In the Catechesis of the Good
Shepherd, especially with the 3-6-year-old, we do not dwell on Jesus’ suffering
and death. Instead we always link his death to his resurrection. Many of the works
allow a time to recall that Jesus life was stronger than death and we remember
that whenever we light candles, and most especially the Paschal candle in the
Baptism Area. The light of the risen Christ is given to each one of us on the
day we are Baptised.
There are, however, a few
works that are particularly relevant to this Lenten season and in particular to
the Paschal Narratives which we encounter during Holy Week. In the atrium of
the youngest children, we recall the words of the Last Supper, where Jesus said,
“This is my body, this is my blood”, in a work we call the Cenacle. The Cenacle
is the name for the Upper Room where Jesus met with his disciples to celebrate
the feast of the Passover. The children enjoy preparing the small table as the
Apostles did on that day. They sit and consider the words of Jesus and the
events that unfold after this time. We pause briefly to consider Jesus’ death
on the cross. Then we move on to light candles to recall the resurrection.
After all everyone dies, but only Jesus conquered death.
Another work in the atrium
which allows us to consider the last days of Jesus is the City of Jerusalem. This
is a model of what Jerusalem may have looked like during the time of Jesus. It
is a walled city and the most prominent building is also walled, the Temple. This
geography material allows the children to imagine the sort of place Jerusalem
was., but its primary purpose is to recall the last days of Jesus. The children
consider the places and events that occur in Jerusalem beginning with the Last Supper
in the Cenacle and moving to the garden of Gethsemane, where Jesus prayed and
was later arrested.
We recall that Jesus was
taken to the house of Caiphas, the high priest. He was put on trial there. Next,
we move to the place where Pilate, the Roman Governor lived, the Tower of
Antonia. Those who arrested Jesus, told Pilate that Jesus said he was the King
of the Jews. Pilot decided that Jesus should be sent to Herod, the Jewish king.
We continue the meditation; in
the morning, he was taken to Herod’s palace. Herod did not have the power to do
anything to Jesus, so he was sent back to Pilot. Jesus returned to the Tower of
Antonia to be sentenced by Pilot. There he was condemned to die. He was given a
cross and taken outside the walls to a hill called Calvary.
This is where he died. But
that is not the end of the story.
His friends buried him in a
cave, a tomb never used before, and a big stone was placed at the entrance. It
was in a garden. This was still not the end.
It was the Sabbath day so
they would not prepare his body, they needed to wait until the next day to do
that.
Always looking forward we recount
the events leading up to that first Easter morning.
The next day some women came
back to prepare Jesus body for burial, they planned to anoint it with special
oils and perfumes. Then wrap it in a special way, as was their custom. They
were worried about how they would be able to move the stone away.
When they got there the stone
had already been rolled away. An angel was there, and he said, “Jesus is not
here, he is risen!”
At this point we again light a
candle and proclaim, Jesus is the light that is stronger than death, a light
that can never go out. He is not here. He is risen. The women ran to tell the
others.
We too can think about our
response to Jesus resurrection. Will we also run to tell others the good news?
We may conclude our
preparation for the great feast of Easter with a celebration of the Liturgy of
Light. This is taken from the prayers of the Easter Vigil and once again we use
light to represent the Risen Jesus. A light that continues to spread as we
allow it to shine out from each one of us to the whole world.
As we draw near the Great
Feast of Easter, may you also receive this light anew and may it shine forth to
all you encounter and draw people to him who came to make us completely one
with himself.
Since the child, particularly the religious life of the child, is central to the interest and commitment of the catechist of the Good Shepherd, the catechist embraces Maria Montessori’s vision of the human being and thus the attitude of the adult regarding the child; and prepares an environment called the atrium, which aids the development of the religious life.
What is Maria Montessori’s vision of the human
person?
“Everyone accepts the fact that the adult is supposed to play a role in forming the child, but who knew that the child is supposed to be forming the adult, just as much.” Maria Montessori
Maria
Montessori saw as one of her greatest discoveries was the planes of human
development. This is when she recognized that the human person underwent a
profound change as they entered different stages of their life. Though this
understanding it is possible to see why some expectations of children are
unreasonable at some ages but very necessary at others.
