princeton part 1 - lifelong faith · connected, networked, digital 21st century world 1. develop an...

4/23/13

1

21st Century Faith Formation – Part 1 John Roberto, LifelongFaith Associates

Growing Disciples in a Connected, Networked, Digital 21st Century World

1.  Develop an understanding of connected and networked models of learning and faith formation for the 21st century

2.  Discover a variety of 21st century approaches and resources for faith formation with a special focus on the first third of life

3.  Learn how to design networks of faith formation to address the religious and spiritual needs of children, youth, emerging adults, and their families (as well as the adults generations)

4.  Develop skills for designing environments for faith formation and for curating religious content and experiences for children, youth, and their families.

4/23/13

2

4/23/13

3

Vision of Faith Formation Churches want faith formation that helps people. . . ¨  grow in their relationship with God throughout their

lives ¨  live as disciples of Jesus Christ at home, in the

workplace, in the community and the world ¨  develop an understanding of the Bible and their faith

tradition ¨  deepen their spiritual life and practices ¨  engage in service and mission ¨  relate the Christian faith to life today ¨  participate in the life and ministries of the faith

community

We are living in a historical moment of transformations in religion, technology,

generations, culture & society.

4/23/13

4

The changing world is putting tremendous pressure on the effectiveness of older models

of faith formation.

We need new models of faith formation & learning suited to this historic moment, and not simply enhancements or makeovers of existing models that were developed in the 19th and 20th century.

21st Century Faith Formation

4/23/13

5

You never change things by �ighting the existing reality.

To change something, build a new model that makes the

existing model obsolete. Buckminster Fuller

We are living in the midst of a convergence of forces moving us toward a new model.

21st Century Faith

Formation

Diversity of Religious Belief & Practice

Generational Change

Millennials & iGeneration

New Digital Technologies

Abundance of Resources

New Models of Learning

4/23/13

6

We Are More Diverse

The 1950s Family The 2010s Family

Family Diversity

4/23/13

7

A Family

Not a Family

Married Coupled with Children 99 1

Married Couple without Children 88 10

Single Parent with Children 86 12

Unmarried Couple with Children 80 18

Same-‐Sex Couple with Children 63 34

Same-‐Sex Couple without Children 45 52

Unmarried Coupled without Children 43 54

Pew Research, 2011

Family Diversity

Ø  20% of Americans claim no religious affiliation

Ø  32% of 18-‐29 year olds

Ø  18% of 18-‐39 year olds say that are “spiritual, but not religious”

Religious Diversity

4/23/13

8

Religious Diversity

Ø  According to Pew Research, Americans do not generally become more affiliated as they move through the life cycle from young adulthood through marriage, parenting, middle age and retirement.

4/23/13

9

Religious Diversity

Ø  With few exceptions the unaffiliated say they are not looking for a religion that would be right for them. Overwhelmingly, they think that religious organizations are too concerned with money and power, too focused on rules and too involved in politics.

Religious Diversity

The number of religiously unaffiliated is growing . . . .

Ø  because of Americans who rarely go to services are more willing than in the past to drop their religious attachments altogether.

Ø  because of generational replacement, the gradual supplanting of older generations by newer ones.

4/23/13

10

Vibrant Faith & Active

Engagement in the

Community

Minimal Engagement with Faith and

the Community

Spiritual but Not Religious

Not Religiously Affiliated

Religious Diversity

Religious Diversity

Youth (teens) Abiders Adapters Assenters Avoiders Atheists

20% 20% 31% 24% 5%

Emerging Adults (20s) Commi�ed Selected Spiritually Religiously Religiously Irreligious Tradi�onalists Adherents Open Indifferent Disconnected

15% 30% 15% 25% 5% 10%

4/23/13

11

Adolescent Religiosity 1.  Abiders: highest levels of religiosity and practice: believe in

God, pray regularly, engage in personal religious practice, attend services, serve others, think about the meaning of life; most likely to say their religion is the only true faith

2.  Adapters: high levels of personal religiosity + accepting of other people’s faiths + attend religious services more sporadically

3.  Assenters: believe in God and feel somewhat close to God, but they are minimally engaged with their faith and practice only occasionally. Religion is tangential to other aspects of their lives.

