Download - The 5Ws – A Model for Authentic Catholic Schools Kevin Quigley Director of Education January 2015 1
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The 5Ws – A Model for The 5Ws – A Model for Authentic Catholic Authentic Catholic
Schools Schools Kevin Quigley
Director of EducationJanuary 2015
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Based on the 5 Ministries of the Based on the 5 Ministries of the Early Christian ChurchEarly Christian Church
A Welcoming Community
A Welfare Community
A Witnessing Community
A Word of God Community
A Worshipping Community
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Model applicable to any Christian Community…
school, parish, diocese, religious order/community, the Church etc
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Perennial value of the Model? -
It goes back to the Roots of Christianity to Recover, Rediscover and Reenergise us with the vitality and attraction of the original dream of Jesus Christ, of the Reign of God, of the Kingdom for the 21st Century.
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The Model in Education speak
Song 5W’s Ministry Leading/Teaching
Come Welcome Koinonia Build Community
Walk Welfare Diakonia Serve
Work Witness Marturia Being and Doing
Talk Word Kerygma Teach
Pray Worship Leitourgia Celebrate
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Welcome Welcome Luke 9:11…the Model…again!
Romans 15:7 – the challenge of the Model!
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Welcome – In Early Christian communities – of ALL!
Neither Greeks, nor Romans, slaves nor freeman. As a Community of EQUAL DISCIPLES.Key elements of Hospitality, Greeting and Welcome.
Welcome Welcome
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Catholic – meaning – Kata houlus i.e.
Welcoming EACH and ALL
Welcome Welcome
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Implication of each The absolute value of the person
- As made in the image and likeness of God- Unconditionally loved by God- Reverence for the person
Welcome Welcome
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Implication of All - ?
‘Here comes everybody’ - James Joyce
…A radical inclusivity…at best!
Who is my neighbour?
Native American Story
Welcome Welcome
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Implications of Welcome for Teachers ? –
e.g. What is the climate I feel of your class(es)?
What type of learning space do you create for welcome?
Welcome Welcome
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A space with openness, boundaries and hospitality? ?
Welcome Welcome
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Welcome Welcome What would openess look like? E.g. Removing barriers and blockages Removing fears and inadequacies Inspiring imagination and creativityInspiring confidence and capability
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Saint Augustine said one meaning of Catholic was
‘To be OPEN to the TRUTH whenever it can be found!’
Welcome Welcome
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What about boundaries? E.g.
That give security and structure That give safety and self worthThat value trial and error and starting again! That nourish a zest for learning
Welcome Welcome
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Not repressive boundaries that breed –
Compliance and docility Shallow learning and rote performanceA reductionist acquisitive ‘banking’
concept of education – ‘the vessel to be filled’ mentality.
Welcome Welcome
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What of Hospitality?
i.e. To create learning spaces that are
Receptive to the voice of the learnerBased on an ‘ethic of critique, care and
justice’ RJ Starrett
Welcome Welcome
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Over to you …
In pairs discuss some/all of the following
Welcome Welcome
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1. Pupils learn best when …2. The climate for learning in my lessons is …3. My daily welcome to my pupils is …4. What I want most for my pupils is …5. When I am teaching at my best I am like …
Welcome Welcome
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Early Christian communities were committed to
- Welfare and service of human needs –
e.g. Acts of Apostles – care of the poor, the widow and the orphan etc.
Welfare Welfare
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What does service to human needs mean in an educational context ? E.g.
Intellectual Social Emotional Physical Psychological Spiritual
A BIG ask!
Welfare Welfare
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How do I meet these needs as a teacher?
Welfare Welfare
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- By addressing 3 Questions
o“What is it to be human?”o“How did we become so?”o“How can we become more so?”[Jerome Bruner]
Welfare Welfare
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Remember! – to go back to our Anthropology i.e. our understanding of what it is to be a person?
- Made in God’s image and likeness- With a divine origin and an eternal destiny- Image of the Trinity posits the person as a
relational being
Welfare Welfare
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- Or put it in a different non – theological way as a question
“What are the foundational qualities of a person?”
- that can inform a teacher’s approach to meeting the needs of pupils?
