Embrace the Spirit

Volume 16, Number 1, Spring 2014

Newsjournal of the Religious and Moral Education Council The Teachers’ Association Religious and Moral Education Council Executive 2013/14

President Treasurer Associate Webmaster Carl Fakeley Leeann Arsenault Carl Fakeley Bus 403-342-4800 Bus 403-342-4800 Bus 403-342-4800 [email protected] or [email protected] or [email protected] or [email protected] [email protected] [email protected]

Past President Conference Director 2012 PEC Liaison Sharon Malec Ron Baier Elaine Willette-Larsen Bus 403-327-3402 Bus 780-632-2266 Bus 780-753-6838 Fax 403-320-2078 [email protected] or Fax 780-753-6206 [email protected] ronb@cable_lynx.net [email protected] [email protected] Vice-President Newsjournal Editor Marc Sanscartier Dorothy Burns ATA Staff Advisor Bus 780-484-2434 Bus 403-938-4265 Cynthia Malner-Charest [email protected] or Fax 403-938-4575 Bus 403-265-2672 or [email protected] [email protected] 1-800-332-1280 Fax 403-266-6190 Secretary Webmaster [email protected] Nick Simoni Dan Mclaughlin Bus 403-500-2106 Bus 403-500-2103 [email protected] [email protected]

Visit our website at http://rmec.teachers.ab.ca Embrace the Spirit Contents

Spring 2014 A Note from the Editor 2 Dorothy Burns

Embrace the Spirit is the newsjournal of the Religious and Moral Education From the President Council (RMEC) of The Alberta Teachers’ 3 Carl Fakeley Association, 11010 142 Street NW, Edmonton, AB T5N 2R1. Copyright © 2014 by The Alberta Teachers’ 4 Editorial Board Association (ATA). Unless otherwise indicated in the text, reproduction of material in Embrace the Spirit is Feature Articles authorized for classroom and professional 5 I’m Ba-a-ack! development use, provided that each Ray Guarendi copy contain full acknowledgement of 6 Stop Fundraising and Start Changing: the source and that no charge be made beyond the cost of reprinting. Any other How Social Justice Should Be Approached in Schools reproduction in whole or in part Briana Foster without prior written consent of the 9 John Dewey—Education Reformer or …? ATA is prohibited. Editorial and Ted Byfield production services: Document Production staff, ATA. Opinions expressed herein are not necessarily Kaleidoscope those of the RMEC or the ATA. Address 11 Elk Island Catholic Schools manuscripts and correspondence Alene Mutala and Arlene Littlemore concerning this publication to Dorothy Burns, 1 McRae Street, Box 1318, Okotoks, AB T1S 1B3. ISSN 1481-4412 Reflections Individual copies of this newsjournal 16 The Power of Words can be ordered at the following prices: Jim Parsons 1 to 4 copies, $7.50 each; 5 to 10 copies, $5.00 each; over 10 copies, $3.50 each. Book Review Please add 5 per cent shipping and handling and 5 per cent GST. Please 18 Ethics: The Drama of the Moral Life contact Distribution at Barnett House Dorothy Burns to place your order. In Edmonton, dial 780-447-9432; toll free in Alberta, Upcoming Event dial 1-800-232-7208, ext 432. 20 RMEC Annual Conference This newsjournal is available on microfilm from Micromedia Limited, Acquisitions/CEI, 20 Victoria Street, Toronto, ON M5C 2N8. Personal information regarding any person named in this document is for the sole purpose of professional consultation between ­members of The Alberta Teachers’ Association.

Embrace the Spirit, Spring 2014 — 1 A Note from the Editor

his past winter has to be the longest one that I can ever remember living through, and this issue of EmbraceT the Spirit seems to have taken a long time to get together as well. I think that you will enjoy the variety we have to offer. First, you will get an introduction to the thinking of a keynote speaker for Conference 2014. Ray Guarendi has graciously given us permission to use one of his articles from his website (www.drray.com). Briana Foster offers us a challenge in her article “Stop Fundraising and Start Changing: How Social Justice Should Be Approached in Schools.” We are all becoming familiar with the changes coming to education in Alberta through Inspiring Education. This isn’t the first time that major shifts have happened in education. Those of us who are a bit longer in the tooth will remember the Alberta Report and its editor Ted Byfield. Byfield has long had an interest in education and was a founder of the Saint John’s School of Alberta, a private school for boys that operated from 1967 to 2008. A few months ago a conversation with him led me to share some back issues of our journal with him. He was quite impressed with the quality of our publication. I took that as quite a compliment from someone who has been involved in journalism as long as he has. Currently, Byfield is involved in an interesting project entitled The Christians: Their First Two Thousand Years. This 12-volume series is written in a more journalis- tic, populist style with wonderful illustrations. In the final volume, there is a sub- chapter on education and the influence of John Dewey. I invited him to contribute an article to our journal, which is a contraction of that story. As we embark on signifi- cant changes to education in Alberta, this is a great opportunity to reflect and con- sider the broader scope of education history, especially from someone who is not directly imbedded in the current system. Our Kaleidoscope section features Elk Island Catholic Schools with contributions from Alene Mutala and Arlene Littlemore. Jim Parsons offers a reflection on the “Power of Words.” As part of my Lenten commitment this year, I committed to reading several books. During that time I gave a second reading to one of the best introductory books I have ever read on classical ethics—Ethics: The Drama of the Moral Life. I offer a review of it in this issue. Last, there is some preliminary information on our annual fall conference to be held October 24–25, 2014. We hope to see you there. Dorothy Burns

