The document is a prayer asking God to teach the speaker's heart where and how to seek God and find God, though God created the speaker and gave them all good things, the speaker realizes they have not yet done what they were created for and asks God to teach them to seek God and find God through love. The prayer acknowledges that the speaker cannot seek or find God without God's guidance and teaching.
The document discusses how spiritual formation, defined as nurturing one's relationship with God, is becoming a greater focus in the Seventh-day Adventist Church and other denominations. While the Adventist Church has traditionally emphasized doctrinal knowledge, leaders recognize a need to help members experience God daily. Spiritual formation aims to show people how to live like Christ beyond just knowing beliefs. Though not a new concept, rediscovering spiritual formation can help address issues like low rates of prayer, Bible study, and community involvement.
This document discusses human dignity and defines it as based on the intrinsic worth of every human person as created in the image and likeness of God. It distinguishes between having and being, saying that dignity comes from who a person is, not what they do or possess. The document outlines four elements that give a person dignity: being created out of love by God, bearing God's image and likeness, being gifted with freedom, and being redeemed by Christ.
This document contains the contents and lesson plans for a religious education course. It includes 9 lessons that cover topics like the definition of religion, the history of salvation through Jesus, following Jesus and the church, prayer and celebration, and being committed to the world. The introduction defines religion and religious education, and explains why it is an important subject. It also provides a glossary of important religious terms from Christianity, Judaism, Islam, Hinduism, Buddhism, and other faiths.
This document contains the notes from a professional development session on academic conversations. It includes an opening prayer, learning goals, a discussion of what academic conversations are and the role of teacher questioning. It also covers assessing academic conversations, the skills needed for students to participate, and examples of virtual academic conversations. The session aims to help teachers understand how to support literacy through sustained conversations about academic topics.
The document provides an overview of a presentation on digital discipleship. Some key points:
- A digital disciple is one who is not afraid to use modern technology and social media to spread the Gospel message.
- The presenter provides 10 points for becoming a digital disciple, including observing technology use, collaborating online, identifying best practices, and advocating for resources to integrate technology into religious education.
- Examples are given of how to adapt educational technology best practices, like creating an oral history project using cell phones, for catechesis.
- The presentation emphasizes the need for a mindset change to think creatively about using new tools and media for faith formation in a digital age.
Choosing for Good and Not for Ill: Benedictine VirtuesSister Edith Bogue
Presentation for Oblates of St Scholastica Monastery, Duluth MN on 9 March 2014. Focus on virtues that monks are instructed to do and how they are to avoid the vices proscribed. Also drawing on Kahneman's Thinking Fast and Slow.
The document discusses how spiritual formation, defined as nurturing one's relationship with God, is becoming a greater focus in the Seventh-day Adventist Church and other denominations. While the Adventist Church has traditionally emphasized doctrinal knowledge, leaders recognize a need to help members experience God daily. Spiritual formation aims to show people how to live like Christ beyond just knowing beliefs. Though not a new concept, rediscovering spiritual formation can help address issues like low rates of prayer, Bible study, and community involvement.
This document discusses human dignity and defines it as based on the intrinsic worth of every human person as created in the image and likeness of God. It distinguishes between having and being, saying that dignity comes from who a person is, not what they do or possess. The document outlines four elements that give a person dignity: being created out of love by God, bearing God's image and likeness, being gifted with freedom, and being redeemed by Christ.
This document contains the contents and lesson plans for a religious education course. It includes 9 lessons that cover topics like the definition of religion, the history of salvation through Jesus, following Jesus and the church, prayer and celebration, and being committed to the world. The introduction defines religion and religious education, and explains why it is an important subject. It also provides a glossary of important religious terms from Christianity, Judaism, Islam, Hinduism, Buddhism, and other faiths.
This document contains the notes from a professional development session on academic conversations. It includes an opening prayer, learning goals, a discussion of what academic conversations are and the role of teacher questioning. It also covers assessing academic conversations, the skills needed for students to participate, and examples of virtual academic conversations. The session aims to help teachers understand how to support literacy through sustained conversations about academic topics.
The document provides an overview of a presentation on digital discipleship. Some key points:
- A digital disciple is one who is not afraid to use modern technology and social media to spread the Gospel message.
- The presenter provides 10 points for becoming a digital disciple, including observing technology use, collaborating online, identifying best practices, and advocating for resources to integrate technology into religious education.
- Examples are given of how to adapt educational technology best practices, like creating an oral history project using cell phones, for catechesis.
- The presentation emphasizes the need for a mindset change to think creatively about using new tools and media for faith formation in a digital age.
