We nurture and develop community Life. Benedict was convinced that "life" and "good days" are the results of a deep inner awareness of the love and mercy of God, especially as known in the words and deeds of Jesus. However, in Catholic schools, our character education goes above and beyond the six pillars. 3. How has active listening helped you in learning? Service-learning projects take students into schools, neighborhoods, and cities across the country in order to develop a sense of responsibility for the broader society. See below for a powerpoint connecting Catholic values and British values, which can be used to discuss British values in the classroom. Application. Second, the integration of the emotional, the intellectual, and the spiritual components is the desired outcome of an education in a Christian environment, in this instance influenced by a Benedictine framework. Finally, Chapter 72: concludes, "Let them prefer nothing whatever to Christ, and may he bring us all together to everlasting life" [11-12]. 1. The Church also expects them to be the shepherds of young minds. In this section the fundamental idea of a sacramental view of the world embraces the Catholic sacramental principle that the universe is charged with the presence of God. a matter of complete indifference? The Rule was written in the sixth century as a guide to monastics living in community to support their efforts to live the gospel. 4. A Benedictine spirituality, in contrast to this exclusive focus on intellectual growth, extends beyond this conventional wisdom in two ways. In this section, community is the major focus and each communal setting is specified. So Catholic schools, wherever they exist, would claim to be offering Catholic education and not just an educational separateness for ethnic Catholics. younger monastics to respect their seniors, and the seniors to love their juniors (RB 63:10). Each individual is called to recognize the lies that are accepted as truth or easy solutions, the false motivations and "safe" paths that have been chosen. From dedicated teachers to strong academics, parents have many reasons to pursue a Catholic school education for their child. This same careful attention to the goods of the monastery is present in the chapter devoted to clothing and footwear (RB 55). Whoever needs less should bless God and not be distressed, but whoever needs more should feel humble because of his (her) weakness, not self-important because of the kindness shown him (her). In fact, most of us are part of several communities: family, neighborhood, department, faculty, student body, or the monastery. We cannot shy away from the hard questions and … Relative to teaching, each classroom includes a variety of learners with unique temperaments and learning styles. "Is there anyone here who yearns for life and desires to see good days? Attending to individual differences is fundamental to Benedictine spirituality. Benedict integrates a community-based spirituality with a deep respect for the individual person, a commitment to the development of each person, and pervasive attention to the needs of the individual. Usually not all points of view are expressed in a planning document; to choose all directions simultaneously may paralyze the community or group. In every part of the colleges human beings need their gifts and skills called forth. Paradoxically, as Robert Quinn notes, community building and transformation occurs to the extent that individuals are willing to attend to these areas of personal growth.17. Benedictine spirituality is grounded in the Christian search for God. Such a view of the material world mediating the presence of God has serious ecological implications. These are all part of the witness we pass on to students each and every day. 2. In the face of overwhelming world poverty it is difficult to imagine and respond in a way that makes a difference. In addition, we use the word monastic to include monks and nuns. The word, through whatever channel it comes, awaits a response. Catholic Education St Gabriel’s School is proudly a Catholic school. It is a superb vision of human solidarity and of the worth of the individual regardless of race, religious belief, or social standing. The Rule encourages all learners--students, faculty, staff and administrators--to see the potential for growth and new insights in all areas of the campus environment and beyond it. For Benedict, monastic community is the place where we search for God. Monastics take seriously their communal search for God. This mandate includes the following areas of responsibility: Catholic primary and secondary schools, Federal advocacy on private school policy issues, In a variety of ways, Benedict teaches a healthy respect for the material world because it is God's creative work. Indeed, these two campuses are blessed with dedicated men and women who daily care for the repair and maintenance of the entire physical plant. 2. Not everyone's point of view will necessarily find itself expressed in the final decision. "14 At other times it means suspending judgment and being willing to live through uncertainty in one's perceptions of "good" and "bad." 1. What are the crucial elements in the process? Still others enrich the natural habitats for purposes of research, teaching, and enjoyment. It is just the application of those values in education that has changed. We turn now to a fundamental characteristic of Benedict's worldview, a sacramental view of the world. In 2016, the church supported 43,800 secondary schools, and 95,200 primary schools. British values are considered by the present government to be DEMOCRACY, RULE OF LAW, INDIVIDUAL LIBERTY, MUTUAL RESPET AND TOLERANCE OF THOSE OF DIFFERENT FAITHS AND BELIEFS. 3Columba Stewart, OSB. We begin our reflection with some background on the Rule of Benedict (RB) that serves as a major source for these reflections on its meaning and applicability for today.2
