In her monthly update, Julianne Donlon, the diocesan adult faith formation director offers some thoughts on the meaning of this essential ministry:
“The name Jesus means “God Saves”. There is no other name under heaven given tot the human race by which we are to be saved”. (Acts 4:12)
Adult faith formation is geared to a lifelong deepening of faith in Christ thus serving as the point of reference for catechesis in other age groups. It is the goal of adult catechesis to create a lived faith in adult learners; faith lived in discipleship to Jesus Christ. Teaching was central to the ministry of Jesus. One of my favorite pieces of scripture is the lesson of the fig tree (Luke 21:29-33). In this short lesson Jesus asks the disciples to consider the fig tree which bursts into bloom as it anticipates the coming of summer.
Through the use of this simple analogy the disciples are asked to consider that by signs, words and by His very presence they can be sure that the Kingdom of God is at hand. “Heaven and earth will pass away, but my words will not pass away”.
Take a moment to consider a teacher who impacted your life in a positive way. As a rather serious and anxious child my second grade teacher called me aside one day. She told me to smile more often because when I smiled “the light in my heart lit up my whole face”. I never forgot those words.
Jesus is the model teacher and, as John tells us in his Gospel, "the way, the truth and the life”. In Christ, it is revealed how we are to live our lives. All adult faith formation efforts should be Christocentric (placing Christ at the center) as we are called to walk side by side with the adults of our parishes as they speak of their joys, hopes, sufferings and doubts. We are called to a life that fully reflects the love of God revealed to us through Jesus Christ. Discipleship costs us personally and dearly; the Gospel demands love and total self-surrender.
In Our Hearts Were Burning, the U.S. bishops reflect that “in Jesus the disciples caught a glimpse into the heart of God." For those who bear responsibility for adult faith formation we too are called to bring adults into the heart of God. As Church we are called to nuture one another in our faith journeys by worshipping together, learning together, serving together in love and life within a community of faith. Faith formation of adults always begins and ends with Christ-- the Alpha and the Omega. It is to and through Christ that we will renew our commitment to each other and to the Church.
Let the light of Christ in our hearts radiate love to our community of adults!
Thursday, June 19, 2008
Tuesday, June 17, 2008
Rest, Relax, and Rejuvenate for Renewal
Summer is upon us! Diocesan curriculum & instruction director Diane Walters stresses the importance of relaxing!
“Leadership demands making the impossible happen, being prepared for the unexpected, and learning from the lessons of history. It is the human spirit that makes the difference.” - Lady Margaret Thatcher
Educational leaders are faced with a variety of challenges in their work with academia, implementing curriculum, the daily operations of school business, strategic plans and the many other facets of the job. The drive to set high standards and goals is a natural phenomenon and mediocrity is not an option. A desire to perform proficiently to better schools, employees, and the community lives in the heart of every educational leader.
Having such passion for the job and realizing how influential this type of work is often tempts educational leaders to work many additional hours. Extra time is spent taking work home each day. Weekends are cut short to “catch up” or to prepare for the upcoming week. Many educational leaders stay in their offices long after the building has been locked for the night. New initiatives become priorities that are added to the workload and it becomes a struggle to accomplish the surge of tasks. Too often, educational leaders forget to fuel themselves for sustained energy and strength.
We all need time to rest, relax, and rejuvenate to give us inspiration.
Rest, relaxation, and rejuvenation are familiar concepts to athletes and other workers who recover after an extreme physical effort. However, this concept is often overlooked after an extreme mental effort. The answer is to design opportunities for renewal. Participating in uplifting seminars is one way to accomplish this challenge. This year Tom Kidd, the keynote speaker at a diocesan sponsored in-service modeled ways in which educators could rejuvenate themselves and others through positive attitudes and laughter. Each participant received a card listing the fundamentals of rejuvenation. Reading positive material can inspire and encourage people.
Fundamentals of Rejuvenation:
Pray
Be excited about life
Count your blessings daily
Laugh often
Don’t make excuses
Expect the best from yourself
Care about others
Respect yourself
Set goals
Use positive self-talk
Hang with positive people
Tell those you love you do
Keep a positive attitude
The most significant resource available to enhance rest, relaxation, and rejuvenation exists within our inner core. It is our deep faith in the Lord that will give us strength, energy, and guidance. It is vital to build a component of rejuvenation into the manner in which you work each day. This will stimulate creativity and clarify your role as an educational leader. Rejuvenation provides freedom to embrace difficult circumstances, reduce stress, and make better, more conscious decisions. Challenges will always remain constant in life, but responding to challenges defines our inner strength.
