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The monitorial system is a way of teaching which uses monitors who are the more educated pupils of the school. At the very end of the XVIIIe century, two english pedagogues, Bell and Lancaster, establish this system of education for the poor children. Its founders want it to be both efficient and economic. So the usual pedagogy changes radically. Not only, in these schools, pupils teach pupils but they learn how to read and write simultaneously which is new at that time. Moreover, there are, in each matter, progressive series of lessons, rising step by step. Pupils are taught in different classes according to their proficiencies. Cheap school materials as slates and cardboards are also used. In France, this new way of teaching appears in 1815. In Brittany, between 1817 and 1822, more than fourty schools are established, especially in towns and big villages. But the catholic clergy don't appreciate these rival institutions. According to the Church, the education of the poor should be totally in its own hands. It's worth analysing the consequences of that innovation in Brittany where people are less educated than in the rest of France, very religious and dominated by the rich worthies. Apart from the religious, social and political sides, the pedagogy and the situation of the teachers are also interesting matters. In order to make this study more realistic, these pioneers of primary education are observed through a collection of pen portraits. Actually, considering these two aspects, not much studied by historians until now, changes brought by the monitorial system are notable ; L'enseignement mutuel consiste à utiliser des élèves plus instruits pour enseigner aux autres. A la fin du XVIIIe siècle, deux pédagogues anglais, Bell et Lancaster, élaborent ce système d'instruction en direction des enfants pauvres. Celui se voulant à la fois efficace et économique, on aboutit à une sorte de révolution pédagogique. Non seulement l'enseignement est confié à des enfants mais les élèves apprennent à lire et à écrire en même ...

The monitorial system is a way of teaching which uses monitors who are the more educated pupils of the school. At the very end of the XVIIIe century, two english pedagogues, Bell and Lancaster, establish this system of education for the poor children. Its founders want it to be both efficient and economic. So the usual pedagogy changes radically. Not only, in these schools, pupils teach pupils but they learn how to read and write simultaneously which is new at that time. Moreover, there are, in each matter, progressive series of lessons, rising step by step. Pupils are taught in different classes according to their proficiencies. Cheap school materials as slates and cardboards are also used. In France, this new way of teaching appears in 1815. In Brittany, between 1817 and 1822, more than fourty schools are established, especially in towns and big villages. But the catholic clergy don't appreciate these rival institutions. According to the Church, the education of the poor should be totally in its own hands. It's worth analysing the consequences of that innovation in Brittany where people are less educated than in the rest of France, very religious and dominated by the rich worthies. Apart from the religious, social and political sides, the pedagogy and the situation of the teachers are also interesting matters. In order to make this study more realistic, these pioneers of primary education are observed through a collection of pen portraits. Actually, considering these two aspects, not much studied by historians until now, changes brought by the monitorial system are notable ; L'enseignement mutuel consiste à utiliser des élèves plus instruits pour enseigner aux autres. A la fin du XVIIIe siècle, deux pédagogues anglais, Bell et Lancaster, élaborent ce système d'instruction en direction des enfants pauvres. Celui se voulant à la fois efficace et économique, on aboutit à une sorte de révolution pédagogique. Non seulement l'enseignement est confié à des enfants mais les élèves apprennent à lire et à écrire en même ...

This essay explores the complexities of collaborative teaching, a practice often characterized by theorists as particularly consonant with feminist and anticolonial pedagogy. Interweaving the scholarship on collaborative teaching, feminist and critical pedagogies, with narratives from faculty who taught in an innovative, interdisciplinary general education program, our essay suggests that team teaching remains a more vexed process than is typically acknowledged, precisely because our teaching personas are deeply rooted not only in our conscious choices, but also in enduring, and at times unconscious, structures of self. These structures are themselves intertwined with what Chandra Talpade Mohanty has called "the politics of location": the various axes of power that define the modalities and expressions of hierarchy in specific institutional contexts. Indeed, team teaching foregrounds conflict and differences—interpersonal, intellectual, and internal—that can become the very ground of learning. Focusing on the politics and psychodynamics of team teaching, we seek a revision of what constitutes a successful team-teaching experience, and of what makes it a promising site for the implementation of feminist and progressive pedagogies.

Foreword: the world is not flat: challenging neoliberal policies / David Hursh -- Introduction: neoliberal politics and education in the rich world: inequality, undemocracy and the resistant possibilities and roles of critical educators / Dave Hill -- The American privatization campaign: vouchers, charters, educational management organizations and the money behind them / Karen Anijar and David Gabbard -- Neoliberalism and education in Canada / Adam Davidson-Harden, Larry Kuehn, Daniel Schugurensky and Harry Smaller -- The new built environment of education: neo-liberalism on trial in Australia / Gregory Martin -- England and Wales: neoliberalised education and its impacts / Christine Lewis, Dave Hill and Barry Fawcett -- Changing the tide of education policy in Finland: from Nordic to EU educational policy model / Joel Kivirauma, Risto Rinne and Piia Seppänen -- The neoliberal-neoconservative reform in Greek education / Georgios Grollios -- The third way and beyond: global neo-liberalism, education and resistance in Taiwan / Hui-Lan Wang and Michael Loncar -- Israel: neoliberal and nationalist education: towards a political pedagogy / Aura Mor-Sommerfeld, Ehud Adiv and Arnon Dunetz -- Education in a one party 'democracy': Singapore / Steve McKenna and Julia Richardson -- Education reforms in Japan: neo-liberal, neo-conservative, and 'progressive education' directions / Kaori H. Okano -- Contributors -- Index

The juxtaposition of real and utopias in the title of the article draws attention to, on the one hand, the limitations and constraints within which radical educational initiatives have to work and, on the other, the systematic attempts to develop learning which goes beyond the limitations of the current context and works towards progressive social change. To illustrate the argument three examples, drawn from Spain, the USA and Scotland, are outlined because they illustrate the need to reassert a critical pedagogy that is a necessary condition for creating an educated and democratic community. ; La yuxtaposición de la realidad y de las utopías en el título del artículo llama la atención, por un lado, a las limitaciones y constreñimientos contra los que tienen que enfrentarse las iniciativas educativas, y, por el otro, los intentos sistemáticos para desarrollar aprendizaje que vaya más allá de las limitaciones del contexto actual, hacia un cambio social progresivo. Para ilustrar este argumento se muestran tres ejemplos, de España, Estados Unidos y Escocia, porque ilustran la necesidad de reafirmar una pedagogía crítica que es una condición necesaria para crear una comunidad educada y democrática.

Recent decades have seen a growing emphasis, in a number of professional contexts, on acknowledging and acting on the views of children. This trend was given added weight by the UN Convention on the Rights of the Child, ratified in 1990. Today, seeking the perspective of the child has become an essential process in all sorts of tasks, from framing new legislation to regulating professions. This book answers the fundamental question of what it is that constitutes a 'child perspective', and how this might differ from the perspectives of children themselves. The answers to such questions have important implications for building progressive and developmental adult-child relationships. However, theoretical and empirical treatments of child perspectives and children's perspectives are very diverse and idiosyncratic, and the standard reference work has yet to be written. Thus, this work is an attempt to fill the gap in the literature by searching for and defining key formulations of potential child perspectives within parts of the so-called 'new child paradigm'. This has been derived from childhood sociology, contextual-relational developmental psychology, interpretative humanistic psychology and developmental pedagogy. The highly experienced authors develop a comprehensive professional child perspective paradigm that integrates recent theory and empirical child research. With its clear presentation of underlying theories and suggested applications, this book illustrates a child-oriented understanding of specific relevance to both child-care and preschool educational practice.

Recent decades have seen a growing emphasis, in a number of professional contexts, on acknowledging and acting on the views of children. This trend was given added weight by the UN Convention on the Rights of the Child, ratified in 1990. Today, seeking the perspective of the child has become an essential process in all sorts of tasks, from framing new legislation to regulating professions. This book answers the fundamental question of what it is that constitutes a 'child perspective', and how this might differ from the perspectives of children themselves. The answers to such questions have important implications for building progressive and developmental adult-child relationships. However, theoretical and empirical treatments of child perspectives and children's perspectives are very diverse and idiosyncratic, and the standard reference work has yet to be written. Thus, this work is an attempt to fill the gap in the literature by searching for and defining key formulations of potential child perspectives within parts of the so-called 'new child paradigm'. This has been derived from childhood sociology, contextual-relational developmental psychology, interpretative humanistic psychology and developmental pedagogy. The highly experienced authors develop a comprehensive professional child perspective paradigm that integrates recent theory and empirical child research. With its clear presentation of underlying theories and suggested applications, this book illustrates a child-oriented understanding of specific relevance to both child-care and preschool educational practice.

PurposeThe purpose of this paper is to explicate deeper structures in manufacturing strategy (MS) formation processes, in order to advance process understanding. This would be useful in identifying and nurturing appropriate forms of MS formation within specific organisational settings.Design/methodology/approachNine case studies in the Australian metal products, machinery and equipment manufacturing sectors, guided by the grounded theory approach.FindingsDeeper structures in MS processes represent linear and parallel, convergent and divergent, sequential and iterative progression of strategic initiatives across four broad phases identified as: initiation, consolidation, commitment and realization. The multiple progressions are explained by the nature of strategic initiatives, the causal relationships between the phases or modes and the influence of internal and external organisational contextual factors. The aggregate patterns are presented in the form of a conceptual model.Research limitations/implicationsThe conceptual model needed to be tested with a large sample of data using statistical techniques to improve its external validity. Causal relationships explored in this study may be further strengthened using longitudinal qualitative studies.Practical implicationsThe findings are grounded in empirical data. The model presented using simple formalisms is capable of providing rich insights in aggregate terms. As such, it is expected to hold a natural appeal to practitioners. If the findings can find their way into MS pedagogy, they can make a more substantial and progressive contribution to MS practice.Originality/valueThe findings of this study have corroborated and explained the findings of several recent studies that have uncovered alternative forms of MS formation. The deeper understanding of MS process developed in this study contributes to theory‐building with the added significance that this study has successfully crossed the traditional analytical boundaries.

The monitorial system is a way of teaching which uses monitors who are the more educated pupils of the school. At the very end of the XVIIIe century, two english pedagogues, Bell and Lancaster, establish this system of education for the poor children. Its founders want it to be both efficient and economic. So the usual pedagogy changes radically. Not only, in these schools, pupils teach pupils but they learn how to read and write simultaneously which is new at that time. Moreover, there are, in each matter, progressive series of lessons, rising step by step. Pupils are taught in different classes according to their proficiencies. Cheap school materials as slates and cardboards are also used. In France, this new way of teaching appears in 1815. In Brittany, between 1817 and 1822, more than fourty schools are established, especially in towns and big villages. But the catholic clergy don't appreciate these rival institutions. According to the Church, the education of the poor should be totally in its own hands. It's worth analysing the consequences of that innovation in Brittany where people are less educated than in the rest of France, very religious and dominated by the rich worthies. Apart from the religious, social and political sides, the pedagogy and the situation of the teachers are also interesting matters. In order to make this study more realistic, these pioneers of primary education are observed through a collection of pen portraits. Actually, considering these two aspects, not much studied by historians until now, changes brought by the monitorial system are notable ; L'enseignement mutuel consiste à utiliser des élèves plus instruits pour enseigner aux autres. A la fin du XVIIIe siècle, deux pédagogues anglais, Bell et Lancaster, élaborent ce système d'instruction en direction des enfants pauvres. Celui se voulant à la fois efficace et économique, on aboutit à une sorte de révolution pédagogique. Non seulement l'enseignement est confié à des enfants mais les élèves apprennent à lire et à écrire en même temps, ce qui est une nouveauté pour l'époque. En outre, une progression rigoureuse est introduite et les élèves sont groupés selon leurs compétences. Enfin, l'emploi d'un matériel peu onéreux, ardoises et tableaux, est généralisé. La nouvelle méthode est introduite en France en 1815. En Bretagne, entre 1817 et 1822, une quarantaine d'écoles sont fondées, essentiellement dans les villes et les gros bourgs. Mais, l'Eglise y voit bientôt un système concurrent menaçant sa volonté hégémonique dans le domaine de l'instruction populaire. Il est intéressant d'observer les conséquences d'une telle innovation en Bretagne, région qui se distingue, à l'époque, par un des plus faibles niveaux d'instruction de France, une culture dominée par la religion et une vie sociale sous l'emprise des notables. Hormis les aspects religieux, sociaux et politiques, ce qui retient également l'attention, c'est la pédagogie et la condition des maîtres. Ces pionniers de l'instruction primaire font d'ailleurs l'objet d'une prosopographie permettant une approche plus sensible de cette réalité. En effet, dans ces deux domaines, peu abordés dans les études historiques, les changements apportés par l'enseignement mutuel sont loin d'être négligeables

Abraham Flexner's controversial proposal in "A Modern School" (1916) to eliminate the classics from the secondary curriculum, prepared under the auspices of the General Education Board (GEB), precipitated a concerted campaign from classicists who kept the controversy before the public through editorials in the popular press, before educators through articles in professional journals, before social elites through a high profile conference at Princeton University and publication of Value of the Classics, and before the GEB through persistent correspondence. Capitalizing on the prestige that the classics enjoyed among social and political elites, classicists succeeded, through deft use of the existing and establishment of a new professional network, to persuade the GEB to subsidize a comprehensive study of classical pedagogy in US high schools. Through the resulting Classical Investigation, classicists co-opted progressive educators' utility criterion and "scientific" method, exploited opportunities for favorable public promotion of the discipline, and procured generous funding from the GEB that supported not only the Classical Investigation, but also the fledgling American Classical League in the lean years ahead. After summarizing the development of and recommendations in Flexner's "A Modern School," this study reconstructs the response to Flexner's proposals and evaluates the extent to which existing historical interpretations explain this overlooked struggle to defend the traditional academic curriculum. ; Les historiens ont étonnamment prêté peu d'attention aux activités politiques des traditionalistes scolaires qui s'opposèrent aux réformes progressistes qui menaçaient leur hégémonie historique sur les programmes d'études. La réponse concertée et prolongée des classicistes au texte « A Modern School » (1916) d'Abraham Flexner représenta une tentative pour préserver leur influence et leur pouvoir en dépit des critiques que formulaient les éducateurs progressistes sur la valeur des humanités pour une société moderne. Les traditionalistes exploitèrent des contacts privés et professionnels, firent appel aux élites sociales et politiques et alimentèrent la controverse publique afin de forcer Flexner et le Conseil scolaire général à désavouer les critiques à l'endroit des humanités et à soutenir une compagne pour l'amélioration de la pédagogie humaniste. Les tactiques des traditionalistes ressemblaient, tout en les surpassant, à celles que les historiens ont associées aux administrations progressistes ; face à la marginalisation du programme d'études, les activités des classicistes illustraient leur souci de maintenir une politique de prestige, alors qu'ils s'efforçaient de réaffirmer la valeur de leurs opinions chéries qui étaient menacées.

