The Pedagogy of Liturgy

1. The Pedagogy of Liturgy Teaching Ministry Faith Formation Christian Education

2. Remembering our purpose: There is a word, that is a very important word to the faith formation of every person There is a word, that is a very important word to the worship of every congregation There is a word, that is a very important word that will shape every teaching moment in the church.

3. Remembering our Purpose: The word is a Greek word, an am ne sis anamnesis: much more than remembering: do this in remembrance of me. Teaching in our liturgy is: to make the past known in the present: • proclaim Christ’s death • proclaim Christ’s resurrection • proclaim Christ’s teaching, healing and preaching

4. Remembering our Purpose To make known Christ’s presence today in community through: Word Preaching Sacrament Teaching

5. Remembering Our Purpose Presentation of the Word: 1. Scripture Presentation: Telling the Story • Reading: Preparing the reader: voice, articulation, pronunciation, context: Teaching for the reading • Tableaux: Dramatic Presentation of the Scripture • Hymnody: Theological reflection of the Word • Prayer formulation in relationship to Scripture

6. Remembering Our Purpose 2. Preaching Martin Luther: First of all a good preacher must be able to teach correctly and in an orderly manner. C.H. Dodd, “History and Gospel” Preaching the Gospel is not the same thing as teaching, delivering moral instruction and exhorting the people. The early church did not make converts by teaching, even passing on the teaching of the Lord. It is by kerygma, not be didache. Thomas Groome: Christian Education is a group of Christians sharing in dialogue their critical reflection on present action in light of the Christian Story and its vision toward the end of the lived Christian Faith

7. Remembering Our Purpose Components of a Teaching Sermon: Kerygma:is that part of the Gospel proclamation directed toward the transmission of the sacred story that is foundational to Christian Faith Didache: is that part of the Gospel teaching directed toward Christian Character, Christian identity and way of life Good preaching keeps them in conversation with each other!

8. Remembering Our Purpose Proclamation in Faith: Living Word is mediated through preaching. Clarification of Christian life, responsibilities and doctrines is through teaching.

9. Remembering Our Purpose 3. Sacrament: Teaching for Baptism Teaching for The Lord’s Supper And other offices: Teaching for Marriage Teaching for a variety of vocations in the church, lay and ordained. Teaching for healing and reconciliation Teaching for dying Teaching for Social Justice

10. In our Teaching Ministry we have learned: In this class we have • Developed a format for lesson planning and critiquing lessons • Developed a Teacher Training Session • Reflected on our identity as teachers and our individual theology of teaching • Engaged in moral development and faith development theories • Reflected on theology of children and youth and how we will teach them and how they teach us. • Considered implications for different learning and thinking styles

11. Responding In this class we have: • Shared Resource and curriculum ideas for faith formation • Experienced a variety of pedagogical approaches to a gathered learning community: didactic, learner centered, concept centered, rotation method, learning center, media centered, and discovery and pedagogy of the oppressed • Used a variety of media. • Asked the question is the Holy Spirit ever referred to in the feminine? Yes Matthew 3:16 • Considered some implications and need for anti-racism training in relationship to Christian Formation

12. Responding In this class: • We experienced individual learning, small group learning. • Process of Appreciative Inquiry in forming learning goals • Process of Authority of Generations • Developed components of faithful ministry with children, inclusion in liturgy. • Developed components of faithful ministry with youth. • Discussed characteristics of the generations. • Learned about the “Search Institute” in terms of demographics of Christian Formation and Denominational experiences.

13. Responding In this class: • Checked our learning goals • Demonstrated integration of information in reflection papers. • Learned ways of managing polarities, that is problems that are not solvable.

14. Case Study for Teaching ministry Approaching faith formation through the teaching liturgy: 1. Asking the questions: a. What is the history of Christian Education in the congregation? b. Who are the teachers, what kind of experiences have they had to prepare them for teaching? What is their faith? And what is their theology of teaching? C What is the integrative vision or mission or purpose of the church school? And how does it relate to the faith formation goals of the congregation?

