Franciscan at Home

In the Lord’s Prayer we address God as ‘Father’. Catechesis on God the Father is central to our transmission of the faith. Catechists are often asked about the analogy between earthly fathers and our heavenly Father – is God our Father like an earthly father? Less often do catechists think of the priest, this other earthly ‘father’ that Catholics have, and ask: Can the priest, whom we also call ‘father’, help us appreciate and understand God’s fatherhood more fully? Yet I believe this is a valuable key.

Many say that the father of a family is a ‘real’ father and the fatherhood of the priest is only ‘something similar’. It is also common to think that the word ‘father’ really applies to the father of a family and only by analogy do we apply the term to God, that God is also ‘something similar’.

The view is frequently heard, too, that married Catholic priests are, at last, able to be fathers in the true sense of the word and that rather than this be an exception, it should be an open possibility for all priests of the Catholic Church. Celibacy is understood here in negative terms as renunciation of ‘real fatherhood’.

I, however, would argue that not only the fatherhood of the Catholic priest but celibate fatherhood is the fullest form of fatherhood possible for man because this is closest to the Fatherhood of God. Let me explain.

Catechists do two things. They announce the faith of the Church; and they assist those whom they are catechising to recognise the presence and work of God in their – the catechumens’ - lives and in the world so that the catechumens can learn that docility and receptivity which God so desires of us. The General Directory for Catechesis puts it like this:

Catholic Schools Week gives us all an opportunity to express our gratitude to the parents and families, pastors and parishes who entrust to us the privilege of teaching, and sharing in the Church’s teaching mission. They are good supporters of our work, and with them we share the weighty responsibility of bringing children to Jesus Christ; and bringing Jesus Christ to our children.

During these special days, I hope that you as administrators, teachers and staff, also hear the appreciation of God’s people for your vital work. You are the teaching Christ. You are participants in the work of the bishops, shepherding our young people. You are close co-workers with the parents. You love these children and spend so many hours with them, not only instructing them but also forming them in mind, heart, body and soul. You listen to them and correct them and encourage them. Sometimes you toss and turn at night because of them.

Thank you, dear teachers. Thank you for answering God’s call – fulfilling not just the contractual obligations of a job, but carefully and prayerfully responding to a vocation. When I was at one of the schools recently and asked the students what they were doing during Catholic Schools Week, one young boy answered that they were going to have a teacher appreciation day. He whispered to me that exactly what they were going to do was a secret. I hope you have received many signs of thanks and affection from your students.

‘On the Spot’ aims to highlight some of the complex positions, questions and comments experienced by Catechists, teachers and parents. It tries to outline the knowledge necessary to be faithful to Church teaching and which will best help those we teach who call us to account for the hope that is in us (see I Peter 3:15). This time we look at what ‘Providence’ may mean to those we teach, and we consider the distinction between Providence and the God who provides.

‘God’s Providence Is Mine Inheritance’. These words are to be found on the front of an old building in the City of Chester in the North of England. They can probably be attributed to those who lived in a previous building on the site and were spared from the plague. Others, most notably the Earl of Cork in the seventeenth century, have taken these words for their family motto, though I suspect that they may have been thinking of the words in a different light (‘Mine Inheritance is God’s Providence’), rather than expressing a trust in God to provide for the future!

“No one likes to be called stupid.” This statement spoken to me by a parish catechist attending a seminar I was presenting on The Story of Salvation provided me with a moment of clarity and grace. This catechist was hoping I could provide a way to speak about the accounts of Creation in Genesis that would deliver the truth without “looking stupid”. I had made the catechetical points and the catechist had accepted and acknowledged these. The question was not the faith of the catechist or her own assent to that faith. Neither did the question reflect timidity in proclaiming the Good News. The question was addressing the aspect of catechesis that is very real and perhaps the most daunting; how is the truth delivered to a culture which rejects the basic premise proposed? Perhaps even more to the point: how does a catechist respond, especially in areas where, in popular opinion, science or research seems to disprove, or at least test the credibility of the Word of God. When creation is proposed for belief, the response of the listener often contains terms such as “myth”, “story”, “childish”, “naïve” or just plain “stupid”. And no one likes to be called stupid.

