Catechetical Process with Richard Grebenc SESSION 4

1

Catechetical ProcessSESSION 4 Topics

• Appreciate the spiritual capacity of children
• Define family and methods of family catechesis

2
Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 1 THE QUESTIONS OF THE CHILD
• Children have many questions, especially about
  the mystery of life, death, and the voice that
  calls us to life
• Hunger for God that is filled by the gospel
  (especially the parables) and the liturgy
• Covenant relationship (which is personal) between
  God and child stressed
• Questions are serious liturgy and Bible, in
  content and form, match their intellectual
  capacities and deepest needs

The Religious Potential of the Child 6 to 12
Years Old pp. 1-12
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 2 TIME AND THE BIBLE
• God is the constant in time and history
• Succession of events bound together by a 'golden
  thread' which is God's plan
• In order to find oneself at home in reality, a
  person must be oriented in time/history. The
  biblical message, so solidly rooted in history,
  has shown itself to be a perfectly suited 'tool'
  for this need. Therefore, it does not surprise
  us that the child reaches for this 'tool' with
  such total involvement. In the magnificence and
  wholeness of its development, biblical history
  has proven to correspond exactly to the spiritual
  and psychological needs of the child. Thus, it
  serves as a fit instrument for liberating the
  child's interior energies.

The Religious Potential of the Child 6 to 12
Years Old pp. 13-19
4
Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 3 THE GLOBALITY OF BIBLICAL HISTORY
• Bible narrates one long history, one which we
  have entered
• God gives history its unitary character
• One of the most formative aspects of this
  approach to history, both for the children and
  the catechists, pertains to the contrast between
  the immensity of history and our own smallness
  within it. As we experience this contrast,
  conflicting emotions are stirred within us. We
  feel, at the same time, both very small and very
  great. The vastness of the reality we've entered
  in our moment in history makes us aware of our
  smallness. Yet, at the same time, our
  'lowliness' is exalted in the realization that we
  are part of such a great reality.

The Religious Potential of the Child 6 to 12
Years Old pp. 20-26
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 4 A HISTORY OF THE COVENANT (PART I)
• Because God's covenant gift is meant to
  establish a relationship, it is of uppermost
  importance that we pause to ponder the gift. In
  so doing, we allow ourselves to be drawn to the
  giver in an attitude of wonder and amazement.
  Our eyes and hearts are opened, and, with
  unexpected delight, we are able to see the gift
  for what it is. This wonder and amazement is the
  recipient's first response toward the gift. It
  simultaneously opens the recipient to the
  initiative of the giver, as well as to the
  enjoyment of the gift. This response involves
  the whole person in a deeply satisfying encounter
  of the other. Furthermore, this very experience
  of delight and wonder establishes the
  relationship and will have the greatest impact on
  the subsequent behavior of the recipient in
  response to the giver.

The Religious Potential of the Child 6 to 12
Years Old pp. 27-32
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 4 A HISTORY OF THE COVENANT (PART I)
  (cont.)
• Important to be positive so as not to deprive
  life of meaning and hope
• Thus, we give the children time to linger over
  the 'good in the world' so they will have what
  they need for dealing with the evil that is also
  there, without becoming overwhelmed by it.

The Religious Potential of the Child 6 to 12
Years Old pp. 27-32
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 5 A HISTORY OF THE COVENANT (PART II)
• Older children 6-12 years old respond with
  wonder and complete absorption when pondering
  theological interpretations of time and history.
  Our observations of their responses have led us
  to firmly believe that the 'food' they require in
  their search to find their place in reality is
  theological in nature. Montessori's comment
  regarding the child's thirst for knowledge was
  that 'there is even some doubt that the universe
  itself is enough.' Indeed, it it not enough,
  because the world as we know it is not all there
  is. The thirst of the older child, like that of
  the younger child, is a theological thirst. The
  thirst of the human being is a theological
  thirst.

The Religious Potential of the Child 6 to 12
Years Old pp. 33-41
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 6 HISTORICAL EVENTS AND THE TYPOLOGICAL
  READING OF SCRIPTURE
• The Bible is a powerful instrument for opening
  the mind, but it must be given to the children as
  it is actually written. Children's Bibles seek
  to make the Bible's contents more understandable,
  but the work of reducing and rewording the
  scriptural text succeeds only in impoverishing it
  and robbing it of its power to engage the
  listener.
• Big picture first, then focus on individual
  events
• Focus should be taken from 'the lectionary
  which gives preference to the great moments in
  the history of salvation.'