Welfare Welfare
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R.J Starrett suggests the following qualities –
Transcendence Autonomy Connectedness
Welfare Welfare
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How to teach for Transcendence ?
By inspiring and encouraging the search for excellence
By going beyond the ordinary, beyond expectation
By raising pupils to distinction
Welfare Welfare
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Welfare Welfare By nurturing and developing a sense of
being part of something bigger
something greater By eliciting a sense of otherness, of mystery, of beyondness in the pupil. - Of a God who is the BACKDROP to and Foreground of all life
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How to teach for Autonomy ?
- Through time and opportunities- With your support and challenge- Within a community of learners
To enable pupils to CLAIM their own lives. To be the person they were born to be – a
life time’s journey.
Welfare Welfare
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Autonomy –
“Each person has only one vocation…to find the way to oneself”
Herman Hesse German Author
Task of the teacher is for a time to accompany someone on their “journey to wholeness”.
Welfare Welfare
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How to teach for Connectedness ? - To foster, encourage and develop positive
relationships- To nurture relational ways of learning and
of learning as a social process- To encourage pupils to go beyond self
absorption, self indulgence, narcissism and self-obsession.
Welfare Welfare
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Connectedness - Rather to encourage pupils in recognising
and valuing that
“I am part of every living thingAnd everything is part of me
We are all created of this sacred earth So everything’s our sacred family”
[Kevin Gilbert, Aboriginal Poet]
Welfare Welfare
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Connectedness –
Connectedness ultimately has to do with – living a spiritual life i.e. a life connected to and integrated within the very ground of our Being, within Ultimate Reality.
Welfare Welfare
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Connectedness –
Hence to vital importance of teachers taking pupils’ spirituality seriously as pivotal to Welfare and addressing their needs for formation as persons.
Welfare Welfare
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And Formation –
Welfare in a Catholic educational context is about “forming people who will be lovers of true freedom, who will make their judgements in The light and Truth”
Welfare Welfare
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Formation as
“A lifelong process of seeking, clarifying, deepening and raising awareness of what it means To Be Truly Human”
Welfare Welfare
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The role of the Teacher therefore is
- To accompany, to journey alongside the pupil for a time, on their journey to wholeness.
- To be a companion- To be the Creator of a space in which
a community of Truth is practised.
Welfare Welfare
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- To be a model of humanity evidencing all that is best in being human
- To seek to meet their needs by giving of our BEST SELVES! – In “turning the soul of the learner to the good, the true and the Beautiful” [Plato].
Welfare Welfare
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Over to you!
In pairs please discuss some of the following
- How do you try to overcome barriers to learning in your pupils? Examples?
- How do you discourage an individualistic “I, Me, Mine” mentality and encourage a “we, together, mutuality”
Welfare Welfare
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- How do you build community in your class, in your lessons ? Examples ?
- How do you nurture an outward-facing mentality, broadening horizons and raising expectations ?
- How do you take children’s spirituality seriously ? Be specific!
Welfare Welfare
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Witness – What we stand for ?
School/College as a Witnessing Community to a Catholic Vision and Mission for Education as integral to the Church's overall Pastoral and Evangelising Mission (To proclaim the Good News of Jesus Christ, as did the Early Church).
Witness Witness
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To a God centred Way of Life To God’s Unconditional Love for All of
Creation To the Life, Story, Vision, Teaching and
Tradition of the Risen Jesus Christ and of those who follow Him.
WitnessWitness
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To God as the backdrop and foreground of a Curriculum for Life and as the Author of Truth
To a ‘God-in-all-things’ approach to educationTo a “God in the bits and pieces of everyday”
approach to everything in school/college. To learning about God’s world and our
stewardship of it with a “Reality is Sacred and the Sacred is Real” approach to learning.