2 ­— Embrace the Spirit, Spring 2014 From the President

ome say you have to be crazy to be a Christian. I don’t know that they are referring to crazy as in a medically diagnosableS condition but rather that it simply seems unreasonable to believe in the things Christians accept as true. Miracles, the Divinity of Christ, the resurrection of the Christ from the dead, Catholics worshipping what appears to be a wafer, can, without the eyes of faith, seem unbelievable. Faith, which is a gift of the Holy Spirit, is what leads one to believe. However, there is a type of crazy that people do have to be, if by crazy we mean that people are out of their minds. Christians need to be out of their minds and, instead, into the mind of Christ. At the fall of humanity, Adam and Eve were deceived into believing that, by their actions, their eyes would be opened and they would be like God, knowing what is good and what is evil. It is ultimately the belief that we know what is right and wrong more so than God that leads to sin and spiritual death. As Christians we need to be out of our minds and into the mind of Christ so that when the time comes, we can, like Jesus, say not my will but thy will be done. Carl Fakeley

Embrace the Spirit, Spring 2014 — 3 Editorial Board 2014/15

Dorothy Burns, Editor, Christ the Redeemer Catholic Schools, Okotoks Timothy P Cusack, St Jerome Elementary School, Edmonton Lea Foy, Lakeland Catholic Schools, Bonnyville Brenda Hamilton, St Angela Elementary School, Edmonton Sharon Malec, retired, Lethbridge Sandy Talarico, Newman Theological College and Edmonton Catholic Schools

Religious and Moral Education Council of the Alberta Teachers’ Association

Mission Statement The Religious and Moral Education Council exists to inspire and foster learning communities by providing professional development for teachers to help them nurture the moral, ethical and spiritual lives of students. Vision Statement The Religious and Moral Education Council will, in search of peace and the common good, be a principal resource for Alberta teachers. Values We are committed to serving teachers of all traditions and cultures, through the values of faith, dignity, respect and collaboration.

4 ­— Embrace the Spirit, Spring 2014 Feature Articles

I’m Ba-a-ack! Ray Guarendi

I like option three best, too. In fact, a child will not suffer a Ray Guarendi will be the keynote speaker Shortly, we’ll explore it. stunted self-image by not getting for the upcoming RMEC conference. He There are good reasons for perm-­ every adult in his vicinity to is a father of 10, clinical psychologist, anently interrupting your children’s suspend all conversations with author, public speaker and nationally interrupting. First, even good others to meet his wants, however syndicated radio host. This article is friends can take only so many reprinted with his permission from urgent he thinks they are. On the exasperating visits. Parents of contrary, respect for grown-ups’ http://drray.com. Minor changes have intrusive children often find their been made to conform to ATA style. relationships with others is a circle of conversational friends critical aspect of character. It helps Dear Dr Ray, shrinking. Second, though our kids accept that the universe is not I can hardly visit with friends culture has pretty much thrown off here to rotate around them. anymore because my children the attitude of past generations So how do you teach this re- (ages five and three) interrupt us that children should be seen and spect? As you’ve probably already constantly. I send them to play but not heard, the pendulum seems to noticed, it’s not enough simply to they keep returning. have swung too far in the other tell your kids, “We’re visiting now. ―Conversationless direction. By allowing Oral to be Go play.” or “Please don’t inter- heard whenever she wants, we rupt. Say, `Excuse me.’ ” The kids You have several options. One, don’t teach her to respect other will comply for a few tenths of a quit visiting with friends. Tell people’s right not only to be heard second, but they’ll be back in full them you have children now, and too, but to hear people other than verbal force. You’ll need to add you won’t be able to talk to any kids. Last, children are more adults until your kids are teen­ likeable, to us and others, when we some oomph to your requests. agers and don’t want to be around don’t allow them to be obnoxious. “Fulbright, please go play. The you anymore because you embar- When was the last time you heard, next time you come back and rass them. Two, tell your friends to “You know, I just love the way interrupt, you’ll sit on the couch.” stop interrupting you and your your children feel so free and In other words, put some conse- children. You’ll talk to them if and comfortable barging into our quences behind your expectations. when your kids have to go to the conversation any time they want.” You may have to repeat trips to bathroom. But warn them to speak One reason children are pushier the couch or wherever several quickly. Three, teach your children than they used to be is because times over the next few visits, to respect your visits with your many experts have convinced but the kids will catch on. When friends by setting up some expec- parents to allow them to be. They mom says, “Don’t be rude,” she tations for their behaviour. need to have loads of attention, so means it. Obviously you haven’t chosen goes the reasoning, to form healthy I wanted to say a few more options one and two, because you self-images. Therefore, when little things, but my kids are bugging still have friends left. I suspect Patience wants to talk, seeks your me. I wish they’d let me write. you’ve tinkered with option three attention or approval, or just wants Every time I sit down with a but have been frustrated by your to show you something, you’d pencil, they start. I’ve told them a kids crashing repeatedly through better drop what you’re doing lest million times, “Daddy has to your expectations. I’m with you. she feel neglected or unimportant. work,” but I just can’t get them to.

Embrace the Spirit, Spring 2014 — 5 Stop Fundraising and Start Changing: How Social Justice Should Be Approached in Schools Briana Foster