THE TITLE OF MY THESIS IS THE ROLE OF THE IDEAS AND THEIR CHANGE IN HIGHER EDUCATION POLICY-MAKING PROCESSES FROM THE EIGHTIES TO PRESENT-DAY: THE CASES OF ENGLAND AND NEW ZEALAND IN COMPARATIVE PERSPECTIVE UNDER A THEORETICAL POINT OF VIEW, THE AIM OF MY WORK IS TO CARRY OUT A RESEARCH MODELLED ON THE CONSTRUCTIVIST THEORY. IT FOCUSES ON THE ANALYSIS OF THE IMPACT OF IDEAS ON THE PROCESSES OF POLICY MAKING BY MEANS OF EPISTEMIC COMMUNITIES, THINK TANKS AND VARIOUS SOCIOECONOMIC CONTEXTS THAT MAY HAVE PLAYED A KEY ROLE IN THE CONSTRUCTION OF THE DIFFERENT PATHS. FROM MY POINT OF VIEW IDEAS CONSTITUTE A PRIORITY RESEARCH FIELD WHICH IS WORTH ANALYSING SINCE THEIR ROLE IN POLICY MAKING PROCESSES HAS BEEN TRADITIONALLY RATHER UNEXPLORED. IN THIS CONTEXT AND WITH THE AIM OF DEVELOPING A RESEARCH STRAND BASED ON THE ROLE OF IDEAS, I INTEND TO CARRY ON MY STUDY UNDER THE PERSPECTIVE OF CHANGE. DEPENDING ON THE DATA AND INFORMATION THAT I COLLECTED I EVALUATED THE WEIGHT OF EACH OF THESE VARIABLES AND MAYBE OTHERS SUCH AS THE INSTITUTIONS AND THE INDIVIDUAL INTERESTS, WHICH MAY HAVE INFLUENCED THE FORMATION OF THE POLICY MAKING PROCESSES. UNDER THIS LIGHT, I PLANNED TO ADOPT THE QUALITATIVE METHODOLOGY OF RESEARCH WHICH I BELIEVE TO BE VERY EFFECTIVE AGAINST THE MORE DIFFICULT AND POSSIBLY REDUCTIVE APPLICATION OF QUANTITIVE DATA SETS. I RECKON THEREFORE THAT THE MOST APPROPRIATE TOOLS FOR INFORMATION PROCESSING INCLUDE CONTENT ANALYSIS, AND IN-DEPTH INTERVIEWS TO PERSONALITIES OF THE POLITICAL PANORAMA (ÉLITE OR NOT) WHO HAVE PARTICIPATED IN THE PROCESS OF HIGHER EDUCATION REFORM FROM THE EIGHTIES TO PRESENT-DAY. THE TWO CASES TAKEN INTO CONSIDERATION SURELY SET AN EXAMPLE OF RADICAL REFORM PROCESSES WHICH HAVE OCCURRED IN QUITE DIFFERENT CONTEXTS DETERMINED BY THE SOCIOECONOMIC CHARACTERISTICS AND THE TRAITS OF THE ÉLITE. IN NEW ZEALAND THE DESCRIBED PROCESS HAS TAKEN PLACE WITH A STEADY PACE AND A GOOD GRADE OF CONSEQUANTIALITY, IN LINE WTH THE REFORMS IN OTHER STATE DIVISIONS DRIVEN BY THE IDEAS OF THE NEW PUBLIC MANAGEMENT. CONTRARILY IN ENGLAND THE REFORMATIVE ACTION OF MARGARET THATCHER HAS ACQUIRED A VERY RADICAL CONNOTATION AS IT HAS BROUGHT INTO THE AMBIT OF HIGHER EDUCATION POLICY CONCEPTS LIKE EFFICIENCY, EXCELLENCE, RATIONALIZATION THAT WOULD CONTRAST WITH THE GENERALISTIC AND MASS-ORIENTED IDEAS THAT WERE FASHIONABLE DURING THE SEVENTIES. THE MISSION I INTEND TO ACCOMPLISH THORUGHOUT MY RESEARCH IS TO INVESTIGATE AND ANALYSE INTO MORE DEPTH THE DIFFERENCES THAT SEEM TO EMERGE FROM TWO CONTEXTS WHICH MOST OF THE LITERATURE REGARDS AS A SINGLE MODEL: THE ANGLO-SAXON MODEL. UNDER THIS LIGHT, THE DENSE ANALYSIS OF POLICY PROCESSES ALLOWED TO BRING OUT BOTH THE CONTROVERSIAL AND CONTRASTING ASPECTS OF THE TWO REALITIES COMPARED, AND THE ROLE AND WEIGHT OF VARIABLES SUCH AS IDEAS (MAIN VARIABLE), INSTITUTIONAL SETTINGS AND INDIVIDUAL INTERESTS ACTING IN EACH CONTEXT. THE CASES I MEAN TO ATTEND PRESENT PECULIAR ASPECTS WORTH DEVELOPING AN IN-DEPTH ANALYSIS, AN OUTLINE OF WHICH WILL BE PROVIDED IN THIS ABSTRACT. ENGLAND THE CONSERVATIVE GOVERNMENT, SINCE 1981, INTRODUCED RADICAL CHANGES IN THE SECTOR OF HIGHER EDUCATION: FIRST CUTTING DOWN ON STATE FUNDINGS AND THEN WITH THE CREATION OF AN INSTITUTION FOR THE PLANNING AND LEADERSHIP OF THE POLYTECHNICS (NON-UNIVERSITY SECTOR). AFTERWARDS THE SCHOOL REFORM BY MARGARET THATCHER IN 1988 RAISED TO A GREAT STIR ALL OVER EUROPE DUE TO BOTH ITS CONSIDERABLE INNOVATIVE IMPRINT AND THE STRONG ATTACK AGAINST THE PEDAGOGY OF THE 'ACTIVE' SCHOOLING AND PROGRESSIVE EDUCATION, UNTIL THEN RECOGNIZED AS A MERIT OF THE BRITISH PUBLIC SCHOOL. IN THE AMBIT OF UNIVERSITY EDUCATION THIS REFORM, TOGETHER WITH SIMILAR MEASURES BROUGHT IN DURING 1992, PUT INTO PRACTICE THE CONSERVATIVE PRINCIPLES THROUGH A SERIES OF ACTIONS THAT INCLUDED: THE SUPPRESSION OF THE IRREMOVABILITY PRINCIPLE FOR UNIVERSITY TEACHERS; THE INTRODUCTION OF STUDENT LOANS FOR LOW-INCOME STUDENTS AND THE CANCELLATION OF THE CLEAR DISTINCTION BETWEEN UNIVERSITIES AND POLYTECHNICS. THE POLICIES OF THE LABOUR MAJORITY OF MR BLAIR DID NOT QUITE DIVERGE FROM THE CONSERVATIVES' POSITION. IN 2003 BLAIR'S CABINET RISKED TO BECOME A MINORITY RIGHT ON THE OCCASION OF AN IMPORTANT UNIVERSITY REFORM PROPOSAL. THIS PROPOSAL WOULD FORESEE THE AUTONOMY FOR THE UNIVERSITIES TO RAISE UP TO 3.000 POUNDS THE ENROLMENT FEES FOR STUDENTS (WHILE FORMERLY THE CEILING WAS 1.125 POUNDS). BLAIR HAD TO FACE INTERNAL OPPOSITION WITHIN HIS OWN PARTY IN RELATION TO A MEASURE THAT, ACCORDING TO THE 150 MPS PROMOTERS OF AN ADVERSE MOTION, HAD NOT BEEN INCLUDED IN THE ELECTORAL PROGRAMME AND WOULD RISK CREATING INCOME-BASED DISCRIMINATION AMONG STUDENTS. AS A MATTER OF FACT THE BILL FOCUSED ON THE INTRODUCTION OF VERY LOW-INTEREST STUDENT LOANS TO BE SETTLED ONLY WHEN THE STUDENT WOULD HAVE FOUND A REMUNERATED OCCUPATION (A SYSTEM ALREADY PROVIDED FOR BY THE AUSTRALIAN LEGISLATION). NEW ZEALAND CONTRARILY TO MANY OTHER COUNTRIES, NEW ZEALAND HAS ADOPTED A VERY WIDE VISION OF THE TERTIARY EDUCATION. IT INCLUDES IN FACT THE FULL EDUCATIONAL PROGRAMME THAT IS INTERNATIONALLY RECOGNIZED AS THE POST-SECONDARY EDUCATION. SHOULD WE SPOTLIGHT A PECULIARITY OF THE NEW ZEALAND TERTIARY EDUCATION POLICY THEN IT WOULD BE 'CHANGE'. LOOKING AT THE REFORM HISTORY RELATED TO THE TERTIARY EDUCATION SYSTEM, WE CAN CLEARLY IDENTIFY FOUR 'SUB-PERIODS' FROM THE EIGHTIES TO PRESENT-DAY: 1. BEFORE THE 80S': AN ELITARIAN SYSTEM CHARACTERIZED BY LOW PARTICIPATION RATES. 2. BETWEEN MID AND LATE 80S': A TREND TOWARDS THE ENLARGEMENT OF PARTICIPATION ASSOCIATED TO A GREATER COMPETITION. 3. 1990-1999: A FUTHER STEP TOWARDS A COMPETITIVE MODEL BASED ON THE MARKET-ORIENTED SYSTEM. 4. FROM 2000 TO TODAY: A CONTINUOUS EVOLUTION TOWARDS A MORE COMPETITIVE MODEL BASED ON THE MARKET-ORIENTED SYSTEM TOGETHER WITH A GROWING ATTENTION TO STATE CONTROL FOR SOCIAL AND ECONOMIC DEVELOPMENT OF THE NATION. AT PRESENT THE GOVERNMENT OF NEW ZEALAND OPERATES TO STRENGHTHEN THIS PROCESS, PRIMARILY IN RELATION TO THE ROLE OF TERTIARY EDUCATION AS A STEADY FACTOR OF NATIONAL WALFARE, WHERE PROFESSIONAL DEVELOPMENT CONTRIBUTES ACTIVELY TO THE GROWTH OF THE NATIONAL ECONOMIC SYSTEM5. THE CASES OF ENGLAND AND NEW ZEALAND ARE THE FOCUS OF AN IN-DEPTH INVESTIGATION THAT STARTS FROM AN ANALYSIS OF THE POLICIES OF EACH NATION AND DEVELOP INTO A COMPARATIVE STUDY. AT THIS POINT I ATTEMPT TO DRAW SOME PRELIMINARY IMPRESSIONS ON THE FACTS ESSENTIALLY DECRIBED ABOVE. THE UNIVERSITY POLICIES IN ENGLAND AND NEW ZEALAND HAVE BOTH UNDERGONE A SIGNIFICANT REFORMATORY PROCESS SINCE THE EARLY EIGHTIES; IN BOTH CONTEXTS THE IMPORTANCE OF IDEAS THAT CONSTITUTED THE BASE OF POLITICS UNTIL 1980 WAS QUITE RELEVANT. GENERALLY SPEAKING, IN BOTH CASES THE PRE-REFORM POLICIES WERE INSPIRED BY EGALITARIANISM AND EXPANSION OF THE STUDENT POPULATION WHILE THOSE BROUGHT IN BY THE REFORM WOULD PURSUE EFFICIENCY, QUALITY AND COMPETITIVENESS. UNDOUBTEDLY, IN LINE WITH THIS GENERAL TENDENCY THAT REFLECTS THE HYPOTHESIS PROPOSED, THE TWO UNIVERSITY SYSTEMS PRESENT SEVERAL DIFFERENCES. THE UNIVERSITY SYSTEM IN NEW ZEALAND PROCEEDED STEADILY TOWARDS THE IMPLEMENTATION OF A MANAGERIAL CONCEPTION OF TERTIARY EDUCATION, ESPECIALLY FROM 1996 ONWARDS, IN ACCORDANCE WITH THE REFORMATORY PROCESS OF THE WHOLE PUBLIC SECTOR. IN THE UNITED KINGDOM, AS IN THE REST OF EUROPE, THE NEW APPROACH TO UNIVERSITY POLICY-MAKING HAD TO CONFRONT A DEEP-ROOTED TRADITION OF PROGRESSIVE EDUCATION AND THE IDEA OF EDUCATION EXPANSION THAT IN FACT DOMINATED UNTIL THE EIGHTIES. FROM THIS VIEW POINT THE GOVERNING ACTION OF MARGARET THATCHER GAVE RISE TO A RADICAL CHANGE THAT REVOLUTIONIZED THE OBJECTIVES AND KEY VALUES OF THE WHOLE EDUCATIONAL SYSTEM, IN PARTICULAR IN THE HIGHER EDUCATION SECTOR. IDEAS AS EFFICIENCY, EXCELLENCE AND CONTROL OF THE PERFORMANCE BECAME DECISIVE. THE LABOUR CABINETS OF BLAIR DEVELOPED IN THE WAKE OF CONSERVATIVE REFORMS. THIS APPEARS TO BE A FOCAL POINT OF THIS STUDY THAT OBSERVES HOW ALSO IN NEW ZEALAND THE REFORMING PROCESS OCCURRED TRANSVERSELY DURING PROGRESSIVE AND CONSERVATIVE ADMINISTRATIONS. THE PRELIMINARY IMPRESSION IS THEREFORE THAT IDEAS DEEPLY MARK THE REFORMATIVE PROCESSES: THE AIM OF MY RESEARCH IS TO VERIFY TO WHICH EXTENT THIS STATEMENT IS TRUE. IN ORDER TO BUILD A COMPREHENSIVE ANALYLIS, FURTHER SIGNIFICANT FACTORS WILL HAVE TO BE INVESTIGATED: THE WAY IDEAS ARE PERCEIVED AND IMPLEMENTED BY THE DIFFERENT POLITICAL ELITES; HOW THE VARIOUS SOCIOECONOMIC CONTEXTS INFLUENCE THE REFORMATIVE PROCESS; HOW THE INSTITUTIONAL STRUCTURES CONDITION THE POLICY-MAKING PROCESSES; WHETHER INDIVIDUAL INTERESTS PLAY A ROLE AND, IF YES, TO WHICH EXTENT.

Authors' introductionAlthough Latinas/os have a long history in the United States and represent a growing percentage of the population, they remain largely invisible or stereotyped in popular images and discourses. Ahistoric, fragmented, and individual‐level perspectives often frame Latina/o migration, education, and activism and thus negatively influence public perceptions and policy. Fortunately, over the past 30 years, scholars in disciplines such as sociology, history, Chicana/o–Latina/o Studies, and Latin American Studies have done much to remedy these gaps and misperceptions. However, for a broad and inclusive approach to understanding the structures influencing Latina/o lives and communities, we believe that more work is needed to connect these scholarly developments which are often separated by academic divisions. Thus, we recommend the following materials that together offer a multidisciplinary and multifaceted framework that highlights the significance of global capitalism and white supremacy on Latina/o immigration, education, and activism. Key to this framework is a movement away from individual‐level arguments and assimilationist perspectives to an emphasis on US imperialism, economic exploitation, and schooling within capitalism. By broadening the frameworks for analysis and linking together the factors shaping Latina/o migration, education, and activism, we emphasize the systems of power and inequality that influence the lives of marginalized communities, without losing sight of the legacy of resistance in Latin America and the United States.Suggested textsTomas Almaguer, Racial Fault Lines: The Historical Origins of White Supremacy (Berkeley, CA: University of California Press, 1994).Using primary and secondary sources, this book traces the distinct racialized experiences of Native Americans, Mexican Americans, African Americans, Asian Americans, and European Americans in late‐19th century California. Almaguer focuses on the material and ideological basis of group placement and delivers one of the few theoretical works on the factors shaping the multiracial hierarchy that characterizes the history of California.Antonia Darder, Reinventing Paulo Freire: A Pedagogy of Love (Boulder, CO: Westview, 2002).This engaging book roots contemporary schooling to global capitalism and racism. In it, Darder draws on the legacy of renowned Brazilian educator Paulo Freire to offer powerful reflections and examples from today's teachers who are practicing liberatory education in the struggle for social and economic justice.Gilbert G. Gonzalez, Chicano Education in the Era of Segregation (Philadelphia, PA: Balch Institute Press, 1990).This foundational book is devoted to the history of Chicana/o education and traces the roots of inequality in education from the early 1900s to Mendez v. Westminster, the landmark desegregation case in 1947. Gonzalez uses historical documents and dissertations to detail the historical relationships between capitalism, sociological theories, and school practices in reproducing a classed, raced, and gendered labor market. He placed particular attention on Americanization Programs, segregated schooling, vocational education, and the political economy. The book ends with an analysis of the role of parents, community, and various organizations in the eventual elimination of de jure segregation for Mexican American students in schools.Juan Gonzalez, Harvest of Empire: A History of Latinos in America (New York, NY: Penguin Books, 2001).Employing a hemispheric approach, journalist Juan Gonzalez analyzes the close connection between US imperial expansion and Latino/a migration. As part of the harvest of empire, Gonzalez examines migration from various countries, including Mexico, Puerto Rico, the Dominican Republic, and Cuba, focusing on the macro‐structural factors that have led to migration.'History and Critical Pedagogies: Transforming Consciousness, Classrooms, and Communities', Radical History Review, 102 (Fall 2008).This special journal issue explores how scholars and activists have used critical pedagogies to challenge unequal power relations in classrooms and communities. A number of articles provide concrete reflections and strategies such as drama‐based pedagogies, service‐learning, and community‐based projects. Interviews with scholars and activists demonstrate how praxis has the power to transform society and popular education employs an asset‐based approach to education.Pierrette Hondagneu‐Sotelo, Doméstica: Central Americans Cleaning and Caring in the Shadow of Affluence (Berkeley, CA: University of California Press, 2001).This qualitative study focuses on the lives and experiences of domestic workers and the people who employ them. After beginning with an important overview of the historical, economic, and political context shaping Central American migration and the service industry, Hondagneu‐Sotelo provides an in‐depth and nuanced analysis of domestic work and employee‐employer relationships. She ends the book with crucial strategies for improving the occupation and examples of labor organizing among Los Angeles‐area domestic workers.Enrique C. Ochoa and Gilda L. Ochoa, eds., Latino Los Angeles: Transformations, Communities, and Activism (Tucson, AZ: University of Arizona Press, 2005).This collection of articles examines diverse Latina/o communities in the greater Los Angeles regions and their formations and activism in the context of global capitalism. The first section examines how migration is connected to macro factors including US foreign policy and capitalist restructuring. The second section explores community and identity (re)formation. The final section examines multiple forms of activism, with articles on the struggle for Chicana/o Studies at UCLA, Justice for Janitors, and labor and community alliances with day laborers.Suggested videos El Norte (1983)This now‐classic feature length film by Gregory Nava traces the harrowing experiences of a young brother and sister as they migrate from Guatemala to the United States. Along with capturing their trying experiences crossing multiple borders, the film also details the struggles they encounter as they try to adjust to the hardships of life in the United States, including their distinct gendered experiences. We recommend combining this film with a discussion of the increased border deaths accompanying the growing criminalization of immigrants and the militarization of the Guatemala–Mexico and the Mexico–United States borders. Fear and Learning at Hoover Elementary (1997)In this documentary, Director Laura Angelica Simon details the contemporary impact of anti‐immigration policies and debates on students and teachers at a Los Angeles elementary school. The documentary was made during the 1990s when California was in the midst of an economic recession and citizens were voting on Proposition 187, an initiative that sought to deny social services to undocumented immigrants. It is a powerful teaching tool that includes students' voices and experiences; however, we suggest combining the video with some historical background on US military, economic, and political involvement in Latin America. Viewers might also be encouraged to deconstruct some of the director's images, interview questions, and racially loaded language. Made in L.A. (Hecho in Los Angeles) (2007)This documentary follows the lives of three inspiring Latina garment workers originally from Mexico and El Salvador and their participation in the 3‐year struggle for labor rights. In the process of organizing through the Garment Worker Center for basic labor protections from the trendy clothing retailer Forever 21, the women become increasingly empowered – resulting in one who separates from her husband and another who becomes an organizer. Woven throughout their narratives are the historical struggle of garment workers, the role of nation‐states in dividing families, and the power of coalition building. Salt of the Earth (1954)This feature‐length move is based on an actual labor struggle of the era. It examines the intersections of class, race/ethnicity, and gender as a primarily Mexicana/o community goes on strike and struggles with historic patriarchy to unify against the large mining company that dominates their lives. The movie deals with the legacy of US conquest of the Southwest and capitalist expansion in the region, while showing how communities have struggled to challenge inequalities. Salt of the Earth was made by artists shunned during the McCarthy era and the movie was not played widely in the United States. Much of the cast were not professional actors but were workers and union activists involved in the strike. Taking Back the Schools (1996)This documentary focuses on the 1968 Chicana/o School Blowouts where over 10,000 East Los Angeles students walked out of their high schools demanding bilingual‐bicultural education, more Mexican American teachers, relevant curriculum, accurate textbooks, and the end of curriculum tracking and prejudiced teachers who steered Mexican Americans into vocational classes. It uses original footage from the walkouts and contemporary interviews with the student organizers. It also highlights the precursors to the walkouts such as a history of Spanish language repression and de jure and de facto segregation in schools. Voces inocentes/Innocent Voices (2005)Set in 1980s El Salvador, the movie follows the life of a young boy during the Civil War. It deals with the impacts of war and US intervention on youth.Suggested websites David Bacon, 'Uprooted and Criminalized: The Impact of Free Market on Migrants,'Backgrounder The Oakland Institute (Autumn 2008) http://www.oaklandinstitute.org/pdfs/backgrounder_uprooted.pdf Renowned journalist and activist David Bacon provides a lively analysis of the link between free trade policies and migration. Drawing on his years of activism and journalism, Bacon underscores the human toll of free trade and migration while laying bare the system that undergirds it. Several powerful photographs complement the report. In Motion Magazine‐Education Rights Section http://www.inmotionmagazine.com/er.html In Motion Magazine is a multicultural progressive on‐line magazine dealing with democracy. Harvard education professor Pedro Noguera co‐edits the Education Rights section to provide 'a forum for activists, educators, parents and students who are searching for alternative ideas to the challenges confronting education today.' Mexican Labor News and Analysis (MLNA) http://www.ueinternational.org/Mexico_info/mlna.php MLNA publishes the latest news on labor and social justice issues in Mexico. It emphasizes labor and working class struggles and does an excellent job of tracking strikes, demonstrations, and demands for social justice. MLNA is published in conjunction with the Authentic Labor Front in Mexico and the United Electrical Workers in the United States. ICED (I Can End Deportation) http://www.icedgame.com This an educational game deals with combating deportation. It focuses on several New York City youth and their struggles. Players must answer a series of questions on immigration and avoid ICE agents. Background lesson material is provided and is aligned with the New York State Standards. Rethinking Schools http://www.rethinkingschools.org/ Rethinking Schools is a monthly publication committed to educational equality and the vision of the public school as foundational in a democratic society. Articles are published by teachers, activists, parents, and students on a wide range of issues affecting schools. In addition to the monthly magazine, it publishes a broad range of progressive educational materials dealing with educating working class students of color.Sample syllabusMost general courses should include materials on Latinas/os especially given the historical presence and the contemporary growth of the population. For example, the following sections, topics, and reading could be incorporated into any of the following courses: Introduction to Sociology, Sociology of (Im)Migration, Sociology of Education, Race and Ethnicity, Social Movements, and Chicanas/os‐Latinas/os in the United States.Section 1: Chicana/o‐Latina/o Identities in the U.S.Topics: Latina/o Heterogeneity; Pan‐ethnicity; Identity Formation; Multiple Identities; Racial FormationReadings:Aurora Levins Morales, 'Child of the Americas,' in Race, Class, and Gender in the United States, ed. Paula Rothenberg (New York, NY: St. Martin's Press 2001), 660–661.Pat Mora, 'Legal Alien' in Making Face, Making Soul, Haciendo Caras: Creative and Critical Perspectives by Feminists of Color, ed. Gloria Anzaldúa (San Francisco, CA: Aunt Lute Foundation, 1990), p. 376.Martha E. Gimenez, 'Latino/Hispanic – Who Needs a Name?' in Latinos and Education: A Critical Reader, eds. Antonia Darder, Rodolofo D. Torres, and Henry Gutiérrez (New York, NY: Routledge, 1997), 225–238.Gilda L. Ochoa, ' "This is Who I Am": Negotiating Racial/Ethnic Constructions' in Becoming Neighbors in a Mexican American Community: Power, Conflict, and Solidarity (Austin, TX: University of Texas Press, 2004), 70–97.Anulkah Thomas, 'Black Face, Latin Looks: Racial‐Ethnic Identity among Afro‐Latinos in the Los Angeles Region' in Latino Los Angeles: Transformations, Communities, and Activism (Tucson, AZ: University of Arizona Press, 2005), 197–221.Bernadete Beserra, 'Negotiating Latinidade in Los Angeles: The Case of Brazilian Immigrants' in Latino Los Angeles: Transformations, Communities, and Activism (Tucson, AZ: University of Arizona Press, 2005), 178–196.Cherrie Moraga, 'La Güera' in Loving in the War Years (Boston, MA: South End Press, 1983), 50–59.Nicholas De Genova and Ana Y. Ramos‐Zayas, Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship (New York, NY: Routledge, 2003).Section 2: Theorizing and (De)Constructing Popular Conceptions of Latinas/os and Latin AmericaTopics: White Supremacy; Manifest Destiny; The Social Construction of Race; Dominant Conceptions of Immigration; Linking Migration, Education, and ActivismReadings:Tomás Almaguer, Racial Fault Lines: The Historical Origins of White Supremacy (Berkeley, CA: University of California Press, 1994).Clara E. Rodríguez, Changing Race: Latinos, the Census, and the History of Ethnicity in the United States (New York, NY: New York University Press, 2000).Leo R. Chavez, Covering Immigration: Popular Images and the Politics of the Nation (Berkeley, CA: University of California Press, 2001).Gilda L. Ochoa and Enrique C. Ochoa, 'Framing Latina/o Immigration, Education, and Activism', Sociology Compass. 