before Vatican II There is no doubt about the involvement of religious congregations in internationalism over the three hundred years prior to Vatican II. Religious, 356 / Review for Religious, May--June, 1987 very often from newly formed congregations, moved into recently discov-ered countries, frequently braving, atrocious physical conditions, in order to spread the faith.~ While many individual religious aspired to identify with the cultures of the people they were evangelizing, rarely was the work of religious congregations themselves marked by the spirit of supranationalism within those countries which we now call the Third World. At the risk of grave oversimplification I will explain briefly why it was difficult for religious to express supranationalism, in evangelization. ~0 From the fifteenth century onwards, a marked inflexibility in the Church's rela-tionship with cultures, especially beyond Europe, developed. This inflexibility affected the missionary policies of religious Congregations. Prior to this period, most especially in the early centuries,o.the Church often related to cultures in remarkably flexible ways. Pope Gregory the Great's directive to Augustine of Canterbury 'in the year 601 about not destroying the temples of the gods, and,the need to place the relics of the saints in those same temples is rather symbolic of the flexibility of the period. ~ This openness, however, was not to continue; The Church became more and more culturally "Euro-centric" in its expression of the faith. In more modern times, as European colonial expansion developed, it was this Euro-centric Church that was to accompany it. As one commentator put it: "The missionaries--true children of their times--shared the intolerant and prejudiced views of the conquistadores on the native cultures and religions.''~2 The European Ch~'ch was to be planted in the new lands with-out change. The cultures of the people being evangelized were seen as unim-portant; priority was given to the conversion and salvation of individual souls: Rarely did missionaries see the need to understand local cultures-- or even at times to learn the local languages.13 There were vigorous, but eventually unsuccessful, reactions against this arrogant ecclesiastical/colonial European nationalism. From the Con-gregation of the Propagation of the Faith in 1622 there came a very force-ful condemnation of cultural prejudice: What could be more absurd than to carry France, Spain, or lt~l~,, or any other part of Europe into China? It is not this sort of thing you are to bring but rather the Faith, which does not reject or damage any people's rites and customs provided' they are not depraved . Let customs that prove to be depraved be uprooted more by hints and by silence., gradually without jolting. 14 People like the Capuchin Father Jerom Meroila in the Congo in the sev-enteenth century ~eriously endeavored to follow this advice. ~5 Jesuits in par-ticular, notably de Nobili and Ricci, led the movement for accommoda- Beyond Frontiers / 357 tion and adaptation with a flexibility characteristic of the early Church. 16 Tragically, these efforts to revitalize supranationalism within the Church were crushed with the rejection of the work of Ricci and his companions in the seventeenth and eighteenth centuries. In the late nineteenth century the revival of Thomistic Aristotelianism, which encouraged people to look for what is good and of God within cul-tures, sparked off a new movement that would many decades later lead to the return of the Churcl~'s early pastoral flexibility. Euro-centric prejudice in evangelizers was condemned. 17 At the same time there developed within the Church a vigorous support for the rights of all people in regard to their culture and national identity. ~8 But it would take a long time before the pas-toral implications of these emphases would be worked out. Many evangelizers yearned to revive the apostolic approach of people like Ricci, but multiple factors made it difficult for these dreams to be realized. Thus, for instance, as long as the theQlogy of the local church remained under-developed, it would be difficult to explore fully the pastoral implications of the relationship of evangelization to culture. Terms like "accommoda-tion" or "adaptation" became common in missiology. But theologically and pastorally they connoted not an exchange between the Gospel and cul-tures, but rather a process of.choosing what local value or custom could be used to express better the meaning of the faith. The local faithful, how-ever, were not to be involved in t.his process of choice. So, while the rhetoric favored flexibility, in practice the Church remained fundamentally Euro-centric in its evangelizing aims and methods. Understandably, religious life mirrored this ongoing European empha-sis. 19 This was evident in the rigidity with which Europ.ean forms and struc-tures of religious life were uncritically exposed and planted in other cul-tures. At times local vocations were not encouraged because it was thought the people were "just not ready and mature enough" to undertake the responsibilities of religious life. Moreover, the fact that Europe and America had what was thought to be an endless supply of missionary vocations removed.a good ideal of the urgency to discover what were the practical implications of the phrase "accommodating the faith to local cul-tures~" Religious congregations continued to become dramatically international, but rarely did they become supra-national. At times the internal structuring or method of governing missionary ven~ tures further reinforced the spirit and practice of the European colonialism. For example, some congregations favored the system of attaching mission-ary endeavors directly to particular provinces in Europe and America. Invari-ably, this meant that French missionaries were isolated in one part of a Review for Religious, May--June, 1987 "mission" land, Americans in another, and so on. Hence, a "little France" or a "little America" could exist in Third World countries, with no outside challenge to such assumptions of cultural superiority. In view of all these forces, therefore, it is not surprising that indigenous forms of religious life have rarely developed in the Third World; the mode.Is remain overwhelmingly First World in design.2° Reiigious Life and Supranationalism after Vatican II With Vatican II, and with subsequent reflection, religious life has been challenged to'its very roots by a revitalized theology of evangelization and of the local church. The relationship that should e~ist between the Gospel and cultures has been clarified. Evangelization is to be a "living exchange between the Church and the diverse cultures of people:''2t The Church, which ~s itself a culture, must be prepared, to chahge and develop new insights into how the Gospel is to be preached through a process of exchange and dialogue with the people being evangelized. This exchange process is what is now called inculturation. The expressions accommodation and adaptation do not quite convey this emphasis on exchange. Rather they imply that the Church gives to cul-tures, but does not receive. As historical expressions they were found to be dated; hence, the new word inculturation was developed in order to high-light the importance of exchange.2z Evangelization is not to be directed to the soul alone, but to the person--"whole and entire, body and soul.''23 "What mhtters," declares Paul VI, "is to evangelize man's culture and cultures [not in a purely decorative way, as it were, by applying a thin veneer, but in a vital way, in depth and right to their very roots].''z4 The search for justice in this world is not something secondary to evangelization, but it is a constituent part of the mission of the Church.25 However, as was pointed out above, the Gospel, and therefore evangelization, can never be exclusively identified with this or that culture, or with the pursuit of justice in this world alone. Evangelization must include the "prophetic proclamation of a hereafter, man's profound and definitive calling, in both continuity and discontinuity with the present sit-uation: beyond time and history, beyond the transient reality of this world ¯ . . beyond man himself, whose true destiny is not restricted to his tem-poral aspect but will be revealed in the future life.''26 In brief, evangelization must call people to a life of evangelical supranationalism. These emphases have serious ramifications for the religious who is an evangelizer. The evangelizer's task is to facilitate the dialogue between cul-ture and the Gospel. The religious must prophetically call people to this dialogue first, by the witness of his or her evangelical example, and then, Beyond Frontiers / 359 by the preaching of the Word of God. The dialogue to be aimed at is not merely intellectual. Rather it must be a faith interaction in which people are invited to interior conversion. To quote Paul VI again: "The Church evangelizes when she seeks to convert, solely through ttie divine power of the Message she proclaims, both the personal and collective consciences of people, the activities in which they engage, and the lives and concrete milieus which are theirs."zv Conversion is not brought about through author-itarian dictation, nor is it achieved through various forms of cultural romanticism. The religious, who in his orher zeal for :social justice overidentifies with nationalism or the protest movements of people against oppression cannot prophetically proclaim that "man's profound and definitive calling . . . [is] beyond time and history, beyond the transient reality of this world." Such a religious falls victim to the insidious power of cultural romanticism. Especially in parts of the Third World in which there is so much oppres-sion by the rich over the poor, massive injustices and corruption, the con-cerned religious is severely tempted to fall into a form of romanticism. Paulo Freire, the brilliant South American educator., has warned people to avoid the trap of romanticism. In order to remain objective and helpful to the oppressed, those who would be change-agents must, he says, undergo a profound rebirth. They must rise above the desire to overcome oppressors through the use of the same force that they used to subjugate the poor.28 The evangelizer, too, must at all times maintain the objectivity that is necessary to proclaim the fullness of the Gospel message with its power for salvation. St. Paul reminds us: "It was for liberty that Christ freed us. So stand firm, and do not take on.yourselves the yoke of slavery a second time" (Ga. 5:1). If the temptation in the past was for evangelizers to fall into the trap of Euro-centric cultural evangelization, then today's special temptation is to become slaves for "a second time" through cultural romanticism. Both forms of slavery obstruct our prophetic freedom. Religious specially should commit themselves to fulfill St. Paul's call for Christians to be ambassadors of reconciliation (2 Co 5:20). If religious overidentify with political parties, pressure groups or nationalist move-ments in the name for social justice, they jeopardize their prophetic role as reconcilers in Christ of all peoples--the oppressed and the oppressors. The chance to witness to the transcendent love of the Father for all is in danger. For example, if I as a religious join a political party, I become inevitably cut off in various ways from other sectors of society I seek to evangelize. I cease to be free to act credibly as an ambassador of reconcil-iation between all groups within that society. This fact helps to explain 360 / Review for Religious, May--June, 1987 John Paul II's insistence that politics should normally be left to lay people. In his address to priests in San Salvador (March 6, 1983) he said: "Remem-ber, my dear brothers, that--as I said to the priests and religious in Mexico~you~are hOtsocial directors, political leaders, or officials of a tem-poral power . " Religious are rather to foster among the laity a com-mitment to witness to the Gospel in the secular world as directors, leaders and officials. Though excessive nationalism is much less a temptation to evangelizers in the First World than in the Third, nonetheless these can still easily fall into other forms of cultural romanticism. For example, religious may become so involved in maintenance work in dioceses that they forget their prophetic and innovative role. Or, in their zeal to solve social problems, religious may turn to secular methods and values alone, ignoring or downgrading the supernational importance. We come to the second question: Are religious congregations respond-ing to the challenge given them by the Church today? Only through a process of discernment and reflection can each congre-gation. respond to this question. However, in order to aid this process I will offer two extreme polar models of religious congregations. These models can help religious to measure their own behavior and that of their institutes. It would be rare indeed if any particular congregation perfectly fitte~l either of ,the models described. Models in anthropological analysis are simple, abstract representations of human~' experience and interactions which are often highly complex in real life. Models are constructed~ to he!p under-standing, and to do so they emphasize major themes or characteristics and overlook details. It is up to the reader or researcher to modify, refine-~or even reject--models in light of his or her experience. Model 1: Internationalism/Faint Supranationalism ~ Anthropologists have discovered a type of society that is organized on the basis of segmentation.29 The society is divided up into segments for a variety of reasons, but these segments are not permanently divided, since they are united at other levels to form new and more inclusive segments when certain common needs require this. Total unity is very fragile and, like all levels of unity at any stage in the society, it disintegrates once the reason for the unity disappears. In brief, there are factors within the soci-ety that encourage people to form opposing groups, but there are counterbalancing factors that draw people in these groups together at other levels. Suspicion or potential/actual conflict or feuds divide the segments Beyond Frontiers / 361 Figure 1 Model I. Internationalism/Faint Supranationalism Factors Conducive to Internationalism/Supranationalism Constitutions/Mission Statements: -rhetoric favors supranationalism Commitment to supranationalism: -Weak in congregation Factors Conducive to Provincialism/Segmentation Commitment to provincial boundaries strong: Central Government: General Chapter: -symbol of unity; -rhetoric favors supranationalism General Government: -symbol of unity/internationalism -supplies bureaucratic needs, for example, dispensation --charism research Interprovincial-Regional Cooperation: -weak: last resort Apostolates: -in Third World for vocations/sur-vival. Formation: -international/interprovincial only in extreme need -inward looking vision -prophetic figures marginalized Provincial Government: -commitment to survival of prov-ince as the priority -suspicious of outside "interference," for example, General Government Apostolates: -Identification with diocesan main-tenance works -prophetic role weak -if clerical-religious, clericalism strong -weak involvement in multiculturalism Formation: -poor screening; concern for numbers -no training for multiculturalism/ supranationalism and are put aside only when common needs demand unity for survival. A feud can be defined as relations of mutual animosity among intimate groups in which a resort to violence is anticipated on both sides.3° The violence does not have to be physical; it can be verbal. Past injustices or misunderstandings are recalled to remind all concerned that the "out- 362 / Review for Religious, May--June, 1987 group" simply cannot be trusted to work with the "in-group." There may be an official leader in such a society, but the real power rests in the various segments, the lowest segment having the most power over its members. Oft-repeated rhetoric supportive of total unity is apt to so confuse the observer that it is thought that real unity exists, when, in fact, such is far from being the case. In Model ! of religious congregations that I am proposing the empha-sis is on internationalism, with a faint acceptance of supranationalism. A congregation of this type has the characteristics of the segmentary society or culture just described. In Figure 1, the major qualities of a segmentary congregation have been summarized. The official rhetoric is often power-fully supranationalist, as in general chapter documents or mission state-ments, but the ~-eality just as strongly contradicts this rhetoric. Internationalism exists inasmuch as some members live and work in for-eign lands, such as missionaries and general administrators. There may be a growing interest in the Third World countries inspired by the congrega-tion's rhetoric about the call to be at the service of the poor, but the really operative force would be the desire for vocations to keep the provinces and the congregation alive. The emphasis of recruitment is on numbers, not on the quality of the screening methods or the formation given. The formation remains culturally Euro-centric and paternal; the local cultures and their needs are ignored. Inculturation simply does not exist. Loyalty in the congregation imagined in this model is first and fore-most to the province to which one belongs, not to the congregation or its spirit.Whoever encourages congregational supranationalism would be thought a "traitor" to the province.3~ Cooperation exists between the prov-inces and with the general administration only when it is absolutely nec-essary- and even then fo~: the advantage primarily of the province. The gen-eral administration, for example, would be able to staff congregation-wide projects only through a process of bargaining, not dialogue. A province is prepared to release difficult personnel for such work, but not talented mem-bers, for the province's first obligation is to its own survival. "Talented people simply should not be released for work outside the province" is the overriding assumption. At international meetings of the congregation, pro-vinces look first to their own rights and their interests, not to those of the congregation. Suspicion and feud-like behavior colors the province's rela. tions with the general administration and with other provinces. Stories of past interference and misunderstandings on the part of general officers are gleefully recounted in order to maintain in the province a distrust of "out. siders." Beyond Frontiers" Apostolically, provinces in this model are strong supporters of main-tenance rather than of mission within the dioceses in which they work. A province takes its bearings all too exclusively from the internal ecclesiastical and socioeconomic structure of the countries where its apostolates are situated.32 There is little or no prophetic challenging of dioceses or diocesan administrations. Consequently, there is little room for other issues such as justice or multiculturalism/supranationalism. Individ-uals wh0do show interest are thought to be "somewhat odd," or follow-ing a "hobby," or just "wasting time." On the other hand, where involve-ment in the social apostolate is encouraged, its relationship with the Transcendent may be deliberately played down "lest one's identification with the Gospel hinder one's identification with those who struggle for social justice." In this model clericalism would be a dominant force in clerical insti-tutes. (Clericalism connotes "an authoritarian style of ministerial leader-ship, a rigidly hierarchical world view, and a virtual identification of the holiness and grace of the Church with the clerical state and, thereby, with the cleric himself.''33) Consequently, within community there would be little fraternity with lay members of the congregation who would be looked down upon as inferior and as "servants of the priests." Lay involvement in apostolic works of the congregation would be poorly encouraged. On the other hand, religious who might act against clericalism would overidentify with worldly values and with the customs of the ambient cul-ture on the pretext that this will "bring us closer to the people we are evangelizing." As regards the screening and formation of candidates, the approach in such a congregation would be colored by all the above characteristics. Can-didates would be encouraged to join the province if they are seen to have the qualities that would "fit them in" to the overriding inward-looking, weakly prophetic ethos of the province. Candidates would be jealously iso-lated from contact with those from other provinces lest they develop "dan-gerous ideas," supranationalism, or the feeling of belonging to a "con-gregation wider than the province." Formators of other provinces could not be trusted to direct the formation of candidates because they might decide that the latter have "no vocation to religious life." Hence, interprovincial and international formation programs would be severely discouraged. Model 2. Internationalism/Strong Supranationalism In Figure 2, I set out emphases that are seen in congregations which approximate the second model, Internationalism/Strong Supranationalism. 364 / Review for Religious, May--June, 1987 The members of such a religious congregation commit themselves primar-ily to the mission of Christ and the Church according to the insights of the founding figure. Administrative structures such as provinces exist to facil-itate the response of the congregation itself to the mission of Christ. The spiritual and human welfare of members of the congregation is considered of paramount imporiance. The congregation's administrators are alive to the ctiallenge given them by Paul VI that they take up the "double task of inspiring and innovating in order to make structures evolve, so as to adapt them to the real needs" of mission and personnel.34'Provinces relate to one another and to the general administration on the basis of their common mission and according to subsidiar{ty, dialogue and discernment. Apostolates are selected according to definite objective criteria: the pri-ority of needs in the universal Church and local churches, the mission of the Church, the charism of the congregation and the resources available. The congregation hesitates to accept parishes unless there is scope for mis-sionary and creative pastoral action. No matter what apostolate is selected, members of~ the congregation will attitudinally be influenced in all they do by the need to call the People of God to multiculturalism/supranationalism. Given the priority of needs internationally today, congregations may strive, where possib!e, to witness to supranationalism by establishing international teams. For these teams to be effective they need to fulfill various require-ments. Firstly, those selected must be capable of living internationally according to the principles of supranationalism. Not everyone has the abil-ity to live and work on an international team; there can be heavy d6mands on the psychological and spiritual resources of individuals as they are called to face up to the requirements of constant adaptation to new cultural con-ditions. Secondly, members of teams must be given the chance for adequate preparation spiritually and humanly in order that they can fit into challeng-ing international and intercultural situations. This means not only the acquisi-tion of linguistic skills, but also an awareness of key anthropological insights into the nature and power of culture, culture change, the role of catalysts in culture change, and so forth. In their training programs mem-bers will need to have adequate periods of living in cultures very different from their own. They will need to experience the shock of being "at sea" in a culture that is unfamiliar to them; they will need to discover for them-selves the richness of being humble and dependent on other people whose culture they do not know or understand. Their own cultural biases and preju-dices must be challenged, otherwise an insidious ethnocentrism will govern their relations with other team members and the peoplethey hope to serve Beyond Frontiers / 365 Figure 2 Model 2. Internationalism/Strong Supranationalism Loyalty: primarily to the Congregation which is at the service of the mission of Christ and Church. Apostolates: based on -priority of needs in universal Church (internationalism/supranationalism) and local churches (multiculturalism). -charism of congregation -available resources Administration: -at service of mission -provinces and general administration relate on basis of common mission/subsidiarity/ dialogue-discernment Formation: Initial: On _going. -based on mission/charism -emphasis on union with Christ for cre-ative response to demands of change. -training for internationalism/ multiculturalism/supr-anationalism -revitalization of commitment to: -Christ -Congregation -creativity/adapability in change pastorally. Thirdly, in the structuring of an international team, as far as is possi-ble no one culture should predominate. If one cultural group does predom-inate, it is likely to over-influence attitudes and policies of the group.35 If a culturally balanced team is not possible, the predominant cultural group must be especially sensitive to avoid obstructing the emergence of 366 / Review for Religious, May-~June, 1987 supranationalism in the team. From history, such international teams as I have described are apt to foster vigorous creativity pastorally and in religious life. As Raymond Hostie notes: Basic to all institutions that became remarkable for their explosive expan-sion is an initial heterogeneous core. Cistercians, Norbertines, Dominicans, Carmelites, Jesuits and Piarists, all emerged from groups whose members belonged to three nationalities, or even four or five. The initial group of Franciscans, CamillianS, Brothers of the Christian Schools and the Salesians was composed of men of very disparate social rank and cultural level. Heterogeneity is a necessary condition for activating effective fermentation.36 Initial formation in Model 2 is dictated by the demands of mission and the charism of the congregation. Hence, the programs are structured to foster in candidates a spirit of adaptability to constant change.37 Spiritual formation will be aimed at uncovering within candidates their own inner poverty and their ongoing need of strength from Christ: "He who loves his life loses it, and he who hates his life in this world will keep it for eter-nal life" (Jn 12:25). The process of initial formation is a delicate one requir-ing skilled people to accompany candidates through the journey of self-discovery. Though the formation program is spread over several years and may well involve experiences in different cultural situations, there will be formators to whom candidates are clearly accountabl~. In Model 2, forma-tion is not a haphazard arrangement. As with initial formation, the ongoing formation programs are structured on the basis of the needs of mission. Religious need oppor-tunities to revitalize their commitment to Christ and to their congregational charism. They need space to reflect on whether or not their commitment to multiculturalism/supranationalism is rhetoric or reality. Over time, reli-gious may have uncritically absorbed negative values from the culture in which they work; little by little their supranationalism and pastoral creativ-ity may have been undermined. In this model it is assumed that adminis-trative structures are so flexible that superiors are able to spot quickly the individual needs of evangelizers and offer appropriate assistance. This ser-vice to evangelizers is part of a much wider task of administrations, namely, the ongoing need to foster evaluation of the apostolic relevance and effectiveness of the teams. In this model apostolates aie hot permitted~ to drift without goals and without effective evaluations. Conversion to Supranationalism In J.R. Toikien's The Hobbit: Or There and Back Again, Bilbo Beyond Frontiers / 367 Baggins initially turns down an invitation to go on a journey. He is too com-f0rtable in his way of life to be bothered with the trials of an adventure. He finally accepts the challenge and even begins to enjoy it. The cultures and the people he meets both disturb and intrigue him. But he soon tires of the constant need to adapt to new challenges, so he turns for home and retreats from the world of adventure singing:."Feet that wandering have gone, Turn at last'to home afar. Eyes . . . Look at last on meadows green.-38 Most of us can identify with Bilbo. We commit ourselves to multiculturalism/supranationalism, that is to the preaching of God's love across the frontiers of cultures. Yet we are tempted at times to weaken our efforts, to seek the security of our own cultures and our prejudices. Inevitably we will give way to these temptations, thus losing our apostolic effectiveness, if we seek to rely on merely human motivation. There is needed that inner, ongoing conversion that comes~from being a new creation in Christ (2 Co 5:17). Only in the ongo.ing response.to this new life will we have the inner resources to become "all things to all men" (1 Co 9:22). The divine love within us gives us the evangelical muscle to keep struggling to be open to other p~oples "~nd their cultures: "Love is patient; love is kind. Love is not jealous, it does not l~ut on airs, it is not snobbish . There is no limit to love's forbearance, to its trust, its hope, its power to endure" (! Co 13:4,6). St. Paul uses the analogy of a runner when he explains the process of ongoing conversion. To stop runn.ing for the Lord is to fall back into purely human insights and comforts (1 Co 9:24-27). Constant discipline 6f the whole person is required: "Athletes deny themselves all sorts of things: . . . What I do is discipline my own body and master it; for fear that after having preached to others I myself ~.hould be rejected" (ibid). The discipline of conversion also involves the Struggle .to identify one's own cultural prejudices, and the battle to remove them. It is a never-ending struggle and battle! I recall a fine evangelizer working outside his culture-of-origin commenting: '~I th6.ught for years I was not prejudiced. I believedI deeply loved these people. One day ! discovered that I was highly prejudiced and this shocked me intense]y. I could get no good ser-vice in the local shops, the car was slow to be fixed, letters were not reach-ing me fast enough, the food tasted horrible! I found myself complaining aloud about the people, and I used all the stereotypes about them that I had thought I had long rejected: 'These silly people--they are lazy, deceitful. If only I was back home where things are really done rightly!' " This evangelizer is an honest person. He courageously recognized' his prejudices as grave obstacles to his supranational work of evangelization, and courageously struggled to remove them. He understands that self- 361~ /Review for Religious, May--June, 1987 discipline must be ongoing. When Yahweh called Abraham, he summoned him to leave the warmth of his familiar surroundings to begin a life's journey: "Go forth from the land of your kinsfolk and from your father's house to a land that I will show you" (Gn 12:1). R(ligious are to live out the same kind of call in a' spirit of faith. Bilbo, when he started out on his journey, sang "The world is ahead and home behind," but finally rejoiced when he could sing "The world is behind and home ahead." For we religious, unlike Bilbo, the ~hailenges of the world ahead are always with us; we can never say that we run out6f apostoli.c challenges or adventures. And our home is also ahead of u~. We await in hope for the ne, w Jerusalerrl (Ga 4:26). We can resist making this world our substitute Jerusalem only if we have Abraham's spirit of detachment and faith. Detachment comes from discov-ering in oneself one's own chaotic powerlessness to be supranationalist with-oiat the love and power of Christ. If we recognize our own inner helplessness, then we can say with'St. Paul: "And' so I willingly boast of my weaknesses instead, that the power of Christ may rest upon me . . . for when I am powerless, it is then that I am strong" (2 Co 12:9f.). Summary With St. Paul we say: "I do not run like a man who loses sight of the finish line" (1 Co 9:26). The ultimate finish line, in which there will be perfect justice and love, is to.be found when "the new heavens and the new earth" emerge at the end of time (2 P 3: I'3). In this waiting time we strive in faith to express this justice and love towards different peoples and cultures: "There does not exist among you Jew or Greek, slave or freeman, male or female. All, are one in Christ Jesus" (Ga 3:28). Religious esl~ecially commit themselves to this vision and its realiza-tion. In their lives and preachiflg they call people to look beyond this or that pressure group, political party, cultural group, tO the needs and insights of other people and cultures.39 At the same time they challenge people to avoid an unrealistic and ~i'~ous search for ~ perfect world here below, "for the world as we know it° is passing away" (I Co 7:31). Religious,. when confronted by the enormity of evil around them will be tempted to discouragement, skepticism or even the recklessness of despair. They will bc tempted to retreat into the security of their cultural prejudices and feel-ings of superiority. Recourse to merely human power, even violence, in order to achieve human justice may look very attractive. However, the moment a religious gives way to these temptations, he or she ceases to be apostolically supranationalist --indeed, apostolically effective. Beyond Frontiers I 369 NOTES ~ See John Paul II, Redemptor Hominis, 1979, par. 8. z See On Mutual Relations between Bishops and Religious, Congregations for Religious and Bishops, Rome, 1978, par. 12. 3 G. AIIport, The Nature of Prejudice (New York: Doubleday, 1958), p. 8. 4 See also D.L. Shields, Growing Beyond Prejudices (Mystic, Conn.: Twenty-Third Publications, 1986), pp. 149-176. 5 At times anthropologists, too, are guilty of romanticism. See G.E. Marcus and M.M. Fischer, Anthropology as Cultural Critique: An Experimental Moment in the Human Sciences (Chicago: Chicago University Press, 1986), passim. 6 Dictionary of the Bible (London: Geoffrey Chapman, 1986), p. 766. 7 See Congregation for Doctrine of the Faith, "Instruction on Christian Freedom and Liberation" in L'Osservatore Romano, 14 April, 1986, p. 5, par. 58. 8 See Lumen Gentium, par. 3. 9 Gaudium et Spes, par. 3. ~0 See G.A. Arbuckle, "lnculturation and Evangelization: Realism or Romanticism" in D.L. Whiteman (ed.), Missionaries, Anthropologists and Cultural Change (Williamsburg: Studies in Third World Societies, 1985), pp. 171-207. ~ See "Gregory's Counsel to Mellitus with Regard to the Heathen Temples in England" in A.J. Mason (ed.), The Mission of St. Augustine to England (Cambridge: CUP, 1879), pp. 89ff. t2 G. Voss, "Missionary Accommodation" in Missionary Academic Study No. 2 (New York: P. Faith, 1946), p. 17. ~3 See P. Duignan, "Early Jesuit Missionaries: A Suggestion for Further Study," in American Anthropologist, Vol. 6, pp. 725ff. 14 See S. Congregation for the Propagation of the Faith, "Instructio ad Vicariorum Apostolicorum ad Regna Synarum Tonchini et Cocinnae Proficiscentium," in Collectanea Sacrae Congregationis de P. Fide (Rome, 1907), Vol. I, p. 42. ~5 See M.D. Jeffreys, "Some Rules of Directed Culture Change under Roman Catho-licism" in American Anthropologist, Vol. 58, 1956, pp. 723f. ~6 See C.W. Allan, Jesuits at the Court of Peking (Arlington: University Publications of America, 1975), passim; and P. Duignan, op. cit., pp; 726ff. t7 See Pius XII, "Princeps Pastorum" in (ed.)R. Hickey, Modern Missionary Doc-uments and Africa (Dublin: Dominican Publications, 1982), p. 143. ~8 See Pius XII, AIIocution 6 Dec. 1953, in Acta

