ERROR ANALYSIS OF SPOKEN RECOUNT TEXT MADE BY THE EIGHTH GRADERS OF BILINGUAL CLASS AT SMP NEGERI 1 BABAT Muhammad Anwar Habibi English Language Education, Language and Arts Faculty, Surabaya State University anwarhabibi@rocketmail.com Esti Kurniasih, S.Pd., M.Pd. English Language Education, Language and Arts Faculty, Surabaya State University Abstrak Kemampuan berbiara siswa merupakan kemampuan yang alami. Pada satu sisi, siswa mampu menggunakan ilmu kebahasaan mereka dengan berbciara. Pada sisi yang lain, celah dari ilmu kebahasaan yang rendah akan terlihat dari bahasa lisan mereka yang didefinisikan sebagai kesalahan siswa atau Error. Untuk itu, bahasa lisan siswa bisa dijadikan sebagi tolok ukur yang tepat dalam mengukur kemampuan berbahasa mereka. Analisa kesalahan berbahasa siswa adalah salah satu metode yang berarti untuk mengisi celah ilmu kebahasaan siswa. Selanjutnya melalui evaluasi kesalahan berbahasa yang suah mereka buat, mereka mampu meningkatkan kecakapan berbahasa mereka secara bertahap. Studi deskriptif kualitatif ini bertujuan untuk menganalisa dan menjelaskan sebab dari macam-macam error yang telah dibuat oleh subjek penelitian ini dalam teks lisan berbentuk recount. Peneliti menggunakan klasifikasi kesalahan yang diusulkan oleh Hendrickson (1983) dan sebab kesalahan dari James dalam Ellis (2005). Peneliti juga menggunakan teori analisa data kualitaif yang diusulkan oleh Ary et al (2010). Untuk memperoleh data, peneliti merekam dan menuliskan teks lisan siswa berbentuk recount. Dari keseluruhan teks lisan siswa berbentuk recount ditemukan banyak kesalahan yang pada umumnya terjadi pada morphology dan phonology. Peneliti juga menemukan kesalahan yang terjadi pada lexicon dan syntax namun jarang terjadi. Dari keseluruhan kesalahan dalam morphology kebanyakan terjadi pada tense markers dan plural markers. Misanalysis dalam tata bahasa dan kurangnya kesadaran siswa untuk menggunakan tata bahasa yang baik dan benar dalam bahasa lisan merupakan sebab utama dari kesalahan-kesalahan siswa dalam teks lisan berbentuk recount mereka. Kata Kunci: analisa kesalahan, ketrampilan berbicara, teks recount, kelas bilingual, siswa kelas 8. Abstract Students' spoken language is natural. On one hand, through the spoken language the students are going to be able to implement any language knowledge that they have learned. On the other hand, spoken language also provides the students' gaps concern with lack of language knowledge that is referred as an error. Therefore, the students' spoken language could be viewed as an exact object to measure their language ability. Analyzing the errors in learner's language is a significant method to fill the students' gaps. Then they are capable of enhancing their language aptitude through errors evaluation. This descriptive qualitative study is chiefly aimed to analyze the types and causes of errors that were made by the subject of this study on their spoken recount text. In this errors analysis of the students' spoken recount text, error classification by Hendrickson (1983) and causes of error by James in Ellis (2005) are implemented to analyze and describe the errors and their causes. The spoken language data bring the researcher into recording and transcribing the students' spoken recount text before analysis takes place to gain the data of this error analysis study. Theory of qualitative data proposed by Ary (2010) is implemented in analyzing the data of this study. The researcher found very many errors from the entire spoken recount texts. The errors are mostly occurred in morphology, then phonology. Lexicon and syntax are rarely occurred in the students' spoken recount text. Morphological errors mostly occur in tense and plural markers. Misanalysis of the structure rules and lack of consciousness of applying them in oral communication mostly caused those errors occurred. Key words: error analysis, speaking skill, recount text, bilingual class, eighth graders. INTRODUCTION The very heart of using foreign language is able to speak the foreign language (Luoma, 2004). English has been included into the Indonesian education curriculum and taught since Elementary School level and recently young learners are also introduced to English in early age such as in Preschool class. The spoken form has been regarded as the primary form of language (Vachek, 1973 in Hughes, 2002). In fact, oral or written language produced by learners (Ellis, 2005:4) has the same purpose that is as means of communication. In addition, the main point of producing a language is that the speakers or the writers can extend any information they want to share using the senses they have. Learning language and constructing learner strategies (Wenden et al, 1987) are executed by the children through the instruction of the teacher inside the classroom as the continuation of childhood developmental phase in constructing language. Language learners will be curious about the language they are learning (McKay, 2006), so they are willing to accept any feedback that will upgrade their language knowledge. Then they will get into the evaluation part of learning language and the students will be able to use words and phrases fluently without very much conscious thought (Harmer, 2007). It seems rather peculiar to evaluate the students' oral language by showing the errors they have made rather than the right one (Ellis, 1997). Students' oral language is produced by the students naturally as the language features they have learned. Showing the error then noticing the right one will help the students to revise the students' misunderstanding about a certain language feature then their language learning could develop gradually over the time. Yet, to show the students' errors should be extended by the teacher as wise as possible. Ellis (1997) defines the error as reflection of learner's knowledge and it occurs because the learner does not know the correct one. Lack of language knowledge such as pronunciation, accents, words use, vocabulary, and structure can be addressed to the students because of their error occurred. Therefore, they will learn this language knowledge gradually over the time. It means that the students will get their errors at the early moment of learning a new knowledge of a language lesson. Referring to the new lesson of the students in formal language learning level, recount and descriptive text are the new genres text for the 8th graders as in the Basic Competence of Junior High School students in speaking skill of the Badan Standar Nasional Pendidikan (BSNP), 2006. Giving information and sharing an account of what happened is the definition of the recount as the typical genre of Derewianka, 1992 in McKay, 2006. Giving and sharing an account of what happened to each of the students would be a fair topic of this error analysis study. Because, they will tell what in their mind using the represent words, phrase, and sentence rather than describing something because, they are going to have opportunities to cheat their friends' words and it will limit their language knowledge. The spoken recount will refer to one of the genre texts for the 8th graders of Junior High School but it will be extended in the form of oral language not in written form. Based on the Basic Competence of Junior High School students in speaking skill of the BSNP, 2006 recount text is one of the genre texts that should be learned by the 8th graders as a new lesson because it is oriented in the first semester and they do not learn this text at the previous grade. Therefore, the new thing for the students will turn up the error of producing oral language. Therefore, they will be able to evaluate and revise their errors by knowing the errors they have made which are going to be the main data of this spoken recount text analysis study. The students will learn such text in the next semester. Thus, it is important to strengthen their language feature of recount text as oral language foundation. Different skill was analyzed in this study than others that differentiate the following error analysis study. Related to error analysis study, Prastiwi (2013) conducted a written error analysis of the eight graders on the problems of students' competence in writing recount text in terms of its content and organization. In addition, the result of this study is that the content and organization of recount composition written by the 8th graders was categorized into average level. Therefore, this error analysis study is different from others error analysis studies that are mostly conducted in analyzing written language of the students. This error analysis study is chiefly aimed to analyze the errors and their causes that are found in spoken recount text made by the 8th graders of bilingual class at SMP Negeri 1 Babat. The students or the error maker will obtain more luck from this error analysis study because they will know and realize the error they have made when they are learning a new material. Being shown the error they have made sometimes will be brought up next to their mind so that they will be aware of having the similar errors. They will be noticeable about the language features as well and it will possibly help the students to self-correct the errors they have made (Ellis, 1997). Teacher is another one who will obtain the luck from this study; the errors known will be the reflection of some aspects of the teacher that they could be attributed to. For example, the teaching method, practice frequency, pronunciation, production, etc. He or she will know the measurement of the speaking skill mastered by the students from the errors they have made. The teacher will know which material should be emphasized in language teaching activity to cover the errors of the students in speaking skill particularly in spoken recount and recount text. METHOD In this study, the researcher used descriptive qualitative research. The researcher tried to describe and explain the students' spoken recount error objectively and naturally as it existed. The data which are described by the researcher were taken from the students' spoken recount text made by the 8th graders of bilingual class at SMP Negeri 1 Babat. The data of this study are in the form of words. Therefore, the researcher applied qualitative method where qualitative data are in the form of words or picture rather than numbers and statistics (Ary, 2010). The steps underwent by the researcher are collecting the students' spoken recount data then transcribing them into written words. After that, the researcher organized and analyzed the error made by the students. Finally, the researcher extended the error analysis study of the spoken recount in the form of words as the result of this study. In addition, there was no any treatment given to the subjects of this study. The subjects of this study are the 8th graders of bilingual class at SMP Negeri 1 Babat and the researcher chose the A cluster. The researcher chose the 8th graders because they are learning recount text particularly in the first semester and will be continued to the next semester so this grade is the appropriate one to be the subjects of this study. Therefore, the researcher would like to know the errors that usually occur in students' speaking. Ellis (2005) stated that the primary data of oral analysis are the recording of talk. The transcripts of the recording are not the data, but rather a representation of the data. However, the transcript and the recordings should be used together during the analysis. Data of this study are the errors which are found in the students' speaking performance and the motives of the students for doing those errors. In analyzing the students' spoken recount text, the researcher used the theory of Hendrickson (1983). The data source of this error analysis study is the spoken recount text performance made by the bilingual class of the 8th graders at SMP Negeri 1 Babat and the representation of the primary data are the transcript of the spoken recount text recording. The research instruments in this study were used to gain the answer of the research questions. In this study, the researcher used two instruments. The primary instrument used in qualitative research is the researcher himself (Ary, 2010). In fact, the researcher conducted the research, collected data until analyzed the data of the study by himself. So the researcher is the primary instrument of this study that is used to answer the first and second research question. To support the primary instrument gained the data, the researcher used a recording as a tool of instrument because the form of the primary data is in the form of audio recording. Audio recording is now widely used to show the language use occur naturally (Ellis et al, 2005). There are three principle methods of collecting sample, they are: (1). Pencil and paper; (2). Audio recording; (3). Video recording (Ellis et al, 2005). In this study, the researcher used the audio recording because the data of this study are in the form of spoken data. Therefore, the first step done by the researcher was recording the spoken recount text made by the bilingual class of the 8th graders at SMP Negeri 1 Babat. After recording the students' spoken recount text, the researcher transcribed the recording into written transcription to ease the researcher in analyzing the students' spoken recount text to find the type of errors. The recording perhaps eases an analysis to go back to the oral performance repeatedly. It helps to ensure that the transcription is detailed and accurate (Ellis et al, 2005). The next step is analyzing the students' spoken recount text through their transcription. The theory of Hendrickson (1983) was used to classify the students' errors found in their spoken performance. By classifying the categories of errors, the researcher will be able to construct the open questionnaire that was used to know the motives of the students for doing those errors. Then the researcher described the data systematically to get the best understanding based on the research questions. There are some theories which define the stages of qualitative data analysis, for instance, Cresswell (2007), Marshall and Roshman (2006), Maxwell (2005), Wolcott (1994), and Ary (2010). Moreover, they have different stages that should be done by the qualitative researcher in analyzing data. In this study, the researcher applied the theory of qualitative data analysis by Ary et al (2010) that consists of familiarizing-organizing, coding-reducing, and interpreting-representing. Familiarizing and organizing is the first stage of analyzing data of this study. In this study, the researcher familiarized himself with the data (Ary, 2010). Listening repeatedly is one way to familiarize with the data because the data of this study are in the form of spoken data. To ease the researcher, he made the transcription of the recording. After being familiar with the data, the researcher organized the data so that the researcher is capable of analyzing the data through the next stage. The second stage is coding and reducing. Coding itself is not to sum but to break apart the data (Ary, 2010). In this stage, the researcher coded the students' spoken recount transcriptions to separate the data based on the coding. In addition, this was used to ease the researcher in analyzing the error of each student's spoken transcription. After being coded and analyzed in detail based on the theory used, the data were then coded in larger coding. The large code is the part where the students' spoken transcription put into three codes based on the content and the errors found. Excellent, good, and poor are the codes used to divide the data into large group and each group will be represented by certain data to be presented in the finding and discussion part. In this stage, unfortunately the researcher did not reduce any data that had been collected because the researcher intentionally analyzed all the students' spoken recount text transcription. The last stage is interpreting and representing. Ary (2010) stated that interpretation is about emerging the meaning, telling whatever it exists, providing an explanation and developing the reasonable explanations. To interpret the data, the researcher used the theory of error analysis as the set of rule so that the researcher is able to interpret them in detail. In addition, this interpretation will be understandable by the availability of the visual representation of the data. The researcher used the table to explain the errors found in detail and chart to show the percentage of the error frequencies or amount. RESULT AND DISCUSSION After recording the spoken recount text then the researcher transcribed them into words with normal orthography supported with codes that are used to represent the data representation as it is existed. In analyzing the data, the researcher implemented familiarizing-organizing and coding-reducing theory of qualitative data analysis by Ari et al (2010). In this chapter, the researcher implemented the interpreting-representing stage of this theory. The entire errors that are found by the researcher occurred in each error linguistic proposed by Hendrickson (1983). After classifying the errors, the researcher found that the local errors found mostly occurred in morphology, phonology, syntax, and lexicon. While the global errors found by the researcher mostly occurred in lexicon, syntax, and morphology. In addition, the researcher did not find any global errors that occurred in phonology. Type of errors Number of local errors Number of global errors Lexicon 55 5 Syntax 63 2 Morphology 150 1 Phonology 95 - Total 363 8 Interlingual errors are caused by the mother tongue interference in learning either second or foreign language. This interference probably gives not only positive but also negative effects that is commonly called transfer. Ellis (1997) stated that facilitation given by the first language in learning second language is positive transfer. While negative transfer is the first language role as the source of errors. In this study, the researcher found so many negative transfer cases where most of the entire students' spoken recount texts were composed and spoken by applying the first language structure rather than the English structure. Interlingual errors in this study occurred in lexicon, syntax, morphology and phonology in particular as the speech of the language learner that contains the characteristic of transfer in its pronunciation and intonation pattern. The errors that were caused by interlingual are mostly occurred in morphology, phonology, syntax and lexicon. To be exact, the entire errors found in spoken recount text made by the subject of this study are assumed as interlingual errors. As Ellis (1997) stated that transfer is common in second language learners' speech. The second major in explaining errors is intralingual. This major reflects the universal process of learning strategy applied by the learners (Ellis, 1997). The intralingual consists of false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking co-occurrence restriction, and system-simplification (James, 1998 in Ellis, 1997). Each error made by the students may have more than one cause (Tarone, 2009). Therefore, the researcher found some errors that have more than one cause that will increase the number of cause of error than the errors itself. The researcher found fewer errors that are caused by the intralingual errors than others that are caused by interlingual. These because of the phonological errors are completely caused by interlingual. An error made by the students that is caused by the system-simplification is rarely occurred among the whole of errors. The cause of this error occurs is when the students simplified the rule of the system in English to communicate rather than use the complete one. In false analogy or a kind of overgeneralization error that are caused by the students' false analogy is higher than system simplification. This false analogy mostly occurs in incorrect chosen words where the speaker or the subject thought it was correct. For example, the subject prefers to use long to show the distance rather than far. Literally, those words have different meaning, but the subject's analogy call it same or similar. The subjects also overgeneralized forms that they have found to be easy to learn and process (Ellis, 1997). The use of 'eated' in the place of 'ate', for instance. The errors of overlooking co-occurrence are in same level as the false analogy errors. The errors caused by overlooking occur in inappropriate words chosen who have similar meaning with others but have different collocation. For example, one of the subjects used 'fourteen p.m.' in place of 'two p.m.'. The researcher found higher errors that are caused by incomplete rule application than the previous ones. Incomplete rule application occurs in inappropriate rules applied by the students. They prefer to restructure the grammatical systems with their own as Ellis (1997) stated that restructuring grammatical rules is prevalent in second language acquisition. Word order errors are mostly caused by the incomplete rule application where the students mentioned the part of speech component of a sentence, but they arranged it in the wrong arrangement that trespassing the grammatical rules of English language in particular. From the entire errors caused by incomplete rule application are mostly occurred in word order. Errors that are caused by exploiting redundancy often occurred in students' spoken recount text. James in Ellis (1997) stated that exploiting redundancy is leaving the grammatical features that do not contribute to the meaning of an utterance, for example, omitting –s in verbs of third person singular. The same case also occurs in plural markers and possessive adjectives errors where most of the students leave the –s in plural markers and –'s in possessive adjective. Learners find difficulties of speaking in full sentences so they often leave the words. In second language acquisition, this case is called propositional simplification that happens in the early second language learner speech (Ellis, 1997). Most of errors found in students' spoken recount text are caused by misanalysis. The errors that are caused by misanalysis mostly occurred in verbs and tense markers. The presence, absence, and inappropriateness of verbs are the consideration of the verb errors that are caused by misanalysis. While inappropriate form of verbs is the consideration of the tense marker errors, for example, the use of present participle verb in past tense verb. CONCLUSION AND SUGGESTIONS Conclusion The researcher found that the entire bilingual students made errors in their spoken recount text. From entire spoken recount texts made by each student of bilingual class, the errors are mostly occurred in morphology, phonology, syntax, and lexicon. The errors of lexicon are mostly occurred in verbs, noun, and adverb. And errors of adjective are rarely occurred. Therefore, from the whole errors of lexicon are mostly occurred in preposition, possessive adjective, articles, word order. Moreover, errors in syntactic class, modals, conjunction, and demonstrative adjective are rarely occurred. The errors of phonology occurred in mispronunciation entirely. Moreover, most of errors found by the researcher occurred in morphology and tense markers are dominants than plural and negative markers. The causes of the errors made by the students were concerned in the second research question of this study. The researcher found that errors made by the bilingual students are dominantly caused by the interlingual errors or the mother tongue interference. The researcher also found fewer errors that are caused by the intralingual errors than interlingual. System simplification rarely caused the production of errors found in intralingual. False analogy and overlooking co-occurrence caused errors production more than system simplification. In addition, the entire errors are mostly caused by misanalysis, exploiting redundancy, and incomplete rule application. Based on the result of this error analysis on the spoken recount text made by the bilingual students, the researcher concluded that the students' speaking ability is weak. It is reflected from the number of errors found by the researcher. On one hand, the advanced number of errors that is caused by the interlingual errors is possible because English language in the students' point of view is a foreign language that is implemented as the medium language in teaching and learning activity in bilingual class. Moreover, they should be aware of the interlingual errors so that they are not in fossilization (Ellis, 1997). In fact, the descending of students' consciousness and awareness in implementing grammatical rules in spoken language to turn up the readers' comprehension toward the content of the spoken recount text affected the errors production in their spoken language. Suggestions After conducting an error analysis on the students' spoken recount text and resulting the finding as above, the researcher suggests not only the teacher but also the students. In fact, the students made very many errors in their spoken recount then the teacher should evaluate the errors found so that the students are able to learn from their errors. From the teacher's evaluation, the students will be able to develop their language capability gradually, especially in speaking ability. The teacher should also emphasize the material where the errors occurred, it could be in the form of review or discussion. Moreover, the teacher should motivate the students to be aware of the grammar rules in speaking and to have self-consciousness in practicing English. Meanwhile, the researcher suggests the students to be able to learn the errors that they have made so that they could enhance their own language ability gradually. Then they also should raise their awareness and consciousness in implementing grammar rules in communication as well to turn up the readers' comprehension, on behalf of bilingual class tittle that requires them so that they are able to use English and Bahasa as means of oral and written communication. REFERENCES Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to Research inEducation (8 ed.). Wadsworth: Cengage Learning. Beeby, C. E. (1979). Indonesian Education, an Experiment in Assessment. Willington: Oxford University Press. Brown, G., & Yule, G. (1983). Teaching the Spoken Language. New York: Cambridge University Press. Brown, H. D. (2000). 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The conceptual framework of neoclassical economics posits that individual decision-making processes can be represented as maximization of some objective function. In this framework, people's goals and desires are expressed through the means of preferences over outcomes; in addition, in choosing according to these objectives, people employ subjective beliefs about the likelihood of unknown states of the world. For instance, in the subjective expected utility paradigm, people linearly combine their probabilistic beliefs and preferences over outcomes to form an expected utility function. Much of the parsimony and power of theoretical economic analysis stems from the striking generality and simplicity of this framework. At the same time, the crucial importance of preferences and beliefs in our conceptual apparatus in combination with the heterogeneity in choice behavior that is observed across many economic contexts raises a number of empirical questions. For example, how much heterogeneity do we observe in core preference or belief dimensions that are relevant for a broad range of economic behaviors? If such preferences and beliefs exhibit heterogeneity, then what are the origins of this heterogeneity? How do beliefs and preferences form to begin with? And how does variation in beliefs and preferences translate into economically important heterogeneity in choice behavior? This thesis is organized around these broad questions and hence seeks to contribute to the goal of providing an improved empirical understanding of the foundations and economic implications of individual decision-making processes. The content of this work reflects the deep belief that understanding and conceptualizing decision-making requires economists to embrace ideas from a broad range of fields. Accordingly, this thesis draws insights and techniques from the literatures on behavioral and experimental economics, cultural economics, household finance, comparative development, cognitive psychology, and anthropology. Chapters 1 through 3 combine methods from experimental economics, household finance, and cognitive psychology to investigate the effects of bounded rationality on the formation and explanatory power of subjective beliefs. Chapters 4 through 6 use tools from cultural economics, anthropology, and comparative development to study the cross-country variation in economic preferences as well as its origins and implications. The formation of beliefs about payoff-relevant states of the world crucially hinges on an adequate processing of incoming information. However, oftentimes, the information people receive is rather complex in nature. Chapters 1 and 2 investigate how boundedly rational people form beliefs when their information is subject to sampling biases, i.e., when the information pieces people receive are either not mutually independent or systematically selected. Chapter 1 is motivated by Akerlof and Shiller's popular narrative that from time to time some individuals or even entire markets undergo excessive belief swings, which refers to the idea that sometimes people are overly optimistic and sometimes overly pessimistic over, say, the future development of the stock market. In particular, Akerlof and Shiller argue that such "exuberance" or excessive pessimism might be driven by the pervasive "telling and re-telling of stories". In fact, many real information structures such as the news media generate correlated rather than mutually independent signals, and hence give rise to severe double-counting problems. However, clean evidence on how people form beliefs in correlated information environments is missing. Chapter 1, which is joint work with Florian Zimmermann, provides clean experimental evidence that many people neglect such double-counting problems in the updating process, so that beliefs are excessively sensitive to well-connected information sources and follow an overshooting pattern. In addition, in an experimental asset market, correlation neglect not only drives overoptimism and overpessimism at the individual level, but also gives rise to a predictable pattern of over- and underpricing. Finally, investigating the mechanisms underlying the strong heterogeneity in the presence of the bias, a series of treatment manipulations reveals that many people struggle with identifying double-counting problems in the first place, so that exogenous shifts in subjects' focus have large effects on beliefs. Chapter 2 takes as starting point the big public debate about increased political polarization in the United States, which refers to the fact that political beliefs tend to drift apart over time across social and political groups. Popular narratives by, e.g., Sunstein, Bishop, and Pariser posit that such polarization is driven by people selecting into environments in which they are predominantly exposed to information that confirms their prior beliefs. This pattern introduces a selection problem into the belief formation process, which may result in polarization if people failed to take the non-representativeness among their signals into account. However, again, we do not have meaningful evidence on how people actually form beliefs in such "homophilous" environments. Thus, Chapter 2 shows experimentally that many people do not take into account how their own prior decisions shape their informational environment, but rather largely base their views on their local information sample. In consequence, beliefs excessively depend on people's priors and tend to be too extreme, akin to the concerns about "echo chambers" driving irrational belief polarization across social groups. Strikingly, the distribution of individuals' naivete follows a pronounced bimodal structure - people either fully account for the selection problem or do not adjust for it at all. Allowing for interaction between these heterogeneous updating types induces little learning: neither the endogenous acquisition of advice nor exogenously induced dissent lead to a convergence of beliefs across types, suggesting that the belief heterogeneity induced by selected information may persist over time. Finally, the paper provides evidence that selection neglect is conceptually closely related to correlation neglect in that both cognitive biases appear to be driven by selective attentional patterns. Taken together, chapters 1 and 2 show that many people struggle with processing information that is subject to sampling issues. What is more, the chapters also show that these biases might share common cognitive foundations, hence providing hope for a unified attention-based theory of boundedly rational belief formation. While laboratory experimental techniques are a great tool to study the formation of beliefs, they cannot shed light on the relationship between beliefs and economically important choices. In essentially all economic models, beliefs mechanically map into choice behavior. However, it is not evident that people's beliefs play the same role in generating observed behavior across heterogeneous individuals: while some people's decision process might be well-approximated by the belief and preference-driven choice rules envisioned by economic models, other people might use, e.g., simple rules of thumb instead, implying that their beliefs should be largely irrelevant for their choices. That is, bounded rationality might not only affect the formation of beliefs, but also the mapping from beliefs to choices. In Chapter 3, Tilman Drerup, Hans-Martin von Gaudecker, and I take up this conjecture in the context of measurement error problems in household finance: while subjective expectations are important primitives in models of portfolio choice, their direct measurement often yields imprecise and inconsistent measures, which is typically treated as a pure measurement error problem. In contrast to this perspective, we argue that individual-level variation in the precision of subjective expectations measures can actually be productively exploited to gain insights into whether economic models of portfolio choice provide an adequate representation of individual decision processes. Using a novel dataset on experimentally measured subjective stock market expectations and real stock market decisions collected from a large probability sample of the Dutch population, we estimate a semiparametric double index model to explore this conjecture. Our results show that investment decisions exhibit little variation in economic model primitives when individuals provide error-ridden belief statements. In contrast, they predict strong variation in investment decisions for individuals who report precise expectation measures. These findings indicate that the degree of precision in expectations data provides useful information to uncover heterogeneity in choice behavior, and that boundedly rational beliefs need not necessarily map into irrational choices. In the standard neoclassical framework, people's beliefs only serve the purpose of achieving a given set of goals. In many applications of economic interest, these goals are well-characterized by a small set of preferences, i.e., risk aversion, patience, and social preferences. Prior research has shown that these preferences vary systematically in the population, and that they are broadly predictive of those behaviors economic theory supposes them to. At the same time, this empirical evidence stems from often fairly special samples in a given country, hence precluding an analysis of how general the variation and predictive power in preferences is across cultural, economic, and institutional backgrounds. In addition, it is conceivable that preferences vary not just at an individual level, but also across entire populations - if so, what are the deep historical or cultural origins of this variation, and what are its (aggregate) economic implications? Chapters 4 through 6 take up these questions by presenting and analyzing the Global Preference Survey (GPS), a novel globally representative dataset on risk and time preferences, positive and negative reciprocity, altruism, and trust for 80,000 individuals, drawn as representative samples from 76 countries around the world, representing 90 percent of both the world's population and global income. In joint work with Armin Falk, Anke Becker, Thomas Dohmen, David Huffman, and Uwe Sunde, Chapter 4 presents the GPS data and shows that the global distribution of preferences exhibits substantial variation across countries, which is partly systematic: certain preferences appear in combination, and follow distinct economic, institutional, and geographic patterns. The heterogeneity in preferences across individuals is even more pronounced and varies systematically with age, gender, and cognitive ability. Around the world, the preference measures are predictive of a wide range of individual-level behaviors including savings and schooling decisions, labor market and health choices, prosocial behaviors, and family structure. We also shed light on the cultural origins of preference variation around the globe using data on language structure. The magnitude of the cross-country variation in preferences is striking and raises the immediate question of what brought it about. Chapter 5 presents joint work with Anke Becker and Armin Falk in which we use the GPS to show that the migratory movements of our early ancestors thousands of years ago have left a footprint in the contemporary cross-country distributions of preferences over risk and social interactions. Across a wide range of regression specifications, differences in preferences between populations are significantly increasing in the length of time elapsed since the respective groups shared common ancestors. This result obtains for risk aversion, altruism, positive reciprocity, and trust, and holds for various proxies for the structure and timing of historical population breakups, including genetic and linguistic data or predicted measures of migratory distance. In addition, country-level preference endowments are non-linearly associated with migratory distance from East Africa, i.e., genetic diversity. In combination with the relationships between language structure and preferences established in Chapter 4, these results point to the importance of very long-run events for understanding the global distribution of some of the key economic traits. Given these findings on the very deep roots of the cross-country variation in preferences, an interesting - and conceptually different - question is whether such country-level preference profiles might have systematic aggregate economic implications. Indeed, according to standard dynamic choice theories, patience is a key driving factor behind the accumulation of productive resources and hence ultimately of income not just at an individual, but also at a macroeconomic level. Using the GPS data on patience, Chapter 6 (joint work with Thomas Dohmen, Armin Falk, David Huffman, and Uwe Sunde) investigates the empirical relevance of this hypothesis in the context of a micro-founded development framework. Around the world, patient people invest more into human and physical capital and have higher incomes. At the macroeconomic level, we establish a significant reduced-form relationship between patience and contemporary income as well as medium- and long-run growth rates, with patience explaining a substantial fraction of development differences across countries and subnational regions. In line with a conceptual framework in which patience drives income through the accumulation of productive resources, average patience also strongly correlates with aggregate human and physical capital accumulation as well as investments into productivity. Taken together, this thesis has a number of unifying themes and insights. First, consistent with the vast heterogeneity in observed choices, people exhibit a large amount of variation in beliefs and preferences, and in how they combine these into choice rules. Second, at least part of this heterogeneity is systematic and has identifyable sources: preferences over risk, time, and social interactions appear to have very deep historical or cultural origins, but also systematically vary with individual characteristics; belief heterogeneity, on the other hand, is partly driven by bounded rationality and its systematic, predictable effects on information-processing. Third, and finally, this heterogeneity in beliefs and preferences is likely to have real economic implications: across cultural and institutional backgrounds, preferences correlate with the types of behaviors that economic models envision them to, not just across individuals, but also at the macroeconomic level; subjective beliefs are predictive of behavior, too, albeit with the twist that certain subgroups of the population do not appear to entertain stable belief distributions to begin with. In sum, (I believe that) much insight is to be gained from further exploring these fascinating topics.