Witness Witness
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“All branches of knowledge are connected together, because the subject matter of knowledge is intimately united in itself, as being The Acts and Works of The Creator”
Blessed John Henry Newman
Witness Witness
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To a deeper way of seeing, being, doing and knowing
To developing “a holy curiosity” [Albert Einstein] in our pupils/students
i.e. …
Witness Witness
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“Not only to questionBut to question the questioningNot only to intellectualizeBut to ponder the intellectualising Not only to learn But to move to what lies both within and behind the learning”
[Derek Webster]
Witness Witness
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As a challenge to a secular perspective on Education
As a challenge to dualism within some versions of Christian Education
“We must learn to penetrate things and find God there”
[Meiser Erckhart 13th Century Dominican Mystic]
Witness Witness
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Witness Witness To Values for Life – Gospel Values
e.g. JusticeCompassionServiceCommunityForgivenessFreedomPeace
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Values for Life informing and permeating all policies and
procedures and are central to the LIVED EXPERIENCE of the
school community.
Witness Witness
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Key Words/Phrases –
1.Deeply humanizing Values – for Life2.God as backdrop and foreground3.Unconditional love4.Reality as Sacred, Sacred is Real5.Learning about God’s World6.Deeper ways of knowing 7.Mission Statement
Witness Witness
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How well we are doing as a Witnessing Community ?
In pairs discuss some of the following:1.Does a God centred view of life permeate
our curriculum and all our provision ? 2.How do we portray Christ at the Centre of
your school community ? 3.If you were asked ‘What does this school
stand for’ … How would you reply ?
Witness Witness
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What are the dominant values within the school community ? … Explain please ?
What does the school witness to the outside community ? How do you know ?
How does the school witness to the beliefs and values of Catholicism befitting its 21st Century context ?
Witness Witness
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The Early Christian communities taught and preached the Word of God, the Good News of Salvation through the Risen Christ
- They EVANGELISED- They DIALOGUED - They Enculturized the Gospel in the
Societies they inhabited.
Word Word
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- But they were the Word of God- They lived the Word in everyday life- They were Models, Icons of Good
News - They were Living Logos!
Word Word
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4 Big Questions for Teachers
1.How does God’s Word express itself today? 2.How does God communicate with us today? 3.How does God reveal Godself to us today? 4.What does this mean for my Teaching in a Catholic School?
Word Word
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Word – to help answer these God’s Living Word and Self expression is
revealed through
1.The ordinariness of Life…yours and mine. 2.Creation and the Mysteries of Life and of
the Universe 3.Human history and Cultures4.The major World Faiths
Word Word
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Word of God revealed through: The Person of Jesus Christ, the Word Incarnate The history and Traditions of the Christian communities Sacred Scripture and Church Tradition and TeachingKnowledge, the Pursuit of Truth and the Search for Wisdom.
Word Word
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Word of God – for Teachers to consider: “All branches of knowledge are connected
together because the subject matter of knowledge is intimately united in itself as being the Acts and Works of the Creator”
-offers a Catholic perspective on the Curriculum that a Catholic School should promote
Word Word
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Word and Wisdom
The Search for Wisdom? – the ultimate aim of Education?
Wisdom as a “deeper way of knowing; the art of living in rhythm with your soul, your live and the divine”
John O’Donohue
Word Word
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Wisdom – as the original and highest purpose of education in both Hebrew and Christian traditions. •A 2000 year old Christian Tradition of Education •Relevance and Appropriateness Today ? •A Curriculum for Life – i.e. Learning what it is to be Human and about one’s place in the world.
Word Word
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Word and Wisdom “Stewards of the Mysteries of God” [Cor 4:1]
Bigger Picture Education verses a narrow mechanistic one.
“Knowledge without WisdomIs a load of b…ooks On the back of an ass” [Japanese Proverb]
Word Word
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Word Word “Education is not the filling of a bucket but the lighting of a fire!” [W.B. Yeats]
“the mind is not a vessel to be filled but a fire to be ignited” [Plutarch]
You and Your school as a Resource if Wisdom in our current context ?
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Word Word A Challenge to the School…to embody the Word of God? …to be Living Logos? i.e. The Word in action through us? …to be icons of Christ? …to model the Vision and Values of being a Catholic Christian Community? …to witness to a God-centred education in the very ordinariness of school life?
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An important reflectionOur being part of a Bigger Narrative viz “We are each a letter in God’s BookLike a letter we have no meaning on our own But joined together in families, communities
and nations We form sentences and paragraphs And become part of God’s Story” [Jonathan Sachs, Times Sept 24th 2011]
Word Word
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Over to you – please discuss some of the following How well are we doing as a Word of God community?1. Does our curriculum present God as the backdrop and
foreground of all learning? 2. Is there a coherent rationale that does justice to a Word of
perspective on the curriculum? 3. Do we encourage a spirit of search and enquiry, creativity
and imagination in addressing the Big Questions across the Curriculum?