Direct quotations and paraphrases use the male pronoun, reflecting the usage of Benedict. Below are two documents on the topic of Catholic and British values which schools may find useful. Each college has guidelines for quiet time and for creating a harassment-free environment. On the one hand, the monastics are to wear "whatever is available in the vicinity at a reasonable cost (RB 55:7)." Each person brings particular insights, questions, and unique experiences to setting the vision for the future. This attitude of paying attention to individual needs is summed up in RB 34, Distribution of Goods According to Need. As RB scholar, Columba Stewart, OSB, has noted, "Benedict's utter faith in the divine Son of God casts into even sharper relief his insight that this divine Christ is to be found and even adored in other human beings (RB 53.7). 12Lectio divina encompasses four interrelated steps of reading, reflection, prayer, and contemplation. Benedict expands his fundamental insight into the life of a community with a remarkable chapter entitled "summoning the brothers for counsel" (RB 3). In our situation this integration is often spoken of as balance. How is the material emphasis of Catholic, Benedictine spirituality a source of comfort to you? It is essential for leadership to design decision-making processes that are inclusive and understood by everyone. We do not intend to be exhaustive in our selection or to articulate how these values might be integrated into the lives of all
CSB and SJU
Even though the world changes rapidly, the values that students need to develop are actually not really much different to those that were taught in bygone generations. The parents of these children value the academic excellence of a Catholic school education and the respect shown in our schools for beliefs, values and a higher sense of purpose. We reverence all persons. Catholic education is based on Gospel values that place an emphasis on the spiritual dimension of students’ lives and their faith development. With 50 schools, approximately 21,000 students and 3,000 employees, we are a faith community bound together by our beliefs. In his reflection on the first step of humility, Benedict also encourages monastics to be mindful of God's presence in their lives and never forget what God is asking of them (RB 7:10-11, 13). Benedict was the beneficiary of a two hundred year old monastic tradition that had come out of Egypt to the West through the work of John Cassian.3 In addition, there were other monastic rules that served him well as he developed his own voice. 3. 17Quinn, Robert E. Deep Change: Discovering the Leader Within (San Francisco: Jossey-Bass Publishers, 1996), 78. It’s the day-to-day teaching of faith and values, praying together, and putting our faith into action through service to others. Cassian the Monk (New York: Oxford University Press, 1998). See below for a powerpoint connecting Catholic values and British values, which can be used to discuss British values in the classroom. Timothy Fry, OSB, (Collegeville, MN: The Liturgical Press, 1981). Catholic Education: A Vision
Forming our students to be citizens grounded in faith, values and character, our schools will be:
Learning faith communities, rooted in the Catholic tradition, nurturing on the multiple intelligence of students and teachers, forming Servant Leaders to … Thus, listening with the ear of our heart might also encourage all of us, as concerned citizens, to make ethical decisions and to act on them. Benedict provides for two kinds of cooked food so that if a monastic cannot eat one, the other might suffice. Our athletic teams focus as much on teamwork as on individuals and winning. How do these values support the intellectual life? The most important part of a Catholic Education is raising our children in the Catholic faith. 8David O'Brien speaks of the Vatican II document, The Church in the Modern World, as "a magna carta for Catholic higher education" (From the Heart of the American Church (Maryknoll, NY: Orbis Books, 1994), 49. As such it contains an integrated approach to both the theoretical and the practical issues of a spiritual journey for those who live in community. This document provides the background to the British values debate and Prevent duty. 5. One of the responsibilities of all faculty and student development staff is to dialogue with colleagues to discern the developmental needs and gifts of students. Perhaps nowhere in the Rule is the communal vision of Benedict more clearly stated than in Chapter 72, "The Good Zeal of Monastic." In many ways, attentive listening is the key to being a learner. Out of his experiences of living as a hermit and of living in community Benedict crafted the Rule as we know it. Community living is essential to Benedictine spirituality. 2All quotations from the Rule are taken from RB 1980: The Rule of St. Benedict in Latin and English with Notes, ed. 15S. This imagery captures the notion that our listening cannot be an exercise of the mind only. Each one of these communities places certain demands on us, and at different times more or less energy and time are required. The Rule that Benedict wrote has become a classic and has provided a guide for Benedictine monastic communities during the past fifteen centuries.5 It represents the accumulation and distillation of the wisdom of a large number of monastic men and women who tried to live the Gospel in a way different from that of their society. 3. raising awareness of current affairs with the children at an age appropriate level; If not, explain. We are committed to stability of place. It is vitally important to the integrity of the group that those members who do not get what they want remain committed to the common good and to the direction chosen by the leadership and/or community. 2. Benedict creatively and wisely refocused some of the elements of the monastic tradition he received and thus gave shape to a way of life that endures to the present day. Respect for the individual also implies a pro-active attitude toward the development of the gifts of each person. We are committed to live the gospel according to the