The Religious Potential of the Child 6 to 12
Years Old pp. 42-52
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 6 HISTORICAL EVENTS AND THE TYPOLOGICAL
  READING OF SCRIPTURE (CONT.)
• For the children, the distance in time between
  biblical events and the present is not
  problematic. They readily establish links
  between past and present events because of the
  similarities of those events. Thus, we witness a
  form of typological exegesis being formulated in
  the minds of the children.
• The events that have preceded us in the history
  of salvation must be understood in their
  historical reality and in light of the faith
  experience of God's people past, present, and
  future.
• History of salvation unfolding three great
  moments the past (Old Testament), the present
  (redemption in Christ continuing to this day),
  and future (parousia when Christ will come again)

The Religious Potential of the Child 6 to 12
Years Old pp. 42-52
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 7 THE COVENANT IN THE PARABLES
• Parable of the True Vine (John 15), for example,
  brings out intense, profound insights
• Children's responses can amaze us, but must
  remember that relationship with God is not a
  luxury for the privileged...it is a privilege
  granted to every man, woman, and child.
• It is a privilege that the child lives with full
  spontaneity and naturalness
• Often will combine parables in amazing and
  insightful ways (e.g., interspersing of vines and
  sheep)

The Religious Potential of the Child 6 to 12
Years Old pp. 53-57
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 8 WHY LITURGY?
• Children need to be initiated into liturgy so
  that the biblical message it celebrates might
  retain all its richness and concreteness.
• Liturgy shows us all how the word has been
  lived throughout time.
• Children often easily interpret parables from a
  liturgical perspective (e.g., parable of hidden
  treasure vs. tabernacle, pearl of great value vs.
  the cross, God who gives gifts vs. the Eucharist)

The Religious Potential of the Child 6 to 12
Years Old pp. 58-63
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 9 OUR LIVING OF HISTORY (PART
  I LITURGY THE MYSTERY OF FAITH)
• The 'mystery of faith' (Christ has died, Christ
  is risen, Christ will come again) is the heart of
  the Christian life, and we must transmit it to
  every Christian child as the most precious
  treasure we can offer -- Christ is stronger than
  death
• Meditation on Eucharistic presence (concrete
  theology)
• liturgical sign bread wine words of Mystery
  of Faith
• biblical narrative of events
• seek to discover meaning of biblical texts
• ponder liturgical element in light of discoveries
  in 2 3

The Religious Potential of the Child 6 to 12
Years Old pp. 64-72
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 10 OUR LIVING OF HISTORY
• (PART II LITURGY SACRAMENT OF COSMIC UNITY)
• 'Synthesis of the Mass' allows the children to
  see how the individual moments fit together and
  form a unified celebration
• Missal gradually built with prayers
  corresponding to moments
• Great realities should be expressed with
  simplicity -- allow liturgical signs to do most
  of the talking

The Religious Potential of the Child 6 to 12
Years Old pp. 73-83
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 11 OUR LIVING HISTORY (PART
  III THE MORAL LIFE)
• Our pathway must be in sync with the history
  that has preceded us and the future we await.
  And we need help to stay on this pathway in our
  daily lives. We have to know the rules that
  build the community and sustain it on its
  journey.
• Children of six years and older have a
  remarkable interest in rules. Theirs is not a
  superficial or merely intellectual interest
  rather it is rooted in a deep psychological and
  existential need. If I do not know the rules
  that govern my world, I cannot live in it, or at
  least I will live poorly in it. If, for example,
  I do not know the laws of gravity and jump out
  the window, I will probably kill myself. In
  their search for ways to live outside the laws of
  gravity, astronauts must understand the new rules
  of the new spaces they explore. Moral order does
  not exist in a vacuum all of life is governed by
  laws that reflect an underlying order.

The Religious Potential of the Child 6 to 12
Years Old pp. 84-96
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 11 OUR LIVING HISTORY
• (PART III THE MORAL LIFE) (cont.)
• To provide children with moral norms is not to
  burden them with a collection of arbitrary rules
  rather, it is to help them enter deeply into
  realityhelping the child means helping him find
  his own place in the cosmic order -- God is
  reality, love
• Norms are like pathways that help us on our
  journey in the world. These pathways must be
  presented in such a way that we are invited and
  inspired to always go farther.
• Parables are instruments of moral education
  show what God would do (e.g., prodigal son) or
  how God thinks (e.g., prayer of the Pharisee vs.
  the prayer of the tax collector)
• Relate to commitment to the moral life in our
  daily lives
• Work with parables never finished over the
  years we return to parables again again, and
  the children continue to discover new meanings in
  them that correspond to their growing needs.