Issue 42.2 of the Review for Religious, March/April 1983. ; Trends and Issues in Spirituality, 1983 The Service of Religious Authority Negative Feelings--Positive Growth Volume 42 Number 2 March/April, ~983 R~v~J~w t:OR Rt~l.~(;~otJs I 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 editorial offices are located at Room 428:3601 Lindell Blvd.: St. Louis, MO 63108. RJ~v~!v,' t:o~ R~qt.~(;IotJs is owned by the Missouri Province Educational Institute of the Society of Jesus. St. I.ouis. MO. © 1983 by R~v~t~w FOR Rt-zl.~t;Iot~s. Composed. printed and manufactured in U.S.A. Second class postage paid at St. Louis. MO. Single copies: $2.50. Subscription U.S.A.: $9.00 a year: $17.00 for two years. Other countries: add $2.00 per year Ipostage). For subscription orders or change of address, write: Rl.:v~l.:w ~'oR R~:u(;tot~s: P.O. Box 6070; Duluth, MN 55806. Daniel F. X. Meenan, S.J. Dolores Greeley, R.S.M. Daniel T. Costello, S.J. Joseph F. Gallen, S.J. Jean Read Editor Associate Editor Book Editor Questions and Answers Editor Assistant Editor March/April, 1983 Volume 42 Number 2 Manuscripts, hooks for review and correspondence with the editor should be sent to REv~v:w I,oR RELIGIOUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. Questions for answering should be senl Io Joseph F. Gallen, S.J.; Jesuit Community; St. Joseph's University; Cily Avenue at 54th St.; Philadelphia, PA 19131. Back issues and reprints should be ordered from REVIEW I-'OR RELIGIOUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. "Out of print" issues and articles not published as reprints are available from Universily Microfilms International; 300 N. Zeeb Rd.; Ann Arbur, MI 48106. Priorities for Religious Pio Laghi Archbishop Laghi is Apostolic Delegate to t~ae United States. His delegation is located at 3339 Massachusetts Ave., N.W.: Washington, DC 20008. This article is the text of his homily at the joint meeting of the Leadership Conference of Women Religious and the Conference of Major Superiors of Men, held last August in San Francisco. With great personal interest I have been looking forward to this opportun-ity to lead you in eucharistic prayer and to reflect upon priorities for specially consecrated members of the Christian community. Today's readings provide an indispensable framework for this reflection. While they speak of priorities essential to any form of Christian life, they tell us in.a special way of the priorities of religious life: to respond wholeheartedly to God's call; and to respond by word and witness, equally without reservation, to the pressing hunger--the "famine"---for God's word which is as real today as in the time of Amos. Total Includes Permanent Religious !ife is essentially a total gift of self to the plan of God and to the service of his love, so that it is properly called a total "consecration." You know this well, but you know also that your commitment is renewed and strengthened by reflecting constantly on its meaning. What, then, do we mean by this total consecration which is sealed by religious vows? Everything great is final. All life-determining commitments are irrevocable. Not because they cannot be taken back (plainly they can) but because, making such commitments, we define ourselves as persons and so establish the parameters of success and failure, of generosity and selfishness, not merely for our lives but for our very selves. One of the worst aberrations of our times is the idea that one can be a religious--or a priest or a spouse--for a time. This is the very denial of the gift. 161 162 / Review for Religious, March-April, 1983 Those who adopt this attitude lend themselves but they do not give themselves. "What is essential in the religious vow," says Father Danielou, "is precisely that, by a definitive commitment, you are expressing this profound desire of being totally in the service of God in regard to all the eventualities of radical doubt, of questioning, and of temptation." One might say that in totally handing over his or her life to God, the religious makes with him a permanent bridge, a stable pact, a perpetual alliance. Total Includes Detachment and Attachment The words of Jesus make it clear that this total gift of self involves a two-fold movement: first, setting aside--detaching oneself from--whatever is an obstacle to the girl; second, a continuing act of positive response to the invitation--"Come back and follow me." The rich young man balked at the first step; many do. But it is possible to take this step, yet hang back from the second--"Come back and follow me." It is a permanent challenge for each religious, as for each priest and each Christian, always to renew in the context of daily life this determination to entrust one's destiny and one's self totally to God. Pride hinders us, but there is a more subtle hindrance than pride: the belief, of which we may not b'e fully conscious, that our own insight and discernment are superior--because seemingly more efficacious or even more virtuous--to the imperatives of Christ's summons as mediated to us through the particular way of life to which he has called us. Beyond detachment, one might say, lies abandonment. To take the first step but not the second is to travel only part of the way God wishes us to go. Religious Life as Witness Another fundamental point:the first function of religious life is to wit-ness- Znot to what men and women are capable of, but to what God is capable of. There are many ways of expressing this. Pope Paul Vl, in Evangelii Nunti-andi, put it with special beauty: All evangelizers--and therefore all religious-- he says, are called to be servants of the truth, not merely by speaking of abstract intellectual truth, but.by living and witnessing to God and the things of God "as if they could see the invisible" (Evangelii Nuntiandi, 76). How else, in times of spiritual famine, shall we respond to that hunger of which Amos speaks, the "famine. for hearing the word of the Lord"?. One cannot give what one does not have. "At the deepest level of their being," Pope Paul tells us, "[religious] are caught up in the dynamism of the Church's life, which is ~'hirsty for the divine Absolute and called to holiness. It is to this holiness that they bear witness" (Evangelii Nuntiandi, 69). Men and women are capable of much that is admirable: of courage and generosity, for example. But what is unique to sanctitY--and to religious life in its role of giving witness--is that it is not the work of men and women, but of the Spirit of God. Sanctity is not humanity at a high level of excellence. It is a radical leap, nothing less than our participation in divine life. Because it is not Priorities for Religious / 163 humanly ostentatious, it speaks all the more powerfully. "Being a challenge to the world and to the Church herself," Pope Paul remarks, "this silent witness of poverty and abnegation, of purity and sincerity, of self-sacrifice in obe-dience, can become an eloquent witness" (Evangelii Nuntiandi, 69). Priorities for Religious It is a joy for me to verify the presence and the dynamic activity of so many religious, men and women, in this country--all together about 160,000. They dedicate their lives, not for a time but forever, to God and to the People of God. They are "authentic witnesses of the Gospel," irreplaceable "workers" of evangelization, the most powerful "sign of total availability to God, to the Church, and to the brethren" (Evangelii Nuntiandi, 69). Prayer Among the priorities that 1 see for religious in this country, then, is the effort to ensure that prayer is an attitude toward life, so that prayer and life mutually enrich each other. This implies that prayer will lead religious to involve themselves in real life, while real-life experiences call .for intense moments of prayer. Today, as we know, along with the necessary quest for personal prayer, there is a strong concern for community prayer, for sharing one's experience of the faith, growing in one's insight into the evangelical imperatives dictated by one's circumstances, applying the events of the history of salvation, as related in Scripture, to the events of today. How important, too, that religious remain faithful to the sacramental life in its totality. There is no religious life--as there is no sanctity--apart from the Eucharist. Religious life is the expan.sion, the living out, of those energies which the Eucharist develops and nourishes in us. Our prayer must further-more be, visible and a source of encouragement to others; and this is possible through the liturgy, well prepared, well conducted, and well shared. The Social Dimension Another priority arises from awareness that the message we profess and communicate has not only a theological dimension but a social dimension. We preach a Gospel which frees men and women from sin in its roots and manifes-tations. We therefore preach and promote the human dignity and divine filiation of every human being. Preferential Option for the Poor This points to still another priority: the preferential option for the poor. Today religious increasingly find themselves in difficult, marginalized situa-tions: caring for the sick, helping those in need, promoting the rights of victims of discrimination, carrying on humble and self-sacrificing labors of many kinds. This option does not imply thb exclusion of anyone--the spiritual 164 / Review for Religious, March-April, 1983 poverty of our contemporary counterparts of the rich young man makes that clear--but it does call for a preference for the oppressed and victimized, and a constant effort to draw closer to them. This preferential option has led religious, and not only religious, to reex-amine traditional works in order to respond better to the requirements of evangelization. It has also shed a clearer light on the relationship between religious life and the poverty of the dispossessed. Beyond interior detachment and community austerity, it implies solidarity with the poor, often expressed by sharing wi~h them their conditions of life. At the same time, while adhering to this option, it is necessary to avoid certain dangers--a lack of adequate preparation, a lack of personal maturity, or a lack of evangelical motivation. At the very least these can imperil the preferential option by causing it to be misinterpreted. Hispanic Involvement There is another priority about which I also feel strongly. It concerns the presence, already substantial and rapidly growing, of so many Hispanics in the United States--their large number (almost twenty-five percent of our Cathol-ics), their religious and human values, their need for full acceptance in the Church and society. In their recent joint pastoral letter, th~ Hispanic bishops of the United States spoke of the "constant rejection" which has been "part of [the] daily life" of their people. Nevertheless, they said, "our parents taught us to love the United ~tates, although the struggle has been difficult. Our people have always struggled to improve themselves. We love the peace founded on truth, justice, love and freedom . We have not taken up arms against our country but instead have defended it. We have fought to eliminate the injusti-ces that rule our lives. The road has been long and difficult, littered with many obstacles, but we have made progress and will continue ahead with firmness and determination" ( The Bishops Speak with the Virgin: A Pastoral Letter of the Hispanic Bishops of the U.S., 1982). Yet, in the words of a Spanish-speak-ing priest of Texas, "there is a certain tendency to look upon the Hispanics as an unavoidable problem. But rejoice and appreciate us. as God's life-bear-ing gift, not only for the enrichment but even for the salvation of our Church and of our world." I recall something T.S. Eliot once said: No one is truly educated unless he or she knows a second language. These are wise words. Only then can one know what it means to be laughed at as one gropes for the right word or stumbles over its pronunciation. Truly, to know another language--in this case, Spanish--is to work for the coming of the kingdom of God and for the service of our brothers and sisters. Integration of Religious into Local and Universal Church A final priority concerns the integration of religious into the life of the local churches and the universal Church. Here, of course, a balance is essential. It Priorities for Religious / 165 was once said that religious life "has no other end but to be at the service of the priest." Plainly, however, religious must defend the specific character of their vocation against attempts, however well intentioned, simply to use them for fulfilling the immediate needs of parishes and dioceses. At the same time, though, there is another side to this coin. Individual religious, as well as their communities, must take special care to be in deep and sincere unity with the Vicar of Christ and with the orientations he gives, especially those which concern religious life or interpret the charisms of the founders of any religious institute. The same applies to their relationship with bishops. As a matter of priority, the norms contained in the Holy See's document Mutuae Relationes should be implemented in order that religious life be fully integrated into the life of the Mystical Body of Christ, the Church. Conclusion Permit me, in concluding, to quote words of Pope John Paul II which draw together many of the themes upon which I have touched. Speaking last May to religious men and women of England and Wales, the Holy Father ob-served that although "to most people you are known for what you do," never-theless "your true greatness., comes from what you are," and that can only be understood "in the light of the 'newness of life' revealed by the Risen Lord." "At some time in your lives," he said, "the call of the Lord to a special intimacy and union with him in his redemptive mission became so clear that you overcame your hesitations. You put aside your doubts and difficulties and committed yourselves to a life of total fidelity to the highest ideals of the Gospel. Your free decision was sustained by grace, and your perseverance through the years is a magnificent testimony to the victory of grace over the forces that struggl~ to tarnish the newness of. your life in Christ . "'l~oday there exists a wid~pread~mptation to unbeliEfanddespair. You, on the other hand, are committed to being men and women of deep faith and unceasing prayer. To you in a particular way may be addressed Saint Paul's exhortation to Timothy: 'Fight the good fight of the faith: take hold of the eternal life to which you were called when you made the good confession in the presence of many witnesses' (1 Tm 6:12). "Believe in the Risen Lord. Believe in your own personal vocation. Believe that Christ called you because he loves you. In moments of darkness and pain, believe that he loves you all the more. Believe in your mission within the Church. Let your faith shine before the world, as a lamp in the darkness; let it shine as a beacon that will guide a confused society to the proper appreciation of essential values. May the spiritual joy of your personal lives, and your com-munal witness of authentic Christian love, be a source of inspiration and hope" (Address to Men and Women Religious of England and Wales, May 29, 1982). Religious Life in the Young Churches Jan Snijders, S.M. At the end of 1981, Fr. Snijders finished his term in the general administration of his congrega-tion and has enjoyed a sabbatical for the past year. Presently he is lecturing in philosophy at the interdiocesan seminary of Papua, wfiere his address is: Marist College, Bomana: P.O. Box 1101 ; Boroko; Papua, New Guinea. ~n a periodical that aims at providing a forum for theological and spiritual reflection on religious life one does not have to underline the importance of religious life, and the case of tile Young Churches is not so different as to warrant an exception. The entire Church has become missionary (or should have). The contribution of religious to the mission of the Church and espe-cially their religious consecration itself are to manifest in all churches, young and old, that "the kingdom of God is at hand" (AG, 18; LG, 44). While pontifical and conciliar documents are eloquent on the subject of fostering religious life in the Young Churches, they are prudently vague on how this should be done, on who should do so and on the forms that religious life should take. Religious superiors too are probably very wise to keep things out of the limelight. Growth and adaptation are processes of a delicate nature. Premature publicity and interventions could easily do more harm than good. All of this may explain why so little is being written by private observers or scholars on the~ founding of local re!igious institutes and on the spreading of international institutes in the Young Churches. Still these things are taking place everywhere and a few general remarks can be of use to people trying to make responsible decisions. Are Local Foundations Preferable? Among the many connected questions there is one that especially observers in the "old" churches often bring up: ls it not better to leave the field to local 166 Religious Life in the Young Churches / 167 foundations so that religious life from the beginning can be thoroughly Afri-can, Indian, or whatever the case may be? Before proposing elements of a possible answer we must note that, as a matter of fact, local sisterhoods have been founded nearly everywhere and many are flourishing. Local lay institutes of men are much less numerous, and rare are those that can be said to flourish; in fact, one does not have to be very widely informed to know of several that after the first generation of members have ceased to exist. Practically nonexistent are clerical institutes founded in the Young Churches, with a very few, but notable exceptions. If the long-distance observer's concern for the "contextualization" of reli-gious life is praiseworthy, the assumption that it has a better chance in local institutes is debatable. For every case that substantiates the assumption there may be one that disproves it! Admittedly, a local community is never under pressure from faraway higher superiors to conform to rules and customs that originated in different cultures. But, even so, their first models of religious life were necessarily expatriates and the spontaneous desire of local religious communities to imitate foreign patterns may be a more effective force against what outsiders might conceive of as "contextualization" than pressure of higher superiors possibly could be. Conversely, local members of an interna-tional group are just as likely to carve out an identity of their own by insisting on local adaptations. In any case, those distant higher superiors who sup-posedly insist on foreign rules will in many cases prove to be either mythical figures or memories of a past that has disappeared many years ago! There are good reasons for local institutes, but "contextualization" is a doubtful one. A recent Roman document extolled (and perhaps exaggerated) the value of international religious institutes.~ In any case their importance cannot be doubted: they are able to respond to needs and opportunities across the globe; they provide spiritual renewal where local means fail; they form a network of communion and unity where local Churches become excessively particular; they carry a rich spiritual heritage and have the resources to revitalize it. If in the older churches local communities successfully work alongside of local branches of international ones, it would seem a little patronizing to doubt that this could be so in the Young Churches. Moreover, international institutes allow the Young Churches to take part in fbreign missionary activity (AG, 38). ¯ Local communities have advantages that 1 shall mention further on, but they also have to cope with disadvantages. It is not fair to .demand that local ordinaries (such communities usually are of diocesan right) always manage to strike a perfect balance between rightful concern and respect for internal autonomy. But it means that especially small lay communities at times suffer under interference from one bishop, only to be neglected by his successor.2 Local communities often were founded by a missionary or a bishop to respond to immediate and urgent needs. One cannot expect all founding fathers or mothers to be saints or spiritual giants. With the passing of time needs change and the initial inspiration dries up. For institutes to be flexible 161~ / Review for Religious, March-April, 1983 and to retain spiritual vigor they need somehow to stay in contact with one of the great spiritual traditions of the Church. For the large orders and congrega-tions it must therefore always be a sacred duty to assist small communities without infringing on their autonomy and identity. "Planning" For The Spirit Much more complicated are the questions that arise when we look at the implantation of international religious orders and congregations. Granting that, in principle, there is a place for them in the Young Churches, one still has to ask whether it is opportune to do so, and under what conditions. But before tackling those questions a more basic one must be answered, namely whether such,matters can and must be "planned" at all. Shouldn't one leave things entirely to the free movements of the Spirit who calls whom he chooses, where he chooses? The religious vocation is an indix~idual gift of God and the receiver has an inalienable right to follow the call of the Lord. The task of superiors, ecclesias-tical and religious, can only be to discern, to respect and to encourage the movements of the Spirit in the hearts of people who feel themselves called. Granted this point of departure, it still remains a fact that God's call usually leads the receiver to ask admission in a particular community, and then the superiors concerned have a right and a duty to decide whether it is for the good of the candidate and of the community to accept her or him. And, in a place where that particular community is not firmly established, that is bound to be a delicate question, especially if it concerns a single applicant, or a very small number. Unless a community is going to be firmly established among the people from whom the applicants come, accepting them carries the risk that they will pass their religious lives as strangers, either permanently in a foreign country or as the lonely locally-born among foreign fellow religious in their own country. Of course people may be called to do just that, but it demands a high measure of psychological balance, of personal maturity, and of spiritual depth. Unless these gifts are clearly present, superiors may have to conclude that the candidate is not called to such an exceptional life. The fact that candidates ask for admission may lead the community to attempt a permanent foundation in their country. Conversely, candidates can be accepted, and even sought, in view of a planned foundation. Whatever the case may be, the decision to establish the order or the congregation in a new country is distinct from the decision to accept a few individual candidates, even if one thing will eventually lead to the other. We have two separate decisions, each to be made on its own merits, and not necessarily by the same people. For one thing, accepting candidates is the responsibility of religious superiors only; starting a foundation needs the agreement of ecclesiastical superiors. My conclusion is that, while we must respectfully follow the movements of the Spirit, we cannot abandon prudent "planning," i.e., weighing changes and consequences whenever candidates are to be admitted and foundations in the Religious ~fe in the Young Churches / 169 Young Churches are considered. The Spirit also asks responsible decision making. Reasons to Hesitate I have started from the assumption that it is not self-evident that all religious orders and congregations should attempt to begin foundations every-where in the Young Churches. I have argued that the matter must not be confused with the question of eventually admitting a few individual candidates but also that, on the whole, there is a place for international institutes within the Young Churches. So why, the initial assumption? Foi several centuries missionary activity Was organized around the so-called ius commissionis whereby missionary territories were entrusted to a missionary or religious institute. This means that usually only one clerical institute was present in a given area and only a very few lay institutes, often in some way related to the ~lerical institute to which the mission was entrusted. Naturally, local candidates to the religious life would usually enter either a local community founded on the spot, or the international institute working there. Now, the former mission territories have gradually become dioceses in their own right, the ius commissionis has disappeared, and a healthy diversifi-cation of missionary and religious institutes has taken the place of the earlier "monopolies." It can now no longer be self-evident that a religious institute will found itself wherever it helps founding the Church. And there can be very good reasons why in certain cases it should not do so. The main reason for this view is the one discreetly hinted at by the Bishops' Conference of Senegal and Mauritania in a Declaration on the Vocational Apostolate of 1978.3 The bishops ask that "in a spirit of generosity, dispersion be avoided." Let us look at this idea of "dispersion." We must admit that life in an intercultural setting is demanding. Generally speaking, people can be expected to feel and to function better at home, and to show a healthier growth among people of their own culture (one advantage of local foundations!). The prob-lems of intercultural communities are still not rod difficult if the "mixture" of cultures is balanced but they become more serious for a small minority in a group that for the rest is solidly of one race, nationality or language. Especially for young people the problems this poses can be nearly insurmountable. The consequences are obvious wherever one is dealing with small Catholic populations. ! do not know of any study that has come to firm conclusions on the question of how many vocations can reasonably be expected to come from a given Catholic population. The variations according to country and period of history are considerable, but clearly there are limits. If the religious voca-tions of a small Catholic population are spread over a disproportionate number of religious institutes, then many of the locally-born religious will for-ever be minorities among the foreign missionaries. "171~ / Review for Religious, March-April, 1983 Will those religious be able to cope with the stresses of this situation? Will, in the communities that have such minorities, the groups of local people ever grow large enough to reach what could be called "critical mass," i.e., a group large enough to spark creativity and lead to genuine indigenization of religious life? Finally, what happens if the international institute has to withdraw from the country, for lack of vocations at home, for political reasons, or whatever? Will the few locally-born members leave with the foreigners? Will they be left stranded by themselves? The situation is far from imaginary. One example may illustrate what dispersion can look like. Before the war eleven clerical religious orders and congregations entered Japan. In 1981.all but one had Japanese priests among their members. Between 1947 and 1958 sixteen other clerical institutes followed them into Japan and in 1981 twelve of those had Japanese priests among their members, in the following proportions and absolute members:4 Entered Before the War Entered After the War 87.5% = 21out of 24a 71.1% = 4 out of 7 84 %= 21 out of 25 31%=9out of 29 82.6% = 43 out of 52 28.5%=4out of 14 78.9%= 15 out of 19 25 %= 3outof12 50 %= 4out of g 21.4%= 3out of 14 44.8% = 78 out of 174 20.8% = 5 out of 24 43.3% = 39 out of 90 20 %=2outofl0 43.1%=41 out of 95 19 %=8out of 42 33.8% = 91 out of 277 17.3% = 4 out of 23 9.4%= 5outof 53 I1.1%= 1 outof 9 ai.e. 21 Japanese priests 6.6% = I out of 15 out of 24 priests in 3.1% = 2 out of 64 Japan In all but one of the pre-war set the Japanese priests are in the majority or form substantial and viable minorities. In the post-war set the Japanese members are, both proportionately and in absolute numbers, in far from promising situations. It cannot be without significance that.for the same year the institutes of the first set mention that they have together 83 members studying for the priestho6d, respectively (in the same order as above): 0, 1,9, I, 0, 8, 19, ! 1, 25, 9. The institutes of the second set register together eleven students, spread over four institutes. The other eight have none at all. It is not reasonable to expect the picture to change substantially. Already the vocation rate in Japan is "exceptionally high (but going down): more than 850 Japanese priests (diocesan and regular) in a Catholic population of about 400,000. The rate is still higher if we take into account the preponderance of Japanese women over men in the Church. Similar dispersion could probably be registered among lay religious in Japan. The clear division between pre-war and post-war entries is perhaps particu-lar to Japan but it must be far from the only place where serious dispersion is taking place. Unfortunately very few places have such splendid publications as Religious Life in the Young Churches / 171 the Japan Catholic Directory and reliable information is scarce. A Matter of Criteria If there is a place in the new churches for international religious institutes but not everywhere for all of them, choices must be made and criteria are needed: What factors constitute reasons for or against an eventual foundation? Firstly, we must take into account what has already been said about the danger of dispersion: What is the size of the Catholic population and how many institutes already exist among them? Is there room for more? Or is the area "saturated"?. One does not need hard and fast rules to make a prudent assessment. Secondly, an institute must take stock of its resources for the formation of eventual candidates. Wouldn't it be presumptuous to admit candidates if one does not have the personnel and the means to offer them a good spiritual and professional formation? And it cannot be assumed that a solid formation can ordinarily be given by sending young people to a foreign country, or by entrusting them to formators who are not familiar with the candidates' culture. The fact that this has been done in the past and that it has been known to succeed does not ~jusify doing it on a general scale: The failure of those experi-ments cannot be overlooked. Faced with the decision whether or not to seek and admit candidates, an-institute must honestly ask itself, especially today, if it has the personnel to maintain an adequate presence in the host country for a long enough period of time. A careful look at how long it has taken new provinces in the past to reach "cruising speed" and assure self-sustained growth can help to make an intelli-gent guess. By way of target figure l would propose that a clerical institute must reckon with a good twenty-five years before the local religious can reasonably be expected to carry on withou( substantial outside support. Lay institutes may not need that much time. The already mentioned Declaration of the Bishops of Senegal and Mauri-tania says that an institute should have a substantial presence in the country. But what is "substantial"?. I am inclined to think that their presence can just as easily be too big as too small. The founding community must of course be large enough to show diversity of talents and personalities. Each person's weaknesses must be balanced out by the strengths of others and candidates must be presented with an ample range of models. But if the founding com-munity gets a little too large then the chances are that it lacks buoyancy and that it has too many other interests besides founding. Especially important is the minoriO, effect. In a large group of expatriates the locally-born religious remain for too long a minority; the foreigners' ways remain normative; locals waste their energy fighting for room and their creativity is not given enough scope. The last point varies with the way the founding group is composed. If all are of the same home country, the minority effect on the locals is all the more stifling. Any group of people of the same background, living together in 172 / Review for Religious, March-April, 1983 a foreign country, tends to cultivate their common memories and cultural traits more than they ever would at home. In spite of the most noble intentions they often are, unwittingly, quite intolerant of local ways. An international group on the contrary that has proved to be able to function together has great advantages--the locals soon find their own niche. The minority effect is mini-mized: everyone is a minority, thus no one is. A religious community that believes in its spiritual heritage naturally seeks to expand. This general framework however can carry incidental traits that provide important indications as to the viability of an eventual "implantation" project. A missionary group actually engaged in one of the Young Churches, seeing that no replacements or reinforcements can be expected from the home province or the order as a whole, turns to local vocations in the hope of ensuring the continuity of its works. But this complex of attitudes must raise doubts about their ability to take in local vocations. Are they not too much preoccupied with their past achievements? Does the search for security not play too large a role? ls the specifically "religious" commitment central enough in their lives? Religious communities and superiors in the older churches that see the former flow of vocations dry up can be tempted by tales of plentiful vocations in some faraway place (even if true). Add a touch of cultural romanticism about our "decadent Western civilization" and about "the spiritual youth of unsophisticated people" and the scene is set for another unfortunate experi-ment. It may sound harsh but the general rule should be that religious who do not project their enthusiasm at home and who do not attract young people of their own culture to follow them, should not attempt to do so either among young people of another culture. This is not a matter of inviting negative comments on the motivations of religious either at home or in the foreign missions, but simply a matter of objective appraisal of their suitability to undertake a particularly demanding task. These criteria add up to a formidable list! No situation is ever going to be hundred-per-cent perfect. Still, the community that accepts young members in a new country takes on a grave responsibility. The picture as a whole must be fairly favorable to justify going ahead. It is not the kind of project that asks for bold ,risks: The generosity of young people and the future of religious life in the emerging churches is at stake. Conclusion Religious institutes belong to the life of the Church. They provide their members with ways to follow Christ. Religious discover in their own lives and show others that the kingdom of God is at work here and now. Every culture, like every individual, is in need of conversion.5 Therefore religious institutes should be present in all the churches in the diversity that is part of their charism (PC, 1; ND, I1, 12, 29). But unless this program is implemented with great care, we risk defeating our purpose and Religious ~fe in the Young Churches / "173 people of good will would suffer the consequences. This article does not pretend to have touched on all the aspects of religious life in the New Churches. It will have attained its goal if the problems involved receive a little more attention and, when choices are to be made, problems would be discussed in realistic and open exchange. NOTES ~ Directives for the Mutual Relations between Bishops and Religious, 23rd of April 1978 signed by Paul VI. Quoted as "ND.". -'See REVIEW FOR RELIGIOUS. 