A Call to Moral Maturity:  Do the Truth with Love

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Moral Teachers, Moral Students. Schools can best support students' moral development by helping teachers manage the stresses of their profession and by increasing teachers' capacity for reflection and empathy. -Rick Weissbourd. The Grammar of Catholic Schooling, Richard M

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A Call to Moral Maturity: Do the Truth with Love

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1. A Call to Moral Maturity:  Do the Truth with Love

2. Moral Teachers, Moral Students Schools can best support students' moral development by helping teachers manage the stresses of their profession and by increasing teachers' capacity for reflection and empathy. -Rick Weissbourd

3. The Grammar of Catholic Schooling, Richard M. Jacobs NCEA Monograph series God = Beginning & End of human existence Education is essentially a moral endeavor Parents – primary educators of their children Subject of education is the student Teaching is an intimate communication between souls Education decisions are best made locally

4. All Teachers NDC, No. 54, B9d, P. 233 Distinctive Catholic identity/mission of a Catholic school depends on efforts and examples of the whole faculty Integration of culture and faith is mediated by integration of faith and life in the person of the teacher In imitation of Christ, the only Teacher, message is revealed not just by word but by every gesture of their behavior

5. All Teachers NDC, No. 54B9d, P. 233 cont. Teachers’ life style and character are as important as professional credentials Daily witness to the meaning of mature faith and Christian living – profound effect on students’ education/formation Daily opportunity for proclaiming and living the Gospel message

6. NDC - Context and Meaning Chapter 2 Evangelization The six principle tasks of catechesis Knowledge of the Faith Participation in liturgical and sacramental life Moral Formation Learning to Pray Preparation and participation in faith community Developing a missionary spirit

7. NDC, no. 21 C, p. 65, The Catechist Has encountered Christ Has been converted by Christ Follows Christ Shares in Christ’s life and mission Possesses a living social conscience Well-rooted in the cultural environment

8. Brother Roger of Taize in Brother Roger of Taize: Essential Writings selected by Marcello Fidanzio Trust in God is not conveyed by means of arguments which want to persuade at all costs and so end up causing anxiety, and even fear. It is first of all in the heart, in the depths of our being, that a Gospel call is received.

9. Crow and Weasel Barry Lopez, Ill. Tom Pohrt The stories people tell have a way of taking care of them. …Sometimes a person needs a story more than they need food to stay alive. That is why we put these stories in each other’s memory. This is how people care for themselves. …Never forget these obligations.

10. Educators influence students' moral development Our ability to appreciate students' perspectives and to disentangle them from their own, Our ability to admit and learn from moral error, Our moral energy and idealism, Our generosity, Our ability to help students develop moral thinking without shying away from their own moral authority.

11. Content and Method Chapter 6 Moral Life Moral catechesis - presents principles and practice of Christian morality - integrates moral principles into lived experience - demonstrates social consequences of the Gospel

12. Content and Method Chapter 6 Moral Life Social justice imbedded in Gospel message Social teaching comprises a body of doctrine, a living tradition of thought and action, constituent element of Magisterium Individuals are responsible for social injustice and have obligation to work for change Church must form just members, teaching them to apply Christian moral principles to contemporary problems

13. Catholic Social Teaching Life and Dignity of the Human Person Human life is sacred Dignity of the human person is the foundation of a moral Human life is under direct attack from abortion and euthanasia Value of human life is being threatened by cloning, embryonic stem cell research, and the use of the death penalty. Catholic teaching also calls on us to work to avoid war. Nations must protect the right to life by finding increasingly effective ways to prevent conflicts and resolve them by peaceful means. Every person is precious, that people are more important than things, and that the measure of every institution is whether it threatens or enhances the life and dignity of the human person.

14. Catholic Social Teaching Call to Family, Community, and Participation The person is not only sacred but also social. How we organize our society in economics and politics, in law and policy directly affects human dignity and the capacity of individuals to grow in community. Marriage and the family are the central social institutions that must be supported and strengthened, not undermined. People have a right and a duty to participate in society, seeking together the common good and well-being of all, especially the poor and vulnerable.

15. Catholic Social Teaching Rights and Responsibilities Human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Every person has a fundamental right to life and a right to those things required for human decency. Corresponding duties and responsibilities--to one another, to our families, and to the larger society. Option for the Poor and Vulnerable How our most vulnerable members are faring. In a society marred by deepening divisions between rich and poor, our tradition recalls the story of the Last Judgment (Mt 25:31-46) and instructs us to put the needs of the poor and vulnerable first.

16. Catholic Social Teaching Dignity of Work and the Rights of Workers The economy must serve people, not the other way around. Work is more than a way to make a living; it is a form of continuing participation in God’s creation. If the dignity of work is to be protected, then the basic rights of workers must be respected Right to productive work, Right to decent and fair wages, Right to the organization and joining of unions, Right to private property, Right to economic initiative.