The Religious Potential of the Child 6 to 12
Years Old pp. 84-96
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 12 MORAL LIFE AND LITURGY (PART
  I SACRAMENT OF RECONCILIATION)
• God's fidelity and the constancy of His love
  stand out most when children hear parables of
  mercy (e.g., forgive 70 x 7 times)
• Preparation for first confession should be
  intertwined with first Eucharist, with a number
  of meditations and retreats stressed as an
  important preparation (including daily Mass) if
  possible
• Start with meditating on the True Vine (John
  151-10) and then lower sights to our own
  sinfulness
• God loves us always do we return that love?
• What holes must we acknowledge in order for
  God to fill them
• Parables read, pondered, discussed focus on
  God's mercy
• Begin with the positive -- help them look at the
  light within and around them, to see how
  beautiful the light would be if it were allowed
  to fully shine.

The Religious Potential of the Child 6 to 12
Years Old pp. 97-112
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 13 MORAL LIFE LITURGY (PART II
  EUCHARIST)
• Focus on Eucharist as gift
• Bible and liturgy are not two separate entities.
  Rather they are two distinct moments of one,
  lived reality.
• Liturgy is a moment of particular intensity in
  history and in the whole of reality
• God is in the little and weak like the Host
• Our Amen opens us to this reality, and many more

The Religious Potential of the Child 6 to 12
Years Old pp. 113-122
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CHAPTER 14 THE CONTINUUM OF CATECHESIS
• The spirit of ecumenism must permeate the whole
  of catechesis.
• Covenant between God and man contains within it
  an urgent solicitation to unity
• Particular emphasis should be placed on
  relationship of Christians and Jews (our elder
  brother)
• We both are awaiting the coming of the Messiah

The Religious Potential of the Child 6 to 12
Years Old pp. 123-130
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• CONCLUSION
• Seek to make known 'what can be known about
  God' through
• Recounting the history of God's universal plan
  know God's kingdom
• Familiarization with the liturgy -- encounter
  with and knowledge of God
• Open their eyes to the most basic elements of
  reality -- stir curiosity
• Establish...progressive and personal dialog
  between God and God's creature
• The word we proclaim does not in any way
  belong to us. Jesus' words educate catechists to
  live their mission in the joy of having a gift
  placed in their empty hands.

The Religious Potential of the Child 6 to 12
Years Old pp. 131-132
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Catechetical ProcessSESSION 4 1. Appreciate the
spiritual capacity of children

• QUESTION FOR DISCUSSION
  
• Review the last slide How have you made known to
  your students what can be known about God?
  What has Cavalletti taught you that you might be
  able to use in the future? -- for small group
  discussion and then share with the rest of the
  class

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Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• THE FAMILY IN GODS PLAN THE FAMILY AND SOCIETY
• Also see Appendix D Good Catechesis Starts at
  Home
• Family
• Man and woman united in marriage, together with
  children
• Instituted by God
• Domestic church community of faith, hope, and
  charity
• Privileged community eager cooperation of
  spouses in children's upbringing
• Family life is an initiation into society
• The family must be helped and defended by
  appropriate social measures
• Let's read para. 2210 of particular relevance
  in these times

Catechism of the Catholic Church paras. 2201-2213
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Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• THE DUTIES OF PARENTS
• The right and the duty of parents to educate
  their children are primordial and inalienable.
• They educate their children to fulfill God's
  law
• Parents have the first responsibility for the
  education of their children
• The home is well suited for education in the
  virtues
• Parents have a grave responsibility to give good
  example to their children
• Parents receive the responsibility and
  privilege of evangelizing their children
• Family catechesis precedes, accompanies, and
  enriches other forms of instruction in the faith
• Parents should welcome and respond with joy and
  thanksgiving the Lord's call to one of their
  children and follow him in virginity for the sake
  of the Kingdom in the consecrated life or in
  priestly ministry.

Catechism of the Catholic Church paras. 2221-2233
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Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• FAMILY AND HOME IN THE UNITED STATES
• The impact of parents is primary among the
  human factors which influence catechetical
  process.
• Church (especially parish) should provide
  intensified support system for family life
• Changes in families (fragmentation, isolation,
  structural chgs)
• Divorce many children not living with both
  natural parents
• One parent families divorce, desertion, births
  outside marriage
• Unwed mothers
• Families where both parents work -- latchkey
  children
• Family size dramatic decline in child-bearing
• Delay of marriage marrying later, staying
  single, living together
• All above underline the fact that the members of
  many families need extensive support if they are
  to grow in faith and live according to the
  example of Christ and the teaching of His Church

Sharing the Light of Faith pp. 13-15
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Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• FAMILY AND HOME IN THE UNITED STATES (cont.)
• Two points need to be borne in mind
• first, because catechesis occurs in a cultural
  and social context, the catechist must take the
  negative as well as the positive aspects of the
  situation into account
• second, God's kingdom has already been
  established, and Christ's followers are called to
  manifest and work for the ever fuller realization
  of that kingdom in all areas of life.