1980, pp. 122-123. ~ Dbclaration des Evbques du Sbnbgal et de la Mauritanie sur la Pastorale des Vocations, Dakar, 13 July, 1978, p. 4. 4These figures are based on information contained in the Japan Catholic Director.v, 1981, with minor adjustments where different tables did not quite agree. 5Cardinal Pironio, Message aux Religieux et Religieuses d'Afrique, Informationes SCRIS, 1978, II, p. 279. NOW AVAILABLE From Tablet to Heart: Internalizing New Constitutions land II by Patricia Spillane, M.S.C. Price: $1.25 per copy, plus postage. Address: Review for Religious Rm 428 3601 Lindell Blvd. St. Louis, Missouri 63108 Currents in Spirituality A God for a Dark Journey: Trends and Issues in Spirituality, 1983 George Aschenbrenner, S.J. This is Father Aschenbrenner's fourth annual survey of the field of spirituality. He now resides in St. Alphonsus House, a residence for Jesuits at St. Joseph's University. The address is 5800 Overbrook Ave.; Philadelphia, PA 1913 I. This is the fourth in a series of articles--appearing annually--which the editor asked for with a view to exploring and reflecting upon currents in American spirituality. Last year's articlO gave extensive space to a description of the larger context and environment within which, in my judgment, the spiritual trends an~d issues discussed were developing. That major influence and context, within which all American spiritual life is being lived, was seen to be secularization--rapid, continuing secularization. The lengthy first part of last year's article sought clearly to distinguish between what it viewed as a necessary and very healthy dynamic--seculariza-tion- from its pervasive and very destructive alternative--secularism. This present article is, fundamentally, a continuation of last year's perspective and approach. It directly assumes and builds further upon that reflection on secu-larization and secularism. I would suggest, then, that the reader may be helped to read the opening sections of last year's article. I take this approach because I remain persuaded that, from many different angles, there continues to be a concern and struggle in American spirituality to balance on the tightrope of this secularizing trend in our contemporary faith life while avoiding the easy missteps that lead, whether gradually or abruptly, into secularism. Besides the overarching theme of secularization, the concrete, specific trends and issues themselves which are reflected on here also relate this article 174 A God for a Dark Journey somewhat to last year's reflections. This is so--not surprisingly--because our important experiences, and what we manage to make of them with God's grace, are generally in continuity even while, at the same time, our spiritual life really grows and really changes. In some cases, therefore, trends and issues treated here are obviously direct developments of topics discussed before. In other cases, though the trend or issue 1 am writing about now may appear new, reader's closer reflection will show that, whether explicitly or implicitly, the matter actually relates to the same basic theme: our spiritual struggle as American Christians to incarnate the life and love of God in our rapidly secularizing world. 1. The God of Darkness and Suffering Our rapidly secularizing and highly technological world can be very decep-tive and misleading. In most of the world we have available light of whatever color and intensity we choose all through the day and night, No more dark-ness. Computers, cameras, radios and recorders seem to promise constant companionship and communication. No more isolation. And yet, together with all this garish light and constant talk, there is a lingering and growing sense of darkness, of alienation, impoverishment and loneliness. For a while this past year we could read of three actual wars in the papers each day: in the Falklands, in Iraq, and in Lebanon. Though the inevitable destruction and carnage of those wars was disguised and muted temporarily, gradually the terrible details came to be revealed. Slowly but stubbornly our troubled economy has been squeezing not only comfort and convenience, but hope and life out of many of the jobless poor in this country. Most of the world events and concerns mentioned in last year's article continue to be active among u's.2 This suffering and violence often visit a despairing darkness and sense of emptiness upon the human soul. To find God in this darkness and emptiness is a growing challenge. Because, for most of us, God is more obviously associated with light, fullness, wholeness, with the beautiful richness of being, people today have more of a sense of forsakenness and abandonment in their experience of the empty darkness. Nor will the immediate future, of our secular world bring a sudden evaporation of this darkness and alienation. Rather than attempting to escape the darkness, therefore, we must learn to look deeper into it, to find God present everywhere--and always a God of personal love and intimate care. The negative, or apophatic, element in our experience of God, then, may be taking on more practical importance today in spirituality. As David Rast has said: "Only if we can know the God whose transcendent greatness allows him to be 'no-where,' can we gradually experience our God as always 'now-here.'" This is the approach of Pseudo-Dionysius, of The Cloud of Unknow-ing, which leads beyond the surface light of God's love into the depths of a darkness of faith where the God of loreand light is experienced in a great 176 / Review for Religious, March-April, 1983 simplicity of presence and faith. The experience needed here is the one I described in last year's article as the protection against secularism. Now l~think we are facing some specific implications of this experience of God. If we do not settle for a God who is too small, then we can find a God of light, fullness, wholeness and beauty in the pervasive darkness, emptiness, fragmentation and horror of our world and of our hearts. A God whose greatness and majesty can make human hearts tremble in awesome wonder is also so inextricably involved in this world that the intimacy of love in Jesus can quiet human hearts even in the most fearsome and trying situations. As events in our world and in our personal lives shock and strip us to the very core of our being, we must, rather than despairing and falling into an unreal world either of denial or of naive optimism, learn to plumb the depths tofind the God who holds all being, and so each of us, in existence. In the depths of a heart experiencing pitch-darkness or crass evil or chilling emptiness, there is present a God without whom being and existence cannot be. And this God, our God, is always love. It is the God whose love and care were always present to Jesus on Calvary, even when he sensed a chilling absence. We are now struggling, and we will continue to struggle, to find what Louis Dupr6 calls The Deeper Life.3 We need to discover the God whose pervasive and intimate love is finally revealed more fully through the negations of an apophatic spirituality, that same love which, like a quiet flame at the center of all being, is sometimes experienced.like a torch for great zeal, at other times like a white heat apparently consuming while actually laying bare the divine center of our true identity. Dupr+ describes the attitude involved in this pro-found experience of God: "Unconditional trust without knowing what it is we trust, willingness to let go without knowing whether anyone will ever catch us, preparedness to wait without knowing whether we will be met.~Total looseness and unconditional trust are the virtues negative theology teaches us to culti-vate. There could be no more appropriate lesson in our time.TM 2. The Temple of the Human Heart In a rapidly secularizing world, public life provides less and less of the genuinely religious. Shrines and temples seem useless. The decay of their buildings speaks of a dead past. Christendom, it would seem, has long since died and does not offer even a desirable ideal any more. The world and society are no longer built or structured according to a Christian vision, nor, for that matter, according to any genuinely religious vision. For many people, this seems no great loss. But for the person of faith and religious sensitivity, the situation presents a great challenge. Realizing the futility of trying to turn back contemporary developments, to return to a past age's forms of public religious expression, we see that we are being invited instead to enter the temple of our own hearts. It is not enough, though, that the ontological reality of every human heart makes it actually a temple of God. We need consciously to app.reciate this, to cooperate actively A God for a Dark Journey / 177 with the adornment of this uniquely personal temple. Without a sense of itself as this personal religious temple, the heart's faith can die as it falls prey to secularism. This temple of the human heart, however, cannot be wholly an inward reality. It must find some appropriate externalization. The inner sanctuary, of course, mus~ be highly personal and intimately religious--a profound meeting of God and of our truest self. And yet, while profoundly personal and inti-mately unique, this inner temple ought not promote a closed individualism. The human heart where God lives and is adored and loved cannot become a church unto itself. The God who is known and reverenced in our own hearts is at once the source of, and the invitation to, community, the community of the human family and the community of the Church.This religious temple of the heart, if its air is to remain healthy and invigorating, will require, especially in a secularistic, religionless world, some appropriate external aids, like the desig-nated chapel of a religious community or a special place in one's own room, and a special time set aside for regular prayer. When the human heart has thus become a carefully provisioned temple of the Lord, the person has also become capable of an inner life of quiet intimacy and peace everywhere, whether it be in a bustling subway, or in the solitary confinement of a jail, or in the dangerous crowding of a refugee-boat or on the death-bed of a cancer patient. At times our hearts will be temples of bright light focusing on a God joyfully imaged and named in Jesus. At other, catas-trophic and confusing times, this temple will be darkened, housing a God temporarily nameless and unknown. In either atmosphere, this templeis a place where we bend low in quiet awe and in reverently trustful abandonment to a Love that fires ministry for God's justice in our world. This profound inner life o~ personal religious experience will be increas-ingly necessary as we move to the future. And it is always available, because of that God whom Jesus spoke of as seeing and rewarding all hidden gestures of love: "Let it be a secret between you and your Father. And your Father who knows all secrets will reward you.'~ Karl Rahner, in an article entitled "The Spirituality of the Church of the Future," sums up this trend and its issue: "It has already been pointed out that the Christian of the future will be a mystic or he will not exist at all. If by mysticism we mean., a genuine experience of God emerging from the very heart of our existence, this statement is very true and its truth and importance will become still clearer in the spirituality of the future.'~ 3. To lk Peoplg of the Church Many people continue to grapple with the role of the Church in their Christian identity. Whether these be earnest novices in a religious congrega-tion, serious students in a seminary or college, or young people just returned from some volunteer service and about to enter into a parish, the issue is always the same: in living a genuine and generous love for God, how much 171t / Review for Religious, March-April, 1983 must one be a person of the Church? And the issue centers on the institutional Church. Can I stand for, and identify myself (maybe in some necessarily special way) with this international institution that is the Catholic Church? It is a matter of conscience for some whether they can identify with some of the practices and policies of the Church. Many, while believing in God and living generous lives of service, either explicitly reject membership in the Church or effectively live their religion without any real relationship to the Church. This is a complicated matter, but one that must be ~faced by the whole spectrum of Church membership, from pope and bishop to parishioner in the pew. A specific cause, or combination of different causes, can raise the issue critically for different persons: a domineering clerical attitude encountered; monotonous, uninformed preaching; a successful remarriage after divorce; the prohibition of women's ordination--or maybe even the prohibition of their service as lectors; and many other reasons. For an increasing number of people, practices within the institutional Church which they perceive to be unjust are making membership in the Church more and more painful and questionable. To the query as to how much one must identify with the institu-tional Church, answers would range far and wide. Some would almost identify the Church with the institution, while others would play down the institution to almost no significance--and thus would think the entire question otiose. A "sense of Church" must be reclaimed for many people. For the fully Christian mind and heart, the mystery of God in Christ Jesus, and therefore the mystery of the whole human family, is incarnational and communal--and universal. All this says community. And not just sect, either--but Church. But we must all be concerned that it be a Church that is attractive, inspiring, demanding, inviting. The development of such a Church that others can believe in will continue to be the task of us all. The Church on all levels of its membership must continue to struggle for a more genuine following of Jesus in our world. Some gather regularly into small groups to share life and faith and find support in community. This can begin to provide an experience of community which is at the core of Church. But it does not, in the long run, suffice. To see the glory of God in a weak, human Church, struggling in the Spirit,'is never easy. It requires a stubborn hope, the hope of a genuine love, sometimes, surely, critical, but always a lover of the Church.7 4. An Expansive Ministry Born in Forgiveness Especially iri religious life, but also throughout the whole Church, it is getting more and more difficult to find people competent and willing to under-take ministries of difficult responsibility. In religious life, some major superiors speak of a crisis of leadership. They speak of a lack of available and suitable men and women for the challenging roles of leadership either in the religious community itself or in the apostolic works of the community. It may be a formation director; the pastor of a new black or Hispanic parish, a third-world mission assignment or a superior in a larger community. But the issue is always A God for a Dark Journey the same: men and women to fulfill these challenging tasks. We have renewed our concept of the role-model for a religious superior and for the leader of our apostolic works. But it is difficult to find men and women suitable and willing to undertake such missions. Among the consequences of this leadership crisis, paramount is the inter-ference it is causing with the service that religious communities could otherwise render in the world. This leadership need is not to maintain past, outmoded structures, but rather to inspire and facilitate more unified and effective service in response to new, serious challenges facing the Church in today's world. Is this leadership failure a result of faulty formation? This is a question worthy'of reflection on the part of all of us. And it must be answered carefully. The profound renewal of contemporary religious formation has involved a necessary development in a direction quite different from the past. The stress on individual responsibility and careful respect for the gifts and talents of the individual has correctly tailored formation programs increasingly to the strengths and weaknesses of each individual. But while moving in this person-oriented direction, we have not, perhaps, maintained or developed as well as we might that healthy sense of self-abnegation which would allow an individ-ual to be truly available for more of the service-needs of the religious group. This is a necessary correction/refinement of contemporary formation that we now recognize and can implement. In an earlier article, I called this the devel-opment of a more refined Christian personalism which would help us recog-nize and transform the very real, though subtle, self-serving tendencies in all our hearts,s ° As we ponder the difficult ministries facing us now and in the future, we must remember that all genuine ministry is rooted in devotion. Ministry is neither something carelessly superimposed from above, nor somethifig nar-rowly limited to an individual's comfort and convenience.Devotion here is not some emotional pietism. Rather, it is the experiential capacity to find God-- something that runs much deeper than emotion and feeling. Formation pro-grams should provide a great diversity of experiences, in order to stretch the person's capacity for devotion far beyond what might have been originally expected. If an individual's ability to find God is too narrowly limited, that person's lack of availability for service can easily become a future liability. This trained, experiential ability to find God in various ministries and situations always involves a kind of self-transcendence. This transcendence is made possible thrbugh an abnegation of self which is motivated and inspired by an experience of the greatness of God's love for me, The goodness of God's love is exhilarating and expansive, attracting the human heart beyond nar-rowly self-centered concerns. Heroism for God is born here. But without a growing mortification, one that is not destructive but revelatory of our true self in God, the devotion of finding the expansive joy of God's love in many future ministries simply is not possible. Another aspect of this crisis of leadership for ministry is our ebbing expe- 1~10 / Review for Religious, March-April, 1983 rience of forgiveness. Forgiveness is meant to be the birthplace of great zeal for ministry. God's gratuitous forgiveness sets off a dynamic which turns the heart outward for service. To be forgiven beyond one's wildest dream is not some-thing to be kept to oneself, but becomes a life of service of others. The greater the sense of forgiveness, the greater and more expansive will be the zeal of devotion for finding God in ministry. But a trend I mentioned three years ago continues to haunt us in this whole matter of a vigorous availability for ministry which is essentially rooted in the religious experience of forgiveness? and it is this. We remain timid and con-fused in our admission of personal sin. As we continue to grow out of an unhealthy, Jansenistic, legalistic sense of sin (especially in the sexual realm), we are left with a vacuum, since we have not yet properly assimilated a healthy sense of social sin or personal sin (also in the sexual realm). Fears of self-hatred and unhealthy guilt still dull our sensitivity to the healthy guilt and shame that are always part of the grace of a forgiving God seeking out the sinner. But so long as our past leaves us confused and quite unresponsive to our present sinfulness, we cannot experience the full dynamic of God's forgiveness in our hearts. And it is only an acknowledged sinner, humbled in the truth of forgive-ness, who receives.from God an expansive zeal for ministry. The effect of a shallow experience of forgiveness finally registers in minis-try. If one is not driven to ministry through forgiveness, one can fabricate one's own ministry in too selfish a manner. Rather than receiving a ministry from God in the devotion of forgiveness, a person can cling to a ministry with an angry arrogance and impatience that often speaks of improving and aggrandiz-ing oneself rather .than serving the needs of others. Further, this experience of being humbled in the truth of one's sin and God's forgiveness is always an important sign distinguishing a true prophet from a false prophet. In these days when prophecy is a more noticed phenomenon among us than before, and when we are in need of the inspiration of true prophets, we cannot forget that the true prophet is forged in the zeal and humility of forgiveness. 5. A New Way of "Making" Catholics Any remedy for the deficient sense of personal sinfulness mentioned in the previous trend will require much more than our renewed rite for the reception of the sacrament of reconciliation. This renewed rite, in practice now for about eight years, though it is an improvement, has obviously not by itself renewed the experience many people have of God's forgiveness. What is needed is a whole catechesis to help people recognize in their own hearts the dynamic of receiving God's gift of forgiveness. This raises the issue of how Catholics are formed and trained, raised in the faith these days. It is a matter of how people over a lifetime continue to enter the Church. There seems to be a great change occurring here which will have tremendous implications for the future. Most of us were raised in a Catholic school system where we had drilled into us the essentials and practices of A God for a Dark Journey / 1111 Catholic life. But things have changed. There are not nearly as many religious serving as teachers as before. Many parish schools have closed. And besides, many of those simple, clear essentials of Catholic life are not so simple and clear any more. As formal Catholic schooling becomes less and less available, CCD and other methods of religious education take on greater importance. Often in the past CCD was not very effective. It was.perceived as a definite second-best to the parochial school. But that view is slowly changing, and it must continue to change. As the whole procedure and atmosphere of formal schooling become less and less the way of handing on faith, new replacements must be instituted. Genuinely Catholic believers will never sprout fully grown from the ground. Besides learning the doctrines of faith, young people must receive a feel for the faith life. They must be allowed to admire it as they see it lived and shared by others. As Michael Warren, an expert in youth ministry, claims: Young per-sons need the fidelity of adults who care for them.~° The Rite of Christian Initiation of Adults has received very good press. Some have called it "a revolutionary document" as it ritualizes a process of initiation into the Church which "gives first priority to the mystery of God's love for us.TM It can also be used as a guide in the baptism of infants.12 While this document expresses a better view of Church and ritualizes much better the process of initiation into the Church, its effectiveness will very much depend on the proper attitudes of priests and laity, and the availability of enough competent, generous, committed adults. Only in this way will the words of the document come to life as an ongoing process of initiation, a real catechumenate, which can help transform both how we "make" Catholics and what genuine Catholic life will look like in the future. RCIA, then, over a period of years, can play a large role in the formation of Catholics, but it cannot dispense us from the serious experimentation needed to discover and develop other forms of religious education that will be effective formatively on persons through their young years and on into their adulthood. I do not want to be misunderstood. I am not calling for the abolition of all Catholic schools. 1 am, rather, reflecting in the context of the actual situation that faces us now. The cos( of private religious education continues to escalate even as we struggle for tax credits to cover some of the expense. And the number of parochial and private schools continues to decrease. In this situa-tion, we must find a viable replacement for handing on Catholic faith, for helping our young people to grow up in that faith. Both in the schools that remain and in new religious education programs, the role of competent, enthu-siastic lay people continues to grow in importance. And this brings us to our next trend. 6. The Growing Vocation of the Lay Person We need to broaden our understanding and usage of the word "vocation." 182/ Review for Religious, March-April, 1983 One Often hears the worried question: "Do you think we'll have enough voca-tions?" The question clearly limits the concern to priestly and religious voca-tions. In breaking out of this past narrow understanding, we need to help others to see that living a serious faith life involves for everyone a vocation to service in the Church. It is not only priests and religious who have a vocation. Again, the lay vocation itself can be viewed too narrowly, as Archbishop Bernardin has cautioned: "Sometimes the impression is given that if a lay person wishes to become involved in the Church's mission, he or she must always be specially trained to become, in effect, a kind of professional within the Church. This view of lay ministry, I believe, is too narrow.''~ As a broader sense of vocation develops and spreads, I think we will never know exactly how many vocations (in the narrower sense) are "enough." But we will cooperate much more in all sorts of Christian ministries--and so we will feel much less shorthanded. Attitudinal changes, however, among some clergy especially, and among some lay people, too, are needed before that older limited view of vocation is transformed into a vision of great collabora-tion on all levels of the Church. Both the need for and the supply of well-educated, committed lay men and women continue to grow. More and more lay men and women are needed both to share and to implement the religious vision that must shape the curriculum of our Catholic schools, as well as to exercise other ministries in parishes and dioceses. A growing number of competent people are available for all these posts. And, increasingly, they are men and women who are hungry for an adult, inspiring and integrating spirituality. If these people are not to be forced to search for this spirituality even outside the Church, we must find ways of responding to this hunger. And this assistance must be largely centered in the parish. In no way does this exclude the use of special spiritual centers, retreat houses, or programs that are outside the boundaries of the parish. But these mhst always be complemented by a lived sensE, within the parish, of the presence of spiritual growth and challenge manifested in things like the quality of homilies, small discussion groups and a strongly collaborative response to the missionary needs both within and beyond the parish. Dolores Leckey, executive director of the U.S. Bishops' Secretariat for the Laity, lists among the primary needs of the laity: "a place to tell the truth, the experience of being listened to with respect, a chance to minister in ecclesial or designated ministry, and affirmation of the secular lay vocation and support of that vocation through theological education and in-depth spiritual formation." She sees these needs calling forth three needed attitudes in the ordained priest: com-mitment and community, interdependence in ministry, and willingness as opposed to willfulness.~4 For many of these lay men and women, the fundamental vocation to which they are called is the noble and glorious one of raising a good Christian family. I have written before on the precarious state of the family and the challenges with which this situation confronts us.~ Without repeating all those A God for a Dark Journey / 11t3 points again, my concern here is simply to face and restate the need for holy, self-sacrificing men and women to give themselves to raising a family. In a culture tending more to self-centered comfort and convenience, this ideal of raising a family tends to lose some of its glow. In fact, how many young people, once they finally decide to marry, actually plan on having a family? It is hard, though, to know how pervasive this attitudinal-shift away from raising a family really is. The vocation of a mother and father, with its own unique suffering and sacrifice, ought never seem "ordinary." It is a great, glorious vocation, and one vitally essential to the future of the Church and of the human race. Talented and dedicated young men and women must be helped to see that raising a family is truly a "vocation" in the Church. A theology and spirituality of the family must continue to be developed for the contemporary world and Church. Only with continuing reflection and careful cooperation on the part of husband' and wife can their raising of a family become integrated with, and be a powerful, creative means for furthering, their own profession and sense of self-worth. And the legitimate, essential struggle for women's rights .must not be allowed to create a condescending scorn for the women whose life, for so many years, is spent at home raising a fa'mily. To co-create with God, and daily to reveal God's love to children, is an exalted vocation--one that gives profound joy and binds parents in deeper love through sacrifice. 7. Public Witness to a Gospel Spirituality Which Prescinds from All Political Ideology The Church has been taking more and more stands on social questions over the past three years. A quick review of the weekly issues of Origins would show how often the National Conference "of Catholic Bishops has testified before various congressional committees over this same period. Some names of church men and women have almost become household words on various social issues, in this country and beyond. Nuclear disarmament, international concern for human rights, aid to El Salvador, an anti-abortion amendment, ~nd the abolition of the death penalty are but a few of the issues that have drawn public statements from various bodies within the Church. I would guess that, as the Church's social consciousness continues to grow, there will be need in the future for even more public stands. There is a serious danger here, though, something that could corrupt the Church's whole approach to social issues, both in this country and throughout the world. Some of the stands that the Church is taking and will be called upon to take may well coincide with the stands of different political ideologies and parties, whether Marxist or capitalist, Democratic or Republican. But the Church's stands must always clearly be and be seen to be conclusions of a gospel spirituality which prescinds from any and all political ideologies as such. One can, these days, hear someone speak strongly for international human rights or for nuclear disarmament, or for any other social issue, but 184 ] Review for Religious, March-April, 1983 who does so in such a way as to become clearly involved with a specific political ideology. When people hear such talk, they often, and quite reason-ably, wonder how a speaker of another political view would address the same topic. When the speaker's viewpoints are given in such a partisan manner, any gospel vision, if expressed at all, simply has to lose much of its force. And so the gospel witness is blunted for the listener. A specific political orientation of the speaker can, therefore, distract from the power of a position which he or she sincerely intends to incarnate gospel spirituality. To be identified too closely with a political ideology, rather than to be and act as a person of the Gospel, distracts people from what can be the power of various public stands of the Church. To be ready to take such stands requires that the individuals involved in these issues continue to take the means necessary to grow in and live more profoundly a gospel spirituality. In its first version of the pastoral letter on peace and war, the National Conference of Catholic Bishops claimed that "war, especially the threat of nuclear war, may well be the central problem.of our age." Within the past two years much energy and effort has resulted in a gradual development of sensitiv-ity and consensus, not 0nly on the part of the bishops, but also, though more slowly and perhaps less perceptibly, on the part of the Catholic faithful. How extensive this consensus will become, and whether it will prevent a serious division among the faithful at the publication of the final version of the pastoral letter, perhaps this spring, are hard to predict. But the different titles of the first two versions of the pastoral letter do manifest some of this devel- ¯ opment: "God's Hope in a Time of Fear" becomes "The Challenge of Peace~ God's Promise and Our Response." Some commentators have seen the first version as inviting Catholic theologians to develop a true theology of peace, and the second version, in response to an avalanche of helpful criticism, as an actual contribution to such a theology. Joseph O'Hare's words seem very sound and sensible: "In the end, the process may prove more important than the document it produces."16 The dialogue, debate and honest confrontation of different positions, at times quite heated, seem a work of the Spirit painfully forming a clarity and consensus that can challenge not only the consciences of Catholics, but also the difficult decisions of those responsible for the peace policies of our country. This complicated issue of the use and even possession of nuclear weapons must be both carefully scrutinized and evaluated, ultimately, in terms of an explicitly gospel vision of reality. The bishops must speak, and must be seen to speak, from a different vision than those who simply work within "liberal" or "conservative" ideologies or categories. The seriousness of the issue, which may be honestly summarized as the very survival of the human race, deserves the most careful s~arching out and testing of consensus within the American Catholic community. It must be a consensus based on our richest moral consciousness. To settle for any minimal, least-common-denominator position would be to default on the spiritual leadership that is required of the bishops A God for a Dark Journey by their position in our faith community. In many different ways we can be instructed by this process. It can teach the bishops, and the rest of us as well, about appropriate ways of reading and facilitating the Spirit's formation of a faith-consensus within our community. It can instruct us about what shall have to go ihto the future meaning of an internationally accountable, authentic patriotism. It can help us learn expe-rientially about the essentially important matter of unity and division within the American Catholic Church in the face of a great public issue which is moral as well as utterly pOlitical. Religion, and not just moral perspectives, shall have to be part of what we are taught. A profound and comprehensive peace, which God's love as revealed in a crucified Son can bring to human hearts, is what alone makes possible genuine conversion and love within the whole human family. This peace of God is the heart of the matter. And Jesus is God's victorious promise of this peace. Iksides this crucial issue of peace and war, there are other aspects of our concern for justice to be mentioned here. As we continue to increase our concern for justice, there can be a tendency to become too narrow in vision and even to exaggerate the justice issue--even though it very rightly continues to grow in importance. And again, lest 1 be misunderstood here, let me reassert that I do realize how very far many of us have to go in developing a true sense of justice, letting it influence the dedication of our Christian lives,t7 However, as can happen with almost any issue, we can so stress orthopraxis that our concern becomes chiefly the need for immediate action on behalf of social justice rather than with developing a vision which can enlighten and invigorate all the works of the Church, and not simply her social works. For example, in the work of a professional in higher education, besides direct social service when this is possible, there are many other means for inculcating in students attitudes for service and long-range social change. Professors who do not manipulate or dominate, but who serve their students by staying alive to their subject, who keep their classes well prepared and challenging, are very directly promoting justice. A view which would suggest that direct social service is the best, if not the only way that higher education can serve God's justice in this world, would seem a far too narrow, and therefore false, position on what is involved in the "integral promotion of justice." A similar exaggeration of the justice issue can overlook the spirituality that is needed to give force to any social concern. Though most of us still have a long way to go. in sensitizing our hearts to God's call for justice, I wonder whether, for some who have decidedly moved their center of gravity in the direction of their own social involvement, the challenge now is to find and maintain a viable spirituality within the new central thrust of their lives. A flurry of social work is not enough. Christian commitment to the works of justice must spring from a profound sense of God's love always at work and most dramatically promised in Jesus' Calvary experience of dying into a full- 11~6 / Review for Religious, March-April, 1983 ness of life and love. Among religious, an extreme tendency can yield to the temptation of settling for what Johannes Metz has called the political dimension of each of the vows, without a struggle on the part of the religious to integrate the mystical with the political dimension so as to develop an organic life of con-cerned service.