1973 - when I started asking questions, like, "Why are we all dressed so funny?"
Showing posts with label Catholic education. Show all posts
Showing posts with label Catholic education. Show all posts

Monday, July 13, 2020

Virtual is Minimal

Screenocracy?

Television interfaces of the future - Idiocracy - YouTube



If nothing else, a couple of months of teaching via Zoom has highlighted the importance of real, human relationships.

This year at Bishop Machebeuf High School has been a learning experience for me in so many ways. The classical track is rigorous for students but no joke for teachers, either. I found myself reading more than I ever had had to do as a teacher, but doing less traditional "planning" than I would normally do. On balance, I'll take reading difficult texts deeply over the tiresome task of trying to find clever ways to keep the youngsters busy.

Something I've loved about the program at Machebeuf is its insistence that the students can and should do the difficult work of reading, annotating, speaking, listening and thinking required when grappling with Homer, Sophocles, Plato, Virgil, and a cast of dozens more. It's counter-intuitive perhaps to say that the more difficult we make things on students, the more they will thrive but that was in essence the proposal. I should add this necessary qualification: we teachers can and must accompany the students along their academic and spiritual journey.

That accompaniment made it at once exhausting and possible (for student and teacher alike). To say that the virus-we-don't-speak-of put a strain on the work is an understatement. It did but it was not victorious!

Saturday, January 02, 2016

Are Catholic Authors Read by ... Catholics?

All Leads Arrive from Orwell ...

An exaggeration, perhaps. But this snide remark from the ever provocative George Orwell set me to thinking about the place of great Catholic authors in Catholic schools, but more significantly (or not) in the intellectual lives of Catholics generally: Orthodox Catholicism seems to have a crushing effect upon certain literary forms, especially the novel ("The Prevention of Literature").

Orwell just missed living long enough to read Flannery O'Connor and Walker Percy, but he was familiar with Evelyn Waugh and Graham Greene, so what is one to make of this observation? Is there truth to the suggestion that piety means hostility to imagination? I think it need not but it is an oddity that O'Connor has been taken seriously by the literary establishment but is an unwriter as far as some Catholic high schools are concerned. An example:

Flannery O'Connor "banned" (J. Bottum, 2000, Crisis)

Sure, it's dated, but it does indicate a mentality: political correctness trumps good art and better theology.

Well, it was that Good Woman herself who noted that suffering at the hands of the Church is just as likely in this day and age as suffering for her.

Saturday, October 24, 2015

Shared Inquiry: setting the stage

Just over a year ago I was entering my second year teaching middle school Religion at a Catholic school. The previous academic year I had sporadic success with Shared Inquiry and decided Socratic seminars were something I needed for my own sake -- if not "for the children."

Now I'm firmly convinced that Socratic seminars are not worth doing if they are done poorly. How then to introduce all of the students to this method?

Enter Big Hair Days

Thank God for the Internet. The Great Books Foundation put out this as part of their introductory materials some years ago but it is still relevant. It gives an overview of a text under discussion ("The Melian Dialogue"), the rationale for Shared Inquiry, the discussion itself, and comments from students after the discussion.

This video helped everyone get on the same page and have a few laughs at the same time. I sometimes give a copy of the selection; other times, I simply summarize the dialogue itself. To help them follow along, I give them some questions to answer and an opportunity to ask questions.

For each section of 6th, 7th and 8th grade I concluded the activity with a question: Do you think you could have conversations like this? If so, do you want to?

Overwhelmingly, kids wanted to. It was a great success. It made AY 2014-2015 more than bearable.


Sunday, April 21, 2013

The Holy Legion of Diana Moon Glampers

I came across an article in First Things that lamented the lack of substantive guidance concerning film found on the American bishops' website. For some reason this got me thinking of Diana Moon Glampers (the portly, matronly villain in Kurt Vonnegut's "Harrison Bergeron").

This story is common in public secondary schools here in the States, but in case you've forgotten the tale, here's the climax:

Harrison placed his big hands on the girl’s tiny waist, letting her sense the weightlessness that would soon be hers.  And then, in an explosion of joy and grace, into the air they sprang!

Not only were the laws of the land abandoned, but the law of gravity and the laws of motion as well.

They reeled, whirled, swiveled, flounced, capered, gamboled, and spun.

They leaped like deer on the moon.

The studio ceiling was thirty feet high, but each leap brought the dancers nearer to it.

It became their obvious intention to kiss the ceiling.

They kissed it.

And then, neutralizing gravity with love and pure will, they remained suspended in air inches below the ceiling, and they kissed each other for a long, long time.

It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were dead before they hit the floor.
 Poor Ms. Glampers! As in her (future) day as today, people so often want the end without a messy means. In this story "we the people" want absolute equality and the enforcement mechanism is a horror.

The Legion of Deceny had the best of intentions: filth ran rampant in film (for the 20s and 30s, that is) and they created a simple rating system that was meant to protect pious hearts, minds and eyes from temptation. What has always made me curious about this approach is the censor (or "guidance counselor" if you prefer): how is he protected from the filth? Is he like an exorcist who has a designated role in which he gets special protection? In other words, doesn't the censor endanger his own soul?

In this I'm reminded of a friend who recounts that the private Christian school she went to had a cheer-leading squad. After each game, the principal and assistant principal (two white guys) would review footage of the girls performance to ensure that their short dresses were of appropriate length as they "reeled, whirled, swiveled, flounced, capered, gamboled, and spun." Yeah, protecting everyone's morals, I'm sure.
 
Censors of the soul (and body) are alive if not well. For all I know, they are legion.

