Tag: relationship

Faith Reflection: Conscience

Saint Paul wrote that the difference between what we will know in heaven is as great as the difference between what we know now and what we knew when we were children:

When I was a child, my speech, feelings, and thinking were all those of a child; now that I am a man, I have no more use for childish ways. What we see now is like a dim image in a mirror; then we shall see face-to-face. What I know now is only partial; then it will be complete – as complete as God’s knowledge of me.

Meanwhile these three remain: faith hope, and love; and the greatest of these is love. 1 Corinthians 13:11-13

As a child gradually emerges into adulthood during the period of adolescence, more and more opportunities arise to form – and test – a personally validated self. Deep within our human consciousness, God has implanted a hunger for the truth, for goodness, for love – all of which are at holy war with the unevolved beast in us, the Id. Human dignity lies in conquering that beast and discovering God’s law, written right into the way God made things and people.

All creatures deserve proper treatment simply because of the way our Creator made them. According to Vatican Council II:

By conscience, in a wonderful way, the law is made known which is fulfilled in the love of God and one’s neighbour. Through loyalty to conscience, Christians are joined to other [persons] in the search for truth and for the right solution to so many moral problems which arise both in the life of individuals and from social relationships. Hence the more a correct conscience prevails, the more do persons and groups turn aside from blind choice and try to be guided by the objective standards or moral conduct. The Church in the Modern World, 16.

What guides you in making important choices, such as the way you deal with your family, friends, and strangers? With animals, food, the environment? Do you treat each consistently or haphazardly: as the mood strikes you or by what you can gain or lose? Are you, honestly, more of an altruist or a utilitarian?

Multiple “Signs” of Intelligence in the Bible

Read about Howard Gardner’s eight “signs” of intelligence (and at wikipedia).

Consider the first seven intelligences for this activity:

  1. Spatial – picture smart
  2. Bodily-Kinesthetic – body smart
  3. Musical – music smart
  4. Linguistic – word smart
  5. Logical-mathematical – number smart
  6. Interpersonal – people smart
  7. Intrapersonal – self smart

Small Group Process:

Task 1: Form groups of 7, each member of the group studies a “set” or readings/questions. Each member then reports to the group: give a brief summary of the passage and share answers to the questions. If your group is short a member or two, divide the work fairly so all sets get done.

Task 2: The group members together complete the following task. Using the scripture passages below find:

  • 2 examples of the importance and/or value of musical intelligence
  • 3 people who are word smart
  • 2 people who use logical intelligence
  • 2 people whose understanding of Jesus is rooted in the intelligence of relationships
  • 1 person who is self smart
  • 3 passages that rely on spatial intelligence
  • 1 person who uses physical intelligence to understand Jesus.

Set A
Luke 10:38-42
What does Mary do?

John 11:5-6
What is Jesus’ attitude toward Mary, Martha and Lazarus?

John 11:20-22
What is Martha’s faith based on? Logic? A Convincing argument? Her relationship with Jesus.

Set B
Exodus 4:10-17
What is Aaron’s role?

Acts 8:26-38
Who are the two people in this story?
Why does one of them choose to be baptized?

Set C
2 Chronicles 5:11-14
What happens right before God’s presence fills the temple?

1 Samuel 16:23
Who calms Saul and how?

Set D
John 1:3-9
How is Jesus described in this passage?

Mark 13:24-27
How does Jesus speak about the second coming?

Ezekiel 1:4-28
Ezekial uses (music / logic / images / human relationships) to help understand God.

Set E
Exodus 18:13-27
What is Moses’ problem?
Who helps him solve it in a logical step by step way?

John 11:16
Who has a very matter-of-fact attitude?
What does he say?

John 20:24-29
Whose need for proof does Jesus understand and accept?

Set F
Luke 5:4-11
When does Peter first begin to understand Jesus?

Matthew 14:24-33
What does Peter do when he sees Jesus?

Matthew 17:1-8
What does Peter suggest in this passage?

John 13:3-10
What does Jesus do? how does Peter respond?
Based on these passages, which of the intelligences does Peter often use to understand and respond to Jesus?

Set G
Romans 7:14-23
Who does Paul talk about as he tries to explain law and grace?