~s The struggle for justice can also become unfocused and lose its gospel foundation if it forgets the mutual interaction between those internal, individ-ual, more personal dimensions and the external, social dimensions in our human world. This struggle for justice must always involve the careful balance and interplay between the evangelization of individual hearts and the forma-tion of a just-world society. Concerns about stealing, cheating, abortion and sexual immorality must always be carefully related to concerns of international human rights, nuclear disarmament, politics and economic justice. Some indi-viduals, some religious communities and other Church groups who are labor-ing nationally and internationally for justice and liberation, must be careful lest they seem caught up in liberal causes for the day which claim to pursue a systemic social justice without enough concern for the conversion and sanctifi-cation of individual hearts. A just society will always require more than any mere political and economic system. The justice and liberation we are con-cerned with here is Of God. It is God's sanctification and liberation of human hearts in Jesus.~9 But this is a liberation that can only be incarnated in our world through humanly cooperative analysis, planning and action. The sense and grace of its being God's work through us can never become empty theory, but must always throb in the veins of the apostle for justice. Liberation ~heology must always be energized by a spirituality of liberation?° This difficulty of keeping the ihdividual and the social, the internal and the external in proper balance runs deep in the modern mind. The issue is too extensive to be treated here and will surely not be changed overnight. But it needs urgent, serious attention. In a world overly interpreted by scientism there is, of course, little or nothing beyond the physical. Metaphysics has fallen on tough times. What you see is not only what you get, but it is all there is, in this modern view. This development of modernity has a long philosophical history reaching back at least to the sixteenth century, and developing through the Enlightenment. It is an issue of huge proportions,.far beyond any possibility of more than mention here. But it should not surprise us that this issue insinuates its way into our struggle to understand and to integrate "that justice without which faith is incomplete," that justice which .demands not only social action but moral conversion of soul. 8. Brldgebuilders Besides a growing need for prophets in the Church today, there is an equally great need for bridgebuilders. The pioneering prophet always calls and A God for a Dark Journey / 187 leads a people into the future. The builder of bridges is needed to keep the body of the people together and not let them be separated. In many areas polariza-tion is not as severe, or at least it is not so obvious as it used to be. But on all levels of the Church there is need to bring people from different viewpoints together in a genuine unity beneath and in and through their differences. The work of the bridgebuilder is creatiVe, patient--and very difficult. It is creativity that prevents community from capitulating to the least common de-nominator. In the face of certain impasses the ingenuity of an engineering feat is called for to bridge the gulf. Bridgebuilding is also messy work: you have to be willing to get dirty. To dive underwater and survey the depths, to lay foun-dations in muddy ground and to set steel and cement are never easy. It is very patient work, work that stretches a person. One must be able to live on both shores, to recognize the gulf of difference and to have a genuine desire and hope for bridging that gulf of difference. The builder of bridges learns to listen compassionately, though not uncritically, to the good of both sides and doesn't become trapped on only one side. Bishop Cummins of Oakland, when talking about the changing relations between bishops and theologians, called his brother bishops to "be wise enough to consult not just those theologians with whom we are intellectually comfortable, but even a wider group so that we will have the sense of the broader reflection and experience of the community.TM Bridgebuilding is a priestly work in imitation of Jesus who is the great high priest, Pontifex (which means a bridgemaker). It is a priestly work we can all practice. Just as Jesus' priestly bridgebuilding is best revealed in his salvific suffering and dying on Calvary, so our own bridgebuilding ministry will involve a passion of patient suffering which will always be creative for unity. Today, we all need to develop some of this creative, paschal charism of bridge-building, if we are not to settle, on all levels of the world andthe Church, for a shallow, easily disrupted communion of minds and hearts. 9. Ongoing Monastic Renewal Three years ago, in surveying the decade of the seventies, I mentioned the matter of renewal in monasticism.22 During this past year, the issue has been brought home to me again with even an intensity. Some members of monastic communities obviously feel it is time for an honest, thorough evaluation of all the experimentation of the last fifteen years. They sense that communities too easily presume the validity of too much of that experimentation. Though this issue is somewhat removed from my personal experience, I sense in certain voices, not just a traditionalist tendency, but a healthy call for evaluation before monastic communities move on much further with planning for the future. In the midst of the worthwhile development which recent experimentation has brought, are there some changes that have weakened rather than strengthened the monastic experience of God in the Church? How, for example, do the sisters of a renewed contemplative community resolve their growing unease about whether they have lost too much of silence in their 11~1~ / Review for Religious, March-April, 1983 life together? How does a monastic community recognize and reject the newer versions of a tendency to rigidity, legalism, boredom, self-satisfied compla-cency- signs always antithetical to the Gospel~3 These questions, and there are many others that monastic communities could formulate far better than I, are not easy questions. But they could provoke stimulating, life-giving evaluation. In the long history of monasticism, it has always been a complicated matter to determine the appropriate "works" of a community. Merton has reminded the monastic community that it "does not exist for the sake of any apostolic or educational work, even as a secondary end. The works of the monk are not justified by their external results but only by their relevance to his monastic life alone with God.TM Louis Dupr~, in a powerful chapter on "The Poverty of God," while commenting on the monastic life-style, says that "the monk avoids looking ridiculous by refusing to take himself or his work more seriously than they deserve. Measuring them against the backdrop of eternity he rightly judges human concerns to be less than all-significant."~5 The traditional "work" of hospitality continues to bring many people into touch with the powerful monastic witness and source of faith in God. Perhaps it can be an extension of hospitality today to be involved in explicitly spiritual ministries, such as direction, or other temporary services which can be ren-dered to tile local civic community--often right in the monastery. Of course the details of such determinations can only be known in the light of prayerfully careful study of the spirit and writings of the founder or foundress--and by planned, scheduled evaluation. It will always be a challenge for the community members themselves to believe in the monastically apostolic style of being and to resist any inappro-priately active style of doing. We speak here of more than a rearranging of schedule or works. It is a matter of renewing an attitude and a vocation of men and women called to witness to God, our eternally faithfiil Lover, called to do this through who they are and how they live together, rather than through what they "do" and "accomplish." As some monastic communities try to evaluate the developments of recent years, they may be helped by re-reading Thomas Merton's "Memorandum on Monastic Renewal'~6 and by looking at Louis Duprr's conferences to the monks at Gethsemani,27 and a hosi of other writings on the monastic life today. And if, as some suggest, this issue requires further attention, perhaps the Association of Contemplative Sisters in this country could facilitate a prayerful evaluation. Monastic life is at the very heart of Christian faith and justice. In a secularistic world so hyperactive and quick to identify and evaluate people according to what they do and have, the joyful witness of men and women whose basic identity is to be in apostolic contemplation before God, while always difficult to maintain, becomes ever more important. 10. Developments in Religious Life New religious groups continue to appear in the Church. One meets new A God for a Dark Journey / 189 religious communities that have broken off from older, better-known congre-gations; some impasse could not be resolved and a new group was born. There are other new groups that are not offshoots of any previous congregation. Some of these groups have canonical and ecclesiastical approval; others do not--and some are not interested in such approval. There is much vigor, value, variety and novelty in all of this. All these groups are responding to some need but often in quite different ways. Some are permanently formed groups, founded in the permanent covenant of final profession. Others are bound together much more temporarily. It is important to acknowledge the valuable service rendered by these groups, when they are not dominated by an ugly reaction to a past difficult situation. Can all such groups be classified as religious life? Are there new forms of religious life appearing in all of this? How far can the traditional understanding of religious life be stretched in new directions? It is still too early for this observer to be sure about any answers to these issues. My personal conviction is that we must be careful that religious life cannot come to mean almost anything. Otherwise words lose meaning. It would seem clear that the Spirit is breathing new types of groups into the Church at this time. And it is not necessary to force all of them into the framework of religious life. 1 myself incline to think that religious life will continue to be a life of total consecration to God, specified in terms of celibacy, poverty and obe-dience, lived in community,28 and with explicit ecclesiastical approval. In the light of this understanding, though there can be much renewal of forms of religious life, there probably are not any wholly new forms. But there are, and will continue to be, new forms of communities that are not formally part of religious life. And this, rather than being a problem, should be a welcome addition to ways of serving in the Church. To be mutually understanding and to serve together in building that Kingdom of Jesus' Father in human hearts, as it grew and was revealed in Jesus' own heart--this is the most important gift to receive from God and to share with each other until time and experience give us greater clarity about this issue.29 Another development in religious life, and for various reasons a cause of sadness and discouragement for some, is the continuing departure of men and women both before and after final profession. As I mentioned in my last article,30 evidence seems to support the belief that the number of departures which decreased in the end of the seventies is now picking up again in the eighties. Such a phenomenon needs to be pondered. It can contain a call to keep renewing the lived witness of religious life. But, it seems to me, here we have a phenomenon different from the sixties and early seventies. People realize more and more what the truth and demands are of a religious vocation ¯ in the world today. The immediate reason for many who leave seems to be related to celibacy. Fo~ them, celibacy does not seem right and good, if pos-sible at all. But to settle for this as a final, adequate explanation seems too simple. Investigation and reflection upon many of these cases reveal, for instance, that the observance of religious poverty had stopped and at least the "1911 / Review for Religious, March-April, 1983 attitude, if not the execution, of religious obedience of mission had also weak-ened or even stopped before celibacy also lost its gift quality and began to seem a burden too heavy to bear any more. Though celibacy may be the more immediate and obvious final crisis, it cannot be separated from religious pov-erty and obedience, both of which buttress and give expression to the interper-sonal, unique companionship with God which, at its core, is what celibacy is all about. 11. Openness to New Non-Western Ways of Seeing Reality Over this past year, missionaries have brought to my attention this final trend. As the Church continues to grow in Africa, Japan, India, and other parts of the Near and Far East, the faith of our universal or '~world" Church3~ can be enriched by openness to the very different ways of perceiving reality in these countries. But it wil! .~'¢quire a flexibility that is not always easy for us. My-own liinited experience and reading in this area prevent, me now from writing about the obviously vast and important implications of this openness for our Christian future. But I feel the truth of the witness of 0these missionaries at least to want to mention the matter here--with the hope that both reader and writer will ponder this further over the coming year. Conclusion As I conclude this fourth article on currents in American spirituality, two reflections come to mind. They may be stated very briefly. They are both, I think, very obvious. And very important. First, 1 think it is necessary, in a rapidly shifting, changing world and in a Church whose future we are called upon to choose in the Spirit, that an informed believer have a sense of con-temporary spiritual trends and issues. Second, it is necessary to recognize and to choose, again and again, precisely within these shifting, changing trends of our time, the one perennial truth and beauty of God's revelation in Jesus. This is the great and difficult, but exciting task of the believer. A God for a dark journey. The Letter to the Hebrews speaks to the stead-fast center of the enterprise: "Christ yesterday, today and the same forever.'~2 And Hopkins catches splendidly the variety and difference of that journey, common to us all, our journey into God: "Christ plays in ten thousand places, lovely in limbs and lovely in eyes not his, to the Father, through the features of men's faces,m3 A God for a Dark Journey ] 191 NOTES WTrends and Issues in a Secularizing World," March/April 1982, pp. 186-206. 2Ibid., pp. 186-187. 3The Deeper Life, Louis Dupr6 (Crossroad: New York, 1981). 41bid., p. 46. 5Mt 6:18. 6Concern For the Church, Theological Investigations XX, Karl Rahner, tr. Edward Quinn (Crossroad: New York, 1981), p. 149. 7Avery Dulles, S.J. is always a helpful and carefully creative guide in this whole question of the Church. See his Models of the Church (Image: New York, 1978) and his most recent book, A Church to Believe In (Crossroad: New York, 1982). 8"Trends of 1980: Some Themes and a Few Specifics," Review for Religious, March 1981, pp. 238-239. 9"The Past Decade," Review for Religious, March 1980, pp. 200-201. ~°"The Dimensions of Care," Origins, Jan. 28, 1982, pp. 520-524. ~tTad Guzie, The Book of Sacramental Basics (Paulist: New York, 1981), p. 85. ~2Ibid., pp. 97-103. ~3"The Future of Church and Ministry," Origins. May 6, 1982, p. 750. ~4"What the Laity Need," Origins, May 20, 1982, pp. 9-16, esp. 14. ~See art. cir., Review for Religious, March/April, 1982. pp. 202-203. ~6America, November 13, 1982, p. 284. Since we are in the midst of a process with regard to the pastoral letter of the bishops on Peace and War, it may be helpful to the reader to know that these remarks of mine were written in December, 1982. ~TArt. cit., Review for Religious, March 1980, pp. 201-202. 18Johannes B. Metz, Followers of Christ (Paulist: New York, 1978) esp. pp. 41-44. ~gThe Social Teaching of John Paul II, No. 4 "The Theme of Liberation," presented by Rev. Roger Heckel, S.J:, Pontifical Commission on Justice and Peace, Vatican City, 1980, esp. pp. 16-17. Heckel shows that John Paul 11 does not use the word liberation very much, and when he does God and Christ are the subject and content of the liberation. ~°Art. cir., Review for Religious, March/April, 1982, pp. 193-194. 2~"The Chahging Relations Between Bishops and Theologians," Origins, June 17, 1982, p. 70. 2ZArt. cir., Review for Religious, March 1980, pp. 197-198. ~See John C. Futrell, S.J., "The Monk and the Apostle," Review for Religious, May/June, 1982, p. 409. 2~Thomas Merton, The Monastic Journey, ed. Br. Patrick Hart, (Image: New York, 1978), p. 213. ZSDupr~, op. cit., p. 43. 26Merton, op. tit., pp. 213-217. ~TDupr~, op. cir. ~sSee art. eit., Review for Religious, March/April 1982, pp. 199-201, and James T. Burtchaell, "The Future of Our Fellowship," Commonweal, June 18, 1982. pp. 364-368. ~See Richard A. Hill, S.J., "The Community and the Option of Non-Canonical Status," Review for Religious, July/August 1982, pp. 542-550. The author treats the issues involved in a congrega-tion's moving to non-canonical status. ~°Art. Cir., Review for Religious. March/April 1982, p. 200. 3~1bid., p. 195. ~Heb 13:8. ~From the sonnet, "As kingfishers catch fire, dragonflies draw flame." Conversion and Conflict John Navone, S.J. Father Navone writes of the pres,~nt article that it "develops the idea of the previous article ['Conversion Expres~d in Dialogue and Story.' Sept/Oct, 1982] in terms of the Synoptics' conflict stories and their implicit meaning for Christian conversion." Father continues to teach at the Gregorian University, where he also resides: Piazza della Pilotta, 4:00187 Roma. Italy. The New Testament is an external expression of the internal reality of Christian conversion. It brings to expression the mystery of God as a history of transforming love in Jesus Christ and in his community of faith: "No one has ever seen God: it is the only Son, who is nearest to the Father's heart, who has made him known" (Jn 1:18). The "conflict stories" of the New Testament imply that God's word of love will encounter human resistance.~ The adversaries of Jesus give expression to the various forms that human resistance takes to the grace and demand of God for our truest and fullest life in his love. His adversaries represent the mind-sets and heart-sets that oppose the event and the process of Christian conversion-- the personal and social transformation that results from the surrender of oneself to the love that is God. The synoptic gospels contain a number of episodes prior to the passion narrative in which there is a verbal exchange between Jesus and his contem-poraries on some crucial issue, exchanges in which Jesus and the other parties are adversaries. In these episodes, the crucial issue generally arises because of some action of Jesus, or of his disciples, which is unacceptable to the other parties. Some-times they arise because Jesus (or someone else) asks a question which pro-vokes conflict? There are three parts to the formal structure of these "conflict stories": 1) an introductory narrative: 2) the opponent's question or attack; and 3) Jesus' reply--the so-called "dominical saying." 192 Conversion and Conflict / "19:3 These stories are always preceded by some narrative. This narrative func-tions not only as a transitional link with what has preceded~ but it also estab-lishes the setting in such a way that the reader is prepared for the inevitable conflict. Thus the narrative stages a polarity or tension, with speaking and acting persons as the poles of the tension. Except in Mk 3: I-5, the conflict stories begin with a question or accusation that is usually directed toward Jesus or his disciples. In two instances, however, the questions begin from Jesus himself (Mr 22:41-46 and Lk 14:1-6). At times the silence of Jesus' opponent (as in Mk 3:2) can have the significance of a statement in the ensuing dialogue of question and answer. All materials of the conflict story are organized to stress Jesus' reply--the dominical saying--which brings the dialogue to a close. This pronouncement of Jesus has some bearing on an aspect of Christian belief or conduct. It implies the need of understanding, and it explains both the grace and the demand of God's word of love in Jesus Christ that calls for human transforma-tion in the process of Christian conversion. These conflict stories were formulated at various stages in the process of formation of the gospels, and in diverse circumstances.3 Some were shaped within the living context of the early Church's apologetical concerns in response to Jewish criticism. Others were shaped in the context of the catechet-ical concerns of the Church in its response to the need of teaching converts and regulating" the life of the believing community. Central to all conflict stories, however, is their focus on the person of Jesus, on his words, attitudes and actions. Christian conversion always has as its object the interpersonal life of Jesus Christ: his relationships to God, and his relationships to fellow-humans--his relationships to divine and human per-sons. This interpersonal life of Christ is the prime analogate for the Christian community's experience, understanding and judgment of its own interpersonal relationships with divine and human persons. ThE object of Christian conversion, then, is not just a set of truths, nor an ethical code. It is participation in the interpersonal life of Jesus Christ as this is itself rooted in receiving and giving the Father's love, in knowing and being known. The gospels' conflict stories imply the difficulty with which the mystery of God becomes a history of love in the actual life-stories of Jesus and of his followers. These stories imply that Christian conversion, both as event and as process of maturation, must have a dimension of conflict at both the intra-and interpersonal levels. "Not my will but thine be done" itself tells of a conflict relationship with the self that is always to be transcended in the individual's response to the grace and demand of the serf-giving love that is God. God's coming into our lives creates the transforming tension between his grace and its demand for an ever-greater selflessness which brings about a lasting communion with God's own self--and thereby with one another among his followers. Jesus Christ's "way of the cross" represents the "costly 194 / Review for Religious, March-April, 1983 love" of divine and of human self-giving and self-investment. Christian conversion, then, is the new life which derives from our accepting for ourselves God's own life of boundless love for all. The Cross expresses the suffering, that the acceptance of boundless love must entail--even for the sinless Son of God. It makes manifest that our acceptance of this love will inevitably place us in a conflictual relationship with others: If the world hates you. remember that it hated me before you. If you belonged to the world. the world would love you as its own: but because you do not belong to the world. because my choice withdrew you from the world. therefore the world hates you. Remember the words I said to you: A servant is not greater than his master. if they persecuted me. they will persecute you too . . . (Jn 16:18-20). If the conflict stories of the gospels are an expression of the interpersonal life of Jesus Christ, of his receiving and giving his Father's love for the trans-formation of all, they imply also that Christian conversion, our participation in his life, must inevitably entail conflict at both the intra- and interpersonal levels. At both levels it must entail an ever deeper penetration into the mystery of that love which itself embraces our lives, and constitutes the term towards which our whole beings strive. The God whose word of love is addressed to us in the conflict stories gives us the ability to make that word our own by the process of Christian conver-sion. 4 Not only do we hear Jesus' story, but we tell the same story in our own lives, making his struggle to overcome the unlove of the human heart our own. The Church tells these conflict stories of its Lord as an expression of the life which derives from his love. His struggle reveals the way that God's ' kingdom comes to us. Consequently, we might well question our tendency to believe that conflict at the intra- and interpersonal levels of Christian life is always an indication that something is wrong. Rather, it would seem we might be more concerned about the authenticity of a Christian commitment which did not encounter resistance at both these levels. The way of the cross is the way of inexhaustible and unquenchable love. It enables us to live in the tension and conflict that this love demands if we are to attain to the fullness of life in the kingdom of God. These conflict stories must not be read outside the context of the Good News. This is what fills the heart with joy and enables self-sacrifice to be wholehearted. Even though these stories imply the demand of a God who challenges everything that is in us, they are expressions at the same time of the great Good News that God is Love and has given us his life and love in Jesus Christ and in his Spirit. Even though these stories imply all the conflict, tension, suffering and Conversion and Conflict / 195 renunciation that is inherent in living as Christians, they, too, belong to the Good News, because what is primary in them and in it is the joy taken in the goodness of the life and love that God has given us: "Jesus. who, for the joy that was set before him, endured the cross, despising the shame" (Heb 12:2).5 The conflict-dimension of Christian conversion and its way of the cross is founded on the joy that is taken in the Supreme Good, in the Boundless Love that we know and proclaim to be the Father of Jesus Christ. Through the gift of the Spirit. we are enabled to rejoice in this Love and its challenges. In this context we know that where there is love, there is also struggle. The crucified and risen One reveals that Love is not indifferenl to human unlove, but struggles to overcome it in the conflictual activity of Love's self-giving. NOTES ~Other terms have been used to designate the material which we have called here "conflict stories." The term Streitgesprhche (controversy dialogues) was used by Martin AIbertz and Rudolf Bultmann. Martin Dibelius used Paradigmen. Vincent Taylor used pronouncement stories. Sometimes controvers.v stories was used in English as a general designation. -'The following conflict stories are those designated by such as Arland J. Hultgren in Jesus and His Adversaries (Minneapoilis: Augsburg Publishing House, 1979), pp. 26-27: I. There are eleven conflict stories in Mark. usually with parallels in Matthew and Luke: 2: 1-12: The Healing of the Paralytic (Mr 9:1-8: Lk 5:17-26). 2:15-17: Eating with Tax Collectors and Sinners (Mr 9:10-13: Lk 5:29b-32). 2:18-22: The Question About Fasting (Mt 9:14-15: Lk 5:33-35). 2:23-28: Plucking Grain on the Sabbath (Mr 12:1-8: Lk 6:1-5). 3: I- 5: Healing on the Sabbath (Mt 12:9-13: Lk 6:6-10). 3:22-30: The Beelzebul Controversy (Mt 12:22~32: Lk 11:14-23). 7: I- 8: The Tradition of the Elders (Mt 15:1-9). 10: 2- 9: On Divorce IMt 19:3-9). 11:27-33: The Question About Authority (Mt 21:23-27: Lk 20:1-8). 12:13-17: Paying Taxes to Caesar (Mt 22:15-22: Lk 20:20-26). 12:18-27: On the Resurrection (Mr 22:23-33: Lk 20:27-40). 2. There are two conflict stories in the special Lucan material." 13:10-17: Healing the Crippled Woman on the Sabbath. 14: 1- 6: Healing the Man with Dropsy on the Sabbath. 3. There are three conflict stories in Matthew based in part on Marcan and Q materials: 12:38--42: The Refusal of a Sign (in part from Mk 8:11-12 and Q: Lk 11:29-32). 22:34-40: The Double Commandment of Love (in part from Mk 12:38-42 and Q: Lk 10:25-28), 22:41-46: The Question ,~bout David's Son (in part from Mk 12:35-37). 4. There is 1 co~Tflict story in Luke based in part on Marcan material." 7:36-50: The Sinful Woman at Simon's House (in part from Mk 14:3-9). 5. There is I conflict story in Q." Mt 12:22-32: Lk 11:14-23: The Beelzebul Controversy (see Mk 3:22-30). JConflict stories, obviously, are but one way for the evangelists to express Jesus' struggle. The story of the demoniac in the Capernaum synagogue, for example, expresses the demons' sense that in Jesus they have met the victor in the cosmic conflict between good and evil: "You have 196 / Review for Religious, March-April, 1983 come to destroy us, haven't you?" (Mk 1:24). '~See the treatment of Christian conversion in the eighth chapter of my book. co-authored with Thomas Cooper, Tellers qf the Word: Nine Moments in the Theology of Story (New York: I_e Jacq Publishers. 1981). SThe incapacity to enjoy seems to be connected wth the incapacity to love. Some do not enjoy anything enough to be able to forget about themselves. The first thing we read about God in the Bible is that he made something and thought it was good. St. Thomas writes of the love of benevolence or friendship that by it the person who loves desires for the person loved the same goods that he desires for himse~f"as for another se~f.'" And so the lover desires to give to the beloved the same things that have been the objects of his own love and enjoyment. See, e.g., ST. I-II, q. 27, a. 3. Prayer of Personal Reminiscence: Sharing One's Memories With Christ by David J. Hassel, S.J. Price: $.60 per copy, plus postage Add ress: Review for Religious Rm 428 3601 Lindell Blvd. St. Louis, Missouri 63108 The Service of Religious Authority: Reflections on Government in the Revision of Constitutions Mary IJnscott, S.N.D. Sister Mary, formerly Superior General of the Sisters of Notre Dame of Namur (1969-1978), presently works at the Sacred Congregation for ReLigious and Secular Institutes in the area of constitutions and general chapters of sisters. She resides at her motherhouse: Suore di Nostra Signora di Namur: Largo Berchet, 4; 00152 Roma, Italy. Experience in recent years strongly suggests that religious authority, like most other kinds, is in a moment of crisis, A justifiable but over-vigorous reaction to some previous styles of operation has often been the immediate occasion of this. Other causes, however, have also contributed to the situation: the emergence of a strong culture-consciousness in certain areas; the introduc-tion of new processes and patterns whether offered postively, negatively, or simply as a change from what existed before; the need to make values and structures correspond more evidently; the evolution of ideas about religious life itself and about the Church; and even the very fact of having lived since the late 1960's in experimental conditions which often did not provide clearly for the exercise of authority. The crisis is something which ultimately affects fundamental values in religious life: identity, apostolic efficacy, the nature and importance of consecration, the future form of religious life as such. Because of its potentially serious consequences, the crisis cannot be ignored. In fact, many institutes are facing it very honestly. Responses vary. A few follow the ostrich in seeming to assume that if no attention is paid to it, the situation will disappear of its own accord. Some tend to extremes: a holding to the status quo as if nothing had happened, or a leap into a pattern which involves the virtual dissipation, or at least the non-exercise, of any real authority. Some 197 "19~1 / Review for Religious, .March-April, 1983 strive to keep the reality of ,authority but clothe it in a different language, often that of business management or politics. Some keep the concept in words but virtually shift the content to something else: usually participation, communica-tion, consensus or leadership. None of these responses meets the situation but each indicates the realization that there is a situation to be faced. More recent lines of development show a growing awareness of the need to relate religious authority to religious obedience, and both to the ecclesial dimension of consecrated life. Sisters are realizing that the authority question can only be handled adequately on the level of faith and of relation to the Church, and they are trying to find expressions which will simultaneously r~flect faith, foster life and values, meet present realities, and be in accord both with the Church's common law and with the best traditions of their institute. One such line of development is based on a better appreciation Of the service rendered by authority. Current attempts to express this are frequently contradictory because the service of authority is taken to mean either authority and service or authority as service and the conclusions drawn are not wholly consistent with either one or the other. But if authority of itself is service--that is, if by the fact of being itself it serves religious life necessarily and fruitfully-- we have a line with rich possibilities. It is some of these lines which 1 hope to explore. Before doing so, I think that a few clarifications are in order. First, I will not be speaking about authority in general but only about religious authority: the authority properly exercised in a religious congregation because of its recognition by the Church. Secondly, since without it the religious congregation would not exist as such, I will be assuming that the reality of religious authority itself is not in question but that much of the crisis lies in the evolution of structures and the search for suitable styles of exercise. Thirdly, I will restrict my reflection to the experience of congregations of sisters of apostolic life. This is partly because it is in them that questions regarding authority and government are sharply presented, and partly because my own experience is extensively with them and my reflections are largely conditioned by their sharing. The reflections fall into three main phases--a look at religious authority itself as it is seen in Jesus, in the Church and in religious institutes; then the service of authority in religious government; and finally some of the strengths, confusions and questions in the service of authority at present. I. The Service of Religious Authority 1.1 In Jesus Probably the most familiar scene associated with the authority of Jesus is the one at the end of St. Matthew's gospel (Mt 28:19-20).