Permission granted 

In film, fiction and other areas of creative expression, some look for someone else's permission to view or read certain works. I can sympathize with this at one level: in our hyperactive age, it seems that one simply doesn't have the time to judge for oneself. Alas, the price of the shortcut (trusting in the wisdom of the impeccably safe expert) is alienation. But wait, there's more: you also get absolution from responsibility engaging the world with all of its ambiguity. Disengagement is magically transformed into piety and virtue. I call that a bargain.

Without a willingness to take risks, it is impossible to mature. And maturing is simply the fruit of being edcuated - continually. I have had parents complain that the text I assigned or the film I showed was scandalous or too suggestive or simply "too confusing" for their son or daughter. I think they are often being a bit disengenous when they say this. For all I know, it's true: their son or daughter doesn't "get it," but the punchline is that neither does mom or dad. That's the real problem: mal-educated parents who are unwilling to try to understand.

I should note that in none of these cases did the works appeal to prurient interests nor did they contain an excess of nudity or gratuitous violence. I'm very circumspect in what I share with students.

So, what's going on here? Am I watching the "dumbing down of America" before my eyes?

My pet theory is that there are a lot of good, faithful Catholics who simply want to be spared the drama of interpretation. This is where the censors or gurus or experts come in: they certify content for us. Their slogan could be, "We think so you don't have to!"

T.S. Eliot warns of this pathology:

They constantly try to escape
From the darkness outside and within
By dreaming of systems so perfect that no one will need to be good (Choruses from "The Rock").
I don't think that Catholics in America are so obtuse that we need a revitalized Legion of Decency (such travesties can be entrusted to our evangelical friends!); what we need to do is to begin educating ourselves. In no little part, this is why the Church exists for us.


Sunday, April 14, 2013

That which we (good Catholics) don't speak of

In his fascinating study of violence, scripture and culture, Gil Bailie notes that "myth" is related a word that means silence or shut up (see Violence Unveiled). Thus in M. Night Shyamalan's The Village, the boogeymen become "Those We Don't Speak Of."  In Catholic circles there are some things we don't speak of. Here's a short list of vexation (emendations and footnotes could certainly be added):
  1. Good intentions are enough (TWDSO: the results are deplorable - in art, music and most every form of cultural engagement). Question: Where are our Walker Percys, Flannery O'Connors and Graham Greenes? Answer: Nowhere to be seen on the cultural stage.
  2. We no longer have an Index of Forbidden Books (TWDSO: we have a cramped version of Catholic orthodoxy that insists only certain authors ought to read; put differently, we [the laity] lack the critical skills to discern good from bad so we outsource our responsibility to "safe" sources).
  3. Social justice has made great strides (TWDSO: we underpay lay church workers and justify it with recourse to a spiritualized justification). Ah, yes, Who Would Jesus Exploit? Hello! The social teaching of the Church applies to the Church herself. Duh!
  4. Education is something we do to / for others (TWDSO: we think we have the answers and that we can thus convert them [da pagans], missing the need for introspection -- not to speak of motes and planks!). How many Catholic institutions are merely secular with Jesus as window dressing? Christ should inform every aspect of our teaching and evangelization efforts. Yet we often revert to a kind of Protestant evangelism (tell about Jesus and let Jesus extract them out of the world) versus authentic evangelization (education of the whole person, in his/her circumstances in life and the tools to be salt and light). I need it, you need it, we all need it.
  5. Scandal is everywhere (TWDSO: much truth is left unsaid and we end up preaching only to "the choir."). The question becomes, "Is it safe?" (a la Marathon Man!) not "Is it true?"
Well, that at least is a start.

