theology and practice of the bce leuven project · • begin to develop an understanding of the...

Theology and Practice of the BCE Leuven Project

8th November, 2016

Blessed are…

Opening Prayer:

Gracious God, as we gather here in your name,

Open our minds to know your voice

Open our hands to do you work

And open our hearts to hold your spirit.

AMEN

To be a disciple of Jesus is to say yes to the Great Invitation to come forth to follow and to learn the ways of Jesus (Mt. 4:18-20).

To be an apostle of Jesus is to say yes to the Great Commission to go forth to lead and to teach the mission of Jesus (Mt. 28:18-20).

Which of the beatitudes do I find most affirming?

Which of the beatitudes challenges me the most?

Litany:

Reader: Blessed are the poor in spirit

All: We are called to humility- focusing

on the poor and not status or riches

Reader: Blessed are those who mourn

All: We are called to empathy – grieving

over the injustice of the world

Reader: Blessed are the meek

All: We are called to self-restraint –

getting angry but never getting

aggressive

Reader: Blessed are those who hunger and

thirst for righteousness

All: We are called to righteousness-

seeking justice not vengeance

Reader: Blessed are the merciful

All: We are called to mercy – extending

compassion to all those in need

Reader: Blessed are the pure in heart

All: We are called to integrity – being

whole hearted in a desire to do what

is right, not what is popular

Reader: Blessed are the peacemakers

All: We are called to non-violence-

working for peace in the midst of

violence

Reader: Blessed are those who are persecuted

for righteousness’ sake

All: We are called to perseverance-

suffering for just causes rather than

inflicting suffering

As we go about our day, O God;

As we strive to walk with Jesus as people of

principle.

Open our hearts to the values of the Gospel,

That we might be transformed and transform

the world.

May your grace, mercy and peace,

Bless us, keep us and transform us all

This day, now and forever.

Amen

Blessed are…


8th November, 2016

Learning Intentions

• Begin to develop an understanding of the theology underpinning the Leuven Project.

• Develop some data literacy skills around the types of graphs presented in the report.

• Begin to develop clarity around how to understand the recommendations presented in your report and begin to think about how to address the recommendations.

Success Criteria:

• Begin to explain in your own words the PCB, Melbourne and Victoria Scales

• Begin to provide a descriptive analysis of the graphs presented in your report

• Identify some correlations and draw conclusions from your school’s data

• Read and understand a recommendation and begin to draw conclusions and identify areas for action

• Develop a skinny plan which outlines ways forward for your school.

Key Messages about the BCE Leuven Project

- It is part of the Strong Catholic Identity Strategy

- It is not a deficit model

- About promoting an understanding of What Catholic identity is for our context

- It is an ongoing project.

Research Phase- Orientation workshop

- Data collection by school (surveys)

- Analysis of Data by KU Leuven

Planning Phase- Reports received

- Workshop to explore the theology and data

- individual school visits to plan and strategise

Action Phase (ongoing)- Putting the plans into action (with support

from BCEO teams)

- Loops back to Planning Phase ( as you review / reflect and plan again)

- Ongoing monitoring and planning


8th November, 2016

Breakout Activities

PCB Scale with Joe and Steve

Melbourne Scale with Simon and Jill

Victoria Scale with Tammy and Catherine

The Melbourne Scale

Theological school identity options in a pluralising context

Melbourne ScaleDiagram

1950

1960

1970

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2010

Melbourne ScaleDiagram

1950

1960

1970

1980

1990

2000

2010Institutional

Reconfessionalisation

Institutional Secularisation

Confessionally based institution

Christian Values Education

Recontextualisation

Confessionality

Confessionality under pressure

Melbourne Scale

1950

1960

1970

1980

1990

2000

2010Institutional





Recontextualisation

Christian Values EducationWhat is it? DEFINITION

• Aimed at a broad consensus that encompasses everyone, Catholics and others.• Attempting to harmonise secular and Catholic values.• Aimed at weakening the tension between both.• Most obvious approach: linking / correlating a commonly shared sense of moral values

to a Catholic religious frame of mind.

‘Christian Values Education’ is the seemingly obvious combination of commonly shared valuesand a Catholic frame of interpretation, with the implicit or explicit intention to promote aCatholic way of living for ALL school members.