1 Corinthians 2:1-5
What does Paul say helped reveal the power and the Spirit?

2 Corinthians 12:7-10
Paul understands that in his ________ the _____ that God has given him is visible.

Which of the intelligences is Paul using in these passages to help people understand God.

A Personal Invitation

I invite all of you who follow Jesus, wherever you are, to spend time every day renewing your personal relationship with him, letting him touch your hearts.

Scripture

As the Father has loved me, so I have loved you. Abide in my love. John 15:9

Prayer
Loving God and Father, open my mind and heart to the realization that Jesus is one of the greatest gifts in my life. You invite me through him to a new way of seeing and loving. Beginning today, I will try to be more conscious that Jesus loves me and abides with me, and I will try to renew my relationship with him in all I do today. Amen

Practice
Today I will set aside a space in my home, if only a small corner, where I can light a candle as a reminder that Jesus abides in me, here and now, and always.

Where Hope Grows

  1. Why do you think the film is titled Where Hope Grows? What changes do you see in Calvin, Milt, Colt, Katie and the other characters throughout the film? Discuss how you see the growth of hope throughout the story. Who or what is the source of hope?
  2. How does Calvin’s relationship with Produce help him make changes in his life? In his relationship with his daughter, Katie?
  3. How can we work together to create an inclusive community for people with disabilities?
  4. Where can the conversation go from here? How will you be accountable to yourself, your family and friends, your school, and your community?
  5. Have you ever witnessed someone showing disrespect to a person with a disability? How did you respond? How would you respond after watching the film?
  6. Why do one-to-one friendships matter?
  7. Why do you think Calvin initially befriends Produce? What are his motives—good and bad—that prompt him to spend more time with Produce?
  8. Describe Katie and Colt’s relationship. Why do you think Colt continues to spend time with Katie? Why do you think Katie keeps hanging out with Colt?
  9. Calvin finally chooses to give up alcohol and attend his first Alcoholics Anonymous meeting. What situation prompts him to repent? Why does it seem to take “hitting bottom” for people to choose to turn their lives around?
  10. At the hospital, Katie and Calvin pray for Produce and Milt. Katie asks Calvin, “What good is it to pray if you don’t get what you ask for?” How does Calvin answer her question, and would you be satisfied with his answer? How would you answer the question? What do you think is the purpose of prayer?
  11. At a funeral service, the pastor says to “make your dash count,” to live your life to the fullest. Who is someone you know who is making their dash count? How can you tell? What are key elements needed to live a full life? What are the dangers or costs of not “making your dash count?” Who makes their dash count in the film?
  12. Who or what “saves” Calvin? What relationships bring about his transformation, and what realizations does he make in order to grow?
  13. What do you think will happen with each of the characters beyond the end of the movie? Imagine and describe a future for Calvin, Katie, Produce, Amy, and Colt—what will the next year hold for them?
  14. Which character did you relate with the most—Produce, Calvin, Katie, or another character? Why do you think you felt a connection with that character? Which character did you dislike the most? What bothered you about them?
  15. Who are some people with special needs in your life? What have you learned about life and about yourself from knowing this person?
  16. Calvin and Katie have a strained relationship at the beginning of the movie. What are some of the sources of their tension or the obstacles that prevent them from a healthier relationship? Describe how Calvin might be frustrated with Katie, then describe how Katie might be frustrated with Calvin.
  17. In a key scene, an embarrassed Katie must pick up a drunken Calvin from the police station. She tells him “I’ve given up on you.” What would you want to say to Calvin in this moment? What would you say to Katie?
  18. Produce was a voice of hope for Calvin. We are all looking for some reason to have hope, to have a reason to keep going, to see that we have a sense of purpose and destiny, a reason to see what our future holds. How can you be a voice of hope in our world?
  19. Romans 5:3-5
  20. 1Corinthians 12:14-20, 27
  21. Are there people with special needs in your life? What have you learned about life and about yourself from knowing this person? How does your school welcome and serve people with special needs? Your friends? Your neighbourhood? Your community? This question presents an excellent opportunity to talk about inclusion with your students. In particular, you may want to raise the concept of social inclusion and what it means to ensure all members of a school or community are meaningfully engaged as part of the group, form positive, mutually beneficial relationships, and are viewed as equal, contributing members of the group. Some additional questions to ponder with your students might include: What does it feel like to be excluded? What are some ways we unintentionally exclude certain people or make them feel unwelcome? What steps can we take to make sure we create an inclusive community?https://www.youtube.com/watch?feature=player_embedded&v=-cA3t1HW1Ow
  22. Luke 14:15-24 If Jesus pushed the disciples to go out and invite people with disabilities to the table, what would it look like for us to do the same?
  23. Mark 12:41-43
  24. According to the World Health Organization (2011), more than one billion people around the world have a disability(1 in 7). 20 percent of the teen population has a disability. 70 million people in the world need wheelchairs and only 5-15% have them.
    http://www.who.int/disabilities/infographic/en/
    http://www.who.int/features/qa/67/en/
    http://www.who.int/disabilities/world_report/2011/chapter1.pdf
    https://www.younglife.org/en/Pages/default.aspx