17. Catholic Social Teaching Solidarity We are one human family whatever our national, racial, ethnic, economic, and ideological differences. We are our brothers’ and sisters’ keepers, wherever they may be. Loving our neighbor has global dimensions in a shrinking world. At the core of the virtue of solidarity is the pursuit of justice and peace. Pope Paul VI taught that “if you want peace, work for justice.” The Gospel calls us to be peacemakers. Our love for all our sisters and brothers demands that we promote peace in a world surrounded by violence and conflict.

18. Catholic Social Teaching Care for God’s Creation We show our respect for the Creator by our stewardship of creation. Care for the earth is not just an Earth Day slogan, it is a requirement of our faith. We are called to protect people and the planet, living our faith in relationship with all of God’s creation. This environmental challenge has fundamental moral and ethical dimensions that cannot be ignored.

19. Chapter 6 Moral Catechesis Calls each person to a radical new relationship with Christ so that each can say with St. Paul, Christ lives in me.”

20. Chapter 6 Moral Catechesis continued Provides guidelines for catechesis on Creation Human dignity Formation in grace Virtues Moral conscience and sin Conversion

21. VIRTUES: Three Theological Three Warm Places F A I T H I believe that God will never abandon me. H O P E God will help me make this better. I won’t give up. C H A R I T Y I will do unto others just as God has done for me.

22. Four Cardinal Virtues Four more warm places P R U D E N C E I see how to make the world better and I will do it. J U S T I C E Everyone deserves to have what they need. C O U R A G E I will walk forward even though I am afraid. T E M P E R A N C E I only need a small bit. Let’s save some for the future.

23. Chapter 6 Moral Catechesis continued Provides guidelines for catechesis on Catholic Social Teaching Decalogue Beatitudes Communicate moral teachings in a persuasive and fruitful manner - NDC #42, E lists contemporary challenges

24. Decalogue – 10 Commandments Catholic Catechism for Adults Believe in the True God Reverence God’s Name Love the Lord’s Day Strengthen Your Family Promote the Culture of Life Marital Fidelity Do Not Steal – Act Justly Tell the Truth Practice Purity of Heart Embrace Poverty of Spirit

25. Content and Method Chapter 6 Moral Life Ten Commandments and Beatitudes primary reference points for application of moral principles Commandments and Beatitudes are learned and understood by heart Catechesis examines Scripture, saints, spiritual and corporal works of mercy, theological and moral virtues, and seven capital sins NDC provides detailed guidance for teaching about each commandment and the Beatitudes

26. Corporal Works of Mercy To feed the hungry To give drink to the thirsty To clothe the naked To visit and ransom the captives To shelter the homeless To visit the sick To bury the dead

27. Spiritual Works of Mercy To admonish sinners To instruct the ignorant To counsel the doubtful To comfort the sorrowful To bear wrongs patiently To forgive all injuries To pray for the living and the dead

28. Seven Deadly Sins Seven Lonely Places PRIDE closes you into a lonely place with a white light like a laser so you can see only yourself and sits in your heart screaming, “Look only at me.” GREED takes you where it’s always empty, no matter how much you stuff in, and you say, “I must have all and everything and nothing is enough and no one can have anything but me. ENVY is a foggy place like a deep dark swamp where what you have shrinks and fades and what your friend has grows big and bright so what you have is not enough and you want what your friend has. What you have becomes dim as shadows. ANGER scrunches your heart into a tiny lump of charcoal and bursts all your insides out before you know what happens. Then you look around empty and all alone.

29. Seven Deadly Sins Seven Lonely Places continued LUST makes you say, “I will take you for my pleasure to make me feel good. Who cares what you think? Lust is a word of only one person and all the other people are toys and not real. GLUTTONY is a big wide hole that you can’t fill up. Gluttony makes you look at the box of chocolate chip cookies and think, “Yes, yes, yes…they must all go not beside me, not next to me, but inside me. The whole world belongs inside me. SLOTH tells you to say, “Nah, I won’t do it. I’ll let someone else do it, because I don’t want to and my foot hurts and I’m real tired.” And, “Be quiet, voices that tell me to do things. Nothing is important.” Sloth makes you think the world outside you isn’t there.

30. In relationships with adults Children/youth sort out what they owe others, what they should stand for, what traditions are worth keeping, whether to follow rules, how to contribute to their family, classroom, church and community —In other words, how to be a decent/Catholic human being.

31. GDC, no. 156 No methodology, no matter how well tested, can dispense with the person of the catechist in every phase of the catechetical process. The charism given to him by the Spirit, a solid spirituality and transparent witness of life, constitutes the soul of every method.