USING TASK-BASED LANGUAGE TEACHING TO TEACH TENTH GRADERS OF SMA NEGERI 9 SURABAYA TO ANALYZE SIMPLE PAST AND PAST CONTINUOUS TENSE IN RECOUNT TEXT LUFI WIRMARINI LUKMAN English Education, Language and Art Faculty, State University of Surabaya lovaluffy@yahoo.co.id ESTI KURNIASIH, S.Pd., M.Pd. English Education, Language and Art Faculty, State University of Surabaya estikurniasih87@yahoo.com Abstrak Siswa-siswi kelas X, dalam kurikulum 2013, diharapkan mampu menganalisis unsur kebahasaan dalam teks recount, termasuk struktur bahasanya, atau grammar. Mengajar grammar umumnya terdiri dari menjelaskan formula disertai dengan memberi contoh penggunaannya. Namun, hal ini terkadang belum mencukupi kebutuhan siswa dalam pembelajaran grammar, terutama agar mereka berkompeten dalam menganalisis kalimat dan mampu menerapkan rumusan kalimat tersebut dalam berbagai konteks. Guru hendaknya mampu memastikan bahwa siswa benar-benar telah mencapai kompetensi analisis yang diharapkan. Adapun pendekatan pembelajaran yang dapat menjadi solusi pengajaran yang tepat, yaitu Task-Based Language Teaching (TBLT). Pada prinsipnya, TBLT adalah memberi tugas pada siswa hingga mereka mencapai target pembelajaran, dalam hal ini adalah penggunaan grammar yang tepat. Penelitian ini adalah sebuah studi kualitatif, dengan dua objektif, pada kelas X IPA 3 SMA Negeri 9 Surabaya. Objektif penelitian ini adalah untuk menggambarkan penerapan TBLT untuk mengajar siswa untuk menganalisis simple past dan past continuous tense dalam teks recount dan untuk mencatat respon siswa terhadap implementasi pengajaran tersebut. Instrumen penelititan terdiri dari observasi, field note, dan kuesioner. Data mengenai implementasi pengajaran dikumpulkan menggunakan observasi dan field note, sedangkan data respon siswa dikumpulkan dengan kuesioner. Data penelitian yang didapat menggambarkan bahwa guru mengimplementasikan tugas yang sama dengan tiga teks yang berbeda dalam tiga pertemuan. Langkah-langkah pembelajaran terdiri dari mengamati, mempertanyakan, mengeksplorasi, mengasosiasi, dan mengkomunikasikan. Guru tersebut memandu siswa untuk melakukan aktivitas pembelajaran secara berurutan, seperti yang telah dirancang dalam Kurikulum 2013. Pemberian tugas dilakukan dalam tahap mengeksplorasi, dimana siswa diminta untuk menganalisis kalimat simple past dan past continuous dalam teks yang diberikan. Implementasi TBLT ini berjalan dengan baik dan menghasilkan respon yang positif dari siswa. Dari deskripsi data, dapat disimpulkan bahwa pendekatan TBLT dapat memfasilitasi siswa untuk belajar menganalisis kalimat simple past dan past continuous tense dalam teks recount. Implementasi tersebut didasari oleh prinsip mengenai tahap pembelajaran Bloom, dari kemampuan memahami hingga menganalisis, dan tahap pembelajaran yang dirancang dalam Kurikulum 2013, dari kegiatan mengamati hingga mengkomunikasikan. Implementasi ini dapat dijadikan sebagai referensi pengajaran grammar bagi guru-guru lain, peneliti, maupun guru sebagai peneliti. Kata Kunci: Task-Based Language Teaching (TBLT), pendekatan pembelajaran, analisis, simple past dan past continuous tense, teks recount, respon siswa Abstract Tenth graders in Indonesia are supposed to be able to analyze linguistic components in recount text, including grammar, outlined in the 2013 Curriculum. Teaching grammar usually includes explaining the rules and providing some examples. However, this may be inadequate to enable the students to analyze the examples and therefore to use the grammar rules appropriately in different conditions. Teachers need to assure that the students genuinely learn in order to accomplish that objective. Task-Based Language Teaching (TBLT) approach is a preferrable teaching resolution. It provides exercises to the students, aimed to teach the students the accurate use of grammar. This study was a qualitative study, with two objectives, on X IPA 3 of SMA Negeri 9 Surabaya. The objectives are to describe the implementation of TBLT to teach the students to analyze simple past and past continuous tense in recount text and to record the students' responses toward it. The instruments are observation checklist, field note, and questionnaire. The data of how the teacher implemented the approach were collected using observation checklist and field note, and the students' responses were recorded using a close-structured questionnaire. The data obtained described that the teacher applied the similar task using three different texts in three meetings. The class was facilitated to have learning in five steps: observing, questioning, exploring, associating, and communicating. The teacher guided the students to do each step chronologically as outlined in the Curriculum of 2013. Tasks were given in exploring activity that the students were asked to analyze simple past and past continuous sentences in the text given. The implementation of TBLT to teach the students to analyze simple past and past continuous tense in recount text was running well and resulted positive responses of the students. In conclusion, TBLT approach is useful to enable the students to analyze simple past and past continuous tense in recount text. The implementation was based on the learning steps of Bloom from understand to analyze and the learning steps of the 2013 Curriculum from observing to communicating. Teachers could, at least, view this as a good choice for teaching grammar. Researchers or teachers as researchers, on the other hand, could make use of this study to develop further investigation on grammar teaching and learning using TBLT approach. Key words: Task-Based Language Teaching (TBLT), approach, analyze, simple past and past continuous tense, recount text, students' response INTRODUCTION Tenth graders are supposed to learn some genres of text, including recount. This includes mastery of both the language skills and components. The language skills are listening, speaking, reading and writing while the supporting components are vocabulary, grammar and pronunciation. Grammar is one of the language components on which some teachers may put more concern. There is a view of students that considers grammar as a means to self-sufficiency (Savage, Bitterlin, & Price, 2010). Long (2000) mentioned that teaching grammar usually includes explaining the rules and providing some examples. Teachers can begin by introducing the grammar topic to the students. It continues with the explanation of when and how to apply the rules. The last step of this basic teaching is to provide examples. However, that way of teaching may be inadequate to activate awareness of students of what are beyond grammatical structure. They are form, meaning and use (Larsen-Freeman, 2001). Savage et al. (2010) explains that students may make mistakes even if they create sentences with correct structure. As an example, it is too formal to use "I must go" while speaking because the use of "must" is much more in writing than speaking. This implicates that teaching grammar is not merely of enabling learners to use the rules for one but some different conditions. Another urgency that raises is that teachers are to guide tenth graders to be competent of grammar in the stage of analyze. Analyze has surely passed three previous cognition stages, that are know, comprehend, and apply (Bloom, 1956). It demands the teacher, teaching to analyze grammar, to plan activities that most probably guide the students to form the grammar rules in their mind. This will probably be solved by providing exercises to the students. Tasks activity is the core of an approach, namely Task-Based Language Teaching (Long, 2000). Long (2000) mentioned Task-Based Language Teaching (TBLT) as an approach which considers that language learning happens through performing in tasks, for tasks aim to give learners opportunities to reinforce what they have just learnt. This is supported by Ellis (1994), from some studies of Second Language Acquisition (SLA) faculty, that repetitions in grammar teaching result in accurate use of grammar. Further considerations for the practice including the amount of exercises depend on the students need (Nunan, 1995). The process of teaching students to analyze simple past and past continuous tense in recount text within TBLT is one point that may fill a rift in the interrelated sources gained. The researcher traces for the description in a class of SMA Negeri 9 Surabaya, X-IPA-3. The result, directly after that, will also be discussed to show how the TBLT practice works. Task-Based Languaged Teaching (TBLT) has been practised and studied in either EFL or ESL teaching and learning. A study of the TBLT implementation on an ESP class was one of the sources. It was conducted by Hyde (2013), entitled "Task-Based Language Teaching in the Business English Classroom", to improve the students' performance. The students were taught Business English using present-practice-produce (PPP) method. Hyde (2013) found that TBLT is an excellent approach to teach Business English comparing to PPP. Another study on Task-Based Language Teaching (TBLT) was conducted by Choo & Too (2012), entitled "Teachers' Perceptions in Using Task-Based Instruction (TBI) for the Teaching of Grammar". Choo & Too (2012), however, mentioned TBLT as Task-Based Instruction (TBI). The study aims to trace for teachers' opinions towards the implementation of TBI for grammar teaching. The subjects are eight EFL teachers from a Chinese private school. The result of the study is that, although not all teachers expressed TBI as a suitable approach in their grammar classes, they concurred that it is a preferrable alternative approach for grammar teaching. The two studies show that Task-Based Language Teaching (TBLT) gives positive contribution for English learning, either for specific purposes or for the language mastery. For this reason, the researchers were triggered to conduct a study on TBLT practice in another case. If Choo & Too (2012) recorded the teacher's opinions toward TBLT, and Hyde (2013) made use of TBLT for improving a Business English class learning, the researchers aimed to describe the implementation of TBLT to teach to analyze recount text, primarily the grammatical forms as the materials. This study outlines two research questions, "How is the implementation of Task-Based Language Teaching to teach tenth graders of SMA analyze simple past and Negeri 9 Surabaya to past continuous tense in recount text?" and "How do the students respond toward the implementation of Task-Based Language Teaching to teach them to analyze simple past and past continuous tense in recount text?" A point to be noted is that this implementation was done with the syllabus of the 2013 Curriculum. It is outlined that the students would be having activities with scientific approach, a set of learning that consists of five major steps, observing, questioning, exploring, associating, and communicating. METHODOLOGY This research is a qualitative study. A type of qualitatative study, known as basic interpretative study, is aimed to describe a phenomenon and to develop plausible explanations in regard to interpret the phenomenon (Ary, Jacobs, Sorensen, & Razavieh, 2010). The subjects of the study are the teacher and the students of X IPA 3 SMA Negeri 9 Surabaya. The data obtained are divided into two parts. The first data are to answer the first research question. It is the implementation of TBLT to teach the students to analyze simple past and past continuous tense in recount text, including the teacher's actions and the students' learning activities, collected using observation checklist and fiel note. The second data are the students' responses toward the implementation, collected using a close-structured questionnaire. The close-structured questionnaire consists of 9 questions, asking opinions toward the learning topic, the learning indicators, and the learning progress of the students. The data were analyzed in descriptive manner. Analyzing qualitative research consists of organizing and familiarizing, coding and reducing, and interpreting and representing (Ary, et al., 2010). The researcher firstly tried to organize the data into two categories, the data that are likely for the first and the other ones for the second research question. Secondly, the researcher sorted the data to code and reduce it. This is to precisely categorize the data based on the research questions. Finally, the researcher did steps of interpreting and representing. Interpretation is bringing out the meaning, telling the story, providing an explanation and developing plausible explanations, while representation is about how the data are presented (Ary, et al., 2010). This leads the researcher to firstly provide the description of the data and at the same time bring some elaboration referred to related theories and findings developed. RESULT AND DISCUSSION Result The three-day-implementation was on 7-8 period of the school time. It began at 11.20 and ended at 12.50 a.m. The teacher implemented TBLT for grammar teaching, simple past and past continuous tense, in recount text, using four texts as the materials. The students actively participated in the class. They passed activities guided by the teacher in five major steps, observing, questioning, exploring, associating, and communicating. Observing includes understanding the gist of the text. Some students read sentences in the text loudly while some other were listening to the spoken text. After that, teacher asked the students to identify simple past and past continuous sentences in the text. It was recorded that the students questioned about recount text, what makes it different from other kinds of text, how events are described in recount, and how recount would appear in Indonesian. The third activity is exploring. The students were analyzing the two forms in groups. They were asked to classify each word or phrase of the sentences in the text given into its function and to transform the sentence pattern, such as from positive into negative and interrogative. The students did the task with the aids of group discussion but were going to submit the work individually. Fourthly, the students did peer correction with another group and for had a whole class discussion guided by the teacher for negotiating the best answer in associating activity. At the last, the students concluded what the text tells them about in detail. It was communicating activity, by which they communicate their understanding about the text after thoroughly analyze each of the sentences. In the step of observing, the teacher found some errors of the students' in proonunciation when they were reading the sentences aloud. The teacher gave feedback to correct them. The students were also checking dictionary for some less familiar words, thus they could understand what the text tells them about. The questioning step had been passed subconsciously by the students. Some students asked to the teacher about recount text. The teacher invited the whole class to try to answer. It led to a short discussion of the whole class. The students, while trying to get the best answer, were formulating questions in their mind about recount text. the teacher turned down only to justify their ideas. In exploring stage, the students were doing the task of analyzing the sentences in the text. there were about 15 sentences to deal with. The task consists of classifying each word or phrase into its function and to transform the sentence pattern, such as from positive into negative and interrogative. The students did it cooperatively in groups as they had some discussion with their mates. However, each student wrote their own work on a piece of paper. The task is to be submitted individuallly. The students associated their work with others' and with the teacher's comments in associating step. The teacher gave them time to do peer correction with another group. After that, he led a whole class discussion to negotiate for the best answers. He gave the students time to correct their work, based on the feedback. The last step is communicating. The teacher invited the students to mention what the text tells them about. the students were supposed to mention any details of the events in the text. This was aimed to review thei understanding about the text after analyzing each of the sentences. The 39 students of X IPA 3 had four recount texts as the learning materials, all of which use simple past and past continuous tense and tell plausible events to the students. The titles of the texts are "Camping", given in the first meeting, "My Grandpa's Birthday" and "Holiday in Gunung Penanggungan", given in the second meeting, and "My Holiday was Fantastic", for the last meeting. After the implementation ended, the teacher passed the close-structured questionnaire to each student. There were 38 students as the respondents. Most of the students stated that grammar is difficult but important to learn. They also stated that the tasks helped them to pass the learning indicators and to progress learning simple past and past continuous tense from the first to the second meeting, and from the second to the third meeting. Discussion The implementation was done by the teacher in five steps. The teacher led the class to have observing, questioning, exploring, associating, and communicating in the three meetings. The teacher did, as what Vacca (1981) suggests, managing the class to do the task in groups. He also told the class to report their work individually. He conducted some discussions with the whole class about the work to do some correction. The teacher even made use of the three activity kinds offered by Vacca (1981), individual, small-group discussion, and whole class work. The other thing was that the teacher gave additional scores for whoever participating in the class discussion. That was a creative way of conducting a class, which Oller (1983) stated could maintain high student interest. Analyzing stage, according to Bloom (1956), has three previous stages of cognition, those are know, comprehend, and apply. The teacher had conducted activities for the three cognition process before he asked the students to do the analyzing task. The activities were reading the text for knowledge stage, observing the text for understanding the meaning, and observing simple past and past continuous sentences in the text while also questioning how events are described in recount text and how the text used in Indonesian for application process. The class had done the work of analyzing simple past and past continuous sentences in the recount texts given, which inferred that they had also successfully passed the first four stages of cognition process on the topic. More importantly, the teacher had implemented more than one concept of learning for his teaching program. He utilized taxonomy of Bloom (1956) and scientific approach, outlined by the government for the 2013 English teaching Curriculum, which includes steps of observing, questioning, exploring, associating, and communicating, together with Task-Based Language Teaching (TBLT) approach. The teaching implementation had gained the students' responses. Most of them agreed that the tasks given enabled them to progress learning about simple past and past continuous tense in recount text from meeting to meeting. It was likely the transformation drills that enabled the students to analyze simple past and past continuous sentences in the recount texts given well, as what Stevick (1982) noted. The task of classifying words or phrases in the sentences was aimed to help the students more aware of parts of speech used and therefore to transform the sentences from positive into negative and interrogative. The teacher got benefits combining taxonomy of Bloom (1956) with the learning steps outlined in the most recent English teaching curriculum, the Curriculum of 2013 in the implementation. On the other hand, the students did respond positively toward the approach of TBLT, that they were helped to achieve the learning goal through doing the tasks. Gratitudes The researchers is in much debt for this study accomplishment. They would like to thank to the school on which this study was conducted. They also would like to thank to State University of Surabaya for allowing this study published. CONCLUSION AND SUGGESTIONS Conclusion Regarding to the research questions, there are two things to be concluded: The implementation did run well. There were five steps of learning outlined in the 2013 Curriculum, known as scientific approach, implemented with the learning objective from know to analyze. TBLT approach is useful to enable the students to analyze simple past and past continuous tense in recount text. The students' responses toward the implementation, in the highest amount, were positive. They said that they could attempt to understand, identify, classify, and transform simple past and past continuous sentences in the recount texts given easily through doing the tasks. They also stated that the tasks enabled them to progress learning the two forms from the first meeting to the second, and from the second to the third. Suggestions Teachers could see this as a reference that TBLT approach is applicable for grammar teaching. On the other hand, researchers could make use of this descriptive study to develop any further investigation. Teachers as researchers could also gain this finding to make improvements in grammar teaching and learning. REFERENCES Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education. Wadsworth: Cengage Learning. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longman. Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press. Hyde, C. (2013). Task-Based Language Teaching in the Business English Classroom. Master, University of Wiconsin, River Falls. Larsen-Freeman, D. (Ed.). (2001). Teaching English as a Second or Foreign Language, Third Edition. Boston: Heinle & Heinle. Long, M. H. (2000). Focus on Forms in Task-Based Language Teaching. Langauge Policy and Pedagaogy: Essays in Honor of A. Ronald Walton(10). Nunan, D. (1995). Closing the Gap Between Learning and Instruction. TESOL Quarterly, 29(1), 133-158. Oller, J. W., & Richard-Amato, P. A. (1983). Methods that work: A smorgasbord of ideas for language teachers. Cambridge: Newbury House Publishers. P.L., J. C., & Too, W. K. (2012). Teachers' Perceptions in Using Task-Based Instruction (TBI) for the Teaching of Grammar. Journal of Interdisciplinary Research in Education (JIRE), 2(1). Savage, K. L., Bitterlin, G., & Price, D. (2010). Grammar Matters: Teaching Grammar in Adult ESL Programs. Cambridge: Cambridge University Press. Stevick, E. W. (1982). Teaching and Learning Languages. Cambridge: Cambridge University Press. Vacca, R. T. (1981). Content Area Reading. Boston: Little, Brown and Company Limited.
Aquest número comença amb l´article de Mireia Alcón i José Luis Menéndez sobre el paradigma de l´avaluació autèntica i la contribució específica de les rúbriques al disseny i implantació de sistemes d´avaluació coherents amb el paradigma esmentat. La literatura especialitzada ha insistit en la vinculació de l´avaluació autèntica amb la idea d´una avaluació posada al servei de l´aprenentatge. Així ho demostra l´èmfasi en que l´avaluació se centri en l´acompliment dels estudiants respecte de problemes rellevants en entorns socials i professionals. També, l´èmfasi en que l´avaluació estigui alineat amb els altres components del context educatiu donat que, sense aquesta coherència, és impossible aconseguir els aprenentatges que suposa una educació basada en competències. Tanmateix, hom ha insistit menys en el potencial que té l´avaluació autèntica per reorganitzar l´activitat docent del professorat i per a la millora dels currículums. Aquest model requereix una reflexió compartida del professorat sobre l´àmbit professional i la pròpia cultura acadèmica de la disciplina, sobre el perfil del titulat, sobre els objectius d´aprenentatge i llur integració coherent en el pla d´estudis, i sobre els entorns didàctics més adequats per tal que l´estudiant assoleixi els resultats previstos. Perquè només des d´aquesta perspectiva pot implantar-se una avaluació autèntica. En l´article, els autors insisteixen en una idea similar en relació amb les rúbriques. A banda d´ésser instruments d´avaluació, aquestes han d´ésser considerades també recursos educatius que permetin a l´estudiant enjudiciar i resoldre problemes importants del seu àmbit disciplinari en diàleg constant amb els seus companys i professors. Pel professorat, el disseny i la utilització de rúbriques són un motiu d´anàlisi i discussió concret, però activen simultàniament una consciència més profunda i una major responsabilitat sobre la seva pràctica professional. L´autenticitat segueix present en l´article d´Eva Gregori sobre la validesa d´un model de carpeta d´aprenentatge utilitzat en el grau de Belles Arts. La validesa no és una condició suficient per afirmar l´autenticitat d´un sistema d´avaluació, però sí que en constitueix una de les seves condicions necessàries. Un sistema d´avaluació pot ésser perfectament vàlid perquè les inferències que genera respecte els aprenentatges dels estudiants són adequades i útils per aconseguir aquests aprenentatges. No obstant, aquest sistema d´avaluació pot valorar resultats d´aprenentatge que no són rellevats en contextos socioprofessionals reals. De fet, la transferència i generalització dels judicis vàlids sobre l´aprenentatge dels estudiants depèn de la pertinença, importància, amplitud i profunditat dels citats aprenentatges, cosa que confereix interès a aquells judicis vàlids en contextos educatius més amplis. L´autora aborda l´assumpte des de la perspectiva contrària: d´acord amb la literatura especialitzada, reconeix l´autenticitat de la carpeta per ser un recurs en el que l´estudiant justifica i exemplifica el seu procés i resultats d´aprenentatge per, acte seguit, demostrar la validesa del model de carpeta emprat. L`anàlisi inclou un examen dels constructes en els quals es va organitzar la carpeta i de la seva consistència interna, per demostrar la coherència amb els objectius d´aprenentatge i la seva adequació al context educatiu. Un examen de la càrrega de treball dels estudiants en llur elaboració i de les qualificacions obtingudes li serveixen per justificar la seva adequació al perfil de l´estudiant de nou ingrés en la titulació analitzada. L´assumpte de l´avaluació autèntica està també implícit en l´article de María Isabel Arbesú i Leticia Reyes sobre l´eficàcia docent. Per bé que l´article se circumscriu a un estudi de la percepció que tenen estudiants de grau i postgrau de ciències i arts per al disseny, aquest estudi forma part d´una investigació més àmplia que involucra altres actors del sistema educatiu. Investigacions d´aquesta mena són encara més importants en l´actualitat, quan la literatura especialitzada ha plantejat seriosos dubtes sobre la validesa i fiabilitat de les enquestes habituals sobre la qualitat docent, i quan hom reafirma la tendència a descarregar exclusivament en les espatlles del professorat la responsabilitat d´uns resultats educatius insuficients. És significatiu que l´anàlisi no versi sobre l´eficiència del professor sinó sobre l´eficàcia; és a dir, l´adequació dels resultats de l´activitat del professorat al paper que han de jugar en la institució educativa, i que no és altre que el de generar oportunitats d´aprenentatge pels seus estudiants. En aquest sentit, és de particular interès que els propis estudiants identifiquin dimensions d´avaluació que no acostumen a recollir-se en els qüestionaris. De confirmar-se això, aquests resultats subratllarien un cop més el risc cert d´incórrer en insuficiències que posarien en entredit la validesa d´aquests instruments. D´aquesta manera, hom posa de manifest com els problemes de validesa menyscaben l´autenticitat del sistema avaluador. Els dos darrers articles provenen de l´àmbit de la Teoria de l´Art. El signat per Bibiana Crespo realitza un decurs històric del concepte de dibuix des de l´antiguitat greco-romana fins a les avantguardes històriques. No s´ha de cercar una anàlisi exhaustiva de les reflexions d´artistes i teòrics sobre el tema, cosa impossible en un article; l´autora es basa en una selecció de textos de diferents èpoques per a demostrar la presència d´un fil condcutor en la idea de dibuix com activitat intel•lectual i com aquesta idea va evolucionant en els diferents períodes de la història de l´art. Sobre aquesta base, s´afirma el valor específic del dibuix com a art, però també el seu paper rellevant com activitat artística i, en aquest sentit, la seva contribució a la resta de les arts plàstiques. En l´article s´observen les relacions canviants entre els diferents aspectes del dibuix segons hom consideri la seva relació amb la naturalesa; la seva relació amb les altres arts plàstiques; amb la pròpia activitat mental de l´artista i el seu correlat amb el procés d´ideació, d´una banda, i amb el d´execució de l´altra; amb el seu vincle amb diferents facultats mentals –sigui l´intel•lecte, la intuïció, la imaginació, l´enginy o el sentiment–; o amb la seva pròpia naturalesa lingüística que esdevé motiu central de reflexió en el tram final de la modernitat. L´article de Ricard Ramon adopta l´enfocament més sociològic dels estudis de cultura visual per examinar el paper desenvolupat per l´art i el discurs artístic en les estratègies de legitimació i en les campanyes publicitàries de les principals empreses i corporacions. L´autor presenta el cas de l´empresa de ceràmica Lladró per a plantejar l´existència de relacions entre la seva activitat industrial i comercial, el seu interès en el col•leccionisme d´obres d´art, la col•laboració amb reconeguts especialistes del camp de la història de l´art i la creació del propi museu Lladró. L´interès de l´article rau en que el seu objecte d´estudi està molt poc tractat en el camp de la Història de l´Art perquè, des d´una concepció tradicional de la disciplina, aquest objecte queda fora del seu àmbit. És innegable que una de les funcions que l´art ha exercit històricament és ser mitjà de representació i legitimació pública dels valors i grups de poder dominants. Tanmateix, en les societats democràtiques avançades, concorren aspectes nous que suposen un salt qualitatiu. La qüestió rau en el procés d´acceleració històrica, les conseqüències de la naturalesa tecnològica de la societat de la informació i comunicació, i la crisi d´altres metarelats que fan de contrapès als arguments exclusivament econòmics. Tot plegat explica la proliferació de les interferències entre els discursos i fenòmens artístics, aquells altres que es desenvolupen en el disseny i la publicitat, i els interessos comercials i financers del món dels negocis. Aquest fet dóna especial rellevància al debat sobre els límits i les juxtaposicions entre aquests discursos i interessos, sobre llurs diferències i finalitats respectives, i sobre les repercussions recíproques que tindran en cadascun d´aquests àmbits. ; This issue begins with an article by Mireia Alcón and Jose Luis Menendez on the paradigm of authentic assessment and the specific contribution of rubrics to the design and implementation of assessment systems within this paradigm. The specialist literature strongly advocates the linking of authentic assessment with the idea of assessment at the service of learning. For example, it emphasizes the fact that assessment should focus on students' performance with respect to relevant problems in social and professional settings, and also that assessment should be closely aligned with the other components of the educational context because otherwise it is impossible to achieve the learning that a competency-based education requires. However, less attention has been paid to the potential of authentic assessment to reorganize teaching activities and improve curricula. A model of this requires a shared reflection of teachers on their professional environment and the academic culture of the discipline, on the graduate profile, on learning objectives and their integration into the curriculum, and on the learning environments that can help students to obtain the desired results. Only from this perspective can an authentic assessment be put in place. In the article, the authors put forward a similar idea in relation to rubrics. Besides being assessment tools, rubrics should be considered as educational resources that allow students to tackle important problems in their discipline, in constant dialogue with peers and teachers. For teachers, the design and use of rubrics is a source of analysis and discussion, but simultaneously activates a deeper awareness and a greater collective responsibility for their professional practice. The question of authenticity is also present in the article by Eva Gregori on the validity of a learning portfolio model used in the degree of Fine Arts. Validity is not a sufficient condition to affirm the authenticity of an assessment system, but it is a necessary component. An assessment system can be perfectly valid because the inferences it generates regarding students' learning are appropriate and useful for this learning; however, it may evaluate learning outcomes that are not relevant to real socioprofessional contexts. The transfer and generalization of valid judgments on students' learning depends on the relevance, breadth and depth of this learning. The author addresses the issue from the opposite perspective: in accordance with the specialist literature, she recognizes the authenticity of the portfolio as a resource in which students justify and exemplify the learning process and results, and then demonstrates the validity of the portfolio model used. The analysis includes an examination of the constructs in which the portfolio was organized and its internal consistency in order to demonstrate its suitability with regard to the learning objectives and its relevance in the educational context. On the basis of a review of students' workload in the preparation of the portfolio and of the test scores obtained, the author concludes that the portfolio is a highly useful instrument for students in the first years of the Fine Arts degree. The issue of authentic assessment is also implicit in the article by Maria Isabel Arbesú and Leticia Reyes on teacher effectiveness. Although the article is limited to a study of the perceptions of science and fine arts undergraduates and graduates, the study is part of a wider investigation involving other actors in the education system. Investigations of this type are particularly important today, at a time when the specialist literature has raised serious questions about the validity and reliability of the surveys currently used to assess teaching quality, and when there is a tendency to lay all the responsibility for poor educational outcomes at the door of the teachers. Significantly, the analysis does not focus on teachers' efficiency but on their effectiveness; that is, the relevance of the results of their activity to the role they should play in the school, that is, to generate learning opportunities for their students. In this context, it is particularly important that the students themselves identify dimensions of assessment which are not usually included in questionnaires. If confirmed, these results underline once again the risk of certain deficiencies that call into question the validity of these instruments. Thus, it becomes clear how problems of validity undermine the authenticity of the assessment system. The last two articles are from the field of art theory. The piece by Bibiana Crespo takes a historical view of the concept of drawing, from the Graeco-Roman world until the early-20th-century avant-garde movement. An exhaustive analysis of the reflections of artists and theorists on the subject would be beyond the scope of the article; the author bases her contribution on a selection of texts from different periods to demonstrate the presence of an underlying thread in the idea of drawing as an intellectual activity and to trace the evolution of this in different periods of art history. On this basis, she affirms the specific value of drawing as art, but also stresses its important role as an artistic activity and, in this respect, its contribution to the rest of the Fine Arts. The article reflects the changing relationships between different aspects of drawing according to a consideration of their relationship with nature; its relationship with the other arts; its relationship with the artist's mental activity and its correlation with the process of ideation on the one hand and with the process of execution on the other; its link with various mental faculties such as the intellect, intuition, imagination, ingenuity or feeling; and with its own linguistic nature which becomes the central cause for reflection in the final stage of modernity. Ricard Ramon article adopts a more sociological approach to the studies of visual culture to examine the role of art and artistic discourse in the strategies of legitimation and advertising campaigns of major companies and corporations. The author presents the case of Lladró, the ceramics company, to exemplify the existence of relations between its industrial and commercial activities, its interest in collecting works of art and in collaborating with renowned experts in the field of art history, and the creation of the Lladró museum. The article is important because its subject lies outside the scope of the traditional conception of art history and has been largely neglected inside the discipline. It is undeniable that one of art's historical functions has been as a means of representation and public legitimation of the dominant values and power groups inside a community. However, in advanced democratic societies, new aspects come together that represent a qualitative leap forward. The key lies in the process of historical acceleration, the consequences of the technological nature of the information and communication society, and the crisis of other metanarratives that act as a counterweight to the purely economic arguments. All this explains the proliferation of interferences between artistic discourses and phenomena, other discourses that are at work in design and advertising, and the commercial and financial interests of the business world. This confers special relevance on the debate about the limits and juxtapositions between these discourses and interests, their differences and their respective aims, and on the reciprocal repercussions that they have in each of these areas. ; Este número comienza con el artículo de Mireia Alcón y José Luis Menéndez sobre el paradigma de la evaluación auténtica y la contribución específica de las rúbricas al diseño e implantación de sistemas de evaluación coherentes con dicho paradigma. La literatura especializada ha insistido en la vinculación de la evaluación auténtica con la idea de una evaluación puesta al servicio del aprendizaje. Así lo demuestra el énfasis en que la evaluación se centre en el desempeño de los estudiantes respecto de problemas relevantes en entornos sociales y profesionales. También, el énfasis en que la evaluación esté alineada con los otros componentes del contexto educativo puesto que, sin esta coherencia, es imposible alcanzar los aprendizajes que supone una educación basada en competencias. Sin embargo, se ha insistido menos en el potencial que tiene la evaluación auténtica para reorganizar la actividad docente del profesorado y para la mejora de los currículos. Dicho modelo requiere una reflexión compartida del profesorado sobre el ámbito profesional y la propia cultura académica de la disciplina, sobre el perfil del egresado, sobre los objetivos de aprendizaje y su integración coherente en el plan de estudios, y sobre los entornos didácticos más adecuados para que el estudiante alcance los resultados previstos. Porque solo desde esta perspectiva puede implantarse una evaluación auténtica. En el artículo, los autores insisten en una idea similar en relación con las rúbricas. Además de ser instrumentos de evaluación, estas deben ser consideradas también recursos educativos que permitan al estudiante enjuiciar y resolver problemas importantes de su ámbito disciplinario en diálogo constante con sus compañeros y profesores. Para el profesorado, el diseño y la utilización de rúbricas son un motivo de análisis y discusión concreto, pero activan simultáneamente una conciencia más profunda y una mayor responsabilidad colectiva sobre su práctica profesional. La autenticidad sigue presente en el artículo de Eva Gregori sobre la validez de un modelo de carpeta de aprendizaje utilizado en el grado de Bellas Artes. La validez no es una condición suficiente para afirmar la autenticidad de un sistema de evaluación, pero sí que constituye una de sus condiciones necesarias. Un sistema de evaluación puede ser perfectamente válido porque las inferencias que genera respecto de los aprendizajes de los estudiantes son adecuadas y útiles para conseguir tales aprendizajes. Sin embargo, ese sistema de evaluación puede valorar resultados de aprendizaje que no son relevantes en contextos socioprofesionales reales. De hecho, la transferencia y generalización de los juicios válidos sobre el aprendizaje de los estudiantes depende de la pertinencia, importancia, amplitud y profundidad de tales aprendizajes, lo que confiere interés a aquellos juicios válidos en contextos educativos más amplios. La autora aborda el asunto desde la perspectiva contraria: de acuerdo con la literatura especializada, reconoce la autenticidad de la carpeta por ser un recurso en el que estudiante justifica y ejemplifica su proceso y resultados de aprendizaje para, a continuación, demostrar la validez del modelo de carpeta empleado. El análisis incluye un examen de los constructos en que se organizó la carpeta y de su consistencia interna, para demostrar su coherencia con los objetivos de aprendizaje y su adecuación al contexto educativo. Un examen de la carga de trabajo de los estudiantes en su elaboración y de las calificaciones obtenidas le sirven para justificar su adecuación al perfil del estudiante de reciente ingreso en la titulación analizada. El asunto de la evaluación auténtica está también implícito en el artículo de María Isabel Arbesú y Leticia Reyes sobre la eficacia docente. Aunque el artículo se circunscribe a un estudio de la percepción que tienen estudiantes de grado y posgrado de ciencias y artes para el diseño, dicho estudio forma parte de una investigación más amplia que involucra otros actores del sistema educativo. Investigaciones de este tipo son aun más importantes en la actualidad, cuando la literatura especializada ha planteado serias dudas sobre la validez y fiabilidad de las encuestas al uso sobre la calidad docente, y cuando se reafirma la tendencia de descargar exclusivamente en los hombros del profesorado la responsabilidad de unos resultados educativos insuficientes. Es significativo que el análisis no verse sobre la eficiencia del profesor sino sobre la eficacia; esto es, la adecuación de los resultados de la actividad del profesorado al papel que deben desempeñar en la institución educativa, y que no es otro que generar oportunidades de aprendizaje para sus estudiantes. En este sentido, es de particular interés que los propios estudiantes identifiquen dimensiones de evaluación que no acostumbran a estar recogidas en los cuestionarios. De confirmarse, estos resultados subrayarían una vez más el riesgo cierto de incurrir en insuficiencias que pondrían en entredicho la validez de estos instrumentos. De este modo, se pone de manifiesto cómo los problemas de validez menoscaban la autenticidad del sistema evaluador. Los dos últimos artículos provienen del ámbito de la Teoría del Arte. El firmado por Bibiana Crespo realiza un decurso histórico del concepto del dibujo desde la antigüedad greco-romana hasta las vanguardias históricas. No hay que buscar un análisis exhaustivo de las reflexiones de artistas y teóricos sobre el tema, cosa imposible en un artículo; la autora se basa en una selección de textos de diferentes épocas para demostrar la presencia de un hilo conductor en la idea de dibujo como actividad intelectual y como esta idea va evolucionando en los diferentes períodos de la historia del arte. Sobre esta base, se afirma el valor específico del dibujo como arte, pero también su papel relevante como actividad artística y, en este sentido, su contribución al resto de las artes plásticas. En el artículo se observan las relaciones cambiantes entre los diferentes aspectos del dibujo según se considere su relación con la naturaleza; su relación con las otras artes plásticas; con la propia actividad mental del artista y su correlato con el proceso de ideación, por un lado, y con el de ejecución por el otro; con su vínculo con diferentes facultades mentales –sea el intelecto, la intuición, la imaginación, el ingenio o el sentimiento–; o con su propia naturaleza lingüística que pasa a ser motivo central de reflexión en el tramo final de la modernidad. El artículo de Ricard Ramon adopta el enfoque más sociológico de los estudios de cultura visual para examinar el papel desempeñado por el arte y el discurso artístico en las estrategias de legitimación y en las campañas publicitarias de las principales empresas y corporaciones. El autor presenta el caso de la empresa de cerámica Lladró para plantear la existencia de relaciones entre su actividad industrial y comercial, su interés en el coleccionismo de obras de arte, la colaboración con reconocidos especialistas del campo de la historia del arte y la creación del propio museo Lladró. El interés del artículo radica en que su objeto de estudio está muy poco tratado en el campo de la Historia del Arte porque, desde una concepción tradicional de la disciplina, dicho objeto queda fuera de su ámbito. Es innegable que una de las funciones que el arte ha desempeñado históricamente es ser medio de representación y legitimación pública de los valores y grupos de poder dominantes. Sin embargo, en las sociedades democráticas avanzadas, concurren aspectos nuevos que suponen un salto cualitativo. La clave radica en el proceso de aceleración histórica, las consecuencias de la naturaleza tecnológica de la sociedad de la información y comunicación, y la crisis de otros metarrelatos que actúan de contrapeso ante los argumentos exclusivamente económicos. Todo ello explica la proliferación de las interferencias entre los discursos y fenómenos artísticos, aquellos otros que se desarrollan en el diseño y la publicidad, y los intereses comerciales y financieros del mundo de los negocios. Este hecho confiere especial relevancia al debate sobre los límites y las yuxtaposiciones entre estos discursos e intereses, sobre sus diferencias y fines respectivos, y sobre las repercusiones recíprocas que tendrán en cada uno de estos ámbitos.