Be Forgiving

Theme 1: What does it really mean to forgive?

Outcomes
Students will

  • examine the ways Jesus models forgiveness
  • define forgiveness
  • express the Christian call to forgiveness
  • identify areas in their life where they are called to forgive
  • name and appreciate the fruits of forgiveness

Key Concepts

  • “Blessed are the merciful, for they will receive mercy” (Matthew 5.7).
  • To forgive another human being is to respect that person’s dignity, not to condone the evil action, and to let go of our desire for revenge.
  • We are called to forgive people always and in everything. Our respect for the dignity of others and our desire for the good of others must be uncondItional.
  • God’s grace enables us to forgive.
  • Jesus is our model of forgiveness.
  • In forgiving others we are restored to wholeness.
  • We need to receive forgiveness.
  • We need to forgive ourselves.
  • Forgiveness is a decision, not an emotion.

Theme 2: Can all broken relationships be healed?

Outcomes
Students will

  • define reconciliation
  • understand the conditions for reconciliation
  • give examples of how reconciliation restores people to the community and heals relationships
  • distinguish between reconciliation and forgiveness
  • explain how the Church enables and facilitates reconciliation

Key Concepts
Note: Reconciliation means there will be a positive future relationship. Forgiveness means letting go of the desire for vengeance; it does not necessarily guarantee a future relationship.

  • Forgiveness precedes reconciliation.
  • Reconciliation heals relationships and restores people to the community.
  • Reconciliation is conditional.
  • Conversion is essential to reconciliation.
  • The conditions for reconciliation are conversion, confession, contrition, correction (also called satisfaction).
  • Conversion is a radical reorientation of life. A person who has experienced conversion will stop sinning, will show abhorrence toward the evil acts, and will demonstrate a desire and resolution to change his or her life.
  • Christians are called to be open to reconciliation.
  • The church community enables and facilitates reconciliation.
  • Reconciliation may not mean restoring the relationship to “the way it was.”

Be Loving

Theme 1: What is love?

Outcomes
Students will

  • examine and evaluate their understanding of love
  • analyze Scripture pas- sages where Christ models love
  • explore the Christian dimensions of love within the context of popular notions of love
  • analyze ways they love others because they love themselves
  • articulate what it means to be loved and to love unconditionally
  • listen prayerfully to the call to be loving

Key Concepts

  • We are called to love as Jesus loved.(Since we have been loved, we also must love – 1 John 4.10- 12.)
  • Love that is rooted in Christ will never fail, even when it seems to be the most foolish, unreasonable or diffi- cult choice.
  • Love is not just an emotion. Love is willed. Mature love is a call to action which fosters the good of others.
  • Giving and receiving love is the most important dimension of our lives, bringing out the best in both the lover and the beloved.
  • To truly love others, we must love our- selves.

Theme 2: What is the loving thing to do?

Outcomes
Students will

  • reviewandapplythe decision-making model (see, judge, act, evaluate)
  • demonstrate an understanding of the role of the magisteri- um, Scripture and tra- dition in moral deci- sion making
  • identify times when it may be difficult to do what is loving
  • define conscience and name its role in moral decision making
  • explain the relation- ship between Christian moral deci- sion making and love

Key Concepts

  • Christian moral deci- sion making is based on love.
  • People are bound by their conscience in determining the loving thing to do.
  • The magisterium, Scripture and tradition guide Catholics in moral decision making.
  • Doing the loving thing may mean doing what is difficult or unpopular.