Sharing the Light of Faith pp. 13-15
25
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• FAMILY MINISTRY
• Christian family has mission to evangelize the
  wider community
• Lived Gospel values causes family to become
  evangelizer of many other families
• Family is Church in miniature -- evangelization,
  worship, catechesis, and Christian service are
  vitally present
• Family-centered catechetical programs are
  intended to bring families together...and help
  them carry out their responsibilities in and to
  the Church's catechetical mission.
• Spouses should catechize each other, and
  children, directly or through parish catechetical
  programs
• Service Family seeks to minister to the
  spiritual, psychological, physical needs of the
  whole human family.

Sharing the Light of Faith pp. 139-140
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Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• FAMILIARIS CONSORTIO
• Familiaris Consortio is a magnificent call to
  live the blessings of family life and confront
  those forces which work to weaken marriage and
  the family
• Live Gospel and Tradition through the witness of
  marriage and family life
• Invitation to form family in the likeness of the
  Holy Family

A Guide for the Study of Familiaris Consortio pp.
7-8
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Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• FAMILIARIS CONSORTIO (cont.)
• Familiaris Consortio expands on what is in the
  CCC
• Four general tasks for the family
• Forming a Community of Persons principle,
  power, goal love
• Serving Life
• The Transmission of Life -- transmitting by
  procreation the divine image
• Education helping children effectively to live
  fully human life
• Participating in the Development of Society
  family is its foundation and nourishes it
  continually thru its role of service to life
• Sharing in the Life and Mission of the Church
• The Christian Family as a Believing and
  Evangelizing Community
• The Christian Family as a Community in dialogue
  with God through sacraments, liturgy, and
  prayer
• The Christian Family the new commandment of
  love expressed thru service within family and to
  all in the human family

Familiaris Consortio (The Role of the Christian
Family in the Modern World) paras. 17, 18, 28,
36, 42, 51, 55, 63,, 64
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Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• FAMILIARIS CONSORTIO (cont.)
• The family is the first school of those social
  virtues which every society needs
• The family is the first and fundamental school
  of social living -- the family is a community of
  love
• Parent responsibility before God Building up
  the Church in their children
• Educational aims Knowledge of mystery of
  salvation and the gift of faith adore God
  especially through liturgy conduct life in
  righteousness and holiness give witness to the
  hope that is in them
• The right of parents to choose an education in
  conformity with their religious faith must be
  absolutely guaranteed...but corresponding to
  their right, parents have a serious duty to
  commit themselves totally to a cordial and active
  relationship with the teachers and the school
  authorities.

Familiaris Consortio (The Role of the Christian
Family in the Modern World) paras. 36-41
29
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• FAMILIARIS CONSORTIO (cont.)
• Christian families, recognizing with faith all
  human beings as children of the same heavenly
  Father, will respond generously to the children
  of other families, giving them support and love
  not as outsiders but as members of the one family
  of God's children.

Familiaris Consortio (The Role of the Christian
Family in the Modern World) paras. 36-41
30
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• PARENTS ARE TEACHERS
• Parents meet the child's needs for security,
  love, acceptance, belonging, and impress on him
  their emotions, attitudes, convictions and
  value-judgments. Every moment parent and child
  spend together is a moment of teaching and
  learning. During the preschool years it is from
  his parents that the child learns or should
  to respect the rights of others, to share, to
  exercise the beginnings of self-control, to obey,
  and to have some respect for the material things
  of God's creation. At first the child does as
  the parents direct because he loves them and
  wants to please them. During childhood proper
  this attitude should change to doing what is
  right because it is right and because he loves
  God. The change is gradual there are signs of
  it in the preschool years. During these
  preschool years too his religious education and
  his prayer life should begin.

Teaching Religion the Adaptive Way pp. 67-72
31
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• PARENTS ARE TEACHERS (cont.)
• The guidance given should be firm, consistent,
  devoted, and understanding. Only gradually does
  the child learn to exercise control of impulse
  and instinct, to make the supernatural values
  presented to him his own. He can, however, know
  when he has done wrong and he can learn to do
  better.