Saturday, March 16, 2013

A Violent Grace: Flannery O'Connor and the Nature of Art

The following is the "script" followed for the Crossroads Cultural Center presentation, "A Violent Grace: Flannery O'Connor and the Nature of Art" on Friday, March 15, 2013 at the Knights of Columbus Hall (Council #539) in Denver.
Presenters included David Hazen and Matt & Teresa McGuiness
DAVID: Prologue: (On Flannery O'Connor's utter lack of Political Correctness.) In what follows, you may be offended. There are racial slurs, violence against women, violence against men and domestic abuse. In this regard, please listen carefully to the words of Miss O'Connor herself:
What leads the writer to his salvation may lead the reader into sin. (The Church of the Fiction Writer 810)
You've been warned.
I. A SHOCKING INTRODUCTION
A GOOD MAN IS HARD TO FIND
MATT (Concise explanation of the story thus far): The Grandmother is traveling with her son and his family. The Grandmother gets them lost and causes an accident. They are set upon by three escaped convicts headed up by a fellar who calls himself The Misfit.
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NARRATOR: Alone with The Misfit, the grandmother found that she had lost her voice. There was not a cloud in the sky nor any sun. There was nothing around her but woods. She wanted to tell him that he must pray. She opened and closed her mouth several times before anything came out. Finally she found herself saying,
GRANDMOTHER: "Jesus. Jesus."
NARRATOR: Meaning, Jesus will help you, but the way she was saying it, it sounded as if she might be cursing. As if he agreed, The Misfit said,
MISFIT: "Yes'm, Jesus thown everything off balance. It was the same case with Him as with me except He hadn't committed any crime and they could prove I had committed one because they had the papers on me. Of course, they never shown me my papers. That's why I sign myself now. I said long ago, you get you a signature and sign everything you do and keep a copy of it. Then you'll know what you done and you can hold up the crime to the punishment and see do they match and in the end you'll have something to prove you ain't been treated right. I call myself The Misfit because I can't make what all I done wrong fit what all I gone through in punishment."
NARRATOR: There was a piercing scream from the woods, followed closely by a pistol report.
MISFIT: "Does it seem right to you, lady, that one is punished a heap and another ain't punished at all?"
GRANDMOTHER: "Jesus! you've got good blood! I know you wouldn't shoot a lady! I know you come from nice people! Pray! Jesus, you ought not to shoot a lady. I'll give you all the money I've got!"
NARRATOR: Looking beyond her far into the woods, The Misfit said,
MISFIT: "Lady, there never was a body that give the undertaker a tip."
NARRATOR: There were two more pistol reports and the grandmother raised her head like a parched old turkey hen crying for water and called out for her son as if her heart would break,
GRANDMOTHER: "Bailey Boy, Bailey Boy!"
THE MISFIT: "Jesus was the only One that ever raised the dead, and He shouldn't have done it. He thown everything off balance. If He did what He said, then it's nothing for you to do but thow away everything and follow Him, and if He didn't, then it's nothing for you to do but enjoy the few minutes you got left the best way you can by killing somebody or burning down his house or doing some other meanness to him. No pleasure but meanness."
NARRATOR: The Misfit's voice had become almost a snarl.
GRANDMOTHER: "Maybe He didn't raise the dead"
NARRATOR: The old lady mumbled. She didn't know what she was saying and feeling so dizzy that she sank down in the ditch with her legs twisted under her
MISFIT: "I wasn't there so I can't say He didn't, I wisht I had of been there."
NARRATOR: As The Misfit said this he hit the ground with his fist.
MISFIT: "It ain't right I wasn't there because if I had of been there I would of known. Listen lady, if I had of been there I would of known and I wouldn't be like I am now."
NARRATOR: His voice seemed about to crack and the grandmother's head cleared for an instant. She saw the man's face twisted close to her own as if he were going to cry and she murmured,
GRANDMOTHER: "Why you're one of my babies. You're one of my own children !"
NARRATOR: She reached out and touched him on the shoulder. The Misfit sprang back as if a snake had bitten him and shot her three times through the chest. Then he put his gun down on the ground and took off his glasses and began to clean them.
Hiram and Bobby Lee returned from the woods and stood over the ditch, looking down at the grandmother who half sat and half lay in a puddle of blood with her legs crossed under her like a child's and her face smiling up at the cloudless sky.
Without his glasses, The Misfit's eyes were red-rimmed and pale and defenseless-looking.
MISFIT: "Take her off and thow her where you thown the others"
NARRATOR: The Misfit picked up a cat that was rubbing itself against his leg.
"She was a talker, wasn't she?" Bobby Lee said, sliding down the ditch with a yodel.
MISFIT: "She would of been a good woman, if it had been somebody there to shoot her every minute of her life."
NARRATOR: "Some fun!" Bobby Lee said.
MISFIT: "Shut up, Bobby Lee. It's no real pleasure in life."
COMMENTARY: Between GM & DP
MATT: The first time I read this story I was confused but fascinated.
Q. Who out there has read a Flannery O'Connor story?
One way to MISREAD Flannery O'Connor is to stay on the surface. In a letter of 1961, Miss O'Connor pointed out the following to a puzzled reader:
DAVID:
This story [“A Good Man Is Hard to Find”] is, of course, not meant to be realistic in the sense that it portrays the everyday doings of people in Georgia. It is stylized and and its conventions are comic even though its meaning is serious” (LOA, p. 1148).
MATT: On behalf of Crossroads Cultural Center, Aggiornamento and the Knight's of Columbus Council #539, we welcome you to A Violent Grace: Flannery O'Connor and the Nature of Art.

Crossroads Cultural Center was established in New York in 2004 by a few members of Communion and Liberation, the international movement in the Roman Catholic Church that was founded in Italy in 1954 by Msgr. Luigi Giussani. These friends shared an interest in the relationship between religion and culture, more specifically on the ways in which Christianity, by revealing the ultimate meaning of reality, gives new impulse to the human desire for knowledge.

Our goal is to offer opportunities for education, making it possible to look with openness, curiosity, and critical judgment at every aspect of reality. Our ideals are summed up by the suggestion of Saint Paul "Test everything; retain what is good."

In our experience, the mark of a Christian culture is that it fosters interest in the full spectrum of reality, rather than focusing on a predetermined set of “religious” issues.

A sign of its authenticity is the ability, or at least the desire, to encounter people from all walks of life, and to look for and appreciate everything that is true, good, and worthwhile in the various expressions of human life. These expressions include science, the arts, politics, journalism and the media, theology, history, economy, sociology, and education. This openness and desire is the fruit of the education received in the Roman Catholic Church.

Crossroads currently operates in New York, Washington (DC), New Bedford (MA), Houston, Chicago, and Denver!

This is Teresa McGuiness, David Hazen and I'm Matt McGuiness. Together we want to give you a very short introduction to Flannery O'Connor.

Our task tonight is a bit overwhelming. We have an hour to say something profound and interesting about a woman who is one of the top ten writers of the 20th century. In light of the sheer impossibility of our task, I was inspired by something Flannery wrote in this regard:

DAVID:
The writer [or speaker!] learns, perhaps more quickly than the reader, to be humble in the face of what is. What is is all he has to do with; the concrete is his medium; and he will realize eventually that fiction can transcend its limitations only by staying within them” (The Church and the Fiction Writer)

MATT: Within our limited time, we have decided to give you as much of Miss O'Connor as possible and only as much of ourselves as seems necessary. Our selections come from three of her short stories: “A Good Man Is Hard to Find,” “The Displaced Person” and “Revelation.”

Three things about art struck me as I went back and re-read these stories:

1. Art should mostly SHOW not tell (thus art is not pedantic)

2. Art reveals us to ourselves and helps to explain our place in the Cosmos (art is not indifferent to reality)

3. Art, good art, is open to multiple interpretations (so while art can sometimes seem simple, it contains an inner depth or complexity)

At the risk of pointing out the obvious, all three of these artistic factors are at work in O'Connor's “Good Man.”

