Alone with the Alone

The Catholic Educators Conference
‘Teaching to Transform’
Phoenicia Meridien – Balluta
25^th March 2011 at 11.0 a.m.

Recognizing the value of mini retreats to rekindle our spiritual vocation.

Pierre Grech Marguerat S.J.
Centre for Ignatisn Spirituality

There is a silent self within us whose presence is disturbing precisely because it is so silent: it can’t be spoken. It has to remain silent. To articulate it, to verbalize it, is to tamper with it, and in some ways to destroy it.

“Now let us frankly face the fact that our culture is one which is geared in many ways to help us evade any need to face this inner, silent self. We live in a state of constant semi-attention to the sound of voices, music, traffic, or the generalized noise of what goes on around us all the time. This keeps us immersed in a flood of racket and words, a diffuse medium in which our consciousness is half diluted: we are not quite ‘thinking,’ not entirely responding, but we are more or less there. We are not fully present and not entirely absent; not fully withdrawn, yet not completely available. It cannot be said that we are really participating in anything and we may, in fact, be half conscious of our alienation and resentment. Yet we derive a certain comfort from the vague sense that we are ‘part of’ something – although we are not quite able to define what that something is – and probably wouldn’t want to define it even if we could. We just float along in the general noise. Resigned and indifferent, we share semiconsciously in the mindless mind of Muzak and radio commercials which passes for ‘reality.’ “ – From Thomas Merton: Essential Writings

Conference follow-up

Teaching to Transform itself is now over, though I myself certainly hope it is just the beginning, and that new ventures and adventures in the field of Catholic Education will follow. Please send in your comments on what was good, bad or indifferent about the Conference, and what sort of follow-up you would like.

Today I am posting the text of a Paper sent by Father Pierre Grech Marguerat, which he read last Friday. It is a powerful exhortation to take time off to be with God, suitably entitled, Alone with the Alone’. More will follow…

Abstract 2.1 – Fostering Christian Values Through Physical Education and Sport

ANDREW DECELIS
DIRECTOR/LECTURER INSTITUTE FOR PE AND SPORT

Christian values can be transmitted in different contexts in children’s lives.  The school curriculum offers a unique arena to foster these values.  The aim of this presentation is to show how Physical Education can be a very effective tool to convey Christian values and to present a philosophy of PE and sport that reflects these values.   The basis of an understanding of Physical Education and sport is a holistic vision of life based on biblical foundations.  This subject aims for the restoration of God’s image in us, hence the importance of focusing on education of the physical and about the physical.  Physical educationists claim to develop the physical, cognitive and affective domains and moral reasoning is one aspect of the latter. It also builds the confidence and competence to pursue lifelong physical activity and to make the best use of one’s leisure time.  A particular emphasis is made on educating through the physical.  Sport metaphors used in Paul’s epistles will be used to elicit a number of values that children can learn through this subject.  Amongst these values one finds commitment, discipline, effort, persistence, perseverance, determination, respect for oneself and others, teamwork and fair play, aiming to educate more responsible adults.  However, the transmission of these values is not an automatic result of any Physical Education programme.  It all depends on the philosophy and objectives of the school and the physical education teacher.

Abstract 1.7 – Accompanying Students as they Mature in Faith to be the Salt of the Earth: A School Experience

Mr Alfred Sant Fournier & the Pastoral Team, St. Michael Foundation

The aim of any Catholic school is to provide an environment and opportunities for students to mature and develop psychologically, mentally, physically, socially, emotionally and spiritually.  Accompanying the students in their faith is at the heart of the Catholic School’s aims.  During this workshop, some examples of initiatives and activities will be shared.  Participants will also be asked to share their experience, discuss and evaluate their initiatives in how they are helping young people mature in their faith in a world that is providing many challenges today.

Abstract 1.2 – Ethos of Church Schools

Dr Rose Anne Cuschieri
Director for Church Schools

The continuous  rise in demand for faith-based schools is a clear phenomenon .  Such schools are perceived as contributing not only to choice and diversity but also to the raising of educational standards.  This appears to be due to an increasing influential theory which states that schools with a strong ‘spiritual capital’ can raise student achievement.  Defined by Caldwell as “the strength of moral purpose and the degree of coherence among values, beliefs and attitudes about life and learning” (2008, p. 241), spiritual capital seems to be the force behind this occurrence.  In a time which is described by most as ‘post-modernity’ what exactly would be the role of the educator in catholic schools?  How can educators go beyond the curricular and the academic?

Abstract 2.3 – Fostering Values in Curricular Subjects: Science

Maria Attard Director Dar Guzeppa Debono

Science Subjects whether Physics, Chemistry or Biology are key subjects to promote values about the material, chemical, and living world, about Creation and the universe. They are in themselves a value to understand and appreciate the world in which we live and they are the stepping stones to rise from the material to the psychological and spiritual levels.It all depends on the academic, biblical, and spiritual formation of the teacher which values and at which depth these are transmitted.

Abstract 3.2 – In this world but not of this world: the educator as compassionate mediator

Ms Valerie Scerri

Teachers around the world are committed to the welfare and educational needs of all the children entrusted in their hands.  Nonetheless life can present them with situations which are beyond their capabilities no matter how dedicated they might be.

A diagnosis of cancer is devastating for any child and his family.  The teachers and fellow classmates of a recently diagnosed pupil are most likely to feel a similar sense of shock and disbelief.  This workshop is aimed for school leaders and teachers wishing to work effectively and sensitively with pupils who are diagnosed with cancer and then eventually undergo treatment. This session will present information about cancer in children/young people and then will move on to suggest strategies so that schools and teachers can be compassionate mediators to pupils diagnosed with cancer.   This workshop will show how to support absent pupils and eventually reintegrate them to school life after a long absence.

Abstract 2.1 – Confidence building strategies for coping with learning difficulties

Dr. Christine Firman, Karen Grech, Kevin Cardona

Children with learning difficulties are present in every class and need extra support, care and attention. Their confidence is often undermined. It is necessary for caring professionals to evaluate the strategies they put in place to support them and to bring out the full potential and talents of each and every individual child. This workshop outlines some strategies to build confidence and to support children within the Catholic perspective.

Abstract 2.2 – Fostering Values in Curricular Subjects 1: Humanities

Rachel Hoiles
St Martin’s College

An important aspect of education is that it should be holistic. The current Religion textbooks have made several attempts to link Religion with other topics in the curriculum, such as Spelling, Maths, Art and Science; however, traditionally, this has been done in the wrong order. In other words, Religious themes and facts were used to create puzzles and other activities where the focus was on the other subjects rather than on Religion itself. Religion lessons should use the marvels of Science to create a sense of awe for Creation; budding writing skills could be employed to write sentences of praise to God; personal and social development skills could be used to express their love of life, or their sorrow at the loss of a beloved grandparent. These are just a few of countless possibilities to link Religion with other subjects across the curriculum. Only by teaching children how to link Religion with their everyday experiences of life can we truly teach to transform.

Abstract 1.6 – Faith Formation for the Facebook Generation

Father Joe Borg
University of Malta

Mastering media technology and faith maturation

In more senses than one, we all resemble the media we use and are fashioned by their characteristics and content. This is a complex symbiotic process as people – children included – are not passive blotting papers.

The current media saturation environment presents challenges, opportunities and threats. How can we help our children become media literate so that they can exploit the challenges and opportunities while avoiding the threats while growing up into mature Christian adults?