The present study documents a language educator's reflection on two transitions that mirror current curricular changes in undergraduate language programs in the United States. The first chronicles her personal pedagogical transformation from a general-purposes Spanish language professor and her adjustment to teaching as a visiting professor in a Spanish for Specific Purposes (SSP) language-learning environment at the United States Air Force Academy. The second reports the evolution over several decades of the Spanish language program at University of Alabama at Birmingham from a traditional general Spanish-language program to a multipurpose program. The study suggests that SSP and liberal arts values are not mutually exclusive, and it explores what Spanish for General Purposes (SGP) can learn from SSP. Spanish programs that find common ground and hybridize to respond to multiple demands of today's Spanish learners are likely to be the most successful in the future. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 88 The Unexpected Spanish for Specific Purposes Professor: A Tale of Two Institutions Sheri Spaine Long United States Air Force Academy University of Alabama at Birmingham Abstract: The present study documents a language educator's reflection on two transitions that mirror current curricular changes in undergraduate language programs in the United States. The first chronicles her personal pedagogical transformation from a general-purposes Spanish language professor and her adjustment to teaching as a visiting professor in a Spanish for Specific Purposes (SSP) language-learning environment at the United States Air Force Academy. The second reports the evolution over several decades of the Spanish language program at University of Alabama at Birmingham from a traditional general Spanish-language program to a multipurpose program. The study suggests that SSP and liberal arts values are not mutually exclusive, and it explores what Spanish for General Purposes (SGP) can learn from SSP. Spanish programs that find common ground and hybridize to respond to multiple demands of today's Spanish learners are likely to be the most successful in the future. Keywords: language learning curriculum, liberal arts, medical Spanish, military language learning, Spanish for General Purposes (SGP), Spanish instruction, Spanish for Specific Purposes (SSP), United States Air Force Academy, University of Alabama at Birmingham (UAB) Introduction This academic year, I dubbed myself the unexpected Spanish for Specific Purposes (SSP) professor because specialized career-focused instruction became part of my pedagogical repertoire. Working in a SSP language-learning environment has made me take stock of what mainstream language educators can gain from exposure to the philosophy and instructional techniques of languages for specific purposes. I am serving currently as Distinguished Visiting Professor of Spanish at the United States Air Force Academy. I am a permanent Professor of Spanish at the University of Alabama at Birmingham (UAB). In this reflective paper, I chronicle two transitions. First, I share observations about my transition from general purposes language instruction to the more focused language-learning setting at the United States Air Force Academy. Language learning at the United States Air Force Academy exemplifies the definition of a Spanish for Specific Purposes (SSP) program because it is dedicated to the goal of educating future Air Force officer-leaders with a global perspective. Secondly, I narrate from an administrative/ administrator's point of view UAB's evolution from a traditional Spanish curriculum to a dual-purpose program that includes a SSP certificate. I conclude that both the United States Air Force Academy and UAB Spanish language programs provide unique insights into the curricular changes and challenges in language teaching that have emerged during the last several decades in higher education. My experiences in these respective undergraduate Spanish programs show that signature language curricula have been and can be developed to serve diverse missions of learners and institutions and that intellectual and practical needs simultaneously helped mold these A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 89 programs. The United States Air Force Academy and UAB Spanish language programs are traditional and nontraditional at the same time. I posit they will resemble our future hybridized Spanish language programs. For purposes of this paper, I understand hybridized to mean multipurpose programs that have SSP components and a liberal arts foundation. The subfield of SSP can be defined as a practice that gives language learners access to the Spanish that they need to accomplish their own academic or occupational goals (Sánchez-López, 2013). It is necessary to locate SSP within the domain of Second Language Acquisition (SLA) in order to recognize that SSP is not a departure from current theory or practices in foreign language education. The counterpoint to SSP is Spanish for General Purposes (SGP). SGP is a broad descriptor for the teaching and learning of Spanish in ways that can be exploratory in nature. It is language teaching and learning that is likely not to have a singular career focus. Along with the concept of language learning for cultural breadth, traditionally SGP has been ensconced within the notion of liberal arts education. After almost 20 years of teaching principally undergraduate SGP at UAB, I relocated to Colorado Springs to experience anew the teaching and learning of Spanish in a different context. The learning environment that I envisioned at the service academy would be focused on the specific Air Force mission within undergraduate higher education. By contrast, I am the product of a liberal arts education that was not singularly focused on a specific career. For the last several decades, I have taught students with a variety of goals, both professional and personal. The teaching and learning environment with which I am the most familiar is rooted in the model of a liberal education that has historically framed SGP programs across the United States over the last 75 years. Goals of the liberal arts education include such attributes as thinking critically, possessing broad analytical skills, learning how to learn, thinking independently, seeing all sides of an issue, communicating clearly (orally and in writing), exercising self-control for the sake of broader loyalties, showing self-assurance in leadership ability, and participating in and enjoying (cross-)cultural experience (Blaich, Bost, Chan, & Lynch, 2010). By reviewing some attributes commonly found in definitions of a liberal arts education, I highlight the cornerstone of numerous undergraduate programs in higher education. My goal is not to produce a comprehensive list of its characteristics. In fact, one finds variations in the definition of the liberal arts education tailored to suit institutional realities and needs. The elements that I emphasize in the present discussion are particular characteristics, such as analytical and critical thinking, leadership development, civic responsibility and cultural breadth, which are especially relevant to how these two Spanish language programs evolved at both the United States Air Force Academy and UAB. Although critical thinking may not be one of the characteristics that spring to mind within military education given the realities of obedience, discipline and hierarchy, critical thinking is an essential characteristic of military officers that must make decisions in complex situations. The teaching/learning of the ability to analyze critically is key in military service academies and in civilian institutions, such as UAB. UAB and arrived at the United States Air Force Academy in summer 2011. Because of the courses that I had been asked to design and teach, I knew that the United States Air Force Academy's curriculum was not about technical instruction as in Spanish for Military Purposes. In fact, my fall courses had mainstream course titles that one might find in any Spanish program: Literature and Film of Spain and Latin American Civilization and Culture. My military supervisors told me that I was invited here to bring a different perspective and pedagogy into the classroom. As my first semester unfolded, I set out to learn from diverse A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 90 pupils and faculty members and to absorb and adapt to the differences before me. The United States Air Force Academy's mission fits neatly on a sign that everyone reads upon entering the military installation: "Developing Leaders of Character." The United States Air Force Academy (2011) is an undergraduate institution, awarding the BS degree as part of its mission to inspire and develop officers with knowledge, character and discipline. Undergraduates are referred to as cadets, and this underscores both the military and academic focus of the learners. After a few weeks at the United States Air Force Academy, I realized that I had landed in a one-of-a-kind educational setting. The institution subscribes to and emphasizes many of the key core values that I associate with a liberal arts education while additionally providing technical training. As Pennington (2012) pointed out in her recent commentary in The Chronicle of Higher Education, we need to acknowledge that preparing for work and pursuing a liberal arts education are not mutually exclusive. Considering liberal arts principles and professional training as polar opposites is a deeply ingrained notion by many individuals in higher education and in society at large. This belief needs to change because of the type of complex preparation that today's students will need to flourish in the future. Below is the complete list of shared outcomes of the Unites States Air Force Academy. Even with a cursory examination, one finds intertwined traditional liberals arts concepts and elements associated with technical education for engineers, scientists and warriors: Shared United States Air Force Academy Outcomes (2011) Commission leaders of character who embody the Air Force core values. . . . . .committed to Societal, Professional, and Individual Responsibilities Ethical Reasoning and Action Respect for Human Dignity Service to the Nation Lifelong Development and Contributions Intercultural Competence and Involvement . . .empowered by integrated Intellectual and Warrior Skills Quantitative and Information Literacy Oral and Written Communication Critical Thinking Decision Making Stamina Courage Discipline Teamwork . . .grounded in essential Knowledge of the Profession of Arms and the Human & Physical Worlds Heritage and Application of Air, Space, and Cyberspace Power National Security and Full Spectrum of Joint and Coalition Warfare A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 91 Civic, Cultural and International Environments Ethics and the Foundations of Character Principles of Science and the Scientific Method Principles of Engineering and the Application of Technology Source: http://www.usafa.edu/df/usafaoutcomes.cfm?catname=Dean%20of%20Faculty Values such as critical thinking, ethics and ethical reasoning, respect for human dignity, lifelong development and contributions, intercultural competence, and oral and written communication are integral to a liberal arts education and are the foundation of cadet education. The first phrase that frames the entire list—"Commission leaders of character who embody the Air Force core values. . ."—is key to my contention that the United States Air Force Academy's type of SSP is the teaching and learning of languages in the broader context of leadership education. The direct relationship between what one associates with well-informed leaders and liberal arts values emphasizes the importance of nurturing future leaders (whether cadets or college students) that are civically and globally astute. Leadership development clearly underpins both liberal arts values and those of the United States Air Force Academy. Like many undergraduate institutions in the United States, Spanish is widely taught at the United States Air Force Academy. According to Diane K. Johnson, an institutional statistician, there are a total of more than 500 cadets (out of a total cadet enrollment of over 4,000) that are in Spanish classes (introductory through advanced) in spring semester 2012. There are also cadets enrolled in 7 other languages that are labeled strategic or enduring. Notably, there is no language major at the United States Air Force Academy. However, there is a Foreign Area Studies major. Also, cadets can declare a minor in a language. There were 327 cadets with minor in languages at the time of this spring semester 2012 snapshot. The specific mission statement of the United States Air Force Academy's Department of Foreign Languages is: "To develop leaders of character with a global perspective through world-class language and culture education." Language and culture are embedded in the concept of the kind of global perspective that a 21st-century leader must possess. From Washington DC to Wall Street, there is agreement that future leaders internationally—both military and civilian—need to be multilingual and culturally adept to be able to navigate and lead in the 21st century (Education for global leadership, 2006). According to Lt. Col. Western (2011), it is imperative that our military comprehend that maintaining world leadership and security requires a broad understanding of other languages, cultures and thought processes. Although the Department of Defense's report (2012) on "Sustaining United States Global Leadership: Priorities for 21st Century Defense" does not directly address language and cultural expertise, many of theses priorities rely on knowledge from military leaders with considerable language and cultural acumen. Historically, the language department has always had a dual purpose that has consisted of SSP focusing on developing future Air Force officers, while providing many elements of a liberal arts education. From the following list, you will see a sampling of the generic course titles. They are not a departure from what one might find at other institutions: Basic Spanish I & Basic Spanish II (Spanish 131–132), Intermediate Spanish A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 92 I & Intermediate Spanish II (Spanish 221–222), Advanced Spanish I & Advanced Spanish II (Spanish 321–322), Civilization and Culture (Spanish 365), Current Events in the Spanish-Speaking World (Spanish 371), Introduction to Peninsular Literature (Spanish 376), Introduction to Latin American Literature (Spanish 377), Advanced Spanish Readings (Spanish 491), and Special Topics (Spanish 495). The course titles do not offer clues as to how these classes might differ from the average civilian college or university classes with similar names. In my experience teaching and/or observing these classes, differences do stand out because language learners at the United States Air Force Academy focus on application of language as a skill combined with cultural and historical knowledge. The cadets also seek intellectual breadth through the analysis of multiple perspectives particularly found in intermediate- to upper-level Spanish language classes. In the first six months in residence at the United States Air Force Academy, I observed that cadets are more intellectually broad than I assumed at the outset. Cadets read about literature and culture, analyzed film, and even wrote poetry in Spanish with gusto. They do perform in the classroom with a defined career in mind. The focus on the military profession and leadership changes the daily routine in the language classroom. By emphasizing deliberate leadership and language teaching and/or learning opportunities, crosspollination enhances the classroom exper-ience and improves institutional learning outcomes. Form cannot be divorced from function in language learning, so the synthesis of leadership development and language/cultural learning occurs. Recent studies from interdisciplinary research with the neurosciences and education show that fusion between disciplines can provide effective pathways to learning (Coyle, Hood, & Marsh, 2010). Teaching Spanish at the United States Air Force Academy altered my preparations and delivery. Because of SSP, I adapted to differences that are administrative, operational, pedagogical, experiential and conceptual. First, I experienced the surface-level administrative transformations from SGP to the special brand of SSP at this institution. I learned about: Classroom rituals that include military protocols, such as calling the class to attention in Spanish, inspecting students' regulation dress and upholding other classroom standards in the target language; References to Air Force traditions and military rank in the target language; And, lock down, active shooter and natural disaster drills that might happen during class time in the target language. Additionally, there were different details in course design that reshaped my pedagogical filter. During an examination of all Spanish language course syllabi at the United States Air Force Academy, I noticed that the communities standard from the 5Cs in the Standards for Foreign Language Learning (1999) is often replaced with a different C that stands for Careers. The focus on the professional use of Spanish is starkly emphasized through this substitution. On an operational level in the classroom, staying abreast of current events in the Spanish-speaking world and being able to interpret them—such as changes in government officials, political and economic transitions in the target culture—take on greater importance while teaching at the United States Air Force Academy. For example, when A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 93 learners know that they might be assigned to carry out tasks in any Latin American country in the future, the learners understandably pay more attention to geographical details, how economic conditions impact political situations, how longstanding historical realities affect the current mood, and so on. The language-learning environment carries with it a cachet of practical information, and it also supplies complex situations and problem-solving scenarios on which future Air Force decision makers can cut their teeth. Language practice includes creating a number of hypothetical SSP situations in which cadets participate in order to foreshadow their leadership roles, such as role-play opportunities that are relevant to Air Force operations. For example, cadets might be asked what they would do and say as a United States Air Attaché or an intelligence officer stationed in Latin America. On the conceptual level, I am currently organizing and creating a seminar that is titled War in the Arts, Literature and Film in Spain and Latin America. It is a themed-humanities seminar that offers a rich lexical environment and an opportunity to focus on the profession of war, ethics, conflict and peacekeeping in the context of film, art and print texts of the Spanish-speaking world. Considering, for example, the representation of the warrior in a literary work provides an opportunity to discuss ethics and strategies and to analyze the representation of leaders across cultures. At the United States Air Force Academy, I have participated in preparing cadets to go on semester-long exchanges to foreign military academies. Some of this is done through wayside teaching at our Spanish conversation table, emphasizing the type of current and relevant social, linguistic, and cultural information that a cadet might need to function abroad in a variety of contexts and represent the United States. One way to prepare for going abroad has been to encourage and mentor cadets to volunteer for selection to host visiting military dignitaries, such as ranking delegations from the Colombian and Mexican Air Force. To prepare cadets, instructors share with them tips about how to interact appropriately and to display leadership through social intelligence and knowledge of protocol in the target language and culture. As a follow up, debriefing after these events is essential to discuss perceptions and observations and to develop cross-cultural competence. Much like teaching and interacting with SGP students, there are immediate needs, and then, there is the important long-range goal of encouraging life-long learning in Spanish. In the context of the United States Air Force, there are programs that make this objective more concrete than what is generally experienced by students in civilian colleges and universities. To take advantage of what the Air Force has to offer, I have also learned about LEAP (Language Enabled Airman Program), which provides for structured life-long language learning for specific purposes in the Air Force. According to the Air Force Culture and Language Center ("Air force culture," 2012), LEAP is designed to sustain, enhance and utilize the existing language skills and talents of Airmen in the program. The stated goal of LEAP is to develop a core group of Airmen across specialties and careers possessing the capability to communicate in one or more foreign languages. To become a participant in LEAP, Airmen must already possess moderate to high levels of proficiency in a foreign language. Individuals that apply and are accepted into the LEAP program receive regular training both face to face and online in the target language as well as have immersion opportunities at intervals during their careers. Working to encourage and help cadets apply for LEAP is another SSP goal at the United States Air Force. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 94 These are an overview of my unexpected SSP experiences at the Air Force Academy. My transformation from SGP to SSP started with learning and applying new vocabulary that focuses on cadets' professional needs. Later, I began to think of my learners as future leaders that will need to perform and apply knowledge to make judgments about the Spanish-speaking individuals and groups. This motivated me to reorganize courses and reconceive of them with a keener eye toward performance and to explore ways to get cadets to think beyond their immediate milieu. With the overlay of leadership development and military culture, this teaching experience has driven me to operate in a more interdisciplinary fashion than before. I experienced first hand a teaching and learning climate that offers a unique hybrid of liberal arts and technical education in a military context. Perhaps the best lesson that SSP teaches is to constantly question the relevance of what you are doing in the classroom: to whom is it relevant and for what purpose? Within the Department of Foreign Languages at the United States Air Force Academy, the SSP focus on career preparation in language instruction and the liberal arts connection with leadership evolved simultaneously. This dual focus of the curriculum contrasts the reality in most civilian language departments where there was one general focus and departments are being (or have been retrofitted) to include new curricula and/or tracks. Many civilian language departments are currently transitioning from SGP programs and integrating more SSP language options. In the late 1980s and on into the 1990s, Spanish for Business and Medical Spanish courses appeared. The integration of professional courses happened in response to societal needs (Doyle, 2010). The Department of Foreign Languages at the United States Air Force Academy offers a rare, fully integrated model of the curricular common ground of career-focused language learning with an underpinning of liberal arts breadth. Conversely, civilian language programs have transitioned to dual-purpose or multipurpose programs for different reasons. In many cases, motives for transitioning programs have been to maintain relevance and enrollments. The latter was clearly the case with the Spanish language program at UAB in the 1990s. This two-fold reality raises the palpable issue of how best to organize these dual-purpose programs from both a curricular and an administrative point of view. Undergraduate language departments and programs have to meet the needs of both their general and specific constituencies. There is a general consensus in the language discipline that multiple paths to the language major, as advocated by the Modern Language Association in the report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007), will be a necessity for the future survival of undergraduate language programs. With curricular reform underway, how do traditional language programs best transition from general purposes programs to hybridized programs that also house languages for specific purposes? Another obvious driver of dual-purpose Spanish language programs is the limited support for language teaching and learning. As programs transform, we need to be mindful of the realities that face most undergraduate language programs: 1) limited financial resources to support language programs, 2) staffing limitations because of faculty back-ground and adaptability, 3) reward systems that favor faculty members who work in the more established subdisciplines in the language field, and 4) multifoci and/or shifting interests of undergraduate students. Because of these conditions, exploring ways that resources can be shared intentionally and constructively will be essential to benefit general A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 95 and specific purposes language programs at the same time. The UAB Spanish language program learned to share resources and evolved into a multipurpose program. The UAB Spanish language program transitioned from SGP to include SSP gradually over several decades. This transformation aligns the department with the institution's vision and mission, which is outlined below: The UAB Vision UAB's vision is to be an internationally renowned research university—a first choice for education and health care. The UAB Mission UAB's mission is to be a research university and academic health center that dis- covers, teaches and applies knowledge for the intellectual, cultural, social and eco- nomic benefit of Birmingham, the state and beyond. Source: http://www.uab.edu/plan/ Reflecting the mission and vision at UAB, these statements clearly present the dual role of the institution: it is both medical and educational. When I joined the faculty 20 years ago, we spoke of the medical side and the academic side of campus in a way that implied a scant relationship between the two. Therefore, the undergraduate curriculum in the language department in the early years of my appointment had no relationship with the health sciences. This separation slowly eroded over the years. When I was hired in 1992, the curriculum for the UAB undergraduate language major would best be described as traditional: language and literature. UAB students studied languages for a variety of reasons, ranging from enrichment to the fulfillment of the compulsory language requirement. We had a multiquarter language requirement that was rescinded in the mid-1990s as a result of the politics between the state's community colleges and the universities. Currently, UAB has no foreign language requirement. Almost 650 students were enrolled in Spanish in spring 2012 out of an undergraduate population of close to 12,000 students ("UAB student profile," 2011). Ironically, the lack of a language requirement in the undergraduate curriculum set the department on a path toward popularizing SSP. At that time, the UAB Department of Foreign Languages and Literatures began to turn its attention to providing courses that the students demanded. As a result in the mid-1990s, UAB offered its first medical Spanish classes for undergraduate students. From that time on, I became interested increasingly in SSP for reasons that had to do with the institution's human capital both faculty and student. Also from 2002–2009, I served as chairperson of the UAB Department of Foreign Languages and Literatures. I took an administrator's interest in growing and integrating a SSP program into the existing general Spanish program. The medical Spanish courses were a good match for the interests of our student body. Approximately 40% of the freshmen that enroll at UAB declare that they are on the premedicine track. Many students are attracted to our campus because UAB houses an internationally known School of Medicine, although many freshmen abandon the premedicine track for other health-related fields. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 96 Student interest grew in professionally focused language courses and key faculty members invested in SSP as well. In 2001, our first applied linguist in Spanish was hired in the language department. She shared her vision of starting a SSP program by offering a few courses to appeal to pre-professionals. She became the director of the nascent SSP program. Over the years, the SSP program became so popular that it evolved into a more defined and elaborate SSP certificate program ("UAB Spanish for specific purposes program," 2012) that had 62 students enrolled in the program in spring 2012. It was the first undergraduate certificate program on the UAB campus. As the program grew, the SSP Director was successful in convincing existing junior faculty to take professional development seminars in SSP and develop additional SSP courses, such as Intermediate Spanish for the Professions, Advanced Business Spanish and Advanced Spanish for Health Professionals. In 2007, we hired a Spanish instructor to develop and expand the medical Spanish courses in the undergraduate curriculum under the umbrella of SSP. She began to collaborate with the Schools of Nursing, Medicine, and Dentistry to provide short courses to their graduate students. Over time, signs of curricular integration increased between the medical and academic sides of campus. Also, there was a confluence of external events in the state of Alabama and internal events on the UAB campus that occurred in the late 1990s and the first decade of the 21st century that promoted the success of the SSP program. Prior to the 2007 recession, a rapidly growing Spanish-speaking population in Alabama had health professionals in a reactive mode because they were not prepared to handle patients that spoke limited English ("Demographic profile of Hispanics in Alabama," 2012). In 2005, UAB hosted campus-wide events around its first freshmen discussion book The Spirit Catches you and you Fall Down: A Hmong Child, her American Doctors and the Collision of two Cultures by Ann Fadiman (1997). The book was widely read across campus, especially in the School of Medicine. Fadiman's volume chronicled Hmong (not Spanish) speakers. Nevertheless, the book captured the timely problem of the critical need for communication with the foreign born in the health professions. From that year on, the importance of cross-cultural communication became part of the UAB campus dialogue. Also around this time, UAB's prominent, grant-funded Minority Health and Research Center unofficially broadened its definition of minority to include Latinos. Meanwhile, within the UAB Department of Foreign Languages and Literatures we were able to offer our first scholarship award for a Spanish major on the premedicine track in 2003. Beginning in 2003, I recall anecdotally receiving periodic inquiries from ranking individuals in the School of Medicine that wanted to collaborate. Typically, they requested the assistance of Spanish-speaking faculty with informed-consent forms. There were repeated requests for help with interpretation until the UAB clinics developed protocols to deal with Spanish-language only patients. In January 2010, we piloted a short course in Spanish (Davidson & Long, 2012) that was offered as part of the medical school elective curriculum. In 2002, the staff of the language department informally observed a trend in the increase of undergraduate students who declared a double major in Spanish and Biology/Chemistry. I procured a modest donation from a local physician for the aforementioned scholarship. All of these events fueled the popularity of the UAB SSP program and clearly defined the need for it. The current SSP program and certificate houses a number of preprofessional courses that are not limited exclusively to SSP students. The full program description can A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 97 be viewed at http://www.uab.edu/languages/languages-programs/ssp. The number of general versus pre-professional students varies from course to course, but courses such as Spanish Translation and Interpretation tend to enroll students from both cohorts, whereas Spanish for the Health Professionals enrolls few general-purposes students. Of course, the faculty members have noticed over time that our student clientele had slowly changed: two very different types of students were sitting in the same classroom. Professionally focused Spanish students and general Spanish students enrolled in the some of the same courses. This presented new pedagogical challenges for our faculty members and raised the issue: how does one meet the needs of both groups (SSP and SGP) in the context of our institution's student body? To date, this matter has not been systematically dealt with in the UAB Spanish Division. Individual professors have developed strategies, like individualizing projects, and yet, other faculty members teach to one group to the exclusion of the other. The curricular changes discussed by the Modern Language Association have come about in many language departments, and they have been welcomed by some faculty members but not by all. Embracing the notion that the traditional liberal arts language learner can cohabitate with the interdisciplinary and/or career-focused language learner (as demonstrated at the United States Air Force Academy) is key. Highlighting the philo-sophical common ground rooted in a liberal arts education is what may be perceived by some individuals as strictly technical training may help ease the transition. The next phase will be to articulate relevant practices for educators and administrators, as well as shared values and outcomes, and to provide models that show transitional programs how to achieve what I would like to call 'constructive hybridity.' I define constructive hybridity as a positive and collective effort to sort out and integrate the best of traditional Spanish language programs with different SSP practices evidencing more focused professional goals. The next task is to define the 'shared canon' between the various tracks in any given Spanish program. Obviously, this is not a one-size-fits-all charge due to different student, societal and institutional needs, but there is foundational work to be done in order to come up with more consensuses. Given my administrative experiences as a faculty member at UAB and my teaching experience at the United States Air Force Academy, I have come to realize that both general and specific missions in Spanish-language learning are not mutually exclusive. In June 2011, I marched off to Colorado to teach and to learn. I have learned that there is a place for time-tested liberal arts values within SSP programs and that hybridized programs (liberal arts and SSP) can be successful and beneficial to the learner. As suggested by the United States Air Force Academy and UAB programs, future programs in Spanish-language instruction will need to focus on our common ground to serve multiple purposes. Thus, I return to the concept that I mentioned at the outset: it is time to think hybrid. Our future undergraduate language programs will have multiple tracks/purposes. This hybridization can be as positive and enriching for both faculty members and language learners as it has been for me during this phase of my career as a language educator. Returning to my own narrative as a committed, career Spanish professor, I have no doubt that, in the future, my newfound SSP instructional acumen and orientation will inform my future general purposes classes and improve them. A TALE OF TWO INSTITUTIONS Scholarship and Teaching on Languages for Specific Purposes (2013) 98 Disclaimer The views expressed in this paper are those of the author and do not necessarily represent those of the United States Air Force Academy, the United States Air Force, The Depart-ment of Defense or the United States Government. References Air force culture and language center. (2012, May). Retrieved from http://www.culture.af.mil/leap/index.aspx Blaich, C., Bost, A., Chan, E., & Lynch, R. (2010). Defining liberal arts education. Retrieved from http://www.liberalarts.wabash.edu/storage Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning (p. 25). Cambridge: Cambridge University Press. Davidson, L., & Long, S. S. (2012). Medical Spanish for US medical students: A pilot case study. Dimension, 1–13. Retrieved from http://scolt.webnode.com/ Demographic profile of Hispanics in Alabama. (2012). Retrieved from http://www.pewhispanic.org/states/state/al/ Doyle, M. S. (2010). A responsive, integrative Spanish curriculum at UNC Charlotte. Hispania, 93(1), 80–84. Education for global leadership: The importance of international studies and foreign language education for US economic and national security. (2006). Washington, DC: Committee for Economic Development. Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. NY: Farrar, Straus and Giroux. Foreign languages and higher education: new structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2007 (May), 1–11. Pennington, H. (2012, April 13). For student success, stop debating and start improving. The Chronicle of Higher Education, pp. A33–A34. Sánchez-López, L. (2013). Spanish for specific purposes. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. Standards for foreign language learning in the 21st century. (1999) Lawrence, KS: National Standards in Foreign Language Education Project, Allen Press. Sustaining US global leadership: Priorities for 21st century defense. (2012) Washington DC: Department of Defense. UAB Spanish for specific purposes program. (2012). Retrieved from http://www.uab.edu/languages/ssp UAB Student profile. (2011). Retrieved from http://www.uab.edu/home/about/student-profile-accomplishments United States Air Force Academy curriculum handbook 2011–2012. (2011). USAF Academy, CO: Academy Board. Western, D. J. (2011). How to say 'national security' in 1,100 languages. Air & Space Power Journal, 48–61. Retrieved from http://www.airpower.au.af.mil