Rest, relaxation, and rejuvenation are the keys to future success!
“Leadership demands making the impossible happen, being prepared for the unexpected, and learning from the lessons of history. It is the human spirit that makes the difference.” - Lady Margaret Thatcher
Educational leaders are faced with a variety of challenges in their work with academia, implementing curriculum, the daily operations of school business, strategic plans and the many other facets of the job. The drive to set high standards and goals is a natural phenomenon and mediocrity is not an option. A desire to perform proficiently to better schools, employees, and the community lives in the heart of every educational leader.
Having such passion for the job and realizing how influential this type of work is often tempts educational leaders to work many additional hours. Extra time is spent taking work home each day. Weekends are cut short to “catch up” or to prepare for the upcoming week. Many educational leaders stay in their offices long after the building has been locked for the night. New initiatives become priorities that are added to the workload and it becomes a struggle to accomplish the surge of tasks. Too often, educational leaders forget to fuel themselves for sustained energy and strength.
We all need time to rest, relax, and rejuvenate to give us inspiration.
Rest, relaxation, and rejuvenation are familiar concepts to athletes and other workers who recover after an extreme physical effort. However, this concept is often overlooked after an extreme mental effort. The answer is to design opportunities for renewal. Participating in uplifting seminars is one way to accomplish this challenge. This year Tom Kidd, the keynote speaker at a diocesan sponsored in-service modeled ways in which educators could rejuvenate themselves and others through positive attitudes and laughter. Each participant received a card listing the fundamentals of rejuvenation. Reading positive material can inspire and encourage people.
Fundamentals of Rejuvenation:
Pray
Be excited about life
Count your blessings daily
Laugh often
Don’t make excuses
Expect the best from yourself
Care about others
Respect yourself
Set goals
Use positive self-talk
Hang with positive people
Tell those you love you do
Keep a positive attitude
The most significant resource available to enhance rest, relaxation, and rejuvenation exists within our inner core. It is our deep faith in the Lord that will give us strength, energy, and guidance. It is vital to build a component of rejuvenation into the manner in which you work each day. This will stimulate creativity and clarify your role as an educational leader. Rejuvenation provides freedom to embrace difficult circumstances, reduce stress, and make better, more conscious decisions. Challenges will always remain constant in life, but responding to challenges defines our inner strength.
Rest, relaxation, and rejuvenation are the keys to future success!
Wednesday, May 28, 2008
Looking for the Face of Jesus
In our society, we often get caught up with the idea that "bigger is better" and that only the wealthy or well-connected can make a difference in the world. Here's a short item about how a small Catholic elementary school in northeast Wisconsin is changing that perception:
"At St. Mary Parish in Algoma, we sing a beautiful hymn with the lyrics, 'Open my eyes Lord, help me to see your face.' During Lent, the students in the 4th grade had their eyes opened and saw the face of the suffering Jesus in the homeless people who use St. John the Evangelist Homeless Shelter in Green Bay.
St. Mary Catholic School Principal Laura Krzysiak requested that during Lent each class choose a service project centered on almsgiving. In order to motivate the students, the teachers of grades 3 - 5 suggested participating in a 'Pennies for Peace' rally. The winning class, the one with the most pennies, would receive a special prize. Each class chose a different organization as the recipient of their money, so each class won in the eyes of God -- because helping someone always makes you a winner! Ms. Nicole Halada's 4th grade class, consisting of eight children, chose to help the homeless shelter. They had heard about the shelter on the TV news and knew it was looking for donations.
The children worked very hard to collect money. Ms. Halada stipulated that the children had to earn the money themselves, not just ask their parents for money. That was part of the almsgiving. Some students shoveled snow, cleaned for their grandparents, and even used their allowance to get pennies for the classroom. By the end of Lent, the eight children had collected $127.89.
The following week, the children and their teacher travelled to Green Bay to shop for supplies. They bought blankets, pillows, toiletries, and some men's clothing items. They spent $127.41. After lunch, the students pooled their leftover money to buy bus tokens.
Later on, the students visited the shelter to present the supplies to Ms. Mary Marks, director of the shelter. She gave the students a tour of the facility, showing the children where the people ate, slept, and stored all their belongings. They were able to see where the clients spent time with the volunteers to play games, watch television, or just sit and talk to pass the time. They learned that supper is served nightly, and is brought in by various groups. They learned that the idea behind the shelter is to make sure that all of the clients get at least one hot meal a day, take care of personal hygiene, or wash clothes in a newly-donated washer and dryer.