32. Misconceptions About Adults' Moral Development Adults' ethical qualities do not remain static at all—they zigzag depending on many factors (Noam, 1995). Some adults become more generous and compassionate over time; others become more selfish. Some adults become wiser, more able to distill important moral truths; Others' notions of fairness become more formulaic or coarse. Many people lose their moral enthusiasms. Every stage of adulthood brings both new moral weaknesses and new moral strengths.

33. Reaching your moral potential King Lear does not develop compassion or a mature sense of justice until he nears death. "There is nothing noble in being superior to somebody else. The only real nobility is in being superior to your former self." -Civil rights leader Whitney Young

34. Teachers need opportunities to reflect on Why they have difficulty empathizing with particular students, Their successes and failures in cultivating students' moral thinking, The state of their own ideals/values Importance of “Catholic” & “Community” Grace and Blessings Relationship with “O-N-E God”

35. Catholic Schools NDC, No. 54, B9, p.230 “The Catholic school forms part of the saving mission of the Church, especially for education in the faith.” It is “not simply an institution which offers academic instruction of high quality, but, even more important, is an effective vehicle of total Christian formation.”

36. REAL Moral Questions Should I tell my teacher when I know another student is lying to her? Do I have to say yes to the girl who invited me over and who doesn't have friends, when I would rather play with another girl I like more? Should I speak my mind about an issue that's important to me, even though I may lose friends?

37. Religious Dimension of Education in a Catholic School From the first moment that a student sets foot in a Catholic school, (s)he ought to have the impression of entering a new environment, one illumined by the light of faith, and having its own unique characteristics. (25)

38. Love God with more than your head, whole being (Emotions) ASSUMPTION: We can teach students to behave morally by instilling in them virtues and standards, a clear sense of right and wrong. This assumption ignores the fact that emotions are often the horse, values and virtues the rider trying to hang on. Harvard child psychologist Jerome Kagan (1995) observes that violence prevention programs that explain to students the harmful consequences of violence often don't help because "children know violence is wrong—what they can't control is the shame and destructive impulses that fuel violence."

39. WHY do people lie, cheat,…? People do not usually lie, cheat, or abuse others because they don't value honesty and respect; more likely, they suffer from feelings of inferiority, cynicism, or egocentrism that blind them to others' feelings. Research suggests that such emotions as shame, anger, and cynicism in particular eat away at caring, a sense of responsibility, and other important moral qualities (Gilligan, 1996; Rozin et al., 1999). When people's moral beliefs conflict with their immoral actions, many will change their beliefs to accommodate their actions, not vice versa. They will justify stealing, for example, because "society is corrupt" or because "all people are basically self-interested."

40. Compliance vs. Commitment Obligations vs. Rights/Responsibilities Servants vs. Friends Commandments vs. Love Requirements vs. Relationship Laws vs. Morals “ I did nothing illegal.” “ No laws were broken.” Secular vs. Sacred Catholic Anthropology – All is holy!

41. MORALITY QUOTES Choose your favorite! "When I give food to the poor, they call me a saint. When I ask why the poor have no food, they call me a communist." - Dom Helder Camara "An eye for an eye makes the whole world blind" - Gandhi  God Bless Everyone, No Exceptions! God wants Spiritual Fruits, Not Religious Nuts Do Justice, Love Kindness, Walk humbly with your God. Micah 6:8 The Death Penalty is a Hate Crime I support the separation of Church and Hate Lord, help me be the person my dog thinks I am.

42. Rules vs. Threats

43. All Aunt Hagar’s Children Edward P. Jones …he had once stolen a chicken. He had not started out to do it, but he was walking by Mr. Johnson’s place and the chicken followed him down the road, and no matter what he did, the chicken would not go back home. Then God began to whisper to him, and those whisperings, along with his failing father at home, convinced him that Mr. Johnson could stand the loss of one chicken,

44. All Aunt Hagar’s Children Edward P. Jones a tough thing to eat as it turned out. She found it endearing that he could not tell the difference between God’s and the why-the-heck-not advice of the Devil.

45. Story Problems Quiz If you are outside playing and you have three cars and one truck and Joey comes along and grabs two cars and the truck, How many times should you hit Joey?

46. 1.) If you ride your bicycle two blocks east and three blocks north and you fall off and break one leg, whose fault is it? Your fault Bicycle’s fault Sidewalk’s fault Parent’s fault because they gave you the bicycle for your birthday last August 2.) Do you ever ride a bicycle again? 3.) What do you do while you are lying in bed and can’t go out to play?

47. Set your alarm – don’t hit the snooze button question If you take five minutes longer in the shower and four minutes longer on breakfast, How long will it take you to walk to school because you missed the bus?