THE USE OF MIND MAPPING TECHNIQUE TO TEACH WRITING OF NARRATIVE TEXT TO THE ELEVENTH GRADE Enty Novilasari English Departement, Languages and Arts Faculty, State University of Surabaya ndtired@gmail.com Himmawan Adi Nugroho, S.Pd., M.Pd English Departement, Languages and Arts Faculty, State University of Surabaya himmawan_95@yahoo.co.id Abstrak Bahasa Inggris adalah salah satu bahasa penting di dunia ini . Ini adalah salah satu dari banyak alasan mengapa kita harus belajar bahasa Inggris dalam kehidupan sehari-hari kita adalah untuk mendapatkan pekerjaan yang baik karena banyak perusahaan raksasa berasal dari negara-negara asing . Ini berarti salah satu persyaratan untuk mendapatkan pekerjaan yang baik adalah menguasai bahasa Inggris yang dianggap sebagai bahasa internasional . Ada empat dasar-dasar keterampilan bagi kita untuk menguasai bahasa Inggris. Salah satu keterampilan penting adalah menulis. Menulis dianggap sebagai keterampilan yang sulit , terutama bagi siswa yang belajar bahasa Inggris sebagai bahasa kedua. Hal ini didukung oleh Richard dan Renandya ( 2002) yang menyatakan bahwa menulis adalah keterampilan yang paling sulit bagi pembelajar bahasa kedua. Oleh karena itu guru harus memberikan teknik alternatif untuk membantu siswa dalam menulis. Karena kasus itu, teknik pemetaan pikiran dapat menjadi alat untuk membantu siswa mengatur ide-ide sebelum mereka melakukan proses penulisan mereka. Mind Mapping adalah sebuah organizer yang merupakan representasi visual dengan tema sentral dikelilingi oleh cabang , tema , gambar , gambar , pikiran , pola , dan ide-ide yang diambil dari informasi yang diberikan selama kuliah kelas ( Trevino , 2005). Dalam penulisan mengajar ada empat langkah yang digunakan dalam pelaksanaan pemetaan pikiran : penjelasan guru , memberikan topik ; membuat pemetaan pikiran ; dan proses menulis . Dan langkah-langkah yang diterapkan dalam kegiatan siswa selama proses belajar-mengajar . Penelitian ini dilakukan di MAN 2 Gresik . Subyek penelitian ini adalah 25 siswa kelas XI - A1 . Penelitian ini merupakan penelitian deskriptif kualitatif yang menggambarkan pelaksanaan pemetaan pikiran untuk mengajar menulis teks narasi Berdasarkan hasil penelitian ini , penggunaan teknik pemetaan pikiran adalah sebagai bantuan untuk mengatur ide-ide siswa sebelum melakukan proses penulisan . Guru menjelaskan bagaimana menggunakan pemetaan pikiran sebelum kegiatan . Para siswa menggunakannya dalam kelompok dan secara individu sebelum proses penulisan mereka . Guru telah mengingatkan siswa struktur generik dan fitur bahasa teks narasi tetapi tampak beberapa siswa lupa itu . Kemudian , ia mencoba menjelaskan lagi . Selama proses belajar-mengajar , para siswa tampak aktif dan antusias . Berdasarkan karya siswa , setelah peneliti menganalisis menggunakan Jacob Profil komposisi ESL . Hal ini diketahui bahwa sebagian besar siswa dalam kriteria baik . Ini berarti bahwa mereka dapat membuat se narasi dengan baik . Dengan demikian dapat disimpulkan bahwa pemetaan pikiran adalah efektif sebagai teknik untuk membantu siswa mengatur dan menghasilkan ide-ide mereka . Para guru masih harus memperhatikan kemampuan menulis siswa selama proses belajar-mengajar . Kata kunci : Menulis , Mind Mapping dan teks Narrative Abstract English is one of the important languages in this world. It is one of many reasons why we must learn English in our daily life is to get a good job because many giant companies come from foreign countries. It means one of requirements to get a good job is mastering English which is considered as an international language. There is four basics skills for us to master an English. One of the important skills is writing. Writing is considered as a difficult skill, especially for students who learn English as a second language. It is supported by Richard and Renandya (2002) who stated that writing is the most difficult skill for second language learners. Therefore the teacher should give an alternative technique to help students in their writing. Due to that case, mind mapping technique can be a tool to help students organize the ideas before they do their writing process. Mind Mapping is an organizer that is a visual representation with a central theme surrounded by branches, themes, images, pictures, thoughts, patterns, and ideas taken from information given during a class lecture (Trevino, 2005). In teaching writing there are four steps those are used in the implementation of mind mapping: teachers' explanation, giving the topic; making a mind mapping; and writing process. And those steps are implemented in the students' activities during the teaching-learning process. This research was conducted in MAN 2 Gresik. The subjects of this research were 25 students of class XI-A1. It was a descriptive qualitative research which described the implementation of mind mapping to teach writing of narrative text Based on the result of this research, the use of mind mapping technique is as a help to organize the students' ideas before doing the writing process. The teacher explained how to use mind mapping before the activity. The students using it in group and individually before their writing process. The teacher had reminded the students the generic structures and language feature of narrative text but seemed some of the students forgot it. Then, he tried to explain it again. During the teaching-learning process, the students looked active and enthusiastic. Based on the students' work, after the researcher analyzes using Jacob composition ESL Profile. It is known that most of students are in good criteria. It means that they can compose se narrative well. It can be concluded that a mind mapping was effective as a technique to help students organize and generate their ideas. The teachers still have to pay attention in students' writing ability during teaching-learning process. Keywords: Writing, Mind Mapping and Narrative text INTRODUCTION As we all know, in globalization era today, English is one of the important languages in this world. It can be seen from the great enthusiasm of Indonesian in learning English as a second language. One of the reasons why we must learn English in our daily life is to get a good job. Many giant companies come from foreign countries. It means one of requirements to get a good job is mastering English which is considered as an international language. Based on the explanation above, Indonesian government through the national education has determined that English must be taught from the elementary schools until senior high schools. By mastering English, it is easier for us to make a good relationship with other countries. In education context, English has function as a means to communicate in the daily communication, to get knowledge, to make interpersonal communication, to share information and to enjoy language lesson in English culture (Depdikbud, 2006). In Indonesia, English is taught in junior high school and senior high school, even in elementary school that is why studying English is not a new thing for the students of senior high school before. Although English is not the new thing for Senior high school students, in fact they still have many difficulties in studying English. In mastering a language, we have to pay attention to the important elements of the language. One of them is language skills including listening, speaking, reading, and writing. These four skills are really important. It can be concluded that in mastering English as a second language, we need these four skills in order to communicate by using this language. Based on the 2006 English standard competence, the purpose of English in literacy education is developing discourse competence. By improving four language skills (listening speaking, reading, and writing), students will be able to develop their discourse competence (Depdiknas, 2006). From the explanation above, writing is considered as one of language skills that has important role to help students develop their productive skill in English. Writing is a means of recording something, information, knowledge and history and express them in the form of written text. Writing is a personal act which writer draws on background knowledge and complex mental process in developing new insights (O' Malley, 1996:136). Writing is categorized as a productive skill because there is a process of creating something (Abbott et al, 1981: 143). From the explanation above we know that from this skill we get the product in the form of sentence, paragraph, and text. Productive skill consists of speaking and writing. Johnson (2001: 290), stated that writing and speaking are different. Everyone learns to speak but not everyone learns how to write. Writing is more organized and the reader cannot rely on repetition to clarify. Writing has an important role in human's activity. It creates ideas, information or something which can not be produced by spoken way. Writing also helps students to use language and to express what he wishes or needs to communicate. Furthermore, through writing ability, a student is guided to be an imaginative, creative and motivated person. In fact, writing is considered as the most difficult skill for students. It is supported by (Kroll, 1990) that writing in a second language is more complex, the act of writing in one's first language is not the same as the act of writing in one's second language. The difficulties come from the transformation of native language to foreign language. Bell and Burnabi (in Nunan,1991:6) stated that writing is an extremely complex cognitive activity that requires the writer to demonstrate control of several variables at once. At the sentences level, they include control of contents, format, sentence structure, the vocabulary, pronunciation, spelling, and letter formation. Beyond the sentence, the writer must be able to structure and integrate information into cohesive and coherent paragraphs and texts. From the explanation above, students have to think about many things in order to produce a good writing. They have to decide the ideas, vocabulary, and perhaps they worry about grammar and spelling. Those are problems that are faced by students in writing class. According to (Agustien, 2004) when the teachers teach English, their aim is to enable the students to create English sentence grammatically. It means that students who can arrangge sentence grammatically they will can create text in the english. As we know that there are many types of genres text. Agustien also added that every genre is characterized by orientation, complication and resolution. Therefore, when the teachers teach English, it is very important that they expose the learners to authentic English texts in the sense that the text contains grammatical sentences, acceptable expressions, and at the same time properly structured to serve the communicative purpose. The teachers also develop the learners' ability to write English texts in the way that is culturally acceptable in English culture. In spoken, there are also conversational moves that are common in English conversations. Those are reasons why the teachers need to address some English genres especially those that are often used in school contexts. Wells (1991) cited in Agustien (2004) explained that in teaching Senior High School students, the literacy target which is used is called informational level. It means that Senior High School graduates are expected to be able to access the accumulated knowledge because they are expected to communicate for academic purposes too. The learners are expected to be able to listen to short lectures, talk about serious matters, read popular and scientific texts, and write for different purposes. The kind of genre they learn should include those they are likely to encounter in their academic lives. According to NAEP (1987), the genre defines the style the writer will use and suggest choices about the language and structure of the composition. The text types (genre) which are taught to the Senior High School students are: recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion and review. Those texts are differentiated based on their communicative purposes, generic structures and linguistic features. In writing a purposive text or an essay, students will search their memory and recall their knowledge and experience. The knowledge divided into four types; knowledge of generating idea, knowledge of organizing the content, knowledge of discourse structures, and knowledge for integrating all other types of knowledge (O'Malley, 1996: 136- 137). Those areas of knowledge lead problems to the students especially in generating ideas and constructing the generic structure of a purposive text. According to them, getting started to write is the most difficult task in writing activity. They often do not know how to write and what to write about when faced with a topic and a blank piece of paper. This facts show that student dislike writing. According to (Farrugia, 2008) one major factor that shall be tackled to contribute to good writing skills is planning. When attempting any writing task, some people tend to start directly without planning their thoughts. The repercussions when adopting such a hapzard approach is that some ideas are left out and clarity is not achieved. Sorenson (2010) explained that usually, the pre writing activities help us to find a good topic, narrow topics that are too broad, and look at purpose. Listing, free writing, brainstorming, using graphic organizer or mapping and questioning are kinds of technique that used for pre writing activity (Gatz, 2004). Graphic organizers sometimes are also called as concept-maps, entity relationship charts, or mind maps. As Chan (2004) stated mind mapping as a pre writing technique or strategy goes by a variety of names : "mind-mapping", "clustering", "bubbling", "clumping" or "webbing". They refer to the same concept. Here the researcher uses the term mind mapping. Mind mapping will be implemented in teaching writing to the eleventh grade students. Because in the eleventh grade, the students are learned by many kinds of genre. This study will take narrative text to be applied to mind mapping. By using mind mapping, the students will easier to organize and generate their ideas for four english skills, especially writing. There were studies which conducted by (Umi nadifah, 2007) which analysed mind mapping as a technique to teach speaking and (Vibriyanida Musdalifah,2008) which use mind mapping to read report text. Mind mapping not only to help them well organized and generate their ideas, but also to help their brain more concentrate to structure and arrange the ideas into cohesive and coherent paragraph. Another reason why the researcher chooses narrative text is due to its subjective and objective details to tell or retell a story, while mind mapping is a technique of arranging and exploring ideas. By using mind mapping to narrative writing, the students are directed to tell or retell story in details systematically. From all of those reason above, the researcher is interested in conducting a study entitled "The use of mind mapping as a technique to teach writing of narrative text to the eleventh grade". The purpose of this study to know the implementation of mind mapping in teaching and learning process and analyze students' work after the application of mind mapping. The subject of this reaserch are the the teacher and eleventh Graders of Senior High School students especially Eleventh science 1. METHODOLOGY The research design that used in this study is descriptive qualitative. The data would be presented and analyzed qualitatively without using any statistical instruments because there was no control and treatment group as it is found in the experimental research. The data also be presented in the form of sentences. Thirsterson (2004:359) stated that the descriptive qualitative study is a research relying on the collection of qualitative data and non numerical data such as words and pictures. It means that collecting the information by using descriptive qualitative study were observing, recognizing and understanding what was happened in the classroom. Moreover, Huda (1999) explained that qualitative research is frequently associated with the technique of analyzing data and writing research report. Thus, this research was qualitative because this study focused on describing the implementation of the technique and analyzing the students' writing composition. The researcher acted as an observer during the teaching-learning process. She only observed, described, and then reported, everything she heared and saw during the class. She evaluated the teaching-learning process and took students' writing work when the test has held. The subject of the study were the teacher who involve in the teaching and learning process and the eleventh grader students of MAN 2 Gresik. which consist of four science classes and four social. The data of this study is in form of information through observation checklist. Observation checklist described the implementation of mind mapping as a technique in teaching writing narratve texts. Then, the source of data is teacher and students' activities which happened during the teaching and learning process in the classroom which reported by the researcher using observation checklist. The data of this study also is in form of students' writing work. They was collected to know the students' writing ability after they taught using Mind mapping. And The source of the data is the students' narrative text writing work which the teacher had given in the classroom to the students in the third meeting. Then, the resarcher will analyze the composition of students' narrative writing work which consist of content, organization, vocabulary, language use and mechanic using ESL Jacob Composition Profile. The instruments which were used in doing this study were observation checklist and students' work. Observation Checklist is used to describe the implementation of the media and what kind of activities which happened during the teaching learning process in the classroom. In this case, to support the data from the observation, the researcher also used observation checklist as a guidance to know all aspect in the use of mind mapping in teaching narrative text. The students' work was used by the researcher to conduct this study was the work that given to the students to write a narrative text after the implementation of mind mapping. It was considered as an essential instrument because by giving work to the students, the researcher would know the students narrative writing ability and how mind mapping motivate the students to produce a good narrative text. To collect the data in qualitative research, there are some commonly methods which are used. Wiersman (1991) explained the methods which are used to collect the data in qualitative research are interview, observation, and document collection. In this study, the researcher got the data from the observation by using observation checklist and collected students' work. After the researcher collected all the data through observation and students' work then the writer analyzed these data in descriptive way. The way to analyze the data, the data will be collected from the observation checklist which will be described and explained based on the data noted in indicator column with "yes/no" answer. Then, the researcher will analyze the data of the students' composition from the students' work. The writer will use Holly Jacobs' Composition Profile (1981: 91) to analyze the students' writing work. According to Holly Jacobs' Composition Profile, there are five aspects which will be analyzed by the researcher to answer the research questions of the study. They are content, organization, vocabulary, language use, and mechanic. The last, All of the data will be combined to make a conclusion and suggestion. The data which come from classroom observation will be analyzed by using descriptive analysis. Then, the researcher will analyze the students' writing work based on the rubric of ESL composition profile scoring by Jacob (1981). Finally, the researcher will describe the data by classifying them into parts based on the research questions. FINDINGS AND DISCUSSIONS Based on the findings, the implementation of mind mapping was done in three meetings by the teacher. The use of mind mapping technique is as a help to organize the students' ideas before doing the writing process. The teacher explained how to use mind mapping before the activity. The students using it in group and individually before their writing process. The teacher had reminded the students the generic structures and language feature of narrative text but seemed some of the students forgot it. Then, he tried to explain it again During the teaching and learning process, the teacher used mind mapping as a technique to teach narrative text. The technique was given clear enough for students. In the first meeting, the teacher introduced mindmapping technique to the students. In the second and third meeting, the teacher asked students to compose narrative text using mind mapping in pre writing activity. There were three topics that were given by the teacher. They were Sangkuriang, Snow White and The 7 Dwarfs and Cinderella. In the process of writing, the teacher did not apply all the process, they are pre-writing, drafting, revising and editing. He just focused in pre writing which the implementation use mind mapping technique, Although all the process of writing were not applied, the students can compose narrative text well. Before the teacher asked students to compose narrative text, he asked them to complete mind mapping on the board which was given by the teacher, they were very active. Most of them very enthusiastic to participate complete it. It means the students understand how to use and apply mind mapping. Then, when they asked to compose narrative, they can compose well. It could be seen that by using mind mapping, it can help students to organize and generate their ideas and make them compose narrative well. This is in line with Davis (2003). He stated that mind mapping can be implemented during class to help students, individually or in groups, explore a concept or issue. Then, after the researcher analyzed the students' work. Most of students can organize and generate their ideas, so they can compose an narrative text well. But, although they could organize and generate their ideas into a narrative text, some of them still had some problems in writing activities. The researcher found the problems related the use of grammar, they had difficulties in constructing sentences to make their writing understandable. The grammar mistakes were in using simple past tense, articles, preposition and pronoun. Beside the grammar mistakes, the teacher also found the problem in choosing and using the words. Some of the students still confused to use appropriate words, so they used inappropriate words that sometimes made the reader difficult to understand the content of the story and there was content that had lack information. Some of them also could not developed well the conflict of the story, some of them also made errors of spelling and capitalization in their writing. However, after the teacher analysed the students' writing composition, most of students are good criteria in term of content (tells the idea that the writer want to share), organization (deals with the generic structure of the text), vocabulary (describes the students' knowledge in vocabulary mastery), language use (describes tenses,number, word order or function, articles and prepositions which are in supporting good writing) and mechanics (describes on spelling punctuation and capitalization of writing). It can be said that the mind mapping technique was an effective technique to teach writing narrative. CONCLUSIONS AND SUGGESTIONS Conclusion In conclusion, there were two things that were focused in this study. They were implementation of mind mapping to write a narrative text and the students' writing ability after being taught by using mind mapping. The implementation of mind mapping of narrative text has several steps; explanation of the technique, grouping and individual works. In each step, the students' are taught how to use mind mapping in pre-activity to help them organizing their ideas. After making mind mapping, there were students' works. The process of writing was not apllied completely by the teacher. He just focused in pre-writing activity. During the teaching-learning process, the students were very enthusiastic in making mind mapping. They also very active when the teacher asked them to complete the mind mapping on the board. It could be seen from their direct responses during the teaching-learning process. After analyzed the students' work, it is known that student's writing ability is good. Most of students are good in term of content, organization, vocabulary, language use and mechanics. It can be said that the mind mapping technique was an effective technique to teach writing narrative. It can help the students in organizing and generating their ideas in writing. So, they can compose a narrative text well Suggestions Here the researcher would like to propose some suggestions. In the process of teaching English, the teacher should be more creative and selective in choosing the technique which can help them to develop their English skills, especially writing. Mind mapping is one of the the technique. It is implemented in the pre writing activity to help the students to organize and explore their ideas also when they are lacking the ideas. On the other words, it can be said that the teacher should make variations and choose the appropriate and effective technique to teach English, such as by using Mind Mapping. By using this technique, it should encourage the students to be more active and creative and reflect students' interest, so that they can understand the lesson and get pleasure. Beside that, the teacher should understand the students's characteristic in order to make the situations of the teaching learning process more enjoyable and make them easier to understand. The teacher should asked the students to practice more using this technique in writing. It can develop their writing skill. For the further reading, the reasearcher believes that there are still many technique that can be used to teach writing narrative text which can make the students more understand the subject. Mind mapping technique is just one of the techniques that can be used to help the students to develop and explore their writing. However it also can be used to teach other skills, such as: speaking and reading. REFERENCES Abbot, et.al. 1981. The Teaching of English as an International Language; A Practical Guide. Great Britain: William Collins Sons and Co.Ltd. Buzan, Tony. (2001). Mind Map untuk meningkatkan kreativitas. Jakarta. PT Gramedia Pustaka Utama. Buzan, Tony. (2006). How to mind map. Jakarta: PT.Gramedia Pustaka Utama Departemen Pendidikan Nasional. 2006. Standart isi dan Standart Kompetensi Lulusan: Mata Pelajaran Bahasa Inggris. Jakarta: Depdiknas. Gebhard, Jerry Greer. 1996. Teaching English as a Foreign or Second Language. USA: The University of Michigan Press. Harmer, Jeremy. 1992. The Practice of English Language Teaching. England: Pearson Education Limited. Harmer, Jeremy. 2002. The Practice of English Language Teaching. New York: Longman Johnshon, Keith. 2001. An Introduction to Foreign Language Learning and Teaching. English: Pearson Education Limited. Kroll, Barbara. 1990. Consideration for Teaching an ESL/EFL Writing Course; Teaching English as A Second or Foreign Language. USA. Heinle and Heinle. Lado, Robert. 1977. Language Testing: The Construction and Use of Foreign Language Test. London: Longman Group, LTD. Langan, John. 2005. College Writing Skills, 6th Ed. New York: The McGraw-Hill,Inc. Lewin, L. 2003. Paving the way in reading and writing: Strategy to Support Struggling Students in Grade 6-12. San Frasisco. United of America Nunan, David.1991. Language Teaching Methodology: A Textbook for Teachers. Great Britain: Prentice Hall International Ltd. O'Malley, J. Michael. 1996. Authentic Assessment for English Language Learners. USA: Addison- Wesley Publishing Company. Richards, J.C and W.A Renandya. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
Summary of the Study Introduction Sudan is the third largest country on the African continent with a total area of 1,882,000 sq km. before the secession of South Sudan in 2011; Sudan was the largest country in Africa, covering I million square miles. Sudan is unique and complex in its climate, politics, environment, languages, cultures, religion and ethnicities. Demographically, Africans are the majority (52%), with Arab and Beja tribes constituting 38% and 6% of the population, respectively. Over 597 tribes live in Sudan that speak more than 400 dialects and practice different religions, live in Sudan. Muslims make up 70% of the total population of Sudan, followers of indigenous beliefs comprise 25% and Christians constitute 5% of the population. The complex mixture of the Sudanese social fabric renders it neither distinctly African nor Arab country. The Sudanese, however, have long disagreed about Sudan's identity. For some, Sudan should be Arab and Muslim. Other believe that the country should respect and accommodate all the cultures, religions and minorities within its territory. Most of Sudan constitutions stated that Islam and Arabic language should define the national identity. Politically, since the independence, Sudan has experienced a fluctuation between military rule and democratic rule. In fact, Sudan spent thirty years under the military rule, and only twelve years under democratically elected governments. The successive governments have frequently made use of emergency legislation to broaden the executive powers. These legislative measures have contributed to conflict and facilitated a range of human rights violations. In addition to the political instability, Sudan has the distinction in Africa in enduring a devastating civil war: that is: Sudan's north-south civil war. The conflict started just a year before the independence of Sudan, in 1956. The cumulative impact of that conflict has been massive. The conflict has caused horrendous loss of life in any interstate war, and has produced the largest internally displaced population (IDP) in the world. Sudan north-south conflict has long been perceived as ethnic or even religious conflict between the north and the south. Ethnicity has been used generously in the description of that conflict. Yet, a closer look at the history of the conflict reveals that the root-causes of that conflict are highly complex. But, this is by no means to say that conflict has had no ethnic, racial and religious overtones. The eruption of the north-south conflict was the result of a combination of factors. One could trace the root-causes of the conflict to the invasion of the south from the north by Turkiyya that expanded southwards, and the simultaneous development of slave trade. Thereafter, the British rule contributed in different ways to the crystallizing of the north-south dichotomy. After the independence of Sudan, successive governments, were unsuccessful in handling the growing southern problem, ranging from neglect to attempts to reverse the British isolation by enforced Arabisation and Islamization of the southern Sudan. The north-south conflict ended, in 1972, when Addis Ababa Agreement was signed by then President Nimeiry. But, the conflict broke out again, in 1983, when the Addis Ababa Agreement was abrogated by the then President Nimeiry. After a series of peace talks (which witnessed 'start and stop'), a Comprehensive Peace Agreement (CPA) was concluded, in 9 January 2005, between the Government of Sudan (GoS) and the Southern Sudan People's Liberation Movement (SPLM/SPLA) to end the conflict. The CPA provides for a temporary solution for the conflict through, inter alia, the distribution of the power between the north and the south of Sudan by establishing a decentralised system of government with a significant devolution of powers within which the Southern Sudan is to enjoy a regional autonomy and share half of the resources with north Sudan for a period of six years. Furthermore, the CPA creates joint institutions, such as, the Government of the National Unity (GoNU) in which the Southern Sudan participate and share ministerial posts. The CPA also provides for the establishment of a number of commissions for implementing and monitoring the CPA, for instance, the Evaluation and Monitoring Commission, the National Human Rights Commission, etc. At the end of the interim period, a referendum on the self-determination is to be held, in 2011, in which the people of the Southern Sudan will decide whether to remain within a united Sudan or to secede and form an independent State. The Aim of the Study The significance of this study derives from the conclusion of the CPA and the adoption of the Interim National Constitution (INC) that called for democratic transformation so as to bring an end to Sudan north-south conflict. While the CPA ended Sudan's north-south conflict, a lasting peace and a democratic transformation, in Sudan, may prove elusive unless the CPA provisions are translated into reality, especially the implementation of constitutional, legislative and institutional reforms, including human rights protection and respect for the rule of law. The study aims to answer whether the CPA and INC can fulfil their roles in securing peace and establishing a framework in which the constitutional protection of human rights are recognised and effectively implemented through the availability of the various mechanisms. In this respect, the CPA provided for the adoption of a new constitution (INC), with a view to embedding constitutionalism, rule of law promotion, and protection of human rights. It is, therefore, this study is meant to analyze the constitutional, legislative and institutional reforms of the CPA and INC with a view to examining whether such constitutional reforms may be conducive for a lasting peace, in Sudan, that is based on human rights protection, constitutionalism and the rule of law. The CPA stipulated the need for institutional and legislative changes to reduce the risk of recurrence of human rights violations. To this end, the CPA mandated the adoption of a bill of right (for the promotion and protection of human rights) and provided for re-restructuring of the courts system. Such institutional reforms are aimed at embedding constitutionalism. That is to say: establishing a system in which the constitution provides an agreed upon framework for the exercise of powers and the protection of human rights. In this respect, the study examines whether the outcome of the constitutional reforms process (to recognise, implement, and protect human rights as provided for in the INC) have been reflected in institutional and legislative reforms to protect and prevent human rights violations and address past violations and systemic factors that have contributed to violations. To that end, the human right jurisprudence of the constitutional court will be examined. The Organization of the Study a) The Structure of the Political/Governance System in Sudan under the INC With the devolution of the powers and resources to the Southern Sudan level and other States, the governance system, under the INC, is structured with four levels of government: the national level at the apex, the Government of South Sudan level, the State level (25 States), the local level. Now, the government responsibilities are decentralized and the national government allocates a significant proportion of revenues to the States. It is, therefore, that the first question that this study poses is: What is the impact of the current governance in giving greater equity of representation and decision-making influence to communities across Sudan, thereby facilitating conflict management to achieve a lasting peace in Sudan? In Sudan, previously appropriate design of institutions to ensure political accommodations for all social groups has not been established in a way that would give them the chance to function properly. Now, the INC restructures the prevailing governance system by establishing a decentralized system of government that bears the characteristics of asymmetrical/symmetrical federalism - asymmetrical in the structure and responsibilities of subunits, with the level of South Sudan having more powers and resources than other States across Sudan. Establishment of a federal structure may constitute a mechanism for preventing a relapse into conflict through