Theme 3: Why wait?

Outcomes
Students will

  • explain how our sexuality can help us to love
  • identify acceptable Christian expressions of love
  • explain why having sex is not the loving thing to do outside of marriage
  • define chastity and understand why it is a Christian virtue
  • analyze sexual issues in relation to the virtue of chastity

Key Concepts

  • “All Christ’s faithful are called to lead a chaste life in keeping with their particular states of life” (CCC #2348).
  • “Chastity includes an apprenticeship in self- mastery which is a training in human freedom” (CCC #2339).
  • God created us as sexual beings. Our sexuality draws us out of our- selves to relate with others.
  • Genital sexual expression becomes personal and truly human when it is integrated into the relationship of one per- son to another, in the complete and lifelong mutual gift of a man and a woman. (see CCC #2337)
  • Sexual feelings are neither good nor bad in themselves; they sim- ply are.
  • There are many chaste ways of expressing our love for others.
  • The sixth commandment protects the sacred bonds of committed love.

Theme 4: How does love go wrong?

Outcomes
Students will

  • use 1 Corinthians 13.4-8a for identifying the signs of manipulative, coercive and abusive behaviour in relationships
  • value the basic dignity of every person within relationships
  • understand and demonstrate skills of appropriate assertive behaviour
  • use Scripture for developing Christian attitudes towards loving others

Key Concepts

  • “Blessed are the peacemakers, for they will be called children of God” (Matthew 5.9).
  • In Scripture we find direction and inspiration for healthy, lov- ing relationships. (e.g., 1 Corinthians 13.4-8a, Romans 13.10)
  • People in healthy relationships recognize the equal dignity and basic rights of all involved.
  • Love goes wrong when it becomes self- centred.
  • Not all relationships are healthy. Manipulation, coercion and abuse are signs of unhealthy relationships.
  • Assertiveness skills are necessary for developing and maintaining healthy relationships.

Be With Me

Theme
Who do I want to be with?

Outcomes
Students will

  • explore and express the qualities of relationships they want to have
  • name how they want others to “be with them”
  • know that each person has been created with the freedom to shape his or her own relationships
  • repeat and explain the Beatitudes
  • identify ways that the Beatitudes help us understand the Christian attitude toward being with others
  • articulate the Christian call to take on the attitude of Christ

Key Concepts

  • We are created with the freedom to shape our own relationships and to determine what kind of persons we will be with others.
  • We are called to make God manifest by acting in conformity with our creation “in the image and likeness of God.” (CCC #2085)
  • Our relationship with Jesus calls us to be of the “same mind” with Jesus, looking out for the interests and well-being of others with compassion and love. (Philippians 2.1-11)
  • The Ten Commandments and the Beatitudes describe for us the paths that lead to the kingdom of heaven. The grace of the Holy Spirit helps us to travel these paths. (CCC #1724)
  • The Beatitudes outline a distinctly Christian attitude toward being with others

Key Terms

  • beatitude
  • The Beatitudes
  • virtues
  • kingdom of heaven
  • the Ten Commandments

A Closer Look: Peace vs Just War

Over the centuries, the Catholic Church has developed a teaching on peace and just war.

Peace: CCC 2304

Peace, it states, is the result of justice and charity. One must always be a creator of peace and reconciliation.

Just War: CCC 2309

If relationships between peoples become so tense that war threatens, certain clear conditions for a legitimate defensive war must be maintained. For example, all other means to resolve conflict must have been exhausted before resorting to military force as a way to defend oneself.

 

Take a closer look at a current conflict in the world. Write about the conflict as an advocate of Peace or Just War.

But I Don’t Teach Religion

Judith Dunlap, When You Teach in a Catholic School(2004) writes,

“Whether you teach science or math, music or gym, you are responsible for supporting the religion teacher by helping shape the faith and value system of the young people in your classes. Religion isn’t just about learning the facts of history and how to read a bible, it’s about growing in relationship with Jesus and that job belongs to everyone.”

1 Cor 12:12-14

One Body with Many Members

For just as the body is one and has many members, and all the members of the body, though many, are one body, so it is with Christ. For in the one Spirit we were all baptized into one body—Jews or Greeks, slaves or free—and we were all made to drink of one Spirit.