This eye-opening experience gave students and chaperones a closer look at what it means to care for all God's people. They experienced first-hand that if everyone can do a little something, then we can help many people. Ms. Halada summed it up: 'The kids and I all realize how lucky we are and we pray each day at morning prayer for all those who are less fortunate than we are.'"
"At St. Mary Parish in Algoma, we sing a beautiful hymn with the lyrics, 'Open my eyes Lord, help me to see your face.' During Lent, the students in the 4th grade had their eyes opened and saw the face of the suffering Jesus in the homeless people who use St. John the Evangelist Homeless Shelter in Green Bay.
St. Mary Catholic School Principal Laura Krzysiak requested that during Lent each class choose a service project centered on almsgiving. In order to motivate the students, the teachers of grades 3 - 5 suggested participating in a 'Pennies for Peace' rally. The winning class, the one with the most pennies, would receive a special prize. Each class chose a different organization as the recipient of their money, so each class won in the eyes of God -- because helping someone always makes you a winner! Ms. Nicole Halada's 4th grade class, consisting of eight children, chose to help the homeless shelter. They had heard about the shelter on the TV news and knew it was looking for donations.
The children worked very hard to collect money. Ms. Halada stipulated that the children had to earn the money themselves, not just ask their parents for money. That was part of the almsgiving. Some students shoveled snow, cleaned for their grandparents, and even used their allowance to get pennies for the classroom. By the end of Lent, the eight children had collected $127.89.
The following week, the children and their teacher travelled to Green Bay to shop for supplies. They bought blankets, pillows, toiletries, and some men's clothing items. They spent $127.41. After lunch, the students pooled their leftover money to buy bus tokens.
Later on, the students visited the shelter to present the supplies to Ms. Mary Marks, director of the shelter. She gave the students a tour of the facility, showing the children where the people ate, slept, and stored all their belongings. They were able to see where the clients spent time with the volunteers to play games, watch television, or just sit and talk to pass the time. They learned that supper is served nightly, and is brought in by various groups. They learned that the idea behind the shelter is to make sure that all of the clients get at least one hot meal a day, take care of personal hygiene, or wash clothes in a newly-donated washer and dryer.
This eye-opening experience gave students and chaperones a closer look at what it means to care for all God's people. They experienced first-hand that if everyone can do a little something, then we can help many people. Ms. Halada summed it up: 'The kids and I all realize how lucky we are and we pray each day at morning prayer for all those who are less fortunate than we are.'"
Tuesday, May 6, 2008
The Messenger of Hope
Last month, Dr. Joe Bound, Director of Education for the Diocese of Green Bay, had the opportunity to be present at the address of the Holy Father to educators at the Catholic University of America. Here are his observations:
April 17, 2008 is a day I’ll never forget. It is the day that I, along with educational leaders from each of the 195 dioceses and approximately 200 Catholic college presidents, had the opportunity to hear Pope Benedict XVI’s address on Catholic education at the Conference Hall at Catholic University of America in Washington, D.C.. Needless to say, I was honored to be there and quite excited to be in his presence.
Leading up to the meeting that day was a thorough security screening – very similar to the one you see at airports. Just prior to the Pope entering the Conference Hall, many Secret Service officers took their positions in the room. When the Pope finally arrived in the room, we all stood and applauded while trying to take pictures at the same time. I was seated only nine chairs from where he walked into the room but was unable to see him due to the fact that he is rather short in stature and with everyone standing up, it was difficult to see him. However, once up on the stage, there was no problem seeing or hearing him. He was immediately greeted by Fr. David O’Connell, the President of Catholic University of America. After an exchange of greetings and gifts, the Pope began his talk.
Benedict thanked all in attendance as well as all those involved in the ministry of Catholic education. He made reference to St. Elizabeth Seton and St. Katherine Drexel, pioneers in Catholic education in this country. Very early into his talk he stressed that education is integral to the mission of the Church in proclaiming the Good News of Jesus Christ.
He emphasized the reality of objective truth. He pointed out that the secularist ideology is driving a wedge between truth and faith. Truth, said the Holy Father, leads to goodness. As Catholic educators we cannot allow this wedge to exist.
Recognizing the financial hardships facing many of our schools and religious education initiatives, he urged the entire Catholic community to contribute generously to the financial needs of our educational institutions to ensure their long-term sustainability.
He emphasized that Catholic identity is a matter of conviction. It is what we believe as Catholics. He cautioned, however, that Catholic identity doesn’t just relate to the orthodoxy of course content, but that it involves the living out of the faith through service to others. He called for each of us to give our assent to God’s testimony and acknowledge Him as the guarantor of the truth He reveals.