the devolution of the powers to the State level. For a federal to work effectively, it requires a functional court system to decide on the jurisdictional limits of the different levels of government. Nevertheless, the relevance of the court system in resolving the intractably political contentions in federal countries, especially in transition situations, is uncertain. Noticeably missing from the literature is the study and analysis of the impact of the role of court system in post conflict countries. That said, the role of the court system in preserving democracy has grown in importance with the increase recognition of the judicial review of the constitutionality of the acts of the government organs and the recognition and the protection of human rights provisions. It is, therefore, that the involvement of the courts is necessary to ensure the successful operation of the federalism and thus the failure or the success of federalism is contingent on the implementation of the federal system by the courts. According to some scholars, 'federalism means legalism – the predominance of the judiciary in the constitution- the prevalence of a spirit of legality among the people'. As '[the] courts …are actually telling a government how far it can go with its assigned constitutional rights'. This leads to the second question that this study addresses which relates to the analysis of the constitutional reform as provided for in the INC, in general, but with a special focus on the role of the court system, through the application of judicial review and protection of human rights, to resolve not only disputes in litigations between private parties, but also to prevent the arbitrary exercise of the government power. b) The Structure of the Legal System (Court System) in Sudan under the INC The available literature presents different views as to the role of the court system in new democracies. On one hand, one view assumes that the courts have a fairly wide discretion to decide the outcome of the controversial cases to the needs of the political moment. The other view, on the other hand, takes the position that political actors do not exert any kind of influence at all on the way judges make their decisions. A third source, and with which I agree, argues that legal rules do put constrains over the exercise of the judicial discretion in controversial cases. A fourth view argues that in new fragile democracies constitutional courts/supreme courts should not be involved in judicial review, especially on adjudicating issues related to social and economic rights, which may profoundly affect the allocations of resources and violate the doctrine of separation of powers. In this respect, the study considers whether the court system, as restructured in the INC, and other constitutional guarantees introduced to the legal system as a whole, offer good prospects for constitutionalism that may control the power of the government so as not act arbitrarily. The role of court system in resolving disputes is highly contingent on the substantive law and the institutional structure within which the courts apply laws. Thus, this study examines to what extent the current structure of the legal system under the INC and the protection of human rights through the application of the Bill of Rights by the courts may signal the State's commitment to constitutionalism and respect to the rule of law. It is, therefore, that the role of the court system (in contributing to democratic transformation in Sudan) should be evaluated against the legal framework: that is the INC, with a focus on the independence of the judiciary, the application of the Bill of Rights and the rules governing the judicial review. c) The Legislative and Institutional Reforms under the INC The functions of the courts, in developing countries, have experienced increasingly transformative role as institutions that can hold the government organs accountable. The study aims to examine the practice of constitutionalism: that is, the implementation of the INC constitutional, institutional and legislative reforms, especially the compliance with the provisions of the INC and the CPA, in particular the role of the constitutional court as "a positive legislator". In this regard, the Sudanese Constitutional Court may play an important role in the law reform process given its power to annul laws found unconstitutional. This entails the non-applicability of such laws and, as a result, would compel the government institution/organ concerned to adopt new legislation that is in conformity with the INC. Thus far, the Sudanese constitutional court, under the INC, has received a number of human rights cases that involved issues related to violations of human rights or related to the constitutionality of key legislation, such as counter-terrorism laws, immunities for officials and statutes of limitation for torture. So what role the constitutional court has played in the law reform process under the INC? For the court system to play a role in the democratic reform, a comprehensive law reform process is seen as a prerequisite to bring the existing laws in line with the provisions of the INC and enacting new laws. Therefore, this study identifies what legislative and institutional reforms that have been undertaken by the parties to the CPA during the interim period to address human rights violations, root-causes of the conflict; inequality; marginalization, rule of law vacuum and weak democratic structures. Furthermore, this study offers empirical evidence for the judicial behavior of the Sudanese constitutional court through a systematic examination of selected human rights jurisprudence of the constitutional court to gauge its role in the law reform process in Sudan since the adoption of the INC. Overview of the Study and the Main Findings of the Study Introductory Chapter: Overview of the Study The Introductory Chapter provides an overview of the study, including, the key features of the State of Sudan, the aim of the study, the main objectives of the study, and a general overview of the study. Chapter One: A Historical Background of Sudan's North-South Conflict Chapter One gives a rich and deep account of Sudan north-south conflict. It looks at the root-causes of the conflict by elaborating on different factors that directly and indirectly contributed in making that conflict protracted. Chapter one moves on to consider the end of the first Sudan's north-south conflict which was ended when Addis Ababa Agreement was signed in 1972. Chapter one further elaborates on Sudan's second north-south conflict which broke out in 1983. Finally, Chapter one touches on the various peace initiatives that ended by the conclusion of the CPA. Chapter One concludes by analysing the CPA. In the final analysis, the CPA made significant changes the prevailing governance and legal systems in Sudan by establishing a federal system, introduced a dual legal system a bill of rights, provided for the right to self-determination for the south Sudan, established institutions for the protection of human rights by establishing mechanisms such as National Human rights Commission, and distributed the wealth equally between the north and the south. However, the CPA failed to include the Sudanese people in the talks leading to the conclusion of the CPA, as the CPA was bilateral reflecting the views of the north and the south. Chapter Two: The Structure of the Governance System under the INC The INC describes Sudan as a decentralized State with different levels of government: the national level, the Southern Sudan level, the State level and the local level. It further grants the Southern Sudan autonomy status. A careful analysis of the current governance arrangements reveals that the INC provides for asymmetric/symmetrical federalism system of governance. Chapter Two discusses the allocation of legislative powers between the national government, the Southern Sudan and the rest of the country and the nature of the constitutional design of the INC to manage diversity of Sudan (ethnic, linguistic, religious and cultural diversity). At the outset of Chapter Three provides an overview the fundamental principles of federalism and provides a brief historical background of federalism in Sudan and how federalism arrangements can play a role as a tool for peace-building. In the final analysis, in contract with old constitutions of Sudan, the INC establishes a federal system, with four levels of government; national, south Sudan, State and local levels. The INC federal system guarantees the special characteristics of all ethnic and religious groups in Sudan through the creation of the Council of the States. However, all the States in Sudan are not treated equally, because (1) two States have special status (South Kordofan and Blue Nile States), and (2) between the ten States in the South and the national level, the Government of South Sudan (GoSS) is inserted to exercise authority in respect of the ten States at South Sudan level. This means the INC creates asymmetrical/symmetrical federalism, as the South Sudan level enjoys significant autonomy and exclusive authority over ten States in South Sudan. All the States in Sudan are not treated equally, because (1) two States have special status (South Kordofan and Blue Nile States), and (2) between the ten States in the South and the national level, the Government of South Sudan (GoSS) is inserted to exercise authority in respect of the ten States at South Sudan level. This means the INC creates asymmetrical/symmetrical federalism, as the South Sudan level enjoys significant autonomy and exclusive authority over ten States in South Sudan. The INC Schedules (A – C) distribute the exclusive and legislative powers to the national level (A), the GoSS level (B), and the state level (C). Schedule (D) lists the concurrent powers and Schedule (E) allocates the residual powers as per its nature. Schedule (F) is a provision to resolve conflict that might arise under Schedule (D). It should be noted that not all issues listed in the INC schedules are allocated to one level of government only. For example, several substantive issues are granted to the national level as an exclusive competence, to the South Sudan level as an exclusive competence and at the same time to all levels of government as a concurrent power, such as telecommunication. With regard to the legislative powers allocated to the tens states at the South level, the GoSS according to Schedule (B) has the competence to enact a kind of framework with regard to issues that fall under the exclusive South Sudan State competence, thereby limiting the legislative powers of the ten States in South Sudan. Finally, the INC has reinforced existing power relations and failed to provide structural changes for democratic transformation, as the INC asymmetrical federalism accommodates the demands of the South Sudan only. As the INC does not accommodate the demands of the different ethnic and cultural groups in the different regions of Sudan as demonstrated in Darfur Peace Agreement and East Sudan Agreement. Chapter Three: The Structure of the Legal System under the INC The INC altered the Sudanese legal system with a view to accommodating the competing views: Sharia law and secularism. For a proper understanding of the present Sudanese legal system and an assessment of the role of the court system in contributing to democratic governance, a glance at the Sudanese legal history is necessary. Firstly, Chapter Three reviews the constitutional developments in Sudan since the independence to the present day. Secondly, Chapter Three provides overview of the structure of the court system in a decentralized system and focuses on the contribution of the court system to democratic transformation through limiting the acts of the government. Chapter Three further discusses issues that may impact of the role of the court system in contributing to democratic transformation. Yet, the role of the court system in promoting democratic transformation is contingent on the constitution, the substantive law, etc. For instance, instituting the principles of constitutionalism is contingent on the independence of the judiciary, as an independent judiciary is required for the protection of constitutional rights and to restrain the actions of the government. Thus, it is important to understand under what conditions the court system develops such accountability functions: that is, what conditions favor the ability of the court system to exercise an effective accountability functions. It is, therefore, Chapter Three examines (a) how the INC re-structures the court system in the north and the south of Sudan so as to give effect to the principles of the federalism and legal pluralism; (b) the rules regulating the judicial review, and (c) the protection of human rights through the implementation of the bill of rights by the court, all of which signal the commitment of the State to establish democratic governance. Finally, Chapter Three attempts to evaluate the independence of the judiciary and the rules that govern the judicial review before and after the adoption of the INC with a view to assessing the fidelity of the government to the principles of constitutionalism, and whether the limitations observed in the actual conduct of the government. In the final analysis, the INC constitution making process was bilateral reflecting the views of the parties to the CPA and lacked inclusiveness, but provides for a pluralism legal system by providing for a constitution for south Sudan and 25 State constitutions. The INC introduces State judiciary and South Sudan judiciary and opted for an integrated the court system. That is: the State courts apply the State laws, the national laws and the South Sudan laws. In the North, the State courts are still organized by the national level, although the NC provides for the establishment of the State judiciary. At the South Sudan level, all State courts are organized and financed at the level. Towards the South Sudan, the National Supreme Court is the final court of on matters arising under national laws The INC emphasizes the importance of protecting; respecting and promoting human rights through the inclusion a bill of right and incorporation via Art. 27(3) of the INC all human rights treaties that Sudan has ratified, thereby the human rights contained in the INC directly applicable before the Sudanese courts. Also, the implementation of some human rights requires revision of the existing statutory laws. To date there has been limited legislative reforms to address human rights violations. A few laws have been reformed but fall short of Sudan international obligations, such as Criminal Act, Security Laws, Immunity Laws, etc. The INC differentiates between the north and the south regarding the sources of legislation. Art. 5 of the INC lists Sharia as one of the sources of legislation along with the consensus of the people at the national level. Art. 5(2) of the INC names popular consensus and the values and the customs of the people of Sudan as the sources of legislation in South Sudan. The INC contains special rules for national legislation if its source is religion or custom. In that case, a state where the majority of residents do not practice such religion or customs may introduce different legislation allows practices or establishes institutions in that State that are consistent with its own religion or customs. The INC establishes human rights commission for the implementation of the bill of rights as well as a commission for the protection of non-Muslims in the Capital. The INC has chosen a concentrated system of judicial review and a hybrid system of judicial review with respect to the South Sudan as the Supreme Court of South Sudan acts as a constitutional court and a high court of Appeal with respect to South Sudan. The newly enacted Judicial and Administrative of 2005 does not provide for concrete judicial review of law and bars the court from question the constitutionality of law by way of making referral to the constitutional court, thereby renders the judiciary unable to deal with crucial constitutional issues. Chapter Four: Institutional and Legislative Reform: Practice of Constitutionalism In order to understand whether the adoption of the INC has brought any changes may enhance the role of the court system in contributing to democratic transformation; Chapter Four scrutinizes the compliance of the statutory law with the provisions of the INC, the law reform process in Sudan and the implementation of law in practice. Chapter Four further presents an analysis of more pertinent provisions of civil and political rights in the light of the laws and practices prevailing in the country to assess the extent to which the principles laid down in the INC are complied with. It further assesses the involvement of the Sudan constitutional court in the law reform process by reviewing a selected human rights jurisprudence of the constitutional court. Finally, Chapter Four makes a reference to the jurisprudence of other constitutional courts (the German constitutional court, the Indian Supreme Court and the South African constitutional court) by way of comparison. In the final analysis, a) the INC does not set out procedure for concrete review and access to the court is not free; b) The court has a broad power to consider and adjudge and annual any law in contravention with the constitution and restitute the right to the aggrieved person and compensate for the harm. The court may also order interim measures to avoid any harm. As such, the court can abolish laws and compel the government to enact new law; c) the constitutional court has reviewed a number of cases that alleged the violation of human rights. The court has demonstrated reluctance to declare legislation unconstitutional. Interpretation of the bill of rights and reference to international human rights lacked consistency and the court has taken deference to the executive; d) the constitutional, legislative and institutional changes did not acknowledge past human rights violations through mechanisms that would question the way of governance and persisting inequalities and injustices; e) the constitutional court has institutional weaknesses and its jurisprudence has largely upheld existing laws such as immunities laws and the constitutional court made limited reference to international human rights law; f) the constitutional, legal and institutional reforms failed to generate the sense of constitutionalism and the fundamental change that were to remove the causes for human rights violations and provide effective remedies. A number of laws contravening the human rights are still in force, such as, Public Order Act, Immunity of police, security and army officers, inadequate laws for the protection of women's rights; and finally, the implementation of CPA as a means of democratic transformation left an unreformed government virtually intact Chapter Five: Post- Referendum Sudan Chapter Five looks at the constitutional developments after the secession of South Sudan, with a focus on constitution making process in Sudan. The Southern Sudan Referendum for self-determination, held in July 2011, clearly indicated that the absolute majority of those who participated in the referendum for the Southern Sudan favour separation of the Southern Sudan from Sudan. The secession of the South Sudan on July 9, 2011, as a result of the referendum on self-determination provided by the CPA has created a new reality in Sudan with far reaching economic, political and social implications. Economic and financial losses related to the secession are substantial and have affected all sectors of the economy. Sudan has lost three-quarters of its largest source of foreign exchange (oil), half of its fiscal revenues and about two-thirds of its international payment capacity. In general, the secession of South Sudan resulted in a 36.5% structural decrease in overall government revenues. The unresolved issue of Abyei constitutes a trigger for potential violent tension in the future between Sudan and South Susan. Abyei status is yet to be decided, as both Sudan and South Sudan claiming it as part of its territory. Its final status will be decided by a Referendum for which implementation mechanisms have not yet been agreed upon by the two countries. The end of the CPA necessitated a constitutional review process to decide on the new constitution to replace the INC. However, for a constitution to be able to win the affections of the citizens of the State, it will be necessary to involve those citizens in the constitution-making process that establishes such a constitution, so as to ensure that the process is inclusive and reflects the aspirations of the Sudanese people at large. It is, therefore, important to increase public involvement in the constitution-making process by inviting public participation. In order for the design of a constitution and its constitution-making process to play an important role in the governance system, the design of the constitution has to be responsive to the aspirations of the ordinary people. A constitutional review process is currently under way but has not resulted in any clear proposals. That said, since 2011, a constitutional review has been underway in Sudan. The constitutional review process has not been participatory or inclusive. Lively debates on the new constitution in general, and the Bill of Rights and human rights protection in particular, have nevertheless ensued. These debates have been driven by a keen awareness of the importance of constitutional rights. These debates reflect both traditional concerns over the protection of civil and political rights, particularly in the administration of justice, and other issues that have also become a cause of acute concern. These include the desire for the realization of economic, social and cultural rights, and the rights of members of groups who suffer discrimination, particular women, religious and ethnic minorities and persons with disabilities. Currently, public debate over the new constitution is proceeding, although the Government has not yet announced a timeframe for the constitution making process, amid a polarization of views on diverse issues such as the decentralization of power and wealth sharing between the different regions of Sudan. Since 2011, the Government of Sudan, in collaboration with the UNDP and other UN agencies, initiated the forum on public participation in constitution making to facilitate open and public dialogue. This approach has been based on the need to pursue the constitutional process/review inclusively, transparently and participatory to ensure all sectors of society including civil society organizations and opposition political groups participate fully in the process.
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Siddharth Mallavarapu on International Asymmetries, Ethnocentrism, and a View on IR from India
How is the rise of the BRICs in the international political and economic system reflected in our understanding of that system? One key insight is that the discipline of International Relations that has emanated from the northern hemisphere is far less 'international' than is widely thought. Scholars from the 'Global South' increasingly raise important challenges to the provincialism of IR theory with a universal pretense. Siddharth Mallavarapu's work has consistently engaged with such questions. In this Talk, Mallavarapu, amongst others, elaborates on IR's ethnocentrism, the multitude of voices in the Global South, and why he rather speaks of a 'voice from India' rather than an 'Indian IR theory'.
Print version of this Talk (pdf)
What is, according to you, the biggest challenge / principal debate in current IR? What is your position or answer to this challenge / in this debate?
One of the things I constantly contend with in my work is to think of ways of how we can widen our notion of the international. IR has been too closely linked to the fortunes of the major powers, and this has been to our detriment, because it has impoverished our sense of international. I think the spirit of what I contend with is best captured by what Ngugi wa Thiong'o in his book Globalectics: Theory and Politics of Knowing concerns himself with, namely '…the organization of literary space and the politics of knowing'. My interest is to grapple with the manner in which the discipline of International Relations in its dominant mainstream idiom orchestrates and administers intellectual space and the implications this carries for the broader politics of knowledge. Simply put, the principal challenge is to confront various species of ethnocentrism – particularly Anglo-American accents of parochialism in the mainstream account of International Relations.
I am also keenly sensitive to some disciplinary biases and prejudices, which I think sometimes take on tacit forms and sometimes more explicit forms, and in which provincial experiences are passed off as universal experiences. The whole question of 'benchmarking' is problematic, in that a benchmark is set by one, and others are expected to measure up to that benchmark. Then there is the question of certain theories, for example the idea that hegemony is desirable from the perspective of international stability – think of the Hegemonic Stability Theory in the 1970s, or the Democratic Peace Theory that assumes that liberal democracy is an unsurpassed political form from the perspective of peace. Then there is human rights advocacy of a particular kind, and the whole idea of the 'Long Peace' applied to the Cold War years. In reality, this was far from a 'long peace' for many countries in the Third World during the same era.
I am also interested right now in the issue of the evolution of IR theory, and was really intrigued by the September 2013 issue of the EuropeanJournal of International Relations, with its focus on 'the End of International Relations Theory': I find this fascinating, because just at a time when there are new players or re-emerging and re-surfacing players in the international system, there is a move to delegitimize IR Theory itself. So I am curious about the conjuncture and the set of sociologies of knowledge that inform particular terms and turns in the discipline.
My response to this challenge is to consciously work towards inserting other voices, traditions and sensibilities in the discipline to problematize its straightforward and simplistic understanding of large chunks of the world. My work is informed by what international relations praxis looks like in other places and how it is locally interpreted in those contexts. There are gaps in mainstream narratives and I am interested in finding ways to create space for a more substantive engagement with other perspectives by broadening the disciplinary context. This is not merely a matter of inclusive elegance but a matter of life and death because poor knowledge as evident from the historical record generates disastrous political judgments that have already resulted in considerable loss of human life, often worst impacting the former colonies.
The global south holds a particular attraction for me in this context, especially given its often problematic representations in mainstream IR discourse. The underlying premise here is that the discipline of IR will stand to be enriched by drawing on a much wider repertoire of human experiences than it currently does. The normative imperative is to nudge us all in the direction of being more circumspect before we pronounce or pass quick and often harsh political assessments about sights, sounds, smells and political ecologies we are unfamiliar with. IR as a discipline needs to reflect the considerable diversity.
My doctoral research on the role of the International Court of Justice advisory opinion rendered in July 1996 on the legality of the threat or use of nuclear weapons provided an opportunity to probe this diversity further. While advancing a case for categorical illegality of nuclear use under all circumstances, Judge Christopher Gregory Weeramantry discusses at length the multicultural bases of international humanitarian law. In doing so, he combines knowledge of world religions, postcolonial histories and canonical international law to frame his erudite opinion, which displays a thoughtful engagement with often neglected or obscured sensibilities.
These examples can be exponentially multiplied. Such a sentiment is most succinctly captured by Chinua Achebe in Home and Exile where he argues that '…my hope for the twenty-first [century] is that it will see the first fruits of the balance of stories among the world's peoples'. It most critically calls for '…the process of 're-storying' peoples who had been knocked silent by the trauma of all kinds of dispossession'. I would treat this as an important charter or intellectual map for anybody embarking on the study of International Relations today. I would also like to add that this storytelling would inevitably encounter the categories and many avatars of race, class, gender and nationality crisscrossing and intersecting in all sorts of possible combinations generating a whole host of political outcomes as well.
The skewed politics of knowledge is most evident when it comes to theory with a big 'T' in particular. Most theories of International Relations emanate from the Anglo-American metropole and little from elsewhere. This is not because of an absence of theoretical reflection in other milieus but due rather to a not so accidental privileging of some parts of experiential reality over others. IR has been too caught up with the major powers. I could think of conscious efforts to theorize both in the past and in the present elements of reality hidden from conventional vantage points. One recent illustration of social and political theorizing from the context I am more familiar with is an account by Gopal Guru and Sundar Sarukkai titled The Cracked Mirror: An Indian Debate on Experience and Theory. There are on-going theoretical engagements in Africa, the Arab world, Asia and South America reflecting an intellectual ferment both within and outside of these societies. International Relations as a discipline has to find ways of explicitly engaging these texts and relating it to prevailing currents in world politics rather than carry on an elaborate pretence of their non-existence. I am more troubled by claims of an 'end of International Relations theory' just at a moment when the world is opening up to new political possibilities stemming from the projected growth in international influence of parts of Asia, Africa, the Arab world and South America. IR has to move beyond its obsession of focusing on the major powers and seriously democratize its content. The terms 'global' or 'international' cannot be a monopoly or even an oligopoly. Such a view has severely impoverished our understanding of the contemporary world.
How did you arrive at where you currently are in IR?
I cannot really claim that this was a neatly planned trajectory. I stumbled upon the discipline by chance not design. My initial curiosity about the world of social cognition emerged from a slice of my medical history. When I was at school in my early teens, I developed a condition referred to as Leucoderma or Vitiligo which involved skin depigmentation. I enjoyed writing from an early stage and recall recording my observations of the world around me in a piece titled Etiology Unknown borrowing language from the doctor's diagnosis. I recall an urgency to comprehend and make sense of what I perceived then as a fast changing world where old certitudes were dissolving on a daily basis. I felt an outsider at some remove from my earlier self and it gave me on retrospect a distinct vantage point to witness the world around me. It was impacting who I thought I was and thereby compelled me to confront issues of identity – individual and social. An extremely supportive family made all the difference during these years.
The turmoil and confusion in those years led me to develop a deeper interest in understanding more loosely why people reacted in particular sorts of ways to what was in medical terms merely a cosmetic change. It also led me to informally forge community whenever I saw anybody else experiencing similar states of being. I also internalized one of the first ingredients of good social science – the capacity to be empathetic and put ourselves in others shoes. I learnt that the discipline of Sociology among the available choices in my milieu came closest to allowing me to pursue these concerns more systematically further. I applied to a Sociology master's programme after my undergraduate years at Jawaharlal Nehru University in Delhi, but I had also applied simultaneously to the International Relations programme since in my understanding it after all concerned the wider world – an extension of scale but similar I imagined in terms of the canvas of concerns. The numbers in India are large, the competition is stiff: I made it to the IR programme but did not make it to the Sociology programme.
Having got there, I had some outstanding influences, and I soon realized that one could also think about issues of identity (then cast by me in terms of simple binaries – home and the external world, the relationship of inside and outside, victors and the vanquished) in the discipline of IR. I decided to stick the course and delve into these questions more deeply while keeping up with a broader interest in the social sciences.
I could list a few influences that were critical at various stages of my academic biography: at high school, an economics teacher S. Venkata Lakshmi was very encouraging and positive and confirmed my intuitive sense that I would enjoy the social sciences. Subsequently at college I had in Father Ambrose Pinto a fine teacher of Political Science. He would take us on small field excursions to observe first hand issues such as caste conflicts in a neighbouring village, and all that helped me develop a sharper sense of the political which moved away from the textbook and was strongly anchored in the local context.
At the graduate level of study, Kanti Bajpai who later also became my mentor and advisor in the doctoral programme exercised an enormous influence as a role model. I was convinced that a life of the mind is worth aspiring and working towards once I came into contact with him in the classroom. He also exposed me to all the basic building blocks of an academic life – reading, writing, researching, teaching and publishing, demonstrating at all times both patience and unparalleled generosity. We have collaborated on two edited volumes on International Relations in India and I continue to greatly value an enduring friendship.
For over a decade, I have also had the good fortune of coming into contact with B.S. Chimni who is an exemplary scholar in the Third World Approaches to International Law (TWAIL) tradition. It has been a great joy bouncing off ideas and discussing at length various facets of International Relations, International Law and Political Theory together over the years. I have learnt much from this rich and continued association. In 2012 we worked jointly on an edited book titled International Relations: Perspectives for the Global South.
I have also learnt (and continue to do so) from my students both at Jawaharlal Nehru University (JNU) and at the South Asian University (SAU). At JNU, I made my beginnings and continue to take some pride in being intellectually home spun at one of the foundational and premier crucibles of International Relations scholarship in India. I have also thoroughly enjoyed my interactions over the years with the students drawn from diverse backgrounds. At SAU, I have in the space of a short period been exposed to some fine students from across the South Asian region. I have often been impressed by their understanding of politics and on occasion have marvelled at their demonstration of a maturity beyond their years. There is much I learn from them particularly from their insider narratives of the unique political experiences and trajectories of their specific countries.
Himadeep Muppidi has also been a remarkable influence in terms of clarifying my thinking about the workings of the global IR episteme. His receptivity to hitherto neglected intellectual inheritances from outside the mainstream and most evidently his capacity to write with soul, passion and character while retaining a deep suspicion of the 'objectivity' fetish in the social sciences has alerted me to a whole new metaphysics and aesthetic of interpreting IR. The thread that runs through all these interests and influences is firstly the issue of context, and secondly the question of agency –what it meant to be marginal in some sense, how could one think about theorizing questions relating to dispossession, relating to a certain degree of marginality– and also the broader issue of the politics of knowledge itself: of how certain attitudes and concepts seem to obscure or deface certain conditions, which seem to be quite prevalent.
I have also found excellent academic conversationalists with sometimes differing perspectives who help sharpen my arguments considerably. I would like to make special mention of Thomas Fues and the fascinating global governance school that he offers intellectual stewardship to in Bonn. In the years to come, I look forward to further intellectual collaborations with scholars from Brazil and South Africa and other parts of South America and Africa as well as the Arab world.
What would a student need to become a specialist in IR or understand the world in a global way?