48. QUESTION If you were a teenager and you were not doing well in school and you were not popular and you had pimples all over your face and your parents were getting a divorce and you thought it must be your fault and you felt that life was the pits, what would you do?

49. ANSWERS CHOICES Take drugs to make the pain go away Kill yourself Hate your father Think of another solution

50. Large-scale Ethical Issues Wharton School of Business, 2001 Sexual harassment, Bribery, Poor product quality, Pollution, Intentional lying/misrepresentation, Discrimination

51. Moral Leadership Morality is mainly about how we relate to and deal with others Respect is the basis of moral behavior Drivers or personal needs (usually unconscious) Need to be right, Need to win, Need to be loved, Need to avoid conflict, Need to be perfect, Need to be appreciated, Need to be successful.

52. Three absolutely critical components of RESPECT As teachers, we play the oppressor in Paulo Freire’s Pedagogy of the Oppressed Understanding one's motives, both conscious and unconscious. Being aware of one's behavior patterns and how they impact others. Controlling any impulses that adversely affect others (e.g., personal needs). Motives drive behavior.

53. PEDAGOGY OF THE OPPRESSED PAULO FREIRE: CHAPTER 2 Teacher teaches and students are taught; Teacher knows everything and students know nothing; Teacher thinks and students are thought about; Teacher talks and students listen -- meekly; Teacher disciplines and students are disciplined; Teacher chooses and enforces his/her choice, and students comply; Teacher acts and students have the illusion of acting through the action of the teacher; Teacher chooses the program content, and students (who were not consulted) adapt to it; Teacher confuses the authority of knowledge with his/her own professional authority, which (s)he sets in opposition to the freedom of the students; Teacher is the Subject of the learning process, while the pupils are mere objects.

54. Moral Ground What’s your foundation?

56. BEHAVIOR A Barometer of Modern Morals

57. Moral Theology Alphonsian Academy - Rome Methodology Authentically interpretating Research techniques Sacred Scripture Patristics and History Systematic moral theology Fundamental Concepts Key Themes Anthropology Moral life of the human person

58. Glass pitcher and rocks Stephen Covey Fill with 5 rocks (Size of fist) Is it full? Pours in gravel Is it full? Pours in sand Is it full? Pours in water It is full!

59. Moral Compass North – Love the Lord your God with all your heart and with all your soul and with all your mind and your neighbor as yourself. Appalachia South – Judge nobody Jean Valjean – Les Miserables East – Share everything you have Frank Daily – Milwaukee, Wisconsin West – Forgive everybody, everything Evansville, Illinois – October, 2006 - Amish

60. More Questions/Dilemmas If you had seven dates with one girl and fell in love and asked her to marry you and she said no and you felt like a complete zero… If your husband, who was really a very good man, had ten habits that drove you absolutely crazy and was forty pounds overweight and spent half his time on things that were important to him but not to you…

61. Still more questions/dilemmas If you had three children and one of them was born with a birth defect that added to your sorrows because it subtracted from her possibilities and divided your attention and multiplied the problems of caring for your family…? If you knew that your boss at work was cheating forty-five people in seven states in twelve different ways, and if you said anything there would be ninety percent chance you would lose the best job you’d ever had…?

62. Questions…Questions…Questions If you woke up fourteen mornings in a row wondering if it were worth it to get out of bed because you felt like you’d been giving one hundred percent to two dozen people and getting only thirty percent in return and you felt yourself going down and down and down and your brother’s house went up in flames and your wife’s mother was in a terrible accident and your daughter wanted to marry a jerk and the pollution thickened and the ozone thinned…?

63. FINAL Question If your body had three heart attacks and one missing kidney and you got weaker and weaker until you could hardly breathe, how much would you have loved and who would remember you after you were gone? BONUS Question: How much do you love?

64. William Blake Unless the eye catch fire, the God will not be seen. Unless the ear catch fire, the God will not be heard. Unless the tongue catch fire, the God will not be named. Unless the heart catch fire, the God will not be loved. Unless the mind catch fire, the God will not be known.

65. Pierre Teilhard de Chardin Someday, after mastering the winds, the waves, the tides and gravity, we shall harness for God the energies of love, and then, for the second time in the history of the world (hu)man will have discovered fire.

66. One Minute Wisdom Anthony De Mello, S.J. You can will to put food in your mouth but you cannot will an appetite. You can will to lie in bed but you cannot will sleep. You can will to pay someone a compliment but you cannot will admiration.

67. One Minute Wisdom continued Anthony De Mello, S.J. You can will to tell a secret but you cannot will trust. You can will an act of service but you cannot will love. Faith is a gift from God It is not your gift to give.

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