4.  Avoiders: believe in God but have low levels of religious practice; God is distant, impersonal; and often don’t name a religious affiliation.

5.  Atheists: don’t believe in God and don’t attend services.

Emerging Adults Religiosity

1.  Committed Traditionalists: strong religious faith; articulate beliefs; active practice; commitment to faith is a significant part of their identities and moral reasoning, at least somewhat regularly involved in some religious group

2.  Selected Adherents: believe and perform certain aspects of their religious traditions but neglect and ignore others; more discriminating about what they are willing to adopt of their religious tradition’s beliefs and practices

3.  Spiritually Open: not very committed to a religious faith but are nonetheless receptive to and at least mildly interested in some spiritual or religious matters.

4/23/13

12

Emerging Adults Religiosity

4.  Religiously Indifferent: neither care to practice religion nor oppose it; simply not invested in religion either way; too distracted with and invested in other things in life and unconcerned with matters of faith to pay any real attention to religion.

5.  Religiously Disconnected: have little to no exposure or connection to religious people, ideas, or organizations; neither interested in nor opposed to religion; faith simply has not been a part of their lives in any significant way.

6.  Irreligious: hold skeptical attitudes about and make critical arguments against religion generally, rejecting the idea of personal faith

We Are Connected & Networked

4/23/13

13

A Connected, Networked World

EMBEDDED


EMBEDDED SOCIAL NETWORKS

4/23/13

14

The Triple Revolution

1.  Social Network Revolution

2.  Internet Revolution 3.  Mobile Revolution

It is a network of both relationships and

information & knowledge.

A Connected & Networked World

Information is Woven Into Our Lives

Mobile is the needle, Social Networks are the thread

Social Networks… Surround us with informa�on through our many connec�ons

Bring us informa�on from mul�ple, varied sources

Provide instant feedback, meaning and context

Allow us to shape and create informa�on ourselves and amplify othersʼ’ messages

Mobile… Moves informa�on with us

Makes informa�on accessible ANYTIME and ANYWHERE

Puts informa�on at our finger�ps

Magnifies the demand for �mely informa�on

Makes informa�on loca�on-‐sensi�ve

4/23/13

15

The Social Network, Internet, and Mobile Revolutions are coming together to shift people’s social lives away from densely knit family, neighborhood, and group relationships toward more far-‐flung, less tight, more diverse personal networks.


The three revolutions have made possible the new social operating system – Networked Individualism.

The hallmark of networked individualism is that people function more as connected individuals and

less as embedded group members.

Networked Individualism

A Connected Networked World

4/23/13

16

Individual

Family & Friends

Educa�on

Life Stage

Work Sports & Ac�vi�es

Interests

Shared Experiences

A Connected Networked World

We Are Learning in New Ways

4/23/13

17

21st Century Learning: edX Online

21st Century Learning: Khan Academy

4/23/13

18

Connected learning knits together three crucial contexts for learning:

Peer-supported In their everyday exchanges with peers and friends, young people are contributing, sharing and giving feedback in inclusive social experiences that are fluid and highly engaging.

Interest-powered When a subject is personally interesting and relevant, learners achieve much higher-order learning outcomes.

Academically oriented

Learners flourish and realize their potential when they can connect their interests and social engagement to academic studies, civic engagement, and career opportunity.

Connected Learning

Core properties of connected learning experiences include:

Production-centered Digital tools provide opportunities for producing and creating a wide variety of media, knowledge, and cultural content in experimental and active ways.

Shared purpose Social media and web-based communities provide unprecedented opportunities for cross-generational and cross-cultural learning and connection to unfold and thrive around common goals and interests.

Openly networked Online platforms and digital tools can make learning resources abundant, accessible, and visible across all learner settings.

4/23/13

19

Design principles inform the intentional connecting of learning environments:

Everyone can participate

Experiences invite participation and provide many different ways for individuals and groups to contribute.

Learning happens by doing

Learning is experiential and part of the pursuit of meaningful activities and projects.

Challenge is constant Interest or cultivation of an interest creates both a “need to know” and a “need to share.”

Everything is interconnected

Young people are provided with multiple learning contexts for engaging in connected learning—contexts in which they receive immediate feedback on progress, have access to tools for planning and reflection, and are given opportunities for mastery of specialist language and practices.