Indeed, the body does not consist of one member but of many.

Reflection:
Think of someone in your past that has passed on the faith to you. Ask God to bless them for the goodness they have done by being a witness to the love of Christ and bringing you closer in relationship with him.

Glory Road Essay Question: What Does It Take to Change the World?

After viewing the film Glory Road write a 5 paragraph essay response to the question: What Does It Take to Change the World?

Pick and choose from the following six ideas to develop your own thesis and topic sentences. In your essay refer to specific detail from the film, your own experiences, and passages from Scripture to develop your response to the question: What Does It Take to Change the World?

One: Recruiting Strategies
(read Luke 14:15-24; 1 Corinthians 1:24-31; and John 3:16-18; John 1:12-13)

  • How does Coach Haskins change his recruiting methods after the traditional methods fail?
    In school, when a team “captain” was choosing up sides for a team — what determined if someone got picked or not?
  • Have you ever wanted to be part of something — knowing you could do well — only to be rejected? Or have you ever rejected someone because of their race, the way they talked, the clothes they wore, or where they lived? Describe your experience.
  • When Paul comments about “the wise” who do you think he is talking about? Who would represent the “wise” in Glory Road?
  • What kind of people does God “recruit?”
  • What does God use as His standard for who makes the team?

Two: Good Players Need Good Coaching
 (read 1 Corinthians 12:12-27; 2 Timothy 2:2-7)

  • Name some of the behaviors that players on the Texas Western team had to overcome in order to become winners.
  • What kinds of things did Coach Haskins do to discipline his team so that they would work together?
  • What does the Bible say about why some people might not work well together?
  • Name some roles Christians play in changing the world for Christ.
  • Describe a coaching or mentoring relationship you have or had in school. What effect did the coaching have on your performance? What characteristics did you most appreciate in the person who was helping you?
  • What does Timothy — and the rest of us — learn about playing on God’s team from each of the examples that Paul uses?
  • Where should we go to find out what we should do, what the rules are, and how to work hard?
  • Once we have learned how to change the world for Christ, what does Paul say we should do with that knowledge?

Three: Great Players Persevere
 (read 1 Peter 5:8; 1 Peter 4:12-19; James 1:2-3, 12 and Romans 5:1-5)

  • What were some of the responses people had when the Texas Western team began to win — especially when they began to beat highly-ranked teams?
  • Once things got really bad, what happened to the team?
  • How was their internal conflict demonstrated outwardly?
  • Who is one of our opponents?
  • Why shouldn’t we be surprised that we face opposition?
  • What does it mean to be reviled?
  • What do James and Paul say we should do in the face of difficult opposition?
  • What is the end result of endurance and perseverance?

Four: Players Don’t Stand Alone
 (read Romans 12:4-13, Philippians 2:1-11 and Hebrews 10:23-25)

  • When Coach Haskins announces his decision to his team — what is their response?
  • Some of the white players would never again get a chance to play in a championship tournament, so why do you think they agreed to sit out the game?
  • What lines of support did you see develop that helped Texas Western to prevail? According to the Bible, what are some ways we can show support for one another?
  • How does meeting together regularly contribute to the support of all members?

Five: All Players Triumph through Belief and Action
 (read James 2:14-26)

  • What obstacles have you overcome in your life?
  • Can you give some examples of how action confirms belief?
  • What kind of actions can you take that will lead others to Jesus and help to change the world for Christ

Six: Go Play to Win!
(read 1 Corinthians 9:25-27)

  • What one thing will you change about yourself this week to help win the world for Christ?
  • What one thing will you commit yourself to do for someone else in this room to help them in their faith
  • Discuss what you can do to reach out to others and help them to join God’s team.

NRSV translation of the related Scriptures from http://bible.oremus.org/:
James 2:1-10
Luke 14:15-24
1 Corinthians 1:24-31
John 3:16-18
John 1:12-13
1 Corinthians 12:12-27
2 Timothy 2:2-7
1 Peter 5:8
1 Peter 4:12-19
James 1:2-3
James 1:12
Romans 5:1-5
Romans 12:4-13
Philippians 2:1-11
Hebrews 10:23-25
James 2:14-26
1 Corinthians 9:25-27