Choosing for Good and Not for Ill: Benedictine VirtuesSister Edith Bogue
Presentation for Oblates of St Scholastica Monastery, Duluth MN on 9 March 2014. Focus on virtues that monks are instructed to do and how they are to avoid the vices proscribed. Also drawing on Kahneman's Thinking Fast and Slow.
At the Cedar Hill Church's August 14th Town Hall meeting, the Renewal Team provided a progress update. This update included a brief review of the recent Reveal Survey results and Listening Round table.
A short introduction to key ideas from Sherry Weddell's "Forming Intentional Disciples" in the context of discipleship in the Catholic faith. More resources available at: http://practicalevangelization.wordpress.com/tag/resources-for-intentional-discipleship/
The document discusses the social mission of the Catholic Church. It states that the Church continues Jesus' work of proclaiming God's kingdom through its saving works and sign of victory over sin. The Church has a responsibility to build a just and peaceful society on Earth. It does this through Catholic Social Teachings, which are concepts extracted from revelation and natural law that address modern social problems. The document outlines the three-step process of see, judge, act that Catholics use to apply these teachings and work for social change.
Slides from a morning retreat / workshop focusing on using the practices and spirituality of the Benedictine monastic way of life in the modern organization.
This document provides an overview of a catechist initial formation day. It begins with introductions and discusses the purpose of the day which is for catechists to discover their identity, understand their role, observe teaching methods, and continue their own faith formation. Various topics are then covered, including a catechist's call, their role as teacher, prayer leader, storyteller and witness for social justice. Guidance documents for catechesis are referenced. The day aims to equip catechists and remind them that the Spirit is working through their ministry.
Slides from a retreat given at St. Scholastica Monastery, open to the public, as a brief introduction to the history, principles and practices of Benedictine monastic life.
Christ and Culture Course Information SheetChrissyYCDSB
This course examines the relationship between Christ and contemporary culture. It aims to help students deepen their Catholic faith and apply Christian teachings to their lives. Key areas of study include scripture, creed, morality, prayer, sacraments, and family life. Assessment is based on formative evaluations throughout the course and summative evaluations such as an exam, essay, and final service project. The course uses various teaching strategies like group work, discussion, and experiential learning to engage students.
The document discusses National Conferences on Innovation that were promoted by the North American Division of Seventh-day Adventists. It provides details about these conferences and notes that close to 2,000 individuals signed a petition in protest. It then shares quotes warning about spiritual darkness, deception, and lack of discernment in leadership. The rest of the document appears to be from an online forum discussing these conferences and innovative ideas around Adventist education, including establishing community Christian schools not focused on retaining Adventist students. Forum participants discuss and debate these ideas.
Sister Edith Bogue gave a presentation on whether there is still a place for oblates in the 21st century. She discussed how Benedictine values of order, authority, and responsibility contrast with aspects of modern society like inequality, consumerism, and lack of respect for religion. However, Benedictine principles of structured work and prayer, community, and service to others can still provide meaning for oblates in today's world.
Religion can both oppress groups and transform societies. Classical theorists like Marx saw religion justifying inequality, while Durkheim saw it promoting social cohesion through shared beliefs and rituals. Weber believed particular religions, like Protestantism, prompted social change by influencing views on work and economic success. Religious symbols and rituals help embed culture by marking major life events. While religion provides meaning and order, it can also legitimize power structures and divert attention from inequities according to conflict theorists.
How can the historical church - ekklesia -translate to who we are called to be as church today? Stories of Jesus and the early “church” show us how we can be a true community of faith, across racial, socioeconomic and other boundaries that so frequently divide us. Engage in interactive conversation and activities that explore what it means to be a faith community today.
This document provides an overview of a course on Christian community development and social justice traditions. The course aims to help students articulate principles of Christian community development, reflect on complex issues around relocation, racism and redistribution, conduct community assessments, and compare different social justice traditions. It discusses using a systems perspective to understand wholistic ministry and addresses injustice at various levels. The document emphasizes avoiding an academic comparative approach and instead focusing on deepening understanding of one's primary tradition while also applying Christian community development principles more broadly and finding value in other traditions.
A Unity That Requires Diversity A Brief Exegetical Overview Of 1 Corinthians...Angie Miller
Paul uses the metaphor of the human body to teach about unity within the church. He emphasizes that though the church has many diverse members, it constitutes a single body, just as the human body has many parts but is still one entity. Paul argues that all members, regardless of their roles or perceived status, are vital to the proper functioning of the body. He encourages members to see themselves as interdependent rather than competitive and to care for one another.
This document discusses relevance and engagement for churches. It defines relevance as having practical applicability and meeting user needs. While some equate relevance with being contemporary, cool, and appealing visually, the document notes that alone does not attract non-Christians. True relevance means understanding the mission of the church and who God calls the church to serve. Churches often over-equip members for ministry but do not provide opportunities to empower them to use those skills. To be relevant, churches must find common ground and engage all people, including those different than themselves, in order to introduce them to Christ.