15. Case Study Asking the question? Is there a related goal or objective in content or method for life long formation? What is the curriculum? How much Scripture and Church history will learners experience? Does the curriculum relate to the liturgy? What is the theology of worship? That is how would you describe the worship experience and does it relate to the learning experiences?

16. Case Study How is the liturgy the work of the people? How are your congregation members prepared for worship? Prayers? Hymns? Ritual? Symbols? Baptism? Confirmation? Seekers?

17. Case Study How do you develop your teaching/learning experiences? • Liturgical seasons • Issue or concept based ie soteriology,parousia, • eschatology, ways of prayer • AIDS, War, Poverty • concerns of community: stewardship, evangelism, pastoral care… • Moral and Ethical development, ways of thinking and decision making; learning from liturgy • Social Justice and prayer

18. Case Study How is your building or worship space used? • Purpose of outside groups in relationship to mission/worship and education • Schedule for teaching times/worship times • Adult life long formation • Young Adult life long formation • Youth life long formation • Children/life long formation • Intergenerational faith formation • Retreat times for congregation/teaching through the liturgy

19. Case Study Liturgy as foundational Communal function: Life in the congregation should be a sign to the world of what life in God’s reign looks like. Evaluation: How do members of the congregation respond to young people? Elderly? Differently abled? Poor, and those who are vulnerable? Greeting new folks, how we talk about and to each other, how we organize our life and make decisions and choose leaders reveals our faith development

20. Ask the Question Are we a smaller congregation, mission or pastoral size, trying to be a program or corporate size congregation? Consider: Tthe hidden teaching expectations of our Teaching ministry curriculum: Many available professional teachers Many available leaders who have a passion for formation An hour “program” opportunity that is developmentally segmented.

21. Educational Characteristics A model for education:One size does not fit all Mission or Family: usually one worship service Urban:Total Baptismal ministry: BIBLE/CREED/MINISTRY/SCAREMENTS Educate for independence! Call out gifts..share the message with neighbors..Theology of Abundance/social justice. Small gatherings, even in homes, for formation Flexibility in offering times/central vision/gathered community Rural: Teach for the capacity of the church to make its witness. Break down isolation through clustering possibilities( coordination with other congregations either ecumenical/or/inter-denominational: Mission Team: teaching for mutual ministry of all ages

22. Educational Characteristics Pastoral :very relational;dynamic, new models (50-150) 1. Clergy are central leadership thus teaching for leadership, leadership that is collegial is important: Pastoral care teams, teaching ministry teams: Life long formation structure to include intergenerational activities/gathered church school for a particular lesson with developmentally appropriate options. Retreat settings work very well. Teaching for and from liturgy is essential. Music ministry may be the way. 2. Adaptive work: engage in the beliefs, the attitudes and expectations of the congregation or the internal culture of the congregation through intentional adult education that includes reflection on worship and Ministry of daily life. 3. Community lies at the heart of Gospel life and mission 4. Organization of teaching around the vision/mission of the congregation

23. Educational Characteristics PROGRAM (150-350) 1. Forming small learning communities is essential. Many cells of activity. Greater leadership capacity, ordained not central to mission and vision. 2. Bring together diverse elements with a vision and mission and base teaching around that vision or mission. Worship central, usually several worship opportunities that relate to strong music ministry. Consider the connection between music and teaching. 3. Faith formation of adults essential, usually developmentally segregated classrooms. Strong lay ministry. Usually Sunday School, Children’s Ministry, Youth Ministry, Elder Ministry all separated. 4. Teach for administration, pastoral care, Teach for communication. 5. Higher Budget for Formation and Youth activities 6. Mission trips/Teacher Training/Global dimension/commitment to Renewal of Baptismal ministry and equipping the saints. Ministry for daily life, evangelism and seeker tools

24. Educational Characteristics Corporate (350 and more active members) 1. Purchased curriculum is often used. Schedule difficulties because of multi-use of building 2. Dynamic charismatic speakers, preachers, which generate energy, the key is to provide teaching that does the same. 3. Budget that supports many activities for adult formation, children, youth and young adult 4. Small learning communities where relational is developed in the context of faith formation is essential for stability and growth 5. Many leaders to choose from; gift discernment in relationship to faith formation is essential. 6. Multiple staff who work collegially evidenced in Sunday liturgy.