During his address, Benedict acknowledged all those involved in Catholic education with a special reference to those working in inner city schools. He asked all college, high school, and elementary school teachers and administrators to take on the responsibility of ensuring that students receive instruction in Catholic doctrine and practice. He reiterated that the whole Catholic community must be involved in Catholic education, and he urged religious orders not to abandon their commitment to Catholic schools. In fact, he asked them in a special way to promote vocations to the priesthood and the religious life.
In conclusion, he asked each of us in the room to bear witness to hope. It was a fitting end to his comments, particularly in context of the theme of his trip to America – Christ our Hope.
Having had some time to reflect on Pope Benedict’s message that day, I believe that it is extremely important for us in the Diocese of Green Bay to develop strong Catholic identity in all of our schools and religious education programs. We are called to provide doctrinal orthodoxy along with opportunities for students to live out their faith in various ways, but especially through service to others. His message was clear: Pope Benedict is calling us to develop a balanced approach to Catholic education. He is also reminding us that there is such a thing as objective truth and that faith and reason will lead us to truth and goodness.
The Holy Father also calls each of us to find solutions to the challenges we face in sustaining Catholic education for the long-run. It is critical for us to engage in planning and establishment of endowment programs so that Catholic education is affordable and accessible to all those who want it. Finally, we must never forget the tremendous contribution to Catholic education that religious brothers, sisters, and priests have given in this great country of ours.
Christ Our Hope!
April 17, 2008 is a day I’ll never forget. It is the day that I, along with educational leaders from each of the 195 dioceses and approximately 200 Catholic college presidents, had the opportunity to hear Pope Benedict XVI’s address on Catholic education at the Conference Hall at Catholic University of America in Washington, D.C.. Needless to say, I was honored to be there and quite excited to be in his presence.
Leading up to the meeting that day was a thorough security screening – very similar to the one you see at airports. Just prior to the Pope entering the Conference Hall, many Secret Service officers took their positions in the room. When the Pope finally arrived in the room, we all stood and applauded while trying to take pictures at the same time. I was seated only nine chairs from where he walked into the room but was unable to see him due to the fact that he is rather short in stature and with everyone standing up, it was difficult to see him. However, once up on the stage, there was no problem seeing or hearing him. He was immediately greeted by Fr. David O’Connell, the President of Catholic University of America. After an exchange of greetings and gifts, the Pope began his talk.
Benedict thanked all in attendance as well as all those involved in the ministry of Catholic education. He made reference to St. Elizabeth Seton and St. Katherine Drexel, pioneers in Catholic education in this country. Very early into his talk he stressed that education is integral to the mission of the Church in proclaiming the Good News of Jesus Christ.
He emphasized the reality of objective truth. He pointed out that the secularist ideology is driving a wedge between truth and faith. Truth, said the Holy Father, leads to goodness. As Catholic educators we cannot allow this wedge to exist.
Recognizing the financial hardships facing many of our schools and religious education initiatives, he urged the entire Catholic community to contribute generously to the financial needs of our educational institutions to ensure their long-term sustainability.
He emphasized that Catholic identity is a matter of conviction. It is what we believe as Catholics. He cautioned, however, that Catholic identity doesn’t just relate to the orthodoxy of course content, but that it involves the living out of the faith through service to others. He called for each of us to give our assent to God’s testimony and acknowledge Him as the guarantor of the truth He reveals.
During his address, Benedict acknowledged all those involved in Catholic education with a special reference to those working in inner city schools. He asked all college, high school, and elementary school teachers and administrators to take on the responsibility of ensuring that students receive instruction in Catholic doctrine and practice. He reiterated that the whole Catholic community must be involved in Catholic education, and he urged religious orders not to abandon their commitment to Catholic schools. In fact, he asked them in a special way to promote vocations to the priesthood and the religious life.
In conclusion, he asked each of us in the room to bear witness to hope. It was a fitting end to his comments, particularly in context of the theme of his trip to America – Christ our Hope.
Having had some time to reflect on Pope Benedict’s message that day, I believe that it is extremely important for us in the Diocese of Green Bay to develop strong Catholic identity in all of our schools and religious education programs. We are called to provide doctrinal orthodoxy along with opportunities for students to live out their faith in various ways, but especially through service to others. His message was clear: Pope Benedict is calling us to develop a balanced approach to Catholic education. He is also reminding us that there is such a thing as objective truth and that faith and reason will lead us to truth and goodness.