Does a catechist need to know the scientific theories on evolution, quantum physics or genetics? Is it enough to understand how to read Sacred Scripture and that the account of creation was never meant to provide a scientific or even historical explanation of the origin of creation, including man? Perhaps we are not asking the right questions. The question to be addressed is whether the catechist has the confidence to propose the truth in a reasonable and intelligent way. The catechist needs to understand the difference between science and theology and how these two distinct threads of knowing are used in tapestry of God’s design to reveal his truth and glory and our salvation.

As is well known, at the time of the Second Vatican Council the Church adopted a less critical attitude towards the world. Dialogue appeared to be replacing apologetics. Winning the argument gave way to a sharing of hearts and minds. Although the Council documents make some tough statements about the state of the world the overall impression is that of a Church addressing the world in positive tones. “Let us reason together,” seems to be the main form of address.

But in fact the Church does not teach that the importance of dialogue does away with the fundamental duty of preaching the gospel and seeking conversion. And the recent conclusions of the Synod on New Evangelisation contained clear reaffirmations of the need for a renewed apologetcs and a clear proclamation of the Gospel.

So is it perhaps time to look again at our attitude to the world? And why should it be so important? Well, first of all, few would deny that in the western world there is massive ignorance of Christian truth. Secondly a more upbeat, less self-apologising approach to evangelisation has been emerging in the Church for some time now.

One of the most astonishing realities that parish catechists will discover throughout this Year of Faith is that the faith, articulated in the Church’s magisterial documents, is not only heartbreakingly beautiful –it is also true! Once catechists are clear about this point they can resolve to speak the more boldly, empowered by grace. And then a New Evangelization can truly take place.

I would like to look at this question of the truth of the faith through the lens of the “first echo” of some of our early Church Fathers. These early Christians said that “The world was created for the sake of the Church” (CCC 760). The Catechism goes on to say:

“God created the world for the sake of communion with his divine life, a communion brought about by the ‘convocation’ of men in Christ, and this convocation is the Church. The Church is the goal of all things.”

How many Catholics would be willing to say that in public? How many catechists believe that? Before any real re-evangelization can take place those evangelizing must believe this and be able to articulate its meaning. Good catechesis depends on a clear understanding of the role and authority of the Church and from where that authority is derived.

‘On the Spot’ aims to highlight some of the complex positions, questions and comments experienced by Catechists, teachers and parents. It tries to outline the knowledge necessary to be faithful to Church teaching and which will best help those we teach who call us to account for the hope that is in us. [cf I Peter 3:15]

This time we look at the ways in which we can help adults respond to the grace of God which draws the human mind and spirit towards him who is the desire of every heart.

The analogy of a feast is central to the Christian life. Our Baptism is a washing and making ready for this feast; a “Nuptial Bath” preceding the wedding feast of the Eucharist. (CCC 1617) Not only do we share in the life of the Blessed Trinity even now through our participation in this holy food, but we also look forward to the Heavenly Banquet, the Marriage Feast of the Lamb.

This imagery is not accidental. The need for food is universal and draws everyone by their desire to eat. Anyone who is no longer interested in food is probably sick or dead, unless they have deliberately tamed their physical appetites for some purpose. Our daily lives are punctuated by our interaction with food, and every celebration or occasion will be marked with a meal of some kind. We are drawn to food by our human need to eat or die, even though we frequently eat more, and more richly, than is necessary for our health. We are drawn by the loveliness of fresh, well prepared food; its smell, its appearance, the promise of relaxation and laughter with friends and family. We are drawn by our own delight.