4. What does high quality R.E. look like and how reflective is it of an informed up to date Catholic approach?
5. How does the school/college community witness to a Word of God approach to its everyday realities and lived experiences?
Word Word
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6. How do you encourage the Pupils to be self reflective?
7. What priority do you give to e.g. mindfulness, meditation or quiet prayer for your pupils?
8. What place, if any, does wisdom, play in your approach to Teaching and Learning?
Word Word
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Early Christian Church originally in small groups in household prayed and ritualised the presence of the Risen Christ amongst them in the Breaking of Bread and prayers, readings, psalms.
Worship Worship
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Their Eucharist and Christian Liturgy were inextricably linked to JUSTICE, concern for the poor
Theirs was a Worship in Action, a Faith in Action
Not Holy Joes or Josephine's!Nor withdrew as hermits etc
Worship Worship
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Worship explained as:
A genuine disposition to Worship sees the World
- As Holy as the Book of God- As a Healing Mystery- Full of Divine Messages- And responds to this Awareness and
Awakening in a Spirit of Worship
Worship Worship
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A Worshipping Community
As one in which the Centrality of God is given its proper status in various forms of Worship e.g. Praise, Petition, Thanksgiving, Adoration, Meditation, Contemplation.
In a School setting the following need to be kept in mind in offering Worship of Quality..
Worship Worship
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Worship – Guidelines
1.Appropriate, Relevant and Inclusive2.Planned prepared and resourced drawing
on a variety of media and materials3.Given due time, space, opportunity, status
and proper conditions4.Emphasis also on Community and
Belonging
Worship Worship
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Worship – Guidelines
Key Words/Phrases1.Prayer not Performance2.Participation not Passivity3.Creative not Constrained4.Flexible not Flippant 5.Tradition not Traditionalism6.Languaged not Mumbojumbo
Worship Worship
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Worship – Guidelines
Key Words/Phrases1.Reverence not Restraint2.Living not Laden3.God-graced not Goddamawful 4.Enriching not Emasculating 5.Silent not Sullen
Worship Worship
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How are we doing as a Worshipping Community in school?
Do we review our policy on prayer and worship on a regular basis and evaluate its impact and effectiveness throughout the school?
Do we have a prayer core at the heart of the school?
Worship Worship
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How are we doing as a Worshipping Community in school?
Are our opportunities for worship well planned and led, pupil centred, creative and relevant?
Are our staff well trained and supported in furthering the prayer and worship life of the school.
Worship Worship
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How are we doing as a Worshipping Community in school?
Do we actively encourage support and develop our pupils to take leadership roles in prayer and worship?
Do we allocated dedicated funding and resourcing in order to develop prayer and worship?
Worship Worship
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Worship Worship How are we doing as a Worshipping
community in school?
Are pupils introduced throughout their time in school to the various traditions and forms of prayer within the Catholic Christian traditions?
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Concluding RemarksConcluding Remarks5W’s Framework5W’s Framework::
Welcome, Witness, Welcome, Witness, Welfare, Word, Welfare, Word,
Worship Worship
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The 5Ws Framework touches the very heart of Catholic Christian Tradition as a vital evolving source of God’s ongoing Self Disclosure and Love
Concluding Remarks Concluding Remarks
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The 5Ws Framework gives:
Identity, Meaning, Purpose, Direction, Coherence and living to all we do in Catholic Education as part of our tradition as befits the needs and demands of an authentic Catholic Education at the service of the Church’s Mission to the world.
Concluding Remarks Concluding Remarks
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A Tradition to: Cherish Critique Contribute to Communicate Celebrate “A treasure of truth and a peace to share”[Jean Vanier]A Resource of Wisdom for our 21st Century World
Concluding Remarks Concluding Remarks
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The ultimate aim of Catholic Education and the role of the teacher within it is that
children and young people
“Attain the fullness of Being, the fullness of God Himself”
Ephesians 3:19
Concluding Remarks Concluding Remarks
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