The Holy Father also calls each of us to find solutions to the challenges we face in sustaining Catholic education for the long-run. It is critical for us to engage in planning and establishment of endowment programs so that Catholic education is affordable and accessible to all those who want it. Finally, we must never forget the tremendous contribution to Catholic education that religious brothers, sisters, and priests have given in this great country of ours.
Christ Our Hope!
Catechism for Adults - Training Offered!
Many catechetical tools have been developed since publication of the Catechism of the Catholic Church in 1992. Julianne Donlon, Adult Faith Formation Director for the Diocese of Green Bay, shares some plans that the Diocese intends to unveil that will assist catechists in bringing our faith to our adult Catholics.
"The most valuable gift that the Church can offer to the bewildered and restless world of our time is to form within it Christians who are confirmed in what is essential and who are humbly joyful in their faith. " (Catechesis in Our Time 61).
The United States Catholic Catechism for Adults is the response of the bishops of the United States to the call of Pope John Paul II to prepare a local catechism based on the Catechism of the Catholic Church. This catechism would “need to take into account the local situation and culture, while at the same time preserving the unity of faith and fidelity to Catholic teaching found in the Catechism of the Catholic Church.” (USCCA Introduction). The word Catechism comes from the Greek “to echo” and the USCCA intends to echo the teachings of Christ in the present day.
The Catechism of the Catholic Church published in 1992 states that it is intended primarily for those who have the task of catechesis: bishops, catechism writers, priests, and catechists. It only then goes on to say that “it will also be useful reading for all other Christian faithful” (CCC 12).
The USCCA published in 2006, however, is directly intended for the readership of the average Catholic lay person. It is faithful to the content and structure of the universal catechism but is written in more accessible language, and with the culture and situation of twenty first century America in mind.
How is the Catholic Catechism for Adults Structured?
The format of the Catholic Catechism for Adults follows the four pillars of the universal catechism:
* The Creed: The Faith Professed
* The Sacraments: The Faith Celebrated
* Christian Morality: The Faith Lived
* Prayer: The Faith Prayer
The presentation of the content lends itself to easy planning for a variety of adult faith formation situations. Most chapters begin with the story of a Catholic from the United States. The teachings engage our culture. Learners are involved in the content through faith sharing discussion questions that connect faith learning to faith living. Each chapter concludes with brief doctrinal statements and suggestions for meditation and prayer. In addition, a helpful glossary at the end of the Catechism provides assistance with unfamiliar terminology.
On May 14th 2008, more than fifty Catechetical Leaders including Pastors, Pastoral Associates, Adult Faith Formation Directors and Directors of Religious Education will come together at the Diocesan Offices to receive training from the Department of Education regarding the USCCA. The hope is that this group of learners will use the Catechism in a variety of parish settings to enrich adult faith formation- in sacramental preparation, working with minority populations, offering in depth studies of the USCCA for certification and more.
In its first year, over 400 people attended USCCA classes throughout the Diocese. The hope for the 2008/2009 year is that this will be expanded to reach many more adults in a variety of situations and in both rural and urban locations. In the coming months watch this space for more information regarding the location, times and dates of these classes throughout the Diocese.
"The most valuable gift that the Church can offer to the bewildered and restless world of our time is to form within it Christians who are confirmed in what is essential and who are humbly joyful in their faith. " (Catechesis in Our Time 61).
The United States Catholic Catechism for Adults is the response of the bishops of the United States to the call of Pope John Paul II to prepare a local catechism based on the Catechism of the Catholic Church. This catechism would “need to take into account the local situation and culture, while at the same time preserving the unity of faith and fidelity to Catholic teaching found in the Catechism of the Catholic Church.” (USCCA Introduction). The word Catechism comes from the Greek “to echo” and the USCCA intends to echo the teachings of Christ in the present day.
The Catechism of the Catholic Church published in 1992 states that it is intended primarily for those who have the task of catechesis: bishops, catechism writers, priests, and catechists. It only then goes on to say that “it will also be useful reading for all other Christian faithful” (CCC 12).
The USCCA published in 2006, however, is directly intended for the readership of the average Catholic lay person. It is faithful to the content and structure of the universal catechism but is written in more accessible language, and with the culture and situation of twenty first century America in mind.
How is the Catholic Catechism for Adults Structured?