The key without a doubt is curiosity. I do my best to feed that curiosity as a teacher. I also think Gerardo Munck and Richard Snyder's counsel and interviews in their book, Passion, Craft and Method in Comparative Politics are a useful resource for students wanting to study International Relations. I also feel strongly that classics need to be read and engaged with, by bringing them into play in our contemporary dilemmas. I find that many of the questions we ask today are not necessarily entirely new questions: there is a history to them and there has been some careful thought given to them in the past, so it is important to partake of this inheritance.
Then there is language: it is vital for students to break out of one particular region or one particular set of concerns which flow from a limited context, and in this way to become willing to engage with other contexts. In this sense, language learning potentially opens up other worlds. I also believe that some exposure to quantitative methods is important: you need to be able to both contextualize and interpret data with some degree of confidence and not overlook them when approaching texts. Not everybody may choose it but we need to make the distinction between The Signal and the Noise as Nate Silverreminds us. I have found Marc Trachtenberg's The Craft of International History (chapter 1 in PDF here) a very useful text in providing some very practical advice in fine tuning our research designs to weave the past into our present. D.D. Kosambi's essay on 'combining methods' (PDF here) still provides important clues to thinking creatively about method.
I also think it is important for students to avoid the temptations of insularity and also pose questions in a fashion that allows them to explore the workings of these questions in diverse settings. They should be open to a diversity of methods from different disciplines such as ethnography, and develop a deeper historical sensitivity, all these are crucial to shaping up as a good scholar.
In sum, the importance of classics, fieldwork and language acquisition cannot be emphasized sufficiently. Classics bring us back to refined thought concerning enduring questions, language opens up other worlds, and field work compels one to at least temporarily inhabit the trenches, dirty your hands and acquire an earthy sense of the issues at hand.
Given the importance you attach to the learning of language, among other things, and the linguistic diversity that characterises India, do you often perceive language to be a barrier to understanding?
I think language works in two ways. On the one hand, each language has a specific manner of framing issues and a specific set of sensibilities associated with it which in some respects is quite unique. However, languages also lend themselves to different cross-cultural interpretations and adaptations. Kristina S. Ten in an evocative piece titled 'Vehicles for Story: Chinua Achebe and Ngũgĩ wa Thiong'o on Defining African Literature,Preserving Culture and Self' maps some key lines of an enduring debate. Thiong'o has a particularly strong position on this question of language: he says he no longer wants to write in the English language, but instead in his native Gikuyu, as well as Swahili. He argues that language has to do with memory, has to do with what he calls a soul, and he maintains that language hierarchies are very real and that we must contribute to enriching our own pools of language to begin with, if we are to contribute to a much wider, global repertoire of languages. In contrast, Chinua Achebe whom I mentioned earlier, very often wrote in English and held the position that it was important to be accessible to more people and to reach diverse audiences who would not necessarily be from his home country. He said it was possible to use a language like English and permeate it with local texture, wisdom and pulse – something he has exemplified in his own work. I consider his writings a testimony to how well that can be done.
So there is a bit of a divide in terms of how one can look at this question of language, but teaching in India I know that there are students who may be very bright but who are constrained by the fact that they have not had the same access to English schools, and therefore are restricted to the vernacular. These students may have some very good ideas, but they feel disadvantaged by the fact that their command of the English language is not sufficient to guarantee close attention to what they wish to say. Some work hard to overcome these challenges and meet with considerable success. While I think it is wonderful to learn another language, it does not need to entail a diffidence or neglect of one's own native language or any other vernacular language. My impression is that if unimaginatively pursued something is lost in the process and students end up feeling diffident and apologetic about their native language which is entirely undesirable. I believe therefore that while one should enthusiastically embrace new languages, the challenge is to accomplish this without unconsciously obscuring one's native tongue. Having said that, all of us in India are keen to go to English language schools. Vernacular languages have often lost out in the process. So there is something to be said about this concern about language. We have to tread carefully and remain attentive to how language hierarchies are positioned and deployed for advancing particular species of knowledge claims.
From the language issues flow conceptual questions: Asia is a Western construct, and South Asia an extension of that. You reluctantly use this term, South Asia, in what you call shorthand, and similarly terms "nation" and "state". How can we break away from these concepts if we don't have a new vocabulary?
This really flows from the fact that IR is still very much an ethnocentric construct. We are also suggesting in the same breath that there is a particular form in which most concepts and categories tend to be employed. I think IR language is imbued at least partly with the vocabulary of the hegemon or of the dominant powers, so that it shares with the area studies' legacy the political connotations that are still very much with us. One way that I try to break away from this when I introduce students to these concepts and categories is by focusing on the lineage and the broader intellectual history and etymology of concepts which come into play in IR. Students are in any case acutely aware of the fact that there is a strong area studies tradition which has mapped the world in a particular way which was not an innocent discursive formation by any stretch of imagination. They also recognize that this is not the only framing possible. The challenge for us is of course to introduce new concepts and categories. I noticed for instance that South Asia has become 'Southern Asia' for some strategic commentators (StevenA. Hoffmann among others) because 'Southern Asia' also includes China. However, when it is done from the perspective of strategy there are other interests intertwined such as specific geopolitical assessments.
What I try to do, rather, is to draw on the deeper histories within the region itself, in order to arrive at concepts and conceptions which are more germane to our context. I don't think I've succeeded in this project as yet, but one of the reasons why I think it's important to historicise these elements and even categories is to open up the possibility of thinking about different imaginaries and along with that different categories. I don't want to call it an alternative vocabulary, because I think that some sensibilities have been given short shrift in history, and some provincial experiences have more successfully masqueraded as universal experiences. Therefore, part of the challenge is to call that bluff, while another part of the challenge is to reconstruct and offer fresh perspectives. These may even be questions about traditional issues such as order or justice, questions of political authority, political rule or legitimacy. These are questions which are of concern to all societies though individual responses may not echo the language and slants of conventional IR theory. However, they may throw up some sophisticated formulations on these very issues. A part of the challenge for the IR scholar, then, is to recover and bring these ideas into the sinews of the mainstream IR academia.
It is equally important to avoid any sort of nativism, or to suggest that this is necessarily 'the best' approach, but to widen the inventory before moving on to stimulating a real conversation between divergent conceptions. We must avoid falling into the trap of what Ulrich Beck among others has referred to as 'methodological nationalism'. I am by no means suggesting that there is 'an Indian theory' of IR, but what I am curious about is how the world is viewed from this particular location. That is quite different from suggesting that there is a national project or a national school of IR. I think that distinction needs to be made more subtly and needs to come through more clearly, but one of the projects I am currently involved in is the chronicling of a disciplinary history of IR in India and what that tells us about Indians and their readings of the world outside their home. In that process, I ask what the key issues that animated particularly an earlier generation of scholars - how did they present these ideas and why did they avoid using certain forms of presentation and framing? What were some of the conspicuous presences and nonappearances in their work? Exploring these sorts of issues will lead us forward by, firstly, bringing to bear all these pieces of work which I feel have been ignored or have not received their due, and secondly, by showing that there is a fair amount of diversity of thinking even in the earlier generations of IR scholarship. The intent is to avoid a monolithic conception of IR that emerges from India. I will have to make this point much more clearly and emphatically in the future, and hope that my focus on disciplinary history will contribute to some critical ground clearing. Similar inventories of IR scholarship need to be assembled in different locations from Africa, South America, other parts of Asia and the Arab world.
Many of these projects then also link up to very practical questions. One of the issues that is of interest to me in this context is that of South-South cooperation, such as for instance the IBSA Dialogue Forum, or the grouping known as BRICS, or the broader forum of the G-20. There is evidence that the traditional structures and ways of doing things are increasingly suspect and being viewed with suspicion by some actors within the international system. It is therefore more important now to reopen some of these questions and to think afresh about such things as institutional design: what does it mean to be talking about "democratising international relations"? How can we think of more inclusive and legitimate institutions? How can we think about ways in which we can cooperate for the provision of global public goods, but in a manner which is historically more legitimate and fair? How can we address previous asymmetries that are not necessarily going to just disappear? How do we deal with old power structures and their residual influences in terms of the Westphalian state system? What legacy has been enshrined for instance in the Bretton Woods institutions and what has that legacy meant? What happened to non-alignment? Vijay Prashad chronicles vividly the promise and unfulfilled promise of the non-aligned movement in his fascinating account titled The Darker Nations: A People's History of the Third World. How the past plays out in terms of contemporary global governance questions and arrangements is fundamental to my research interests. I have recently intervened on the Responsibility to Protect (R2P) doctrine and its practice. I have been rather critical arguing that it cannot be disassociated from a longer history of interventionism by the major powers in the global south however benign its dressing. A thread that runs through my work is to demonstrate how historical asymmetry continues to manifest in terms of how the contemporary international system is structured. And I ask if we are to arrive at a more legitimate, inclusive and effective international system, then what are the mechanisms and steps which we need to work towards?
What do you imagine that process might look like? Do we need to return to a 'world of villages' (the 1300s) before we can reinvent IR, the national and the global? Do we need micro histories before we can reassemble a bigger history or is a subtle shift possible?
There are two levels on which this can happen: on one level the changes that seem to work are incremental changes and not lock-stock-and-barrel fundamental changes. In terms of scale, different scholars do different things. Some scholars are interested in micro histories, others are interested in macro histories and asking the big questions.
I imagine both these projects are important and there should be more scholars from the global south as well who ask the big macro questions. What has happened for too long is that we have relegated this responsibility to the traditional post Second World War major powers and they have treated it as natural to offer us macro-historical narratives and pictures. I think scholars from the global south need now to attend to both tasks: to write good micro histories as well as reframe the larger questions of macro history. I would add that normative concerns such as the content and feasibility of global justice needs also to be an integral part of contemporary international relations scholarship. For instance, it would be fair to ask that in a world of plenty, why do so many people go hungry?
So if you were to ask me about my dreams and my hopes, I still think that the 1955 Bandung Conference and subsequent nonalignment visions remain unfinished business. I hope that within the span of the current generation there is greater egalitarianism accomplished in the international system and ultimately a balance not just in terms of what Achebe called the stories of the world, but also in terms of actual institutional designs and political outcomes. This should translate into much better provision of various public goods to global citizenry with special attention to those who have been historically disadvantaged. For assorted reasons there have been deep asymmetries within the international system which have persisted and resulted in diminishing the life chances and collective self-esteem of various peoples in the global south. There is an urgent need to both acknowledge and remedy the situation in the world we live in.
In your experience, what is the role of the IR scholar in India in relation to the foreign policy establishment and the policy makers?
It is quite hard to find traction of one's ideas in terms of any influence of scholars or groups of scholars on the social or political establishment. Overall I would say that academia has for a long time not been taken seriously by the foreign policy establishment, and that has more to do with the institutional structure where there is a pecking order and the bureaucracy sees itself as being better informed. Even in academic conference settings, one could periodically expect a practitioner of foreign policy to argue that they know best having been present at a particular negotiation or at the outbreak, duration and conclusion of any recent episode in diplomatic history. This does not in reality translate into the best knowledge because there is the possibility that besides the immediate detail, the absence of a larger historical context or even unaccounted variables in terms of the contemporary political forces at work during that moment could be blind spots in the narrative. It is fair to say therefore that the influence of academia on the Indian foreign policy establishment by and large has tended to be minimal. However, one could make the argument today that there are some early stirrings of changes in the offing.
Quite evidently, the Indian Foreign Service is far too miniscule for a country of India's size and desired influence in the international system. There is a perceived need from within the foreign policy establishment to draw on expertise from elsewhere and on occasion they do turn to the academia to invite counsel on specific issues. From the perspective of the IR academic, it is perhaps equally important to be not too close to the corridors of power as it could alter the incentive structure to the detriment of independent opinion making for securing short or long term political patronage.
Siddharth Mallavarapu is currently Associate Professor and Chairperson at the Department of International Relations at the South Asian University in New Delhi. He is on deputation from the School of International Studies at Jawaharlal Nehru University. He completed his doctoral thesis on the politics of norm creation in the context of an Advisory Opinion rendered by the International Court of Justice in 1996 on nuclear weapon threat or use. This culminated in his first book, Banning the Bomb: The Politics of Norm Creation. His principal areas of academic focus include international relations theory, intellectual histories of the global south, disciplinary histories of IR, global governance debates and more recently the implications of recent developments in the field of cognition on the social sciences. Mallavarapu retains a special interest in issues related to the politics of knowledge and examines the claims advanced in the discipline of International Relations through this perspective. His immediate teaching commitments include a graduate course on 'Cognition and World Politics' and a doctoral level course on 'Advanced Research Methods'. He has co-edited (with Kanti Bajpai) two books on recent Indian contributions to International Relations theory. In 2012 along with B.S. Chimni, he co-edited International Relations: Perspectives for the Global South.
Read Mallavarapu's Dissent of Judge Weeramantry (2006 book chapter) here (pdf) Read Mallavarapu's Indian Thinking in International Relations here (pdf) Read Mallavarapu's Because of America here (pdf) Read Mallavarapu's Nuclear Detonations: Contemplating Catastrophe here (pdf)
Issue 29.4 of the Review for Religious, 1970. ; EDITOR R. F. Smith, S.J. ASSOCIATE EDITOR Everett A. Diederich, S.J. ASSISTANT EDITOR John L. Treloar, S.J. QUESTIONS AND ANSWERS EDITOR Joseph F. Gallen, S.J. Correspondence with the editor, the associate editors, and the assistant editor, as well as books for review, should be sent to I~EVIEW FOR RELIGIOUS; 612 Humboldt Building; 539 North Grand Boulevard; Saint Louis, Missouri 63to3. Questions for answering should be sent to Joseph F. Gallen, S.J.; St. Joseph's Church; 3at Willings Alley; Philadelphia, Pennsylvania tgxo6. + + + REVIEW FOR RELIGIOUS Edited with ecclesiastical appro,'al by faculty members of the School of Divinity of Saint Louis University, the editorial offices being located at 612 Humboldt Building; 539 North Grand Boulevard; Saint Louis, Missouri ¯ 63103. Owned by the Missouri Province Edu-cational Institute. Published bimonthly and copyright ~) 1970 by REVIEW FOR RELtO~OUS at 428 East Preston Street~ Baltimore, Mary* land 21202. Printed in U.S.A. Second class postage paid at Baltimore, Maryland and at additional mailing offices. Single copies: $1.00. Subscription U.S.A. and Canada: $5.00 a year, $9.00 for two years; other countries: $5.50 a year, $10.00 for two years. Orders should indicate whether they are for new or renewal subscriptions and should be accompanied by check or money order paya-ble to REVIEW FOR RELIGIOUS in U.S.A. currency only. Pay no money to p~rsons claiming to represent REVIEW FOR RELIGIOUS. Change of address requests should include former address. Renewals and new subscriptions, where a~eom-panied by a remittance, should be scat to REvz8w ~oa RE~m~ous; P. O. ~x 671; Bahimo~, Ma~land 21203. Changes of addr~, b~n~ co~es~nd~ce, and orders ~t a~¢ompanitd ~ a rtmittanee should be ~t tO REVIEW ~R RELIGIOUS ; 428 East ~eston St~t; BMfmo~. Ma~land 21202. Manu~ripts. ~ito~al cor- ~s~ndence, and ~ks for ~iew should ~ sent to R~v~w ~oa R~m~ous; 612 Hum~ldt Building; 539 North Grand ~ul~ard; Saint ~uis, Mi~u~ 63103. Qu~dons for answering should be s~t to the add~ of the Qu~fio~ and ~we~ ~tor. JULY 1970 VOLUME 29 NUMBER4 MOTHER MARY FRANCIS, P.C.C. Creative Spiritual Leadership If we are going to talk about creative leadership, we shall first of all want to clarify what we mean by leader-ship and what we mean by creative. That these are not self-evident terms or even pr~sen.tly readily understand-able terms should be obvious from an imposing current witness to creative leadership envisioned as an abolition of leadership, and a transversion of creativity into annihi-lation. While it is true enough that, theologically ~and philosophically speaking, annihilation is as great an act as creation, hopefully we do not analogically conceive of our goal in leadership as being equally well attained by annihilation or by creativityl As God's creativity is to cause to be, something that was not, our creativity as superiors who are quite noticeably not divine, is to allow something that is, to become. As a matter of fact, we assume a responsibility to do this by accepting the office of superior. Much has been and is being written and said about the superior as servant. This is so obviously her role that one wonders what all the present excitement is about. Quite evidently, Otis role, this primary expression of leadership, has been for-gotten by some superiors, even perhaps by many supe-riors, in the past. But why should we squander present time and energy in endlessly denouncing such past forget-fulness? Let us simply remember truth now, and get on with our business. One characteristic of creative leader-ship is to point a finger at the future rather than to shake a finger at the past. St. Clare wrote in her Rule more than seven hundred years .ago that the abbess must be the handmaid of all the sisters, not pausing to labor so evident a fact but simply going on to give some particulars which have a ve.ry modern ring: the abbess is to behave so affably that the sisters can speak and act toward her as toward one who serves them. That dear realist, Clare of Assisi, who Mother Mary Francis, P.C.C., is federal abbess of the Collettine Poor Clare Federation; 809 E. 19th Street;. Roswell, New Mex-ico 88201. VOLUME 29 1970 497 ÷ ÷ Mother Francis REVIEW FOR RELIGIOUS passes so easily from blunt warnings about such un-monastic natural virtues as envy, vainglory, covetousness, and grumbling, to airy reminders that it is no good get-ting angry or worried about anyone's faults as this merely deals charity a still severer blow--that dear realist had obviously run up against so~ne personalities who were "handmaids" sufficiently formidable to discourage any-one's rendering them personal recognition in this area. The abbess is supposed to be lovable, for St. Clare en-visions a community where sisters obey a superior be-cause they love her and not because they dread her. This was quite a novel as well as a radical theology of superior-ship in Clare's day. And if it remains radical today, it is a great shame that it sometimes remains novel also. The medieval saint makes so much of this point of the lovable-hess of the superior that she returns to it in her dying Testament, begging her successors that they behave them-selves so that the sisters obey them not from a sense of duty but from love. It's not just the same thing she is saying again, however. You note that whereas in the Rule she does not want any fear or dread of the superior, in the Testament she rules out dutifulness as well. It has got to be a matter of love itself. Who, after all, would want to be loved out of a sense of duty? It would be in-suiting, really. Any normal superior would rather be loved in spite of herself than because of her office. St. Clare makes quite a point in her brief Rule and Testament of describing the manifestations of this lovableness she so insists upon. She gives us her idea of creative leadership. And its present practicability may make us want to pause and clear our throats before the next time we utter that bad word, "medievalism," as an indictment. Besides the general affability which Clare describes in Rule and Testament, she underscores an availability rather beyond and considerably more profound than the "let's sit down in the cocktail lounge and talk about salvation history" mentality. St. Clare wants an on-site superior who is "so courteous and affable" (there's that word again) that the sisters can tell her their troubles and need~, seek her out "at all hours" with serene trust and on any account,--their own or their sisters'. This last point is particularly arresting, considering again that this is a medieval abbess delineating the characteristics of a creative superior as she conceived those characteristics in about 1250, not a 1970 progressive-with-a-message. Clare did not favor isolationism in community. Each of her nuns was supposed to notice that there were other nuns around. And she called them sisters, which was quite original in her day. She favored coresponsibility quite a while before the 1969 synod of bishops, taking it for granted that the abbess was not to be the only one concerned for the good of the community, but that it belongs to the nature of being sisters that each has a lov-ing eye for the needs of all the others. Again, there is her famous saying: "And if a mother love and nurture he~ daughter according to the flesh, how much the more ought a sister to love and nurture her sister according to the spiritl" Yes, it does seem she ought. And maybe we ought to be as medieval as modern in some respects. For some medieval foundresses did an imposing amount of clear .thinking on community, on sisterliness, on the meaning of humble spiritual leadership which we, their progeny, could do well to ponder. So, there's affability, availability, accessibility. When we read St. Clare's brief writings and savor the droll confi-dences given in the process of her canonization, we can conclude that this superior often toned her sisters down but never dialed them out. Then, St. Clare insists that the creative spiritual leader be compassionate. There is no hint of a prophylactic de-tachment ~om human love and sympathy nor of that artificial austerity which pretends that to be God-oriented is to be creature-disoriented. No, Clare says of the su-perior: "Let her console the sorrowful. Let her be the last refuge of the troubled." Note, she does not tell. the contemplative daughter to work it all out with God, and that human sympathy is for sissies. And she warns that "if the weak do not find comfort at her [the abbess'] hands," they may very well be "overcome by the sadness of despair." Those are quite strong terms from a woman who did not trade on hyperboles or superlatives and was no tragedienne. Again, she has something v~ry plain and very strong to say about responsibility. For we had better not talk about coresponsibility unless we have understanding of primary responsibility. "Let her who is elected consider of what sort the burden is she has taken upon her and to whom an account of those entrusted to her is to be rendered." So, Clare will have the superior clearly under-stand that she has a definite and comprehensive responsi-bility to a particular group of people, a responsibility which is immeasurably more demanding than counting votes to determine the consensus. She is supposed to cre-ate and maintain an atmosphere in which sisters can best respond to their own call to holiness. Obviously, she can-not do this alone. But she is the one most responsible for making it possible for each sister to contribute her full share in creating and maintaining this atmosphere. She is the ,one who is particularly responsible for not just al-lowing, but helping the sisters, and in every possible way, to r~alize their own potential. ÷ ÷ ÷ Leadership VOLUME 29, 1970 499 + + + Mother Frands REVIEW FOR RELIGIOUS ~00 If I may deliver to any possibly frustrated or depressed superiors some glad tidings out of my own small experi-ence, I beg to announce this finding: Sisters are not as hard on superiors as many dour authors make them out to be. They do not expect perfection in the superior. They are, as a matter of fact, quite ready to pass over the most obvious faults and failures in the superior as long as they know she loves them and would do anything in the world for them, and is herself struggling along with them to "walk before God and be perfect," and having just as hard a time as they with this quite exacting but certainly thrilling divine program. Isn't it, after all, singularly ex-hilarating to have been asked by a God who has witnessed all one's past performances, to be perfect as He is perfect[ But that is an aside of sorts. The point I was making is that sisters will sooner forgive the faults of the warm-hearted than the "perfection" of the coldhearted. At least that is my personal observation. It is not faults that alienate people, it is phoneyness. And may it always alienate them, for it is nothing to make friends with. Now, if the superior is set to create and to make it possible for the sisters to help create an atmosphere suited to the response to a divine call to holiness, this atmog-phere will have to be one of real human living. For the only way a human being can be holy is by being a holy human being. I believe one of the more heartening signs of our times is the accent on humanness. For one of our tiredest heresies is the proposal that the less human we are, the more spiritual we are. Another aside I am tempted to develop here is a reflection on how we describe only one type of behavior as inhuman. We never attribute that dread adjective to the weak, hut only to the cruel. .But I had better get on with what I was saying, which is that dehumanized spirituality is no longer a very popular goal. This is all to the good. However, we shall want to be sure when we talk enthusiastically about the present ac-cent on real human living in religious life that the quali-fying "real" is not underplayed. It needs rather to be underscored. Certainly we would evince a genuine poverty of thought to equate real human living with ease. On the other hand, there is evidently a direct ratio between sacrificial living and real human fulfillment, between poor, obedient living and joy, between ritual and liberty, between the common task and real (as opposed to con-trived) individuality. Genuine common living in reli-gious life is not the witness of the club, but of the com-munity. Its real proponents are not bachelor girls, but women consecrated to God as "a living sacrifice holy and pleasing to God." Our blessed Lord emptied Himself, taking the form of a servant. And no one yet has ever been fulfilled by any other process than kenosis. Beginning with the Old Testament, history affords us a widescreen testimony to the truth of the binding and liberating power of sacrifice. It binds the individuals in a community together, and it liberates both individuals and the community as such into the true and beautiful expression of self-ness which is what God envisioned when He saw that each of His creations was very good. History shouts at us that self-ness is not a synonym but an antonym for selfishness. May we have ears to hearl Just as nothing so surely situates persons in isolationism as establishing a mystique of ease and a cult of comfort, so does nothing so surely both promote and express genuine community as sacrificial action, whether liturgical or do-mestic. This generation feels it has come upon the glori-ous new discovery that the world is good. It is indeed a glorious discovery, but not a new one. St. Francis, for one, discovered this in the thirteenth century. But if joyous Francis owned the world, it was precisely because he never tried to lease it. It is essential that the creative superior be a living reminder that our situation in time is not static but dy-namic, our involvement in the world urgent but not ulti-mate, our service of others indicative rather than deter-minative, and our earthly life not a land-lease but a pilgrimage. Somewhere or other I recently read that the one good line in a new play whose name I happily can-not now recall is the one where a character looks at a plush-plush apartment hotel and remarks: "If there is a God, this is where he lives." I seem to detect a bit of this mentality in some of our experimentation. This would be only mildly disturbing if it pertained to the kind of luxuriousness that keeps periodically turning up in his-tory until a new prophet-saint arrives on the scene to de-nounce it and expunge it from the local roster. What is deeply disturbing is that we are sometimes uttering brave and even flaming words about identifying with the poor at the same time that we are rewriting just this kind of past history. But that is another small aside from the large issue, which is real human living and the sacrificial element that is one of the most unfailing preservatives of that "real" in human living. The material poverty and inconvenience just alluded to is but a minor facet of the idea, but I do think it is a facet. Do any of us lack personal experience to remind us that the poorest communities are usually the happiest? Nothing bores like surfeit, nothing divides like ease. If it is true--and it is!--that the religious community does not rightly understand its vocation unless it sees it-self as part of the whole ecclesial community, the cosmic VOLUME 29, 1970 50! + ÷ ÷ Mother Frands REVIEW FOR RELIGIOUS community, it is equally true (because it is the same truth turned around) that the religious community will be to the ecclesial community and the cosmic community only What it is to itself and in itself. The creative leader will want to accent this to her sisters so that they can accent it to one another. Not verbally. Just vitallyl we shall be to the Church and to the world only what we are to each other, no more and no less. And what we are to each other will inevitably serve the Church and th~ world. Every superior is called to be a prophet. Perhaps we could even say that this is her highest creative service in allowing and assisting others to realize their potential and release their own creative energies. Now that we are all nicely educated to understand that the prophet is not the one who foretells the future so much as the one who says something about the present, the creative superior's prophet role becomes not only clear but uncomfortable. Jeremiah would doubtless have had a much higher popu-larity rating if he had limited his observations to a pleas-ant, "Shaloml" It is so much easier to say "Shalom" than to say "Do penance, or you shall all perish." Of course, it is best of all to prophesy both penance and peace, but we shall have to keep them in that order. And our own ef-forts to achieve that real human living which has to be rooted in penance and sacrifice give abundant testimony that peace is indeed a consequence of penance performed in love, of sacrifice as a choice of life style rather than just a choice among things. Obviously, obedience is the profoundest expression of sacrifice. And maybe one of the biggest mistakes that eventuated into that maternalism in religious communi-ties which has had us running such high temperatures in recent press years, is that of supposing that obedience is for subjects only. Allow me another aside to interject here another small idea I have been nurturing. It is, that "subjects" is a very poor word substitute for "sisters" and of itself precipitates a whole theological misconception of what and who a superior is. Subjects are persons ruled over. However, a servant does not rule. We need to get rid of the monarchical connotations of "subject." And if we begin by getting rid of the term "subject," we may be already better equipped to understand that the superior, as servant, is the first "abject.in the house of the Lord." Once we establish her as abject, we shall perhaps be less ready to label her "reject." A creative superior will have to excel in obedience. It is part of her role as prophet. She must obey others' needs at their specified time according to their manner and manifestations. She must respond not just to the insights God gives her, but to those He gives her sisters. She should obey their true inspirations as well as her own. She ought to be obedient to the very atmosphere she has helped the sisters to create. For we can never establish a communal modus vivendi and then sit back to enjoy it. Life, like love, needs constant tending. Life needs living as love needs loving. This very thing is essential to crea-tive leadership. Charity is a living thing and, therefore, it is always subject to fracture, disease, enfeeblement, paralysis, atrophy, and death. The prophet is more called to procla!m this truih and to disclaim offenses against this truth than to wear a LUV button on her lapel. It is much easier to waste a LUV banner at a convention than to tend and nurture love in those thousand subtle ways and by those myriad small services for which womanhood is specifically designed, in which religious women should excel, and to which religious superiors are twice called. Real human living which the creative superior is called to promote, can never be anything but spiritual, sacri-ficial, intelligently obedient, and--yes---transcendental. We need not be wary of the word or the concept. The new accent on horizontalism is well placed, for many of us seem to have got a stiffening of the spiritual spine with past concentration on verticalarity. Still, if we adopt a completely horizontal mentality, we are apt to drift off to sleep as concerns genuine spiritual values. After all, the position is very conducive to sleep. We are most fully human when we are vertical. Yes, we reach out horizontally, but our face is upturned to Heaven. The really lovely paradox is that it is only when our eyes are upon God that we are able to see those around us and recognize their needs. They are, after all, each of them "in the secret of His Face." It is a vital serv-ice of creative leadership that it emphasize the essentiality of the transcendental element in real human living. In fact, we could more accurately talk of the transcendental character of full human living than of any transcendental element. The term of our d~stiny is not on earth. There-fore, we shall never rightly evaluate anything that per-tains to earthly existence unless we see it or are attempt-ing to see it from an eternal perspective. And we shall never really live humanly unless we are living spiritually. Certainly we shall never have a religious community that abounds in warm human affection and mutual concern unless it is a religious community concerned primarily with the kingdom of God. We can properly focus on one another only when we are focused on God. For to be fully human is to share in what is divine: "He has made us partakers of His divinity." The most natural superior is, therefore, the most super-natural. And real human living must be based on a val- 4- VOLUME 29, 1970 503 Mother Francis REVIEW FOR RELIGIOUS ues system that is transcendental. In these days one need scarcely look far afield to discover what becomes of com-munity when the values system is not transcendental. A group of individual women, each doing her thing, is' by no means the same as a community which has a thing to do. To such a community, each sister brings her own creative contribution, and in it each realizes her creative potential. And a servant of creativity is needed for all this. There is much more to be said about creative leader-ship, and others are equipped to say it much better. One can only speak out of one's own experience and with one's own limitations. However, it has been my observa-tion that cloister6d living does offer a certain insight into humanity which is sometimes different from that of per-sons whose professional qualifications doubtless exceed those of the cloistered nun. It's quite predictable, really. We ought to anticipate expertise in human living from those who have chosen to achieve human living in such close quarters. We should expect some spec~ial insights into humanity from those who see it at such dose range and on such limited acreage. So perhaps these simple thoughts may have some small point to niake. Let me add, then, only a final word about the realiza-tion of creativity and about the full expression of human living. We've talked about sacrifice, penance, obedience, transcendentalism. Recently, our sisters ran up against an example of a truly fulfilled human being. This was a priest in his seventies. At thirty, he'd got drunk. And a ,series of really devilish events conspired to turn that one mistake into a tragedy for which he was not responsible. He was used by bigots, manipulated by the circumstances they precipitated, and he was deprived of his priestly faculties. He sought help from his bishop who said it was all very sad, but he really could not do anything. He took it to Rome and got put in a file because, though it was all very sad, there was no canon to cover it. He turned to fellow priests who agreed it was all very sad, but they were very busy and there was nothing they could do about it. (I am very rejoiced to report that one Franciscan ~riar did try, desperately, to help.) No priest ever had more provocation to bitterness. He was the example classique of being treated as a number and not as a person. So, who could blame him that he wrote such vitriolic articles after he left the Church? Anyone could understand his contempt for the hierarchy. And when he sneered at the Roman Curia, you could only say that, after all, he had really had it. Only, the fact is, he did not leave the Church, nor did he write vitriolic articles, nor did he sneer. For forty years he lived the obscure life Of a workingman. He went to Mass each day. And he persevered in faith. God crowned that faith with exoneration of the past and the restoration of sacerdotal privileges only after~ forty years, but one can speculate on the interior crowning when one knows that this priest now offers dally Mass w~th tears that are neither self-pitying nor bitterly s~lding. He's just happy. He's just grateful. And he has obviously ex-perienced more personal fulfilment than any[of the local protestors, for he is beautiful to behold. And this is not to say that wrongs don't m~tter or that protests should never be lodged. It is merely] to offer for consideration the evidence of what suffering]and silence and unshakable faith can do in the line of creating a .I fully realized human being. Maybe supengrs need to point.up these things a little more than some] of us some-times do. ! I am scribbling some of this manuscript ag I watch at the bedside of a dying sister of ours. It's my !first experi-ence as abbess with death. And somehow all reflections on religious life, on community, on leadership, ~n creativity are turned upon this one deathbed in this one small cell. I lind it a very revealing perspective. Sister l~as a way of pointing at the ceiling regularly. And whdn you ask: "What do you see? What is there?" she does ~ot check in with a "vision." She just says: "Joyl" That is the direction to seek for it, if you want to lind it on earth. 