Franciscan at Home

Algunas consideraciones para los padres de familia

En el último número, Jim Beckman describió como los ministros juveniles puedan trabajar con una mentalidad que respeta y habilita a los padres a familia para ser los catequistas principales de sus hijos adolescentes. Jim concluye esta serie que consta de dos partes, dirigiéndose a los padres de familia en cuanto a los puntos fundamentales para encaminar sus propios hijos hacia una vida en Cristo.

El discipulado se escribe T-I-E-M-P-O

Si es nuestra intención conducir a nuestros hijos hacia una relación más cercana a Cristo, primero y ante todo debemos de pasar tiempo con ellos. Por supuesto, el apartar tiempo para algo es un reto singular en la cultura de hoy en día. Pero no es imposible. Con un poco de creatividad, a menudo encontramos el tiempo en nuestra agenda semanal para las cosas que son prioritarias para nosotros - aun cuando originalmente quizás no creíamos que encontrar un tiempo adicional fuera posible. Pasar tiempo con nuestros hijos tiene que ser una de esas prioridades.

Para la comprensión y la conversión: en servicio de los que tienen una discapacidad cognitiva

En esta columna, hemos estado platicando acerca de la catequesis para personas con discapacidades; y hasta aquí, hemos enfocado principalmente a las personas con discapacidades físicas. El siguiente artículo de esta serie tomará en consideración trastornos del espectro autista, mientras que en este artículo consideramos discapacidades de aprendizaje y retrasos en el desarrollo.

Es importante recalcar el siguiente punto: aunque algunas personas tengan discapacidades que puedan perjudicar su capacidad para comprender las enseñanzas de la Iglesia Católica, aun pueden tener un amor profundo para Jesucristo. De hecho, el Directorio nacional para la catequesis dice, "Los niños con discapacidades cognitivas a menudo tienen una comprensión intuitiva poco común de lo sagrado."

El Directorio nacional para la catequesis también declara, "Se deben de establecer metas y objetivos catequéticos para los estudiantes que tienen necesidades especiales y que forman parte de la catequesis parroquial. No se les debe de segregar para una catequesis especializada a menos que sus discapacidades les imposibilite para la participación en el programa básico catequético."

no es ninguna piedra de tropiezo para las personas con discapacidad física

La catequesis para las personas con alguna discapacidad física no es tan difícil. Solo en casos muy poco frecuentes deberán los catequistas de hacer algunas pequeñas adaptaciones al contenido de una clase, a diferencia de la preparación de clases para personas con discapacidad cognitiva. El mayor reto que enfrentarán los catequistas al preparar clases para personas con discapacidades físicas se relaciona con el asegurar que los materiales catequéticos y las instalaciones sean lo más accesibles posible.

La Conferencia de Obispos Católicos de los Estados Unidos escribe, en cuanto a la necesidad de darle la bienvenida a las personas con discapacidad:

"Ya que la parroquia es la puerta de entrada a la plena participación en la experiencia cristiana, es la responsabilidad tanto de los pastores como de los laicos asegurar que aquellas puertas siempre estén abiertas. Los costos nunca deben de ser la consideración controladora que limite la bienvenida que se ofrece a los de entre nosotros que tengamos una discapacidad, ya que el proporcionar el acceso a las eventos religiosos es un deber pastoral."

Aunque estemos de acuerdo en el concepto de accesibilidad a los eventos religiosos en nuestras parroquias, cada instalación catequética, escuela, o parroquia puede tener sus dificultades específicas en hacerse un lugar más accesible. El Directorio nacional para la catequesis dice, "En la medida de lo posible, las mismas personas con discapacidad deberían de guiar al personal catequético en hacer las adaptaciones curriculares según sus necesidades particulares." En el caso de la catequesis de niños, los padres de familia serán nuestro mejor recurso. Para que seamos verdaderamente acogedores, no obstante, tenemos que encontrar y reunirnos con las personas discapacitadas en nuestra comunidad. Muchas veces podemos creer que no hay gente con discapacidad en nuestra comunidad, simplemente porque no las vemos. Esto es muy poco probable. Al contrario, es muy factible que si investigamos, podamos descubrir que la parroquia es, de hecho, físicamente inaccesible.

The Catechism is an outstanding teaching tool that can provide excellent guidance for our lesson and session planning.