‘Christian Values Education’ is powered by passive traditional Confessionality, assumed to bestill present in the school, which is the binding agent of the harmonisation efforts.

When a school’s Catholic Confessionality fades away and becomes less and lessrecognisable, then an unreflective continuation of Christian Values Education (mono-correlation) in an ever more pluralising and detraditionalising cultural context, tendsto become:

1. Ineffective: the correlation movement is stalling and runs aground half way.

2. Predictable: repetitive, boring and even manipulative (the shutter phenomenon).

3. Counterproductive, actually producing further Secularisation (intention ≠ effect).

4. Reducing the Catholic faith to its moral aspects and thereby ‘hollowing out’ its religious core (horizontalisation of Christianity).

Melbourne Scale

1950

1960

1970

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2010Institutional





Recontextualisation

Melbourne ScaleInstitutional Reconfessionalisation

creative commons licensed (BY) flickrphoto by Michael 1952: http://flickr.com/photos/mike52ad/3007681001

Melbourne Scale

1950

1960

1970

1980

1990

2000

2010Institutional





Recontextualisation

‘Re-context-ualisation’ = description of any formal process whereby something is placed in a new context,

thereby receiving renewed meaning and plausibility.

As such, Recontextualisations are common and happen all around us, all the time:

Creative Commons licensed (BY-SA) flickr photo by warrenski: http://flickr.com/photos/warrenski/4592794179

Recontextualising Catholic Identity

It needs to be Multi-Correlational • That is, the invitation to explore the potential for multiple layers of meaning and

being open to multiple meanings and interpretations.

It needs to be Catholic• We should see the Catholic perspective in the example AND the example should ask

questions of our faith. It shouldn’t rely on an understanding of Catholic theology or teaching to be meaningful.

It needs to have a contemporary context. • There needs to be acknowledgment and

Interaction within a contemporary context. ( not ignoring or dismissing it)

The renovated ‘Manresa Chapel’ in a secundary Jezuit college in Flanders.

Modern school chapel of Nazareth Catholic College in Findon, Australia.

Whatsoever you do - T.Schmalz What is the Contemporary context:

Homelessness /Poverty / Displaced.

What is the Catholic perspective:

Lk 6:20 -“Blessed are you who are poor”

Mt 25:45 -“Truly I tell you, just as you did not do it to one of the

least of these, you did not do it to me.”

• John Paul II, Sollicitudo Rei Socialis, 1987 #40

• Compendium of the Social Doctrine of the Church par. 105,

107 (Link)

• In what ways is it Multi-Correlational:

What may Jesus/God tell us though this? We are called to

show love to the homeless .

What may this tell us about God/Faith? Christ is present

through the displaced.

What would Catholic teaching say? We are called to be the

voice for those who have none.

Where am I in this? In what ways am I poor? Who do I

marginalise?

It is recontextualised as it invites a multi-correlational

response while clearly acknowledging a Catholic

perspective and contemporary context.

Recontextualisation

http://www.socialjustice.catholic.org.au/social-teaching

RecontextualisationBonding time: the nativity in Townsville, Australia

Andrew Hamilton sj (concept) & Jan Hynes (illustrator)

Melbourne Scale-How would I interpret?

1950

1960

1970

1980

1990

2000

2010Institutional





Recontextualisation

Diagram in layman’s terms

RE-TRANSLATING THE CATHOLIC FAITH

AT SCHOOL, BRINGING IT TO LIFE IN THE PRESENT CONTEXT

RE-INTRODUCINGTHE CATHOLIC FAITH AT SCHOOL, PURE AND UNCHANGED

LETTING GO OF CATHOLIC IDENTITY

AT SCHOOL

TRADITIONAL CATHOLIC SCHOOL IDENTITYThe way it was in the past and still endures today.

ETHICS AS THE ‘LAUNCHING PAD’TOWARDS CATHOLIC

SCHOOL IDENTITY


8th November, 2016

PCB Scale Melbourne Scale Victoria Scale

Post Critical

Belief

is

associated

with

Recontextualisation is

associated

with

Dialogue

Literal

Belief

is

associated

with

Reconfessionalism is

associated

with

Monologue

Relativism is

associated

with

Christian Values

Education /

Secularisation

is

associated

with

Colourful

External

Critique

is

associated

with

Secularisation is

associated

with

Colourless

Literal beliefPost Critical Belief

External Critique

Relativism

Literal belief

NOTICE AND WONDER PROTOCOL

What does Catholic Identity in our school look like?In what areas to we need to align our procedures / practices and refine our

planning?