1/2 (2007), 701–719.Section 3: US Imperialism and Capitalist Expansion in Latin AmericaReadings:Gilbert G. Gonzalez, Culture of Empire: American Writers, Mexico, Mexican Immigrants (Austin, TX: University of Texas Press, 2003).Laura Briggs, Reproducing Empire: Race, Sex, and Science and U.S. Imperialism in Puerto Rico (Berkeley, CA: UC Press, 2002).Robert G. Williams, Export Agriculture and the Crisis in Central America (Chapel Hill, NC: University of North Carolina Press, 1988).Juan Gonzalez, Harvest of Empire: A History of Latinos in America (New York, NY: Penguin Books, 2001).Greg Grandin, Empire's Workshop: Latin America, The United States, and the Rise of the New Imperialism (New York, NY: Metropolitan Books, 2006).Walter LaFeber, Inevitable Revolutions: The U.S. in Central America (New York, NY: W.W. Norton, 1993).Héctor Tober, Tattooed Soldier (New York, NY: Penguin Books, 2000).Judith Adler Hellman, Mexican Lives (New York, NY: The New Press, 1995).David Bacon, Illegal People: How Globalization Creates Migration and Criminalizes Immigrants (Boston, MA: Beacon Press, 2007).Video: Voces inocentes/Innocent Voices (2005)Section 4: Politics, Economics, and Latin American Migration to the U.S.Topics: The 'Revolving Door Strategy;' Economic Restructuring; Transnational Ties; Gender and Migration; Undocumented MigrationReadings:Saskia Sassen, Globalization and Its Discontents: Essays on the New Mobility of People and Money (New York, NY: New York University Press, 1998).Maria Cristina García, Seeking Refuge: Central American Migration to Mexico, the United States, and Canada (Berkeley, CA: University of California Press, 2006).Jonathan Fox and Gaspar Rivera‐Salgado. Indigenous Mexican Migrants in the United States (San Diego, CA: Center for Comparative Immigration Studies, 2004).Joseph Nevins, Dying to Live: A Story of U.S. Immigration in an Age of Global Apartheid (San Francisco, CA: City Lights Publishers, 2008).Robert Courtney Smith, Mexican New York: Transnational Lives of New Immigrants (Berkeley, CA: University of California Press, 2006).Cecilia Menjívar, Fragmented Ties: Salvadoran Immigrant Networks in America (Berkeley, CA: University of California Press, 2000).Pierrette Hondagneu‐Sotelo, Doméstica: Central Americans Cleaning and Caring in the Shadow of Affluence (Berkeley, CA: University of California Press, 2001).Leon Fink, The Maya of Morgantown: Work and Community in the New South (Chapel Hill, NC: University of North Carolina Press, 2003).Gloria González‐Lopez, Erotic Journeys: Mexican Immigrants and their Sex Lives (Berkeley, CA: University of California Press, 2005).Video: El Norte (1983)Section 5: Latinas/os and Education: Schools as Reproducers of InequalityTopics: Americanization Programs; De Jure and De Facto Segregation; Curriculum Tracking; Education and Globalization; Raced and Gendered Experiences; Undocumented YouthReadings:Gilbert G. Gonzalez, Chicano Education in the Era of Segregation (Philadelphia, PA: Balch Institute Press, 1990).Antonia Darder, Reinventing Paulo Freire: A Pedagogy of Love (Boulder, CO: Westview, 2002).Michael W. Apple, Educating the 'Right' Way: Markets, Standards, God, and Inequality (New York, NY: Routledge Falmer, 2001).Gilda G. Ochoa, Learning from Latino Teachers (San Francisco, CA: Jossey‐Bass Publishers, 2007).Angela Valenzuela, Subtractive Schooling: U.S.‐Mexican Youth and the Politics of Caring (Albany, NY: State University of New York Press, 1999).Nancy Lopez, Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education (New York, NY: Routledge, 2003).Gabriela Madera, Angelo A. Mathay, Armin M. Najafi, et al. Underground Undergrads: UCLA Undocumented Immigrant Students Speak Out (Los Angeles, CA: UCLA Center for Labor Research and Education, 2008).Videos:The Lemon Grove Incident (1986)Mendez v. Westminster (2004)Taking Back the Schools (1996)Fear and Learning at Hoover Elementary (1997)Section 6: Latina/o Resistance and ActivismTopics: Responses to U.S. Imperialism; union and grassroots activism; school integration; cross‐border organizingWillia V. Flores and Rina Benmayor, Latino Cultural Citizenship: Claiming Identity, Space, and Rights (Boston, MA: Beacon, 1997).Mary Pardo, Mexican American Women Activists: Identity and Resistance in Two Los Angeles Communities (Philadelphia, PA: Temple University Press, 1998).Ruth Milkman, L.A. Story: Immigrant Workers and the Future of the Labor Movement (New York, NY: Russell Sage Foundation, 2006).Milagros Peña, Latina Activists Across Borders: Women's Grassroots Organizing in Mexico and Texas (Duke University Press, 2007).Guadalupe San Miguel Jr., Brown, Not White: School Integration and the Chicano Movement in Houston (College Station, TX: Texas A.M. Press, 2001).Kara Zugman, 'Autonomy in a Poetic Voice: Zapatistas and Politics Organizing in Los Angeles', Latino Studies. 3 (2005): 325–46.Videos:Salt of the Earth (1954)Bread and Roses (2000)Made in L.A. (2007)Focus questionsWhat are the dominant images of Latina/o migration, education, and activism? From where do these images emerge? Why do they exist? Who benefits from them? How have they changed over time? What are their impacts? How are these images being challenged?What connections can be made between Latina/o migration, education, and activism? What theoretical frameworks can be used to understand each one individually and the three of them collectively? What are the relationships between Latina/o migration, education, and activism?Discuss the value of adopting a historical, economic, and political framework of Latina/o migration, education, and activism. Assess the value of applying a similar framework to other contemporary topics.Compare and contrast the similarities and differences that exist among Latinas/os in the United States.How does centering the history and experiences of Latinas/os enhance your understanding of race/ethnicity, class, and gender?Looking toward the future, what do you think will be the state of Latina/o migration, education, and activism in the next ten years? What led you to these hypotheses? What do you need to know to address this question? What do you hope will be the state of Latina/o migration, education, and activism in the next 10 years? Why? How does your desire compare with the desires conveyed in the videos or readings? What might account for these shared or different hopes?Note
* Correspondence address: Pomona College. Email: glo04747@pomona.edu

Issue 67.1 of the Review for Religious, 2008. ; Mission Praye~r Consecrated Life Spiritual Supports QUARTERLY 67.'I 2008 Review for Religious fosters dialogue with God, dialogue with ourselves, and dialogue with one another about the holiness we try to live according to charisms of Catholic religious life. As Pope Paul V! said, our way of being church is today the way of dialogue. Review for Religious (ISSN 0034-639X) is published quarterly at Saint Louis University by the Jesuits of the Missouri Province. Editorial Office: 3601 Lindell Boulevard ¯ St. Louis, Missouri 63108-3393 Telephone: 314-633-4610 ¯ Fax: 314-633-4611 E-Maih review@slu.edu ¯ \Veb site: www.reviewforreligious.org 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 McD6nough OP ¯ Pontifical College Josephinum 7625 North High Street ¯ Columbus, Ohio 43235 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. ©2008 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 distrihution, advertising, institutional promotion, or for the creation of new collective works or anthologies. Such perntission will only be considered on written application to the Editor, Review for Religious. Editor Associate Editor Canonical Counsel Scripture Scope Editorial Staff Advisory Board David L. Fleming SJ Philip C. Fischer SJ Elizabeth McDonough OP Eugene Hensell OSB Mary Ann Foppe Tracy Gramm Judy Sharp Paul Coutinho sJ Martin Erspamer OSB Margaret Guider OSF Kathleen Hughes RSCJ Louis and Angela Menard Bishop Terry Steib SVD QUARTERLY 67.1 2008 contents prisms 4 Prisms 13 23 mission Conversation: A Brave New Way of Mission James P. McCloskey CSSP envisions creating an experience of "common ground" among people of goodwill within religious congregations about the many issues that cause division. Personal/Group Reflection Questions An "Asian" Meditation on the Gift of Mission James H. Kroeger MM reflects on the "mission motive" mentioned first by the Federation of Asian Bishops Conference: a deep sense of gratitude to God. prayer A Dream, Ash Wednesday, .and the Word Godelieve Theys OCSO shares a dream that has profound implications for finding God's Word alive and powerful, having always new things to say. Pedagogy of Prayer Jghn Carroll Futrell SJ reviews many aspects of our Christian prayer and suggests practical ways of making our lives more prayer-filled. Personal/Group Reflection Questions Pray Passionately Brendan Kneale FSC addresses the need to bring to our prayers a passion of the sort found in the wording of many Psalms. Revie~v for Religious 54 6O 67 consecrated life 0 The Institute of Impracticalities: The Financial Support of Monasteries Clifford Stevens cautions that, as soon as the mere support of the monastery becomes the primary concern, "practicality" takes over and Divine Providence goes right out the window. Enclosure and Other Ways to Widen One's Horizons M. Regina van den Berg FSGM argues that the experiences that travel and the media make possible are often escapes from reality, while the limited environment of the enclosure can widen our horizons. Religious Brotherhood Today Anthony Malaviaratchi CSSR sets. forth the challenges facing religious brothers' congregations, especially within the South Asian context. 74 85 spiritual supports Room for Sacramental Reconciliation? Vincent Genovesi SJ presents a solid theological and pastoral response to the questions raised about the usefulness or necessity of the rite of reconciliation. Personal/Group Reflection Questions Mentors Mentored: Spiritual Companionship with a Saint Lou Ella Hickman IWBS shares her experience of choosing St. Edith Stein to be her mentor as she mentors others on their spiritual journey. departments 89 Scripture Scope: Reading the Sermon on the Mount 94 Canonical Counsel: Personal Records of Community Members 100 Book Reviews 67.1 2008 prisms As we move eight years into the 21st century, we could well take stock of how we are measuring up to the vision and mission set before us by John Paul II's apostolic letter "At the begin-ning of the new millennium." As the pope noted, we are not in the peren-nial process of inventing a new program each year or even each century. The program consists in the plan found in the Gospel and in the liv-ing tradition of the church. "It has its center in Christ himself, who is to be known, loved, and imitated so that in him we may live the life of the Trinity and with him transform history until its fulfillment in the heavenly Jerusalem." But this Gospel program has to be translated into pastoral initiatives that are adapted to the circumstances of each local church and each local religious com-munity. That is the action call as we begin anew with the favor of another year. Where do we begin? There can be no other beginning than the challenge issued by Vatican II's Lumen gentium, chapter 5: the universal call to holiness. All our pastoral planning, all our religious renewal efforts, all our peace and jus-tice endeavors are measured by the clarity of our focus on holiness. In the way we live and in what we do, the question is most realistic and practical: Do we want to become holy? Is that our desire for others? There can be no growth in holiness without our entering more fully into a learning how to pray. While a widespread interest in spirituali- Review for Religious ties and spiritual practices is a contemporary phenomenon, the foundation remains a personal prayer life. Prayer, even in its most contemplative and cloistered forms, opens our hearts simultaneously to the love of God and to the love of our brothers and sisters. It is our Christian prayer that enables us to be shapers of movements and events in our local situation and sometimes even more widely in the world. It is prayer that roots us in the truth that "without Me, you can do nothing" (Jn 15:5). When we pray, we acknowledge the primacy of Christ and, in union with him, the primacy of the interior life and of holiness. Prayer itself needs to be nourished consistendy with a listening to the Word of God. As we continue to steep ourselves in Scripture, we find ourselves warming to the passion of sharing the Good News. This passion leads to a new sense of mission--mission not reserved to specialists or to lands different from our own. Yet witnessing to our faith vision must happen within a context of sensitivity to the differ-ent religious and value paths of our fellow citizens and to the diversity of cultures present within our own country in which the Christian message is expressed. In challenging all of us ordinary Christians, the pope writes: "A new apos-tolic outreach is needed which will be lived as the everyday commitment of Christian communities ahd groups." As Vatican II's Gaudium et spes §34 says, "The Christian message does not inhibit men and women from building up the world or make them disinterested in the welfare ofotheir fellow human beings: On the contrary, it obliges them more fully to do these very things." Review for Religious is privileged to play its part, through its many authors, in sharing insights and encouraging practices for this Christian mission. David L. Fleming SJ 67.1 2008 mission JAMES P. Mc CLOSKEY Conversation: A Brave New Way of Mission Ensnarled in traffic on the Pennsylvania Turnpike, I began to listen to a radio talk pro-gram more intendy than usual. I'was searching for words of consolation on a long and tedious drive. What I found was a fascinating--and stirring--discussion about reconciliation. The topic was abortion, but the focus of the discus-sion was the search for "common ground." The hour-long program was a recapitula-tion of meetings that occurred during the past year. The meetings were organized by women who had opposing positions on the issue of aborti6n. Representatives of both groups described themselves as feminists. The partici-pants in the year-long discussion were women accustomed to the public forum. That is, they were intelligent and articulate spokespersons James P. McCloskey CSSp writes from Congregazione dello Spirito Santo; Clivo di Cinna, 195; Roma 00136; Italy. Review for Religious for "pro-life" and "pro-choice" positions. During the year there had been unsuccessful attempts by some to cancel the series of meetings, angry leaks to the press about the discussions, and genuine fearfulness on both sides. But the meetings took place. And the result was extraordinary. Women who did not accept the position of other women who, in their opinion, allowed the law to regu-late their bodies listened nevertheless with compassion as their colleagues recounted their religious-faith con-victions, their differing understandings of the human person, and ~their simple--and different--biological beliefs. Other women, who could not theretofore abide the notion that females could terminate what they believed to be a human life within them, responded with empathy towards women whose scientific and human-istic principles were simply different from their own. In the end, members of neither group changed their positions. But also, in the end, members of both groups grew in respect and compassion for their "opponents." They achieved a form of "common ground" that will serve as the basis for future relationship and conversa-tion between them. Not for discussion of abortion do I raise this exam-ple, but as a way of envisioning and creating a similar experience of "common ground" among p~ople of good-will within religious congregations that were founded for mission and for service to the poor. The existence of multiple cultures within congregations, mirroring the multiple cultures within the Catholic Church, is evident. These cultures are related to the different languages, tribes, national identities, and ages within the congre-gations, but they are not confined to them. The social scientist Edgar Schein defines culture as "the deeper 67.1 2008 McCloskey * Conversation: A Brave New Way of Mission level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously, and that define in a basic 'taken-for-granted' fashion an organization's view of itself and its environment."1 In Schein's view the most useful way to think about culture is to imagine it as "the accumulated shared learning of a given group, covering behavioral, emotional, and cogni-tive elements of the group members' total psychological functioning.''2 Since the publication of Schein's work, the under-standing and perception that most members of an orga-nization share the same cultural viewpoint has moved toward an awareness that many organizations contain multiple cultures or subcultures. Noting that some orga-nizations may have only fragmented, disjointed cultures, Joanne Martin has asked whether culture needs to be something internally consistent, or whether it can be inconsistent and expressive of difference. Can it incor-porate confusion, ignorance, paradox, and fragmenta-tion? What are the boundaries around culture, and how do cultures change?3 By multiple cultures within a religious congrega-tion, I mean the presence of differing and sometimes opposing worldviews under the umbrella of having been founded for a single purpose and with a single Rule of Life. Similarly, among Catholics in general, some define themselves as God's "pilgrim people," a term that implies moving towards the kingdom of God but not yet achieving it. Others think of the church as the kingdom of God here on earth. These different understandings translate into different understandings of morality, sac-ramental life, liturgy, and hierarchy. They are some-times called differences of "style," but they are more profound than that. Review for Religqous In religious missionary congregations, founded for "the spread of the gospel to those who have not yet heard it," it is no wonder that multiple cultures are the order of the day. On a large scale, those differences are racial, linguistic, ideological, generational, and ecclesi-astical. We make national and tribal attempts at "enculturation" of the life of our congregation and its values within a particular set-ting, translating ideals into prac-tice- often with success but not always. Within our congrega-tion's American subculture, mul-tiple differences of culture, are often experienced just as acutely and intensely as in international subcultures. Even in the "real 'life" of persons in one community, such as the same parish or school, different worldviews emerge that challenge common living. Recently, in a community-room conversation, a priest said, "It is impossible to be both Republican and Spiritan." He said it with the force of true conviction, and the Republican Spiritans in the room grew silent and began to seethe. In one prov-ince there are celebrations of the Tridentine liturgy, and there are those who question whether the celebration of daily Eucharist is ideal--or even spiritually healthy. The understanding and perception that most members of an organization share the same cultural viewpoint has moved toward an awareness ,that, many organizations contain multip!~e cultures or Subcultures. 