The next selection is from “The Displaced Person.” The protagonist is a Polish refugee who has survived World War II and its aftermath and is now working on the McIntryre farm. Unfortunately, Mr. Guizac {GWEE-ZAC} has a strong work ethic and has a bad habit of telling the truth. He excites envy and resentment from everyone on Mrs. McIntyre's farm – black and white, good people and trash alike.

At this point in the story, Mrs. McIntyre has finally worked up her courage and has decided to fire Mr. Guizac.


THE DISPLACED PERSON
DAVID: There was a heavy frost on the ground that made the fields look like the rough backs of sheep; the sun was almost silver and the woods stuck up like dry bristles on the sky line. The countryside seemed to be receding from the little circle of noise around the shed. Mr. Guizac was squatting on the ground beside the small tractor, putting in a part.

TERESA: Mrs. McIntyre hoped to get the fields turned over while he still had thirty days to work for her. The colored boy was standing by with some tools in his hand and Mr. Shortley was under the shed about to get up on the large tractor and back it out. She meant to wait until he and the Negro got out of the way before she began her unpleasant duty. She stood watching Mr. Guizac, stamping her feet on the hard ground, for the cold was climbing like a paralysis up her feet and legs. She had on a heavy black coat and a red head-kerchief with her black hat pulled down on top of it to keep the glare out of her eyes. Under the black brim her face had an abstracted look and once or twice her lips moved silently.

DAVID: Mr. Guizac shouted over the noise of the tractor for the Negro to hand him a screwdriver and when he got it, he turned over on his back on the icy ground and reached up under the machine. She could not see his face, only his feet and legs and trunk sticking impudently out from the side of the tractor. He had on rubber boots that were cracked and splashed with mud. He raised one knee and then lowered it and turned himself slightly.

TERESA: Of all the things she resented about him, she resented most that he hadn't left on his own accord.

DAVID: Mr. Shortley had got on the large tractor and was backing it out from under the shed. He seemed to be warmed by it as if its heat and strength sent impulses up through him that he obeyed instantly. He had headed it toward the small tractor but he braked it on a slight incline and jumped off and turned back toward the shed.

TERESA: Mrs. McIntyre was looking fixedly at Mr. Guizac's legs lying flat on the ground now. She heard the brake on the large tractor slip and, looking up, she saw it move forward, calculating its own path. Later she remembered that she had seen the Negro jump silently out of the way as if a spring in the earth had released him and that she had seen Mr. Shortley turn his head with incredible slowness and stare silently over his shoulder and that she had started to shout to the Displaced Person but that she had not. She had felt her eyes and Mr. Shortley's eyes and the Negro's eyes come together in one look that froze them in collusion forever, and she had heard the little noise the Pole made as the tractor wheel broke his backbone.

DAVID: The two men ran forward to help and she fainted.

COMMENTARY: between DP & Revelation
MATT: What does Miss O'Connor show us in this short extract?
Well, here's one of many things: this is what Original Sin looks like:
TERESA:
[Mrs. McIntyre] heard the brake on the large tractor slip and, looking up, she saw it move forward, calculating its own path. Later she remembered that she had seen the Negro jump silently out of the way as if a spring in the earth had released him and that she had seen Mr. Shortley turn his head with incredible slowness and stare silently over his shoulder and that she had started to shout to the Displaced Person but that she had not. She had felt her eyes and Mr. Shortley's eyes and the Negro's eyes come together in one look that froze them in collusion forever.”
MATT: O'Connor doesn't tell us about evil, she makes us feel it. Ouch.
This brings me to something that may be offensive to some. Broadly speaking, it touches upon religion and the artist. More specifically it has to do with us Catholics and our secret expectations about Catholic artists:

DAVID:

I once received a letter from an old lady in California who informed me that when the tired reader comes home at night, he wishes to read something that will lift up his heart. And it seems her heart had not been lifted up by anything of mine she had read. I think that if her heart had been in the right place, it would have been lifted up” (Some Aspects of the Grotesque in Southern Fiction).

MATT: Ah, yes, pious platitudes. That's what the people want. Or do we? Perhaps we, the “consumers,” of art need to be educated in the nature of art itself. Art becomes something perverse when it is “fraudulently manipulated” in the name of some higher good. Again, Miss O'Connor:
DAVID:
When fiction is made according to its nature, it should reinforce our sense of the supernatural by grounding it in concrete observable reality. If the writer uses his eyes in the real security of his faith, he will be obliged to use them honestly and his sense of mystery and his acceptance of it will be increased. To look at the worst will be for him no more than an act of trust in God; but what is one thing for the writer may be another for the reader. What leads the writer to his salvation may lead the reader into sin” (The Church and the Fiction Writer).
MATT: Thus art (literature included) can serve to educate us. My favorite explanation of what education ought to do, comes from Luigi Giussani who stole it from Josef Jungmann, the Austrian theologian:
Education ought to be an introduction to the whole of reality.” [repeat]
Miss O'Connor surveyed the whole of reality of the human: sin, redemption, human destiny. She affirmed the ultimate positivity of reality in the most grotesque of circumstances.
If we are provoked by an artist, we can begin a journey of verification: Is it true? Is it beautiful? Is it good? This is a path toward maturity if we are willing to admit that cheap piety is not what we seek but reality in all it's depths.
Our final selection is from the last story O'Connor ever wrote. It is entitled “Revelation.” In “A Good Man Is Hard to Find” the violence is overt, visible. But in “Revelation,” the obvious violence is short-lived; the real violence is a painful interior struggle.
Mrs. Turpin's revelation is a painful discovery of her place in the Cosmos. Painful though it may be for Mrs. Turpin, there is also humor along the way.




