Teaching the language of faith: 2

So what is mystagogy? (For much more on this see All Things Made New.) In mystagogy we are trying to understand and interpret the meaning of the Bible and Liturgy, the Sacraments and the world itself in the light of Revelation. It therefore affects the way we regard even the “secular” subjects of the school curriculum.

This approach corresponds in the field of biblical exegesis to the doctrine of the “four senses of Scripture” (Catechism 115-118). There it means in order to attain a broader understanding of Scripture, we need to look not only for historical (literal) and doctrinal (allegorical) meanings, but also for moral (tropological) and mystical (anagogical) meanings. According to a medieval rule: “The letter teaches what took place, the allegory what to believe, the moral what to do, the anagogy what goal to strive for.”

That was the understanding of the early monks and desert hermits. St John Cassian (d. 435) writes of the four meanings as follows: “History embraces the knowledge of things which are past and which are perceptible…. What follows is allegorical, because the things which actually happened are said to have prefigured another mystery…. Anagoge climbs up from spiritual

Teaching the language of faith: 1

When our Catholic schools try to teach religion, and specifically the Catholic faith, they face a problem that is not often recognized. The material based on the Catechism is perfectly fine as far as it goes, and the Compendium of the Catechism and YouCat are of course readily available for use in schools. But there is a serious disconnection between these excellent summaries of doctrine, the teaching and use of Scripture in R.E., the school’s Catholic liturgy, and the curriculum in general.

The secular parts of the curriculum are generally regarded as separate from the more recognizably religious elements. Indeed how could geography or history or mathematics be taught in a way that "connects" with R.E. except by turning these subjects into an excuse for religious propaganda? (The

Three books to read

To readers who have enjoyed or been intrigued by Beauty for Truth's Sake, I recommend three books in particular – out of all those you'll find in the Bibliography – for detailed study. (1) James S. Taylor, Poetic Knowledge: The Recovery of Education (SUNY). See also this review and this interview with Taylor. (2) Louis Dupre, Passage to Modernity: An Essay in the Hermeneutics of Nature and Culture (Yale). Explains better than almost any other book the deep origins of modernity. (3) Vance G. Morgan, Weaving the World: Simone Weil on Science, Mathematics, and Love (Notre Dame).

The Slow School movement

The "Slow Movement" that started in Italy and comprises, most famously, Slow Food and Slow Cities, is now spreading to education.

The idea of Slow is to counter the rush and hurry in the modern world, and the emphasis on efficiency, by slowing things down, giving them more attention and love, and aiming at quality rather than merely quantity. You can read on Wikipedia about Slow Fashion, Slow Money, Slow Parenting, and even a World Institute of Slowness. In a recent issue The Sower, a magazine for Catholic teachers, Leonie Caldecott and I argued for the concept of "Slow Evangelization".

The application to education is an obvious one. Schools are subject to the same pressures as the rest of modern society – the pressure to churn out good exam results and employable citizens. The old ideals of a liberal arts education for freedom and wisdom have fallen by the wayside. In my two books on education I try to indicate the way this ideal might be reclaimed, and the importance of doing so. I don't explicitly link this approach to the Slow Movement, but it is an obvious next step. The Slow Movement website writes about education here. The article asks:

Where has the education system in schools gone wrong? It started with taking the responsibility for education away from parents and families and making it compulsory for children to go to school. While schools were accountable to the parents and community the education process had some chance of meeting students and community needs. But where governments have acquired central authority over education, education seems to have become a matter of outcomes – standardised test results.

The Times Education Supplement covered the topic on 2 November 2012. Teachers and parents interested in this approach will find much of interest if they pursue these leads.

We need to move away from the "fast food" model of education as quickly as possible.

McLuhan and Radical Orthodoxy

An interesting new online journal appeared on 1 April. Called SECOND NATURE, it is for critical thinking about technology and new media in light of the Christian tradition. The first issue contains an interesting article about Marshall McLuhan's thinking on the Trivium (see also an earlier post on this site) and Radical Orthodoxy.

Summer School 2013

Second Spring Oxford is now advertising the 2013 Summer School of the Centre for Faith and Culture and Thomas More College. The dates are 12th-26th August. The summer school will explore the cultural crisis which has gradually overtaken the Christian world, by examining the historical events and perceptions in which it is rooted, particularly the English Reformation. We are also looking at the vocation of the Catholic writer in witnessing to Christ in a hostile environment. We touch on the deeper question of what it means to be human, how a vision of humanity was imperilled by the "tempest of the Times" which helped to create the modern world, and how the writers of the 19th- and 20th-century Catholic revival attempted to recover and reclaim that vision. Detailed information is now available, and a dedicated website will be announced shortly.