67.1 2008 McCloskey * Conversation: A Brave New Way of Mis~ion There are liberals, conservatives, social activists, phi-losophers, and papists. A morley--and gracedmcrew! Undercurrents of cultural difference emerge in quiet discussions concerning the role of lay associates in the congregation; concerning the rising influence of the "southern" provinces, where candidates are many and new energy and vitality overshadow the elders of the "north"; and concerning members who choose to live and work in "untraditional" settings, interpreting "mis-sion" in a different way. Undercurrents rise to the sur-face during provincial elections or national assemblies, when stakes are high and the level of well-being is at risk. Sometimes an "elephant in the room" is studiously ignored during discussion of clergy sexual abuse, sexual orientation, financial accountability, or institutional assessments. In congregations with a missionary orientation and an international membership, the formal "cultural" training of members tends to be thorough and highly professional. Degrees in cross-cultural communica-tion, missiology, and anthropology abound. Experts in interreligious dialogue, ecumenism, and international development are fairly commonplace. Candidates in for-marion spend a period of ministry in another cultural context before definitive commitment, and most new members are assigned to countries not .their own. It is usual for members to achieve fluency in a second or even a third language. .Why, then, do we often find it difficult to talk among ourselves? Is it simply the human condition that the "traditionalists" will oppose the "progressives," that tribal alliances will win out over competence in choosing leadership, and that "turf wars" will decide who controls property and finance? We opted for more. Review for Religious And we know that the divisions are sinful reminders of our weakness. And so what is the solution to the dissolution? The solution is a simple one--a commitment to sustained and deliberate conversation for the purpose of achiev-ing "common ground." Following the model employed by the pro-life and pro-choice advo-cates, it is imperative to establish "rules" for dis-cussion. It is urgent to listen with care and real empathy. It is important to proceed with respect and humility. No one We know that the divisions are sinful reminders of . our weakness. person fully embodies the congregation's ideal mem-ber. Together, the members bear worldwide witness to the values espoused by its founders. No one perspective is to be eliminated or misjudged. The effort to engage in this conversation is fearful and intimidating. But it is the only way that differences can be respected--and, ultimately, that the persons expressing those different opinions will be respected and loved. The meaning of "mission" has changed since the foundation of the Spiritan congregafon in the 18th cen-tury. Far from an imposition of a foreign culture upon a people, mission is no less than sustained, purposeful, and respectful dialogue. It is a commitment to remain at the table, conversing honestly until the Spirit speaks. W-hat greater witness to the "mind of Christ" is possible than the example of a community determined to "linger at the table" and fully invest itself in genuine, honest conversation--for mission? 67.1 2008 McCloskey ¯ Conversation: A Brave New Way of Mission Notes t Edgar Schein, Organizational Culture and Leadership (San Francisco: Jossey-Bass, 1985), p. 6. 2 Schein, Organizational Culture and Leadership, 2nd edition (San Francisco: Jossey-Bass, 1992), p. 10. 3 Joanne Martin, Cultures in Organizations: Three Perspectives (New York: Oxford University Press, 1992), p. 4. 2o o Personal/Group Reflection Questions Where does my sense 6f mission come from--directly from God, from superiors, from the community in which I live? What give me a continuing sense of confirmation and support for my mission? When do we talk about our mission-~our individual ministries or our corporate ministry together? What makes this conversation helpful? What makes it painful and contentious? Review for Religious JAMES H. KROEGER An "Asian" Meditation on the Gift of Mission ~/~y mission? This perennial, persistent question mits of a variety of valid responses. Asking why is fundamentally a question of "mission motivation." Why evangelize? Why be Jesus' disciple? Why concern yourself?. What ends does mission really serve? The bishops of Asia continually grapple with these questions as they explore the evangelizing mission of the church on this vast continent of four billion people, where less than three percent of the burgeoning masses are Christian. Although these leaders of the church in Asia have elucidated several reasons for engaging in mission, what is striking is the "mission motive" they James H. Kroeger MM has since 1970 served mission in the Philippines and Bangladesh. Currently he is professor of Mission Studies and Islamics at the Loyola School of Theology; Ateneo de Manila University; Katipunan Avenue, Loyola Heights; Quezon City 1108; Philippines. jkroeger@admu.edu.ph 67.1 2008 Kroeger * The Gift of Mission mentioned first during the fifth plenary assembly of the Federation of Asian Bishops' Conferences (FABC). Collectively they forcefully asserted: "We evange-lize, first of all, from a deep sense of gratitude to God, the Father 'who has blessed us in Christ with every spiritual blessing' (Ep 1:3) and sent the Spirit into our hearts so that we may share in God's own life. Mission is above all else an overflow of this life from grateful hearts transformed by the grace of God" (FABC V). The Asian bishops vigorously affirm: "That is why it is so important for us Christians to have a deep faith-experience of the love of God in Christ Jesus (Rm 8:39), that love which has been poured forth in our hearts by the Holy Spirit who has ,been given to us (Rm 5:5). Without a personal experience of this love received as gift and mercy, no sense of mission can flourish" (FABC V). Note some of the words and phrases that the FABC uses to describe this motive for mission: "gratitude to God," "grateful hearts," "spiritual blessing," "given to us," "love received as gift and mercy." Indeed, mission is viewed as a gi~, graciously given, gratefully received, and generously shared. Gratitude is a powerful motive for energetic evangelization. The Image of Gift All cultures and peoples give gifts, particularly on special occasions and at significant life events: birthdays, weddings, holidays, anniversaries. Gifts bond people together, they express gratitude and appreciation. Gifts are chosen personally and carefully, to please each recip-ient. Often gifts-are exchanged at the same moment, further cementing families together, and friends too. Asians have elevated gift-giving into an art. What would Chinese celebrations and the Lunar New Year Review for Religiot~ be without generous gifts offered in red envelopes (ang-pao)? In Korea the ritual celebration of one's sixtieth birthday (hwangap) is an occasion for lavish gifting. No Filipino feels comfortable without bringing some pasa-lubong-- large or small--when returning home. Probably it is the experience of giving and receiving gifts--so deeply human--that prompted Asia's bishops to see gratitude for abundant grace received as a fit-ting image and motive for mission. This gift image expresses Christian thankfulness for God's unique, gra-tuitous, gift--Jesus the Son. Each day in the Eucharist, a Greek word that means thanksgiving (eucha-ristein), we say "we do well always and everywhere to give you thanks." Frequently in the Mass the Prayer over the Gifts refers to the "holy exchange of gifts." To help in grasping the deep meaning in the image of mission as gift, this "Asian" reflection now presents three interrelated moments of what might be termed "gift missiology." Three "R" words capture mission-as-gift: Recognize, Receive, and Reciprocate. Recognize by being profoundly aware of the uniqueness of God's gift. Receive by personally appropriating God's gift. Reciprocate by sharing God's gift with others. :The first moment in hppreciatin g "gift missiology" is ~to become deeply conscious of th~ depths of God's love. Recognizing the Gift The first moment in appreciating "gift missiology" is to become deeply conscious of the depths of God's 67.1 2008 Kroeger ¯ The Gift of Mission love, the love of the Trinity. The mission decree of the Second Vatican Council (Ad gentes) noted: "The pilgrim church is missionary by her very nature. For it is from the mission of the Son and the mission of the Holy Spirit that she takes her origin, in accordance with the decree of God the Father. This decree [divine plan] flows from that 'fountain of love' or charity within God" (AG §2). Mission originates in the centrifugal love of the Trinity; our missionary God shares of his essence which is love. God the Father gifts us with his incar-nate Son and the outpouring of the Holy Spirit. One can receive no greater gift. Prayer and contemplation facilitate a depth-awareness of this great gift. The New Testament is replete with expressions of God's magnanimous generosity. Paul reminds the Romans: "Adam prefigured the One to come, but the gift considerably outweighed the fall . Divine grace, coming through the one man Jesus Christ, came to so many as an abundant free gift. The results of the gift also outweigh the results of one man's sin . Jesus Christ will cause everyone to reign in life who receives the free gift that he does not deserve" (Rm 5:15-17). As one con-templates God's profound generosity, gratitude wells up in_the heart, leading one to proclaim "Thanks be to God for his inexpressible gift" (2 Co 9:15). Recognizing God's gifts also means being pro-foundly aware that we do not earn or merit the gifts; they come from God's generosity, as Paul explains to the Ephesians: "This was to show for all ages to come, through his goodness towards us in Christ Jesus, how infinitely rich he is in grace. Because it is by grace that you have been saved, through faith; not by anything of your own, but by a gift from God; not by anything that you have done, so that nobody can claim the credit. We Review for Religious are God's work of art" (Ep 2:7-10). Paul encourages the Romans to humbly receive God's gifts: "I want to urge each one among you not to exaggerate his real impor-tance . Our gifts differ according to the grace given us" (Rm 12:3-8). As Jesus prepares to leave his disciples, he promises them: "I shall ask the Father, and he will give you another Advocate to be with you forever, that Spirit of Truth. ¯ ." (Jn 14:16). Jesus' prom-ise is fulfilled at'. Pentecost: God's generous gifts are for all peoples, whatever their religious, ,ethnic, or cultural background. "They were all I ~ filled with the - Holy Spirit .The Spirit gave them the gift of speech [to] proclaim the marvels of God" (Ac 2:1-12). The early Christian community--and our church today--have been assured of God's continuous generos-ity: "You will not be without any of the gifts of the Spirit while you are waiting for our Lord Jesus Christ to be revealed" (1 Co 1:7). Paul notes that all gifts have one source: "There is a variety of gifts but always the same Spirit . All these are the work of the one and the same Spirit, who distributes different gifts to different people just as he chooses" (1 Co 12:1-12). God's generous gifts are for all peoples, whatever their religious, ethnic, or cultural background; thus, "the Holy Spirit came down on all the listeners . All were astonished that the gift of the Holy Spirit should be poured out on the pagans too" (Ac 10:44-45). Peter proclaims God's graciousness in Jaffa, saying: "I realized 67.1 2008 Kroeger * The Gift of Mission then that God was giving them the identical gift be gave to us when we believed in the Lord Jesus Christ, and who was I to stand in God's way?" (Ac 11:17). Mission originates in this profound consciousness of what the Father has graciously wrought in Christ Jesus and their Spirit, continually manifested in the church. St. Th~r~se of Lisieux expressed her awareness of God's gift when she concluded: "My vocation is Love! In the heart of the church, my Mother, I shall be Love. Thus, I shall be everything." Receiving the Gift A transformed consciousness that fully appreciates God's graciousness will receive the gift of faith with a joyful heart. One need only recall how this precious gift has been given and received. One could ask: Why of the four billion people in Asia have I been privileged to receive the gift of Christian faith? Who were God's instruments in transmitting the gift to me? What price did my parents or the missionaries have to pay so that I would have this great treasure? Who are the holy people in my life who have helped me appreciate God's gifts? Reflecting on these questions will facilitate a more per-sonal reception of God's gifts of grace. When Jesus engages the Samaritan woman at the well, he challenges her to have a deeper appreciation of the gift being offered: "If you only knew the giJ~ God is offering and who it is that is saying to you: Give me a drink, you would have been the one to ask, and he would have given you living water" (Jn 4:10). Writing to the Corinthians, Paul invites them to a more profound awareness of the gift of being a Christian; he says: "People must~ think of us as Christ's servants, stewards entrusted with the mysteries of God. Review for Religious What is expected of stewards is that each one should be found worthy of his trust . What do you have that was not given to you? And if it was given, how can you boast as though it were not?" (1 Co 4:1-2,7). Both the Samaritan woman and the Corinthian community are to appreciate that, since they have been recipients of God's gifts, they themselves are now able to be gifts to others. Precisely because one is loved, has experienced God's love, and has thus become lovable, one can reach out to others with the gift of love. This is the transformed ° - consciousness that God's gifting creates in receptive individuals. One is reminded of what the Asian bishops have said: "Without a personal experience of this love received as gift and mercy, no sense of mission can flour-ish" (FABC V). A deep reception of God's Trinitarian gifting will result in a further gift: a personal vocation to minis-try. This was the "conversion" experience of St. Paul; the Lord affirmed: "This man is my chosen instrument to bring my name before pagans and pagan kings and ¯ before the people of Israel" (Ac 9:15). Paul personally owns this gift: "I have been made the servant of that gospel by a gi~ of grace from God who gave it to me by his own power" (Ep 3:7). Paul celebrates God's choice, noting that: "God never takes back his gi)~ or revokes his choice" (Rm 11:29). Reception of God's gift is a continuous, ongoing '~ A deep reception of, -God's Trinitarian gifting will result in a further gift: a personal vocation to ministry. 67.1 2008 Kroeger ¯ The Gift of Mission process. Paul reminds his beloved Timothy (and us) to keep growing in receptiveness (appreciation, personal-ization, appropriation) of God's gift: "You have in you a spiritual gift which was given to you when the prophets spoke and the body of elders laid their hands on you; do not let it lie unused. Think hard about all this, and put it into practice" (1 Tm 4:14-15). Reciprocating God's Gift The New Testament passage that best captures this third moment of gift missiology is: "What you have received as a gift, give as a gift" (Mt 10:8). The logic is simple: if one truly appreciates a gift, one wishes to share it with others. The desire to gift others is the best and clearest manifestation of authentic gratitude. The New Testament letters of James and Peter add further insight: "Make no mistake about this, my dear brothers: every good gift, everything that is perfect, is given us from abtve; it comes down from the Father of all light" (Jm 1:16-17). "Each of you has received a special gift, so like good stewards responsible for all these different graces of God, put yourselves at the service of others . . . so that in everything God may receive the glory." (1 P 4:10-11). Pope John Paul II'S 1999 apostolic exhortation Ecclesia in Asia (EA) provides several insightful per-spectives on how the church in Asia is to "reciprocate" (return, repay) the gifts it has received. "The church's faith in Jesus is a gift received and a gift to be shared; it is the greatest gift which the church can offer to Asia" (EA § 10b). "Blessed with ~the gift of faith; the church [is to become] a community aflame with missionary zeal to make Jesus known, loved, and followed . The great Review for Religious question now facing the church in Asia is how to share with our Asian brothers and sisters what we treasure as the gift containing all gifts, namely, the Good News of Jesus Christ" (EA §19a & c). "Only if the people of God recognize the gift that is theirs in Christ will they be able to communicate that gift to others through proclamation and dialogue" (EA §3 If). The perspective of "mission as gift" contains sev-eral insights on the approach or manner of mission in Asia, which is necessarily dialogue. Christians treasure the gift of their trinitarian faith, offering it freely, even enthusiastically, to others. The gift is offered with a sincere heart, yet all evangelizers know that people are free to accept or reject the gift. The dialogue partners, such as Muslims and Buddhists, also have gifts to offer: the riches of their faith and their personal "God experi-ence." Thus, a wonderful exchange of gifts can result. All people who ha~e the gift of faith need to collaborate so that through sharing their gifts they can" enrich the poor and needy in their midst. The Asian bishops were indeed most perceptive in their reflection on a renewed motivation for mission, listing gratitude first among several possible motives. Recall what they said: "We evangelize, first of all, from a deep sense of gratitude to God. Mission is above all else an overflow of this life from grateful hearts trans-formed by the grace of God . Without a personal experience of this life received as gift and mercy, no sense of mission can flourish" (FABC V). Paul's well-worded exhortation to his co-evangelizer Timothy provides a fitting conclusion for these reflec-tions on the gift of mission (gift missiology). In Paul's words, Christifins can find a reprise Of their recognition, reception, and reciprocation of the gift Of faith. Paul writes: 67.1 2008 Kroeger ¯ The Gift of Mission "Fan into a flame the gift that God gave you when I laid my hands on you .Never be ashamed of witness-ing to the Lord . Bear hardships for the sake of the Good News . Accept the strength that comes from the grace of Christ Jesus . Proclaim the message and, welcome or unwelcome, insist on it . Do all with patience . Make the preaching of the Good News your life's work, in thoroughgoing service" (2 Tm 1:6, 8-9a; 2:1; 4:1,5). Mary Keeping Shabbat There would be nearly nine months ahead Of seventh-day worship in synagogue, Sitting with her sisters and her mother In the women's rows, opposite the minyun Of their men, her secret blossoming within her, Thrusting against the homespun of her gown. She hugged its warm folds, the warm hand Of her mother covering her own. For Jews Seeking signs to believe in, or to disbelieve, The signs were there every Shabbat - seventh- Month, eighth-month - that a daughter of righteous Parents was boldly with child, Her Joseph betrayed! Her betrayer someone here among us! Watch where She turns her eyes. But she only turns her eyes To heaven, while saying her Shabbat prayers, Singing the Shabbat psalms, a bright-haired Mary, keeping Sunday in her womb. Nancy G. Westerfield Review for Religious GODELIEVE THEYS A Dream, Ash Wednesday; and the Word In my fifty years of living in a Catholic mon-astery, an important element of my religious development has been to pay close attention to dreams. My daily life involves prayer, ritual, music, liturgy, silence, study, and work, while my nights, more than sleep, are often filled with religious imagery, prayer, and music as part of dreaming. In the Christian tradition there is a long, often neglected history of dreams pro-viding spiritual insight. John Sanford captures this in his book title: Dreams: God's Forgotten Language. Clearly much of the modern world has forgotten the significance of dreams~ as car-riers of spiritual teachings, and unfortunately, even in religious tradition, we often leave these divine messages of the night unattended. Godelieve Theys OCSO.came from Belgium in 1962 to help found her new Cistercian home at Redwoods Abbey; 18104 Briceland Road; Whitethorn, California 95589. prayer 67.1 2008 Theys ¯ A Dream, Ash Wednesday, and the Word It was in a dream that St. Joseph was warned by an angel to take the holy Child out of Israel for protection from a king who would kill the newborn King. Joseph knew the power of dreams and followed the instruction provided in the night. Where are we in our willingness to listen and follow the dream messengers? Growing older as I am, I recently recalled a dream in which I was told, "You should at least write a book to serve human-ity." This made little sense to me at the time. I did not see myself as an author, and I had no desire or inten-tion to write for others until recently. In the past year I was so deeply moved by a specific dream that I now find myself creating material that seems to want to be shared widely. Though I am not writing a book, I still hope that my experiences may help others realizer that dreams can give'insight into the mysterious reality we call the religious or the spiritual. Religion, while in gen-eral being about dogma and tradition, is also personal, being about the soul's movement towards God. Key to monastic living is to find the divine in all of life's experi-ences. Like St. Joseph, we are called to listen to angelic voices in the night, to listen to dreams as insights into religious living. Last year during Lent I had an indelible dream. For much of this year I have been trying to hear fully the message that it offers. The dream has changed me and continues to do so. The dream was this: It was Ash Wednesday. I was aware that the morning liturgy mate-rial was already typed, but that the evening material was not. I left the church and went for a morning walk outdoors, as I often do. There I saw something alive on the ground. I bent down and touched it. It was the Word for the evening liturgy, alive under my hand. I was moved to tears. It was a numinous experience. I Review for Religious wondered what to do? Should I keep this living Word with me until after lunch, protecting the Word so that it would not be destroyed or die before it was typed for the evening service, or should I return immediately to the community and get it typed right away? I was per-plexed. I awoke singing the refrain of the song "Deep Within." My words were: "Deep within I will plant my