BOSTON COLLEGE SUMMER SCHOOL
26 JUNE – 21 JULY, 2000
1. INTRODUCTION As part of my renewal leave, I studied for four weeks in the intensive Summer School program at Boston College in the area of religious education. These course had been highly recommended by previous participants.
2. BOSTON COLLEGE Boston College is a Jesuit University of some 14,000 students and 560 full-time faculty. It has six graduate schools in additional to its undergraduate college.
Boston College’s main campus is situated on 160 acres six miles west of downtown Boston. It has modern facilities and is a very well laid out campus. It has a number of large accommodation blocks which cater for some eight thousand students.
3. INSTITUTE OF RELIGIOUS EDUCATION AND PASTORAL MINISTRY The Boston College Institute of Religious Education and Pastoral Ministry (IREPM) was established in 1971. It seeks to educate students for academic and professional competence in religious education and pastoral ministry and to provide resources for the continuing education of ministers. It offers graduate programs through the normal academic semesters, and also a Summer School program.
The courses at the IREPM Summer School are based on three sets of two week courses. The courses generally run for three hours each day – giving a total class time of 30 hours.
Daily liturgies are an important feature of the IREPM program. The liturgies experienced were exceptional, varied and very well prepared.
A highlight of each week is the series of “faculty conversations”. In these meetings, usually three faculty members explain research or writing projects they are engaged in, and then answer questions on a range of issues related to their topics.
4. SHARING FAITH IN RELIGIOUS EDUCATION AND PASTORAL MINISTRY (26 JUNE – 7 JULY) My principal purpose in wanting to study in Boston resulted from my reading of Tom Groome’s most recent book “Educating For Life” last year. Tom is Professor of Theology and Religious Education at Boston College, and a leading writer in the field of Religious Education. The opportunity to participate in one of Tom’s classes at Boston College seemed a great gift.
Areas covered during the two weeks with Tom Groome included: Foundations of RE and Ministry. Current issues and new hoizons. One’s understanding of “people” and its implications for RE and M. The nature of RE. “What” is it? What to teach, and how to decide? About God,`Jesus, Church. Inclusive language. Expansive language for God. Intended purposes for teaching RE.
The social and ecclesial context. The challenge of inculturation. Educating for a living faith that does justice to all. Paulo Freire’s work. How to bring faith and life together. “Shared praxis”. Partnership in ministry in RE. Liturgy and catechesis. How to empower people to work together.
Tom’s course was very affirming of understandings and approaches that I currently have. However, a number of areas were highlighted and a number of new directions were indicated for me. Among the key understandings I am taking away from the course are: The fundamental centrality of the “reign of God” as the basis for RE. (The word “kingdom” is now not being used much at the IREPM.) * The paradigm shift from telling to sharing. The importance of our “anthropology” (our view of people) for how we engage with people, and how we interpret God. The need to use more inclusive language for people, and more expansive language for metaphors of God – including female images. (Tom’s little book, “Language for a catholic Church”, is very helpful in this regard). * Tom’s 5 “Movements” in the life – faith – life process (which I would reduce to three): (i) Expressing the theme from present praxis (ii) Reflecting on the theme in real life situations (iii) Introducing the Christian story and vision (iv) Appropriating Christian faith to life (v) Making decisions about Christian life. Apart from one’s own story, the importance of scripture and good liturgy. The need to work for the formation of more “literate” people of faith. A hope for a more radical theology of baptism and a redefinition of ministry (“By baptism all share in the priesthood of Christ, in his prophetic and royal mission” CCC 1268). * A reaffirming that all RE and PM should lead to action and justice.
The two weeks with Tom Groome were exceptional. I would highly recommend such an experience to other principals.
5. LITURGIES As mentioned above, the daily liturgies were an important – and integral – part of the IREPM experience. In addition to participating in the celebration of the Eucharist, we were able to experience Taize and other forms of prayer.
Some important elements of this experience for me were: The clarity of focus that was placed on the Liturgy of the Word. Some elements that helped this focus were: the inclusion of silence; locating the reading away from the altar; the emphasis given to a carefully prepared homily (often the homily was not delivered by the presider); an emphasis that was given to the presentation of gifts (with the presider sitting with the congregation for this part of the Mass). Extremely well prepared and executed singing.
The liturgies were characterized by great reverence and were not overly “busy” or complicated.
6. SYMPOSIUM: ENVISIONING THE FUTURE OF RELIGIOUS EDUCATION “CATECHESIS FOR THE NEW MILLENIUM” (10 JULY – 14 JULY) The third week of the program consisted of a symposium attended by 220 people from various catechetical ministries.
The range of topics covered included: “A Vision for the New Millennium: Total Catechesis” “Today’s Young Adults: The Challenge for Religious Education” “The Aim of Catechesis: Educating for an Adult Church” “Religious Education in a Post-Modern Context” Creativity and Catechesis for a New Age” “The Spirituality of the Religious Educator” “The Growing Edge of Adult Faith”
Apart from input sessions, there were also opportunities for general and small group discussions. The daily liturgies were again an integral and important part of the program.
The Symposium raised a number of significant issues and challenges for me, including: The implementation of the General Directory for Catechesis – particularly in relation to adult catechesis, ongoing education in faith, and the importance of the situation for catechesis. The many challenges in interpreting the Generation X (and now Y) world, and the constructivist post-modern experience. The relationship of the above and the disaffection of many young people with various institutions, including the institutional church. The value of creative ways of presenting the gospel message, and the possibilities of using media, including the internet, creatively for catechesis. The importance of one’s own growth in spirituality. And a “mystical” dimension for all (presented by Maryanne Confroy).
7. LEADERSHIP FOR A RENEWED CHURCH (17 JULY – 21 JULY) This week’s program followed on from the Symposium. During the week, a number of issues were dealt with in more detail by a smaller group of the participants: The value of forming a learning community, and the importance of ongoing education for an adult church Sustained critical conversation among adults on matters om importance is critical The role of paradigms and for difficulty of paradigm shifts Resistance to change and the usefulness of “spiritlinking” (Markham) for managing resistance to change Spirituality of leaders, teachers and catechists.
8. CONCLUSION The four week summer school program at the IREPM at Boston College proved to be a wonderful opportunity to study, read, reflect and engage in conversation with a wide range of people.
It was a valuable learning experience and one that I would recommend highly to anyone wishing to develop their understand of Religious Education and Pastoral Ministry.
A C CURTIS Trinity College 21 July, 2000