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Welcome to the Passing on the good news Where did we hear the good news? How? Who was responsible? When? What did we hear? What role does.

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Presentation on theme: "Welcome to the Passing on the good news Where did we hear the good news? How? Who was responsible? When? What did we hear? What role does."— Presentation transcript:

1 Welcome to the CCRS@brighton

2 Passing on the good news Where did we hear the good news? How? Who was responsible? When? What did we hear? What role does evangelisation / catechesis have in our faith life?

3 What questions is this module trying to answer? How do we do it now? How should this be done? To whom? When? Whose job is it?

4 Sessions sequence 1. Learning – faith learning – history – catechesis 2. Content: what are we passing on? 3. Delivering catechesis: planning a presentation 4. Your presentation and feedback

5 Your presentation A short ‘catechesis’ in the last session Working in pairs perhaps? Choose a topic Find relevant tools Plan a session and tell us about it Receive feedback from the rest of us Could be written up as an assignment

6 You will need: A Bible A commentary A Catechism of the Catholic Church A developing sense of how adults learn best

7 Your experiences of learning..... Think of a really good learning experience What made it good? ~think of a really awful learning experience. What made it so bad? Think / pair/share – then write on the poster

8 So What constitutes ‘good’ learning?

9 Ways of understanding learning and teaching Information processing Social Personal Behavioural + Reflective experiential

10 Information processing People need to make sense of the world People naturally categorise / classify We develop data into concepts We invent a language to communicate this

11 Learning styles Different versions assumptions? Warranted? Can learning be restricted to a ‘style of learning’? Implications for your teaching

12 Social People naturally from learning communities Learning develops through interaction with others Emphasises group work and group skills

13 Informal learning contexts Situated learning A specific context The development of a specific language Learning means a movement from the periphery to the centre E.g. An apprenticeship

14 Cont. Communities of practice Communities of people Learning within this Building identity within that Developing meaning within this community Learning and membership entwined

15 Personal Begins with the individual Focuses on self-knowledge and self understanding Seeks the creative Aims to achieve confidence, competence and self- worth Associated with the work of Carl Rogers

16 Emotional intelligence Daniel Goleman – associated author ‘Intelligence ‘and ‘competence:’ confused? Promotes learning – the claim

17 Behaviour Human beings can correct / modify behaviour Feedback from failure allows modification Rewards and threats can be used to stimulate appropriate behaviour

18 Experiential learning Builds on concrete experience Which leads to further observation / reflection Leads to generalisation and abstraction Leads to testing implications A spiral process

19 Reflective learning Practitioners reviewing own practice A reflective cycle: experience – reflection – amended plan – experience Important for religious people?

20 Key elements Words Definitions Education or socialisation History Tools What is ‘learning in faith’? What framework will help you?

21 History Early Church – Didache (?50-60 AD) Constantine (312) Dark Ages (600-1000) Middle Ages (1000-1450) Reformation / Counter Reformation (1519 – 1564 +) 20 th century: educational and ecclesiological change Catechetical movement (1960s +) 2012 – secularism; anti-authority; anti-church; anti- Christian; symbolic poverty

22 Catechisms Existed in 8 th century – Alcuin Common format of question – answer Luther produced a catechism ‘Penny Catechism’ produced by Charles Borromeo after the Council of Trent 1560+ Need for orthodox statement of faith Danger of ‘cementing in stone’

23 Kids v adults Pedagogy – teaching children Androgogy – teaching adults Today adult learning is seen as the priority

24 Evangelisation Is usually used of an initial pronouncement of the ‘good news’ But the term ‘new-evangelisation’ is used of those who are Catholic but not evangelised Kerygma – the basic formula of Christian faith eg the fish This would be followed by catechesis

25 Catechesis A very old term Resurrected recently particularly in the RC Church Means faith-sharing within a community Re-echoing or re-telling Is concerned with maturation of faith

26 Rite of Christian Initiation of Adults RCIA – now the norm for acceptance of adults into our communities Template for modern catechesis Key issues: sponsorship; readiness; learning in community

27 Important things in RCIA Faith seen as dynamic Faith journey and faith story important ideas Staged initiation Celebration The community is seen as both the source and expression of faith Anthropocentric Christological and Trinitarian Scriptural

28 Religious education - schooling Originally all schooling was religious 19 th England: Christianity made a huge contribution to English school until 1988 ERA 1988 – no confessional RE anymore for state schools Support for religious pluralism now required Education about religion – the tolerance agenda Faith schools within this

29 The task is: To explore your own experience of faith formation To find the framework which best describes this To reflect on this and consider the implications for your parish / school context To apply these thoughts to your presentation

30 Look at your Catechism Look at the contents page Then the different parts Where are the sections on the creed? And the section which includes the 10 Commandments? And the section on prayer? Where is there material on forgiveness? Check out some references – abbreviations given on P. xv

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