law, not on stone, but in your heart. Follow me, I will bring you back; be my own, and I will be your God." I could not recall making any decision. Besides the music, the thing that jumped out for me in the dream was the breathtaking feeling that in touching the Word I was experiencing the living pres-ence of God. In the dream ~- - - this experience of God . ¯ in the Word comes after I leave the church and take a walk amid some of nature's beauty. For me this confirms the church's i'~ life and traditional struc- ', tures and also my rela- , tion to our monastery's natural environment. Going outdoors, as in my dream image, reminds me of the evolution of consciousness itself. Awareness develops through our contact with the: outside world, through relationship with the world around us. Living in the heart of a forest, I am blessed in knowing the world as divine creation. For years I have walked daily in the beauty of our landscape to be restored. Walking and attending to nature is a way of quieting the mind and refreshing the soul. The wonder of the natural world offers my constant .mental activ-ity the opportunity to be touched by the realm of the In touching the Word I was experiencing the living presence of God. 67.1 2008 Theys ¯ A Dream, Ash Wednesday, and the Word senses. In this dream of finding the Word alive, on the ground before me, my senses seem to come fully alive and open me to the deeper experience of this religious moment. Might the Word be more available than we imagine if only we were more attuned to this possibility? Seeing with our eyes, hearing with our ears, touching with our hands---how much of life are we missing and how much spiritual potential lies undiscovered simply'because we are not aware? This dream calls me to greater attention because in it I saw the Word, alive, under my hand. I felt its pulse. It was like a little bird that could' not fly and was waiting perhaps for me to pick it up, hold it gently, quench its thirst, that it could recover its strength and fly again. It was truly an experience of the sacred to feel this life under my hand, to feel the living substance of it. In that moment there was an immediate relationship between God's Word and me. Eros, relatedness, was involved. I was deeply moved; my heart was touched to the point of tears. The Word needs to be seen, to be heard, to be spoken, to be listened to, and to be fol-lowed so that its message can get through and heal the depths of the heart. It is important to me that this Word was found, not only outdoors, but also on the ground, on the earth in front of me--not above, not in the air, not transcendent. Here a divine Word was putting itse!f right in front of me, like something that was lost. There it was, all by itself, needing my help, needing me to keep my eyes open or miss a divine manifestation. Iv am reminded of the story of the rabbi who was asked, "How is it that God doesn't speak to people as he did in the past?" The rabbi answered: "Because no one bows low enough any-more." Bowing low is a gesture of humility that we may Review for Religious lack. As modern people we seek the spiritual above and beyond, outside the world of matter, and perhaps are not humble enough to see what is right before us. But, returning to the dream, what is before me is the Word. Living in a contemplative community, I am regularly in touch with the Word of God in Scripture-- and in the Rule of St. Benedict as well. These are important for my daily life. In this tradition there is nothing more powerful than the teaching in the opening verse of St. John's Gospel: "In the beginning was the Word, and the Word was with God, and the Word was God." Before the evangelist, the prophet Isaiah told us: "The grass withers, the flower fades, but the Word of God will stand firm" (Is 40:58). And Jesus himself said: "Heaven and earth will pass away, but my words will not pass away" (Mt 5:18). In reflecting upon the Word as it comes in the dream, I am reminded that there are many words--vol-umes upon volumes filled with them--and there is the Word. This dream clearly reflects the power of the Word. As Heidegger said, "language is more than little puffs of breath." Words are wellsprings of energy, giving us the power to communicate with one another, to share our thoughts, feelings, and experiences. Words bring us into relationship with the world around us and with our inner world as well. They put us in touch with our past, lead us into the future, and help us realize actual Words bring us into relationship with theWorld around Us and with, our inner world as well. 67.1 2008 Theys ¯ A Dream, Ash Wednesday, and the Word situations and attitudes in the present. They tell us what is in our mind and heart. Words both wound and heal. They are not only expressions of our conscious life, our ego identity, but also of our unconscious, as it comes through in dreams. They often have deeper meanings than what they stand for in ordinary life. They are chan-nels to our deeper and truer identity. Joseph Cardinal Ratzinger, now Pope Benedict XVl, in his book Salt of the Earth reminds us that "the word revealed in history is definitive, but it is inexhaustible, and it unceasingly discloses new depths. In this sense, the Holy Spirit, as the interpreter of Christ, speaks with his word to every age and shows it that this word always has something new to say.''1 The Holy Spirit, as the interpreter of Christ, who is God's definitive Word, "always has something new to say," but are we prepared to listen? Listening to my dream, I return to Ash Wednesday and sense the meaning of Lent, a meaning that tells me that, through deeper listening and closer attention to both dreams and daily life, we might come to greater awareness of the Word as it reveals itself to us. Nonetheless, I can-not help wondering why the Word, as it comes in this dream, does not address itself direcdy to me. Why does it not communicate what it expects me to do? I do not know what choice I made about taking care of the Word I was holding. It was only when I woke hearing the song "Deep Within" that I came to sense the message of the Word in this dream, the message of "Follow me." Turning.to the Gospels, I think of Jesus saying "Follow me" in several instances. The words of the song in my dream return: "Follow me, I will bring you back; be my own, and I will be your God." The Word will bring us back, will reveal our true selves, if only we are Review for Religious willing to follow the path of Jesus, the path of becom-ing a new being, with the only true name we have: I am. To follow Jesus as the enlightened one coming out of his baptism as the Son of God, the Beloved, involves living in relationship to the Word. We must entrust ourselves to the flow of life and consciously live the seasonal changes from death to new birth. Like the day that flows into night, we are always in transformation. Nothing remains static. Laziness, not striving to be con-stantly awake, locks us into one place and we stagnate and decay. Commitment to following the Word leads into the paschal mystery, the cycle of life, death, and resurrection. We are to let go of our attachments, not only to material possessions, but also to family, profession, social group, community, even to institutional religion. Like the rich young man who asked Jesus what he must do to have life, we must let go of what we have or who we think we are. We are to sell all and follow the path that leads to greater life, and, as Thomas Merton said when he was at Red, woods in 1968, "we have to stand on our own two feet." Along the same line, Elizabeth B. Howes wrote: "To sell all., means to renounce that right to choose the specificity of one's own desire and to let oneself be molded by the Patterning of the moment. Through such conscious choice, we give back to its true owner what we have been given. It is as if our life were on loan. We either take it and run away to shape it as we will, or we turn it back to its Source in a volitional act of choice, which makes us co-creators with the process of God.''2 To follow God's law planted in our heart is to find our true identity and to know the sacredness of the liv- 67.1 2008 ing Word, as in the image of my dream. This journey of which I write is the task of our lifetimes. Notes ~ Joseph Cardinal Ratzinger, Salt of the Earth (San Francisco: Ignatius Press, 1987), p. 62. 2 E.B. Howes, Jesus' Answer to God (San Francisco: Guild for Psychological Studies Publishing House, 1984), p. 89. Longing for Easter Give us Easter, the brilliant wine of the Kingdem, the days when He might appear at any moment and we in his presence become speechless with joy, shy with wonder. Give us Easter, when we can forget (not from shame) the dark pain that went before, or see it as one sees, from the bright rooms of home, the troubled road by which one traveled back Give us Easter and spring and the words of songs we always hoped to learn Give us always Easter. Kate Martin OSC Review for Religious JOHN CARROLL FUTRELL Pedagogy of Prayer HTan persons grow only through their relation-ips to the realities that enter into their self-awareness. This is a matter of integration, of becoming more and more whole rather than more and more dis-persed. Integrated selfhood is achieved only by free commitment to a life-meaning. People actualize their personal identity by faithfully choosing all their lives to express their identity in an authentic way. ~: The total human development of persons gifted with Christian faith calls them to integrate into their growth their relationships with other persons, with themselves, with things, and especially with God. Graced confessing that Jesus is Lord is recognition that the central rela-tionship of their life is their personal relationship with God. To bring this relationship into self-awareness is to pray. I shall suggest in this article a pedagogy of prayer. I shall offer reflections on what prayer is. Then I shall make some practical remarks on how to pray. Finally John Carroll Futrell SJ has written for this journal about ten times, beginning in 1958. His address is 3601 Lindell Boulevard; Saint Louis, Missouri 63108. 67.1 2008 Futrell ¯ Pedagogy of Prayer I shall respond affirmatively to the question "Can we pray?" What Is Prayer? When we pray we meet God. Perhaps the best description of prayer is that it is a loving, personal encounter with God. C.S. Lewis remarked: "Prayer is either a sheer illusion or a personal contact between embryonic, incomplete persons (ourselves) and the utterly concrete Person." Our problem is to verify this encounter. Encounter may take many forms. Close friends can encounter each other by talking or being silent, or even when they are physically far from each other, because they are always in personal commu-nion. It takes two to make an encounter. I can reach out to you, but, unless you receive me and give yourself to me on the personal level, we can have no true encounter. When you reach out to God, God is there to receive you. This loving personal encounter is prayer. God is present, whether we "feel" that presence or not. We know this is true because God has revealed it to us. We know it because we have the gift of faith. The Holy Spirit present in us enables us to confess that Jesus is Lord. We must insist with faith on the fact of God's constant, transcendent, loving presence, even when we feel nothing but dryness. Our own coming to encounter God is the human dimension of prayer. Prayer as a human activity is mak-ing ourselves present to the presence of God within us, so that we can recognize God's presence in everyone and everything around us. Prayer requires of us the labor to get ourselves together, body, feelings, imagination, intelligence, will, desires, place, time, environment--so Review for Religious that we can truly be present to the presence of God in loving, personal encounter. Our essential praying, then, is accomplished by the will to pray even in the midst of distractions or of total dryness. If we have the sincere desire to pray, then, at the bottom of our heart, deep within us, there is a loving encounter with God, even though it is not consciously felt at the top of our head. St. Paul put it perfecdy in his Letter to the Romans: The Spirit too comes to help us in our weakness. For, when we cannot choose words in order to pray properly, the Spirit expresses our plea in a way that could never be put into words, and God, who knows everything in our hearts, knows perfectly well what the Spirit means. (Rm 8:26-28) A problem for many people attempting to verify the encounter with God which is prayer is that they begin with their own idea of good prayer, as determined by lack of distractions, no dry-ness, a continuous feeling of consolation. A false notion of prayer makes true prayer unverifiable. The problem here may be that we are seeking God for ourselves rather than for love of God. Instead of welcoming God's personal presence personally, we turn God into an 0/~ect, a thing we can acquire to fill a need. Prayer must be openness, listening, welcome. Prayer leads us from self-centered need to other-centered love. This passage from need to love is illuminated by reflection with Freud on human growth toward matu-rity as a movement from need to desire2 As infants we all begin as quivering bundles of needs. We relate to Prayer must be openness, listening, welcome. 67.1 2008 Futrell * PedagoG of Prayer all the realities that come into our awareness--espe-cially our mothers--as objects there to satisfy our needs. Need seeks self-satisfaction, the absorption of the other into myself. Freudian body imagery is revealing. Need means self-affirmation of my own bodily presence only; this annihilates all that is not myself by consuming it bodily. As long as I am operating chiefly from my need, I affirm myself only as an object, a needy body-thing, just as I affirm others only as objects to satisfy my needs. Freud shows that it is in passing from need to desire that we come to human maturity. In his terminology, when I desire another person, I affirm the reality of the other as a subject, as a free mysterious person, with inalien-able rights and always beyond adequate representation in concept or image. In desire we recognize what is not ourselves and affirm its free otherness. It is only in affirming others as persons that we realize ourselves as persons, as free subjects open to personal relationships. VChen we pass from need to desire, we can say, "It is now for the first time that I truly experience myself as a person, for it is only in your presence that I am." The poet e.e. cummings put it perfectly: "i am through you so i." When we apply this Freudian model to prayer, it is dear that in its initial stages prayer would reflect as in a mirror the emptiness of our need for God. From expe-riencing this need we shall pass gradually to the desire for God in God's infinite otherness. Even on the human level, desiring the other as unique and thus infinitely different from me is the greatest love. "I love you" becomes "You exist!" To love others is to will their pres-ence as irreducible to me. In recognizing their unique-ness, I recognize an absence in their very presence, the inalienable freedom of their otherness. Review for Religious Thus, desire--love--is not a static, finished thing. It is an ongoing living thing. Because of this fascinating and wonderful presence-in-absence, even a moment of intense personal union opens upon a new frontier, a beckoning from beyond towards deeper union. Another person remains an unfathomable secret. I cannot know this secret through thought or images or even bodily union. I can know another person only through love. In The Art of Loving (chap. 2), Erich Fromm points out: "In love, I know you, I know myself, I know every-body-- and I 'know' nothing. I know in the only way knowledge of that which is alive is possible for man--by experience of union--not by any knowledge our thought can give." The only way to full knowledge lies in the experience of love. This experience transcends thought; it transcends words. Thus, if I can have no full knowledge of God in thought, if theology is at best negative, then posi-tive knowledge of God can be achieved only in the act of union with God. In prayer we know God by lov-ing God, by welcoming God's gift to us in the loving experience of God's presence-in-absence. Prayer always remains desire, opening ever more widely toward ever fuller union, as St. Teresa of Avila and St. John of the Cr6ss powerfully attest. Ren~ Voillaume insists that we will be less satisfied with ourselves in prayer the more closely we approach God. This lack of satisfaction is a part of prayer, a proof of unfulfilled desire, which can only grow with growth of love. Far from satisfying thirst for God, prayer increases it. Pierre Teilhard de Chardin wrote: God does not offer himself to our finite beings as a thing all complete and ready to be embraced. For us he is eternal discovery and eternal growth. 67.1 2008 Futrell * Pedagogy of Prayer The more we think we understand him, the more he reveals himself as otherwise. The more we think we hold him, the further he withdraws, drawing us into the depths of himself. The nearer we approach him through all the efforts of nature and grace, the more he increases, in one and the same movement, his attraction over our powers, and the receptivity of our powers to that divine attraction. (The Divine Milieu, pp. 119-120) As St. Thomas Aquinas put it, "by prayer we render ourselves capable of receiving." St. Gregory of Nyssa pointed out that the more we make progress, the more we discover that God infinitely transcends all that we can ever know of God. "To find God is to seek God without end." Thomas Merton noted that "progress in prayer is a continual burning of bridges behind us." Prayer, then, is faith, openness, listening, welcome, surrender. It is not through speculation or through study of theories of prayer and of love that we learn to pray and to love God, but only through the exercise of prayer and of love. We must sweep away all preconcep-tions and simply listen to God. Jesus told us in a parable what our attitude should be when we pray. We should be the good soil that nurtures the seed planted in it by the Divine Sower, accepting the word with faith. Just as we find Christ in the Eucharist under the appear-ances, so we must seek the reality of encounter with God under the words and gestures of our prayer. The soil where the word is sown is the heart, the center of our person. If we do not receive God here, our prayer is marked by boredom and routine and falsehood. We must be present to our own heart, where God is seek-ing us in spirit and in truth. All of our authentic prayer begins in our heart, in the activity of the Holy Spirit in our hearts.2 Review for Religious We have nearly two thousand years of reflection on the experience of Christian praying. The great masters of prayer always have seen as true prayer the "interior understanding and relish" that is born of the Holy Spirit's illumination of our spirit. This prayer may be very dry. Our prayer may often be quite simple: just a period of repeating the same thing to God over and over until it becomes part of us. Prayer can be a tor-ment until we are transformed into what we are say-ing. Christians who really pray have always known that "by their fruits you shall know them." The criterion of good prayer is not sensible consolation, but whether we continually live a more loving life by the power we receive even in very arid prayer. When we seem lost in our own confusion, distracted, and hardly present to God except in a prayerful word or two, there still may be in us, through the Holy Spirit's presence, a desire that we eventually experience as power, strength to serve God and our neighbor with our whole being, no matter what the cost. Thomas Merton's teaching on prayer emphasizes that the Holy Spirit is .seeking us in our hearts, where we come to ourselves. It is difficult to enter into the silence of our hearts, the place where no one else can enter, where we must put off our masks and no longer hide.3 This is where God calls us: "Give me your heart, your very self." Here we allow God to judge us, God who invites us to a full life. Here we learn to be at home We have nearly two thousand years of reflection on the experience of Christian praying. 