Connected Learning

New media amplifies opportunities for connected learning by:

Fostering engagement and

self-expression

Interactive, immersive, and personalized technologies provide responsive feedback, support a diversity of learning styles and literacy, and pace learning according to individual needs.

Increasing accessibility to knowledge and learning

experiences

Through online search, educational resources, and communities of expertise and interest, young people can easily access information and find relationships that support self-directed and interest-driven learning.

Expanding social supports for interests

Through social media, young people can form relationships with peers and caring adults that are centered on interests, expertise, and future opportunity in areas of interest.

Expanding diversity and building capacity

New media networks empower marginalized and non-institutionalized groups and cultures to have voice, mobilize, organize, and build economic capacity.

Connected Learning

4/23/13

20

We Are Developing 21st Century Faith Formation

New Faith Formation Ecosystem

Church

Home

Ethnic Culture

School (Religious)

Yesterday: Culture Today: Network

Church

Home

Community Online/Virtual

Social Networks

4/23/13

21


u  We live in a time of abundance – with new technologies and resources that can provide next generation faith formation – not just for the younger generations but for all ages and generations.

u  We can now reimagine where, when, and how faith formation & learning take place.

New Mobile Technologies

4/23/13

22

New Digital Tools

New Digital Resources

4/23/13

23

New Online Tools: Weebly.com

New Learning Environments

4/23/13

24

The collec�on of the J. Paul Ge�y Museum on display includes examples of pre-‐20th-‐century European pain�ngs, drawings, illuminated manuscripts, sculpture, and decora�ve arts; and 19th-‐ and 20th-‐century American and European photographs.


1.  It is now possible to provide faith formation for everyone, anytime, anywhere, 24 x 7 x 365.

2.  It is now possible to deliver religious content and experiences to people wherever they are, 24 x 7 x 365.

3.  It is now possible to customize and personalize faith formation around the life tasks and issues, interests, religious and spiritual needs, and busy lives of people.

4/23/13

25


4.  It is now possible to engage people in a wide diversity of programs, activities, and resources that incorporate a variety of ways to learn—on your own, with a mentor, at home, in small groups, in large groups, in the congregation, and in the community and world—delivered in physical gathered settings and virtual online settings.

5.  It is now possible to connect people to each other—in physical places and virtual spaces.


Fully online with options for face-‐to-‐face interaction in physical settings.

Mostly or fully online with regular interaction in physical settings.

Online platform that delivers most of the program with support, mentoring, and small groups.

Programs in physical settings guided by a leader with online components.

Programs in physical settings with online resources to supplement the program.

4/23/13

26


Any�me, Anywhere 24 x 7 x 365

Diversity of Religious & Spiritual Needs

Personalized & Customized Pathways

for Growth

Variety of Content

Experiences People & Resources


We are moving from. . . One Size Fits All

Faith Formation & Church Programming to

Networks of Personalized & Customized Faith Formation

-‐ -‐ -‐ From: People being where we are (church) To: Faith formation being where people are!

4/23/13

27

Creating Networks of Personalized & Customized Faith

Formation Activities & Resources

focusing on addressing people’s spiritual and religious diversity by

offering a wide variety of religious content and

experiences

Children & Families

Adolescents & Families

Young Adults

Mid-‐Life Adults

Mature Adults

Older Adults



¨ Fashioning faith formation around the people ¤ Life stage issues & tasks, concerns and interests ¤ Milestones and life transitions ¤ Religious and spiritual needs & faith journey ¤ Ethnic and cultural needs

¨ Delivering a wide variety of content & experiences in physical settings & virtual settings

¨ Personalizing content & experiences ¨ Using a variety of methods and approaches