4. VOLUME 29, 1970 JOHN D. KELLER, O.S.A. Some Observations on Religious Formation and Spirituality John D. Keller, O.S.A., is the rector of the Augustinian Study House; 3771 East Santa Rosa Road; Camarillo, California 93010. REVIEW FOR RELIGIOUS There has been a great deal written and great amounts of private and public discussion on the subject of religious formation and spirituality in recent years. I hesitate, therefore, to add to an already prolonged dialogue. But I am encouraged to submit these observations to the wider review of the readership of this journal quite simply be-cause they are not those of an onlooker or expert but of a p.articipant.1 And they are not springing from the mem-ories (be they good or bad) of one person's own period of formation. I write as a member of a large diocesan seminary col-lege faculty and as rector of a small house of studies in which and out of which both clerical and non-clerical candidates are living life in community and preparing for the active ministry. I am not an expert, am not a scholar: I write not as sociologist or statistician or psy-chologist. I have a short memory as regards my own semi-nary and religious formation; with it I am not dissatisfied. For the past three and a half years I have been involved in establishing and guiding a rather minor innovation in the religious formation of candidates for my own order. For this lack of expertise I make no apologies for, I would judge, it is well that we hear more from those who come from the land of untidy students, not neat theory. It is a land where individuals correspond to no profile and frequently, alas, do not respond to the analyses and predictions of the community position paper makers. There is frequently quite a distance between theory and reality, between the goals and philosophy and plans of 1 This ~rticle is adapted from a talk given at the annual meeting of R~gion V (Western) of the Conference of Major Superiors of Men in Honolulu, Hawaii, November 3-5, 1969. community study groups and their implementation: pro-posed causes do not always neatly bring abdut their pro-posed effects. My intention is not to rehearse what is ~already (per-haps painfully so) known to you: Houses of formation, as the Church, are in a time of change, innovaltion, and ex-perimentation; initiative, Eersonal choice, ",apostolic ex-periences, questioning, persbnal growth, widening of re-sponsibilities, psychological, counseling ard all on the upswing and have occasion,ed, along with other realiza-tions and "discoveries," chafiges and propose~d changes in religious formation and approaches to th~ life of the Spirit. ' I would like to discuss some observations'I have made ¯ in living with and working with candidates and at the same time indicate the dire'ction of my thl~nking. Father Cuyler's recent report for CARA indicdtes that my thoughts are not without companyfl but there are cer-tainly many points of view. My experience i~ with college age candidates for a men's religious fxatern~ty, but these observations seem applicable in most cases ~o women re-ligious as well. I have grotiped my remarkS¯ under these three headings: the candidates; "format"lon~ ; and spirit-ual life. The Candidates It is axiomatic that our candidates are prgducts of our times. They are articulate; they have been ra,ised on visual media; many come from un'settled home cofiditions; they I are casual in their convers~ttion concermng sexual mat-ters; they respect honesty tb a high degree;' yet they are frequently infected with the cynicism which is prevalent in our society; and like youth of every age they are strug-gling with the personal resolution of the~ discrepancy between ideals and reality.,, ' A study of statistics indicates the number ~of candidates is lower than most of us hi~ve, perhaps been accustomed Io o to. What is most difficult t~ make a determination on is whether or not the quahty is better or, worse. Optt-mists have suggested that we have fewer candidates, but they are of better "quality'(--whatever that! might mean. Optimist or not, my observations are threefold: (1) Many candidates are coming forward with far less "background" as regards their prior religious formation than before. There are fewer presuppositions we might make as regards their general religious belief and prac-tices prior to their becoming.candidates for~ the religious life. The same may be said as regards their family train- I g Cornelius M. Cuyler, S.S., The Changing Direction o] thv Semi-nary Today (Washington: CARA, 1969). .I-÷ ÷ VOLUME 2% 197'0 ]. D Keller REVIEW FOR R[ LIGIOUS ing with regard to manners, use of time, their study habits, recreation, family life style, family authority roles, and so forth. These facts are facts of experience. It is not to say, necessarily, that life in community will be more difficult; but it does say that the trend toward longer pe-riods of probation and orientation is called for. There is a great deal that has to be "got used to." And we must be very patient. As regards background, there is a certain ambivalence in many candidates from another quarter. They are af-fected by a certain "image-lag." The monastic and tradi-tional concepts of priest and religious are still frequently present to the man considering seeking admittance to the religious life. Yet, for the most part, the candidate meets not the bell and cowl, but the call to be his own man and shirtsleeves. The men quickly adjust and very soon one-up us with their call for sandals and beards, but this is a crucial point for many as one image dissolves and the search for a new and more realistic one takes place. Candidates must be taken as they are and from where they are. The need at the moment, as perhaps it was also in the days of our own formation period, is for tremen-dous amounts of firm patience. (2) A second observation on our candidates: They ap-pear to me to be no more nor no less generous than other persons of other times and other places and in other walks of life whom I have known. To oversell their generosity at the offset is to provide the seedbed for the bitterness and resentment toward our new members which is sometimes disturbingly present both among men in the houses of formation and superiors of communities. Our candidates are aspirants--aspiring toward the ideal of Christ's generosity--but they are frequently selfish, their motivation (like ours) is not always 100% pure. And so in the proposing of our programs and in the formulation of policy, we want no penal colony; we do not want to poison the well of our trust in the possibility of doing good with a Lud~eran conception of man's ne'er-do-well nature, but we must accept the fact that selfishness and ignorance do coexist with a man's desire to make a gift of his service and of himself. High ideals coupled with selfish or inconsistent behavior do form a part of the men who wish to join our fraternities. This should not cause alarm: To help resolve this is one of the reasons for their being in training. (3) Our candidates, generally, come 'with the intent of joining in with us. They do want to be a part of what is going on in the religious family. A delicate process must be going on in which the men do feel that they are mem-bers of the fraternity according to their present commit-ment. They must be exposed to the community's mere- bership; join in (in differenlt capacities) the work of the fraternity; be closely linked with the style of life and values of the community. But at the same ume their in-volvement must not be too rapid: predetermined patterns and strong identification with the status quo might cancel out the fresh and renewing insights and contnbutxons of young members; premature inclusion might, make neces-sary withdrawal from the group more difficult or the need to withdraw less apparent; full exposure to all the prob-lems and "intimacies" of the family are not appropriate for the recently arrived and ~often can be a source of dis-traction for the real person,al work at hand. The need for committingl oneself to something is real and we dare not involve ourselves, once having accepted a candidate, in stringing hi.m along indefinitely. Candi-dates should become less and less strangers in our midst and more and more our friends and brothers, or they should leave. The task of formation is also that of inte-gration. Formation" The very notion of "formation" is under attack from some quarters: formation involves being "conformed to"; there is a mold, then, and the program is the cookie punch. Formation, then, is a, threat to the person and his own unique realization of himself. Formation, therefore, is bad and one more examp~le of the dehumanization of the individual not only present in the world but here too in the religious life. That is how the argument runs, and it is buttressed with innumerable examples from the folk-lore of community and convent. If this is what formation is.thought to be, or what it has been, it deserves condemnation. But this argumentation against formation may be refined; examples brought more into line with present practice; the extension of its con-demnation reduced--in gen,~ral, made more reasonable; and it will contain a more s~rious threat to what, I feel, must be involved in the intro~duction of new men into our fraternities. Candidates are joining a pre-existing group of men. They are joining themselves to and identifying them-selves with certain expressed, values and goals. There is a conformation element in the introduction of members to the community. This is related to the discussion by Branick of task and formation in the fine article pub-lished in the RrvlEw FOR I~LIGIOUS last year) This is a fact, I feel, which should not be minimized (personalized, yes, but not minimized). On the contrary, we must at- *Vincent P. Branick, S.M., "Formation and Task," R~vmw RELIGIOUS, V. 28 (1969), pp. 12-20. ,4- 4. + Formation VOLUME 29, 1970 509 ÷ 4. ÷ I. D. Keller REVIEW FOR RELIGIOUS 511) tempt to give in theory, practice, and the lives of our members a clear representation of our goals, our values, our style of life, our standards--who the community .is. We have an obligation to do this: The candidate has to make a judgment, and he has to be a real sharer in or tending toward these values, goals, and so forth or we cannot hope that his life among us in the future will be a happy one. This brings up a problem which is not the subject of these remarks, but which must be faced: We must have a rather clear understanding of who we are and what we stand for as a community. This does not have to be pre-sented in verbal fashion. In fact it is most convincing when it is seen (not read or heard); but if we have no standards, if we are not clearly standing for something, perhaps we should call a moratorium on accepting candi-dates. All of us are aware of the changes taking place in our houses of formation as regards house rules and discipline. I believe most of us agree with the general thrust of these moves and changes; we accept the rationale behind them. With them as a backdrop I would like to make the fol-lowing observations: (1) Freedom of choice and personally confirmed activ-ity are essential to growth in maturity. But people do make objectively bad choices. And when, with reason, a person's choice is thought to be a bad one, he should be told so. And if a person consistently makes bad choices, his candidacy should seriously be questioned. (2) Frequently candidates' principal occupation is that of studies. It is urgent that the academic program be ex-cellent, that it be demanding of the best the student pos-sesses. The good candidate wants to work; he is being prepared to work in the vineyard; if the candidate finds himself unable to work, he and his superiors, may take this as indication that he is not called to the brotherhood. (3) The period of training is real training for. There is a need, at times, for explicit correlation of the training and the work of the apostolate. This is particularly true of men in the college years. Not only the demands of the future apostolate, but also the present need of these Chris-tians to express their Christian concern for fellowman suggests the desirability and the practice of "apostolic works" during the years of formation. It is well that this be with men of the community already in the field; in works which are allied to the present and future works of the fraternity; that it be work with supervision and encouragement; that it be work with specific goals in mind and which meets the real needs of people in the area. But the experience of many is that this work can easily become overextended, irresponsibly carried out, and serve more as steam cock for seminary pressures than re-sponse to the needs of others. This is not to minimize the value and need of apostolic works. On the contrary, it is to say that because they are important, they deserve greater attention. (4) Part of formation today must include training in the forms of religious obedience which are taking shape in our orders. If the form adopted is one which is relying on consultation with the community, a kind of collegial-ity and consensus, then men must be prepared to accept this responsibility and share in it intelligently. What must be developed, in view of failures in practice which I have witnessed in our own formed communities, is the accept-ance of the fact that regardless of the form in which deci-sions are reached (perhaps after discussion, consensus, and voting), .there is follow-through: though perhaps now seen as more "horizontal," obedience is still a virtue of religion and a normal extended expression of the will of God. (5) In general, there is a great need in formation for more leadership, not less. For the most part, students want more models, more example. They need more en-couragement to reach higher. In this regard I would rec-ommend highly John Gardner's two books Excellence and Self-Renewal.4 And so while authoritarianism will never do, there is in some parts a crippling vacuum of inspiring leadership and demanding standards. Spiritual Lile From "formation" I would like to move on to the sub-ject of the spiritual life. And as I do I would like to call attention to the principal point I wish to make, and at this moment violate. Formation and the spiritual life should not be taken as separate elements of introducing new members into our life. There are elements of discipline and training which we can separate and discuss as it they were separate. But the overriding impact upon the candidates in the house of formation must be that all is marked by the Spirit. We are brothers because we are all possessed by the same Spirit: our rules, discipline, relations between older and younger members, concern for each other, should all be formed by and judged against the Book of Life and the book of our life together. In this regard, conformity to good educational prac- ' John W. Gardner, Excellence: Can We Be Equal and Excellent Too. Renewal: The Individual and the Innovating Society (New York: Harper and Row, 1956). Formation VOLUME 2% 1970 4" 4" ÷ ~. D. Keller REVIEW FOR RELIGIOU5 tice seems imperative. Theory and practice must go side by side. And if we must err (as human it is), far better to be heavier on practice than on theory. Let the house of formation practice a real poverty, let the students realize the cost of living, the budget and the crimp of doing without--far better than theorizing. Let there be good liturgy in the house and let it be a central work and con-cern of the community--far better than a course in lit- There might be one exceptionmthe matter of prayer. Many students are inexperienced in the practice of forms of prayer encouraged in our lives. This most personal and delicate area must receive special attention. If riot, we in-troduce the. possibility of impersonal prayer and innumer-able "periods of prayer" which become education in non-prayer. All of our houses, but especially our houses of forma-tion, should show forth this authenticity: 1.ire in the Spirit finds expression in the life of the community--a kind of symbiosis where there is an unconscious flow and tele-vance of one to the other. In all the seminaries and houses of formation I have come in contact with recently, there is a noteworthy point of emphasis being given in the task of spiritual formation. This is the increased importance and use of what has tra-ditionally been called "spiritual direction." It goes by dif-ferent names and the priests and religious involved in it have varying competence, but its value as being very per-sonal and very helpful is quickly appreciated by our can-didates. Though conferences and classes remain necessary in providing a familiarity with our religious tradition, no house of formation should neglect this tremendous oppor-tunity, nor should religious superiors neglect the effort to provide easy access to the spiritual counselors our young members need. One final point with regard to the spiritual life--the much discussed question of religious chastity and celibacy. My experience in discussing the matter with college stu-dents, candidates for the diocesan priesthood and for the religious life, has been that it is far more a problem for journalists, theologians, and men who are already celi-bates than it is for these men. That is not to say that they do not have trouble with the virtue of chastity, nor diffi-culty in whether or not to make the choice for celibacy, or whether or not they are Opposed to celibacy as an obliga-. tory thing. It is to say that they can see celibacy held as both an ideal and a requirement and feel that they can make a personal, non-compelled, and religiously mean-ingful choice in favor of it. This contradicts the conclu- sions of the recent CARA study on the Seminarians ot the Sixties," but I report to you my personal experience. General Observations I would like to bring these remarks to a close with several general observations on our present situation. There are many possibilities for styles of formation. Most communities are presently in the midst of inaugu-rating revised programs. What needs to be said is that most probably many forms will "work" and different combinations of elements can overcome the deficiencies of a program. Students are willing to overlook the inade-quacies, or at least give them their understanding, as long as we show ourselves aware of them and attempt to compensate--and all the time show the interest which proves we care about them as candidates for full mem-bership and our brothers now. Houses of formation and formation programs are not, nor will they be, perfect. As our congregations and the Church herself, the house of formation will always stand in need of reformation. This fact itself can be educative for our students: houses of training will not be ideal, as life in the ministry and full membership in the commu-nity will not be ideal. This might be a source of rein-forcement for the sense of reality in the candidate needed for mature living and decision. In these moments there is a great need for leadership and encouragement in the works of formation as there is in the Church in general. For new members in particular, uncertainty and hesitancy on the part of those to whom they turn for leadership can be not only crippling but also compound the lack of sureness (despite their some-time's cocky appearances) which surrounds the young. In conclusion, may I point out the obvious and be ex-cused for underlining that which stands in bold print: In the selection of personnel for houses of formation, hap-piness in their own calI must be the primary requisite for such an appointment. And yet one more point: most of our houses have small groups of students and even where the groups are large the cadre system is frequently being employed. This means total immersion for the members of the staff and large amounts of wear and tear. Each member of the entire community does well to attempt to offer them his understanding and cooperation. This, fre-quently, is a very large contribution to the task which is vitally important to all of us, that of initiating new mem-bers into our fraternities. ~Raymond H. Potvin and Antanas Subiedelis, Seminarians ]or the Sixties: ,,1 National Survey (Washington: CARA, 1969), p. 89. + + + Formatlo. VOLUME 29, 1970 HUGH KELLY, s.J. The Heart oj Prayer ÷ Hugh Kelly, is on the staff of St. Francis Xavier's; Gardiner Street; Dublin 1, Ireland. REVIEW FOR RELIGIOUS 51,t "Lord, teach us how to pray." "When you pray say 'Our Father' " (Lk 11:1) That isa petition we must constantly address to our Lord. We must not expect to be taught how to pray once and for all so that we could exercise the art at will, as if we were masters of it. We must constantly be trying, ex-perimenting, learning. Of course if things between God and us were as they should be and as they once were, then prayer would be the most spontaneous, the most natural act of our life. It would not need to be learned. It would be as spontaneous as the smile of a child to its mother; as natural as the thrust upward of the cornstalk to the heat and light of the sun. There was something of that quality in the prayer of the Psalmist. The world about him spoke at once to him of the Creator. Everything in the universe pointed to God and invited him to pray. The sea, sky, earth, the'trees, the storm, the snow, the animals --all of these reminded him that he must praise God for them. Such a prayer was as natural, as necessary, as the act of breathing. It had not to be learned. It was a func-tion of man's activity. For reasons we need not stop to consider, that quality is no longer found in our prayer, or very seldom. Our relations with God are not so spontaneous. Man has so changed the world that it is difficult to see the hand of God in it. As a result prayer has become a complex thing, an art, that has to be learned and practiced with effort. Consider the excellent book of Cardinal Lercaro, Meth-ods of Prayer. It is a study of the different ways of prayer proposed by some of the recognized masters of the spiri-tual life. Each has his own approach and method of pro-cedure. But such methods could not be called spontane-ous or simple. They are elaborately studied. One of the masters, treated of by Lercaro is St. Ignatius. Here is how this saint introduces a prayer, the first meditation in the Spiritual Exercises: "This meditation is made with the three powers of the soul, and the subject is the first, second and third sin. It contains the preparatory prayer, two preludes, three principal points and a colloquy" (n. 46). Whatever the merits of such a form of prayer it could not be called simple or spontaneous. When we consider these different methods, which are so complex and so systematic, we may well ask if there is not somewhere in them a core or kernel of a purer prayer. If we unwrap the different layers, the steps, the tech-niques, shall we find at last something that is the heart or essence of prayer? "Is there.an essential prayer?" asks Y. Congar, O.P., "total, simple, which exceeds and em-braces all particular prayers?'; (Jesus Christ, p. 98). Is there something at the centre of each method, which is the same for all and which constitutes them true prayer? Something which, if absent, will leave them merely empty methods or systems? None of the commonly received definitions of prayer seem to give us what we seek. The definition of St. John Climacus, which is accepted by the catechism, that "prayer is an elevation of the soul to God" implies too much of a deliberate effort--that it is a matter of our own efforts and our own mmauve. It might equally apply to the study of theology, especially as it says noth-ing about love. The definition of St. Augustine comes closer to our aim: that prayer is a reaching out to God in love. Here there is indicated something spontaneous and natural; the role of love gets its recognition. But perhaps it speaks too much of our need of God and may be trans-lated too exclusively into a prayer of petition. It conveys the image the saint expressed in his phrase menclici Dei sumus--we are God's beggars; we stand before the Lord with outstretched hands. Our need of God is total; but our indigence is not our only approach to Him or our most immediate; it is not the ultimate root of our prayer. The words which kept St. Francis of Assisi in ecstasy for a whole night, "'Deus mi et omnia,'" "My God and my all," are certainly close to the heart of prayer. But they miss the essential constituent and inspiration of our prayer, that it is made to our Father. Obviously it is from our Lord alone that we must learn what is the heart of prayer. "Lord,. teach fis how to pray." It is instructive to note the promptness with which He answered that request, as if He had been waiting for it: "When you pray say 'Our Father.' " The condition of our most perfect prayer must be our assurance that we are addressing our Father, that we are addressing Him as Christ did. We are thus availing ourselves of the privilege which Christ won for us. When He said to Mary Magdalen, on the first Easter morning beside the opened empty tomb, "I ascend to My Father and to yours," He summarized His work of redemption: He ex-pressed the full dimension of His achievement. When we ÷ 4- Heart ot Prayer VOLUME 2% 1970 Hugh Kelly REVIEW FOR RELIGIOUS say "Our Father" with the assurance which His Beloved Son has given us, we no longer pray merely as creatures, we are not considered by God as the beggars who stand at the door, still less as the puppies which catch the scraps falling from the table. We know we are the children of the household who have their rightful pla~e at the family board. Consider how our Lord emphasized the fatherhood of God in the Sermon on the Mount. The chief purpose of the discourse was to instruct us in our role as children: "That you may be the children of your Father, who is in heaven." Stretching out His hands to the simple folk, the fathers and mothers who sat around, He asked: "Which of you would give your child a stone, when he asks for bread? or a scorpion when he asks for a fish?" We can sense the movement of indignant rejection of such con-duct, in their faces and gestures. No, no; they would never dream of treating their little ones in that way. And then He points the lesson: "If you, evil though you are, can give good things to your children, how much more your Father in heaven will give good things to those who ask?" The little spark of love in a human father's heart which will urge him to be good to his child, what is it to the love in the heart of our Father in Heaven, from whom comes all parents' love? Nemo tam Pater, there is no father like God, St. Augustine reminds us. How much His Sonship meant to Christ, we gather from every page' of the Gospel. It is the source of His joy, confidence, exaltation. It is the support of His strength, His endurance, His resolve to carry out the mis-sion for which He was sent into the world. His life was entirely oriented to the will of His Father, was totally responsive to it. That orientation, that dependence, is His chief lesson to us. We too are sons of God and it should be the deliberate effort of our spiritual life to give our divine adoption its true place in our dealings with God, and not least in our prayer. "Our Father" might well serve us as the true heart of prayer. But there is another phrase of Christ, equally short, and perhaps even more full of suggestion, which might well give us what we are seeking. He spoke the phrase on the occasion of the return of the disciples from the short trial mission on which He had sent them to the cities of Israel to prepare the way for His own coming (Lk 10:17; Mt 11:25). Seeing their naive, childish joy in their suc-cess--" Lord, even the demons were subjected to us"--He thanked His Father for revealing to those little ones the spiritual truths He had concealed from the wise and prudent: "Yes, Father, so it was pleasing in your sight." Ira, Pater: "Yes, Father." This is His shortest prayer, and it is perhaps His most comprehensive one. It gives us His abiding attitude of mind to His Father. It reveals that His soul and spirit were always open to the Father, al-ways fully responsive to the Father's will. At first sight they indicate merely a mood of resignation and accept-ance, such as He showed especially in Gethsemane and on Calvary: "Not My will but Thine be done." But the words "Yes, Father" have a wider and deeper connota-tion. They cover all the emotions and reactions which were His as He looked on His Father's face. They ex-pressed not merely acceptance and submission; they con-vey approval, admiration, joy, praise, and most of all a loving agreement with all His Father is and does and asks. "It cannot be questioned," says Yves Congar, O.P., "that the prayer of loving, joyous adherence to the will of the Father was coextensive with the whole earthly life of Jesus" (Jesus Christ, 'p. 93). Perhaps in these words "Yes, Father" we too can find the heart and essence of our prayer and in some remote way may learn the prayer of our Lord. After all we are sons of the Son; we have within us His spirit who inspires us to say "Abba Father" --we may then without presumption make bold to say "Our Father" or "Yes, Father." These phrases indicate a prayer which is contempla-tion. They give the attitude of a soul which is facing God, looking at Him, listening to Him. "All prayer," says Y. Congar, "is communion in the will and mystery of God. This essential prayer consists in being receptive and wholly offered to God, so that He might be God not only in Himself---but also in His creatures" (Jesus Christ, p. 98). This prayer opens out the soul to catch the influ-ence of God. It looks to God expectantly to see, to learn, to receive, to respond, to admire, to accept, to praise, to approve, to thank. It mirrors in some way the riches of God. It will try to express itself sometimes in our Lord's words: "All My things are Thine and Thine are Mine" (Jn 17:10); sometimes in the words of the Psalmist: "What have I in heaven but Thee and there is nothing upon earth that I desire besides Thee" (Ps 72:26). St. Francis expressed this attitude to God in the words "Deus mi et omnia"--"My God and my all." Thomas "~ Kempis has voiced it in his great hymn of love: "A loud cry in the ears of God is that ardent affection of soul which says: My God, my love, Thou are all mine and I am all Thine; enlarge me in Thy love" (Imitation III:5). This is a rich prayer in which the constituents of all other kinds of prayers are found. It can register adoration, praise, thanks, petition, reverence, submission, offering, accept-ancemall the different moods of the soul when it feels its proximity to God. The phrase "Yes, Father" gives an at-mosphere, an attitude which "is one of total prayer, in which seeing and self-directing to what is seen, receiving ÷ ÷ ÷ Heart oy Prayer VOLUME 29, 1970 ÷ ÷ ÷ Hugh Kelly REVIEW FOR RELIGIOUS and self-giving, contemplation and going out from self, are all present, indistinguishably at the very core" (von Balthasar, Prayer, p. 65). This is substantially the re-sponse to the call of God. It is the response of the boy Samuel: "Here I am, for you called me" (1 Sam $:5). God made the first advance to man and spoke to him in His word: a word of love, an invitation to hear what God had planned and designed for His creatures~"Prayer," says von Balthasar again, "is communication in which God's word has the initiative and we at first are simple listeners. Consequently what we have to do is, first, listen to God's word and then through that word learn how to answer" (Prayer, p. 12). When this prayer of contemplation, of presence, reaches a certain degree of intensity, as with the mystics, it will be beyond the reach of analysis or explanation. The soul will remain passive, absorbed in God, knowing only how sweet it is to be so close to Him. But that state of intensity will not be frequent. Normally those who pray in this way are able to give some account of their meeting with God, to distinguish certain forms and fea-tures of prayer, and to realize how rich it is. We have access to the Father only through the Son. We are the sons of God because we share the sonship of Christ. Our prayer then must have the qualities of the prayer of Christ--we can speak in His words and make His prayer ours. The Father will recognize the prayers of His adopted sons as the blind Isaac recognized the voice of his younger son. There are certain notes and tones very frequent in the prayer of Christ which we must make our own. The Mass mentions these prayers explicitly: "He gave you thanks and prayers." And the Gospel testifies abundantly to them. They should be the chief features in our prayer. We should praise God just because He is God and most worthy of our praise. Our praise is the expression of the desire we have that He may be God in Himself and in His creatures. It is the theme of the first part of the Lord's prayer; it is the most frequent prayer of the Psalms. It is the highest, the most disinterested form of prayer. It is the opening note of the Magnificat, the prayer of our Lady spoken when the mystery of the Incarnation was at its newest. If prayer at its best is a loving attachment to God's will, then the prayer of praise must be the fullest attachment to God's will because it is God's will primarily that He should be God. The prayer of thanks may often be a variant of the prayer of praise. "We give Thee thanks for Thy great glory" the Church proclaims in the Gloria. We thank God for being Himself. Even if we owed nothing to Him, He would be most worthy of thanks just for being Him- self, the all powerful, the all perfect. But while fie is ill-finitely great He is infinitely good to us and therefore we must never cease to thank Him. That was the abiding mood of our Lord's soul: "Father, I thank Thee that Thou hast heard me. I know that Thou hearest me al-ways" (Jn 12:41). Our prayer then as sons of God must be as far as we can the the prayer of the only begotten Son, whose Sonship we share. It must express the fullest at-tachment to the will of the Father. It must be compact of adoration, submission, acceptance, all of these as expres-sions of love. We are justified in thinking that our Lady's prayer was of this kind, but in the highest degree. Her prayer was in a unique way a prayer of presence. It was fed from a double source. There was her interior union with the Holy Spirit who had come upon her and had done mighty things for her. But her interior contemplation of God and His design in the Incarnation was immensely deepened by her contact with her Son, the Word made flesh tlu'ough her. In a unique way she was in contact with the Word of God. She was more in contact with it than St. John and could give a greater testimony than his "What we have seen with our eyes, which we have looked upon and touched with our hands, concerning the word of life--the life was made manifest and we saw it and testify to it and proclaim to you the eternal life which was with the Father and was made manifest to us" (1 Jn 1:1-2). In the visible presence of her Son she was always gazing on the Word, always listening to it. We are told explicitly of her study of Him, how she kept all His words and deeds in her heart and turned them over in con-templation. This was most truly a prayer of presence. She had but to open her eyes and ears and her mind would be flooded with light. How deeply would His words and deeds speak to one so disposed to hear, to a handmaid so responsive to the Father. When she turned over in her mind what she saw with her senses, what floods of light, what insight and consolation came to her. Who could tell of her growth in the knowledge of God in the long silent years at Nazareth? What more appro-priate prayer could she make than "Yes, Father" in which she gave a wholehearted approval to God's designs? On the eve of His passion Our Lord could give a sad repri-mand to the Apostles--"So long a time have I been with you and you have not known Me." We feel that He could not have given such a reprimand to His Mother though her insight and knowledge were gradual and ever grow-ing. Her prayer must have been an openness to God, a love of His will, a resolve to accept it and do it that could be found only in one so deeply concerned with the eternal designs of God. + 4- + Heart o] Prayer VOLUME 29, 1970 519 Perhaps in such phrases as "Our Father" or "Yes, Father" we are at the heart 9f prayer and can find in them that which was the core of all the methods. Perhaps if we bypass the preludes, the techniques, the preliminaries, and enter 'at once into the presence of God and greet Him in such words, we shall experience that our prayer will become what it should be: natural and spontaneous, a genuine communication with God. Perhaps we are too eager to do the talking, to tell God "various things He knows already." We try to take the lead in the interviews --we expect God to be the patient listener. But surely this is a reversal of roles: "What do we do, when at prayer, but speak to a God who long ago revealed himself to man in a word so powerful and all-embracing that it can never be solely of the past but continues to resound through the ages?" (yon Balthasar, Prayer, p. 12). In the words, "Yes, Father" or "Our Father" we take up the true atti-tude of prayer. We stand before God, we listen to Him, we wait to know His will and His good pleasure; and these short forms of prayer will reveal our response to His word, our docility and submission, our gratitude and praise, and first and last our love. 4. 