REVELATION
TERESA (Mrs. Turpin before Mary Grace):
The Doctor’s waiting room, which was very small, was almost full when the Turpins entered and Mrs. Turpin, who was very large, made it look even smaller by her presence.
[As she waited, she occupied] herself with the question of who she would have chosen to be if she couldn't have been herself. If Jesus had said to her before he made her, "There's only two places available for you. You can either be a nigger or white trash," what would she have said? "Please, Jesus, please," she would have said, "Just let me wait until there's another place available," and he would have said, "No, you have to go right now", and I have only those two places so make up your mind." She would have wiggled and squirmed and begged and pleaded but it would have been no use and finally she would have said, "All right, make me a nigger then-but that don't mean a trashy one." And he would have made her a near clean respectable Negro woman, herself but black.
MATT (Mrs. Turpin during/after Mary Grace):
[Sitting next to Mrs. Turpin in the Doctor's waiting room] was a fat girl of eighteen or nineteen [named Mary Grace. She was] scowling into a thick blue book which Mrs. Turpin saw was entitled Human Development. The girl raised her head and directed her scowl at Mrs. Turpin as if she did not like her looks.

[This] ugly girl beside [Mrs. Turpin] cast an eye upward at the clock, smirked, then looked directly at her and smirked again. Then she returned her eyes to her book. [The girl's blue eyes] appeared alternately to smolder and to blaze.
There was no reason the girl should single her out for her ugly looks.
This raw-complexioned girl snapped her teeth together. Her lower lip turned downwards and inside out, revealing the pale pink inside of her mouth. After a second it rolled back up. It was the ugliest face Mrs. Turpin had ever seen anyone make and for a moment she was certain that the girl had made it at her. She was looking at her as if she had known and disliked her all her life-all of Mrs. Turpin's life, it seemed too, not just all the girl's life.
TERESA:
Why, girl, I don't even know you.”
MATT:
Mrs. Turpin said silently.
The girl gripped the book in her lap with white fingers.
All at once the ugly girl turned her lips inside out again. Her eyes were fixed like two drills on Mrs. Turpin. This time there was no mistaking that there was something urgent behind them.
TERESA:
Girl, I haven't done a thing to you!”
MATT:
Mrs. Turpin exclaimed silently. The girl might be confusing her with somebody else.
[Surveying the room,] the girl looked as if she would like to hurl them all through the plate glass window.
Mary Grace made a loud ugly noise through her teeth. The girl's face was almost purple.
[pause]
The book struck [Mrs. Turpin] directly, over her left eye. It struck almost at the same instant that she realized the girl was about to hurl it. Before she could utter a sound, the raw face came crashing across the table toward her, howling. The girl's fingers sank like clamps into the soft flesh of her neck.
[pause]
[Later] Mrs. Turpin's head cleared and her power of motion returned. She leaned forward until she was looking directly into the fierce brilliant eyes [of Mary Grace]. There was no doubt in her mind that the girl did know her, know her in some intense and personal way, beyond time and place and condition.
TERESA: "What you got to say to me?" ...
MATT:
[Mrs. Turpin] asked hoarsely and held her breath, waiting, as for a revelation. The girl raised her head. Her gaze locked with Mrs. Turpin's.
DAVID:
… “Go back to hell where you came from, you old wart hog.” …
MATT:
Her voice was low but clear. Her eyes burned for a moment as if she saw with pleasure that her message had struck its target.
[Soon afterwards, the Turpins went home to their farm. Mrs. Turpin thought and thought and thought]
TERESA:
"I am not a wart hog. From hell."
MATT:
But the denial had no force. The girl's eyes and her words, even the tone of her voice, low but clear, directed only to her, brooked no repudiation. She had been singled out for the message, though there was [white] trash in the room to whom it might justly have been applied. The full force of this fact struck her only now. The message had been given to Ruby Turpin, a respectable, hardworking, church-going woman. The tears dried. Her eyes began to burn instead with wrath.
TERESA:
[low, fierce voice] "What do you send me a message like that for?"
"How am I a hog and me both? How am I saved and from hell too?"
[mad] "Why me? It's no trash around here, black or white, that I haven't given to. And break my back to the bone every day working. And do for the church.”
"How am I a hog? Exactly how am I like them?"
[getting angrier] "There was plenty of trash there. It didn't have to be me. If you like trash better, go get yourself some trash then. You could have made me trash. Or a nigger. If trash is what you wanted, why didn't you make me trash?"
[sarcastically] "I could quit working and take it easy and be filthy. Lounge about the sidewalks all day drinking root beer. Dip snuff and spit in every puddle and have it all over my face. I could be nasty.”
[now yelling] “Go on! Call me a hog! Call me a hog again. From hell. Call me a wart hog from hell!
MATT:
A final surge of fury shook her and she roared:
TERESA:
[shouting] "Who do you think you are?"
DAVID (Mrs. Turpin's revelation):
The color of everything, field and crimson sky, burned for a moment with a transparent intensity. The question carried over the pasture and across the highway and the cotton field and returned to her clearly, like an answer from beyond the wood.
TERESA: She opened her mouth but no sound came out of it.
DAVID:
At last she lifted her head. There was only a purple streak in the sky, cutting through a field of crimson and leading, like an extension of the highway, into the descending dusk. She raised her hands from the side of the pen in a gesture hieratic and profound.
A visionary light settled in her eyes. She saw the streak as a vast swinging bridge extending upward from the earth through a field of living fire.
Upon it a vast horde of souls were tumbling toward heaven. There were whole companies of white trash, clean for the first time in their lives, and bands of black niggers in white robes, and battalions of freaks and lunatics shouting and clapping and leaping like frogs.
And bringing up the end of the procession was a tribe of people whom she recognized at once as those who, like herself and Claud, had always had a little of everything and the God-given wit to use it right.
TERESA: She leaned forward to observe them closer.
DAVID:
They were marching behind the others with great dignity, accountable as they had always been for good order and common sense and respectable behavior. They, alone were on key. Yet she could see by their shocked and altered faces even their virtues were being burned away.
COMMENTARY: after Revelation
MATT: THE DRAMA OF INTERPRETATION: Flannery O'Connor lamented the fact that she like so many artists was not understood. This was not her fault, but, if I may be so bold, our fault. The interpretation of art takes hard work and patience; two things lacking in contemporary culture.
DAVID:
Catholic readers are constantly being offended and scandalized by novels they don’t have the fundamental equipment to read in the first place, and often these are works that are permeated with a Christian spirit (The Church and the Fiction Writer, 811).
I don’t believe you can impose orthodoxy on fiction. I do believe that you can deepen your own orthodoxy by reading if you are not afraid of strange visions... Catholics are much given to the instant answer. Fiction doesn't have any. (The Catholic Novelist in the South, 863).
MATT: Artists have their responsibilities. As artists, it is to stay true to the art form that has called you. Another way to put this is to say: tell the truth.
TRUTHFULNESS – THE RESPONSIBILITY OF THE ARTIST:
TERESA:
What the fiction writer will discover, if he discovers anything at all, is that he himself cannot move or mold reality in the interests of abstract truth. The writer learns, perhaps more quickly than the reader, to be humble in the face of what is (The Church and the Fiction Writer, 808).
MATT: The artist works with what is given. Not only is there a “given-ness” to pen, ink, paper, clay and metal. His audience is also given to him. Yet the audience too has a responsibility. I know, this may sound strange in our entertainment-driven society!
ATTENTIVENESS – THE RESPONSIBILITY OF THE READER (VIEWER):
DAVID:
It is popular to suppose that anyone who can read the telephone book can read a short story or a novel, and it is more than usual to find the attitude among Catholics that since we possess the truth in the Church, we can use this truth directly as an instrument of judgment on any discipline at any time without regard for the nature of that discipline itself.
A FINAL WORD:
TERESA:
When people have told me that because I am a Catholic, I cannot be an artist, I have had to reply, ruefully, that because I am a Catholic I cannot afford to be less than an artist (The Church and the Fiction Writer, 808-9).
Q&A...