The format of the Catholic Catechism for Adults follows the four pillars of the universal catechism:
* The Creed: The Faith Professed
* The Sacraments: The Faith Celebrated
* Christian Morality: The Faith Lived
* Prayer: The Faith Prayer
The presentation of the content lends itself to easy planning for a variety of adult faith formation situations. Most chapters begin with the story of a Catholic from the United States. The teachings engage our culture. Learners are involved in the content through faith sharing discussion questions that connect faith learning to faith living. Each chapter concludes with brief doctrinal statements and suggestions for meditation and prayer. In addition, a helpful glossary at the end of the Catechism provides assistance with unfamiliar terminology.
On May 14th 2008, more than fifty Catechetical Leaders including Pastors, Pastoral Associates, Adult Faith Formation Directors and Directors of Religious Education will come together at the Diocesan Offices to receive training from the Department of Education regarding the USCCA. The hope is that this group of learners will use the Catechism in a variety of parish settings to enrich adult faith formation- in sacramental preparation, working with minority populations, offering in depth studies of the USCCA for certification and more.
In its first year, over 400 people attended USCCA classes throughout the Diocese. The hope for the 2008/2009 year is that this will be expanded to reach many more adults in a variety of situations and in both rural and urban locations. In the coming months watch this space for more information regarding the location, times and dates of these classes throughout the Diocese.
CCD or Religious Education?
Toe-may-toe...or toe-mah-toe?
Eee-ther...or Eye-ther?
CCD or Religious Education?
You've heard them both, and you'll always find proponents of one or the other. Here's Rosie Bartel, Religious Education Director for the Diocese of Green Bay, providing a quick lesson on some definitions and history for this valuable ministry in today's church:
In any given week, I will hear someone refer to Religious Education as CCD. This someone can be a parent, priest, teacher, catechetical leader, catechist or even a diocesan employee. Acronyms die hard. Thousands of parents, children, youth and even teachers use the term CCD. They know it refers to the regular religious education programs sponsored by their parishes. But do they know what the acronym stands for?
In the religious chaos of 16th century Europe, many recognized the need to attend to the religious education of the poor and uneducated. In 1536, in Milan a “confraternity” or society of lay people was formed for the education of the poor. A “confraternity” is an organization of laity under the official direction of the Church. There have been many different confraternities in the Church that are dedicated to a particular “good work”. Their members follow a rule of prayer and they make a public profession. CCD or the Confraternity of Christian Doctrine referred to teachers and other adults who dedicated themselves to bringing the Gospel to those who were deprived of formal education. In 1571, St. Pius V approved the Confraternity and ordered that it be established throughout the world. The Confraternity flourished and gave rise to religious congregations of men and women who dedicated themselves to not only religious education of the poor but also formal secular education for those in need. The proliferation of Catholic schools might be said to have grown from the original Confraternity.
The Councils of Trent and Vatican I both raised awareness for sound religious education for everyone. CCD was very active in the years after each of these councils.
In the late 19th century, both the Second and Third Councils of Baltimore encouraged the establishment of CCD. Implementation depended primarily on local leadership and was at best sporadic. Even after St. Pius X’s encyclical in 1905, which called for the canonical establishment in every parish, “of a society known as CCD”, there were areas where it did not thrive.
The areas where it did thrive were in urban areas among the new immigrants and also in rural areas. The impossibility of a Catholic school in every parish, especially in the rural areas of our country, heightened the awareness for the need for religious education for those attending public schools. In 1935, a national center was established for CCD and the United States bishops called for CCD in every parish.
In the 20th century, renewed interest in Scripture, the liturgical movement and advances in the discipline of education all seemed to converge at Vatican II. Religious education or catechesis was central to the mission of the Church, and took its place as a core ecclesial ministry.
Modern parishes and dioceses do not have official CCDs, but it is helpful to examine some of the values of the original Confraternity. It was highly structured, even on the parish level. There was a board that supported the ministry. No member of the Confraternity was allowed to teach until he or she had completed fairly rigorous training and preparation. From the beginning, CCD attended to the education of adults as well as children. There were “fishers”. Fishers were dedicated to seeking out the lost, the missing and anyone who might benefit from religious education.
Today, we are called to a “new” evangelization that reaches those who were baptized but have not internalized the gospel. We need “fishers”! Our world is sorely in need of catechist and teachers who will bring the “Good News of Jesus Christ” to all.
As we end our religious education program year, let us celebrate our accomplishments but also remember the zeal and dedication of those who came before us. Let us recommit ourselves to the “Mission of the Church” and spread the “Good News of Jesus Christ” through our work as “fishers” in today’s world.
So the next time someone calls your religious education program “CCD”, you might want to share the history or you might just smile and say; “Thank you for the compliment!”
Eee-ther...or Eye-ther?
CCD or Religious Education?