Briana Foster is in her final year of her Consider the following story: I believe students should ask: education degree at the University of A couple of friends were down “Where are all these issues coming Alberta, with hopes of becoming a high by the river and noticed a baby from?” and take the trip upriver. school science and religion teacher float by. Shocked, one quickly jumped in and swam to rescue Social Justice and t is time to make a necessary the baby. The next day the same shift in moral education, specifi- friends were down by the river Current Education callyI when it comes to the idea of and were once again shocked to When dealing with social issues, aiding social issues. Most schools notice two babies floating down we teachers need to be less con- base their teaching about social the river. Again, one of the cerned with assessment and more issues on school fundraisers such friends jumped in to save the concerned about engagement. We as food and clothing drives. The baby. The next day, the same need to move past asking students process of students helping the story—only there were four to examine and reflect on social community has turned into class- babies this time. This kept justice to proactively encouraging room competitions with prizes. Is happening for almost a week— student engagement in social this really how future educators more babies each day. Finally justice issues. For example, how want students to think—“I did the friends decide they had to do should we introduce social justice? something good, so where’s my something to deal with this. When asking my junior high prize?” They organized themselves, catechism class if any had heard of There must be a shift in student taking turns watching over the the term social justice, I got blank mindset from “What can we do to water and rescuing the babies as stares. A few tried to define the help?” to “What can we do to stop they floated down the river. The term: “Isn’t it dealing with society this?” We need to encourage friends got friends involved, and and following the rules?” and students to move away from a before long the whole town was “Isn’t it another term for capital reactive approach to issues in helping to rescue the babies punishment?” society (for example, fundraising) floating down the river. But, the Social justice is slowly entering to a proactive approach of centring number of babies kept increas- Alberta’s education system. Inspir- on social justice, implying “fair- ing. Then it dawned on some- ing Education (2010) named ethical ness and mutual obligation in one, “Where are all these babies citizenship as one of three goals for society: that we are responsible for coming from? Why don’t we youth. An ethical citizen is some- one another, and that we should form a team to go upriver and one “who builds relationships ensure that all have equal chances see if we can stop the flow of based on humility, fairness and to succeed in life” (RSA nd). By babies at the source?” But some open-mindedness; [and] who incorporating social justice into all resisted saying, “If we go up- demonstrates respect, empathy subjects and classrooms, we would stream who will operate the and compassion” (p 6). Framework encourage students to be engaged, rescue operations? We need for Student Learning (2011) also proactively participate and criti- every concerned person here!” states that students must develop cally reflect on social issues. (Lum 2010) competency in having a “social,

6 ­— Embrace the Spirit, Spring 2014 cultural, global and environmental excellent subjects for social justice of the Catholic Church nd, para responsibility” (p 4). This is achieved discussions. These issues affect both 2444). To reflect on social justice through students’ “potential to students and the global community. would open the Bible in new ways contribute to their communities, It is a prevalent topic across the for students. For example, ”Then including as volunteers, [being] programs of study for Grades 7–12 the righteous will answer him, enhanced through their personal science, and by not asking, “What ‘Lord, when did we see you understanding of place and their can we do to reduce or stop global hungry and feed you, or thirsty ability to value fairness, equity and warming?” students may never and give you something to drink? the principles of a democratic consider how current and future When did we see you a stranger society” (p 6). By being “active generations may suffer. Programs and invite you in or needing participants in their local and of study outcomes (Alberta Educa- clothes and clothed you? When global community, [students] act tion 2009, 2005 and 2007) include did we see you sick or in prison responsibly and ethically in build- Science 7: “identify examples of and go to visit you?’ “The King ing and sustaining communities” human impacts on ecosystems” will reply, ‘I tell you the truth, and have the chance to “see them- (p 11); Science 10: “investigate and whatever you did for one of the selves as individuals and as active identify human actions affecting least of these brothers of mine, you agents of a broader world” (p 6). biomes that have a potential to did for me.’” (Matthew 25:37–40, Until teachers adopt these change climate” (p 31); and Chem- New International Version). curriculum goals, social justice will istry 30: “evaluate the impact of Such passages would help not be effectively taught. New the combustion of various energy students to critically examine their literature must be added to the sources, including fossil fuels and roles as Christians. Books such as secondary curriculum to initiate a biomass, on personal health and Paul’s (2004) God in the Alley: Being conversation about social justice. the environment” (p 46). and Seeing Jesus in a Broken World One recommendation would be Besides traditional assignments would help students connect the McLaren, Padilla and Seeber’s of research and making a poster, I word of God to the world of God (2009) book The Justice Project, a would increase student awareness and understand the importance of collection of stories and reflections of global warming and human assisting our brothers and sisters regarding how social justice can be impacts on the environment. created in God’s image, and that incorporated into numerous Students could create and organize “[Jesus] came among the poor aspects of society. An easy read, events within the school and [and] dwelt with the weak” (p 12). it would allow students, with community; for example, they Having students actively partici- guidance from teachers, to under- could create a pollution campaign pate in the community expands stand how to view social justice to inform other students about these concepts. Include school and how to implement it in their issues; they could organize a field trips to shelters where stu- own lives. power-off day whereby students dents would come face to face attempt to not use anything that with poverty and be able to deal Social Justice in the requires power; or they could with it more efficiently in their critically consider how society learning. Allow students to create Classroom creates pollution and design their own social justice projects Social justice is especially rel- solutions. The outcome would and reflect on how the project evant in a Catholic school setting encourage students to critically affected their faith. As well, where it might be perceived that reflect on their role in society and change the typical spring break teachers only discuss faith in how they can proactively engage trip from such places as Europe to religion class. However, for teach- in social issues. Second and Third World countries ers and students to grow spiritu- In religion I can see social justice to aid in development. Growing ally, social justice should permeate being a prevalent topic in regard up in North America, I personally all subject areas. This will take to local and global poverty. experienced the shock of how the designing new lesson plans and Catholic ideals centre on preferen- world really is last year in Guate- adapting programs of study tial options for the poor, “the mala. Students must have such outcomes to engage student learn- Gospel of the Beatitudes, of the experiences to be truly passionate ing. In science, for example, pollu- poverty of Jesus, and of His about social justice at local and tion and global warming would be concern for the poor” (Catechism global levels.