He was also aware of Augustine's Rule and many other writings from the Church, both East and West. This imagery captures the notion that our listening cannot be an exercise of the mind only. Within this framework administrators need to engage in wide-based conversations about how planning priorities relate to ideas and differing convictions in the community. Enid Smith, OSB, "Individual and Common Good," Presentation given at Saint Benedict's Monastery, (January 1991), 1-2. 7Terrence Kardong, OSB. To serve and lead Catholic schools in the Archdiocese of Melbourne. Application. Benedict made key adjustments in the monastic tradition he received from others. What other values does respect require? Click here for the Department for Education advice for schools on the Prevent duty. The Rule is permeated with a sacramental view of the world. What is a reasonable budget for my monthly necessities? They are graced moments. The Catholic Education Service is an agency of the Catholic Bishops’ Conference of England and Wales, Testing for sexually transmitted infections, Click here for the Department for Education advice for schools on the Prevent duty, British_Values_Practical_Advice_Feb_2015.pdf, The_background_to_the_debate_on_YBritishY_values_1.pdf. "By this we do not mean that there should be favoritism but rather consideration for the weak. Faculty participation is essential for the well-being of the institutions. This essay attempts to address these questions in a Benedictine educational environment. Furthermore, we need to foster an environment in which students are aware that they are in a process of faith development as well as one of choosing a field of study. An outstanding Catholic education that equips our young people with the knowledge, skills, hope and optimism to live meaningful lives and shape and enrich the world around them. This Rule represents a shortened version of the vast teaching about monastic life that emerged from the desert and from other monastics living in community.4 The Rule was completed in about 530
What should I have or forego in deference to the needs of others? For example, because Christ is believed to be present in all persons, the mission of our two colleges challenges us to create a learning community in which students, faculty, staff, and administrators are deeply respected for who they are as human beings. OUR MISSION. Sometimes a good idea needs a longer incubation time if it is to be successfully integrated into the institutional framework. We see this perspective as he specifies crucial processes such as the election of leadership for the community, the care of material goods, the care of the sick and guests, and the reception of new members into the community. Benedict of Nursia (now Norcia) was born in 480
While work is essential to sustain a life of prayer and community, its particular form will necessarily be dependent on local conditions. There will always be a tension between the desire to take counsel and the need to make decisions in a timely and effective manner. The core values that relate to each of these major categories are then discussed in succession. These values give Catholic schools sufficient resource to carry out life education in sex and morals, as well as civic and national education. Few statements provide a more powerful antidote to the rampant individualism of our time than this fundamental commitment to the common good. It extends to the local community, to those in need. "Our schools are the privileged places to learn the Gospel. This practice of reading the Scriptures and other related texts in a prayerful, reflective manner accompanies and amplifies the listening integral to community worship. We value: openness to God’s Spirit at work in our midst and living in Catholic faith; respect for the dignity of each person; commitment to processes of learning that are formative, challenging, engaging, life-long and life-wide ; inclusivity of those at the edges; sensitivity, justice and compassion Within any group there will be different ways in which members participate and a range of motivational strategies will be necessary to keep everyone involved. The Latin root of the word humility is humus, meaning "of the earth." By sacrament we mean an experience through which a human being or a human community encounters God and is given an opportunity to respond. 1. 