__.M_a.~y Of Magdala and the other Mary have been mandated, first by the angel at the tomb (28:7) and then by the risen Lord himself (28:10) to tell the disciples, "my brothers," to go to Galilee. It is a solemn convocation to the "mountain where Jesus arranged to meet them." There, before the adoration of some and the hesitation of others, Jesus makes his last, confident claim, gives his last The Service of Religious Authority / 199 command, and pledges his last promise in a setting which, for Matthew, recalls the old law of Sinai and the new law of the beatitudes. The claim is absolute-- "All authority in heaven and on earth is given to me" (Mt 28:19), and, to make this effective, he promises to be with them until the end of time (Mt 28:20). Therefore, in the work of evangelization--preaching, baptizing, teaching, carrying God's word everywhere and to all the ages--the inner strength, impulse and power are always that of Christ himself, to whom all authority is given. To the disciples, this can hardly have been surprising. Many knew Jesus as one who had authority and who exercised it. He spoke with authority and not as the scribes and pharisees (Mt 7:28-29): he interpreted the law on no authority but his own (Mt 5:21-22 ff.); he ordered evil spirits to go forth, and they went (Mt 8:32); he commanded the winds and the seas, and they obeyed him (Mt 9:27): he had authority over sickness (Mt 8:14-15); blindness (Mt 9:29); deafness (Mk 9:7-35); dumbness (Mt 9:32-33); lameness (Mt 15:30); paralysis (Mk 2:!1); sin (Mk 2:10): and death itself (Lk 7:15). The authority he exercised in regard to the disciples was unquestioned. So also was the fact that, when he chose, he could confer on others authority similar to his own. Sometimes the authority was for a short period, as when the apostles who had rejoiced exuberantly in it during their first mission (Mk 6:7, 30) found that they no longer had it when they tried to cure the boy possessed, at the foot of Tabor (Mk 9:18). Sometimes it was promised for a longer future, as to Peter after his confession of faith (Mr 16:18): and by the lake of Tiberias it was given in a definitive way (Jn 21:15-17). Jesus was Lord and Master, Shepherd and Teacher, King, though not of this world; Lord of the Sabbath, Messiah and Son of the living God. His authority was never in doubt. According to his own testimony, however, this authority was neither assumed nor taken by acclaim, but given. Like his priesthood, it was not something that Jesus conferred upon himself or took of his own initiative (see Heb 5:4), nor was it something that he Would accept from the acclamation of delighted followers who wanted to make him King (Jn 6:15). It was, as he himself said, "given" and given by the Father. For this reason, his authority was unlike any other. Intimately connected with his person as Son and with his mission as Redeemer, it served a purpose which was the Father's business (see Jn 14:31), the "will of him who sent me" (Jn 5:30). It extended to all things in heaven and on earth. It was clearly distinct in its exercise from the authority of "the rulers of this world who lord it over their subjects" (Jn 22:25) and it was used to give life (Jn 10:10) and to heal (Mr 8:16); to teach (Mr 5:14); to save (Jn 12:47); to forgive (Mr 9:6); to sanctify (Jn I: 12); to unite (Jn 17:21); to bind and loose in heaven (Mr 18:18); to send in evangelizing mission (Mk 16:16); to found the Church (Mr 16:!8). 1.2 In the Church It is this authority, exercised for the same purpose and in the same manner, that Christ continues in his Church by his presence to the end of time. Peter's 200 / Review for Religious, March-April, 1983 authority was something that was given as a matter of faith: it was Christ's authority invested in him. He knew it when he said to the man at the Beautiful Gate of the Temple: "In the name of Jesus Christ of Nazareth, get up and walk" (Ac 3:7). He knew it when he helped phrase the decision of the so-called Council of Jerusalem in the words: "It has seemed good to the Holy Spirit and to us" (Ac 15:25). He experienced it in the inner changes of values that he had to make in order to welcome Cornelius (Ac 10:34, 42) and to break with the Judaizers at Antioch (Ga 2:i1-14). Exercising the authority of binding and loosing that Christ had uniquely given him (Mt 16:19) and confident in the Lord's prayer for him (Lk 22:32), Peter confirmed his brethren with a power which he knew was pure gift. It was at the service of Christ's mission. It depended for its efficacy on an intimate personal relation and loving obedience to the Master who had conferred it and it was exercised for Christ's purposes and in Christ's way even to union with him in martyrdom. The same characteristics marked Paul's exercise of authority. "Be imitators of me as I am of Christ" ( I Co 4:1) was his cryptic summary of his own place in relation to the Lord who was his life (Ph 1:20) and the new Christians who were his responsibility. He could appeal, and did, to the moral authority of example which can result from the quality of life, of work and of prayer in someone who is fully living his or her baptism. But he had another kind, too: a personal authority given him by God for his work among the gentiles whereby, in union with Peter, he could inspire, instruct, encourage, correct, judge, and organize the Churches he founded in order to lead them to the fullness of Christ. In using it, he made a careful distinction between what was common teaching "from the Lord," as he called it, and what was his own opinion (1 Co 7:10, 12). He was particular not to profit from it in any way personally (! Th 3:8-9 and 1 Co 9:15-18) and he was at pains to ensure that it was continued in his young Churches (2 Tm 1:6, 2:1-2). So we find him constantly instructing, correcting errors whether of doctrine in Galatia or of manner of life in Corinth, fostering order in the local Churches whether liturgical (1 Co !1) or organizational (Tt 1:15) or in the matter of interpersonal relations (Ph 4:2). When necessary, he appealed for material support from them ( I Co 16:I-4 and Rm 15:25). None of this was done without suffering, as the second letter to the Corintl~ians makes clear. The authority of Christ was only exercised in the way of Christ--through the passion and resurrection, and Paul's was a paschal experience. Religious authority in both Peter and Paul was the power of Christ given them and acting through them to fulfill the purposes for which the Church was founded. From their time onwards, the essential authority of the Church has been the same. Her task is to save, to sanctify, to unite, to r~concile to the Father, and to spread the good news of Jesus Christ concretely to all nations and to the end of time. She is, in Vatican ll's beautiful phrase, the sacrament of salvation. She therefore has to direct, judge and teach with an authority that cannot come from her members and which she cannot take upon herself but The Service of Religious Authority / 201 which is the authority of Christ whose presence she is. Her intimate union and identification with him ensure that his own authority is exercised in and through her. It does not, however, make her proof against human weakness in her style of exercising it, any more than it protected Peter from errors of judgment or Paul from the consequences of a volatile temperament. In the course of history much has occurred to condition the Church's structures in ways that needed later revision, and, on that level, she has been embroiled at times in uses and abuses of authority that had little to do with the authority of Christ. But the essential truth remains. The authority which is uniquely proper to the Church is a religious authority--that of Christ himself--to save, to make disciples, to preach the gospel, to bring all to the Father in every place and age. This is the authority which is exercised in the recognition of religious institutes by the Church as a microcosm of her own reality. It is to this authority that they relate; and it is this authority which gives them theirs. 1.3 In Religious Institutes There are several circumstances which require that the authority in a religious institute be an ecclesial or religious authority and not just one which meets functional or organizational needs. These circumstances touch the nature of religious life itself. Religious institutes do not originate of themselves nor do they continue entirely as a result of their own efforts and planning-- they are the result of a gift of God and they depend on him for both their origin and their continuance. Their basic reason for existence is the closer following of Jesus Christ from which, for them, everything else must flow and to which everything else must be related. Moreover, they are in a special way God's gift to the Church: their way of life makes good sense only on the level of faith; they witness to realities and absolutes that are neither tangible nor visible, and it is only in virtue of the Church's recognition and approval that they exist. Their purpose is that of Christ and of-the Church. Such institutes require an authority that operates on the level of faith, Christ and Church, and which corresponds to the obedience which the members have freely vowed as a value because of their closer following of the Christ whose love made him obedient even unto death. All religious foundresses have become aware of the need for this kind of authority as God continued to act in their lives. A variety of providential circumstances can bring Christians together to do good--Pax Christi, the Christian Social Volunteers, CAFOD, the Catholic Women's Guilds would be random samples, and the members of these groups need no more than the authority that results from their own self-organization in order to operate well and to achieve their purposes. Their members give to each other whatever authority is necessary for the organization to function. They are related to the Church~ not essentially or by nature of the authority which they exercise, but by the recognition of their common purpose and by the baptismal commitment 209/ Review for Religious, March-April, 1983 of the individual members. Some religious institutes have begun in this way. At some point in their development, however, came the realization that they were aspiring to something more than what a group of Christians, however well-intentioned, could give to itself. The desire for a total public commitment to God formally received, the need for perpetual vows, the call to follow Christ intimately and as community in his obedience, and the urge towards a particular insertion into his public mission, would be some of the reasons which would prompt a founder or foundress to ask the Church to exercise her proper authority and to recognize the institute as a religious family. The Church alone, in Christ's name, can establish a religious institute, can receive vows that are vows of religion, can give an ecclesial mission and can confer the specifically religious authority in virtue of which an institute can require its members so to live and to work as to attain the purpose for which the institute was erected. This authority, which I will call religious authority, relates particularly to consecration, vowed life, mission, formation and government. It is specific to religious institutes and it is not the same thing as organization, responsibility, power or leadership. Given by the Church, it always involves an ecclesial accountability. Moreover, religious authority is never absolute. It is invested in persons clearly designated but who for the most part may not operate alone, and it is mediated through structures, usually worked out by the foundress in dialogue with the Church, which express the charism, nature, spirit and purpose of the institute and which are approved in its constitutions. Such authority makes possible a life of vowed obedience. Moreover, it is necessary for it. It is true, of course, that the structures by which religious authority is mediated can become outdated. They can atrophy, be abused or manipulated, lose contact with reality, or fail to function. They can reach a stage when they no longer correspond to or express the values that they are meant to foster. They then need to be revised and renewed. For this process, it is of the utmost importance to bear in mind the nature, purpose and source of religious authority, since models that are suitable to other forms are not necessarily appropriate to the structures of authority in religious life. It is also necessary to remember and respect the strongly ecclesial dimension of religious authority since this makes renewal of authority structures always a matter of dialogue with the Holy See and not simply the unilateral initiative of an institute. We further need to keep clear the correlation of authority with charism and life as expressed in the institute's own sound traditions, since this gives the best practical guidance for structures which will reaffirm the institute's identity in creative fidelity, continuity and openness. Where structures are renewed in this way, authority is a fruitful reality serving the purposes for which religious life exists. It is a witness to him who came not to be served but to serve and who used fiis authority at the service of the kingdom. Where the renewal of structures somehow loses sight of the unique nature, ecclesial dimension, and The Service of Religious Authority / 203 charismatic continuity of religious authority on the level of faith, it can ultimately betray religious life itself by secularizing it, in the negative sense, in what is fundamental to it. The various crises of authority at present lie at various points between these two possibilities. II. The Service of Authority in Religious Government 2.1 The Model The model of the authority that serves is Christ, the Servant of Yahweh. He to whom all power is given in heaven and on earth is also, and without diminishing either aspect, the one who came to serve, who emptied himself, obeyed even to the cross, and gave his life as a ransom for many. Clearly in ,iesus authority and service are not in contradiction. One is not at the expense of the other and there is no tension of opposites having to be held in balance. He refers easily to both, as when he is washing Peter's feet (,in 13:14), and he never attempts to justify either. Being at once Son and Servant, he exercises both authority and service as one, and this is of the essence of his incarnation. As religious, the goal of our life is the closer following of Christ in all its fullness but there is no doubt that we have a certain difficulty with this aspect of his reality. This may be because we tend to separate the concepts of authority and service in a way which he does not. ,iesus is concerned with the reality of each; he never confuses them, but they are one in his person. We tend to oppose them and to get involved in words to describe them. For example, we often think or speak of authority as an abstraction. Its synonym is power, with connotations of lordship, mastery, might and force that move easily into oppression and violence. Its implications are efficiency and the carrying out of orders. Its contrary is subservience. We think of service as a function accom-plished or something done in view of helping another, whether this is a kindly individual act like giving a hand to an old person, or a public utility, like driving a bus, or the meeting of a national need like the operation of civil service. Its synonym is action in relation to something or action in view of something. It implies somehow being less or becoming less than another. Its contrary is command. We tend, therefore, to identify authority with the power and lordship which are the contrary of service and, because of the negative connotations which we attach to it, we try in fact to avoid its exercise in-common life, to reduce or even to eliminate it, and we forego, perhaps too simplistically, the potential which it has for holiness and for fruitfulness in the apostolate. Yet Christ had authority, used it, and did not hesitate to speak of it and to confer it. It enriched, and in no way d

Issue 58.1 of the Review for Religious, January/February 1999. ; fo r relg io iu s, Christian Heritages and Contemporary Living jANUARY-FEBRUARY 1999 ¯ VOLUME 58 ¯ NUMBER 1 Review for Religious is a forum for shared reflection on the lived experience of all who find that the church's rich heritages of spirituality support their personal and apostolic Christian lives. The articles in the journal are meant to be inforntative, practical, bistorical,'or inspirational, written from a theological or spt~itual or sometimes canonical point of view. Review for Religious (ISSN 0034-639X) is published bi-monthly at Saint Louis Universi~, by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393. Telephone: 314-977-7363 ° Fax: 314-977-7362 E-Mail: foppema@slu.edu Manuscripts, books for review, and correspondence with the editor: Review for Religious ¯ 3601 Lindell Boulevard ¯ St. Louis, MO 63108-3393. Correspondence about the Canonical Counsel department: Elizabeth McDonough OP P.O. Box 29260; \,Vashington, D.C. 20017 POSTMASTER Send address changes to Review for Religious ¯ P.O. Box 6070 ¯ Duluth, MN 55806. Periodical postage paid at St. Louis, Missouri, and additional mailing offices. See inside back cover for information on subscription rates. ©1999 Review for Religious Permission is herewith granted to copy any material (articles, poems, reviews) contained in this issue of Review for Religious for personal or internal use, or for the personal or internal use of specific library, clients within the limits outlined in Sections 107 and/or 108 of the United States Copyright Law. All copies made under this permission must bear notice of the source, date, and copyright owner on the first page. This permission is NOT extended to copying for commercial distribu-tion, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such permission will only be considered on written application to the Editor, Review for Religious. Editor Associate Editors Canonical Counsel Editor Editorial Staff Advisory Board David L. Fleming SJ Philip C. Fischer SJ Regina Siegfried ASC Elizabeth McDonough OP Mary Ann Foppe Tracy Gramm Jean Read James and Joan Felling Kathryn Richards FSP Joel Rippinger OSB Bishop Carlos A. Sevilla SJ David Werthmann CSSR Patricia Wittberg SC .Chrfisfian Heritages and Contemporary Lfiv~ng JANUARY-FEBRUARY 199~ * VOLUME 58 ¯ NUMBER 1 contents 6 28 perspective. Apostles and Martyrs: Consecrated Life at the Bishops' Synod for Asia John Mansford Prior SVD presents the challenge of the 1998 Synod for Asia to enter into a threefold dialogue--with religions, cultures, and the marginalized. Catholic Guides in Dialogue with Buddhist Practice Paul Bernadicou SJ reviews the progress of Catholic writers in their efforts to provide a fruitful exchange between Christianity and Buddhism. 35 42 traditions Lithuanian and American Sisters: A Lively Interactive Dance Barbara Valuckas SSND describes some of the similarities and differences in the issues facing women religious in the West and in Lithuania. Serpents and Doves: The Company of St. Ursula Ann White draws our attention to the pioneering Ursuline Marie Guyart (Blessed Marie of the Incarnation) living out the vision and spirit of the foundress, St. Angela Merici, to combine the secular and sacred, the worldly and the religious. spirituality 48 The Art of Discernment: The Aesthetic Dimension Xavier Plissart MAfr explains that a basic and essential quality of disce~:nment is that it should strive to be as common as possible in its insight and process, and as universal as possible in the aim toward action. Review for Religious 61 The Still Point: Contemplation Kathy Dunne RC shares her experience and her insights into the unitive way, a way not isolated in prayer, but intimately connected with the dance between the contemplative and apostolic life. 68 82 .aging Caring for Our Own: Competent, Personal Long-term Care in a Faith Perspective Imelda Maurer CDP pictures how life in long-term care looks for some communities of women religious and the witness that is given to the human values that our faith provides. What Is My Mission in Retirement? Francis Blouin FIC clarifies the call of service especially for those who no longer serve in active ministry. 86 report Scrupulosity: Age-old Problem, Holistic Response Paul Duckro, C. Alex Pollard, and Jason Williams describe a synergistic collaboration between behavioral science and religious faith for finding an effective response to the problem of scrupulosity. departments 4 Prisms 98 Canonical Counsel: Living the Evangelical Counsels 103 Book Reviews Janualy-l.¥brllaty 1999 Many of us are familiar with the late Henri Nouwen's Return of the Prodigal Son--a book in which Nouwen reflects on the Gospel story and Rembrandt's painting of the same title displayed in the Hermitage musuem in Saint Petersburg in Russia. Some years after writing the book, Nouwen died while he was on a journey to Russia to participate in a television fea-ture dealing with the painting and his book. Nouwen's fascination with Rembrandt's painting of the famous Lucan parable makes a special appeal to us all in the year 1999. As we continue to follow the direc-tions of Pope John Paul's apostolic letter "As the Third Millennium Draws Near," we know that the year 1999 is dedicated to seeing things "in the perspective of Christ: in the perspective Of the 'Father who is in heaven'" (§49; Mt 5: 45). Just as the previous two years were dedicated respectively to Jesus Christ and to the Holy Spirit, so this final year preparatory to the new millennium is focused particul.arly upon God--the One Jesus calls Abba-Father. A dynamic is uniquely associated with this third year of preparation. It is the journey motif. We are to pay special attention to the fact that we human beings are '.'on the journey to the house of the Father." The God we come to know on our journeying is not just a good God but a God of forgiving love, a compassionate God. Following an allusion made by the pope, w.e might iden-tify the year 1999 as the year of the parable of the prodi-gal. Like the prodigal, we all are on the road leading home. Like the prodigal, we may have a mix of feelings about the life choices we have made and the values we Review for Religqous. have lived. Like the prodigal, in the midst of evaluating our life we sometimes find ourselves needing to throw ourselves on God's mercy--and ready to do so. In one way or another, then, we tend to find ourselves on the road with the prodigal, similar in our rue-ful disquiet about past failings and in our modest plans for a fresh start. Most important, though, is our coming to the ever new and deepening understanding of the reality of God's relationship with us--the One who keeps watching for us whenever our approach, the One who hastens to embrace us into the family. Demanding as the actual journeying of our life may be, our attention should be fixed primarily on the journey of our heart. The heart needs to be quiet and hear the questions: Where are we now in our journey? Is life for us Christians lived truly as a pilgrimage--a journey with a direction? How have we come to know God in our adult years? Is God the one we experience as so compassionate to us that we feel the pull to address God with Jesus' intimacy-of-love word Abba? Most commonly, pilgrimage evokes a picturing of a group mov-ing onward together. So, too, in our pilgrimage we are not alone. Our Christian community in all its various forms--family, parish, sodality, religious congregation--makes real that it is a "we" jour-neying together to the Father. The call to a new evangelization summons us, already known in Pauline times as a people of "The Way," to be welcoming to a humanity searching for the way. Pilgrims are known to tell stories as in Chaucer's Canterbury Tales, and pilgrims are known to sing songs as the psalms so often describe. As we continue our journeying in 1999, we need to tell one another our own parables of a pilgrimage home. Together we sing songs of praise to the Father "who has blessed us in Christ with every spiritual blessing'I (Ep 1:3-4). The year 1999 can be a special pilgrimage for us all. David L. Fleming sJ Januao,-Februaty 1999 JOHN MANSFORD PRIOR Apostles and Martyrs: Consecrated Life at the Bishops' Synod for Asia Nowhere else in the world is religious life flourishing-- in both its traditional and more contemporary forms-- as it seems to be in Asia. Thus, unsurprisingly, of the 252 participants at the Synod for Asia (19 April to 14 May 1998), some 90 were members of religious orders or congregations, 36 percent of the total. Among these 90 were 63 of the 188 synodal fathers (including 10 superiors general) and 27 of the 58 auditors and experts (including 8 sisters, 5 priests, and two brothers). These numbers, of course, do not represent the pro-portions of consecrated life in Asia and are not intended to. Eight sisters among 244 men reflects neither the presence nor the role of sisters--let alone other women--in the mission of the Asian churches. It was, after all, a synod of bishops, not a, meeting of religious. The ninety religious were present because religious are active in Asia today at all levels of ecclesial life. But with over a third' of the participants belonging to religious orders and congregations, religious life in Asia was not far from the surface of the synodal discussions. John Mansford.Prior SVD has worked in Indonesia since 1973 and writes from Seminari St. Paulus Ledalero; Maumere 86152, Flores-NT:r; Indonesia. During the Synod for Asia, he was liaison officer for the English-speaking press. His article is being published also in Informationes SCRIS, the in-house publicatio~a of the Congregation for Institutes of Consecrated Life and Societie~ of ApoStolic Life. Review for Religious The theme of the synod--"Jesus Christ the Savior and his mission of love and service in Asia 'that they may have life and have it abundantly'"--does not refer directly to consecrated life, but it is central to religious life. Religious are active agents in Jesus' mission of love and service, and so consecrated life was referred to in the context of mission. The evangelical theme of the synod was explained at leng.th in two presynodal documents, the lineamenta (guidelines) published in September 1996 and the instrumentum laboris (working docu-ment) published on the eve of the synod itself (February 1998). I wish to glance briefly at these two documents before looking at the synodal documents themselves. Presynodal Documents While all the lineamenta are of interest to religious as mis-sioners, there are just six explicit observations on consecrated life in this document. Half of these are in chapter 2, on the history of Christianity in Asia. Regarding mission in Asia before the 12th century, we read: "Most of these early missionaries and bishops were monks; others were merchants and ordinary Christians" (§9). The important point here is that Eastern-rite churches have been in Asia since Apostolic times and are not the result of Western colonial expansion since the days of da Gama and Columbus. These churches in the Middle East (from Palestine to Iran) and 'in southern India (Kerala), founded long ago by "monks, merchants, and ordinary Christians," are Asian and are accepted as such amid the dominant local populations, whether Muslim or Hindu. This was emphasized time and again by the patriarchs and bishops of these churches. Unfortunately, the story is. different for other churches in Asia. In the 15th and 16th centuries, missionary activity went hand in hand with the colonial expansion of Portugal and Spain. Even today, five hundred years later and half a century since most Asian countries achieve~l political independence, these Latin-rite churches are still looked upon as Western imports. Although some churches were initiated by laypeople (in Indonesia, for example) or even were founded by laypeople (in Korea, for exam-pie), many of these missi6ners were religious. Thus we read in § 10: "Between 1510 and 1640, Franciscans, Jesuits, Dominicans, Augustinians, Carmelites, and Theatines all established houses in Prior * Apostles and Martyrs Asia." Despite the colonial link, the lineamenta emphasize these orders' pioneering work of inculturation. Clearly, the guidelines are rereading history with the needs of contemporary mission in mind. The small, "half-hidden tradition" of dialogue in the past is about to become the great "major tradition" for dialogue in the future. "Many 'missionary-minded' religious congregations sprang up in Europe during the 19th and 20th centuries. Several of these congregations are still at work in Asia. During t.his same period a number of Asian religious congregations of men and women estab-lished themselves in Asia, particularly in India and the Philippines. During the 19th century, for the first time women ventured out into distant lands in Asia to bear witness to Christ and his gospel and to serve the poor . They also became a very essential part of mission in Asia, especially in the preparation of catechumens and the education of children" (§12). One of the signs of renewal since Vatican Council II is the way in which education, previously domesticating, is now. more and more following a liberating model. Such postconciliar renewal is taken up in the following section on "Lessons Learned from History." Among "Significant Contributions" after Vatican II are "con-tinental structures . for the religious in Asia, such as the Asian Meeting of Religious (AMOR), [which] bring the particular churches in Asia together and help coordinate their missionary and pastoral activities" (§14). Perhaps AMOR has achieved more than any other collegial body in opening up the leaders of religious orders and congregations to the wider social realities in which they live and work. This is surely the vital role that Asia-wide bodies are filling: awareness building and ongoing formation among religious leadership. There will be no new evangelization without a shift in consciousness (one of Longeran's "conversions"). Shifts in consciousness come about when we listen to each other and discover the links between our differing situations. Ond important sign that the local churches are now becoming mission-sending churches instead of being exclusivelj~ or mostly mission-receiving churches is the emergence of new Asian mis-sion societies. In the past "the agents of mission were mostly mem-bers of religious orders, congregations, and missionary institutes. Today the local churches of Asia have a number of Asian mis-sionary institutes" (§ 15). As we shall see, this was later taken up on the floor of the synod. Review for Religious Towards the end of the lineamenta ("Agents of Evangelization," §32), the term "consecrated life" is used for the first time. This is in the context of a mission theology of religious life. "It is a very heartening thing to note that many particular churches in Asia have already established mission institutes to send missioners to other countries, even though they themselves are in need of missioners in their own countries. Asian bishops have a particular responsibility to promote mission institutes and to be generous with their personnel for mission areas. Religious orders, congregations, and mission institutes have played a very remarkable role in the evangelization of Asia from the very beginning. Consecrated life is a very privileged means of evange-lization. Persons consecrated by religious vows can dedicate themselves fully to evan-gelization work because of their radical choice of the evangelical counsels, their total availability, their capacity for origi-nality in mission methods--as the history of mission shows, their spirit of generosity and their easy mobility." In this way the lin-eamenta sum up consecrated life in Asia: its historical contribution, distinctive witness, and recent developments. Responses from Asian episcopal conferences to the lineamenta were numerous, some of which have been widely published. Those of Japan, Taiwan, Indonesia, and India appeared in the East Asian Pastoral Review (no. 1, 1998). The instrumentnm laboris, or syn-odal working document, is thus a commentary by the preparatory committee upon the lineamenta, taking into account the views of the Asian bishops. Not surprisingly, the instrumentum is very dif-ferent in both tone and accentuation from the initial document. It is closer to Asia. Religious life gets five explicit mefftions, and these are of inter-est: First, in the historical section, it is regretted that the pio-neering work of dialogue with cultures and other Asian religions was discontinued so quicklyi "Even though the missionaries' efforts met with many successes, it is felt that a proper understanding of these elements in the work of evangelization would have led to a greater acceptance of the faith by the people of Asia . The church's rediscovered appreciation of other religions and cultures should find greater expression in her missidnary approach" (§14). There will be no new evangelization without a shift in consciousness. Janumy-Feb~wa~y 1999 Religious today are being called to recapture these creative insights from the past. However, there is a price to pay. In continuing Jesus' mission of love and service through interreligious and inter-cultural dialogue, consecrated life in the Latin rite will have to leave behind its Western heritage and become radically Asian. This latter point was brought up many times