When you look at the planes,
you can see the horizontal line of life, which indicates the age of the child.
The lines that form the triangles show how the child moves towards a greater
sensitivity to the needs of their age and then away from that intensity as they
move toward the next plane. Montessori observed that development is intense at
the beginning of a plane, peaks, and then tapers down to the next plane, in
preparation for the beginning of a new stage of development.
For
the first plane of development the
goal is self-construction or to build a self.
The
goal of the second plane of
development is building the social self and how to be in society. No longer
does the child need just the immediate family. Now the child is ready to
explore the larger society and learn how to be with others and with other
families.
The
goal of the third plane of
development is the birth of the adult self. It is another creative period, the
creation of what is most valuable in their adult personality.
The
goal of the fourth plane of
development is the vocation, recognizing and giving back to society.
Within
each plane there are specific sensitivities given that facilitate the
achievement of the goal. The last characteristics of that each plane builds on
the previous plane before it. So a plane that was not fully completed carries
into the next plane. Life goes forward not backward. So as adults assisting
children, we want to help children achieve the fullness of each plane of
development.
The
first plane of development is the most important phase in the life of the human
person. Sofia Cavalletti called it the Golden Age of Relationship, the period
of falling in love with God.
Two Conditions for any
Human Development
Montessori
said that there were two conditions necessary for any human development to
occur.
First, the child’s intimate, positive, loving relationship
with the people and things in his/her environment. It’s so important for this
first plane of development. The child being brought into this complete,
unconditional, totally accepting and loving relationship.
The second element is freedom.
All
humans have certain tendencies or behavior patterns that drive the fulfillment
of the fundamental needs. No matter the location, culture, or ethnicity, all
humans throughout history have followed the same natural laws that lead to
actions and interactions with the environment and each other.
All
humans are driven:
To Explore- to know
To Orient – to find one’s place in the world where one feels
loved and wanted
To Order – to put things in their place, physically and
mentally
To Observe and to Abstract
To Work
To strive toward Self-Perfection
To Exactness
To Communicate – to express one’s self, to be understood,
which leads to sharing, cooperation, and preservation of our knowledge, skills
and achievements
To have Self-Control
What then should the attitude of the adult be
regarding the child?
When it comes to the time for more
formal learning the environment most children are placed in is a school of one
sort or another. In a traditional school classroom the primary relationship is
thought to be between the teacher and the child. In the Catechesis of the Good
Shepherd, we believe that God is the teacher, he works through the environment
and the materials to help the child to form a personal relationship with him.
The role of the adult is that of a guide or servant, waiting for the time to
give a new presentation to allow the child to go deeper into their prayer with
the Holy Spirit.
The Catechist is not the teacher.
The Catechists role is to prepare the environment, to provide the child with
materials that will help the child to draw near to God.
As adults, we seek to serve the child
in this regard. To enable them to come into God’s presence and spend time with him by themselves.
It is not unusual that in this
environment, the children can become so absorbed in their work that
the adult can step aside and wait until they are needed.
What is the prepared environment, the atrium, and
how does it aid the child’s religious life?
Montessori noted that the environment itself is a teacher;
the children learn much more from interaction with their environment than they
do from the direct instruction of their teacher.
If our aim is to help children to
enjoy their relationship with God, we must ask, “What kind of environment can we create that will respect
and cultivate the child’s needs and capacities at this level
of their development, especially in terms of their spiritual development?”
We want to create a space where it is
okay to be small. Where a child can function independently, enjoy freedom of
movement, freedom to repeat works over and over on one’s own without interruption etc.
The Atrium environment is not a classroom. Cavalletti says, “It is not a place of religious instruction, but of
religious life.”
The Atrium does not replace the church. It is to initiate
the child into the life of the church and needs to be the work of the whole
church. Cavalletti says, “The initiation of a child into the
Christian life is not a work that can be fulfilled by the catechist alone, nor
by the parents alone. It is the whole Christian community that proclaims
Christ, and the child must enter into contact with the whole Christian
community. The catechist’s work must be sustained and
confirmed by a community that lives what the catechist proclaims.”