In part one, using the topic of heaven as our example, we looked at how the Catechism offers us a Christ-centered framework for our lesson and session planning. We saw that the Catechism helps us to articulate the heart of every topic in a Christocentric way. The Catechism also assists us in securing learning objectives in each of the four parts of the Catechism— the faith professed, celebrated, lived and prayed—by using the cross-references and subject index to identify key content areas.

This article describes the next steps in our lesson and session planning: gathering the content we need for teaching to the various learning objectives, structuring this material, and building in key sources for teaching. It will be useful, as before, to have the Catechism open while reading through this article.

For Understanding and Conversion: Serving Those with Cognitive Disabilities

In this column, we have been discussing catechesis for persons with disabilities; and up to this point, we have focused particularly on those persons with physical disabilities. While the next article in this series will consider autism spectrum disorders, we turn here to learning disabilities and developmental disabilities.

Here is a point that we must emphasize: even if some people have disabilities that can impair their ability to understand the teachings of the Catholic Church, they can still have a profound love for Jesus Christ. In fact, the National Directory for Catechesis says, “Children with cognitive disabilities often have an unusual intuitive understanding of the sacred.”[i]

The National Directory also states, “Catechetical goals and objectives should be set for special students included in parish catechesis. They should not be segregated for specialized catechesis unless the disabilities make it impossible for them to participate in the basic catechetical program.”[ii]

Sometimes we can feel uncomfortable around persons with severe cognitive disabilities; one reason for discomfort may be the lack of personal boundaries on the part of many individuals with these disabilities. Mother Teresa and Jean Vanier can help us to overcome our discomfort. Vanier, the son of Canada’s Governor General, was the founder of L’Arche,[iii] an international ministry focused on living with, praying with, and loving with persons with intellectual disabilities. The Catholic television show called Man Alive (1972) featured an interview with Jean Vanier and Mother Teresa together. Neither one had achieved the international acclaim and admiration that they would later receive; nevertheless, they both were adamant that having a personal relationship with Jesus Christ implies that you must serve him in the distressing disguise of the poor, as Mother Teresa always taught. If we wish to overcome our fear, this personal relationship of service must become one of perfect love because as St. John says, “perfect love casts out fear” (1 Jn 4:8).

Throughout these articles, we have stressed that our attitude must be that of Christ. Unless we love, we can achieve no success in anything we undertake, and certainly not with people who have such disabilities. Vanier knew this well:

At the heart of Vanier’s theology is the human desire to belong. Human beings are made for deep relationships; they are made for community. As he puts it: “The longer we journey on the road to inner healing and wholeness, the more the sense of belonging grows and deepens…” Vanier’s theology of community and belonging requires that those whom we have chosen to name "disabled," should have a place of belonging within the community of the friends of Jesus. If they are not missed they do not belong; if they do not belong there is no community.[iv]

What is it like to be a catechist in a country where Christians are persecuted? What particular virtues would a catechist need in a society where parishes are illegal, and church buildings may be constructed only with government approval? Imagine the challenges of catechizing adults, teenagers, and children when civil authorities announce plans to build a community without a church; a city where no public expression of faith is tolerated; and the State does not permit public reference to God and to the Church. This scenario is not taken from a futuristic novel or movie. It was the lived experience of Catholics in Poland, under the Communist regime in the decades following the Second World War. During this period of Polish history, the basic right to exercise and express faith in public forms and places was routinely denied or undermined. The State went so far as to plan a model workers’ town, called Nowa Huta, to be built without a church. Nowa Huta was located on the outskirts of Kraków, Poland, home to then Cardinal Karol Wojtyła, the future Saint John Paul II. This “pope of the family” is surely one of the great saints of our time. His loving and fearless witness to faith as a priest, a bishop, and as the pope offers every catechist a model to follow, even as we strive to catechize in the midst of the steady erosion of religious freedom today. From his saintly example, we may draw three lessons for catechesis in our time.

For Persons with Physical Disablilities

Catechesis for persons who have physical disabilities is not that difficult. Only in rare cases will catechists need to make small adaptations in lesson content, unlike when preparing lessons for those with some cognitive difficulty. The greatest challenge that catechists face in preparing lessons for persons with physical disabilities has to do with making sure that the catechetical materials and the facilities are as accessible as possible.