4/23/13

28

Target the Diversity

Vibrant Faith & Active

Engagement in the

Community

Minimal Engagement with Faith and the

Community

Spiritual but Not Religious

Not Religiously Affiliated

Youth Network

Youth Group

Confirma�on Program

Adolescent Life Issues

Parent-‐Teen

Ac�vi�es & Resources

Bible Study & Religious Learning

Prayer & Spiritual Forma�on Service

Projects Mission Trips

Milestones

Youth Leadership

Intergener-‐a�onal

Connec�ons

Parent Faith Forma�on

Parent Educa�on & Support Groups

Youth Faith Formation Network

4/23/13

29

1.  Church Programs & Activities 2.  Community Programs & Activities 3.  People Resources 4.  Print Resources 5.  Audio & Video Resources 6.  Art, Drama, and Music Resources 7.  Online Content: Websites, Blogs, Video 8.  Online Education: Webinars, Courses 9.  Apps & Digital Resources

Faith Formation Content

4/23/13

30

Bringing Sunday Worship Home Whole Family

Programs

Intergenera-‐ �onal

Experiences

Children’s Programs &

Events

Faith Prac�ces:

Bible, Prayer, Rituals. Service Milestones

Parent Faith Forma�on

Paren�ng Educa�on & Support Groups

Mentors for Parents

“Ge�ng Started in Faith”

Experiences

Families with Children Network

4/23/13

31

LifeChurch.tv


Fully online with options for face-‐to-‐face interaction in physical settings.

Mostly or fully online with regular interaction in physical settings.

Online platform that delivers most of the program with support, mentoring, and small groups.

Programs in physical settings guided by a leader with online components.

Programs in physical settings with online resources to supplement the program.

4/23/13

32

“Flipping the classroom” so that children and teens are doing project-‐centered learning with their parents or peers—accessing content online through the network website and connecting via a secure social network such as Edmodo AND then refocusing “class time” on practicing, demonstrating, and performing.

Imagine the Possibilities. . . .

4/23/13

33

Courses, presentations, demonstrations, small group Bible study, and topical learning—all with online content—that can be conducted via Skype or Google+ with reflections on a blog, Google+ Circle, Twitter, Facebook group, or Edmodo.


4/23/13

34

Online Bible and theology courses using free courses from iTunes University or a seminary/university.


4/23/13

35

4/23/13

36

Imagine the Possibilities

Online faith formation resource centers

4/23/13

37

4/23/13

38

LifeChurch.tv

4/23/13

39

LifeChurch.tv


Online prayer center where people find daily prayer experiences, offer prayer intentions, pray for others, learn about spiritual practices, and more.

4/23/13

40

4/23/13

41

4/23/13

42

Justice and service resources where people can learn about social issues, explore Biblical and church teaching on justice, and find ways to act together through local & global projects.


4/23/13

43


A Sunday worship center with resources to extend worship in people’s daily lives throughout the week.

Share It

Blog/Facebook Ques�on A�er Worship Sharing

@Home Conversa�on Ac�vity

Study It

“Taking Faith Home” Sermon Video + Study Guide

Daily Readings Scripture Commentaries

Online Bible Study

Live It Living the Message Daily Living Chris�an Prac�ces Service/Mission Idea

Ac�on Project

Pray It

Weekly Table Prayer Praying with the Saints

AM & PM Prayer Lec�o Divina

Sunday Worship

4/23/13

44

4/23/13

45

The Word to Go 2011 © 2011 Archdiocese of Chicago: Liturgy Training Publications. All rights reserved. Orders 1-800-933-1800. Imprimatur granted by Reverent John F. Canary, STL DMIN on May 27, 2008. Art by Martin Erspamer, OSB.

Solemnity of Our Lord Jesus Christ the King November 20, 2011

Carrying on the Mission of the Shepherd-KingEzekiel 34:11–12, 15 –17Psalm 23:1– 2, 2 – 3, 5 – 6

1 Corinthians 15:20 – 26, 28Matthew 25:31– 46

SCRIPTURE REFLECTIONMost of us might not realize the responsibilities that came with the job of a shepherd, but this once-important position is key to understanding many Biblical passages and Jesus’ identity as Shepherd-King. In Jesus’ day, the shepherd had the awesome responsibility of protecting a highly valued animal. No fences or convenient ways existed to bring massive amounts of food to a large herd. Without the shepherd, the animals were easy prey to wild beasts and were often lost to the expanse of the land. Shepherds were not casual overseers but were constantly on guard over their flocks. The passages this week rely on an understanding of the shepherd’s duties. In Ezekiel we find a shepherd who has not done his job, thereby putting the flock in danger. A new shepherd — the Lord — comes to save the abandoned herd. In light of the New Testament and their faith, Christians understand this shepherd as the Lord Jesus. Parallel to Ezekiel’s scenario, Matthew tells about

a shepherd who comes to sort the good from the bad while rescuing the weakest members of the flock. Because the weak animals of the flock are overlooked to protect the

majority, Jesus surprises his audience by delegating responsibility for them and clearly defining their tasks for them. His words are the basis for what Catholics have traditionally

called the corporal works of mercy.