You've heard them both, and you'll always find proponents of one or the other. Here's Rosie Bartel, Religious Education Director for the Diocese of Green Bay, providing a quick lesson on some definitions and history for this valuable ministry in today's church:
In any given week, I will hear someone refer to Religious Education as CCD. This someone can be a parent, priest, teacher, catechetical leader, catechist or even a diocesan employee. Acronyms die hard. Thousands of parents, children, youth and even teachers use the term CCD. They know it refers to the regular religious education programs sponsored by their parishes. But do they know what the acronym stands for?
In the religious chaos of 16th century Europe, many recognized the need to attend to the religious education of the poor and uneducated. In 1536, in Milan a “confraternity” or society of lay people was formed for the education of the poor. A “confraternity” is an organization of laity under the official direction of the Church. There have been many different confraternities in the Church that are dedicated to a particular “good work”. Their members follow a rule of prayer and they make a public profession. CCD or the Confraternity of Christian Doctrine referred to teachers and other adults who dedicated themselves to bringing the Gospel to those who were deprived of formal education. In 1571, St. Pius V approved the Confraternity and ordered that it be established throughout the world. The Confraternity flourished and gave rise to religious congregations of men and women who dedicated themselves to not only religious education of the poor but also formal secular education for those in need. The proliferation of Catholic schools might be said to have grown from the original Confraternity.
The Councils of Trent and Vatican I both raised awareness for sound religious education for everyone. CCD was very active in the years after each of these councils.
In the late 19th century, both the Second and Third Councils of Baltimore encouraged the establishment of CCD. Implementation depended primarily on local leadership and was at best sporadic. Even after St. Pius X’s encyclical in 1905, which called for the canonical establishment in every parish, “of a society known as CCD”, there were areas where it did not thrive.
The areas where it did thrive were in urban areas among the new immigrants and also in rural areas. The impossibility of a Catholic school in every parish, especially in the rural areas of our country, heightened the awareness for the need for religious education for those attending public schools. In 1935, a national center was established for CCD and the United States bishops called for CCD in every parish.
In the 20th century, renewed interest in Scripture, the liturgical movement and advances in the discipline of education all seemed to converge at Vatican II. Religious education or catechesis was central to the mission of the Church, and took its place as a core ecclesial ministry.
Modern parishes and dioceses do not have official CCDs, but it is helpful to examine some of the values of the original Confraternity. It was highly structured, even on the parish level. There was a board that supported the ministry. No member of the Confraternity was allowed to teach until he or she had completed fairly rigorous training and preparation. From the beginning, CCD attended to the education of adults as well as children. There were “fishers”. Fishers were dedicated to seeking out the lost, the missing and anyone who might benefit from religious education.
Today, we are called to a “new” evangelization that reaches those who were baptized but have not internalized the gospel. We need “fishers”! Our world is sorely in need of catechist and teachers who will bring the “Good News of Jesus Christ” to all.
As we end our religious education program year, let us celebrate our accomplishments but also remember the zeal and dedication of those who came before us. Let us recommit ourselves to the “Mission of the Church” and spread the “Good News of Jesus Christ” through our work as “fishers” in today’s world.
So the next time someone calls your religious education program “CCD”, you might want to share the history or you might just smile and say; “Thank you for the compliment!”
Diocese of Green Bay: The Catholic School Year in Review
As this school year draws to a close, Mark Salisbury, Diocesan Superintendent of Schools, though it was a great opportunity to review some of the services our office provides to Catholic schools and also look to the future with hope. Cornerstones of our services to schools include leadership development, strengthening Catholic identity, curriculum development, marketing, strategic and financial planning.
Our education office assists Catholic schools and parishes across the diocese in facilitating strategic catechetical planning from the Faith Alive project in the greater Green Bay Area, to Clintonville/Bear Creek, to Wrightstown/ Greenleaf/Askeaton, and Kiel/New Holstein among others. One of the helpful tools we are developing through the work of our diocesan Board of Education is a financial planning tool which enables parish schools to identify strengths and areas of concern in their financial stewardship. We also assisted several schools facilitate their accreditation process.
In the area of marketing and promotion we are expanding the good news story of our Diocesan Catholic Schools through regular columns in the Compass, billboard, and radio advertising. Xavier High School in Appleton was selected as one of this year’s top 50 Catholic High Schools in the nation by the Acton Institute. We have targeted local Catholic school marketing planning efforts in areas as diverse as Clintonville, Shawano, Appleton, Kaukauna, and Green Bay. General marketing, recruiting and retention workshops were offered to all principals in three different locations this past fall.