MODELS OF THE CHURCH ACCORDING TO CARDINAL AVERY DULLES SJFrancis469625
The document discusses Avery Cardinal Dulles' models of the Church, including Church as Institution, Community, Herald, Servant, and Sacrament. It provides details on each model's key aspects and strengths/weaknesses. For example, the Institution model emphasizes hierarchy and stability but risks legalism, while the Community model stresses shared fellowship but can lack structure. The models are also presented as developing from one to the next, with Sacrament founding the Church and leading to Community, Herald, Institution then Servant and Disciples.
Catholic social teaching aims to build a civilization of love by serving the poor, aiding the sick, and confronting social injustices, as the early disciples did. Over two thousand years, practical action and theological reflection have formed the basis of Catholic social teaching. It provides wisdom for creating a just society and living holy lives amid modern challenges. Catholic social teaching also protects human dignity, which is inherent in all people regardless of characteristics or contributions, and is the foundation for a just social order.
At the Cedar Hill Church's August 14th Town Hall meeting, the Renewal Team provided a progress update. This update included a brief review of the recent Reveal Survey results and Listening Round table.
A short introduction to key ideas from Sherry Weddell's "Forming Intentional Disciples" in the context of discipleship in the Catholic faith. More resources available at: http://practicalevangelization.wordpress.com/tag/resources-for-intentional-discipleship/
The document discusses the social mission of the Catholic Church. It states that the Church continues Jesus' work of proclaiming God's kingdom through its saving works and sign of victory over sin. The Church has a responsibility to build a just and peaceful society on Earth. It does this through Catholic Social Teachings, which are concepts extracted from revelation and natural law that address modern social problems. The document outlines the three-step process of see, judge, act that Catholics use to apply these teachings and work for social change.
Slides from a morning retreat / workshop focusing on using the practices and spirituality of the Benedictine monastic way of life in the modern organization.
This document provides an overview of a catechist initial formation day. It begins with introductions and discusses the purpose of the day which is for catechists to discover their identity, understand their role, observe teaching methods, and continue their own faith formation. Various topics are then covered, including a catechist's call, their role as teacher, prayer leader, storyteller and witness for social justice. Guidance documents for catechesis are referenced. The day aims to equip catechists and remind them that the Spirit is working through their ministry.
Slides from a retreat given at St. Scholastica Monastery, open to the public, as a brief introduction to the history, principles and practices of Benedictine monastic life.
Christ and Culture Course Information SheetChrissyYCDSB
This course examines the relationship between Christ and contemporary culture. It aims to help students deepen their Catholic faith and apply Christian teachings to their lives. Key areas of study include scripture, creed, morality, prayer, sacraments, and family life. Assessment is based on formative evaluations throughout the course and summative evaluations such as an exam, essay, and final service project. The course uses various teaching strategies like group work, discussion, and experiential learning to engage students.
The document discusses National Conferences on Innovation that were promoted by the North American Division of Seventh-day Adventists. It provides details about these conferences and notes that close to 2,000 individuals signed a petition in protest. It then shares quotes warning about spiritual darkness, deception, and lack of discernment in leadership. The rest of the document appears to be from an online forum discussing these conferences and innovative ideas around Adventist education, including establishing community Christian schools not focused on retaining Adventist students. Forum participants discuss and debate these ideas.
Sister Edith Bogue gave a presentation on whether there is still a place for oblates in the 21st century. She discussed how Benedictine values of order, authority, and responsibility contrast with aspects of modern society like inequality, consumerism, and lack of respect for religion. However, Benedictine principles of structured work and prayer, community, and service to others can still provide meaning for oblates in today's world.
Religion can both oppress groups and transform societies. Classical theorists like Marx saw religion justifying inequality, while Durkheim saw it promoting social cohesion through shared beliefs and rituals. Weber believed particular religions, like Protestantism, prompted social change by influencing views on work and economic success. Religious symbols and rituals help embed culture by marking major life events. While religion provides meaning and order, it can also legitimize power structures and divert attention from inequities according to conflict theorists.
How can the historical church - ekklesia -translate to who we are called to be as church today? Stories of Jesus and the early “church” show us how we can be a true community of faith, across racial, socioeconomic and other boundaries that so frequently divide us. Engage in interactive conversation and activities that explore what it means to be a faith community today.
This document provides an overview of a course on Christian community development and social justice traditions. The course aims to help students articulate principles of Christian community development, reflect on complex issues around relocation, racism and redistribution, conduct community assessments, and compare different social justice traditions. It discusses using a systems perspective to understand wholistic ministry and addresses injustice at various levels. The document emphasizes avoiding an academic comparative approach and instead focusing on deepening understanding of one's primary tradition while also applying Christian community development principles more broadly and finding value in other traditions.