on the floor 6f the synod. While no section in the lineamenta was devoted to religious life, the whole of §16 of the instrumentum is. devoted to "Consecrated Witness." Mention is made of the "steady increase in the number of vocations during the past decades," both to "tra-ditional religious congregations and institutes which are Western in origin; in recent years a number of new local religious congre-gations have sprung up in Asia." "In many cases o . . service pro-vided by missioners has led to martyrdom." "Witness in Asia has ¯ . . come from a great many of the church's religious orders and congregations who have made a major contribution to the growth of the local churches in Asia during the last five hundred years of evangelization. Tens of thousands of religious sisters and brothers, by their love and unselfish service to those who suffer from poverty in its many forms, have contributed to nourishing the faith of many in the church in Asia. Some of these have given an invalu-able service to local churches by establishing houses of formation, especially seminaries. They have been able to reveal the compas-sionate, loving, and caring face of Jesus to the peoples of Asia. Religious brothers have given an outstanding service to the cause of general education, vocational training, technical education, and developmental works. Contemplative religious have also made a unique contribution to the Christian mission in Asia by their prayers and their witness of complete dedication to a life of union with God." Missioners are contemplatives in action--this is a favorite saying of John Paul II. The evaluation of Catholic mission history in Asia (920, "Leaven in Society") highlights the work of religious in educating the laity. Not aJfew outstanding national leaders in cultural, eco-nomic, and .political affairs, even in countries where Christians are a tiny minority, are alumni of Catholic schools. Towards the end of the instrumentum are two more refer-ences to consecrated life, neither of which' is found in the initial lineamenta. In 942, "The Word of God and Mission," we read: "Some responses ask for a greater attention to the Sacred Review for Religious Scriptures, the word of God, in all areas of church life, especially by bishops, priests, deacons, those in consecrated life, catechists, and lay missioners. Preachers, especially missioners, should draw from the Bible and lead their hearers to take up the word of God for personal study and inspiration . God's word has an inherent power to touch the hearts of all peoples, both Christians and believers of other faiths." This link between the centrality of the biblical apostolate in mission and the centrality of the word in the life witness of the missioner came up later on the synodal floor. Finally, in "The Service of Dialogue," we read: "The mission of the church takes place in interaction with others of which dia-logue is an important aspect. Some bishops in Asia have placed an emphasis upon what they term a 'dialogue of life and heart.' . ¯ . Cloistered sisters, who lead lives of prayer and love in open friendship with their neighbors of other faiths, have shown them-selves to be among the most effective practitioners of the dialogue of life." This is one of the few references to contemplative life in the presynodal documents. While just two participants in the synod were from contemplative orders, a central part of the synod was the link between contemplation and action. God-experience and authentic life-witness are crucial. Proclamation in Dialogue During the first seven days, 191 interventions were made by the synodal members and auditors. A quick, thematic analysis of these interventions follows. Twenty-three interventions were on °interfaith dialogue, 18 on the local, church as a communion of communities (a participative, collegial church). Sixteen interven-tions were on inculturation, 11 on the church's option to accom-pany the poor and margin.alized, and 10 on the challenge of economic globalization. Another 10 were on Asian spirituality and God-experience, 7 on youth, and another 7 on the church in China. Six focused on the ancient Apostolic churches of the Middle East, 5 on issues concerning women, 5 concerning the laity, 4 con-cerning schools, 4 concerning ecumenism, 4 concerning indigenous peoples, 4 concerning family life, and so on. VVhat picture emerges from this rough breakdown? Seventy-six percent of the intervention~s (146) dealt with four main topics: the Asian churches in diaiogue with other faith traditions (43 inter-ventions), the church becoming Asian by dialoguing with living Janttary-Februat.'y 1999 Prior ¯ Apostles and Martyrs r ¯ ] cultures (41 interventions), the churches learning to dialogue with the poor (33 interventions), and the Asian church as a church of the laity (29 interventions). Thus, for the bishops and observers, the threefold dialogue with other religions, with cultures, and with the marginalized looks to the context, approach, and con-tent of the New Evangelization. In this threefold dialogue Christ will become all in all, "that they have life and have it abundantly." Clearly, members of religious orders and congregations are involved in this threefold dialogue, one way or another. In responding to Jesus' mission through the threefold dialogue, con-secrated life itself is evange.lized. It must be noted that only three interventions took up conse-crated life as its sole subject (§§2"5, 81, and 99), while three supe-riors general included religious life as one of their topics (§§68, 133, and 134). Others touched upon consecrated life as part of their intervention. Ten superiors general spoke of various aspects of mission. Some other interventions are of direct relevance to religious, those on Asian spirituality, for instance, and on the strug-gle of women. I here pinpoint a few major issues culled from these interventions. Women in Church and Society Keeping in mind that the great majority of religious are women and that the majority of missioners in Asia are women also, the few interventions on women are of particular impor-tance. Sister Filomena Hirota MME (Japan), one of the eight sis-ter auditors pres.ent, spoke on women's growing awareness and on women's movements which demand that the fundamental equal-ity and dignity of all women and girls be respected in thought, attitudes, and practices. After referring to statements by the FABC (Federation of Asian Bishops' Conferences) over the years, she said: "The church in Asia has a predominantly feminine face. In many countries women constitute 70-80 percent of its member-ship. The presence of women in pastoral ministry, their service to the poor and marginated, their commitment to peace and jus-tice in ecumenical and interreligious relationships, and their sol-idarity actions in promoting the dignity and equality of all women, men, and children have been significant and important." She went. on to say: "A new way of being church in Asia calls for a church in solidarity with the cry of women in a prophetic Review for Religious way." The church is called to "become a credible sign of the dig-nity and freedom of women in society and in the world" (Fourth FABC Assembly). The church has to find a concrete way to respond to the Holy Father's words expressing regret and apology for wrongs and insensitivities toward women in the church: "May this regret be transformed, on the part of the whole church, into a renewed commitment to fidelity to the gospel vision" (Letter to Women, 29 June 1995). She made five proposals: (1) "Members of Mother Church are called to be agents of communion, to create wholesome and equal relationships of compassion and care among humankind and with nature." (2) "Theology from women's perspectives and experiences should be introduced in seminaries and mission formation courses." (3) "It is important, indeed necessary, for male members of Mother Church to discover and grow in 'feminine' insights and attitudes in imita-tion of Jesus (see FABC Assembly 1990) so that their service may be fully and genuinely human and Christian in a society where the logic of domination is destroying both human beings and nature." (4) "Future priests should be formed so as to accept women as equal disciples and companions in their evangelization work." (5) "As a concrete sign of recognition of the fundamental equality of all bap-tized persons (including their dignity and rights) and the church's commitment to uphold women as equal partners, it is urgently rec-ommended: (a) that there be a minimum of 30 percent participa-tion of women in all church organizations and councils; (b) that in the church all women, including religious sisters, be justly com-pensated for their work; (c) that women be given support and opportunities which will enable them to study theology and related subjects; (d) that in each diocese a committee be formed to address injustice, especially against women and children, and to take effec-tive appropriate action in coordination with other local, national, and international organizations; (e) that all language (which sub-consciously influences our conscious attitudes) of church-related writings reflect the equality of men and women. May Mary of the Magnificat accompany us in this jourfiey as we women commit ourselves to Jesus' mission of love and service in Asia!" Appropriate here is the intervention of Pastor Agustina Lumentut, of the Central Sulawesi Christian Church of Indonesia, The church in Asia has a predominantly feminine face. Januat3,-FebruaD, 1999 Prior ¯ Apostles and Martyrs one. of the ecumenical delegates from the Christian Conference of Asia. She noted: "In Asia many countries are afflicted by a mon-etary and economic crisis. Therefore poverty and suffering increase for men, but in particular for women who will be hit most by the rising prices of their basic needs. Often the husbands and the older children of Asian women have gone away to the big cities to find a job and never return. No 'syn-odos,' no 'walking-together' any-more for many Asian women and their families. But there is a 'syn-odos,' a 'walking-together' with women from the same reli-gion, but also from other religions, women who have similar expe-riences. As Asian women theologians have stated: 'These shared experiences can become one of the primary sources for theologi-cal reflection, for rereading the Scripture, for a new interpretation, a new perspective.' As long as Asian women find the courage to tell each other their stories and share their .experiences, they have hope. Women are walking together. But is the church walking with them?" David Fleming SM, superior general of the Marianists (inter-vention no. 68), reflected on the compelling power of feminine images of the holy in Asian religions. In Hindu spirituality female images usually stand for shakti, power, creative energy. In Bengali Hinduism great attention is paid to Durga, a feminine image of the holy that is portrayed, almost like the Woman of the Apocalypse (chap. 12) as conquering the forces of evil, crushing the serpent's or dragon's head. Such feminine images, far from inducing passivity and helpless resignation, point to great social dynamism. The many feminine figures in Asia have arisen in a context of theo-logical reflection and catechesis that-is totally different from ours and surely unacceptable to us as Christians on the level of doctrine. Nevertheless, they enshrine some religious imagery that we Christians naturally find realized in Mary. She is a holy woman of contemplative sensitivity, one who experienced God rather than analyzed God. She is full of compassion and sensitivity to the poor and suffering, in dynamic solidarity with them, sharing their strug-gles as a woman of the people in an oppressed nation. In herself she lives a harmony with God, with her fellow human beings, with nature, and with society. David Fleming ended by saying: "Much of this Asian sensitivity for what we might roughly call the 'feminine' aspects of the holy is in fact integrated into the tender and almost cbnnatural devo-tion to Mary that characterizes so many Asian Christians. I am Review for Religious not talking of an integration of doctrine or of any new theologi-cal assertions about Mary. But I believe that a culture that shows so great a sensitivity to the feminine side of the holy has a great deal to contribute to our Christian experience of Mary, not only in Asia but also in the rest of the world. It helps us see the dynamism and vitality of Mary in the work of salvation and her power to motivate us to a commitment in solidarity with the poor. In this way we can give a greater Asian content to the conviction often expressed by the Holy Father that Mary is the 'Star' enlight-ening and directing the progress of the new evangelization in our era." All this is of interest to religious, both women and men. What images of God have we internalized, which images are we proclaiming by our lifestyle and in our work? God-Experience Time and again, bishops spoke out on the centrality of authen-tic experience of the human and the divine. I take up just one example, the presentation of Bishop John Osta of Patna, India (intervention no. 37). It is, "Bishop John said, "not enough to repeat doctrinal or theoretical formulas; personal witness to a personal experience is called for." Bishop John called for a new contem-plative lifestyle for all in the church. In this "rebirthing" of the church, religious have a pioneering role: live the Christian mystew in an Asian way! Integrating prayer forms from other Asian reli-gions is not syncretism, he maintained, but a demand of our times. The bishop continued by quoting FABC (Hong Kong, 1977): "The decisive new phenomenon for Christianity in Asia will be the emergence of genuine Christian communities in Asia, Asian in their way of thinking, praying, living, communicating their own Christ-experience to others . We should beware of seeing our future mission in categories that belong to the past, when the West shaped the churches' history. If the Asian churches do not dis-cover their own identity, they have no future." David Fleming made an interesting contribution on some aspects of the "dialogue of religious experience." His nine years in Nepal and India informed his presentation. He said: "To speak to the heart of Asian people and enter into a genuine dialogue of religious experience, religious and bishops should give special attention to developing the Christian contemplative life in Asia, as well as to enriching the contemplative dim.ension within all insti- P~o__r_ ¯ ~ostles and Martyrs, tutes of consecrated life, in order to create inculturated forms of living the spirituality of each institute. This is an aspiration widely shared, but not always so well realized, by religious institutes pre-sent in Asia." He continued: "Interreligious dialogue on the level of reli-gious experience involves a giving and a receiving, so that much can be learned from the deep religiosity of people and from their religions. Such dialogue shows us concretely how the Spirit of God has been at work through the centuries in the religious expe-rience of others. We often find that interchanges with seekers of holiness in other religions open up new vistas for Christian life and especially refresh our'memory of elements in our Christian spir~ itual heritage that we have tended to forget and neglect." He gave some examples: "A genuinely inculturated celebra-tion of the Eucharist. Very often, after participating in liturgies that integrated elements from the great variety of Indian cultures-- Hindu, Muslim, animist--Indian Catholics told me how richly these inculturated liturgies moved them, touching something that had perhaps been buried and a bit regretted in their souls during their years of taking part in more Western-style liturgies." A sec-ond example: "The disciplines of yoga direct us to pay greater attention to an approach to the body that disposes us to prayer. Similar teaching exists in our Christian tradition, especially in the hesychasm of Eastern medieval Christianity. But I doubt if we will easily rediscover this neglected dimension of spiritual discipline without the help of interreligious dialogue." Another example: "Attention to the rich oriental teaching .on praying with a mantra has sparked a fruitful renewal of c'ontemplative prayer among Christians in our time, often called 'centering prayer.' A similar approach was inculcated in ancient Christian monasticism, from the Egyptian desert through John Cassian, and in the oriental Christian tradition of the Jesus Prayer. The prayer of the rosary is, in its own way, within the same tradition. But today many Christians, East and West, are rediscovering this contemplative form of prayer through interreligious dialogue." Cardinal Eduardo Martfnez Somalo, prefect of the Congregationfor Institutes of Consecrated Life and Societies of Apostolic Life (CICLSAL) gave the 81st intervention. The cardinal's eight points emphasized the centrality of t~tal dedication by the consecrated person. The key to mission witness is who she or he is, not what she or he does. Cardinal Martfnez Somalo linked the Revlew for Religious contemplative and mystical dimension of consecrated life to an ascetical lifestyle. This comment is particularly pertinent as Asia suffers a major monetary crisis on top of long-standing systemic poverty and injustice. In simplicity and prayerful silence, religious undergo day by day conversion to the gospel. After the primacy of religious experience, the cardinal emphasized the need for a solid theological formation, particularly necessary as we enter into dia-logue with Asian cultures and other Asian religions. He ended on a note of joy and hope at the many vocations to religious life in Asia. These key issues echoed and strengthened the contributions from Asia itself. Peter-Hans Kolvenbach, superior general of the Jesuits, con-trastedthose who work for results with those who live out of love (intervention no. 97). The high-quality institutions run by reli-gious orders do not automatically proclaim the love of God. Our apostolates proclaim love when they are run by people "through whom God's love shines." Similarly with the work of dialogue: we dialogue in love without calculation or ulterior motives. In our apostolates we do not proclaim self but Christ crucified. I was reminded of the saying of John of the Cross: "Where there is no love, put love, and you will reap love." A short comment, one of many during the synod, about the centrality of God-experience, came from Bishop Gratian Mundadan (intervention no. 124) of Bijnor of the Syro-Malabar rite, India: "A Hindu sadhu once told Abhishiktanandaswamy: If you want to touch the heart of Indians, every one of you must become a guru. A guru is one who has deep God-experience. Such a guru does not quote, does not instruct, does not formulate, does not dogmatize. The guru shares personal experience of God, It is not just a question of presenting Jesus Christ as the guru; every Christian needs to become a guru--deep in the experience of God. . Spirit-filled and Spirit-led aposdes began their mission with sur-prisingly great success . "Unfortunately the scenario changed. The communities of the Spirit became institutionalized. When possessions, power, and authority increased, the need to rely on the power of the Spirit decreased. The Holy Spirit remained the forgotten person of the Holy Trinity. The humble, poor servant Christ, who came to serve and not to be served, was forced to assume the status of a power-ful king instead of continuing to be the King of the heart. The church began to rely on competency and human efficiency, doc- Jamtao, oPYbruaO, 1999 Prior ¯ Apostles and Martyrs trinal as well as juridical. If the church's power and authority comes only from competency and human efficiency, then we are facing a crisis in our mission. For such a competency based on knowledge, ideas, administrative skills, and laws will search for its legitimacy in the rational, in the human. The power of the church is reli-gious, spiritual, power from heaven. When the leaders of the church are devoid of such a spiritual power, they'will take shelter in juridical power. "There is an urgent need to change this image. The leadership of the church has to change the style of functioning, to become more spiritual, free from institutional authoritarianism and fully at the service of the gospel and the world. Such a leadership will be able to animate people to God-experience and help them translate this experience into fraternal love. This is to be the original con-tribution of the gospel to Asia, where other religions concentrate on God-experience alone without any effort to serve the brethren. The leadership of the church will have to discern and activate the vari-ous charisms of the whole Christian community: build up commu-nities of love and fellowship as did the Apostles. Such a leadership will seek to strengthen the capacity of the people of God to become true faith communities as against the dichotomy that exists today between faith and life among Christians: make these communities powerful evangelizing communities, empower the faithful and enable them to face the challenges of the present day and of the future with interior power, power from above, and not with worldly wisdom and efficiency. ".Following the way of Christ, the church in Asia has to assume the way of kenosis, of self-emptying, of the cross, of loving and self-giving service. We have to develop a kenosis ecclesiology. We have to shed attitudes of power, domination, influence. Such a church will appeal to the Asian mind . Let the call of the synod to the church of Asia be a return to the sources, to the spirit and style of the early church, where the Spirit of God reigned." Asian Mission Societies Edward Malone (Hong Kong) is the long-serving assistant secretary general of the Federation of Asian Bishops' Conferences (FABC). The bishops of south, southeast, and east Asia have belonged to FABC since 1970; they are now to be joined by the churches of central Asia. Father Edward devoted his intervention Review for Religious (no. 99) to Asian mission societies: "Although the number of [Asian] Christians remains small in comparison with Asia's bur-geoning masses (2-3 percent of all Asian peoples), this 'little flock' (Lk 12:32) seeks to share its riches and discovery of Christ with neighboring peoples . They are aware that 85 percent of all the world's non-Christians live in Asia. "Responses to the call of mission and evangelization within Asia have taken a variety of forms. Most international institutes of women and men have a home in Asia. New groups and new forms of religious life, secular institutes, and lay orga-nizations have emerged to respond to the call of world mission. Yet I wish to highlight a unique ~ and essential form of mission response. This charism is that of the missionary society of apos-tolic life. In recent decades, six such societies of men have emerged in Asia: the Missionary Society of the Philippines, the Missionary Society of Saint Thomas the Apostle (India), the Catholic Foreign Mission Society of Korea, the Missionary Society of Thailand, the Lorenzo Ruiz Mission Society (Philippines), and the Heralds of Good News (India) . These societies of men who are pledged to lifelong commitment to foreign mission bring a unique--and essential-~- contribution to the church's missionary activity. "These mission societies of apostolic life contribute a partic-ular focus to mission. Their contribution is ad genres, ad exteros, and ad vitam. They direct their efforts to evangelization ad genres, to those who have not yet heard the liberating and salvific Good News of Jesus Christ; ad exteros, to peoples outside their own coun-try, cultural milieu, and language group; and ad vitam, through a lifelong commitment to this unique form of mission witness. There are countless local churches in Asia that owe the emergence of their faith and communities to the dedicated labors of such mis~ sion societies of apostolic life founded in other parts of the world. The 'time of the heirs' has come for all local churches of Asia to respond by establishing such mission societies . A local church is not intended to live alone; it is 'not a community in isolation from other communities of the church one and catholic. Rather it seeks communion with all of them' (FABC 1). This is a unique con-tribution that mission societies of apostolic life can bring to the local churches throughout Asia. Such societies can become 'bridges 85 percent of all the world's non-Christians live in Asia. Januaty-Febt'tlat3, 1999 Prior * Apostles and Martyrs of communion' by which the sister local churches of Asia can appreciate and exchange their unique gifts. In this way the gospel is proclaimed, communion is strengthened, the 'dream of catholic-ity' emerges and is concretized . Though not limited to Asia alone, their growth will result in Asians evangelizing Asians, the emergence of authentically missionary local churches, the strength-ening of bonds of communion among the churches of Asia . " Edward Malone then pointed out developments that foster or hinder mission ad genres. First, in an ecclesiology of communion, we need bridges of exchange and communion. Missioners ad genres foster communion among sisters churches. Second, churches that do not experience this exchange (sending/receiving) can become closed ih upon themselves. They could become vulnerable to local ideologies and a closed nati'onalism. Third, if ad genres mission is not promoted, there will remai~ many unreached peoples through-out Asia. Fourth, pastoral care even keenly felt must not be allowed to derail the local-church ad gentes mission effort (this has often happened: working abroad with nationals from the same church of origin does not fulfill the ad genres vocation). Father Malone con-cluded by mentioning two current temptations: (1) the "tempta-tion of success" (to settle down with the visible results of evangelization, hesitating to turn over the parishes, schools, and institutions to the local church and diocese and move out to new frontiers) and (2) the "temptation of pastoral care" (seeking to answer all the pastoral needs of a diocese and so losing the will to reaffirm the original charism, "to g9 and make disciples"). Ours must always be the motto of the apostle Paul: "Christus me misit non baptizare, sed evangelizare" (1 Co 1:17). Edward Malone's informative and provocative contribution drew two responses from superiors general of mission societies that originated in the West. Father Franco Cagnasso, PIME superior general (intervention no. 13 3), welcomed the Asian missioners, that is, those who remain authentically Asian. Their presence is positive for the whole church. They are less institutionalized and live close to the poor. Many have a valuable interiorized approach to the mystery of Christ. People from the other continents have redis-covered their Christian faith through reaching out to Asian spiri-tuality. Father Franco ~lso welcomed the fact that Asian churches were open to receiving cross-cultural missioners from outside Asia. The more the Asian churches become self-sufficient pastorally, the more they can move out to dialogue with others. Review for Religious This contribution was followed by that of Father Raymond Rossignol, superior general of the Missions of Paris (intervention no. 134). He emphasized that each and every church should be open to send and receive cross-cultural missioners. No church should be encapsulated. History has left the Asian churches with a problem: they are perceived by majority communities as being foreign (Western). Also, in the past, Western missioners have tended to dominate local church personnel. One reaction to this is for each church to look after itself without outside "interference." However, we need to find suitable ways to ensure that cross-cultural mis-sioners can be present in all churches--not just in those who are not yet "self-sufficient." Raymond Rossignol concluded by saying: "No church is so poor that it has nothing to offer others; no church is rich enough that it cannot receive from others." Formation of Religious One of the burdens of history is that Western-style churches were planted in Asia during the colonial era. In the words of the president of the Catholic Bishops' Conference of Sri Lanka, Bishop Oswald Thomas Colman Gomis (intervention no. 141), "the church has remained foreign in its public image and expression, in liturgy, art, architecture, mannerisms, and presentation of doc-trine, and above all in patterns of life, especially those of her reli-gious . Most of my brothers and sisters here, I believe, would agree with me that this image remains very much a block to evan-gelization today. This synod [should] find some formula to erase this scar inherited at birth by many churches in the countries of Asia." One place to start is formation. Bishop Arturo M. Bastes (intervention no. 25) gave a tour de force, finishing his presentation a split second before the micro-phone was cut off. A former SVD provincial, Bishop Arturo of Romblon, Philippines, spoke on formation for religious in the contemporary Asian context. His exposition focused on four important shifts taking place in the Asian churches: a shift from a Eurocentered church to an authentically Asian church, a shift in our understanding of history, a shift in the model of church, a shift in our understanding of spirituality. Each shift has its impact upon formation communities. ¯ According to Bishop Arturo, the church's mission in Asia has been approached from the perspective of a Eurocentered church, Prior ¯ Apostles andMartyrs deeply conditioned by the European colonialism of the times. Formation of religious was or still is monocultural, Western or European. While religious vocations are rapidly decreasing in Europe and the rest of the Western Hemisphere, there is an ever increasing number of religious vocations in Asia. A contextual-ized formation is suited to the mentality of Asians. There should be real insertion in social reality. Asian formators are developing practical methodologies in contrast to Western academic models. Academic study needs to be accompanied by practical method-ologies in the light of Asian realities. The second shift is in our understanding of history. The great world religions Hinduism and Buddhism, whose cradle is Asia, antedate Christianity by thousands of years. Christianity was born in Asia, but has been alienated from Asia by becoming Eurocentered. The Catholic Bishops' Conference of the Philippines proposed that the synod "explore exhaustively in an open and humble way the revelatory nature" of the religions of Asia and their impact on the church's proclamation of Jesus. There is much that the church can learn from other Asian religions regarding the values of God's reign. Persons beginning religious-life formation need a great feeling of respect for other religious tra-ditions which offer "salvation" even before the coming of Christ. Christian religious should not feel "superior" to people of other traditions. Asian formandi and formandae need to remain Asian even when they join international congregations. The third shift is in church models. When the church embed-ded itself in Europe, a mindset arose that considered Europe Christian and the rest of the world pagan. Unfortunately, they seem to have identified Christianity with whatever is European. Many third-world churches are striving to shift away from a tri-umphalistic model to a church identified with the social condi-tions of the people. Without a sense of the poor, there can be no genuine following of Jesus in Asia. Hence, candidates for the reli-gious life in Asia should be trained to have both an affective and effective commitment to the poor. All religious congregations today emphasize "preferential~ option for the poor." The question is: Do we really mean it? The "passing-over to the poor" is admit-tedly one of the most difficult transitions for a religious congre-gation. The fourth shift highlighted by Bishop Nrmro ~ls in our under-standing of spirituality. Traditionally we have associated spirituality Review for Religious with an institutional way of living. We need to shift our under-standing of spirituality from institutional to incarnational. More basic to each congregational charism is being rooted in the incar-nation of Christ. There is a dynamic and essential relationship between culture and spirituality in a common humanity. The three characteristics of an incarnational spirituality are self-transcen-dence, search for meaning, and the gift of self. These are at the heart of every spirituality, whether Christian or non-Christian. Globalization of the free market is attacking Asia; the prospects of the third millennium are frightening. Religious women and men of Asia should join forces to fight, con-sumerism by living a spiritual life that is accessible to their fellow Asians, whatever their creed. Bishop Arturo concluded by suggesting that religious candidates should seriously study and reflect upon the spirituality of other Asian religions besides the teachings of the Judeo-Christian Scriptures. The Spirit is present in Hinduism, Buddhism, Taoism, Islam, and even primal religion. The vocation of Asian religious today is to save Asia, by the wisdom and depth of Asian spirituality with which Asians feel at home, from the onslaught of materialism coming from global market forces. Asian spirituality is not opposed to the teachings of Christ, for it is a true manifestation of God's Spirit working in all peoples. Janet Wang, president of the Conference of Major Religious Superiors of Women of Malaysia-Singapore-Brunei, spoke of dia-logue within the church: only a church in dialogue can dialogue with cultures and other religions. She spoke of mission in the light of the church as communion. The church in Asia needs to grow in dialogue of life and heart so as to be a visible and efficacious sign of communion in the multiracial and multireligious societies in which we live. While we are challenged to intensify interreligious dialogue and dialogue with culture, we cannot ignore the need to improve our capacity to dialogue within the church at the grass-roots level--among priests who work in the same parish, as well as among priests, religious, and laypeople. One of the best forms of The great world religions Hinduism and Buddhism, whose cradle is Asia, antedate Christianity by thousands of years. Prior * Apostles and Martyrs For formation to become Asian, future l rofessors need to do their special studies in Asia rather than in Rome or elsewhere in the West. evangelization in secularized societies like ours is the witness of love and reconciliation, unity in diversity, authority as service. The Spirit is calling us to move away from the image of a cler-ical institution to the building of a participatory church where priests, religious, and laypeople have a common vision of church as communion. The church in Asia will become more alive and efficacious to the extent that the laity and religious are actively involved with their parish priests in pastoral plan-ning and decision making. Sister Janet said, "Our religious communities need to be recognized as Christ-centered basic ecclesial communities within the local church." Changes in attitude, however, do not come automatically. Persons need to be formed in a gradual, experiential way. Sister Janet concluded: "May I strongly recommend, also on behalf of the Conference of Religious Major Superiors of Malaysia, Singapore, and Brunei, (1) that seminarians be formed to a better understanding of consecrated life in the context of the