Thursday, December 13, 2012

Questions I ask myself as I prepare for a catechetical lesson

 Fourteen Questions to prepare a lesson

Preface: I wrote this for the incoming catechist taking over a Confirmation class. I haven't sat down and thought about how I do what I do when I catechize until now. The elements below that connect to Francis Kelly's “Ecclesial Method” are numbered in bold.

These elements are 1. Preparation, 2. Proclamation, 3. Explanation, 4. Application, 5. Celebration. (Here's a link to Chapter 3 of his book, The Mystery We Proclaim).

1. 2, 3. What is the most important thing to say about the doctrine or theme?

2. 2. How can it be said in a way that is short and memorable?
• The “in brief” sections of the CCC are a great source for short doctrinal statements. Here's an online resource that I use weekly: http://www.scborromeo.org/ccc.htm It has the Table of Contents linked to paragraph numbers, so you can do all kinds of quick searches.)
• Sample proclamation: While looking like simple bread and wine, the Eucharist is the Body and Blood, soul and divinity of Jesus Christ.

3. 2. What is a Bible passage or sentence that connects with the doctrine? Here are three easy to use
sources for cutting and pasting text once you have a Bible passage: http://bible.oremus.org/
http://www.usccb.org/bible/books-of-the-bible/#Genesis
http://www.biblegateway.com/versions/Contemporary-English-Version-CEV-Bible/   I like to use both a “higher” translation and a “lower” when possible, especially if I give the kids a handout.
• Higher (better at the literal level): RSV, NRSV, NAB
• Lower (easier to understand but sometimes the meaning gets lost): CEV, GNT, NIV
A great place to find Bible passages is the Catechism of the Catholic Church

4. 2. When I read a short Bible passage and then state the doctrine concisely, do I have the Scripture and Catechism in harmony? Are they clearly related. One good example and a bad example:
Good example of proclamation:
◦ [Scripture: John 1:1-14] In the beginning was the Word, and the Word was with God, and the Word was God. He was in the beginning with God. All things came into being through him, and without him not one thing came into being.... And the Word became flesh and lived among us.
◦ [Doctrine: The Incarnation] Jesus is really God and really man (see CCC 480).

Bad example of proclamation:
◦ [Scripture: Matthew 26:24] “The Son of Man goes as it is written of him, but woe to that one by whom the Son of Man is betrayed! It would have been better for that one not to have been born.”
◦ [Doctrine: Dignity of the Human Person] From the moment of conception, each of us is destined to live with God forever (based on CCC 1711).
Discussion: The passage from St. John teaches exactly what the doctrine proclaims; the passage from St. Matthew actually seems to undermine a discussion of human dignity. Jesus words are directed specifically at Judas, not all of humanity!

5. 3, 4. What are some of the implications of this/these truth/s of the faith? (If 'X' is true, how does 'Y'
follow?)

6. 3, 4. What are some related doctrines? (They are all related! Some are just more obvious – with
junior/senior high school, I go for the obvious ones)

7. 3, 4. Why is this doctrine important? (If it doesn't matter, why tell them?) The doctrine must connect with their lives in some way or it is simply an abstraction.
• So, for example, not just: “Don't sin, it's bad,” but “You were made to be happy and God is the source of all happiness; if you sin, you push yourself away from God and you won't be happy.” More complicated? In a sense, yes, but also more realistic: everything in our culture says “Do what you want,” but our faith says, “Do what will make you deeply and eternally happy – don't be satisfied with easy answers to the questions of your heart!”
Find the deeper meaning.