A Unity That Requires Diversity A Brief Exegetical Overview Of 1 Corinthians...Angie Miller
Paul uses the metaphor of the human body to teach about unity within the church. He emphasizes that though the church has many diverse members, it constitutes a single body, just as the human body has many parts but is still one entity. Paul argues that all members, regardless of their roles or perceived status, are vital to the proper functioning of the body. He encourages members to see themselves as interdependent rather than competitive and to care for one another.
This document discusses relevance and engagement for churches. It defines relevance as having practical applicability and meeting user needs. While some equate relevance with being contemporary, cool, and appealing visually, the document notes that alone does not attract non-Christians. True relevance means understanding the mission of the church and who God calls the church to serve. Churches often over-equip members for ministry but do not provide opportunities to empower them to use those skills. To be relevant, churches must find common ground and engage all people, including those different than themselves, in order to introduce them to Christ.
MODELS OF THE CHURCH ACCORDING TO CARDINAL AVERY DULLES SJFrancis469625
The document discusses Avery Cardinal Dulles' models of the Church, including Church as Institution, Community, Herald, Servant, and Sacrament. It provides details on each model's key aspects and strengths/weaknesses. For example, the Institution model emphasizes hierarchy and stability but risks legalism, while the Community model stresses shared fellowship but can lack structure. The models are also presented as developing from one to the next, with Sacrament founding the Church and leading to Community, Herald, Institution then Servant and Disciples.
Catholic social teaching aims to build a civilization of love by serving the poor, aiding the sick, and confronting social injustices, as the early disciples did. Over two thousand years, practical action and theological reflection have formed the basis of Catholic social teaching. It provides wisdom for creating a just society and living holy lives amid modern challenges. Catholic social teaching also protects human dignity, which is inherent in all people regardless of characteristics or contributions, and is the foundation for a just social order.
2. O my God, teach my heart where and how to seek You,
where and how to find You.
You are my God and You are my all
and I have never seen You.
You have made me and remade me,
You have bestowed on me all the good things I possess,
Still I do not know You.
I have not yet done that for which I was made.
Teach me to seek You.
I cannot seek You unless You teach me
or find You unless You show Yourself to me.
Let me seek You in my desire,
let me desire You in my seeking.
Let me find You by loving You,
let me love You when I find You.
Amen
Monday, September 24, 12
3. By the end of the
lesson you will:
• have spent time reflecting on the beliefs and values
that guide your interactions with others, especially
those who are in need
• be able to be able to name some themes that are
important to Catholic social teaching and how that
teaching helps us know what to do about needs in
today’s society
• be able to apply the principals of Catholic social
teaching to discuss issues of local concern
Monday, September 24, 12
4. Objective: Reflecting on beliefs and values that guide your interactions with others.
Think, Pair, Share
•Think of someone who has had an influence
in your life. Write the person’s name in your
notebook. And, write a sentence that tells
something important that you learned from the
person.
•Pair with another person and tell what you
wrote and why
•Share your ideas
Monday, September 24, 12
5. Make a list:
Has God planted any desires in your heart to
help others? What kinds of issues do you feel
compelled to work on?
Monday, September 24, 12
13. Catechism of the Catholic Church
Social Teaching
is a body of
doctrine.
Monday, September 24, 12
14. Catechism of the Catholic Church
Social Teaching The Church interprets
events in history with
is a body of the assistance of the
doctrine. Holy Spirit.
Monday, September 24, 12
15. Catechism of the Catholic Church
Social Teaching The Church interprets
events in history with
is a body of the assistance of the
doctrine. Holy Spirit.
Catholic Social
Teachings are
always living
and active.
Monday, September 24, 12
25. 7 Principles of Catholic
Social Teaching
Monday, September 24, 12
26. How would the world be different if....
• the life and dignity of each human being was respected
• everyone felt called to family, community and
participation
• rights and responsibilities of each person were respected
• the needs of the poor and the vulnerable were put first
• the dignity of the worker was always respected and fair
everyone had productive work and earned decent and
wages
• we all believed we were one family
• all of God’s creation was treasured and taken care of
Monday, September 24, 12
27. Two questions:
1. What makes these
themes attractive?
2. What makes them most
difficult to put into action?
Monday, September 24, 12
30. “Our faith calls us to work for justice;
to serve those in need; to pursue
peace; and to defend the life, dignity,
and rights of all our sisters and
brothers. This is the call of Jesus, the
challenge of the prophets, and the
living tradition of our Church.”
United States Catholic Conference of Bishops. A Century of Social Teaching
Monday, September 24, 12