“Everything
in the Atrium is either a passage to prayer or prayer itself”
The Atrium is a place of Prayer and
Worship,
a place of quiet and peace, a place of retreat. A place where quite
spontaneously, work and study become meditation, contemplation and prayer.
It is more like a church than a
classroom. It is not so much a place of instruction, as Holy Ground, where
Christ can be encountered in word or action at any moment.
To be a Catechist in the
Catechesis of the Good Shepherd requires a commitment to many hours of
preparation, materials making and then working with children. May people ask
why, when many “programs” for children in the church utilise volunteers and
follow written and prepared programs with activities and worksheets prescribed
for each week of the liturgical cycle, why do we ask for so much preparation?
There can be many ways
to answer that question and I do not think this article will exhaust them all.
The Catechesis of the Good
Shepherd uses an approach very different to that used in our schools at this
time. It is not so much an opportunity to educate our children in the faith,
but rather introduce them to the person of God in a unique relationship. To act
as a matchmaker between God and the child and allow the children to fall in
love with Jesus the Good Shepherd. Many people have grown up being filed with
information and tested to check on their recall. All of that is useful and
necessary. But consider when we have fallen in love, did it happen through
knowledge or was it through relationship? Adults who become Catechists
sometimes find they learn about their faith as if for the first time, seeing
through the eyes of children the beauty of our traditions and the words of
scripture in a new way Through the
formation experience we allow adults to discover for themselves the richest
treasures God has to offer and we also help them to learn to step back and
allow their children to make the same connections for themselves.
There is no lesson so
well remembered or treasured than the one we discover for ourselves. Can you
recall everything you have ever learned? What are the things you remember the
best? Could it be those things where you made the connections, the discoveries
for yourself? Like the person who discovered the treasure in the field and sold
all they had to have it or the merchant who searched all his life for the most
precious pearl, we want your relationship with Jesus to be a precious gift that
you personally invested in.
During the formation,
the participants will learn about an approach to learning discovered by Maria
Montessori and also some Sacred History Theology. Interspersed with this some individual
presentations will be given (the same as those given to the children)
demonstrating the way we allow the children to continue to meditate on the
small lessons of scripture, liturgy and practical life. There is time for
prayer, sharing and also materials making. All of these will help to form the catechist,
just as the time in the atrium for children helps to build the child in their
personal relationship with God.
When we work with
children in the Catechesis of the Good Shepherd, we do not follow a program. We
do not have a curriculum that must be covered in a set amount of time. Some children
will never work with or be given all of the presentations. We observe and
follow the needs of each individual child, offering to them as gift various
presentations as they grow in their understanding and relationship of God and
as they grow as people in our community. As their abilities increase, they gain
new skills which we provide opportunities for them to master, to help them do
it by themselves. As one may imagine, it can be very difficult for some people
to let go and let God be the teacher, with no measurable outcome. Sometimes we
are blessed with glimpses of the work of the Holy Spirit in the response of the
children, through their personal prayer and artwork. For the most part we are
useless servants of God and the child and perhaps one day we may see the fruits
of our labour.
The season of
Christmas is a time to recollect, to look back and forward. For many people it
reaches it climax on the 25th of December where all the rushing and planning,
baking and celebrating happens with family and friends. In the shopping centres
the day following Christmas is a time to purge the shop of excess goods and
decorations that are no longer required. By the time we get to the 27th
or 28th of December it is as if Christmas is in the distant past and
we look forward to New Year’s Day Celebrations, Australia Day and then the planning
starts for Easter!
However, in the Liturgical cycle of the Church Christmas continues. We savour for a few more weeks what the meaning of this tiny child could mean. God, who humbled himself to be born as someone so helpless. A baby conceived in a country town to a young woman who was unmarried. Today, would the baby even make it to birth? A baby born not in the home town of the mother but a long distance away. A baby born not in a warm home but in a place where animals were kept safe. A baby welcomed first by shepherds. A baby announced by angels. A baby welcomed by wise men from foreign nations. We can ponder what this all could mean, even as Mary did.
We can be challenged
to be like Mary, like the shepherds, like the wise men and like the angels,
celebrating the wonder, the miracle of Jesus birth. Or, we can just let the
moment pass or become too busy in our own lives to find room for him, like the
Inn Keeper. Perhaps we will reject him altogether and plan to erase him from
our lives, like Herod.