SHARING FAITH ✦ What traits do you associate with the title of “shepherd”? Where do these ideas about shepherds come from? What images from today’s world might be used to describe Jesus’ unique style of leadership? ✦ What skills and personal qualities did shepherds have in Jesus’ time? Why do you think Jesus chose to identify himself with a shepherd? ✦ What prevents you from seeing God in all people?

LIVING THE LITURGY ✦ Many find guiding principles for life in this passage from Matthew’s account of the Gospel. Look out for the citation of this Sunday’s Gospel on license plates and t-shirts. Think about why this particular passage might speak to people. ✦ Make a crown for the center of your table. Decorate it with symbols or words that tell about the qualities of Christ the King. Leave the crown in place until next Sunday, when Advent begins. ✦ Look at a hidden picture book or puzzle. After finding some of the missing objects, decide what makes the things you are looking for so hard to find. Discuss strategies for the rest of your search. Talk about how we miss seeing the presence of Christ the King in our families, neighborhood, and world.

4/23/13

46

Parent network—rich with resources—for parenting, faith growth, understanding children and teens, etc.

¨ Online courses & video programs ¨ Webinars for parent enrichment ¨ Directory of local and online parenting classes,

support groups, websites, etc. ¨ Parenting wiki or blog to share ¨ Parents Facebook page or group


4/23/13

47

Vibrant Faith @ Home

4/23/13

48

1. SHARE1. SHARE your highs & lows of the dayof the day

2. READ2. READ and highlight a verse and highlight a verse of scrip ture in your bible*of scripture in your bible*

3. TALK3. TALK about how the bible about how the bible verse rel ates to your verse rel ates to your highs & lowshighs & lows

4. PRAY4. PRAY for your highs & lows, for your highs & lows, for your family, and for your family, and for the worldfor the world

5. BLESS5. BLESS one anotherone another

The Faith The Faith 55 F a i t h A c t s I n T h e H o m eF a i t h A c t s I n T h e H o m e

™

TURN OFF THE TV,PUT DOWN THE NEWSPAPER,

SET THE CELLPHONE ON SILENCE AND INVEST 5 MINUTES

IN YOUR FAMILY WITH THESE SIMPLE STEPS.

ParentFurther

4/23/13

49

Parent Webinar

4/23/13

50

HomeWord

4/23/13

51

4/23/13

52

Discovering Faith

4/23/13

53

Introduction Dinner: Is there more to life than this? Week 1: Who is Jesus? Week 2: Why did Jesus die? Week 3: How can we have faith? Week 4: Why and how do I pray? Week 5: Why and how should I read the Bible? Week 6: How does God guide us? Week 7: How can I resist evil? Week 8: Why & how should we tell others? Week 9: Does God heal today? Week 10: What about the Church? Weekend: Who is the Holy Spirit? What does the Holy

Spirit do? How can I be filled with the Holy Spirit? How can I make the most of the rest of my life?

Discovering Faith

A Third Place gathering space in the community, offers hospitality, builds relationships, hosts spiritual conversations, provides programs and activities, and nourishes the spiritual life of people.

4/23/13

54

The Wesley Playhouse

www.freshexpressions.org.uk/stories/playhouse

Family Center

4/23/13

55

Building Congregations around Art Galleries and Cafes

Life in Deep Ellum is a cultural center built for the artistic, social, economic, and spiritual benefit of Deep Ellum and urban Dallas. Through its four pillars of Art, Music, Commerce, and Community, it strives to promote life and growth in our city through creative initiatives and strategic partnerships. Life in Deep Ellum is about a way of life, cultivating purpose, and guiding people into relationship with God.

princeton part 1 - lifelong faith · connected, networked, digital 21st century world 1. develop an...

Documents