25. Case Study After asking the questions, and understanding the culture of the congregation…. What do we do?

26. We Could Run from our responsibilities:

27. We Could Take the weight of responsibility into our lives and shoulder it:

28. We Could Continuously multi-task and never take a break until we can no longer keep our teaching and learning lives spinning

29. We could Become very angry at the irresponsible members of our congregation. After all are they really Christian?

30. We could Respond out of all the love that God has given us and become a co-creator with God

31. How? Pray. If indeed our teaching ministry supports our liturgy our communal life of prayer, we need to ask: How is it with our prayer life? The liturgy is the breath of God, the incarnate body breathing its life as an offering to God. What do we learn in/from/during our prayers? About ourselves, those whom we serve, those who are our enemies?

32. How? Consider the church to be an educational community rather than a program. Engage in: Daily and weekly participation in liturgy Reflective observation of liturgy What are the implications ofobservations? Create new concepts

33. How? Calling out of gifts: A teaching approach from a theology of abundance rather than scarcity Teaching and leading others to name the gifts in the community. Taking a positive look at others and seeing them in the image of God Gift of Song gift of story telling gift of prayer gift of interpretation of prayers gift of organization

34. How? Teach for change Teach for growth Teach for welcoming the stranger QUOTE: As Tertullian, a third-century theologian commented: “Christians are made, not born”

35. A Model From Scripture Consider the Biblical Characteristics of the early church, which functioned in a non-Christian world. What did it’s teaching ministry look like? Importance of household and baptism Liturgy central/ consider each Gospel as an expression of liturgy Teaching for preparation of sacrament

36. An educational model from present culture Willow Creek: Seekers curriculum Providing multiple teaching and worship experiences that include newest technology “Cell” Group learning and mentoring emphasis Small group worship planning

37. A model from the life of the saints FrancisMother Theresa rebuild the church serve the poor prayer that leads to serving prayer and serving Ministry of daily presence ministry of presence Retreat from institutional church create small communities Triune God of Creation “I Thirst” Contemplation and Love Joy and Love

38. Teaching for the Sacraments and pastoral life of the church Preparation for marriage as teaching ministry role and responsibility of community Preparation for death as teaching ministry Preparation for confirmation as teaching ministry

39. Above all RememberThe Church is called: To be a missionary church not a maintenance church: Our Teaching is a call to be faithful Teaching to reflect critically on society Learn how to resist the negative influences. Strategize how we act in ways affect daily lives.

40. Life Cycle of teaching ministry Program Embryonic: Rapid change confusion innovation risk-taking mistakes are ok ambiguity experimentation high energy time frame: Present

41. Life Cycle of Teaching Ministry Program Growth Focused energy rapid growth increase in people involved more of everything open to feedback time frame: future

42. Life Cycle of Teaching Ministry Program Mature: stability maintenance status quo no change no mistakes closed to feedback time frame: blurred

43. Life Cycle of Teaching Ministry Program Aging/decline hanging on survival obsession with past drop-off in participation and energy resistance to change time frame: nostalgia: past anxiety-future

44. Note the relationship of worship and teaching One wonders is there a connection between teaching and worship? Upgrade your teaching ministry: The Challenge: Discovery of Teaching Ministry as compassionate education of the soul deeply reflective of liturgy, inclusive, multicultural, seeks justice, mission oriented with a focus on the whole person.