Efforts are underway to create a common standards-based curriculum for all our schools infused with Catholic values throughout all disciplines. This constantly-improving effort will be web-based and available for all to view. This year at Principal Leadership Days we reflected on the most effective assessment strategies which will align with this standards-based curriculum. This effort recognizes the importance of accountability of excellence to our various constituencies, especially parents and students.
At the foundation of a Catholic school is its Catholic identity. By Catholic identity we mean all aspects of the school are inspired and guided by the Gospel of Jesus Christ. It includes leadership, faculty and staff, curriculum, the lived Christian community atmosphere, the celebration of prayer and sacraments, as well as our community service programs which are rooted in the Gospel. We constantly strive to improve these areas of our schools.
We are especially proud of Saint John School in Little Chute, Holy Cross School in Bay Settlement, Notre Dame School in DePere, and the ACES Xavier system in the Appleton area. Each of them recently shared their stories with principals and teachers across the Diocese on how they are infusing Catholic identity throughout their schools’ entire culture. This year our Principals helped define what Catholic identity means for all the schools of our diocese. Going forward we plan to reflect annually on this definition, publicize our strengths and set realistic annual goals for improvement.
We continue to work with our principal leaders on three main strands of leadership development: as a spiritual leader; as an academic leader; and as an administrative leader. We work with our principal leaders through regularly scheduled whole group and regional in-service days, site visits, phone and e-mail support.
Much of our shared success is dependent upon the teamwork and vision of the pastor, the local Board of Education, and the principal. For that reason, we are committed to ongoing training of local boards of education, and personal visits with pastors, principals and Board of Education's to help strengthen this leadership triangle.
As you can see, it’s been a busy year. By continuing to strengthen the above elements of our schools we can look forward with hope to a strong future for Catholic schools in the Diocese of Green Bay.
Our education office assists Catholic schools and parishes across the diocese in facilitating strategic catechetical planning from the Faith Alive project in the greater Green Bay Area, to Clintonville/Bear Creek, to Wrightstown/ Greenleaf/Askeaton, and Kiel/New Holstein among others. One of the helpful tools we are developing through the work of our diocesan Board of Education is a financial planning tool which enables parish schools to identify strengths and areas of concern in their financial stewardship. We also assisted several schools facilitate their accreditation process.
In the area of marketing and promotion we are expanding the good news story of our Diocesan Catholic Schools through regular columns in the Compass, billboard, and radio advertising. Xavier High School in Appleton was selected as one of this year’s top 50 Catholic High Schools in the nation by the Acton Institute. We have targeted local Catholic school marketing planning efforts in areas as diverse as Clintonville, Shawano, Appleton, Kaukauna, and Green Bay. General marketing, recruiting and retention workshops were offered to all principals in three different locations this past fall.
Efforts are underway to create a common standards-based curriculum for all our schools infused with Catholic values throughout all disciplines. This constantly-improving effort will be web-based and available for all to view. This year at Principal Leadership Days we reflected on the most effective assessment strategies which will align with this standards-based curriculum. This effort recognizes the importance of accountability of excellence to our various constituencies, especially parents and students.
At the foundation of a Catholic school is its Catholic identity. By Catholic identity we mean all aspects of the school are inspired and guided by the Gospel of Jesus Christ. It includes leadership, faculty and staff, curriculum, the lived Christian community atmosphere, the celebration of prayer and sacraments, as well as our community service programs which are rooted in the Gospel. We constantly strive to improve these areas of our schools.
We are especially proud of Saint John School in Little Chute, Holy Cross School in Bay Settlement, Notre Dame School in DePere, and the ACES Xavier system in the Appleton area. Each of them recently shared their stories with principals and teachers across the Diocese on how they are infusing Catholic identity throughout their schools’ entire culture. This year our Principals helped define what Catholic identity means for all the schools of our diocese. Going forward we plan to reflect annually on this definition, publicize our strengths and set realistic annual goals for improvement.
We continue to work with our principal leaders on three main strands of leadership development: as a spiritual leader; as an academic leader; and as an administrative leader. We work with our principal leaders through regularly scheduled whole group and regional in-service days, site visits, phone and e-mail support.
Much of our shared success is dependent upon the teamwork and vision of the pastor, the local Board of Education, and the principal. For that reason, we are committed to ongoing training of local boards of education, and personal visits with pastors, principals and Board of Education's to help strengthen this leadership triangle.
As you can see, it’s been a busy year. By continuing to strengthen the above elements of our schools we can look forward with hope to a strong future for Catholic schools in the Diocese of Green Bay.
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