Embrace the Spirit, Spring 2014 — 7 Conclusion from indifferent passersby to good http://globeclassroom.ca/userfiles/ Samaritans through the idea of Alberta_Framework.pdf (accessed Within the vocation of teaching, social justice. July 2, 2014). we should encourage students to Catechism of the Catholic Church. nd. grow in their faith, which must References www.vatican.va/archive/ccc_css/ include teaching social justice. By archive/catechism/ccc_toc.htm doing so, students critically exam- Alberta Education. 2005. Program of Studies: Science 10. http://education (accessed July 2, 2014). ine and reflect beyond the four .alberta.ca/teachers/program/ Collazo, J S, and L Rogak, eds. 2013. walls of the classroom on injustices science/programs.aspx (accessed in His Own Words. in society and what they can do to July 2, 2014). Novato, Calif: New World Library. help—not what prize they get! . 2007. Program of Studies: Lum, K. 2010. Kevin Lum. “The Such changes need support from Chemistry 20–30. http://education. staff, parents and the school com- Problems of Social Justice: Babies alberta.ca/teachers/program/science/ in the River.” http://kevinlum.com/ munity. As well, further research programs.aspx (accessed July 2, social-justice/the-problem-of-social- and collaboration will be needed to 2014). justice-babies-in-the-river/ (accessed see how to effectively incorporate 2009. Program of Studies: Science July 2, 2014). social justice in the classroom. 7–8–9. http://education.alberta.ca/ McLaren, B, E Padilla and A B Seeber. Pope Francis I stated: teachers/program/science/programs 2009. The Justice Project. Ada, Mich: .aspx (accessed July 2, 2014). The inclusion or exclusion of the Baker. wounded person by the wayside . 2010. Inspiring Education: A Dialogue with Albertans. https:// Paul, G. 2004. God in the Alley: defines all economic, political, Being and Seeing Jesus in a Broken social and religious projects. All of education.alberta.ca/media/7145083/ inspiring%20education%20 World. Colorado Springs, Colo: us, each day, are presented with steering%20committee%20report WaterBrook. the option of being good Samari- .pdf (accessed July 2, 2014). RSA (Royal Society for the encourage- tans or indifferent passersby . 2011. Framework for Student ment of Arts, Manufactures and (Collazo and Rogak 2013, 77). Learning: Competencies for Engaged Commerce). nd. What Social Justice As a teacher, my goal should be Thinkers and Ethical Citizens with Means. http://tinyurl.com/me3ru7b to shift the mindset of students an Entrepreneurial Spirit. (accessed June 27, 2014).

8 ­— Embrace the Spirit, Spring 2014 John Dewey—Education Reformer or …? Ted Byfield

moral chaos and physical vulner- “Humanist Manifesto.” Its provi- Ted Byfield is president of SEARCH ability. And yet his success in this sions represented a categorical (Society to Explore and Record dubious endeavour is astonishing. rejection of the Christian religion. Christian History), which he As an agent of social and cultural There is no creator, it declared. established to complete the 12-volume change through education he is All rules of right and wrong are series The Christians: Their First unparalleled, because he accom- man-made and therefore change- Two Thousand Years. Formerly an plished this, not by changing able. Worship and prayer must Anglican, he is a convert to the adults, but by changing their go. Religious institutions must be Orthodox Church. He was the children and the way their children abolished or transformed. A founding editor of the Alberta Report were taught. socialist political order must be (which ceased publication in 2003). The man is known to history as everywhere established. Dewey nly by the “transformative the American philosopher John was one of the manifesto’s 34 education” of adults, writes Dewey—or perhaps he is now signers, about half of them Uni- RonO Baier in the Winter 2012 issue largely unknown to it because he is tarians. His educational program of this journal, can we reverse the seldom mentioned in the media sought to fulfill the vision of direction of the secularist culture today. Undeniably, however, his the manifesto, and it very nearly that is sweeping the whole western ideas are still deeply embedded in has. world. Baier was chair that year of the faculties of education at the By now he had established the RMEC annual conference, and universities, faculties that were himself and his Columbia Univer- in a perceptive introduction he themselves a product of the move- sity Teachers College as the fount warned that a very different task of ment he started. He looked noth- of a radically new method of religious and moral education now ing at all like the heavily bearded, education. For the ensuing four confronts the Christian teacher. No scowling and fervid revolutionar- decades it carried, or claimed to longer, he notes, is mere “nostal- ies of his era. In marriage, manners carry, the credentials of the new gia” for the past adequate to and personal morals he was a era of science into the field of convey doctrinal certitudes to the model of social convention. The education, though in fact there was next generation. Adults, not son of a street preacher, Dewey’s nothing “scientific” about it. children, must change first, and religious background was Congre- Students must no longer see that will require “a new vision that gationalist and his loyalty to that themselves as being “judged,” truly cultivates character and faith unwavering until as a phi- declared Dewey. The concept of transforms believers into losophy professor in Michigan he “blame” must be scrapped. Indi- disciples.” met his future wife Alice Chipman. viduals must be made to see It’s hard to disagree with him. She helped change him from a themselves as members of “the Yet there stands against him the devout Christian to a devout community.” If a crime is commit- figure of one man who, beginning pragmatist, the philosophy that ted the community has failed, not about the turn of the 20th century, holds that whatever works is right. the criminal. The concept of “the launched a revolution that played Dewey, however, never did quite will” must be expunged, because the central role in producing the define “works,” a distressing the belief that the individual social and cultural morass we find omission; because one man’s “chooses” between good and evil ourselves trying to live in today. In magnificently functioning paradise leads to the defeat of “selfhood.” retrospect, he was not so much a might be another man’s wholly Gender stereotyping must go. Such reformer as a deformer. The world dysfunctional hell. distinctions as “girls’ books” or he helped bring about gives In 1933, others defined his “boys’ games” serve to perpetuate complete evidence of instability, philosophy for him with the first the old outmoded order.