ecclesiology of communion, (2) that pri'ests, religious, and laypeo-pie be formed together towards a new way of being church. With hearts open to the action of the Spirit, we need to listen to the word of God, to pray and reflect together, to search together, and in an atmosphere of dialogue to carry out pastoral planning, pastoral care, and mission outreach together as church, the family of God in Asia." Francis Adeodatus Micallef, apostolic vicar of Kuwait (inter-vention no. 43), also spoke of the spiritual formation of religious. "Spiritual formation of candidates should not suffer as a conse-quence of formation programs . Lifestyle should reflect the deep spiritual formation which these centers are imparting." The key word here is authenticity. Bishop Peter Chun Hon-Ting of Kuching, Malaysia (inter-vention no. 62), spoke on seminary formation; his comments are germane not only to clerical religious. Bishop Peter Chun empha-sized the absolute need for a sound knowledge of the religiocul-tural situation of one's country and a critical knowledge of the ReviewforReligious economic and political conditions that affect people. Many bish-ops emphasized the link between contemplation and involvement, spirituality and politics. Bishop Peter also stressed the dignity and equality of lay and clerical, the Bible as the soul of all theology, and the integration of Asian philosophies and spiritualities into the curriculum. For formation to become Asian, future professors need to do their special studies in Asia rather than in Rome or elsewhere in the West. Not far from the question of formation is that of spiritual direction. Vicente Cajilig OP, secretary to the Office of Education and Student Chaplaincy FABC (Philippines), gave the one inter-vention on spiritual direction. He said: "Spirituality in Asia, as seen by formators, is a form of journey and accompaniment. This journey follows a certain pathway that leads to interiority. The model of all models is Christ, with whom the formandi and for-mandae are configured. The directee arrives eventually at the stature of Christ." He concluded that, above all, a "spiritual pro-gramme that prepares spiritual directors themselves is important. While formation in theology gives candidates a firm foundation in the faith, the handling of the spiritual task requires added know-how on the journey of the Spirit." Schools A continent-wide synod is not the place to look at individual apostolates in any meaningful detail. Where the churches in Asia are small, even insignificant minorities, elite schools have been an important apostolate. As independent governments and majority communities have developed their own, even better, school systems (see intervention no. 125 by Bishop Leo Laba Ladjar of Jayapura, Indonesia), this traditional apostolate is being increasingly ques-tioned. The preferential love for the poor also raises fundamental questions. Alwis Sunanda FMS (Sri Lanka) put it like this: "An educational system, especially at the tertiary level, committed to the service of the values of Jesus and right relationships, orients its curriculum and research towards greater understanding of the social forces at work in exploitative societies such as exist in parts of Asia. It shines light on exploitative and liberative forces in those societies and tries to motivate students and teachers to choose a set of values different from the existing capitalistic, consumerist, wasteful, gender- and ethnically biased values. Its library and social January-February 1999 Prior ¯ Apostles and Martyrs communications would be a help to the poor and the needy, those who are marginalized, and exploited women and men." Brother Alwis, however, went on to suggest that "the social system in the context of Asia tends to ensure that Christian schools serve the interests of more affluent groups in society. How valid, in practice, is the argument that we can influence the future shape of our soci-ety by training the children of the elite in our schools? Are we not, instead, put in a position of maintaining the existing social order, to the extent that our own values and lifestyle are adjusted to continue a system of education that bolsters, if not aggravates, the inequalities? Often a glaring incongruence exists between the gospel we teach and the work we do, between our expressed mes-sage and the lives we live. We ourselves, though, might not notice this by reason of our great dedication to the cause we serve." Brother Alwis concludes, "Today we may have a better chance of being faithful to the call of the gospel by working in programs that foster nonformal education, adult education, values educa-tion, and education through peoples' movements rather than through traditional educational systems." This is just one thoughtful contribution among the many that were made about various apostolates. What is clear is that, fifty years after most Asian countries became independent, religious orders are having to look again at many of their traditional apos-tolates, successful as they superficially look. The Propositions The synod is over and the bishops are back at their posts. Some time in 1999 an apostolic exhortation will be published, based upon the 59 propositions drawn up during the final days of the synod. Two of these propositions, numbers 27 and 28, deal respectively with "consecrated life" and "mission societies of apos-tolic life and other mission societies." I did not receive a copy of the propositions, and the synodal members handed theirs back to the secretariat. From what I heard in the synodal hall, and the notes I made, I can make the following brief cominents. In Proposition 27, religious are looked upon as a reminder of the universal call to holiness who inspire a self-giving love towards everyone, especially the least of their brothers and sisters. The synod calls upon religious to undertake a renewal and revitaliza-tion of their commitment to proclaim the saving message of Jesus Review fo," Religious Christ. Formation should be Christ-centered and contextualized, faithful to the group's charisms, with emphasis upon life witness. Spirituality and lifestyle should be sensitive to the religious her-itage of the people they live with and serve. Proposition 28 acknowledges the continuing contribution made by mission institutes of apostolic life. The recent founding of mission institutes of apostolic life in Asia itself is an expression of the missionary dimension of the churches of Asia. The synod encourages the further establishment of mission societies charac-terized by their commitment to mission ad genres, ad exteros, and ad vitam. Encouraging Words Each and every woman and man dedicated to the consecrated life in Asia has received renewed encouragement from the 1998 synod to .continue the daily witness of risking oneself for Christ's sake. We have been challenged, some thirty-six years after the opening of the Second Vatican Council, to take up the language of the threefold dialogue with religions, cultures, and the marginal-ized and to flesh it out in lives of radical witness to the incarnate Word and graceful Spirit. This threefold dialogue is one integral movement of evangelization, the evangelization of the whole of life in all its myriad dimensions. As apostles of the crucified and risen Lord, we promote life in multicultural, multifaith Asia. As martyrs to the truth-giving Spirit, we endeavor to live ascetically with the marginalized. There is no reason for holding back: we have the dream, we know the strategies. We have the documents, we have the official encouragement~ The only real barrier is the narrowness of our minds and the smallness of our hearts. "Have courage, I have conquered the world!" On 16:33). "For God is greater than our hearts" (1 Jn 3:20). Janualy-Februa~y 1999 PAUL BERNADICOU Catholic Guides in Dialogue with Buddhist Practice Ion the latter 1960s Thomas Merton, prophetic here as in many ther areas with fresh religious insight, declared that, "far from being suspicious of the Oriental mystical traditions, Catholic contemplatives since the Second Vatican Council should be in a position to appreciate the wealth of experience that has accumu-lated in those traditions." His 1967 book Mystics and Zen Masters included an earlier essay expressing admiration for the 16th-cen-turyJesuit missionary effort in China, seeing that effort as a pro-logue to contemporary religious understanding. Merton was joined by a bevy of other Catholic scholars eager now to enter into dialogue rather than to proselytize in their mis-sionary outreach. In the words of the council's Declaration on Non-Christian Religions, Catholics were now asking themselves how these Asian and other ways try to pierce "that ultimate and unutterable mystery which engulfs our being, and whence we take our rise, and whither our journey leads us." The council docu-ment not only gave permission to respect the teachings of these other ways, but also invited Catholic scholars to "acknowledge, preserve, and promote the spiritual and moral goods found among them, as well as the values in their society and culture" (§§1, 2). Just before his tragic death in Bangkok at an East/West monas-tic conference, Merton wrote about his deeply moving sight of the Buddha sculptures at Polonnaruwa (Asian Journal, New Paul Bernadicou SJ chairs the University of San Francisco's theology department and is tertian instructor for the California province of the Society of Jesus. His address is 2130 Fulton Street; San Francisco, California 94117. Review for Religious Directions, 1993, pp. 233-236): "I mean, I know and have seen what I. was obscurely looking for. I do not know what else remains, but I have now seen and have pierced through the surface and got beyond the shadow and the disguise." He wrote beautifully about these huge, silent figures "questioning nothing, knowing every-thing" with their great yet serene smiles. Another Catholic monastic voice from that period was Aelred Graham's, who in Conversations: Christian and Buddhist Encounters in Japan (Harcourt, Brace, 1968, p. xiv) recounts how he sought to pass from the area of academic study to that of firsthand experi-ence of Buddhism. In his sixtieth year, after long experience as a Benedictine, he had the opportunity to speak with some for whom the Buddha was a role model no less than Jesus was for him. He describes the value of such religious encounter as "not at the peripheral level of Christian ecclesiology, which still preoccupies so many Catholic theologians, but at the basically existential level of who we are and what human life is all about." Jesuit Guides The Jesuit missionary H.M. Enomiya Lassalle, already in Japan before World War II, eventually inculturated his Christian Zen meditational practice into a Zen-style Jesuit retreat center in the countryside at a remove from bustling Tokyo. He published his personal findings regarding the helpfulness of Zen for an enhance-ment of Christian meditation. In Zen Meditation for Christians (German original, 1968; Open Court Publishers, 1974, pp. 151- ¯ 152), he illustrates this conviction with the parable of the prodi-gal son. In the typical way of Christian meditation at the time, you would reflectively think about the youth's family circum-stances, then the effrontery of his demand for his inheritance, then his degradation after wasteful spending, and finally his remorse and return to his father's house. A deeper form of medi-tation would not simply use~ the prodigal son as a symbol, but identify with him as an image of oneself. The person meditating would thus become the prodigal son. It is myself who reveled in our father's house only to estrange myself and now hanker to return in repentance and humility. "When we perform medita-tion in this manner and begin anew each time we practice, our heart is then purified and transformed directly and immediately through meditation--rather than indirectly through intellectual Janua~y-Februa~Ty 1999 Bernadicou ¯ Catholic Guides in Dialogue In Zen the method of purification involves working on koans, but in Christianity the emphasis is on meditation and the importance of Scripture. considerations of the will." This type of meditation is similar to Zen, wherein the Zen practitioner becomes one with a koan (that is, a Zen paradox designed to break through discursive con-sciousness to intuitive insight). ~ Heinrich Dumoulin, a Jesuit colleague of Lassalle at Sophia University in Tokyo, edited in the 1970s a series titled Religious Encounter: East and West which was "intended to promote an understanding of the living unity, diversity, and meeting-ground of reli-gious phenomena, Asian and Occidental." Dumoulin's own first contribution to the series, Christianity Meets Buddhism (Open Court, 1974, p. 198), emphasized that interreli-gious dialogue can contribute uniquely toward opening up a new horizon. Both Christianity and Buddhism involve a search for ulti-mate reality, and a dialogue between the two is "perhaps one of mankind's greatest hopes." A Jesuit of Japanese origin also at Sophia University, Joseph Kadowaki, whose youthful background had been Zen Buddhism and who was later baptized a Christian, came to recognize similarities between Zen monastic training and his own Jesuit novitiate training. In Zen the method of purification involves working on koans, but in Christianity the emphasis is on meditation and the imlSortance of Scripture. After he began to practice Zen, Kadowaki found that he could read the Bible in a new light. His book Zen and the Bible (Routledge and Kegan Paul, 1977) describes the method used in solving a Zen koan and shows how to appreciate the many para-doxical or obscure koan-like passages in the Bible. William Johnston, the fourth member of this quartet of Jesuit scholars of Zen at Sophia University, recently published his mag-num opus, Mystical Theology (HarperCollins, 1995, reprinted by Orbis, 1998). He has for more than twenty-five years been in the vanguard of the Christian and Zen Buddhist dialogue. He pub-lished Christian Zen: A Way of Meditation in 1971 (Harper and Row; 2nd edition, 1980); it provides explicit guidelines for a way of Christian meditation that incorporates Zen insight. Wordless Review for Religiot,s meditation, a modified lotus position, rhythmical breathing, and the use of koan are explored as Zen practices which can heighten Christian meditation. This interest in meditation led to his scientific investigation into its effects: Silent Music: The Science of Meditation (1974; reprinted, Fordham University Press, 1997). Johnston surveys what scientific research has uncovered about altered states of con-sciousness, brainwaves, and biofeedback. He investigates both Eastern and Western meditation by which one enters deeper lev-els of consciousness. The discovery of such meditation's "passive energy" and of other physiological and psychological benefits show its power to heal and comfort the distressed. And Johnston points out how the "nonattachment" and "knowledge of empa-thy" required in meditation can help people find genuine friend-ships and intimacy in their relationships. Thus he has added insights from modern science into the dialogue between Eastern and Western religious traditions. His Mystical Theology (1995) updates this message for many contemporary laypeople practicing meditation and finding them-selves drawn into mystical states of consciousness. John of the Cross wrote such a theology for the 16th century, and Johnston attempts it for our own century through his ongoing dialogue with modern science and with Buddhism. "Traditional mystical theology was written for monks and nuns . This is the age of the laity. Now married people who live a busy life in factory or classroom or office or laboratory aspire to a life of meditation and mysticism" (p. I0). They look for spiritual guidance as they grap-ple with problems of sexuality, social justice, world peace, and protection of the environment. Trappist Guides Also at the forefront of contemporary Catholic encounter with Asian practice are the adept Trappist advocates of centering prayer Basil Pennington and Thomas Keating, who have taken up where fellow Trappist Thomas Merton left off. In his 1977 Daily We Touch Him (Doubleday Image, 1979) and 1980 Centering Prayer (Doubleday Image, 1982), Pennington explored how to adapt the principles of Transcendental Meditation (TM) and Zen to Christian meditation. Daily V~e Touch Him is a simple but helpful guide to finding God's presence in one's own daily experience: "God is pre- January-February 1999 Bernadicou * Catholic Guides in Dialogue sent to us from the very first instant that he calls us into being-- and thenceforth forever he touches us at every point and level of our being. He is present to us. But are we present to him?" (pp. 14- 15). With Centering Prayer the focus is on returning to the roots of early Christian prayer, especially in the Eastern church and the patristic traditions. Centering prayer combines the best features of this Eastern Christian practice in a blend of East and West that inspires personal Christian prayer today. Thomas Keating likewise explores the Eastern Christian roots of his contemplative heritage in Open Mind, Open Heart (Continuum, 1994). The book moves beyond discursive meditation and acts of devotion to the intuiti'~e level of contemplation. Keating surveys the history of contemplative prayer in the Christian tradition, and follows with step-by-step direction in the method of centering prayer. He manifests how such an approach opens one's mind and heart to the contemplative dimension of the gospel. His recent Intimacy with God (Crossroad, 1996) builds on his earlier volumes by summarizing material from talks he has given in more recent years to people ranging from advanced prac-titioners of centering prayer to persons just starting out. He con-tinues to provide a Christian alternative to the appeal of Asian practices. His conviction is that our journey into intimacy with God leads us "powerfully outward, toward the bonding that we call the Communion of Saints: the capacity to relate to one another with the unconditional love with which Christ relates to us" (p. 160)~ Keating's prayer instruction parallels the apophatic style of much Buddhist meditation. Christian Theology and Buddhism An outstanding Catholic interlocutor with the Buddhist tra-dition on a more speculative and theological level is the Jesuit Aloysius Pieris, who was the first non-Buddhist to receive the doc-torate in Buddhist studies in his native Sri Lanka. His Love Meets Wisdom: A Christian Experience of Buddhism (Orbis, 1988) consists of a series of essays which explore the social as well as the spiritual side of Buddhism, its political and its religious visions, and issues important to the ongoing Christian-Buddhist dialogue. Pieris thinks that Christians can learn from Buddhism, integrating their own prophetic teaching .of love with the Buddhist mystical appre-ciation of wisdom. If heart-to-heart dialogue is genuinely pur- Review for Religious sued, agapeic Christianity and gnostic Buddhism will be mutually complemented and enriched in an integration of compassionate wisdom that could transform the plight of the oppressed poor and of our threatened environment. Pieris's more recent Fire and VVater: Basic Issues in Asian Buddhism and Christianity (Orbis, 1996) further expands on these liberation themes. Current Contributions Such informed exchange between Catholic and Buddhist monastics continues to proliferate in current publications. Three particularly impressed me when I recently surveyed the literature. 1. The Ground We Share: Everyday Practice, Buddhist and Christian (Shambala, 1996) is a conversation between Zen roshi Robert Aitken and Benedictine monk David Steindl-Rast, edited by Nelson Foster. Their dialogue begins with everyday practice rather than with philosophical and theological concepts. The result of their intense and lively conversations was to uncover the com-mon ground of meditational experience that gives hope for fruitful exchanges between Christianity and Buddhism into the future. 2. In The Silent Dialogue: Zen Letters to a Trappist Abbot (Continuum, 1996), David G. Hackett corresponds with sev-eral Trappist monks of St. Joseph's Abbey in Spencer, Massachusetts, dur-ing the 1970s, particularly Abbot Thomas Keating. Mter Hackett's conversion to Catholicism, he set out on a two-year stay in Japan, where he experimented with how Zen practice could deepen his Christian prayer and spirituality. Abbot Keating proved himself a knowledgeable and astute guide in his comprehension and inte-gration of Eastern ways to Christian prayer, as we might have sus-pected from his own writings. 3. The Gethsernani Encounter: A Dialogue on the Spiritual Life by Buddhist and Christian Monastics (Continuum, 1997) captures the voices of some twenty-five Buddhist and twenty-five Christian monks and nuns in a discussion of their contemplative traditions Christians can learn from Buddhism, integrating their own prophetic teaching of love with the Buddhist mystical appreciation of wisdom. Januaty-Febtwa~y 1999 Bernadicou ¯ Catholic Guides in Dialogue at an historic meeting hosted by the Abbey of Gethsemani in Kentucky. The Dalai Lama, who first suggested the conference, also recommended that it be held at Gethsemani in memory of Thomas Merton, whom he had met just before Merton's untimely death while attending a similar Buddhist and Christian monastic exchange at Bangkok. Though scholars in the field of spirituality were present, the focus of the convocation was more expressly on the everyday practice of meditation and prayer in the two tradi-tions. What steps help to progress in meditative enlightenment? What does each tradition have to contribute to our profound human yearning for an encounter with ultimate reality? What can we say and how must we respond to the compassionate wisdom with which this encounter enlightens the seeker? Prescience and Continuing Hope Just before his tragic demise in 1968, Thomas Merton stated in the Temple of Understanding meeting in Calcutta: "I think we have reached a stage of [long-overdue] religious maturity at which it may be possible for someone to remain perfectly faithful to a Christian. commitment and yet to learn in depth from, say, a Buddhist or Hindu discipline and experience." Few realized at the time how prescient this provocative comment would sound nearly thirty years later at the 1996 Gethsemani gathering. Review for Religious BARBARA VALUCKAS Lithuanian and American Sisters: A Lively Inter°active Dance Lithuania, the geographical and cultural gateway to east-ern and central Europe, was the first Soviet republic to declare independence from the Soviet Union just as the last decade of this century began. Almost immediately, American sisters of Lithuanian birth or descent, and American sisters from other ethnic backgrounds as well, went to Lithuania to knit bonds of friendship with women who had been cut off from the, world of women religious during five decades of military occupation and brutal repression of the Catholic Church. Going in response to requests from the Lithuanian congregations,. they were sponsored by the Office to Aid Eastern and Central Europe, of the National Conference of Catholic Bishops (NCCB), by the Leadership Conference of Women Religious (LCWR), by the Hilton Fund for Sisters; and by many other organizations including their own congregations. The sisters gave canonical consultation on the adap-tation of constitutions, assisted in the formation of the Lithuanian Conference of Mfijor Superiors, gave pro-grams of theological updating and ongoing formation, and conducted retreats and days of recollection for sis-ters who could barely remember what these were. In Barbara Valuckas SSND wrote "Lithuania: A Return to My Ancestral Home" for our May-June 1995 issue. Her address is Pilgrim Ministries, Inc.; 9 Academy Hill; Watertown, Connecticut 06795. Januao,-l~¥btvtary 1999 Valuckas ¯ Lithuanian and American Sisters the early days of this lively dance, the Lithuanian sisters encour-aged their American counterparts to take the lead although their United States partners learned innumerable steps from them. By 1997 the dance was well along, but the partners were begin-ning to shift places. In January 1997, while I was in Lithuania conducting a program evaluation, the president of the Conference of Major Superiors described plans for the first Congress of Lithuanian Sisters, to be held the following August. When I asked her about the main purpose of the congress, she' replied in two simple but profound words, "We exist!" To be able to affirm this after experiencing decades of efforts to exterminate religion and religious persons from Lithuania was a touching testimony to the deep faith and high courage of the Lithuanian sisters. Some months later, those of us who had worked with the sis-ters in Lithuania received invitations to attend the congress as guests. The invitations were addressed to "you, who have walked with us from the beginning." Our joyful response to this invitation brought us to Kaunas, the old capital of Lithuania, to be enthusi-astic onlookers as the Lithuanian sisters celebrated their own dance of survival and hope for the future. The theme of the congress was "the past, the present, and the future." The president of the Conference of Major Superiors, who had herself experienced years of surveillance by the KGB, recounted the sisters' sufferings during the years of occupation. One of her most startling revelations, however, was this: At the beginning of the occupation, there were seven congregations in Lithuania; at the end of the five decades of attempted annihilation, there were twenty-four! Some of this multiplication was due to the success-ful efforts of KGB infiltrators to fragment the existing congrega-tions, but much of it was due to the clandestine formation of new congregations. God provided for the future of the church through the courage of women who received their entire formation in secret. The several hundred sisters who attended the congress included older sisters who had entered established congregations before the occupation, sisters who had entered existing or new congregations secretly during the occupation, and sisters who had entered the various congregations since independence. These three groupings have had very different experiences of religious life, and yet they face together the challenge of bringing religious life in Lithuania into the future. Review for Religions This will mean facing and moving through the problems of the present. The speakers at the congress were very honest in naming these problems. They are not very different from the ones facing women religious in the West, although the historical context and hence the resolutions may be somewhat different. Some of the main issues identified by speakers at the congress were public wit-ness, community life, and just compensation. Public Witness As in the West, the sisters in Lithuania are grappling with the question of what it means to give public witness. At this point, much of this issue is being discussed in terms of the religious habit. Almost all of the sisters attending the congress wore habits even though they had not ordinarily done so. That is, as an American sis-ter of Lithuanian origin pointed out to us, most of the congregations had never worn habits because they had been formed during the occupation, when habits were forbidden. When Pope John Paul II visited Lithuania in 1993, however, the sisters were asked to come to their meeting with him in the cathedral wearing habits. So the sisters created habits on the spot and appeared before the Holy Father wearing them. They wore them again for the congress. The bishops who were present at the congress and some of the sister speakers expressed the wish that the sisters wear their religious dress at all times. It is worth noting that, unlike the sisters in the West, the women religious in occupied Lithuania were forced to give up their habits and their ministries overnight. Their change to sec-ular dress had not come about from reflection on the Vatican II documents and on the relationship of religious life to culture. By forcing the religious to put their habits away, the occupiers made the church virtually invisible overnight. Now the church hopes to regain its visibility, and wearing the habit or not is a central question. It will have to be resolved from within the lived experi-ence of the Lithuanian sisters, although they have been very inter- As in the West, the sisters in Lithuania are grappling with the question of what it means to give public witness. January-February 1999 Valuckas ¯ Lithuanian and American Sisters ested in learning from the sisters of the West how the habit issue wasrdealt with and resolved. Community Life o Along with their habits, the various congregations lost their buildings, their communal spaces, overnight. Many religious women were forced out onto the streets and lived there or in fields or barns until they were able to find work and lodging. All through the years of occupation, they lived in little flats with one Or two other sisters or with relatives and friends, wherever they could find a place. Now, although somd of the congregations have begun to get their property back from the government, many are still without a common space. Some of the sisters are afraid to form communities again because they have forgotten how to live com-munity life. Others are eager to try it, but feel the need for help in the skills of building community together. The middle group of sisters--those whose formation was clan-destine-- is numerically the smallest; this leaves the elderly sisters and the newest members trying to negotiate a common life :across the barriers of age and extremely different life experiences, Some of the speakers at the congress referred to these cross-genera-tional tensions and pleaded for patience and more effort to deal with them in the process of building community. A special difficulty faces the sisters who have not received' their property back or who never had common property to begin with. The elderly sisters in these congregations live in tiny flats scattered around the cities and villages. They are often dependent on the younger members for both financial support and physi-cal care. It is not uncommon for young sisters to finish a day's work only to begin visiting the individual elderly sisters, bathing them, shopping for them, and providing for other needs of theirs. These younger members are also expected to contribute their services to the growing ministries of a church that has emerged from the underground and seeks to make its voice heard ~in the culture once again. While these conditions are not directly com-parable to conditions in the West, assuring that younger mem-bers have time and space for their own formation and are not unduly burdened with maintenance issues is a Western concern as well. This situation is related to another issue narried by the Lithuanian sisters. ~ Review for Religious. Just Compensation Now that the church is free to operate in the open, the sisters are expected to give time and energy to parish ministries, catech-esis, and so forth. This is usually in addition to their full-time work in the secular economy, which provides the sustenance they and the elderly members in their care need. Speakers at the congress acknowledged the heavy burden placed on the sisters because, to date, their work for the church has gone largely uncompensated. Some speakers indicated that questions have been raised among church officials about why sisters need salaries or pensions. All of this would be very familiar to sisters from the West. Common Questions, Other Questions, Other Steps Given the similarity of the issues facing women religious in both East and West in spite of their cultural and historical differ-ences, one would assume that the dance that began at the begin-ning of this decade could go on for a long time, growing more unified as it moved into: the future. This, however, may not be the case because other dancers have moved into the space in an effort to change the dance into another kind of movement. Some of this change of step has come into Lithuania in the form of newspapers and magazines that portray women religious and reli-gious life in the West as quite degenerate. Some has come in the form of living persons. In informal conversations at the congress, some of the Lithuanian sisters spoke of making a retreat during the summer at which the retreat master gave considerable time to frightening descriptions of religious life in the West. The Lithuanian sisters heard, for example, that sisters in the West had no prayer life and that they had boyfriends. These insinuations had the effect of sowing doubt and suspicion even in sisters who had had very pos-itive experiences of the American sisters who had worked with them directly. Some of the bishops and sister speakers at the congress were quick to warn the Lithuanian sisters about negative influences from the West, especially about feminism and about failure to adhere to the teachings of the church. That some of these warnings came from the very leaders who had invited the American sisters to attend the congress may be a sign of the confusion and ambivalence toward the West that is Janua~y-Febtvlary 1999 Valuckas ¯ Lithuanian and American Sisters In every multicultural dance, there are tensions and always the danger of stepping on one another's cherished values. becoming more prevalent, not only in Lithuania, but in other countries of eastern and central Europe as well. One sister speaker exhorted the Lithuanian sisters to cling to the values of their own religious heritage and not to "turn jewels into stones." Although the majority of the grass-roots Lithuanian sisters begged'us to return to continue sharing experiences with them, seeds of doubt and uncertainty had been sown in their hearts by their own lead-ership. Since the years of occupation and Soviet-style education conditioned most Lithuanians not to trust anyone, these seeds may be falling on soil that is still receptive to doubt and mistrust. An example of this occurred during and after the congress. Speakers represent-ing both the bishops' confer-ence and the superiors' conference stressed the serious need for Lithuanian sisters to be trained in the skills of spir-itual guidance and spiritual formation of others. In fact, the sisters who had attended our workshops in earlier years had, in their evaluations, requested training in these skills. Yet our offer to pro-vide this very kind of assistance with highly trained sisters from the United States was met sometimes with polite silence and some-times with suspicious questions. In such circumstances, it is only natural to wonder about the future direction of the dance. In every multicultural dance, there are tensions and always the danger of stepping on one another's cherished values. It is clear that the Lithuanian sisters need to find their own way, a way that is true to who they are. They need to be able to say "We exist!" not just about their survival through a difficult past, but also about the present and the future. Part of that existence, however, is going to be in an increasingly interde-pendent world. If the "We exist!" is for the future, it may mean enlarging the phrase to "We exist together!" The fact that the Lithuanian con-gregations were able to move from relying on their own congre-gations to creating an intercongregational formation committee is a sign that, given time and trust, they have the inner resources to Review for Religious move to a larger "we." The initiation of this intercongregational