67.1 2008 Futrell ¯ Pedagogy of Prayer with God, beyond our emotions and our intellectual life. We learn to overcome our fear of what is there and our temptation to go back to what is familiar. God is at home where we are truly ourselves. Merton put it, "Prayer does not consist in an effort to get across to God, but in opening our eyes to see that we are already there." The good that we seek through prayer is not the self-satisfaction of a "successful" prayer according to our own idea, but the formation of an attitude of total surrender to God in every detail of our daily life. This good God gives, through the more or less active coop-eration of our effort to pray. This is the pearl of great God is always calling us, speaking to us in all the events of our daily lives. price always to be sought in prayer. It is this which transforms us in Christ and prepares us always to say yes to the Word of God calling us at every moment of our lives. Brother David wrote, "Only life lived to the full measures up to the task of contemplation" (Gratefulness, p. 64). A life of ongoing prayer will draw us deeper and deeper into the presence of God, until we shall experience it in situations that do not immediately suggest God's presence. Then we are praying always, even though our conscious attention is elsewhere. This is what the masters of prayer mean by finding God in all things. God is always calling us, speaking to us in all the events of our daily lives. God comes to us in every situation we face: in our work, in our play, in the people we meet, in all our duties. All of these serve as invitations to welcome God here and Review for Religious now, to let God challenge us to live our Christian life perfectly. If we understand prayer this way, there are never places where prayer is impossible. Perhaps we need to change our way of understanding prayer. Louis Evely has said, "We're not asked to choose between God and world, but to discover God in the world and reveal God to it." It has been well said that there are no part-time human beings or part-time Christians Or part-time con-templatives. When we confess that Jesus is Lord, no sin-gle moment of our lives is outside this relationship.4 We can live prayer at all times, whether formally praying or not. What are we really seeking at all times during our life? What is our basic operational orienta-tion? What is our heart's treasure? This may be other people, egoism, money, pleasure, popular success, or it may be God. Whatever it is, it pervades all our actions, rules our individual choices and our spontaneous actions and reactions, constructs our world, without our being conscious of it all the time. If my basic existential ori-entation is to God, I am praying always, always having a loving personal encounter with God. Thomas Merton summed it up perfectly: "If I find God I will find myself, and if I find my true self I will find God. And the only one who can teach me to find God is God's self. So pray for your own discovery." How to Pray Since prayer is a loving personal encounter with our forever faithful God, our human effort during any period of our life must always be to make ourselves present to God: to enter into our own faith experience of the Spirit of the risen Jesus at the bottom of our heart, where God touches our life. This is the meaning 67.1 2008 Fuvrell ¯ Pedagog~ of Prayer of all human prayer, whatever the method or style. The criterion for judging which method or style to use is simple: "Does it work?" Does this method at this time bring us into God's presence? Is it enabling us to live a life of love for God, other people, and myself?. A particular method of prayer may meet this crite-rion for years. But normally there will be times when a method is no longer right for us. Then we must experi-ment with various methods. We must be open to all pos-sibilities: God can use anything as a way to encounter us. Our part is to discover a way of finding God now. It may be a hope-filled darkness in which we wait willingly for subde energies of faith and love to return. The best prayer for me now may be meditation on the revealed truths of faith. People sometimes reject this method as "talking to myself." Well, why not talk to ourselves if God, who can make use of anything, is there and listening attentively? At times the best prayer may be lectio divina: slow thoughtful reading of Scripture or of other spiritual writings, stopping sometimes where we experience some heartfelt understanding. God works with us incarnationally, and so the method of prayer that works usually fits our temperament and cultural climate. Some older persons may be drawn to slow recitation of the rosary or to reading set prayers reflectively. The method for other persons_ may be singing or playing a guitar or adopting various body positions. The criterion always is "What works?" The great contemporary master of prayer Brother David Steindl-Rast OSB proposes two excellent ques-tions for evaluating our current method of prayer: (1) Is my prayer truly an expression of my prayerfulness, gratefulness, sorrow, compassion, and so forth? and (2) Does my prayer make me more prayerful? Review for Religious Two millennia of Christian experience show that it is fairly normal for people to be led gradually from more active methods of prayer to quieter, more passive methods. The way of praying may become simply enter-ing into a deeply felt attitude and resting in it: being thanks, being open, being praise, being begging when we feel our radical poverty deeply. In this prayer, when we become aware of our mind or imagination running off in various directions, we simply let those distractions fall as we keep coming back to our deep attitude of being. The Psalms fit this form of prayer because they express deeply felt attitudes, often in just a line or half line. Just a few verses of a psalm may help for days or even weeks. For persons who are feeling far from God and overwhelmed with cares and anxieties, the first few lines of Psalm 40 can be of great help: I waited patiently for the LORD; he inclined to me and heard my cry. He drew me up from the desolate pit, out of the miry bog, and set my feet upon a rock, making my steps secure. He put a new song in my mouth, a song of praise to our God. Stop at words or phrases. Let them sink in, and let your own thoughts rise. Stay there until you feel that the Holy Spirit is leading you to the next word or phrase. Another important form of. prayer to learn, consider-ing our tendency to rush on, is repetition: coming back to interior movements we experienced during previous periods of prayer and letting the Spirit deepen these movements and draw us closer to God and away from what holds us back. There are times when we should simply "plough the rock until it bear." 41 67.1 2008 Futrell * Pedagogy of Prayer In Christian prayer there is no method more central than contemplation of t, he life of Jesus in the Gospels. In Christian prayer there is no method more central than contemplation of the life of Jesus in the Gospels. This contemplation can take many forms and range from fairly discursive reflection to simple presence to Jesus in a scene. The proof that our method of contem-plation of Jesus is right for us right now is the experi-ence of being more and more transformed into him in our daily living with and love of other people. We must be ready to recognize when the prayer to which God calls us now is simply to enter into the void and wait in darkness for God. We realize that for us at present God is nowhere else than in this purifying empti-ness. A Jesuit friend of mine once told me that the only way he had been able to pray for weeks was to stand holding his arms up in supplica-tion. There were no thoughts, no images, not even a deeply felt attitude-- nothing. Yet he knew that this body prayer of emptiness was what God wanted of him then, beyond any thought or feelings. Even in desolation we are called to pray by "remembering consolation." W-hen darkness overcomes us, our prayer must be a faith that remembers what we saw, felt, hoped, and loved when we were filled with light. It can be helpful to think about prayer as a place. Sometimes it is a garden, beautiful, full of flowers, sweet scents, and birds singing and fountains play-ing. Sometimes it is a mountaintop, where we would Review for Religious like to pitch a tent and stay. Sometimes it is a desert. Sometimes it is a "blah" place, where all we can say is "God, here I am in my blahness." Sometimes it is a rock that we cling to with bloodied hands. And sometimes it is an empty tomb. For me, sometimes, it is a boat, when I feel as exhausted as Jesus was when his disciples woke him to calm the storm. Then all I can say, before falling asleep, is "Jesus, I'm with you!" A friend of mine, a sister, returning very blue and worn from a day of apostolic work, composed a beauti-ful prayer out of this feeling of prayer as a place: Dear God, tonight I'm tired and discouraged. I want to just give up and walk away. I'm in the basement and I want to go to the attic. In the basement, I'm lonely. In the attic, I'm alone, all one. In the basement, I crouch in the dark damp coal bin and dig up bones from the past. In the attic, I quiedy open the trunk lid and think about the treasures of the past - some painful, some joyful - but treasures nonetheless. Rain in the basement beats me to the cold hard concrete and I feel suffocated. Rain in the attic has a restful pitter-patter, pitter-patter, as it softly sings, "I love you, I love you, I love you." In the basement, I'm closed off. The windows are darkened and covered with weeds. I cannot see the sun when it does shine forth. In the attic, there is no way to keep out the warm sun of your love as it shines through the leaves on the trees. It makes delightful patterns for my enjoyment. And so, dear God, I ask you to take me from the basement to the attic. I ask for aloneness, I ask for treasures, I ask for soft soothing rain 67.1 2008 Futrell ¯ Pedagogy of Prayer and warm loving sunshine. I ask to feel your love. I do believe., help my lack of belief. Prayer Flows out of Life Situations Whatever method of prayer we use, as body-per-sons in space and time, we must seek to compose our-selves interiorly and, if possible, to choose a place that will help us to be present to the presence of God. We know that our body conditions the state of our con-sciousness. And so it is vital to take the time, perhaps a long time, to compose ourselves before praying: to enter into a deep silence of the body and imagination and feelings. Methods like the Additional Observations in the Spiritual Exercises of St. Ignatius Loyola (§§73-86) or the preparations in the old meditation books or yoga or transcendental meditation or Zen or Sadhana can be helpful. The great 19th-century master of prayer Theophane the Recluse described prayer truly as "stand-ing before God with the mind in.the heart." If we are to pray, we must commit ourselves to make time for it: time to calm ourselves down, time to allow God to rise up in our awareness, to become God for us. We must discern the rhythm of prayer that we need at this time in our lives, and we must be faithful to it even when we do not feel like praying. We know that our most essential duties are not always those that we feel like doing. Nevertheless, we do fulfill them because of the importance they have for us, their priority in our lives. The operational proof of what our priorities are is the quality time that we give to them, not what we may verbally affirm about their importance. Time is the most precious possession of human beings, and what we do Review for Religious with our time is the behavioral proof of what we value in our lives. If we really put a high priority on prayer, we regularly give quality time to it. As in human love, there can and should be steadfastness even when we feel dull and lack spontaneity. And, of course, both love and prayer seek imaginative ways to transform routine and revivify themselves. Can We Pray? If we exercise our faith and our creativity and our common sense, we can pray. We can bring ourselves and take time and wait to encounter God. We can look to see whether our hearts have left space for God to come and meet us. For two thousand years the purpose of Christian asceticism has been to make space in our hearts for God to encounter us there. The difficulty of prayer is that it is the entrance into the bottom of our hearts. It places us before the wall of grace and the invisible. This involves going out of our selfish self, which makes prayer so diffi-cult. It is a true purgatory--a purification. This difficulty is overcome only by the Holy Spirit. To consent to pray is to consent to place ourselves before this wall and to wait with faith and hope for God to lower the wall. The lowering of the wall is the progressive coming of God to our deep self. Here only God can overcome. To believe that we have solved the problem ourselves is to show that we have lost the batde. Here, truly, we gain our life only by losing it. Our prayer should lead us to the still point of our being, the root of our existence, the center of our awareness of our unique individuality, where we are touched by the divine creative act and where, in silence and in darkness, we understand that God is God. At this point of our dependence upon God, we find God 67.1 2008 Futrell ¯ Pedagogy of Prayer in a presence that is absence, in an emptiness that is filled with God, in the knowing that is not knowledge but love. This, I think, is the command of God to the psalmist: "Empty yourself out and see that I am God." Descend to the depths of your own being, to the very point where you spring up out of my creative love, and there you will find me. Here God's presence is felt as breaking in on us, breaking down the wall of selfish self-love that limits our encounter with God. We see that this same wall keeps us from truly loving others as Jesus commands us to do, and that it keeps us from hearing and respond-ing to God's word in all the events of our lives. In this prayer we become filled with the light of the Spirit of the risen Jesus, who will illuminate all our experiences and will bring us at last to find God in all things. Often in this prayer we encounter God in his breaking in on us, and we feel no need or inclination to speak, because everything is understood in love. We simply surrender to God in his transforming action on us. But this is not a prayer of inaction. At no time do we feel more fully alive. For some people this is the habitual form of prayer. For others it happens only rarely. In all our prayer we should be listening to God, ready to welcome him, as God sometimes welcomes us, in a moment of great clarity or great joy.5 Notes i For this insight I am indebted to Jesuit psychoanalyst Dr. Denis Vasse, of Lyons, France. 2 "To cqntemplate means raising our eyes to a higher order that challenges us to measure up . Only the heart is high and deep enough to hold this vision." Brother David Steindl-Rast OSB, Gratefulness, the Heart of Prayer (New York: Paulist Press, 1984), p. 64. 3 "The heart in biblical culture, and also in a large part of other cul- Review for Religious tures, is that essential center of personality in which the person stands before God, as the totality of body and soul, as T who is thinking, will-ing, and loving, as the center in which the memory of the past opens up to planning of the future . The significance [of] the heart., reaches the sanctuary of personal self-awareness in which is summarized and condensed the concrete essence of the person, the center in which the individual decides upon himself, in face of others, the world, and God himself." John Paul II, Audience at the Gemelli Clinic, 28 June 1984. 4 "Work should not make us stop praying. But when my work becomes my only prayer, it won't be prayer much longer. Its weight will pull me off center. We can hear it quickly when a clothes dryer spins unevenly. Why can't we hear it when our lives do the same? It may be time to stop and reload. It may be time for nothing but prayer, time to disengage ourselves, to find our center, and to re-engage ourselves from the heart. Then our work will truly be prayer, It will be contemplation in action." Steindl-Rast, Gratefulness, p. 195. 5 Listen to C.S. Lewis, Till We Have Faces, near the end (p. 307): "He is coming . The air was growing brighter and brighter., as if something had set it on fire. Each breath I drew let into me new terror, joy, overpowering sweetness. I was pierced through and through with the arrows of it. I was being unmade. I was no one . The earth and stars and sun, all that was or will be, existed for his sake. And he was coming. The most dreadful, the most beautiful, the only dread and beauty there is, was coming . I cast down my eyes." Personal/Group Reflection Questions 1. Have I had the experience of trying to teach someone to pray? What did I find to be helpful in teaching someone to pray? What obstacles did I experience? 2. What is my favorite way of defining or describing Christian prayer? 3. How do I respond to Brother David Steindl-Rast's question, "Does my prayer make me more prayerful?" 67.1 2008 BRENDAN KNEALE Pray Passionately of we look at Roman liturgical practice as a form f prayer, it does not seem to encourage pray-ing passionately. Of course, there is a good reason for this--the litur~.¢ is a public, not a private, form of prayer. It expects us to bring to its formalities and rituals a preparation of intense personal prayer. Some devout Catholics, perhaps, find rich emotional con-tent in Gregorian chant if they bring to it a suitable background. Also, the Roman Liturgy does include an extensive use of the Psalms, which are full of passion-ate prayers that any of us can find to be deeply mov-ing. Consider such passages as these used in the official Liturgy of the Hours: Cry out with joy to the Lord, all the earth . . . For you my soul is thirsting--my body pines for you . . . My soul shall be filled as with a banquet., my soul clings to you . . . Brendan Kneale FSC, a retired professor from Saint Mary's College of California, is now on the staff of De La Salle Institute; 4403 Redwood Road; Napa, California 94558. His email address is bkneale@dlsi.org Review for Religious Let the faithful rejoice in their glory, shout for joy., let them praise his name with dancing. Tremble, 0 earth, before the Lord . I bow down before your temple, filled with awe. The Lord's voice flashes flames of fire. He sends fire and brimstone on the wicked. No one can escape his hand. Praise him with full voice . Ring out your joy to the Lord. There are dozens of passages like these. The Liturgy cites, also, some of the strong language of St. Paul, who certainly expressed himself with passion. We have intimations of how emotional and intense Christ's own prayer was, notably in the garden and on the cross, culminating in: "My God, my God, why have you forsaken me?" Likewise, when he declared that he came to "cast fire on the earth." He no doubt was reflecting the strong feelings of his previous prayer. At Pentecost the Holy Spirit communicated himself with the symbolic "sound of wind and tongues of fire." This ought to stir our emotion, as when we sometimes refer to "fire in the belly." It did so, surely, for canonized saints, many of them known for the intensity of their prayer life. Here, however, it seems fair to ask, "Where is the passion in the wording of the Our Father, the arche-typal prayer Christ left us?" Answer: It is certainly there for people who have no "daily bread," and for those of us acutely aware of our need for a. ~'supersubstantial bread." Similarly, if we are full of-faith and devout sen-sibilities, we will experience a yearning, in the words of the Our Father, for "forgiveness of sins" and a fear of being "led into temptation," and for a strong desire to be "delivered from evil." The same goes for other seem-ingly bland prayers of our tradition. If we but bring our 67.1 2008 Kneale ¯ Pray Passionately true situation to such prayers, they will become quite passionate. In older terminology, it is with "fervor" that we should pray. Later Traditions Many modern religious orders have a community spirituality which translates into language that seems at best to be sentimental rather than passionate. An example can be found in English translations of 17th-century texts on prayer. When one of its masters, St. John Baptist de la Salle, wrote "The Method of Mental Prayer," his language in translation was made to sound pallid. Thus, in English versions, we find him frequently urging us to pray with "sentiments of faith." It does not seem adequate to translate the French sentiment into a mild, neutral, and comfortable English word like "senti-ment." In fact, bilingual dictionaries would have allowed translators to use much stronger alternatives. The question arises: How does one bring passion to prayer? Soldiers in any kind of combat do not have to ask that question. Neither do we--if we let ourselves realize how abruptly death may come for us, if we really think about the greatness and goodness of God, if we realize our guilt, if we are at all sensitive to our inner longings, if our mortality weighs down on us as it should, if we are sensitive to our capacity for the infinite, if we admit a yearning for communion with the saints, if we feel deeply the needs of those for whom we pray, if we are persons of genuine loyalty, if we are aware of our past ingratitude and our utter vulnerability. In other words, as the masters of prayer have always taught, we must prepare for our prayer by realizing how desperate our condition and situation is, how great and good God is, how important prayer is, how linked we Review for Religious are to our fellow human beings. Many such deep con-victions are acts of faith and stem from insights aris-ing- out- of experience, meditation, and study--and, of course, from grace. "The Holy Spirit prays in us." We become a version of "deep calling on deep." After the effect of "cool" literature on prayer, one suspects that the rise of devotion to the Sacred Heart and other devo-tions helped compensate for prayer's lack of warmth, and even coldness, in this world of ours. It is evident that passion invigorates prayer, but also the converse holds. Prayer can stir spiritual pas-sion, which then often takes the form of zeal for various charitable works and also for personal discipline. Unfortunately, sen-timent and shallow many of us, since genuine emotion depends on deep convictions and full realizations about serious things. Where do deep feeling, passion, and genuine love come from? The source is true faith, real conviction, theological insights, realizations stemming from deep meditation--that is, things deep in the mind. There is always, however, a danger of self-deception and of artifi-cially stirred-up shallow feelings, ephemeral sentiments. St. La Salle, mentioned earlier, was a man of feeling. He lived in times when emotions were intense over serious internal church struggles. And he had his own battles with civil authorities and with incomprehension by his contemporaries, clerical and lay, so that his own prayer was challenged at a deeper level than most of us and thus felt more keenly. Where do deep feeling, passion, and genuine love come from? feelings may have to suffice