Embrace the Spirit, Spring 2014 — 9 Teachers ought not to function as diabolical, nonsense. There were bottom: 19th out of 21 nations in authority figures, but as guides, other discordant voices. “Parents mathematics, dead last in physics. counsellors and friends. Student and students,” said one, “must be The cause of this catastrophe was desks must be rearranged to induced to abandon the educa- plainly Deweyism. But how could banish any suggestion of authori- tional path that, rather blindly, the educators change it? By then, tarian leadership in the class. they have been following as the they knew nothing else. Students must learn to lead them- result of John Dewey’s teaching.” Dewey died in 1952 at the age of selves. Any attempt by a teacher to That voice belonged to President 92, hailed almost universally as the impose structure—pass/fail, good/ Dwight Eisenhower. One highly genius who had so dazzlingly bad, right/wrong—was a form of articulate opponent emerged in transformed the American school “pedagogical abuse.” Canada. “Deweyism is not libera- system. In 1968, his star still All semblance of superiority/ tion,” declared Hilda Neatby, brightly shining, he was commem- inferiority must vanish, along with professor of history at the Univer- orated on a US postage stamp. imposed performance standards. sity of Saskatchewan, in her 1952 Fifteen years later, however, the Report cards must no longer carry critique entitled So Little for the first Nation at Risk report disclosed grade standings, nor any student Mind. “It is indoctrination, both a very different story. It concluded be singled out for a distinctly good intellectual and moral, often forced that his work was arguably the performance, and certainly not for upon the schools by ideological greatest disaster in the history of a bad one. Indeed the whole notion bureaucracies.” But in one school education in the western world. of good and bad must be removed system after another, such resis- To say he achieved this entirely from the child’s mind. “Self-­ tance was gradually subdued. by changing children is, of course, esteem” must be encouraged in Deweyism could summon all the not quite true. What he changed every possible way but never telling labels. It was new. It was was teachers, and they changed predicated on actual performance. “scientific.” We were living in a the children. Today, the whole Students should esteem them- different world. western world seems leaderless, selves because they are selves, said Few at first were ready to call while also diligently discarding the Dewey, not because they have attention to Deweyism’s other Christian religion, as Dewey had actually accomplished anything. notable quality. By almost any urged. Perhaps we need another In brief, Dewey regarded the objective standard, it didn’t work, educational movement to restore learning of skills as a more or less a rather sad deficiency in a sup- to our society the Christian faith incidental by-product of educa- posed product of “pragmatism.” that first brought it into being and tion; his central aim was to turn By 1983, resistance had grown has sustained it century by century children into “social beings.” In the strong enough to prompt President to the critically vital present one. higher grades “critical thinking” to launch a de- For good or ill, teachers will as should be fostered, which meant tailed study of actual student usual fulfill a vital role. questioning the assumptions of the aptitudes. This report—A Nation at old order, especially of parents. A Risk—showed that the US school Note: This article is a contraction of student who challenged parental system, once one of the world’s the story on John Dewey, written by moral principles was deemed to be most proficient, was now one of the author, which appears as a sub- “thinking critically.” If the student the worst and declining steadily. A chapter in the 12th and final volume of continued in dutiful obedience, his subsequent report 15 years later— the series, The Christians: Their First or her education had failed. A Nation Still At Risk—showed that Two Thousand Years. Check out the Many teachers objected strongly despite Herculean efforts to im- entire series at www.thechristians.ca/ to all this as unworkable, if not prove, the system was still near the see-the-books.

10 ­— Embrace the Spirit, Spring 2014 Kaleidoscope

Elk Island Catholic Schools Alene Mutala and Arlene Littlemore

lk Island Catholic Separate (which is part of our logo). Our team leadership retreat with Regional (EICS) Division 41 Our superintendent, Michael Father Ray Carey had our theme originatedE in the Sherwood Park Hauptman, presented us with this woven into “Shalom—Seeking area in 1961. Today our staff of challenge: “Each day in every way Wholeness and Balance in Catholic approximately 700 serve 5,700 be Christ for one another and ask Leadership” as well as “Cov- students in 16 schools in the yourself, whose feet did I wash enantal Ethics, Principles of Catholic communities of Camrose, today?” Agency, Confidentiality and Fort Saskatchewan, Sherwood Park Our 2013/14 theme is “Many Fiduciary Trust.” and Vegreville. The identity of the Parts—We Are One Body in Our religious consultant, Alene division is complex, as it contains Christ” (1 Corinthians 12:12). This Mutala, coordinates Catholic within it both Roman and Ukrai- theme was fitting after a summer Education Sunday with the schools nian Catholic communities and of moves and reconfiguration of in all four communities showcas- works closely with seven parishes. schools in the Sherwood Park area. ing the faith events of our schools Superintendent Michael dressed as as well as emphasizing the impor- Our Mission a Mr Potato Head to show the tance of Catholic education. many parts and one body theme. The administrators of nine We are a Catholic community Each school was presented a schools in the Sherwood Park area committed to developing educa- Mr Potato Head kit to use with that are attached to Our Lady of tional opportunities in the context students at their schools, and they Perpetual Help (OLPH ) work with of gospel values, where students’ were asked to participate in a the parish team and coordinate gifts and talents are celebrated and contest to produce a video of many school masses at this parish nurtured through lifelong spiritual theme. The school with the best throughout the year as well as a and personal experiences. video would win a staff lunch. noon hour Ash Wednesday service In our three-year faith plan that Some of these can be viewed at with 1,000 students bused to began in 2012/13, our division www.eics.ab.ca. OLPH parish. This year EICS also worked on EICS talks and recon- Father Mike Dechant also spoke hosted the Holy Childhood Mass figuration of schools in the Sher- about the importance of all people at OLPH parish on May 7. wood Park area as we were belonging to community. Each Our religious consultant with the fortunate to open a new Arch- staff member was given a cross support of the REAL Foundation bishop Jordan Catholic High necklace with the Trinity symbol has brought in great faith present- School for the 2011/12 school year. intertwined on it, engraved with ers: Father Tony, Steve Angrisano, Our theme was “Mission Possible.” “One Body—EICS.” This Trinity Mike Patin, Tony Melendez, Jacob Our staff was given a Charter of sign also symbolizes that our and Matthew Band, Cooper Ray, Success and asked to create an parishes, schools and parents work Jackie Francois and Face to Face environment and culture whereby together in unity promoting Ministries. These inspiring speak- we can see Christ in everyone Catholic education for students. ers are brought in for a week at a