1. This Christo-centric character under-girds all of the core values that are described in this essay. Hence, we note Benedict's gently insistent encouragement as he recalls the psalmist's plea, "If today you hear God's voice, harden not your hearts" (RB Prologue: 10). Others are involved in the daily operation and maintenance of the physical plant. Your child will leave high school more prepared for college than those that attend public school, with more self-discipline, and as a young person able and … What is your experience of listening to God? Values-Based Education and Personal, Social and Health Education (PSHE) VbE provides a welcome structure for teaching the non-statutory PSHE curriculum at Key Stages 1 and 2. monastic way of life-- conversatio. The Rule of Benedict belongs to the wisdom tradition. It says, in effect, that we humans are all in this together" ("The Church and the Campus in the Modern World," CSB/SJU Symposium, Fall 1997, 40). Philosopher and monastic Enid Smith, OSB, has written cogently about the relationship of the individual good to the common good. Seeking God: The Way of St. Benedict (Collegeville: Liturgical Press, 1984), 43. This sacramental view of the world challenges some common dichotomies which we so readily live and accept in an educational community. Hilary Thimmesh, OSB, agrees with this judgment and goes on to say that this document changes the framework for thinking about Catholic higher education. As you will see, the following traits are also essential for success in the classroom and beyond. What attitudes/actions inhibit or support such a culture? If we stop listening to what we find hard to take, then, we are likely to pass God by without ever noticing. We call the community together for counsel to make decisions. Catholic parents have the human right to form their children in accord with their philosophical and religious convictions. Often the first act of understanding is often careful, focused listening. The exploration of a school’s chosen values easily facilitates the teaching and learning requirements in this curriculum area. I. This vision strengthened the view that Catholic colleges should be places where all of God's creation is seen as good and where all work together to search for truth and to serve the world. For you, what are the most difficult decisions to make? Catholic education strives to make a difference in the lives of individuals and in the wider community by challenging young people, through God, to find meaning and value in their lives and reach their full potential as compassionate, contributing, life-giving members of society who are highly … When do you experience that you are respected? The essay is divided into two main sections: the first on a sacramental view of the world, the second on community life. For example, by establishing community rank based on the date of entry, he minimized differences in social rank and position. On the other hand, to be oriented to the common good we ask ourselves: How shall I live in this kind of world? What is the difference between "the individual good" and "individualism"? He writes, "as often as anything important is to be done in the monastery, the abbot shall call the whole community together and himself explain what the business is; and after hearing the advice of the brothers, let him ponder it and follow what he judges the wiser course. Mindfulness means being truly present in the moment, understanding or intuiting what needs to be said or done; not said nor done. What do you see in the relationship between personal and communal transformation? How do you experience creation as a source of wonder and awe? D. We listen reverently with the ear of our heart. How do these values relate to the Christian and Catholic traditions on our campuses? On the other hand, clothes should be appropriate to the season and should fit properly (RB 55:1-2, 8). B. On the campuses of the College of Saint Benedict (CSB) and Saint John's University (SJU) discussions regarding the vitality of "Benedictine Values" occur frequently.1 What are these values? 6When we speak of the Benedictine values we acknowledge the difference between these values as ideals and the examples we give of their practice on campus. We integrate a commitment to the common good with respect for the individual. We hope that it will stimulate all of us--students, faculty, staff, administrators, the boards, parents councils, and the alumnae/i--to think, speak, and act with a greater awareness of the Catholic, Benedictine spiritual foundation that supports what we do each day. What should I do or refrain from doing for the sake of the rights of others?15. There is no marked division between the sacred and the profane, between the holy and the material. 3. Go to help the troubled and console the sorrowing" (RB 4:14-19). These examples are chosen across the spectrum of student, faculty, and administrative life because we wish to address the entire campus community. 3. It is humility that makes us aware of finitude, of death, and of the incompleteness of our lives as common human experiences. "The Monastic Virtues of Obedience, Silence and Humility: A Feminist Perspective," American Benedictine Review (June 2000), 131-132. What are some forces that make the integration of the intellectual, emotional, and spiritual a challenge? 13de Waal, Esther. 2. For example, it is conventional wisdom to argue that the focus of a college should be academic excellence, an excellence that is largely or exclusively the result of the interaction between faculty and students. The abbot or prioress is told in chapters 2 and 64 how to adapt to a variety of characters, people with different gifts, human beings with different needs. Changes such as the following can occur over time: insights into the human condition emerge; intuitions about the direction of our lives clarify; priorities are ordered differently; our anger gives way to compassion and freedom; fear is replaced by a trusting embrace; despair yields to hope. In other places, we have tried to use inclusive language, often by alternating gender in the examples given. Careful listening can enable us to examine these issues in an integrated multi-strategy approach rather than searching for single-strategy solutions. 