committee had, in fact, been inspired by the intercongregational nature of the teams of American sisters who had come to work with them. The Lithuanian sisters quickly saw that a larger "we" was not only possible but very rich in its possibilities for a happy sharing of many various gifts. We sisters from the West, on the other hand, need to keep remembering that our "we" is not the only "we" in the world. We need to be willing to look at the fears and suspicions about us. To the extent that they are justified, we need to allow ourselves to be called to conversion of heart and life. To the extent that they are not, we need to live with integrity and truth and to search patiently and mutually for new dance steps. Perhaps it is in our conversion of heart together that the Spirit will lead us all in a new dance of interdependence. Dispossessed Who believing would not hope? the child asked herself, dismantling in one stroke a holy triad. But stay, time-taught. It always does. Faith came easy. She was born believing unseen worlds. ¯ And lo~? Without it, there'd be chaos. As for hope? That limpid bird fled, sickened with the weight of errant expectation-- until finally the woman lay down and cried and cried and cried and cried-- while faith and love held hands and waited. Maryanne Casey Hannan .Tanaa~y-Febtvtao, 1999 ANN WHITE Serpents and Doves:, The Company of St. Ursula I n Quebec City, high above the St. Lawrence River, some eligious women live behind a cedar fence in a convent, sup-posedly set apart from the world. Yet the world of New France, as it existed nearly four hundred years ago, comes to them every single day in the persons of innumerable Amerindians. Who could possibly tell where these women's religious life leaves off and worldly life begins? We divide life into the sacred and the secular, and have done so since the 16th century, when Reformers who thought and prayed under dull northern skies became 'disengaged from the ideas of Renaissance painters and explorers and princes of Europe's sunlit south. Ever since, we have distinguished the worldly--rev-elers and artists and livers of free lifestyles--from religious peo-ple who go to church, pray, do good works. This division blurs the truth about people in both categories, sacrecl and secular. Consider the Company of St. Ursula, a boldly daring 16th-century Roman Catholic women's community. In the Ursulines' lives, religion and worldly adventure mixed inseparably. But Ursulines do not appear in secular books that tell adventure sto-ries. Ursulines show up in books about religion, written in sober words that mask the daring quality of their thoughts and acts. The Ursulines first caught my attention in Quebec City, where their convent has stood in the Rue Donnacona since the 17th century. As I gazed at the convent's faqade, I wondered why Ann White has a Ph.D. in history and teaches at the Edmund Burke School in Washington. Her address is 5130 Connecticut Avenue, N.W., apt. 203; Washington, D.C. 20008. Review for Religious any woman would give up cultivated, comfortable French life for the frigid wilderness of Quebec. My guidebook said the nuns came to found a girls' school. Everyone knows the name of Samuel de Champlain, the explorer who established the first French settle-ment at Quebec City, but how many know the name of the woman who started the first girls' school in the Nev~ World? She was Marie Guyart, member of the Order of St. Ursula, who arrived in Canada from Tours, France, in 1639. Her name fails to appear in books about explorers' and pioneers' adventures because those are "secular" stories. Yet Marie Guyart was a pioneer. Starting a girls' school anywhere in the 17th century was a pioneering act, and starting a school in the New World for girls of warring Amerindian tribes required a large dollop of pioneering bravery. Not only Marie Guyart's physical bravery impressed me, but also her idea of adventuring in unknown spaces. She had never traveled outside the Touraine region of France, yet as she sat in her convent she pictured herself in what she called the "vastitudes" of New France. "My body was in our monastery, but my spirit was tied to that of Jesus and could not be enclosed," she said. What did she know about Canadian vastitudes? Practically noth-ing. She had never heard the word "Canada" until four years before she departed for its frosty landscape. But being enclosed within four walls of a convent in Tours did not prevent her from imagining herself founding "a -house for Jesus and Mary" in an unknown land across a vast ocean. Marie Guyart acquired her expansive, daring cast of mind from her Ursuline company, who inherited it from their founder, Angela Merici. As much a child of the Italian Renaissance as Christopher Columbus, Angela Merici founded the Ursulines just forty-three years after Columbus's first voyage. Columbus, says one of his biographers, combined Christian faith with an impulse toward expansion. We ignore the faith, concentrate on the expan-sion, and place him in our secular category. Angela Merici pos-sessed the same Renaissance combination of faith and expansiveness as Columbus, but we ignore her expansiveness, con-centrate on her faith, and pop her into our religious pigeonhole. Angela Merici did not found the Ursulines until she was in her sixties. A farmer's daughter from northern Italy, she spent years working with a group of lay Christians to relieve misery brought to Brescia, a city near her birthplace, by the French inva-sion of Italy. She helped to organize orphanages and refuges for January-February 1999 White ¯ Serpents and Doves prostitutes, and she worked in a hospital for incurables, the only hospital that would accept Brescia's increasing numbers of syphil-itics. By the time Angela Merici traveled to the Holy Land around age fifty, her skills at helping the sick and the poor were well known--so well known that, when she stopped in Venice on her way home from Palestine, the city fathers asked her to remain there and organize charitfible works in their city. She said no. Furthermore, she left Venice immediately, so that they could not ask the archbishop to command her to stay. Soon afterwards she went to Rome, where once, again there came a request to borrow her skills. This time the pope himself, Clement vii, who asked her to remain and organize charitable works in his city. Surely this was an offer that Angela Merici could not refuse. Any "religious" woman would say yes to the pope, would she not? Angela Merici said no. Her Renaissance mind fit no pigeon-hole. She went back to Brescia to formulate a vision as expansive in its own way as Columbus's vision. Her company of women, named after a 3rd-century patron of young scholars, would be the first Christian company dedicated to instructing young girls. They would also tend the sick. These female teacher-work(rs would live in the world. No medieval convent walls would constrain them; they would freely walk the streets of north Italian cities from Milan to Venice. This Ursuline plan ignored religious/secular categorizing. Though Angela Merici never met her contemporary Martin Luther, her mind grasped the same idea that his mind grasped, a very old Christian idea, that the church's lay people--worldly, sec~ ular people--hear God's call as clearly as the clergy, the church's religious people. Angela Merici created an institution that blended the religious and the worldly. A young woman joining the Company of St. Ursula would pledge herself to virginity, but she would not live in a convent and she would not wear a habit. She would live at home with her family as she taught girls and tended the sick. Before Angela Merici's time, young women faced a stark, secular-versus-sacred choice: they could marry or they could enter a convent. Angela Merici's Ursuline plan gave them another option: pursuing useful work in the world while maintaining a religious identity. Habits of religious pigeonholing make us see Angela Merici, with her piety and good works, as blandly "religious," while we ignore her extraordinary worldly shrewdness. Not only did she Review f!~r Religious have enough sense of her own purpose to spurn a pope's offer, not only did she single-handedly offer devout European young women a new vocational opportunity, but she also obtained a papal decree permitting members of her company to hold a dowry from their families just as securely as if they were marrying or entering a convent. Moreover, her Testament for the Ursulines' four-woman board of directors shows she understood that her young women would face changing circumstances in the future: "If, according to times and needs, new rules should be made, or any change introduced, do it prudently and with good advice." It was with such worldly sagacity that Angela Merici deployed her Christian faith in 16th-century Italy. She shows us what Jesus meant when he told his disciples they needed to be wise as serpents and innocent as doves. Angela Merici's "religious" accom-plishment is incomprehensible without an understanding of her "secular" insight. ~ As her Ursulines spread throughout northern Italy and into France over the next half century, people with a pigeonholing men-tality-- churchmen, parents of Ursulines, and Ursulines them-selves-- changed the company's organization into something more recognizably religious. When Marie Guyart became an Ursuline in 1631, less than a hundred years after the first Ursulines signed their names in a book in Brescia, she entered a convent and, she donned a habit. The Company of St. Ursula, contrary to Angela Merici's vision, by Marie Guyart's time had become a religious order like other religious orders. Yet even in a convent Marie Guyart shared Angela Merici's expansive Renaissance spirit as she thought about the danger of dying from hunger and cold or at the hands of Canadian savages. These considerations, she said, made "no change at all in the dis-position of my spirit." "Secular" explorers like Champlain were plainly not the only people in 17th-century France who dreamed great, daring dreams. In New France (whose soil she kissed upon her arrival), Marie Guyart continued to live according to the rule of enclosure. She Angela Merici's Ursuline plan gave another option: pursuing useful work in the world while maintaining a religious identity. Januaty-Febt'uaty 1999 lq/'Isite ¯ Serpents and Doves This mixing of sacred and secular in the Canadian convent yard was part of Marie Guyart's theology. and her fellow Ursulines lived in convent buildings set within a large yard on the promontory overlooking the St. Lawrence River. They stayed within the yard's cedar fence, obeying their religious rule about not going out into the "world." But this enclosure was very different from the Tours convent for Marie Guyart: In New France the woodland world came to her: Algonquins, Montagnais, and Hurons; Abenakis, Nipissings, and Attikamegues; Iroquois girls sent by their mothers to learn the elements of the Christian faith. Twenty to fifty young girls lived in a boarding school that the Ursulines established within their convent walls. Amerindian men also visited the convent, for a meal or for instruction or simply to find out what went on there. Marie Guyart wrote, "I see generous and brave captains on their knees at my feet, begging me to have them pray to God before they eat." Moreover, this mixing of sacred and sec-ular in the Canadian convent yard was part of Marie Guyart's theology. She not only wel-comed inhabitants of Canada's woodland world to her convent, but also saw her savage Christian converts as every bit as religious as those labeled religious, the Ursulines and Jesuits in New France. "A savage confesses just as well as a reli-gious," she said. The Jesuits emphasized how hard it was for Amerindian Christians to behave the way they thought Christians should behave; Marie Guyart saw in them the full capacity for Christianity. The converts' devotion, she said, reminded her of the Christians of the early church. So what do these moments of Ursuline history--the lives of Angela Mericiand Marie Guyart--show us? That enclosure in a convent is bad? That the Ursulines-were more progressive than ,other Catholic groups because at first they spurned convent life? By no means. Ursuline history shows us Christian life without religious/secular categories: Angela Merici taking advantage of Renaissance Italy's expansive spirit to create an effective vehicle .for faith; Marie Guyart joining Christ among the Amerindians while living in a convent. Jesus did not say, be a serpent or a dove, choose between the secular and the sacred. He said, achieve worldly wisdom and reli- Review for Religious gious innocence, both at the same time. The famous figures who lived five hundred years ago, at the birth of the modern age, do not fit our narrow classification scheme of religious versus secular. Emperor Charles v was as much a man of faith as he was an effi-cient 16th-century ruler. Martin Luther was as much poet as priest--so much the poet that, in the judgment of one Reformation historian, if he had lived in another age he would have produced an epic rather than a new church. Michelangelo's art fused his awe of human beauty with his awe of the greatness of God. Nonetheless, we are in the habit of relentlessly classifying these people--the "religious" writer, the "secular" politician, the "sec-ular" artist--missing the breadth of their persons and the com-plexity of their accomplishments. Not so rigidly fixed in our minds as these famous figures, Angela Merici and Marie Guyart will fly right out of their religious pigeonhole if we let them. The two Ursulines were wise enough to take advantage of Renaissance Europe's expansive spirit, faith-ful enough to take big risks for Christ. Their lives overmatch our narrow categories of secular and sacred. Each was worldly and religious, both serpent and dove at the very same time. "But you, who do you say that I am?" (Matthew 16:15) Not in wisdoms Echoed from borrowed minds, Nor in quick phrases Caught and snatched and etched On today's tongues, Not even in the warm whispers Patterned on a mother's speech, A teacher's truth, A prophet's cry. Who do you say that I am When only you are left to form the words? When only I am left to listen? Suzanne Mayer IHM JanuaL'F-FebruaO, 1999 XAVIER PLISSART The Art of Discernment: The Aesthetic Dimension In this paper I discuss what I call the aesthetic dimen-sion of the art of discernment. I want to show that dis-cernment is an attempt to enter into the original divine creative dynamism for the whole of creation. This attempt is itself a creative activity aimed at realizing creation's original harmony. Since the whole of creation shares the same source and is directed towards the same goal, discernment should ideally be a striving towards communality. Consequently, a basic and essential qual-ity of discernment is that it should strive to be as com-mon as possible in its insight and process, and as universal as possible in its aim toward action. Theological Foundation Creation The initial insight for spiritual discernment is that God is active in our world, that creation is dynamic. The original goodness that God imparted to creation is more a life than a state: divine life continues to be breathed into the whole of creation. Essentially, discernment is a matter of seeing more accurately where and how this Xavier Plissart M_Mr has done formation work and taught in various African countries. He is currently attached to the Centre de Recherche et de Documentation Africaine. His address is: Bukavu, R~p. D~m. du Congo; B.P. 333, Cyangugu; Rwanda (Africa). Review for Religious divine "inspiration" is operative. The effort to see this depends upon our having the faith conviction that God's creativity in our regard is a genuine invitation to participate in divine life, an invi-tation that recognizes the full validity of creation's "otherness." The faith insight above applies to the totality of creation. Everything created proclaims in some way the fullness of divine life. But the proclamation acquires a special significance when we turn to. humans beings, for it depends upon their receiving an invitation to proclaim God's life and their conscious responding to it. Created in the image of God (imago Dei), we in turn become creative through our free response. We have the imagination (in Hebrew, yetzer) that makes it possible for us to integrate our actions in the flow of divine creativity, or not. Consequently, it is important for us to discern and decide how we shall orient our life and direct our actions. Context and History Divine dynamism has been at work in creation from the begin-ning, and human consciousness, responding in various ways, has shaped our world until the present day. We must, therefore, be fully conscious of the past. Discernment always implies looking back (if we use visual imagery) or listening (if we use acoustic imagery). God's conversation with the world and with humankind results in what we live and experience today. At the most personal level, St. Ignatius Loyola advises retreatants of the Spiritual Exercises to examine regularly the content and flow of their spir-itual life and life of prayer. Many religious persons and commu-nities today have gained great benefit from what is called "life review" to see God at work in their own history. It is also common practice now to try to "read" the "signs of the times" to see the underlying current. Believers find God at work, but unbelievers alike may discover the dynamism of creative energy with which they want to connect. Believing that God has been and is active in the world, we see, too, that we have the creative potential to go with or against this divine activity. In the Spiritual Exercises Ignatius describes in detail how one can become aware of inner movements that are aligned with the divine plan or that militate against it. This takes place in a context of faith and in an atmosphere of prayer. His analysis of consolations and desolations has served as a guide for many. Recently, however, spiritual writers have felt the need to widen the Plissart ¯ The Art of Discernment field of application. When we become more keenly aware of all the areas in which the Spirit of God is at work, it becomes evident that we must try to widen our horizon if we want to obtain a more accu-rate idea of God's action, a wiser discernment. Consolations and Desolations Revisited Ignatius himself implicitly recognizes the need for an inter-personal attentiveness to the Spirit when he advises that discern-ment should take place with the guidance of a spiritual director. Today we would include here the validity and even necessity of discussing the matter with one's spouse (if one is married) or a uniquely close "soul friend." An uneasiness in the friend or spouse might be a sign of desolation, and both persons would do well to become aware of it in the effort to find the will of God. Ignatius speaks of taking into account the position of the church. If with Vatican ~I we see the church as the people of God, our attentiveness to God's presence becomes broader and much more varied. Tensions in a community could well be interpreted as "desolation," or gratuitous excitement as false "consolation." We could and should make use of the well-developed techniques of group dynamics and see how a discerning insight might help us to perceive more clearly whether the movements animating a par-ticular group are from God. The vision we speak of here comes from faith; it can be of advantage only to individuals and groups that genuinely want to follow the Lord. Similarly, in discernment we do well to explore critically the meaning of divisions, resentments, estrangements, and insensi-tivity within ecclesial structures and institutions to see how these "motions" speak to us of God's creative or challenging activity in our world. Can we say that controversies on, say, contraception or feminism have nothing.to tell us about the divine activity in our world and in the hearts and minds of God's own people? I believe that an unwillingness to see the significance of such "movements" would represent a dire lack of a discerning spirit. Jon Sobrino, Enrique Dussel, J.B. Libanio, and others have shown clearly how, as we find ourselves confronted with a theol-ogy of domination, we must take into account the sociopolitical reality in order to make a valid discernment. The option for the poor which theologians of liberation advocate is not just another theological position. It is the result of a careful reading of the core message of Jesus in its relationship with the social reality. Review for Religions As the Quakers tell us, the "light of God" is also present and active beyond the confines of the circle of Christian believers. Indeed, this was also recognized in the documents of Vatican II. So we will have to .learn to discern how God speaks through the political debates of our present age, through intercultural struggles, through the economic and ecological issues of our world, and through people's search for a cosmic spirituality. Would we not say that people's uneasi-ness when faced with news ¯ items depicting poverty can be a sign of "desolation" calling for conversion and a change ¯ of heart? Would we not say that people's fear of an atomic disaster can~ be understood as a sign of "desolation" in a world which gives priority to war over peace? Would we not say that the renewed interest and practice of meditation of all kinds is a sign of "consolation" in a rediscovery of the importance of the inner world? The first, step in this reflection has brought us to the conclu-sion that, if we truly believe that God's Spirit. is indeed active in the world and if our aim is to integrate our decisions and actions as perfectly as possibly into this creative dynamism, then we will have to widen considerably the scope of our attentiveness to the divine presence. Our discerning of God's ~vill seems ~to bring us much further than it used to, well beyond the realm of personal spiritual life. No more can we think of attaining holiness through a private imitation of Christ (see Castillo). What we have examined is the first aspect of discernment, the "listening" element. It corresponds to what is called in Ignatian spirituality the "discernment of spirits" and also, in the Quaker tradition, to the simple prayer meeting. The regular practice of such discernment helps people to be more aware of God's pres-ence in their life. But it should also help friends or groups to a vision of where God is leading them communally. It can give us an insight into God's guidance for the church, for society, and indeed for the whole world. Acquiring such a common insight will be of great advantage in tackling the second aspect of discernment which we examine below. Tensions in a community could well be interpreted as "desolation," or gratuitous excitement as false "consolation." January-FebtvtaD, 1999 Plissart ¯ The Art of Discernment Anthropological Foundation: How Do We Decide? The Point of Entry Insight into the divine activity is not just an academic exercise. We have already indicated above that it has a very clear purpose. We do not "listen" to the voice of God simply to admire its har-monic quality. We want to add our voice to the symphony. Peters clarifies the distinction between discernment and elec-tion, but goes too far when he says that "the method [of election] is a way of finding the will of God, and has nothing to do with dis-cerning movements" (p. 30). Our insight into God's creative activ-ity inevitably challenges us to a response. Thus we seek not only to hear God's voice, but to discern God's will. This becomes a direct call. The general inspiration which we have discerned ini-tially takes shape gradually and becomes a specific invitation. This is where we move from a "discernment of spirits" to a process of election: we are faced with alternatiyes, and we have to make a choice. What is happening is that we become aware of a krisis, a fork in the road. This requires a diakrisis: deciding which way to go. The process of decision is always situated existentially, and it is good, indeed important, to know the path that has led to it, the approach to the point of entry. Ignatian spirituality has clarified the process itself, but has not specified precisely the scope of what to consider. In the Spiritual Exercises lgnatius's guidance in the pro-cess of election seems to be directed mainly to an individual mak-ing a decision about his or her future state of life. But commentators indicate that the principles are not restricted to such instances. Since Ignatius and his companions use similar prin-ciples for many of their decisions, it would seem that the process of election is applicable to all levels of human decision. This is indeed to be expected if we are fully aware of divine invitations at all levels of human activity. So we have to widen the scope here also. The most obvious level of decision making is that of the con-scious self. It concerns an action for which .one will be directly and personally responsible. But not many decisions, if any, are totally private. So the interpersonal is nearly always present in decision making. It is then a decision that affects those who are involved in a relationship, and we would expect that the process of discernment would implicate all participants. Decisions concern-ing close friendship and marriage are good examples of this, and Review for Religious one can widen the scope to community decisions, family deci-sions, and so forth. The moment of decision, the need for discernment, may not be obvious when persons reflect and discern purely as individuals, but may become obvious on the social level and then brought down to the personal. Good examples of this would be an eco-nomic crisis or a population crisis, each with its repercussions on the life of the community, the family, and the individual. Still wider areas of decision may involve cultural changes, religious or institu-tional sclerosis, or natural disasters. These will require decision-making processes that have a wide place of entry, but do not ignore personal elements (which are never absent). In these areas Ren~ Simon's reflection on the relationship between law and discernment is helpful. The process of election will be very different, but the basic elements will be these: insight based on some interpretative belief, examination of the challenge by means of dialogue, and proiection towards the realm of action for assess-ment and choice. With regard to the charismatic role of discern-ment in relation to institutional sclerosis, Ladislaus Boros makes the following interesting remark: "The charismatic and underiv-able aspect is essential to the church, .for God has never retired, as it were, in favor of the official ecclesial administration. Nor has he abdicated in favor of the guidance of the Holy Spirit given to the higher and highest instances of.the church. God himself is the Spirit [see Jn 3:8] blowing 'where it listeth,' [blowing] alike on children and idiots, the poor and simple, and theologians of all kinds" (p. 78). Clearly we are dealing here with a widening continuum. Division into sections is arbitrary. Yet there appear to be both an inner limit to this continuum and an outer one, limits beyond which we seem to lose control. At the inner limit we enter so deeply into the self that the processes become unconscious. The creative dynamism is still active, but escapes our grasp. Eastern religions (Hinduism and Buddhism) and perhaps certain forms of Christian mysticism situate our connection to the absolute at this level. At the outer limit we grope toward the immensity of the cosmos and fail to grasp it. This time it is the far heavens that are beyond us. Within these two limits we can set the realm and scope The interpersonal is nearly always present in decision making. Januaty-Febrnaty 1999 Plissart ¯ The Art of Discernment of responsible praxis, the point of application of the process of discernment leading to action. The Question of Universality We are now becoming more aware that any discernment in a process of election has repercussions at all levels. Wherever. the stone may fall, it creates ripples over the whole surface of the lake. Decisions involve the same universal creative dynamism, and they have effects that resound through the whole realm of responsible praxis. This would seem to make the task of discernment abso-lutely daunting: What attitude, then, can we take? Many spiritual writers indicate that discernment does not lead to certainty. This is something we must accept at all stages of the process. We try to examine God's creative and dynamic presencefin our life, in the life of others', in our society and culture, in the world as a whole. But our point of view is inevitably limited. We try to take into account the flow of our own life from the moment of birth, or the flow of history in our communal, eccesial, or social context, but we cannot see the whole picture. Then when a prob-lem occurs, when the moment of decision arises, we try to situate ourselves in this picture, to ga~ther all possible data that might be relevant, but we can see only a few elements and have.,to be con-tent with that. We want to listen to as many people as possible because each one can give us a useful insight into the light of God that illurfiines our search, but there is always more light beyond, which we cannot fathom. We do not want to be biased; we want to be "indifferent" and try to avoid undue influences from our own background, from our s6cial or physical environment, and so forth, but we cannot extract ourselves from our own existence. We may try to see the consequences of a certain decision so as to make a better assessment, but we can see only that far, and no further. Clearly we cannot take everything into account. One rather unsatisfactory way in which this problem has usu-ally been solved, at least at the practical level, was to look at the process simply from its point of entry. For instance, if the issue was to decide about my own vocation, I would simply examine what my decision on this should be in the context of my life, and leave other decisions to be made by others, for example, church offi-cials, parents, civil authority, and so forth. Or, if the issue involved natural science--whether, for example, .to continue to develop nuclear technology--scientists would limit themselves to the sci- Revibw for Religious entific possibility and expediency and leave civil rulers to decide on the social consequences. In a sense there may be a vision of faith in such a position. If each person decides validly within his or her restricted level of insight, can we not trust the original cre-ative dynamism to realize the harmony that is its aim? Perhaps. But I believe that the above position has far too often been interpreted in a minimalist way. I believe that it is defeatist and dangerous. I believe that a true vision of faith will require of us that we try to achieve as wide a scope as possible. Therefore, at the close of this paper I would like to advocate a maximalist inter-pretation of the question I raised in the previous paragraph. The Criterion of Harmony Common Discernment Spiritual discernment and discernment in view of making a decision according to the divine will have always been considered an art. This is an implicit acceptance of the tentative value of the conclusions that are reached. But at the same time it points to the totality of impact of any decision within the whole creative flow. Our attentiveness to God's voice in our life and in the world cannot be restrictive. It must always tend to its widest possible scope. Only then can the full impact of divine creativity be recog-nized and accepted. The search for the divine will in any particular instance, and the attempt to discern which course of action would best coincide with that divine will, must situate the process of examination as widely as possible. I emphasize that it is" in the measure in which this is attempted and achieved that the dis-cernment will be a valid one and that global harmony will be fos-tered. Some examples will show this more in detail. A young woman aware of God's presence in her life, believes she is called to serve God in a special way. She enters a process of discernment to find out whether and how she should respond to such an invitation. Clearly, at least three groups will have to be involved in her discernment process to make it valid. First, she will have to consult with family and friends. The decision would Our attentiveness to God's voice in our life and in the world cannot be restrictive. January-February 1999 Plissart ¯ The Art of Discernment change not only her life, but also their relationship with her. Second, the new group she wants to join will have to be part of the discernment too, since the decision means that the group will or will not go through the change of integrating her into their circle. Third, the discernment will involve the church in which the com-mitment would be made, since her decision will occur in that con-text. Traditionally, each group of people would make their own dis-cernment and, if no consensus was reached, the final say would be settled through the exercise of authority. Yet it seems evident that a greater harmony could be achieved if each group would in some way participate in a common process of discernment. The young woman can dialogue with family and friends about her pos-sible vocation. She can dialogue with the new group to see how her decision would affect her and them. Members of the group can meet her family and exchange opinions on the project, church officials could speak with representatives of the group about the decision, and so forth. If each participant is genuinely searching for guidance from above, the. decision-making process itself and the outcome of it will foster harmony among these people. Such coop-eration will witness to divine creativity at work. Another example. A local religious community wants to decide whether to continue its insertion into a depressed urban area or take on another responsibility. Traditionally, they go through a process of discernment as a group while their superiors also con-sider the decision. Though the local church community might be implicated in the decision, it might not be consulted. When groups arrive at opinions separately, tension easily arises if and when sep-arately formed opinions do not coincide. Here again a common discernment process--at various levels according to possibilities-- would undoubtedly foster harmony: Let the local religious group and the local Christian community meet and exchange on the pro-ject. Let superiors come and .discuss the issue with the local reli-gious community. Let all persons in the several groups be given a chance to go through their personal discernment process in dia-logue with each other. Let the local church authorities dialogue with the group of religious and with the local Christian commu-nity, and so forth. Let the participants allow, in each of these encounters, the Spirit of God to illumine their hearts and minds through the contributions of others. Thereby they will witness to. God's creation of, respect for, and empowering of people who Review for Religious have wonderful differences among themselves. In doing so they will certainly create harmony. A final example. A number of homeless people have occupied a derelict building and are now threatened with eviction because the area must be transformed into a recreation ground. The home-less people refuse to leave. Some local pastors support them in the name of the gospel. The local politician is under pres-sure because the potential inv