Embrace the Spirit, Spring 2014 — 11 time and present to all students in A showcase of two of our because of the leadership of Father all four communities as well as to schools follows: Michael and St Martin’s principal our staff on faith days. The REAL Joseph Dumont. Both leaders Foundation also supports us St Martin’s Catholic made the development of a rela- annually by giving faith leadership tionship a priority. In order to scholarships to one student in each School, Vegreville develop the relationship, Father community as well as sponsoring Faith Activities 2013/14 Michael has opened the parish to our high school students who our whole school community on a St Martin’s has taken strides attend Youth Day at LA Congress number of occasions. Father within the last year to create a in Anaheim. Michael’s ability to teach is one of vibrant faith community within his greatest assets, and it has our school. We were very thankful greatly impacted the students. in 2013 to have Face to Face Minis- Even more rewarding, however, tries visit our school. The generous has been our grade-specific teach- support of the REAL Foundation ing masses. Father Michael takes a made this experience possible. Due great amount of time to go into to the success of that event, St detail about the mass celebration. Martin’s made a commitment to All of our students are excited bring Masson Normand, a former about attending each teaching youth leader from Face to Face mass. When asked about his Ministries, back to St Martin’s as experience, one Grade 4 male part of his new ministry, The student replied, “It was awesome.” Pulse. Masson joined our school St Martin’s continues to celebrate community in late October, and as a community each Monday the day was filled with song, morning with a prayer assembly. worship, prayer and faith activities This year, teachers have pushed in the classroom. The day was an each other to create celebrations amazing way to start the year. that are as engaging and faith In the summer of 2013 our local filled as possible. Teachers have parish, St Martin of Tours, wel- included videos, new songs and an Tony Melendez with Alene Mutala. comed Father Michael Schumacher increased focus on student reflec- to the community. A wonderful tion to the celebrations. Especially relationship has been formed exciting is the increase in parent between the parish and school attendance at the assemblies.

Steve Angrisano at OLPH 2010. Alene Mutala with Jacob and Matthew Bandat OLPH 2012.

12 ­— Embrace the Spirit, Spring 2014 Madonna Faith and Wellness Day. Madonna Catholic Madonna Catholic’s faith and flute, followed by a softly spoken wellness day merges seamlessly prayer for unity, Teddy Anderson School with Alberta Education’s vision, attuned the school community to creating engaged, ethical citizens unity and oneness. Student PD Day 2014 with an entrepreneurial spirit but Through the imagery of coloured As a teaching professional, I love focusing conscientiously on reli- hoops used to represent the races PD days. What an opportunity to gious and moral education. The of the world, Teddy impressed engage, collaborate and celebrate. day provides students with oppor- upon the students and school Should it be any different for tunities to access workshops that community to work together as students? allow them to learn how to further one. “When we work together as walk their faith, celebrate as a one and when we accept diversity, community and experience other we feel the Great Spirit connecting wellness activities that they might us as a unit. Alone we can feel not otherwise have a chance to weak, but participate in. together, Organized like a traditional we feel grown-up conference, students strong.” attend keynote sessions, lunchtime Watching Three years ago while in the and closing concerts, and choose Teddy midst of my own not-so-engaging breakout sessions that suit their move PD session, I remember having personalities and interests. fluidly what Malcolm Gladwell would call Face to Face connecting hoops and dance a blink moment—a slice of know- Ministries, led moves into shapes of an eagle in ing without knowing. I leaned by Jon Courch- flight or the united global commu- over to my assistant principal at ene and Clark nity was incredible! the time and blurted out, “We Jaman, started should have a PD day for kids!” the day off for Alas, student PD day was concep- us with a tualized, and this past January, schoolwide Madonna Catholic, in Sherwood assembly. With Park, celebrated its third annual the premise of faith and wellness day. “to know God, Curriculum Redesign is one to love God, to initiative helping to bring the serve God, and get to heaven,” as vision of Inspiring Education to the focus, Jon and Clark invited life. It is an opportunity to review students from kindergarten to Alberta’s provincial curriculum to Grade 4, as well as staff and parent ensure it is engaging, relevant and volunteers, to become active in enables students to reach their full living their faith and challenged all Teddy felt that he was also potential” (https://education.alberta present to make Christ a priority in blessed by spending the day with .ca/department/ipr/curriculum.aspx). their lives. The involvement of our students and staff and com- students, their mented, “the students and staff at engagement in Madonna were incredible. They the sessions were respectful, kind, smart and and their driven. It is always a blessing to prayerful focus travel from school to school shar- was a sight to ing my passion and craft. To be behold. able to share with wonderful Beginning by students becomes the icing on the playing a cake! Keep it up Madonna.” simple melody Smaller breakout sessions on an Aboriginal continued during the remainder of

Embrace the Spirit, Spring 2014 — 13 Madonna Faith and Wellness Day. the day. Three Albertan authors at the school was reciprocal. “The were present for the day and Madonna Catholic School motto, shared their love of reading and (is) Uplift the Heart, Engage the writing as well as their personal Mind, Inspire the Soul. These passions for acceptance and words rang true for me on our inclusion. author visit to Madonna School Despite faith and wellness day. The activi- suffering ties during the day showed that from a debili- the school valued these qualities. tating disease, I feel that our visits give all these Alison Neu- aspects to the students. We give man’s mes- every child a photograph of them- sage to selves as a character from our students book, because it is important that “being differ- they are left with a feeling of ent is a self-importance and well-being. wonderful No one is left out. You are impor- thing,” was tant to me.” not the focus of her talk, but rather Our third author, Hector From karate, self-defence, sugar that life is to be lived. Alison ­Larrazabal, built on the theme of shock, djembe drumming, a nature endeavoured to inspire students walk and journalling, students and encourage them to follow their were truly able to seek and find dreams. their passions and work toward Camrose author Darcy Polny embracing the gifts that God has was an engaging and delightful given us all. author and illustrator who enter- tained students who varied in age from 6 to 10. Darcy shared how he, as an author, takes an idea, often from his own experiences as a the global community. His work- child, and creates a whimsical shop was based on his popular story. By taking the students’ book Indian Lemonade. Hector’s photograph as a bean, to go with focus on multiculturalism and Jelly Bean Jake, or a bee, from Stay diversity was honest about the Away from the Barn, he made a struggles we all may have adapt- connection with each and every ing to and accepting different ideas one. The students loved the hands- and opinions, but through team- on aspect of assisting Darcy in work and true collaboration, creating a chalk pastel painting children succeed. that now hangs with pride in our Other sessions were geared to school. Darcy also felt that his time physical health and wellness as well as the wellness and care of God’s earth and creation.