The United States Conference of Catholic Bishops writes, concerning the need to welcome persons with disabilities:

Since the parish is the door to participation in the Christian experience, it is the responsibility of both pastors and laity to assure that those doors are always open. Costs must never be the controlling consideration limiting the welcome offered to those among us with disabilities, since provision of access to religious functions is a pastoral duty.[i]

While we agree that our parish offerings should be accessible, every catechetical facility, school, or parish may have its own difficulties in becoming more accessible. The National Directory for Catechesis states, “As much as possible, persons with disabilities themselves should guide catechetical personnel in adapting curricula to their particular needs.”[ii] For catechesis with children, parents will be our best resource. In order to be truly welcoming, though, we need to find and meet with the disabled persons in our community. Many times we might believe there are no persons with disabilities in our parishes, simply because we don’t see them. This is highly unlikely. It is quite possible that if we investigate, we may discover that the parish is in fact physically inaccessible.

The Catechism is an outstanding teaching tool that can provide excellent guidance for our lesson and session planning. The crucial element in any planning is first to become clear about the aim and then about the intended outcomes of a lesson. This is the subject of the current article. Focus on the Center The overall goal of all catechetical activity—and therefore of every resource, every program, and each individual catechetical encounter—has been famously described in Catechesi Tradendae, St. John Paul II’s seminal teaching on catechesis: the definitive aim of catechesis is to put people not only in touch but in communion, in intimacy, with Jesus Christ.[i] This articulation that Christ is the central aim of catechesis is a rich and inclusive one, which points in several directions. As we ponder the meaning of this teaching, we can call to mind all the nuances of the term “Christ-centered,” as it is unfolded in the General Directory for Catechesis.[ii] Thus, in our catechetical work, we are helping others to find Christ; and finding Christ includes finding him in all of his relationships. When we find Christ, we find, at the same time, those whom he loves. He would not have it otherwise. He does not allow us to find him alone, isolated, as some barren sola Christi. His names and titles reveal as much: he is Jesus, “God saves”—a name pointing us simultaneously upwards towards the Persons of the Trinity and downwards to those whom he redeems and lifts from the misery of their sin; he is “Son,” a name that identifies a relationship, and reminds us of his heavenly Father, who is his source; he is also “Christ,” that is, the one anointed by the eternal Spirit. To speak of the aim of our catechetical work as putting people “in communion, in intimacy, with Jesus Christ” therefore entails, as St. John Paul II put it, leading others “to the love of the Father in the Spirit” in order to “make us share in the life of the Holy Trinity.”[iii] A christocentric aim, furthermore, necessarily implies a Trinitarian christocentricity.[iv] Christocentricity is also to be understood in terms of what the Tradition has called the “whole Christ,” Christus totus. The Church uses this phase to remind us that Christ is Head and members together, forming one Body. Jesus is not found apart from those whom he disciples; or, according to a parallel image, Christ is inseparable from his Bride, for whom he gave himself up and to whom he united himself in everlasting love. The Scriptures speak of the bride’s longing for her groom, which is a longing for that union that marks the end of earthly time, when Christ finally unites to himself, in the embrace of love, all whom the Father, throughout history, has drawn to himself through the Son in the Holy Spirit.[v] Christ is the living heart of the Father’s plan for creation and redemption. The Catechism provides catechists with this rich christocentric account at the heart of its annunciation of the faith. Every part, and each chapter and section, has been written in order to lead us to this center, revealing “in the Person of Christ the whole of God's eternal design reaching fulfillment in that Person.”[vi] When planning lessons, then, we can turn to the Catechism in confident trust that we will find there a Christ-centered presentation of material.

Some Considerations for Parents

In the last issue, Jim Beckman described how youth ministers can operate with a mindset which respects and empowers parents to be the primary catechists of their teenagers. Jim concludes this two-part series by writing to parents concerning the fundamentals for leading one’s own children to a life in Christ.

Discipleship is spelled T-I-M-E

If we intend to lead our own children closer to Christ, first and foremost we must spend time with them. Of course, setting aside time is uniquely challenging in today’s culture. But it is not impossible. With a little creativity, and some sacrifice, time is frequently found in our weekly schedules for things we prioritize—even if originally we might not have believed finding additional time was possible. Spending time with our children needs to be one of those priorities.

And please don’t buy into the farce that it’s all about “quality” time, not quantity. I have found it to be just the opposite, both in my work over the years with teenagers, and now with my own kids. Young people don’t really trust someone who won’t “waste time” with them. I know that sounds counter-intuitive, but it’s true. When we are willing to spend time with another person, with no real agenda, no task to accomplish, nothing productive to get done, it shows that the person is important to us. In my experience, when I have invested myself in this way, it has earned me the right to be heard. Not only as a youth minister but also as a parent, I don’t assume that they will want to listen to what I share with them. I know I have to earn that.