for 67.1 2008 Kneale ¯ Pra~ Pa~ionatel~ Where, for us, do the occasion and quality for pas-sionate prayer come from? They arise from experi-ences eliciting fear, gratitude, desperation . . . feelings which call forth our faith and convictions. At the start of our interior prayer, we often include an introduc-tory exercise: making our situation "real," recalling viv-idly, stirring our faith and hope, gratitude and humility, awakening ourselves from somnolence. Frequently Repeated Prayers Prayers that are frequently repeated should not be perfunctory, but should be recited "once more with feel-ing." There is a danger that prayers like the rosary could plunge us into mindless rote. That is where the ancient admonitions about study and reading can be applied. Prayers like the ~'osary will be infused with emotion if we bring to them a rich background of gospel meditation and theological study. Thus in the rosary such insights may prepare as many as ten ideas or rousing images to accompany our recitation of the ten beads in each decade. Every one of us can become a "vas insigne devotionis," rich in insights that stir our emotions and direct our will. The rosary, then, can be prayed passionately. Of course, to recite vocal prayers poorly is often an act of faith and so has value. St. Thomas Aquinas is supposed to have written somewhere that one differ-ence between rote vocal prayers of petition and atten-tive and involving prayers of petition is not that one is answered and the other is not--rather, if both are prayed with faith and goodwill, one is more consoling than the other. That is one difference. There are oth-ers. A prayer that is passionate is likely to be extended, sincere, satisfying, richer in intention, fortifying of our faith and hope., instead of a routine burden. Review for Religious Dryness There is no such thing in this life as a perpetual emotional high. One experience that the saints have often undergone is spiritual dryness. Sometimes, it seems, such periods are imposed by God as trials, but could it be that sometimes they are self-imposed by our own neglect? If we fail to use the sources of inspiration and energy--such as attention, study, sensitivity, insight, consistency, solitude, detachment--then we can expect aridity. The Language of Prayer Perhaps, looking back at the word "sentiment" and recalling the passionate words of the Psalms, we can say that the language used in prayer is important. Paying attention to the stirring words of the Psalms can bring life back into our prayer. Depending on the occasion, .however, vocalized prayer should vary appropriately: ritualistic or hiero-phantic, informal or personal, intense or calm and reflective, importunate or resigned--adoring, grateful, repetitive, vivid, meditative. We do not want to over-dramatize our lives, but one suspects that prayers of petition, at least, do need heartfelt words--the more passionate the better. In any case we have the promise of St. Paul in Romans 8: "When we cannot choose words in order to pray properly, the Spirit himself expresses our plea in a way that could never be put into words ¯ . . the pleas of the saints expressed by the Spirit are according to the mind of God." 67.1 2008 CLIFFORD STEVENS The Institute of Impracticalities: The Financial Support of Monasteries consecrated life G.K. Chesterton, before he created the Father Brown detective stories, tried his hand at the genre by writing a clever story called "The Club of Queer Trades," a tale of a fraternity of tradesmen who had managed to come up with unusual ways to make a living. In it a man makes his living giving excitement to people who lacked excitement in their lives and adven-ture to those who lacked adventure. He would send them sinister and intriguing messages, or leave strange objects on their doorstep, or send them secret packages, all designed to add some spice to an otherwise humdrum existence. I thought at one time if I had not become a priest I would set up a place called Chesterton Square with a number of odd shops and busi-nesses doing business there: a Bottle Shop, a Kite Unlimited Emporium, and imposingly on Clifford Stevens has written for us at intervals since 1975. His addres~ is Tintern Monastery; EO. Box 910; Kemmerer, Wyoming 83101. Review for Religious one corner of the square an Institute of Impracticalities, which would answer any need that was totally and clearly not practical, such as ordering an elephant for a wedding, or sending a truckload of balloons to a sick child. A monastery is and must be, if it is to be true to its character, a true Institute of Impracticalities. We exist for no "practical" purpose; we are useless, as far as most people are concerned, and there is nothing "practical" that we can mention as our particular achievement. We have to cultivate "unpracticality" almost with genius, or else that particular disease, fatal in some cases, called "practicality" takes over and everything is sacrificed on the altar of "practicality." This has been the bane of monasteries from time immemorial and has been responsible for the eclipse of the monastic life sev-eral times in history. I am thinking particularly of the monastery of Fountains in England, where "practicality" drove peasants off the land, made the monastery some-thing of an economic empire, built sumptuous build-ings, and got the monastery involved in the dynastic and ecclesiastical power struggles of the time. The greatest illusion in the contemplative life is the conviction that the financial support of the monastery is the key problem and the critical concern of community life. This has never been. true. The critical factor in con-templative life is the cultivation of intimacy with God and the fashioning of a pattern of life to enable every single member to do exactly that. As soon as the mere support of the monastery becomes the primary con-cern, "practicality" takes over and Divine Providence goes right out the windows. God blesses the monastery only to the extent that it is an oasis for leisure with God. Then blessings for the support of the life come 67.1 2008 Stevens ¯ The Institute of lmpracticalities in abundance, mysteriously, magnanimously, for God takes care of his genuine lovers, and they are never in want--for anything. The basic principle for the financial support of a monastery is this: Will the God for whom we have forsaken the world of business and commerce and the piling up of even legitimate wealth be any less gener-ous with us than the stock market and margin of profit would have been if we had devoted our lives to that? There is one answer: God will not only second our efforts by the action of his prov-idence; he will anticipate our needs. Those who doubt this usually are willing to sacrifice something of solitude, something of silence, something of contemplative tranquillity, and something of intimacy with God for so-called "practical" reasons. God usually gives them what they want, but that is all. The deeper gift for which they have forsaken all is denied them, for the simple reason that they have lost the hunger for it. A strange kind of practicality. The ancient monks made it clear that the treasurer of the monastery was the Providence of God. This does not mean that they did not work or made no provision for the morrow. It just means that they were not depen-dent upon their own efforts: even their own efforts had to be blessed by God. They simply did .not depend on bank accounts or huge commercial enterprises to sup-port their monastic life. God's providence, and their own efforts under that providence, were their only security. This is certainly "impractical" as far as the normal business of human life is concerned, but the monk is not in the normal business of living. He has made God his companion and his passion, and, while he works hard Review for Relig4ous to support his monastic life, he is not dependent upon the "economy." Monks work hard, but simply are not concerned about where their money will come from. It comes, when it is needed, from their own labor or from the action of Providence. As a matter of fact, the monk has become a monk to be free from those kinds of concerns, and, if he wants to get involved in them, God usually lets him have his way, but the intimacy with God that is - the heart of his existence and his chief preoccupation slips from his fingers. His hope and expectation are not really in God, but in the margin of profit, in the interest on stocks and bonds, or in the sale of the next crop. The treasury of Divine Providence never runs out, and God richly supplies his lovers with everything. Those who doubt that have all kinds of arguments to the con-trary, but what they do not have is that closeness to him for which they became monks in the first place. In this day of huge commercial enterprises, financial scandals in religion, and the juggling of stock portfolios and investment opportunities, we have to steer clear of anything that resembles the placing of our security in money. Every monastery needs money, and the financial support of the monastery has to be provided for. But the financial support of a monastery comes from God and his providence and not from the juggling of investments and the margin of profit. When a monastery truly needs money, it comes in bundles, from the most unexpected Monks work hard, but simply are not concerned about where their moneywill come from. 67.1 2008 Stevens ¯ The Institute of lmpracticalities places, and there is no need to buy mailing lists and carry on massive mail solicitations to accomplish this. If there is any choice between depending on a fat bank account and depending on Divine Providence, there is no doubt where the choice would have to be. Certainly not in the bank account, which can fail for all kinds of reasons, but Divine Providence never fails. We have only to look around us to see the disas-ters that occur from an opposite conviction. The clas-sical image is that of the wheeling-and-dealing Father Urban in J.E Powers's Morte d'Urban, who is convinced that hobnobbing with the rich and mighty is the sur-est way to. ensure the prosperity of his congregation. Or the tragic monsignor in John Gregory Dunne's True Confessions who found himself embroiled in scandals and political intrigues unworthy of his office because of his concern about money for the "good of the church." As Paul Evdokimov hasindicated, certain biblical truths get lost in centuries of overgrowth, and from time to time we have to be recalled to the startling dyna-mism of the gospel. It is no visionary enthusiasm that brings religious to their utter dependence upon Divine Providence and reminds them of God's loving care. But they forget that, as redeemed human beings, they are enfolded in his love, and that his benevolence is the very basis of their creation. What they need to recall is a profound metaphysical and theological truth: everything in human life is part of the philanthropy of God, and it is by the exercise of that philanthropy that the inacces-sible God makes himself accessible to our experience. From the generosity of the Godhead comes every gift with which we are endowed and every benefit of our human condition. That includes the margin of profit and whatever benefit we gain from economic prosperity. Review for Religious Even those who do not depend upon Divine Providence are dependent upon it. It is simply human shortsighted-ness that does not see the beneficent God behind the human drama. The wisdom of the saints ends up being the most practical of impracticalities. Some Texts "In building, we need not act as people in the world do. They first get the money and then begin to build, but we must do iust the opposite. We will begin to build and then expect to receive what is necessary. The Lord God will not be outdone in generosity." -- St. Alphonsus Liguori "The more you abandon to God the care of tem-poral things, the more he will take care to provide for all your needs; but if, on the contrary, you try to supply all your own needs, Providence will allow you to con-tinue to do just that, and then it may well hhppen that even the necessities will be lacking, God thus reproving you for want of faith and reliance on him." -- St. John Baptist de La Salle "Now is God not able to send, perhaps tomorrow, sacks of money to my door?" -- St. Camillus de Lellis And see Paul Evdokimov, The Sacrament of Love (Crestwood, N.Y.: St. Vladimir Seminary Press, 1985). 67.1 2008 M. REGINA VAN DEN BERG Enclosure and Other Ways to Widen One's Horizons Tfte practice and rule of enclosure in the convent is en misunderstood, by those who oppose it and those who defend it. It is misunderstood as a way of keeping the world and its evils out, of limiting contact with the world. Enclosure actually succeeds in doing quite the opposite: it enlarges the world. Rather than keeping the world out, it confronts us with it. Rather than keeping evil out, it forces us to face it. Rather than limiting our world, it expands our horizons. It is not only enclosure that expands our horizons: other prac-tices of the religious life do so too. The other practices include common meals, prayers, and recreation, limited use of television, internet, telephone, and email, and also limited travels and visitors as well. The reader may think I am playing with words, for it seems paradoxical at best that all the above-men- M. Regina van den Berg FSGM taught philosophy at Seminary Rolduc in Roermond, the Netherlands. She recently moved to Mater Ecclesiae Convent; 4510 Lindell Boulevard; St. Louis, Missouri 63108. Review for Religious tioned practices serve to widen our horizons. It is" not my intention, however, to play with words, but rather to point out a common mistaken notion that "experiencing the world" and "widening one's horizons" are incom-patible with enclosure and other such practices. In his essay "On Certain Modern Writers and the Institution of the Family," in Heretics, G.K. Chesterton makes the essential distinctions upon which I base this article.1 Chesterton uses the distinction to defend the institu-tion of the family; I apply it to the religious life. When people say that they want to "experience the world" or "widen their horizons," they commonly mean that they want to increase their knowledge of the world and the things in it. They want to do this by learning or by experiencing, virtually or firsthand. It is nearly super-fluous to point out that modern technology enables us to learn and experience all manner of things with the greatest ease and speed. We can experience the world in so many ways: by traveling, by looking at internet sites, by watching television, by communicating via the internet with people we have never met face-to-face, by joining clubs. It is obvious that enclosure and the other religious-life practices I mentioned allow at best a limited experience of the world in this sense. These various experiences of the world, however, have some common elements. For one, the knowledge we gain and the experiences we have often do not affect us as persons. They do not make demands on us as per-sons. We, after all, select the experience we want to have: the persons we want to be with, the places we want to go. We choose people who are agreeable to us, and when we travel we want to relax, not be challenged. Perhaps we look on the internet or watch television to learn, but often just to be entertained. However inter- 67.1 2008 van den Berg, * Enclosure and Other Ways to Widen One's Horizons However interesting the people we meet on journeys or through the internet, they may ieave our inner world untouchedl esting the people we meet on journeys or through the internet, they may leave our inner world untouched. They do not make us grow in Christian self-knowl-edge. When people truly want a life-changing event, Chesterton says, they could effect "a much more roman-tic and even melo-dramatic change if [they] jumped over the wall into the neighbor's garden. The con-sequences would be bracing.''2 We go on vacations or browse the inter-net because we Want a "change," because we want to escape from the everyday, but escapes may blind us to the here and now. The internet provides a fine example. How easily we become so immersed in it that we lose all sense of time, of the people around us, of duties awaiting us. Analogies limp, but this experience is like taking a photograph. To get as much as possible in the picture, we not only use a wide-angle lens, but we also back up. We become observers. Everything becomes small, and details disappear. There is a lot in thepicture, but we see very little. We do the same when we try to know and experience endlessly new things. Enclosure and the other religious-life practices zoom in, so to speak, on a select portion of the world. This new focus enables us to look more closely at the objects in the picture. We do not step back as observers to take the picture, but we get a vivid three-dimensional picture of a select part of the world by being a part of it ourselves. In a Review for Religious limited environment we begin to see in a different way. Confronted by the reality of the here and now, we begin to see details. We notice more of what is there to be seen. With enclosure and the other religious practices, we find ourselves in a special environment with companions we did not choose. They become real sisters of mine, and I cannot merely observe or ignore them; I must live with them. They are not all like me, even if we share a common vision. Some are of a different temperament than I am; I am irritated by some of their peculiarities. Enclosure makes me live with them, and in learning to love them I am enlarging my world. Once we are at home in our limited environment, the reality that is present to us, it encourages us to notice many details: the sunshine on my face as I sit here, the spider crawling up the wall, the sister next door coughing. Then we can respond to the details: to be grateful for the sunshine, to marvel at the spider, to see if my coughing sister may need something. The present reveals itself as fascinating once we see it from up close. Enclosure does not keep the evil things of the world out. Quite the contrary: in the wideness of the enclo-sure, evil has plenty of room to raise its head. I suspect I am not the only one who thought that my congrega-tion should be grateful that I was deigning to enter the community. Being so used to the company of people of like character and inclination, I had no idea that I could be anything but kind--until I was confronted with sisters who were quite unlike me. Then I began to become humbly grateful that the congregation accepted even someone like me. Those who think that enclo-sure somehow forms and preserves a comfortable space 67.1 2008 van den Berg ¯ Enclosure and Other Ways to W'uten One's Horizons where like-minded people can indulge their whim for a lifetime of silence have never lived in a religious com-munity. Enclosure is demanding. Enclosure has no intention of satisfying selfish desires for privacy, for a place where we can escape from the world. It is rather the case that we impose enclosure upon ourselves because we know our human weakness. Knowing that we sometimes would like to escape from the demands of the enclosed world, we bind ourselves to it as self-protection for our weak moments. There is a sense, of course, in which enclosure creates a certain "place apart," but not in the sense of privacy. Privacy in the sense of "my space" would not be compatible with the vows and total surrender of religious life. But the silent place apart is intended to widen horizons, to attune us to the reality of God's presence. As an aid to communion with him, enclosure widens our horizons beyond our imagining--into the wideness of his eternal being! If readers have agreed with everything so far, they may still maintain that enclosure, even if it opens the door to the world, still seems a terribly boring enter-prise. Imagine a life without travel, without television, without internet, without a change of companions. Is this not a recipe for boredom? At least, the reader may surmise, the apostolic religious still have the excitement of the apostolate, the possibility of being transferred, but the contemplative nuns must even forgo that. Add to enclosure the regular routine of the religious life, and the recipe for a dull life seems foolproof. But here, too, Chesterton makes an excellent point. People travel far and wide in search of adventure, but when they do so they by definition fail. They fail because "adventure" refers to something that happens to us (peradventure, Review for Religious by chance), not to something that we attain or that we can find. When we plan a vacation, we know what to expect and plan it often to the smallest detail. But in everyday life in enclosure, one never knows what to expect--here is adventure! And, to quote Chesterton once more, "the thing which keeps life romantic and full of fiery possibilities is the existence of these great plain limitations which force all of us to meet the things we do not like or do not expect.''3 Not only are there two divergent ways of experienc-ing the world, but, I maintain, one is better and truer than the other. The first way of widening our horizon often fails to touch and change us as persons. It tends to make us observers of life, not participants; we avoid the challenges that help us grow. It can more accurately be described as an escape from the world. The truer way to experience the world, the way of enclosure, widens our horizons and opens us up to the drama of good and evil, to the graces of the present moment. This reality is demanding and life-changing. Enclosure, the common life, a~d the limited use of media and communication all serve to reveal and enlarge our world--but not by logical necessity. People can enlarge their world through travels and narrow