a catequesis parroquial es una empresa un tanto desagradable. El catequista sabe del asombro y del gozo de aquellos que escuchan y creen; pero también de la pena al mirar a los tibios que se van alejando a la deriva. Hay frecuentemente un enfrentamiento diario con padres estresados y sobre extendidos en sus compromisos, adolescentes desinteresados y textos pobremente escritos. Al pelear por un espacio dentro de la parroquia, contestar dudas sobre el velo para la Primera Comunión, o explicar por qué un mejor amigo budista no cuenta como testigo cristiano para el bautismo, ¡el idealismo que acompañó a ese primer llamado catequético puede comenzar a disminuir! La pregunta comienza a filtrarse por los recovecos de la conciencia del catequista: “¿en qué estaba yo pensando?”

He trabajado desde hace 35 años con mi esposo como catequista voluntaria en la preparación pre-sacramental (especialmente, la preparación al matrimonio), así como la catequesis de adultos jóvenes y durante los últimos 23 años en el proceso de catecumenado (RICA). Ahora, como Directora de la Educación Religiosa en una parroquia sub-urbana de 1200 familias, yo sigo siendo catequista, pero además ¡preparo el café, acomodo las sillas, hago las hojas de Excel, hago anuncios, doy consejos, analizo textos, y mendigo presupuestos para todo aquello que necesita hacerse!

Después de decir esto, admito, lo amo todo.

La Iglesia santifica el tiempo, y el ritmo de la vida y la muerte es la melodía que está organizada como una gran sinfonía levantada hacia el trono de la gracia con cada oración y acción sacramental que se pronuncia. Como catequistas, estamos al servicio de este misterio. Esta temporada del año, el final del año litúrgico y el paso al Adviento y a un nuevo año litúrgico, le da al catequista la oportunidad de contemplar nuevamente los comienzos y los finales. Al prepararnos y al preparar a los otros para que contemplen con asombro a Dios encarnado en el pesebre de Navidad, nos recuerda que la llamada a la conversión del Bautista todavía nos habla hoy. Este mundo tendrá un fin y nos pondremos delante del Señor Jesús y nos someteremos con nuestros trabajos, triunfos, pecados y tragedias a su Juicio Divino. Qué tan bien nos permitamos a nosotros y a nuestros trabajos configurarse con Cristo tiene consecuencias eternas, te rogamos Dios, que todo monte se allane y que todo valle se levante.

This feature aims to highlight some of the complex positions, questions and comments experienced by Catechists, teachers and parents. It tries to outline the knowledge necessary to be faithful to Church teaching and which will best help those we teach who call us to account for the hope that is in us. (cf I Peter 3:15)

We look at how we can imitate the ‘divine pedagogy’ of welcoming revelation by stages in our handing on the faith to our children.

‘The divine plan of Revelation….involves a specific divine pedagogy: God communicates himself to man gradually. He prepares him to welcome by stages the supernatural Revelation that is to culminate in the person and mission of the incarnate Word, Jesus Christ.’ (CCC 53 my emphasis)

The children in the top infant class were preparing some pictures to make a wall frieze; they were illustrating the nursery rhyme, ‘Humpty Dumpty’.

‘You paint Humpty Dumpty, Louisa,’ said the teacher, handing each child a large sheet of paper, ‘And you paint one of the King’s men, Jack; and Debbie, you paint a horse. Mickey, you paint the wall.’

Anyone who has spent time with small children will know how that turned out. The caretaker was not pleased and the paint never really came off the wall completely. But Mickey had not been disobedient – it was simply his understanding that was not up to the task. He did what was asked of him in blind obedience.

In looking at God’s way of revealing himself gradually to us, and at what was expected by way of our response, I want to draw out the parallels with passing on the Faith today, and try to show how we need to regulate and graduate our teaching on revelation, as well as our expectations of responses to that revelation. In identifying how our responses to God’s revelation help us to build on what has gone before, I hope to come closer to identifying what an appropriate response to God’s revelation might mean for us and for our children.