3. The Rule expresses this character in a number of sentences that act as summary statements. Catholic schools are an integral part of the Church and are Christ-centred communities based on gospel values. Application. We call these moments sacramental because our beings brush up against Being itself. by Austin Flannery, OP (Northport, N.Y.: Costello Publishing Company, 1981). This respect is also extended to the local communities in which we live as the basis for welcoming the stranger, for creating a culture of listening, and for staying in the conversation even when there are sharp disagreements. 1. This learning occurs in the classroom and independent research, on the volleyball court, through employment on campus, in student government, through writing for campus publications, through relating with roommates, or by working in campus ministry. It must engage the whole person, the whole heart--the integrating center of thought, feeling, imagination, and will. A Catholic school is a parochial school or education ministry of the Catholic Church.As of 2011, the Catholic Church operates the world's largest non-governmental school system. 1. members of CSB and SJU, but rather to stimulate creative reflection that will lead to inclusion of these values in all aspects of campus life. Catholic Values, British Values The promotion of ‘British Values’ is central to Catholic education because British Values have their origin in the Christian values of our nation. In these experiences we are drawn into the mysteries of human life and human existence that touch their deepest meaning and significance. 2. The Governors and staff are strongly committed to building and strengthening the Catholic ethos of the school. Love and respect for each person in the monastery are the desired outcomes and these can only be achieved if community members are willing to leave their past social position, whether that be nobility, slavery, or wealth. "7 This belief is surely the origin of the Benedictine phrase "that in all things God may be glorified," (RB 57:9). The task of a Catholic educator is to preach the gospel, and if in the everyday business of educating you are forever making it clear that children and teachers and parents are all an unimportant inconvenience, whom you nevertheless have to pacify if you are to maximise the turnover of your business, then you will be telling them all that the gospel is not true. These principles suggest that a fundamental thrust of Benedictine institutions is an environment in which the Board, administration, faculty, and student body are appropriately involved in setting the strategic direction for the campus community. A.D. and, as a young man, left Rome to seek the solitude of the caves near Subiaco in Italy. This document provides the background to the British values debate and Prevent duty. It usually focuses on a short passage from a biblical book that is read from beginning to end over a period of time. Central to the logo is the open, welcoming cross. monastic way of life, College of Saint Benedict (CSB) and Saint John's University (SJU). 1In this essay we will be referring to four communities: the College of Saint Benedict and Saint Benedict's Monastery in St. Joseph, MN, and Saint John's University and Saint John's Abbey in Collegeville, MN. Prayer and Community: The Benedictine Tradition (New York: Orbis, 1998), 29. See below for a powerpoint connecting Catholic values and British values, which can be used to discuss British values in the classroom. Community as a fundamental element of Benedictine spirituality, of course, is not accidental. Values is "an obscuring language for morality, used when the idea of purpose has been destroyed; and that's why it is so wide-spread in North America."
By integrating the students' faith and life experiences, youth will gradually grow in Christian or universal moral human virtues. Placed side by side, these particular questions add up to this: How do my particular wants and needs impinge upon the needs and welfare of others? Describe the ideal process for making that decision. Explain. What kinds of persons do you find it easier to support? We believe that it provides our two educational institutions with a foundational set of values for a liberal arts education in today's world. What role are you best at in the decision-making process: creative thinker, data gatherer, evaluator, implementer, decision facilitator? Everyone needs to develop the skills to support others. What do you personally find most exciting, most energizing about this set of ideas? In addition, the environmental destructiveness on a global scale presents enormous challenges. In this chapter Benedict urges monastics to earnestly compete in obedience to one another (RB 72:6). The word sacrament may initially evoke a direct connection to a formal, liturgical celebration such as baptism, eucharist, or reconciliation. The universe is graced; it is a place where God can be encountered.8 Thus, we speak of the world as having a sacramental character.9. This understanding manifests itself in the care shown to all people, buildings, tools, grounds, and natural ecosystems. Catholic schools have been entrusted with an "awesome responsibility" to teach Gospel values that can help students to recognize, reject and work against racism and other forms of discrimination, Washington Archbishop Wilton D. Gregory told Catholic educators Oct. 20. More difficult to support? 2. Later in the chapter, Benedict writes, "No one is to pursue what he judges better for himself, but instead, what he judges better for someone else" (RB 72:7). 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