Post Critical Belief Scale

Melbourne Scale

Victoria Scale

Step 1:

Look your graph in your report.

Quietly and individually look at the graph/s in that section.

On your worksheet write down the observations that are evident. These are factual observations.

Each observation starts with the phrase “I notice that…”

Step 2

Taking turns, each person at the table reads one of their observations.

Keep going around the table until all observations are shared.

Do not discuss the observations at this time. Just share and record them.

5mins

Step 3

On your worksheet, individually write 3-4 speculations or question statements based on the observations.

Don’t attempt to come up with solutions, the aim is to:- Gain insights into what the data suggests;- Look for connections and correlations in the data;- Look for any trends, etc.

Each speculation should start with the phrase “I wonder why…” “I wonder if…” “I wonder how…” “I wonder whether…”

Step 3

On your worksheet individually write 3-4 speculations or question statements based on the observations.

Don’t attempt to come up with solutions, the aim is to:- Gain insights into what the data suggests;- Look for connections and correlations in the data;- Look for any trends, etc.

Each speculation should start with the phrase “I wonder why…” “I wonder if…” “I wonder how…” “I wonder whether…”

5mins

Step 4

Each participant in turn reads aloud on speculation, each time beginning with the phrase “I wonder…”

Continue around the table until all speculations are shared.

5 mins

Step 5

Discuss what has been shared and possible causes and connections.

Note and record key themes, questions or ideas that surface.

10 mins

Sharing the I Notice and I Wonder Protocol…

What was 1 or 2 key observations?

Why were these important?

What does it mean for our school?

Report Recommendations:

• 6 – 9 recommendations

• Some are written in a complex and difficult way

• Consider school context

• Develop goals linked to your annual Strategic Plan

A suggested process…

1. Read all recommendations

2. Identify key messages (possible deconstruction)

3. Consider school context and current practice

4. Prioritise recommendations

5. Develop actions inline with Strategic Plan

6. Action recommendation.

• clear goal and outcomes• current reality and existing resources• possible options• decide on options for action• resourcing • monitor progress• Revisit goal

An application of this important point, relevant for both the adults and the students, is encouraging the discovery of new ways of reading and integrating the Bible that promote critical hermeneutical processes, and integrating them in the Catholic identity of the school in general including its manifold Catholic features (see Figure F.4). When Post-Critical Belief is the leading cognitive approach with some Awareness of Contingency to back it up, the respondents can become more aware e.g. of the important distinction between the 'world behind the text', the 'world of the text' and the 'world before the text'. It is important that the school members, especially the teachers, get acquainted with the most recent methodologies and approaches in biblical interpretation. This not only holds true for the more common biblical passages that are easy to work with, but in particular also for those texts that are considered difficult and sensitive such as the creation account, parables, miracle stories, etc. In dealing with these texts, one should be very careful not to lapse into a mono-correlation which works as long as the Confessionality is present, but becomes counterproductive when students are no longer able to comprehend the traditions from the past. If, however, the correlations are multiple and take the plurality of society and the Christian tradition into account, these efforts can fit into a policy of Recontextualisation.

What will make a difference:

Mission

- Explicit explanation of rationale of recontextual activities (the why)

- Building an understanding of the purpose and mission of Catholic schooling

- Authentic valuing of the Catholic story and tradition


Formation- Diverse and active prayer life

- Spiritual formation for staff and students(This needs to be sequential and developmental)

- Building theological knowledge and understanding with staff


Learning and Teaching

- Development of a symbolic understanding of religion (post critical belief)

- Building theological knowledge and understanding with staff

- Use of the 3 Worlds of the Text model to understand scripture


Culture- Diverse and active prayer life

- Providing opportunities for dialogue( students, staff & parents)- Religious practices- Beliefs

- Provide opportunities for student voice - planning liturgical celebrations- Identifying learning intentions and success criteria in R.E.

- High quality experience of liturgy

Website

https://kweb.bne.catholic.edu.au/Pages/home.aspx

What Questions do you still have?

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