14 ­— Embrace the Spirit, Spring 2014 Over the past few weeks that have transpired since student faith and well- ness day, the culture and climate of the school continues to grow and blossom, unified as one community gathered in God. In the words and poster gifted to us by Teddy Anderson, “Let your vision be world embracing.” For more information regarding the speakers and sessions, please see below: • Face to Face Ministries www.f2f.ca • Teddy Anderson, Métis hoop dancer www.hoopdanceproductions.com • Hector Larrazabal http://adventuresnation.com • Alison Neuman, author www.alisonneuman.ca/blog/main • Darcy Polny, author www.butterbeanbooks.ca/aboutus • Nicole Balsdon, biologist www.beatymuseum.ubc.ca • Derek Jolivette, 2013 WKA and WTKA Unified World Muay Thai Champion www.arashido.com • Tina Yanitski and Carlos Mendes http://millwoods-karate.org • Elizabeth Driedger, music specialist http://madonna.eics.ab.ca • John Harmata, APPLE schools coordinator http://madonna.eics.ab.ca For more information, contact Arlene Littlemore, principal, at [email protected].

Embrace the Spirit, Spring 2014 — 15 Reflections

The Power of Words Jim Parsons

mother of a student I taught many wasn’t fair. Why did she have to Jim Parsons is a professor in the years before. become metal mouth? The argu- Department of Secondary Education “Mr Parsons, I have wanted to ment had gone on and on. Sue was at the University of Alberta, tell you this for so long. You finally ordered. There was nothing Edmonton. changed my daughter’s life,” were she could do about it; her parents ears ago I returned to the first her first words. I had never heard knew best. school I ever taught in, in such words before, and it made me Unfortunately, complicating the Louisville,Y Kentucky. I taught run through all the women’s lives stress, Sue also discovered during Grade 7, and after I overcame I had changed. Sadly, none came the holidays that her headaches some early teaching mistakes, to mind. The mother pulled out a would disappear if she got glasses. I loved it. In fact, I only taught photo of a beautiful young girl. This second perceived blemish on Grade 7 and only for three years. I didn’t recognize her and said so. her beauty caused her to balk. I moved on quickly, escaping to “It’s Sue! Sue is graduating this “You can make me wear these the University of Texas to do a year. Sue is getting married soon. braces, but not the glasses.” PhD. Mostly, I was running from Sue is doing well. You changed “Yes, you will!” “No, I won’t!” a principal who simply didn’t like Sue’s life. You gave her confidence. They had argued for days. Again me. He said once, “Mr Parsons, Mr Parsons, I’ve wanted to thank the parents ordered. She would I would fire you if I had anyone you for years.” wear the glasses. They threatened else to take your place.” But he Something so wonderful should her with untold horrors if she didn’t have anyone to take my be remembered easily I thought, didn’t. place, and here I am. but I simply couldn’t remember This was where I came in. I loved Grade 7. Grade 7 chil- how I might have changed Sue’s Ignorant of the glasses, the braces, dren are never too cool and are life. It turned out that the mother’s the arguments, the threats and the filled with surprises. I learned to enthusiasm rested on a single ultimate stalemate, as always I laugh—a lot. incident, which she recalled for me waited outside the classroom door Louisville is 3,133 kilometers in great detail. Monday morning after New from Edmonton, so I missed the It happened during Christmas Year’s. When Sue arrived, the first thrill of seeing the children I break. Sue had been dreading this thing I said was that I thought her taught grow to be adults. I had one break for a long time: she was new glasses looked really neat. visit back. I was headed to a scheduled to get braces. Whatever The whole interaction must have conference and stopped by for a beauty she possessed, she thought, lasted about two seconds, but couple days. My last Grade 7 class would be eliminated by the steely Sue’s mother swears this single was now in Grade 12. I saw former smile she’d soon possess. incident changed Sue’s life. From students, renewed acquaintances, Yes, she could see braces were that moment, Sue wore her glasses. exchanged stories and even talked necessary. Yes, she wanted straight She grew confident, became less to parents. The most unforgettable teeth and a beautiful smile. Yes. introverted and was no longer part of my visit was meeting the Yes. Yes, to all those things. But it embarrassed about her looks.

16 ­— Embrace the Spirit, Spring 2014 After I talked to that mother, earth was without form, and God called the firmament I was pumped. My mind went void; and darkness was upon the Heaven. And the evening and over other exchanges I’ve had with face of the deep. And the Spirit the morning were the second students. Thousands? Millions? of God moved upon the face of day. And God said, Let the I started a mental list of the times the waters. And God said, Let waters under the heaven be my words might have had a there be light: and there was gathered together unto one similar positive effect on students light. And God saw the light, place, and let the dry land and came up with about a dozen that it was good: and God appear: and it was so. rather quickly. Then, horror. divided the light from the God spoke the Universe into I began to mentally list the nega- darkness. And God called the existence: how powerful words tive impacts comments I said light Day, and the darkness he are. Proverbs 18:21 notes: “Death might have had on others. Sadly, called Night. And the evening and life are in the power of the the number grew larger. I quit and the morning were the first tongue, and those who love it will listing. day. And God said, Let there be eat its fruit.” As teachers, our The lesson was powerful. When- a firmament in the midst of the words carry power. In the same ever I recall this story, I vow to waters, and let it divide the way God spoke the world into never be thoughtless with my waters from the waters. And existence, we can speak our stu- words. God made the firmament, and dents into existence—building or Genesis 1:1–9 reminds us how divided the waters, which were destroying. I hope to never forget powerful words are: under the firmament from the the goal of my teaching: “Let all In the beginning God created the waters, which were above the things be done for edification” heaven and the earth. And the firmament: and it was so. And (1 Corinthians 14:26).

