The Classroom Religion Program - Essay Example

 «The Classroom Religion Program» The events that commemorate the Eucharist in Christianity vary hugely from one denomination to the other. The Catholic Church, which forms the focus of this paper, has a unique way of symbolizing Eucharist, the ceremony where Christ’s body and blood are symbolized by bread and wine respectively. At this juncture it is important to appreciate that these two symbolic objects—wine and bread—are truly taken to represent Christ and the process is referred to as transubstantiation (Books, LLC 2010). This process also symbolizes the divinity of Christ Jesus. This presence of Christ through Eucharist brings with it a sacramental presence (Koottanal, 2005). This method has a rich tradition within the church and it transcends the modern approaches that other denominations take. According to Ryan (1997) the way the Eucharist is taught in Catholic schools acts as an important guide that offers students a sound understanding of its mystery. Eucharist as a topic is taught with a wide scope in the Catholic-based curriculum as shall be seen in the sections that follow. Things for students to know Transubstantiation as an element of Eucharist Teaching about the Eucharist must be elaborated in both its abstract form as well as its definitive form according to Hardon (1997). Many non-Christians have quite an abstract understanding of the concept or substance of the Eucharist. This therefore drives the need to instill ample understanding to Catholic students in relation to the actual meaning of the Eucharist. According to the council of Trent, transubstantiation is: that wonderful and singular conversion of the whole substance of the bread into the Body, and of the whole substance of the wine into the Blood - the species only of the bread and wine remaining - which conversion indeed the Catholic Church most aptly calls Transubstantiation (Books, LLC 2010). Taking into consideration that bread and wine actually symbolize the body and blood of Jesus is in itself an interesting approach. Jesus as a divine mediator of God’s revelation This is one of the foundations that is necessary for students to learn about the Eucharist. This is an important aspect taught in Catholic schools and it ensures that students get to have a historical understanding coupled with an experience of the divine reality that surrounds the Eucharist. The instructions in a classroom in relation to religious education in a Catholic school are meant to make students embrace the church’s doctrines and beliefs. Some of the areas to touch on are the Apostle’s Creed and Nicene Creed (Wandel, 2006). They are areas that express in a short and precise manner the Catholic Church’s beliefs. The students that are the appropraite age for this method of teaching are of 8 years and below. The reason for this is that before one understands the symbolism of the Eucharist it is important to appreciate the one behind it, Jesus Christ. The Mass processes carried out during the last super meaning symbolized an end to one thing and a beginning of another. Understanding what was ending and starting is of paramount importance to young Catholics who need to know the basis of their faith. Eucharist as an act of Catholic Church’s proclamation and celebration The last super was taken by Jesus together with His disciples. It is important to look into the full symbolism of such action in respect to communal activities. Celebrating that moment in His remembrance through Holy Communion is an act of sharing, according to Davis and Hays (2003). The Catholic Church’s beliefs are based on togetherness or oneness and such instances bring people together as children of God. This is one of the major teachings that should be instilled to students. Rather than have the communion be a time of sorrowful remembrance it should reflect a joyful celebration, for He died for all of us to be free. This offers a backing as to why one should be a Catholic Church affiliate (White and Mitchell, 2003). Eucharist and the understanding of the mystery of Christ What is most important for students to have is the full understanding of the mystery of Christ. They need to have sufficient knowledge of what the Eucharist is about. The teachers in their capacity are responsible, just as the parents are, to ensure that these children are well prepared in receiving Christ’s body faithfully and with devotion (McDonnell, 2008). It is through this that they are able to understand the mystery of Christ. Things that are to be left out The concept of the Trinity Although some things are essential to be taught, children of 8 years and below may not understand everything. The concept of the Trinity is quite difficult not only to the students but also the teachers offering religious education. Pedagogical skills are important in making the teacher more comprehensible to the students as emphasized by Buchanan (2005). The complexity that comes with the concept of Trinity, i.e. God the Father, the Son and the Holy Spirit, needs a thoughtful teaching structure and may in this regard require more mature students. Therefore it is not fit to teach to children 8 years of age or below. Minister of the sacrament Consecration of the Eucharist is an important aspect for people to understand. This function is mainly carried out by an Ordained Priest who represents Christ. There are, however, many rules as to who can act in this capacity or in an assisting capacity depending on certain circumstances which vary hugely (Walshe, 2005). For this sole reason this area will be left out and be taught later when the students have had some considerable experience and can understand it better. The Eucharist forms a huge area to study and teach and it needs to be offered significant emphasis in Catholic schools. Most importantly is for the children to be made aware of the various attributes that it has in respect to its tradition and meaning. Some areas are worth introducing at an early age while others like the Trinity may best suit children with a high level of understanding. References Books, LLC. (2010). Eucharist (Catholic Church): Transubstantiation, Eucharist in the Catholic Church, Thanksgiving After Communion, Host Desecration, Bilocation. General Books. Buchanan, M. T. (2005). Pedagogical drift: The evolution of new approaches and paradigms in religious education. Religious Education. 100(1), 20-37. Davis, E. and Hays, R. (Eds) (2003). The art of reading scripture. Cambridge: Eerdmans. Hardon, J. A. (1997). The history of Eucharistic adoration: Development of doctrine in the Catholic Church. CMJ Publishers and Distrib. Koottanal, B. G. (2005). Eucharist is love: A dogmatic and hermeneutic understanding of the Salesian Eucharistic theology in the Calvinistic era. LIT Verlag Münster. McDonnell, J. (2008). Meditations on the Sacred Heart: Commentary & Meditations on the Devotion of the First Fridays, the Apostleship of Prayer, the Holy Hour. READ BOOKS. Ryan, M. (1997). Foundations of religious education in Catholic schools: An Australian perspective. NSW: Social Science Press. Walshe, K. (2005). What do young people today really think about Jesus? British Journal of Religious Education. Wandel, L. P. (2006). The Eucharist in the Reformation: Incarnation and Liturgy. Cambridge University Press. White, J. F. and Mitchell, N. D. (2003). Roman Catholic worship: Trent to today. 2nd edn. Liturgical Press. Read More