8. 3, 4. Is there something “out there” in the culture that connects to this doctrine that will help them to see our Faith is not something distant from “the world” but immersed in worldly, fleshy realities and explain worldly things in their true context? Remember, the Word was made flesh, not Idea or
Teaching.
• So, for example, I recently used a clip from the film Signs to show how reality can be interpreted as “for us” or “against us”; it doesn't mean truth is relative, but that our freedom is engaged in the interpretation of reality: If I'm closed from the possibility of God being good, I simply won't see God's goodness; if I'm open, then I can see it.

• Music too is a great resource – and I don't just mean “Christian” music. Also literature or passages from the Bible that kids “act out” or simply read aloud with assigned roles (Just like we do at Mass for the Passion of Our Lord).

9. 4. How can I get them to engage the doctrine with their own lives? (The answer, of course, is “I can't!” This is where there freedom gets engaged. Don't try to force the issue – it'll just piss you off and the student!)
• This can happen in small groups and through questions, but the catechists have to allow “an open space” where students can step into it without feeling like they have to give the right answer.

• Small groups can be a place where students really VERIFY the propositions of Catholic doctrine.

• Or it might happen by asking them to reflect throughout the week on how and if they pray (for example). So, what “provokes” them to pray? Is it part of their lives or something they're told to do or do they not pray at all?

10. 4, 5. Can I put the student in the position of explaining the doctrine? We've used “Demonstrations of Learning” for this purpose. The basic idea is to give them some raw material (Bible, Catechism and doctrine that has already been taught and have them throw together a teaching using everything a hand. This can be through a poem, art, a skit -- whatever.  We did this a month ago and the kids were fantastic when we did this. They know more than we (or they) realize.
• This can also be an opportunity to answer questions and/or clarify misunderstandings
• Be gentle with them; adolescents have fragile egos, so even if they spout off a heresy, treat it gently
and affirm the truth of something they've said

11. 1, 5. Is there a particular prayer that relates to the doctrine? For example, if I talked about the reality of evil and the Devil, how about praying the prayer to St. Michael? This helps us all to experience prayer as something related to reality, not simply a pious exercise.
• Prayer and doctrine go together – we should some this is true by letting them see it explicitly.

12. 3. Am I trying to say too much? In my early days of catechizing, I used to try to say everything in one lesson. That's silly. Get at the core of things: what's really essential? Only 90 minutes are available, so make what you say count and better to explore one doctrine in ways that are interesting than to recite ten doctrines in an abstract way.

13. 2, 3, 4. Am I simply talking too much? Am I afraid of silence and trying to fill it with myself instead let of letting the Holy Spirit speak to me, to the students, to the other catechists? Learning to shut my mouth is a great ascetical practice, but very useful for everyone!

14. 1, 5. The first thing last: Have I prayed that the Lord would guide my steps and purify my heart? Have I “seen” the face of one student as I prepared and prayed for this one kid? Have I begged that this would be an encounter for all of us with the Risen Lord? Yeah, stuff like this is really important. This isn't a technical or professional work only – it is the fruit of prayer.

There you have it: all the "wisdom" I accumulated in earning a Masters in Theology but without the student loan debt! What a bargain.

Email me if you have questions! mjmcguiness@gmail.com

Monday, December 12, 2011

Wanted: school with a positive hypothesis

I came across this interesting paragraph in Giussani's The Religious Sense:
The position of doubt makes us incapable of action. I remember reading in a newspaper one time about a certain school established in the United States. Its purpose was to form a special capacity for invention of super-intelligent children. In other words, it was a school for educating geniuses, became coming up with new inventions is an act of genius. The entire school was designed to teach children to approach problems with a positive hypothesis. The worst thing in the world is to place oneself in front of reality with a hypothesis, not necessarily negative, but simply suspended. In such a situation, one no longer advances (p. 127).
Anyone out there in cyberspace know what school Giussani was referring to? Did it ever get up and running? Does it still exist?

Friday, December 09, 2011

Horace's Compromise

Like Shirer's Rise and Fall, Theodore Sizer's Horace's Compromise was on my "to read" list for some time. I admit that I approached it expecting progressive claptrap about the problem of education being "the man" and how if we can all just learn to get along, education will (some day!) save us from ourselves or other hooey.

On the contrary

This is an amazing book on at least two counts. First, Sizer is able to take his experience of visiting hundreds of schools and distill what are undoubtedly dozens of teachers and students and create composite characters that ring true. Second, Sizer is profoundly realistic about the prospects of meaningful education reform and what that would really mean (versus the babble ABOUT reform coming from all sides).

The prologue alone is worth the price of the book (but it can be found for free at the above link) and I couldn't put it down after reading the prologue. What struck me is how Sizer is able to point out the obvious without condescension or undue criticism: he sees peoples' humanity throughout.

Sizer may not be my new BFF (well, he died two years ago, so that would make it impossible!) but he has given me a lot to chew on. I disagree with him on some things (such as his apparent willingness to equate a secular education with a complete education) but agree whole-heartedly with him on others: teachers must be treated as professionals and as human beings; students must be held accountable and told to figure out more on their own; primacy must be given to the school as a place of intellectual "work" not other things - no matter how noble.