Jesus, the one who
saves, Emmanual, God with us, born in Bethlehem, the house of bread. Why do we
celebrate him? Is it for that time so long ago that God walked into our
history? Is it for that time alone? God has a plan so much bigger than we can
imagine. A plan that encompasses all of time and space. A plan that reaches a
high point at the birth of Jesus but a plan that has yet to be completed. This
plan will come to completion when God will be all in all. We are called to work
together with God to bring all people to like in his kingdom. We can make that
day come quickly by how we interact with each person we encounter.
The atrium is a community in which children and adults live together a religious experience which facilitates participation in the wider community of the family, the church and other social spheres.
The atrium is a place of prayer, in which work and study spontaneously become meditation, contemplation and prayer.
The atrium is a place in which the only Teacher is Christ; both children and adults place themselves in a listening stance before his Word and seek to penetrate the mystery of the liturgical celebration.
Often, adults who work in an atrium environment find they have favorite works or ones they consider more important than other works. There are times when I have overheard people mention the works of practical life and care for the environment as noisy work or busy work and the real work is the scripture and liturgical work.
Maria Montessori did not see it that way. She said: “The child becomes a person through work.”
One of the reflections we give in formation of catechists is about the importance of practical life as an indirect aid to prayer. Through working with their hands in a concentrated and meaningful way the internalize the ability to listen and respond to the voice of Jesus the Good Shepherd.
The work of the child is important whether it be liturgical work, scripture or practical life. We cannot measure their work by output or how many different presentations we have managed to get through this term or year. We must with great patience and humility, observe the work of the child waiting for a sign of what they next need from us. The adult is not the teacher, we act merely as a resource a guide for the child. God is the teacher and the environment is the means through which he teaches.
Below are some quotes about practical life, one from Maria Montessori and one from Gianna Gobbi.
“When we speak about the behaviour of men and animals, we refer to their purposeful movements. This behaviour is the centre of their practical life. It is not just the practical life in a house, cleaning rooms, watering plants, etc., that is important, but the fact that everyone in the world must move with a purpose and must work, not only for himself but also for others. It is strange that man’s work must also be work in service of others; if this were not so, his work would have no more meaning than gymnastic exercises. All work is done not only for ourselves but also for others. Even something as frivolous as dancing would be pointless without an audience. The dancers, who perfect their movements with so much trouble and fatigue, dance for others. Tailors who spend their lives sewing could not wear all the clothes they make themselves. Yet tailoring, like gymnastics, requires lots of movements.
If you have a vision of the cosmic purpose, that every life in the world is based on this movement with a purpose, you will be able to understand and better direct the children’s work. In the beginning, children are urged by nature to be active. They are happy when they are active. They begin to develop the behaviour of humanity with its limits and its possibilities.”
Montessori, Maria. The 1946 London Lectures.
“It is very important that we adults not view the practical life activities merely as the duty or personal responsibility of the child in helping to keep the environment in good order. Rather, we must understand that the practical life activities fulfill a deep need in the child (especially in the younger child) and also are directly connected to the religious life of the child.”
We recently attended a formation leaders retreat in Brisbane. It was a week full of sharing and celebrating CGS as well as a time for looking forward to changes that will help the work of CGS continue throughout Australia.
We have set a date for the AGM in late August and hope to get people nominating for positions on the Board of Directors from among our many members in the association.
One of the areas we focused on was how formation has evolved and changed as we have grown in our experience with Catechesis of the Good Shepherd and working with children. If you have attended formation in the past, don’t think it is a finished package, there is always so much richness to be had and I highly recommend joining in any formation in your area as it comes up. We usually recommend that if you have previously received formation at a particular level you can attend again without paying for the course. You may consider making a donation.
There were some new presentations shared amongst the group as well as deeper ways to share these with the children and adults.
Overall it was a blessed week with lots of laughter, tears, songs, prayer and plenty of yummy food.
Often, adults who work in an atrium environment find they have favorite works or ones they consider more important than other works. There are times when I have overheard people mention the works of practical life and care for the environment as noisy work or busy work and the real work is the scripture and liturgical work.