their world in the enclosure, but those are the exceptions rather than the rule. Those who run into the enclosure to escape from the world discover all too soon that they have run in the wrong direction. Their escape from the world is to be found elsewhere: in the often world-nar-rowing experiences of the media and in other self-selected experiences that do not demand much from us. It is not surprising that the practice of enclosure is paradoxical, that by limiting physical space and limiting our experiences we in fact enlarge our experience. The 67.1 2008 van den Berg * Enclosure and Otber Ways to V~ulen One's Horizons Christian faith is founded on paradox. Through Jesus' death we receive life. Through the seemingly world-nar-rowing experience of the enclosure and other religious practices, the horizons of our hearts and minds can be expanded to God and to his concerns and to his world. And that, precisely, is the point of enclosure. The Weaver Weave the threads. Brown for the earth, Red for the fire, Blue for the air, Silver for the water. Weave the threads. Brown for humus, Red for passion, Blue for reason, Silver for the spirit. Weave the threads. Brown the Father, Red for His Son, Blue His Mother, Silver the Comforter. Weave the threads. Fibre of God. Fibre of men. Fibre of life. Weave into harmony, One in the Cosmic dance. Sister Margaret Anne OHP Review for Reli~ous ANTHONY MALAVIARATCHI Religious Brotherhood Today I n attempting to say what it means to be a religious rother today, we must be clear about what broth-erhood is. To discover afresh the most effective way of being a religious brother today, we must look at the tradition of brotherhood in the church. The brotherhood of Jesus and his ordinary follow-ers (Mt 23:8) and the brotherhood of Jesus and his spe-cially chosen disciples, the apostles (Mk 3:13-15), are already two strands of brotherhood at the very outset. Both were meant for the proclamation of the kingdom of God. The brotherhood of the first Christian com-munity in Jerusalem was~ meant to give witness to Jesus' resurrection. The brotherhood of religious life started with cenobitical life. The lone hermits became com-munities of brothers receiving spiritual guidance from abbas (fathers, animators). This kind of brotherhood Anthony Malaviaratchi CSSR, a former theology professor and for-mator now doing retreat work, presented this paper at a brothers' convention in Sri Lanka. His address is Santa Maria; George E. Silva Ma~atha; Kandy, Sri Lanka. anthonymalavi@yahoo.com 67.1 2008 Malaviaratcbi ¯ Religlou~ Brotherhood Today was making a united and concerted effort to live the gospel radically. Brotherhood in History In the period that followed, brotherhood began a new phase. Penitents entered "monasteries" and gradu-ally became members or at least began to live the life of the community. There seems to be no historical connection between th~se "penitent brothers" and-the stream of brothers popularly known as "teaching broth-ers." In the 17th century St. John Baptist de la Salle brought together a group of teachers to educate the badly neglected children of poor working-class families. So did St. Marcellin Champagnat in. the 19th century. Disillusioned by the growing secularism in French soci-ety and its impact on youth, the founder of the Marist brothers established schools for the underprivileged. The Brothers of Charity came together to care for poor workmen, the sick, and the mentally handicapped. Brotherhood: A Prophetic Lifestyle Teaching the poor and marginalized is not an exci~- ing apostolate today. It does not hit the headlines of even Catholic newspapers. That is because so many religious congregations have been doing it for three hundred years. At their origin the education of the underprivileged was simply not being taken care of by anybody. When Edmund Rice, founder of the Christian Brothers, began his teaching, the education of Catholics was illegal in Ireland. Religious life as a prophetic move-ment was reincarnated through works of mercy. The brothers, influenced by St. Vincent de Paul's Daughters of Charity, did what the society of the time failed or refused to do. They brought a strange but nevertheless Review for Religious refreshing message that drew the attention of the world as Mother Teresa did in our times. That was the secret of their success. Congregations of brothers, therefore, need to ask: How can we be prophetic today? What must we do to convey God's message afresh? What is it that society refuses to do today and would convey a prophetic mes-sage if we did it? Today many works of mercy, including teaching, are no longer prophetic. Many others do them now. Governments have undertaken the tasks of teaching, nursing, running orphanages and technical schools, and so forth. ~ Congregations of brothers, But we need to remember that it was the example of religious con-gregations dedi- - cated to serving the earthly well-being of those in need that paved the way for governments and other secular organizations to take up welfare services. therefore, need to ask: How can we be prophetic today ? Institutions and Status Brothers' institutions do excellent work, much appreciated especially by the laity. But the institutions give the impression of material well-being, security, and status, especially in the third world. Brotherhood, of course, has less status than the priesthood, which is one of the reasons why brothers have fewer vocations. Nevertheless, brothers' institutions do have status. To all appearances the vast majority of those who want to join our communities come not because they have 67.1 2008 Malaviaratcbi * Religious Brotherhood Today heard Christ's call to radical discipleship but because they are attracted by the status and security of the insti-tutions. In factl congregations that do not have institu-tions have few vocations. Widespread unemployment and lack of talent for modern cutthroat competition seem to be the underlying reasons for the many "voca-tions" in the third world. Unfortunately, in too many instances the enjoyment of status and security continues to be the lifelong hidden motivation. As their numbers dwindle, the brothers are being for+ed to give up their apostolic commitments one by one. For various reasons such as pressure from bishops and priests, parents, and old boys [alumni] and because of understandable emotional attachments, the most prestigious institutions will be the last to be given up. This will worsen the image of the brothers and con-sequently the quality of the vocations they get. Since many hold on to their status and security, it is most unlikely that radical measures will be taken. And so the faster religious life in its present form dies, the better it is. For then God will be able to raise radical disciples for Christ from the stones of the earth (Mt 3:9). Congregations, Too, Die Part of the crisis of religious life is the probability, if not the certainty, of dying out and entering the annals of history. The reality of death looms over all reality except over the only Real One. Heaven and earth must pass away, the church must pass away (Rv 21:1-2, Heb 12:22). Even the kingdom of Christ must pass away into the kingdom of the Father (1 Co 15:24-28). If all this is true, then our congregations can hardly be eternal. We must pass away when we have adequately served God's eternal designs. If so, our dying as a group, Review for Religious with all its glory and achievements, will also be a ser-vice. Even the thought of it can be a painful, if not traumatic, experience. It is surely a historical moment when God calls us to bring our self-offering to a climax by embracing his plans in the darkness of faith. Like our Divine Master, we too may be called to give life to oth-ers by an unquali-fied submission to God's designs. In the glorious days of the brotherhood in the church, our faith may not have been so much in God as in our numbers, institutions, and achievements. Our group's willing submission to God's unknown ways will bring life to the world in an abundance which our congregational achievements could never even dream of matching. The history of salvation unequiVocally offers all believers a planofaction in time of crisis. The Remnant The history of salvation unequivocally offers all believers a plan ~of action in time of crisis. It may be new to us who have got used to large numbers, but it is a beaten path in salvation history. The faithful were often led by God to negotiate crises by means of the Remnant. The word remnant indicates how great the destruc-tion of God's people will be. "Only a remnant will remain" (Is 10:22). Surely Christ had in mind a remnant when he called his disciples "little flock" (Lk 12:32) and when he said "Many are called but few are chosen." In the Scriptures the remnant is a tiny minority of those 67.1 2008 Malaviaratchi ¯ Religious Brotherhood Today leading religious lives in the eyes of God. These few continue to believe and remain faithful in the midst of widespread infidelity. The concept shows punishment for sin and God's faithfulness, which remains untouched by human infidelity. The faith in the remnant is an essential aspect of hope in the Bible. The Remnant Today If, as religious, brothers are to have hope, they must first realize that it is to run institutions that large num-bers are needed, whereas to give witness to the gospel of Jesus Christ a few are more than enough. These few must turn back to their founders and rediscover that it is exclusively for Christ's gospel that they were brought together in the first place. Second, they need to adopt a prophetic lifestyle and thus become clearly visible signs: Their lifestyle will be visible: ¯ (1) if they have a community lifestyle that is tangibly religious, that is, God-centered with a strong contemplative dimension. ¯ (2) if they live this life not in legal rigidity but in evangelical fidelity. This needs special attention since post-Vatican II freedom has often resulted in Western permissiveness. As a part of this evangelical fidelity, those who fail to live this life should be asked to leave whenever the superior, with the com-munity, comes to that conclusion. ¯ (3) if they embrace a clearly visible life of poverty, that is,can external life of utter simplicity. In every reform movement within reli-gious life, there has been a return to radical simplicity. Our world in the clutches of consumerism is crying for a modern-day Francis of Assisi. ¯ (4) if they engage in a service that others do not do and reach out to people whom society does not care for. In this way, small groups of brothers will create a Review for Religious counterculture which the Union of Superiors General has described as one with "passion for Christ and pas-sion for humanity." They will give prophetic witness to the spiritual dimension of human life in a world of increasing secularism, to brotherly lives and work in a world of increasing individualism, to evangelical sim-plicity in a world of increasing consumerism, to God's preferential love for those that society does not care about in a world of increasing self-centeredness. In a word, religious brotherhood will be prophetic through and through, a transparently radical form of discipleship of Christ. Zen°Poem for Thomas Merton For Brother Anthony Weber OCSO Abbey of the Genesee A white cloud Near a picket fence Close to a white rose, Walked a white-habited Trappist Praying an ivory beaded rosary Ignoring a cawing crow Noticing a disappearing cloud; Flower petals falling, The fence rotting; His scapular, dusty With prayers ascending, Approaching darkness Amid a forested hermitage. William J. Bly 73 67.1 2008 VINCENT GENOVESI Room for Sacramental Reconciliation? spiritual supports We would quickly recognize the mockery made of love were lovers to ask each other only "What must I do to avoid hurting you?" We expect lovers to share a deeper ambition: "What more can I do to show my love for you?''l The same is true of our relationship with God. When our commitment to our spir-itual and moral growth is seen as a response to God's invitation to love, it would be rather insulting to play at love and revel in testing love's limits. As honest and true lovers, we do not spend time anxiously determining how far we can go before our love relationship with God is strained to the breaking point. Instead, our earnest desii'e is to discover how we can foster that relationship. It is in this context that we come to under-stand more fully the meaning of human sinful- V'mcent Genovesi sJ is professor of theology and campus minister at Saint Joseph's University; 261 City Avenue; Merion Station, Pennsylvania 19066. vgenoves@sju.edu Review for Religious ness. Sin is best understood not so much as an isolated act, but rather as a relational reality. It is deliberately breaking our love relationship with God (mortal sin) or knowingly straining that relationship (venial sin). Of course, our love relationship with God is played out largely in our human relationships. St. John reminds us that, if we profess to love God while failing to love our neighbor, we are liars; we cannot love God, whom we have never seen, if we do not love the neighbors whom we see every day (1 Jn 4:20). It is important, too, that we remember the testimony of human experience--that any love relationship can suffer from thoughtless neglect and eventually die without our notice. To grow as faithful Christians, we must ultimately make decisions for ourselves, but it is folly to believe we can or should make all decisions simply on our own, without any help. Yes, we entrust our moral life to the guidance of our conscience, provided, of course, that we have first honestly, carefully, and prayerfully sought to inform our conscience properly. Even when we do this, however, we do not always live as we know we should. We get off track, and it becomes helpful or even neces-sary to seek guidance, encouragement, and exhortation. At times like these the sacrament of reconciliation can offer assistance, especially when we are not in regular dialogue with a spiritual director. Behind Catholicism's centuries-old practice of sacramental confession, there is a wisdom whose depth can be more appreciated in light of Vatican Council II's theological insights and psychology's contribution to a fuller understanding of the human person. Still, many sincere Catholics, even priests and religious, question the usefulness or neces-sity of the rite of reconciliation. Such questioning must be addressed. 67.1 2008 Genovesi * Room for Sacramental Reconciliation? Doing Wrong versus Sinning As background for our discussion, it helps to recall that Catholics are expected to confess serious or mor-tal sins at least once a year.2 Significantly, the accus-ing is done by ourselves. ("Bless me, Father, for I have sinned.") Sins are committed only by sinners--people who freely decide to live in various ways that they know to be hurtful to their own well-being and/or the well-being of others, and so must judge themselves to be unloving and in the wrong. In acknowledging that entering into sin requires both knowledge and freedom on our part, Catholic tradition teaches that no one sins by accident--just as no one truly loves by accident. Both to love and to sin are choices or decisions. Interestingly, St. Thomas Aquinas did not think it likely that persons who are honestly trying to live as good Christians would easily or frequently rupture their love relationship with God by choosing to sin seriously: "Although grace is lost by a single act of mortal sin, it is not, however, easily lost. For the person in grace does not find it easy to perform such an act because of a contrary inclination." Aquinas means that it is pre-cisely our love for God and others that will make it difficult for us to sin, or deliberately do anything that would put our love relationship in jeopardy.3 In light of Aquinas's teaching, and in keeping with the true nature of love, we may conclude that, although it is possible to sin mortally in one particular act, it is not always a simple matter to isolate that act. It is not likely, in other words, that we would sin mortally in an act that is totally out of our character, or in an act that we have not predisposed ourselves toward. Rather, our relation-ship of love for God and others will probably change and deteriorate before there is any outright rupturing of Review for Religious the union, which is why we must be all the more atten-tive to the daily responsibilities of love. In essence, all sins of commission are expressions of "the one great sin of omission, failure to love.''4 While this failure offends God, we too suffer as a result of our sinfulness insofar as we come to find ourselves within the narrow confines of self-centeredness. It is a confinement that brings with it a death penalty, for in failing to love we become members of the living dead (1 Jn 3:14-15). Thomas Aquinas acknowledges the human destructiveness of sin when he says that sin is indeed an offense against God, but that "God is offended only by those things that we do against our own true welfare.''5 Although:.some of our actions may be undeniably hurtful and wrong, our tradition reminds us that we are not always or n, ecessarily morally guilty of sinning in doing these things. Indeed, the Catechism of the Catholic Church notes that "imputability and responsi-bility for an action can be diminished or even nullified by ignorance, inadvertence, duress, fear, habit, inordinate attachments, and other psychological or social factors" (§1735). A similar idea appears later in the Catechism: "Unintentional ignorance can diminisl~ or even remove the imputability of a grave offense . The promptings of feelings and passions can also diminish the voluntary and free character of the offense, as can external pres-sures or pathological disorders" (§ 1860). We do well to All sins of commission are expressions of ",the one great sin of omission, failure to love." 67.1 2008 Genovesi * Room for Sacramental Reconciliation? remember, however, that if because of our insensitivity, lack of awareness, or curtailed freedom we are not guilty of sin when doing something that is in fact hurtful and wrong, we have no cause for self-satisfaction and com-placency. The less sensitive, aware, and free we are, the less we are fully human. Therefore, whatever stands in our lives as an obstacle to our free commitment in love is to be seen as something to overcome in our growth toward maturity as human beings and as Christians. In no way should this obstacle be relished as excusing us from sin, because the sad truth is that even without sin we may regrettably have done something hurtful to our-selves and others and are all too able to do so again. Three Reasons for this Sacrament In light of what it means to be a sinner--knowingly and freely failing or refusing to love God and others--it is clear that it is not the role of the priest-confessor, nor is it within his power, to determine definitively whether the penitent has or has not sinned, or how .serious that sin may be. In fact, no human being can rightly call another human being a sinner because reading another person's mind and heart is the prerogative of God alone. Thus the Catechism of the Catholic Church states that, "although we can judge that an act is in itself a grave offense, we must entrust judgment of persons to the justice and mercy of God" (§1861). And so it does us all good to remember that "God does not see as man sees; man looks at appearances but God looks at the heart" (1 S 16:7). Why, then, encourage the sacrament of rec-onciliation? I offer three reasons: the social nature of life and sin, the incarnational dimension of our Catholic tradition, and the moral growth that comes from hum-bly taking possession of our sinfulfiess. Review for Religious The Social Nature of Life and Sin: We need a deeper sense today of the social implications of our sinfulness. No sin is totally private, because in sinning we produce a change within ourselves that invariably influences our dealings with others. Thus no sin really remains "secret"; its effects will somehow leave a trail. Furthermore, whenever we hurt someone, we also hurt all those, including God, who love and care about that person. This means that an appropriate expres-sion of our sor-row should include seeking forgiveness and admitting publicly that our sinfulness has alienated or distanced us from both God and our neighbors. T.he sacrament of reconciliation serves this purpose, for through our encounter with the priest, who is both God's servant-representative to penitents and the people's minister before God, we testify to our desire to be reintegrated into the community of God's love and the company of his people. It is possible that appredation of the social nature of sin would be enhanced were parishes to pro-vide communal penance services more frequently. Catholicism's Incarnational Dimension: Moreover, pre-cisely as human beings who live as body-spirits, it is tremendously helpful for us to incarnate, "flesh out" or "enact," our sorrow and our need for forgiveness through recourse to sacramental confession. In addi-tion, God wants to "enact" his forgiveness of us through Whenever we hurt someone, we aiso hurt all those, including God, wh~; love and care " about that person. 67.1 2008 Genovesi ¯ Room for Sacramental Recondliation? the priest's guidance and comfort. And so, just as Christ puts flesh on our Father's love for us, so the words of absolution put flesh on Christ's forgiveness and mercy. Fortunately, too, I think, many priests today are deeply sensitive to the essentially social and incarnational dimensions of Christian living. As a result, in assign-ing a sacramental penance, they ask penitents to move beyond simple recitation of formal prayers and to seek reconciliation with God and neighbor through spe