Thoughts - stolen and derived - for a new school

Here's a rough list:
  • Promise to do less but really do it
  • Articulate clearly what is primary and what is secondary, and let the secondary stuff fall away if necessary
  • Avoid at all costs of the never-ending compromise of adding "just one more thing" to teachers' to do lists
  • Writing should be the center of schooling (Hmm, see page 104)
  • Coaching as a task of teachers (and tutors)
  • Teacher to student contact time - keep it somewhere between college professors and what it currently is (gravy, if my counting is right, it was about 32 on paper at MEC - patently absurd, Charlotte & Co.!)
  • Teachers draw out what is inherently interesting in their subjects (versus facile "relevance" or drill and kill)

Much to mull over and explore. Sizer has done something profoundly interesting. May he rest in peace.

Sunday, November 27, 2011

One small step...

It's only what I can conceive of in terms of providence: the Denver Post published a guest commentary by me for their online edition. This is my attempt to articulate the logical connection between school funding and a meaningful education in 21st century America. The full article can be found via the above link.

Wednesday, November 02, 2011

Catechetical Films

For Catholic junior/senior high schools students (and other students of good will)
  1. The Apostle (following Christ, human imperfection, forgiveness)
  2. Catch Me If You Can (personal identity, family, relationships)
  3. Contact (faith and reason)
  4. Gattaca (determinism, manipulation of the human)
  5. Groundhog Day (destiny, saying Yes to reality)
  6. Henry Poole Is Here (sacramental economy, meaning, relationships)
  7. King of California (the meaning of 'success,' the nature of paternity, what constitutes a living personality)
  8. Millions (communion of saints, generosity, eternity)
  9. Signs (faith and reason, what faith is/is not)
  10. Strictly Ballroom (the human heart, how the gaze of another transforms one, choosing fear or life)
  11. The Truman Show (the artificiality of modernity and the nature of media; Plato's "Allegory" too)
  12. Unbreakable (fatherhood, acknowledging a plan for one's life, pursuing questions to their end)

Saturday, September 24, 2011

Public Education's Missing Link

After teaching for ten years in three public high schools and one prison, I’ve arrived at an adequate answer to this question. But before I give my answer and attempt to justify it, I invite the reader to answer this question for himself.

What is missing from public education is a recognition of the students’ humanity. The central educational problem today is not declining test scores nor illiteracy nor the absence of prayer nor the evident excess of immorality and violence. These are mere symptoms. It is the public schools’ (reduced) vision of the human person: “citizen, consumer, worker” are the approved secular end-products of public education. But each of these conceptions of the person reduces the person to a means to an end, to a mere function. One need not be an Immanuel Kant or a Karol Wojtyla or even a believer to notice that there is something profoundly amiss with the anthropology of public education.

This is especially disturbing given the whole backdrop of so-called school reform: schools are urged to gobble more and more of a child’s time and what is the vision that the school has for the child’s destiny? The greatest good in public education is “success,” which is as pernicious as it is vacuous. After all, being successful simply means accomplishing what you set out to accomplish. Although I have not met even one public school teacher who would suggest that being a successful axe-murderer is a worthy goal, there is nothing in the doctrine of Successism that could rule this out a priori.

Success for public educators generally means graduating from high school, going to college and getting a good job. All of these are good things, but the rub is we’re made for great things, not merely good things. Indeed, we are made for the Infinite! But the secular ideal – with its so-called religious neutrality – is to immerse one in the here and now but to simultaneously suppress the deepest yearnings of the heart that are provoked by a meaningful engagement with reality.

Thus in public education everything gets short-circuited: the mystery of affection and sexuality is reduced to mutual indifference and “safety”; the desire to know the Origin of everything is dumbed-down to a superficial approach to evolutionary biology while a hostility between faith and reason is presumed but never argued for; religion, when it is even touched upon, becomes a realm of one opinion versus another, but it is never taken as a serious proposal for one’s life.

The practical reality that faces us is something truly Orwellian: in public education ALL RELIGIONS ARE EQUAL BUT SOME RELIGIONS ARE MORE EQUAL THAN OTHERS. Agnosticism rules the roost and it is unquestioned.

For Catholics and others who reject the public schools’ great sin of omission, and recognize their own responsibility for their children, there are several positions to take. One can wish and pray that the State will recognize its obligation to help fund all schools (public, private, parochial), but the risk is seeing the Second Coming before that happens. Or one might say, “Well, you get what you pay for,” so public education isn’t so bad and perhaps an hour or two of CCD and/or taking an interest in my child’s formation will “inoculate” her from secularism. Or one might opt to send their children to a Catholic school if it’s financially viable. Others look to homeschooling as a way to ensure that both solid academics and Catholic doctrine get communicated. Still others homeschool and find some form of one day per week enrichment program (public or private) that helps with the more difficult subjects or simply gets the kids working with their peers.

My wife and I have done all of these at one time or another (except for the Catholic school option) and have found that what matters most is being attentive to the needs of each child, every year. While the powers that be are blind to the glorious destiny that awaits all of us in Christ, this is no reason for us to settle for the inanity of secularism.

Monday, September 19, 2011

Toward a more complete education

I recently began teaching a couple of classes for homeschooling parents looking for some enrichment options for their middle- and high-school aged children. This has me thinking about the feasibility of offering courses specifically for homeschooling families.

The ten percent principle

Well, I don't know if it's a full-blown principle, but the idea is something like this: Catholic high school tuition runs between $7,900.00 and $11,225 in northern Colorado. Suppose you're homeschooling your kids and you realize, "Geez, I can't meet all their needs. A little help would be nice." Would a one day per week program be worth 10% of $10,000? Would $500 per semester be economical enough to consider courses in math, science, religion, etc?

Further, could such a program be made financially worthwhile for prospective teachers? Class size of 15 x $500 = $7,500 divided by four teachers means $1,875 over 15 weeks means $125 per day - which is top-end for what districts will pay a substitute teacher. Materials, rent, and other incidentals also need to be factored in.

It just might work.