Teaching Religion the Adaptive Way pp. 67-72
32
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• QUESTION FOR DISCUSSION
  
• Recall a 'religious ritual' of your family from
  your earliest childhood years. How did it
  nurture you in faith? What do you learn from it
  for your ministry today? -- for class discussion

Religious Education at a Crossroads pp. 111-138
33
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• HELPING PARENTS BE SPIRITUAL GUIDES
• Disposition/attitudes needed of parents
• Awareness to foster contemplative being has
  to be part of own experience
• Faith conviction in the spirit He is at work
  in the child's heart and life
• True respect for child's spiritual potential
  respect for knowing, experiencing, and expressing
• Rediscovering God's presence and Reign through
  the child simplicity, freshness, and genuine
  joy
• Sow the seeds the Spirit will reap the harvest
  over time

Religious Education at a Crossroads pp. 111-138
34
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• ESSENTIAL SPIRITUAL DEVELOPMENT TASKS OF PARENTS
• A joyful concelebration of the gift of life
  exploration of themselves, their world, and their
  love
• A gentle evangelization
• Naming God special, mysterious, respected, and
  loved
• Awakening prayer inspire by Bible and liturgy
  the teaching of our Christan mother-tongue
• Sharing the Word of God Bible stories and
  parables awaken basic Christian attitudes
  through identification with the actors and
  stimulate religious imagination
• Creating family rituals
• Daily rituals morning, meal, and bedtime prayer
• Convivial rituals -- celebrate the gift of one
  another
• Seasonal rituals linked to liturgical year
  mini-celebrations and a prayer corner

Religious Education at a Crossroads pp. 111-138
35
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• ESSENTIAL SPIRITUAL DEVELOPMENT TASKS OF PARENTS
• A gentle initiation into the Christian way of
  life
• Avoiding the use of God as a means in moral
  formation -- never use God as a means to get the
  child to obey or threaten the child with God's
  displeasure
• Encouraging the discovery of different qualities
  of joy special talents and qualities, prayers,
  overcoming difficulties or fears, loving (i.e.,
  giving joy to others)
• Using conversations about our life to foster
  moral development taking time to communicate with
  (not to or at) the child, listening, sharing,
  asking and answering questions

Religious Education at a Crossroads pp. 111-138
36
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• INVOLVING PARENTS IN CATECHESIS
• Parents should be viewed as partners in parish
  catechesis, and should function as such
• How to get parents more involved
• Communicate before class sessions start letter
  with info about yourself and overview of
  objectives and class format
• Meet the teachers event
• Make time to speak informally with parents before
  and after class to keep them informed and to let
  you know of needs
• Parent newsletter periodically contains class
  concepts and upcoming events solicit feedback as
  well
• Family experiences in and out of the classroom
  (e.g., making rosaries, Mass, Parents Night)
• Open classroom policy parents welcome to visit
  any time to 'check in' on what their children are
  learning
• Invite parents to be classroom assistants from
  time to time

Seven Secrets of Successful Catechists pp. 30-33
37
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• IN THE FAMILY
• Family catechesis therefore precedes,
  accompanies and enriches all other forms of
  catechesis. Furthermore, in places where
  anti-religious legislation endeavours even to
  prevent education in the faith, and in places
  where widespread unbelief or invasive secularism
  makes real religious growth practically
  impossible, 'the Church of the home' remains the
  one place where children and young people can
  receive an authentic catechesis. Thus there
  cannot be too great an effort on the part of
  Christian parents to prepare for this ministry of
  being their own children's catechists and to
  carry it out with tireless zeal. Encouragement
  must also be given to the individuals and
  institutions that, through person-to-person
  contacts, through meetings, and through all kinds
  of pedagogical means, help parents to perform
  their task the service they are doing to
  catechesis is beyond price.

Catechesi Tradendae (On Catechesis in Our Time)
para. 68
38
Catechetical ProcessSESSION 4 2. Define family
and methods of family catechesis

• PARENTS AS EDUCATORS
• Continuing education will help parents
  understand approach, content and methods of
  contemporary religious education. At the same
  time, however, parents must not only be helped to
  understand the aims and methods of catechesis
  they must also be involved in planning and
  evaluating the catechetical programs provided for
  their children. (General Catechetical Directory,
  79) And in order that this evaluation may be
  realistic and informed, parents and other members
  of the Christian community have a right to expect
  at least that the content of these programs will
  be expressed in doctrinally adequate formulae as
  an assurance that the programs are indeed capable
  of transmitting authentic Christian message.

To Teach as Jesus Did para. 55
39
Catechetical ProcessSESSION 4 Wrap-up

Questions or comments?