Embrace the Spirit, Spring 2014 — 17 Book Review

Ethics: The Drama of the Moral Life

Piotr Jaroszyński and flourishing of human beings. I enjoyed it so much that I gave it Matthew Anderson, 2002 Moral precepts are not some a second read and found myself Socratic Press arbitrary decrees from an external jotting down quotes that I found Adler-Aquinas Institute authority but are rooted in our particularly articulate and illumi- Special Series, Volume 2 nature as human beings. This I nating. Here are a few examples: PO Box 47 believe is a message that needs to Chapter 1—“Each of us knows Manitou Springs, Colorado be heard by young people, given that nothing can force us to want www.adler-aquinasinstitute.org the antireligious bias in our cur- something. … Something might ISBN 978-0-9792380-7-9 rent culture. exert great pressure on us, whether The table of contents demon- this is a threat, or hope of gain and Reviewed by Dorothy Burns strates the breadth and depth of pleasure, but it is entirely up to us the material covered: whether we allow ourselves to be his gem of a book, originally Introduction swayed by these factors. … Indeed, Tpublished in Polish as a high 1. Good and End: The Object of we can resist any such influence, school textbook, has the endorse- Human Acts because we always have the option ment of Blessed John Paul II. The 2. The Hierarchy of the Good of saying no.” (p 2) Holy Father’s note, in both Polish 3. The Moral Being—The Decision Chapter 2—“Truth consists in the and English, to the original author, 4. The Mode of Human agreement of our cognition with Jaroszyński, follows the table of Conduct—Aerteology some real state of affairs that is contents. There is a preface to the 5. Conclusion: Morality and ultimately based in existence.” (p 22) English translation, along with an Religion Chapter 3—“When we make a English translation of the original choice, we are not merely changing Lexicon forward of the Polish edition. things we are changing ourselves. This book systematically intro- Chapter 4 is further broken … By our decisions we shape duces the high school student to down: ourselves.” (p 29) the vocabulary and philosophical • The Virtue of Prudence And one of my personal favou- principles of classical ethics. The • The Virtue of Temperance rites for a world where people style of the writer is engaging and • The Virtue of Fortitude think that all opinions are equally makes philosophy accessible to the • The Virtue of Justice valid and a lot of “debate” gener- novice. It provides some solid • Legal Justice ates more heat than light. rocks to stand on in the sea of • Commutative Justice Chapter 5—“The new tolerance, relativism in which we find our- • Distributive Justice however, is often a deliberate tool selves currently living. • The Interconnection of the of manipulation. In the name of The beauty of this book is that it Virtues tolerance, we are forced to over- builds a philosophical case for the • Is Eudaimonism Selfishness? look violations of justice. In the moral life without any reference to • The Theory of Natural Law: name of tolerance, we treat the religion until the final chapter. It Do Good! common good as if it were per- clearly demonstrates that the The end of each chapter has study sonal property. We allow each moral life is built on rational and reflection questions and sug- person to say or do as they wish. thinking and is good for the gestions for supplemental reading. A torrent of lies and deception is

18 ­— Embrace the Spirit, Spring 2014 let loose and we defend it, thinking Others can measure them by with students as a supplementary that we are defending the right to objective criteria, not merely as the resource in Religious Studies 35 is personal convictions. However, if a views of some private person. that students become very en- person’s views are his personal When we defend lies and decep- gaged with the content and it has a goods, why does he need to make tion in the name of a personal right positive effect on their thinking. them public? If someone makes his to opinion, we are confusing the I would highly recommend this views public, they are no longer private and public order.” (p 124) book to anyone who would like to private, and other people have the The experience of one of my refine their thinking regarding the right to take a position on them. colleagues who has used this book moral life.

Embrace the Spirit, Spring 2014 — 19 Upcoming Event

RMEC Annual Conference October 24–25, 2014 Banff Springs Hotel “You’re a Better Teacher Than You Think: Words of Wisdom”

Keynote Presenters

Ray Guarendi Ray Guarendi is the father of 10, clinical psychologist, author, public speaker and nationally syndicated radio host. He will lead three sessions: You Are a Better Teacher Than You Think, Why Be Catholic and Back to the Family. Check him out on YouTube (www.youtube.com/ watch?v=Raa45wCt9bA).

Michael Duggan Catholic Women’s League chair of Catholic studies at St Mary’s University College with a PhD in Biblical studies, author and international speaker. He will be speaking about and displaying the Saint John’s Bible, which is the first handwritten and illuminated Bible in more than 500 years. Check him out on YouTube (www.youtube.com/watch?v=7VkqMqqYbxw)! Commissioned in 1998 by the Benedictine monks of Saint John’s Abbey and University in Minnesota, the Saint John’s Bible was created by a team of scribes, artists and craftspeople in a scriptorium in Wales under the artistic direction of Donald Jackson, one of the world’s foremost calligraphers and the Scribe to Her Majesty Queen Elizabeth II. Reflecting the construction of its medieval predecessors, the Bible was written on vellum, using quills, natural handmade inks, hand-ground pig- ments and gold leaf while incorporating modern themes, images and technol- ogy of the 21st century.

20 ­— Embrace the Spirit, Spring 2014 Guidelines

The RMEC newsjournal Embrace the Spirit is published to • promote professional development of educators in the areas of ­religious and moral education and • provide a forum for contributors to share ideas related to religious and moral education. Submissions are requested that will provide material for personal reflection, theoretical consideration and practical application. Where ­appropriate, graphics and photographs are welcome. The following areas will be addressed in the newsjournal: • Classroom and school projects • Upcoming events • Book reviews • Reflections • Feature articles and interviews • Humour in religion • Liturgies Manuscripts should be submitted electronically, in Microsoft Word format. The manuscript should include a title page that states the ­author’s name, professional position, address and phone number(s). Submissions should be typed and double‑spaced and may be any length to a maximum of 5,000 words. References must appear in full in a list at the end of the article. Send contributions or enquiries to the editor: Dorothy Burns, 1 McRae Street, Box 1318, Okotoks, AB T1S 1B3; phone 403-938-6051 (res) or 403-938-4265 (bus); fax 403-938-4575; e‑mail [email protected]. The editorial board, which reserves the right to edit for clarity and space, reviews all submissions. ISSN 1481-4412