4. Hugh Kelly REVIEW FOR RELIGIOUS 5~0 ROBERT J. OCHS, S.J. Imagination, Wit, and Fantasy in Prayer Robert: How do you mean? voices? Joan: I hear voices telling me what to do. They come from God. Robert: They come from your imagination. Joan: Of course. That is how the messages of God come to us. riG. B. Shaw, St. Joan. This article is in the nature of a plea, even a kind of court plea, for a fcesh look at what used to be called dis-cursive prayer. Inasmuch as it is a court plea, it is a plea of "not guilty." This fresh look might exonerate dis-cursive prayer of two charges commonly leveled against it: of being dry meditation and of being the lowest rung on the prayer ladder, a step quickly taken on the way to the higher prayer of quiet. As we shall see, these two charges are not unconnected. If discursive prayer runs quickly dry, it is no wonder people look for something higher and it deserves its bottom rung. "Exonerating discursive prayer of guilt" is a metaphor. But exonerating those who practise it from their guilt complex is not. They do feel vaguely guilty before God and themselves when they are unsuccessful at it; and when successful they still feela kind of-inferiority com-plex about its lowly status, a feeling that by now they should have advanced beyond it to the prayer of quiet. They feel the only way of progress is up, and so they re-peat their occasional efforts at the prayer of quiet, with middling success. There would be scant harm in this if the prestige of the prayer of quiet did not relegate them to the role of spiritual slum dwellers, blocking their imaginations from exploring the possibilities which lie hidden under the forbidding category of "discursive prayer." This plea has two parts. One is to broaden the scope of discursive prayer to include fantasy, affective reactions (annoyance, complaining, rebellion as well as fervor; 4- 4- 4- Robert J. Ochs, S.J., is a faculty member of Bellar-mine School of Theology; North Aurora, Illinois 60542. VOLUME 29, 1970 521 ÷ ÷ ÷ R. 7. Ochs, SJ. REVIEW FOR RELIGIOUS desolation as well as consolation), and, not least, wit, an imaginative use of our heads. The other part is histori-cal, a look at the original narrowing of scope of dis-cursive prayer in the 16th and 17th centuries, which soon brought religious writers [ace to face with the widespread "problem of dryness" and issued in the recommendation of the prayer of simplicity as a solution. Not that it was a bad solution. The prayer of quiet is an excellent method for those who can use it. Leonard Boase's book The Prayer of Faith, recommending it again so persuasively-some years ago, came as a real release for many. But I would venture a guess that for every person who was liberated by it, two others eventually felt them-selves hampered, and dissipated their efforts to explore further in a discursive way. And Father Boase's sugges-tion that the night of sense (which includes a night of the intellect), an intense but brief period for great souls like John of the Cross, lasts a lifetime for the common lot, sounded like a sentence to an unlivable life in the twi-light. Boase conceived the work of the mind and imagina-tion as a linear, undialectical, and conflictless a.bsorption of the truths of revelation, that reaches its saturation point rather quickly. It is pretty much limited to medi-tation "in the sense of methodical, analytic study of sacred truth" (p. 47). Not surprisingly, such a simple absorption process can hardly be expected to last a life-time, and before long "the sponge is full" (~i6). Further activity of the mind can only lead to boredom, and so one had best turn to a quiet contemplative view of the whole. Reading Boase one gets the impression that the evolution of prayer is all rather tranquil and uneventful. No doubt our poor prayer seems to prove him right. And yet, one cannot help suspecting that beneath the placid surface of our not very exciting prayer a passion-ate world is seething. The itinerary Boase sketches (ad-mittedly, I am caricaturing this excellent book a bit) takes us along the periphery of this turbulent interior world instead of through it. One has only to recall the eventful cri~es which mark the milestones in any psychoanalysis to sense that something is missing. Ronald Laing has sug-gested that for all our interiority we moderns are living in another Dark Age, before the Age of Exploration of the interior world. The model for "appropriating the faith" might well be exploration and confrontation rather than simple absorption. The eminent historian of modern spirituality, Louis Cognet, has recently tried to get at the origins of this atrophy of discursive prayer. In some homey and yet polemical pages (Les probl~mes de la spiritualitd; Ch. 5; also La prikre du chrdtien, Ch. 8--both Paris: Cerf, 1967), he has attacked what he feels to be a centuries old misunderstanding. The anti-meditation bias arose out of a series of historical accidents in the 16th century and has narrowed the scope of prayer ever since. As he tells it, theology in the late Middle Ages had taken on a highly rationalistic form, becoming a domain of specialists, cut off from interior sources. Spirituality was divorced from it, and therefore divorced from any searching theological activity. Methodical prayer, using simple meditation man-uals, was introduced to provide the uncultured with something more accessible. Thus "meditation" came to be associated with this new idea of untheological prac-tical prayer. Its practice spread so that even the educated depended on these manuals for prayer. By the time so-called mental prayer had become general practice, the impression was also well established that it built on a narrow intellectual base~ The theologically educated lived split lives. However imaginatively they might use their wits otherwise, "mental" prayer engaged their minds very little. Frustration was not long in coming. Cognet is struck by the simultaneous emergence all over Europe of a new problem for the religious writers of this period~ the prob-lem of dryness and disgust. Theorists had to find a way of explaining and coping with the distaste which seemed to afflict educated people who embarked on mental prayer for any length of time. The generally accepted so-lution was to suppose that discursive prayer was just an elementary stage. Dryness was taken as a sign that this stage had served its purpose and should be left behind for more simple forms. Discourse in words and images was to give way to a contemplative look. This scheme became generally adopted during the 17th century. We find it in St. Teresa and John of the Cross whose authority has made it accepted in treatises on prayer down to our own day. It was a good solution for the problem so conceived. It served to highlight the special nature of the prayer of quiet, for which many had a real capacity. But others who could not follow this way out, whose prayer re-mained obstinately discursive for all their efforts to fol-low the "normal" trajectory toward the prayer of sim-plicity, felt condemned to the meagre means available at the elementary level of the spiritual life. Cognet claims that this inferiority complex has hampered growth in prayer ever since. A realignment is therefore called for, Cognet insists. We must especially remind ourselves that the "traditional view" is relatively modern, and ruled by a particular view of prayer conceived to answer concrete problems of the VOLUME 29, Z970 4. ÷ 4. R. I. Ochs, sd. REVIEW FOR RELIGIOUS late Middle Ages and early Modern period. It was not always so. As far as we are in a position to reconstitute the prayer, of St. Augustine, for example, we must con-clude that he remained'discursive all his life, for all the contemplative aspects of his'prayer. This discursive form did not keep him from the heights of prayer. Nor did it keep Cardinal Berulle on an elementary level. Above all, we should emphasize that these psychological forms of one's prayer.are secondary, that it is one's relation to God in prayer which is fundamental. We should encourage a freer, more pragmatic attitude toward these forms, and arrange them less into stages. The psychological mani-festations of one's relationship to God are more a matter of temperament and style, and even of periods of one's life, which follow a rhythm back and forth from dis-cursive to "contemplative, rather than a set progression from one to the other. Even St. Teresa wrote abundant narratives about her prayer; and Jeanne de Chantal, after a period when she could not start the Our Father without falling into ecstasy, used discursive forms in the same way as the rest of us. Obviously, more is at stake in correcting this mis-understanding than freeing discursively oriented people from their inferiority complexes. (It is a bit hard to imagine vast numbers of people consciously suffering from the classical division into stages, in our contempo-rary scramble for any form of prayer which makes sense.) What is at stake is breaking open the category of dis-cursive prayer, giving scope for people to explore it with more confidence of finding something. At stake is healing the rift between theology and prayer in our own religious sensibility, learning to pray with our minds as well as our hearts (and theologize with our affectivity as well as our heads). There is no mindless prayer of the heart. Human affectivity is saturated with meaning. Closing the gap between spirituality and theology means breaking down prejudices built into the Christian prayer consciousness over generations, prejudices that thinking in prayer can only be idle curiosity, speculation about bloodless truths, asking impertinent questions pi-ous minds were never meant to ask. But there is the book of Job to make it clear that our minds were meant to ask. Surely a great curiosity about divine things is not foreign to prayer. Man was meant to argue with God. The Lord even demands that His people ask an explanation from him. The prophets had questions to put to the Lord who called them. And Mary answered the angel with the question: "How shall these things be?" Besides the prejudice against asking questions in prayer, there is another against using the imagination. Imagination and fantasy could well be what is required to bring heart and mind back together in prayer. Both theology and spirituality, as they are now, suffer from not being sufficiently tooted in the imagination. Discursive prayer does employ imagination and fantasy, but in a feeble, and, one might say, witless way. What is needed is a bolder use of fantasy.in prayer, a parallel to the bold-ness recommended above in asking questions of God. The Esalen Institute, for example, has uncovered re-markable abilities to fantasize in outwardly bland people. Its use of fantasy can teach us something. In guided fan-tasies, for instance, any blocks that occur are looked on as highly revelatory. A person embarking on a fantasy trip through his own body may suddenly find his body impenetrable, or, once inside, find he has no access to his heart. The important element to note here, for method, is that the person follows his fantasy, that there are things the person can and cannot do spontaneously in fantasy, because of their meaningful affective charge. This is much more concrete than our usual attempts to imagine our-selves present in a gospel scene where we try to elicit "appropriate" feelings and, when they are not forth-coming, dismiss our inability unreflectively as just an-other bad meditation. Closer to what masters like St. Ignatius must have had in mind is one case I am familiar with, where a man who had been unable to pray for years began a retreat by imagining himself at Bethlehem but found he could not enter the cave. Feelings of un-worthiness, and of simply not being welcome, blocked his fantasy at that point. He and his director interpreted this, not as an inability to "make the contemplation," but as a sign that he was praying; and he continued to imag-ine himself barred at the entrance to the cave in his repe-titions of the contemplation. After two days of this, dur-ing which the resentments and hopes of his whole past life welled up within him, he reported that he was in-vited to go in. The fantasy, with the block and its resolu-tion, was so much the man himself that it became the carrier for a real encounter and meant the turning point of his spiritual life. These short examples of how the use of mind and imag-ination might be broadened are, of course, not cited merely as .gimmicks, but hopefully as indications of a wider dimension and as reminders of how sluggishly we have used them in the past. Limitations of space preclude elaborating them more. Numerous qualifications would also be in order---discernment to avoid equating the in-terior world with God and our feelings with his Holy Spirit. But God does speak to us in our thoughts and. imaginations, or He cannot reach us at all. + ÷ ÷ VOLUME 29, As a conclusion let me cite the words Robert Bolt gives to Thomas More in A Man/or All Seasons: "God made the angels to show him splendor--as he made animals [or innocence and plants for their simplicity. But Man he made to serve him wittily, in the tangle o[ his mind." The way through a tangle is discursive and dialectical. + + + R. 1. O~h,, S.]. REVIEW FOR RELIGIOUS JOSEPH T. FORGUE, F.S.C. Religious Life and the Educational ApostOlate Apparent to many engaged in the task of reformulation of the structures of the religious life is the inadequacy of mere personalism to remedy mechanical institutionalism. What seems to be necessary is an approach at once task oriented while incorporating the wide range of personal concerns. The following--an interpretation of the docu-ment The Brother of the Christian Schools in the World Today: A Declaration-- is offered as a model of just such an approach. What are the brothers? It might be said that they are men who, with lucid faith and burning zeal, serve the poor through Christian education, by establishing them-selves as a disciplined community. To be sure, there are many persons with lucid faith and burning zeal; many who serve the poor; many committed to Christian educa-tion; and there are many disciplined communities. The Brothers of the Christian Schools, I suggest, are a unique dynamic convergence of faith and zeal expressed through Christian education on behalf of the poor, facilitated and sustained through the mechanism and mystery of dis-ciplined community life. Christian Education in Service of the Poor In the first place there is the logical and historical pri- ÷ ority that leads to understanding the brothers' coming ÷ together as task oriented. To be sure, the quality of their + corporate lives must go beyond the task; but the task-- Christian education in the service of the poor--is the ini-tial and sustaining motivation for the community. To b~ concerned with an educational task is to partici- ¯ pate in the cumulative process of building the "new age of mankind." It is to foster the development of the noosphere, that network of human cohesion based on the twin dynamism of knowledge and love. To educate is to 527 Joseph T. Forgue, F.S.C., is a faculty member of Chris-tian Brothers Col-lege; Memphis, Tennessee ~8104. VOLUME 29, 1970 ¯ J, T, REVIEW FOR RELIGIOUS provoke and to evoke an ever increasing growth in criti-cal self-consciousness, to elicit insightful understanding of the structural realities of the world. Education that is in the service of the poor is educa-tion which recognizes that the thrust of history pulsates primarily among the poor. Education that is Christian is education which recognizes that all structures are on be-half of persons, aiding them toward personal and com-munal growth in responsible freedom. Christian educa-tion in service of the poor responds to those who suffer from the imperfections in society and understands that to realistically participate in its task, there must be real and co-ordinated contact with all strata of society for the sake of societal change. The educational task of the brothers, then, ought to be both comprehensive: urban, rural, suburban; and far-reaching: formal and informal. Urban education seeks to minister to the persons who suffer most immediately the brunt of the radical trans-formation in the human self-image caused by the tech-nologization of society. The historic thrust of the broth-ers adds the further dimension: a preference for the. poor of the inner city. Rural education seeks to foster the em-pathy and radicalization necessary for those not touched directly by urban awareness--and this to develop a sense of responsibility for the solutions to the problems of the city. The educational task in the suburbs--similar to the rural task---seeks to promote a sense of unity with, and responsibility for, the city. The result aimed at: the shat-tering of isolationist attitudes reinforced by provincial governmental boundaries. In order to reach all the people, the comprehensive ed-ucational task must be far-reaclfing. The brothers are called to operate through the academic framework of the school (formal education) and to include as an integral dimension of their work various educational endeavors that are outside the regular academic structure (informal education). Disciplined Community Just as historically John de La Salle was confronted by the educational task that was needed and in meeting that need discovered the need for a task force, so the contem-porary need of Christian education in service of the poor requires the existence of a disciplined community. The interpersonal dimensions of men risking their lives to live together in celibate community are not to be slighted, but such dimensions are not the reason for the brothers' coming together as an institute larger than one community. If such were the reason, the need for cor-porate structure apart from or beyond the "local group" would be unnecessary. Hence in describing the Brothers of the Christian Schools such considerations are omitted. They are presupposed as necessary for any human com-munity; they do not specify the uniqu.eness of the or-ganized religious life. The Brothers of the Christian Schools are disciplined-- that is, they have structured aspects of their living to-gether to hold up to themselves the continual demands oI the educational task. Traditionally such discipline has been called poverty, chastity, and obedience. Under the rubric of poverty, the brothers deny them-selves the personal use of individual salaries based on the market value o~ their work, pooling their regular moneys to manifest that they have staked their lives upon each other. Chastity refers to their decision.to live a non-family life style, symbolizing (and making really available) openness to personal mobility to insure meeting the fluc-tuating needs of the corporate task. Subjecting the indi-vidual direction of their careers to the approval of the corporation, the brothers under the rubric of obedience have decided that their individual efforts on behalf of mankind shall be united to, and co-ordinated with, the corporate task. To the traditional disciplines are added two others: one corporate: liturgy--the other personal: meditation. In liturgy the community agrees to meet in communal wor-ship. That is, it agrees to attempt to understand its re-sponse to the world in terms of meeting the demands of the Mysterious Unconditioned. The community under-stands its mission as the mission of the Church: mediating through the dynamic presence of the Spirit, the Father as revealed in Ghrist. Besides the communal necessity to come to grips with the presence of mystery, there is the demand for each to do so in his unique "being addressed" by God. Hence the need for meditation. The disciplined community is a community: which necessitates the decision to enter into regular, serious, personal dialogue on the part of whomever the demands of the corporate task have called to be comrades. There is the concern that comes of risking one's life upon the persons who share the taskmthe concern which enables the brothers to sustain their lives of poverty, chastity, and obedience. Further, the community is composed of brothers who wholeheartedly participate in the common work required when men live together, who foster the formal and in,or-real study and thought necessary for developing corporate self-understanding of their life in Christ, and who, fi-nally, simply let their hair down together in joyful cele-bration of their comradeship. VOLUME ~9 1970 ]. T. Forgue REVIEW FOR RELIGIOUS 550 Faith and Zeal The members of a disciplined community who are en-gaged in the corporate task of Christian education on be-half of the poor manifest the spirit of faith and zeal. The faith of such brothers is the free response they give to the experience of being addressed at the very core of their selfhood by the Absolutely Unconditioned--me-diated in our traditions by Christ. Further, such faith is global since it understands the free response to be neces-sarily comprehensive, relating to all men everywhere--a catholic faith. The faith of these brothers is futuric since they understand that their free and global response is to the demand that they live their lives on behalf of the fu-ture of men--to build the Body of Christ. The free, global, futuric faith has yet another dimen-sion: it is grateful. Such faith rests upon the gracious cumulative presence of God in history; it is a faith me-diated in time by the Church. Finally, the brothers rec-ognize their faithful response to be ambiguous, always under scrutiny, ever in need of perfection through the systematic prophetic questioning of its authenticity--a faith on the brink of unbelief. Just as the brothers' spirit of faith has five marks, so may the power of their zeal be sustained and characterized in a fivefold manner. The zeal of the brothers is manifested by their remain-ing articulate about the multiple dimensions of their professional field--education--and the specific academic discipline of their speciality. Since effective work demands coherence and specifica-tion the zeal of the brothers is characterized by planning. They must decide to operate on the corporate and indi-vidual level in response to the researched needs of the world as reflected in the specific areas they find them-selves. Such operation must be systematically efficient and highly co-ordinated. The brothers must be guided by the spirit of Romans 5:1,5, living the reality of zeal in terms of patience and persistence. They must suffer the presence of obstacles to their goals, take heart in the struggles they meet, and develop a sense of humor that will keep them from b-solutizing any aspect of their task. The brothers, giving every calorie of energy to their task, will live in the hope which is born of worthwhile effort. Finally, the zeal which sustains a group of Christian Brothers must develop a sensitivity to the real needs of the poor in their midst: that they might burn with a zeal that is salvific for men. Unknown to them will be de-structive fanaticism or self-aggrandizing complacency. Conclusion Such is a suggested model for understanding the broth-ers and their being-together. Unless religious operate out of some such corporate understanding; unless they ac-tually do act with an impact that is at once local, regional, national, and international; then there seems to be little justification for the life style they have chosen. + + ÷ vOLUME 29, 1970 CHARLES A. SCHLECK, C.S.C. Community Life: Problematic and Some Reflections Charles Schleck, C.S.C., lives at 2300 Adeline Drive; Bur-lingame, California 94010. REVIEW FOR RELIGIOUS The problem of community life in religious institutes today is beset by many different factors both those of an environmental and ideological nature. There are first of all the conflicting currents of pressure with which man is faced in our contemporary societyA There is, for example, the problem of mobility, the fact that men can and do move around much more quickly than before, from one job to another, from one profession to another, from one place of residence to another. There is the consequent "need for change" which this very fact of mobility can easily cause. And very often connected with this, and fol-lowing from it, there is the experience of solitude or loneliness, plus the consequent uneasiness which this causes, not to say anxiety and anguish. There is the pro-found need for love and acceptance, and men are willing to do almost anything in order to get this. At the same time we find the presence of fear, the fear of being ab-sorbed by the impersonalism of our society, the fear of being rejected by others, fears which account for the rather bizarre and defensive behavior of so many, and fears which also account for the profound superficiality and veneerness of the relationships which persons do have--even those relationships which are entered into as an act of protest against other interrelationships. So often our relationships today are often marked by many words, and the doing of many things together, but by very little real personal communication or communion-- of the kind which leaves us free and which leaves others free as well. Thus, many persons in our society today live in real 1See K. Jaspers, Man in the Modern Age, Doubleday, 1957; Marcel, Man against Mass Society, Gateway, Chicago, 1962. solitude, and this throughout their entire lives. This is due at least in part to the sociological uprootedness in which they are almost forced to live. Solitude is never more painful than in many of our larger cities where many complain that they can never be alone, and yet, in reality, are almost always alone, that is, without any real communication or communion of a spiritually and truly satisfying nature. There are others in our society who are psychically incapable of being alone, or of recollecting themselves, or of becoming aware of their true sitnation in the world. Life outside a crowd is for them untolerable, so untolerable that they feel a kind of a pressure or com-pulsion to do everything that everyone else is doing, especially those persons or those groups with whom they identify socially. Thus their frequentation of the same bars, or theaters, or dubs or discotheques and so forth. It is not that they really desire these things necessarily, but they simply must do them because of their need to be "with people" and their fear of being alone. Yet for all this frequentation and for all these encounters, there is little or no real profound and personally satisfying com-munication or communion, whether there be the com-munication or communion of man with man, or that of man with God3 Another reason for the problematic in community life today is the advent and current cult of the many insights into man given to us in and through the existential and personalist philosophies of our time. These teach us that there are three involvements that characterize the exist-ence of modern man who is bodily-spiritual. There is first of all the involvement of man in the world. Even man's knowledge of God comes from the world in which he is rooted by reason of his bodiliness. He cannot even be thought of in his total reality unless the world is also perceived or thought of together with him. In fact, even his redemption or salvation is connected with the world, because man is redeemed as a being-in-the-world, or a being involved in the world. In fact, it is through man that the whole of creation shares in the redemption and salvation. For sanctity or holiness which is the fulfillment of man involves not merely the offer of Christ but the response of man as well. Again there is man's involvement in community. He is quite aware that he is dialogical, that he is not simply a being-in-the-world, but a being-in-the-world-with-others, that he is a listener as well as a speaker. He does not stand alone in society; he stands always in relation to others in society. While he possesses his own personal and indi-vidual natnre, and this in a unique way, still he cannot =See Ignace Lepp, The Ways o] Friendship, Macmillan, N.Y., 1966, pp. l,gff. ÷ ÷ ommunity " Li~e VOLUME 29. 1970 ~. A~ Schteck REVIEW FOR RELIGIOUS develop his nature or his person alone; he can do this only in and through the human community, that is, through other human persons. He sees his environment and his becoming and development, as intimately linked up with presence, the presences and influences of other persons, or with the interactivity of many interpersonal relationships. If man has selfhood, he is given this so that he may encounter other human persons who by their presences and interactivity will contribute to his whole-ness and personal fulfillment. No man is an island; and if his personal talents and capabilities are to unfold, if he is to become himself, completely this person which at first he is only potentially, if he is to become uniquely and personally creative, then the unique powers and gifts he has must be awakened .and stimulated to growth through the presence and interaction of others. And thirdly, there is man's involvement in history. There is not one moment of his life when man can be said to possess his own existence fully. What he is now, he became as a result of his past, and it is what he is now --including this past--that leads him on toward the fu-ture, a future to which he is even now already reaching out. Thus, every human life bears the stamp of outside forces, even though it is also internally being shaped by God and by the individual himself. Man's being and person are being shaped not bnly by the apparently autonomous forces of God and himself but also by the coexistential forces of his living moment, those of the hu-man community in which the forces of history are accu-mulated. While man's decisions are free, they' are not made in any kind of vacuum. They have their roots in the soil of human society and its history. And this means both the past and the future as well as the present, since the past and the future enter into our here and now de-cisions to a great extent, greater than many of us imagine. Man lives historically or in history, and he is involved very much in the ebb and flow of history. In short we find many currents impacting on man and his situation in the world today, currents that almost force themselves on us in spite of ourselves. There is the emphasis on personalism, the search for personal fulfill-ment or happiness, the need for independent and respon-sible action, the insistence on the primacy of the person over the society--at least when this is considered in its form of institution or organization--which is considered as being at the service of the person. There is the em-phasis on fellowship, on the sacramentality of our brother, on brotherhood in the sense of togetherness, collabora-tion, teamwork, complementarity, mutual enrichment, or completion, through interpersonal relationships and ac-tivity. There is the preoccupation of modern man with the "world" and the need for religious who are trying to be fully human and Christian to enter as completely as possible into all that is human and can be consecrated to God. The world is our world and we hold a serious responsibility in reference to what it is going to become, and we hold this in communion and cooperation with each other. Therefore, we must be involved in the world and in the human community--in order to become per-sons ourselves and in order to help shape the destiny of man in history, in order to help others become persons themselves.3 Still another source of the problematic regarding com-munity life in religion is the manifold way in which the expression "community" is understood by different per-sons today. As we find in so many other areas of human relationships, our problem often becomes a linguistic problem--we use the same word and yet we do not mean the same thing. The theologian or canonist will mean one thing by the word "community" whereas the sociologist or the psychologist might mean something quite distinct; and possibly the cultural anthropologist might mean something different from all these. And then again, dif-ferent theologians or different canonists, or different so-ciologists or different p?ychologists or different cultural anthropologists might mean different things by the same word. What the theologian refers to when he uses the word "community" within the sphere of his science is a group or corporate entity that we know and regard in and by and through the light of faith, or a community or group that is established and built on a faith vision of one kind or another. What the canonist will mean by the word "community" is a group of persons that lives together following certain norms or laws established by the com-petent authority empowered to establish those rules and regulations. Yet a psychologist or a sociologist would be speaking of something entirely other, of a group of per-sons or an association of persons viewed according to the norms and principles of the behavioral science which they represent. For a good number of psychologists, the word "commu-nity" would refer to a group of persons whose quality and depth of interpersonal relationships would establish them in some kind of communion of unity, personal unity or unity and communion of persons. Thus, they would stress the sacredness of the person, his need to be ful-filled within an expansive and free community. They would stress that persons are ends in themselves, im-portant for who they are as well as and even more so 8See Otto Semmelroth, S.J., The Church and Christian Belie], Deus Books, Paulist Press, N.Y., 1966, pp. 81-3. + + + Community Life VOLUME 29, 1970 ÷ ÷ RENEW FOR RELIGIOUS ~536 than for what they do. They would stress that a diversity of works and personal talents is a good thing in a group, precisely because this variety evokes the actualization of the full range of the human potential which exists within the group and because it also creates the possibility for adaptive changes within the group enriching its total view and being and action. They would also stress the fact that the insights of the person-members serve the community, that personhood is a process, a reality that is not achieved simply in virtue of existing together, but rather by personal exchanges, the kind that imply ac-ceptance of change within the persons "and also a realistic knowledge and acknowledgment of human fallibility. They would emphasize that self-revelation and accept-ance of others, far from working to the destruction of the unity of the group, enhance both the person and the group or community as well. In fact it is these very things that provide the basis for continuing growth in under-standing and love on the part of the various members of the group. The sociologist would be concerned with community within the framework of group formation and operation. He might tend to emphasize the professional and the adult relationships of the members and tend to look at the group in terms of its ability to carry out goals and ob-jectives with some kind of e~ciency. Or he would tend to emphasize or look at a community as a social group phenomenon which identified or did not identify with this or that value system. For example, among the many distinctions which sociologists have made to clarify the social reality of "community" was the introduction of the notions of "gemeinschaft" and "gesellschaft." The first term refers to a community in the sense of a communal collectivity based on diffuse emotional attachments exist-ing between the members. The second term refers to a communal collectivity that rests primarily on the con-scious choice of specific objectives on the part of the membership. This division might approximate what we often call a division of community into a community as home, and a community as service organization. The sociologist is often far more interested in the second kind of "community" than in the first, that is, in the associational community or "gesellschaft" than in the emotional community or "gemeinschaft." Affective rela-tionships are and will indeed remain important to the sociologist, but he does not see them as constituting the totality of human existence, that if they did, they would soon lead a community to becoming dysfunctional or non-functioning, reduced to a kind of love-in experience or amateur group therapy unit rather than an adult associa-tional group having specific objectives. He would see that in some circumstances the affective relationslfips and the constant search for these on the part of a group would simply tend to desu'oy effective performance on the part of the group and to render their associational objectives impossible or difficult to achieve. He would stress that there should be organic solidarity in the membership of the group, and this such that there would be more than mere juxtaposition, but rather an interdependent divi-sion of labor, the key to which would be not that diversity in which each part goes its own way, but that kind of diversity in which each part is deeply concerned with meaningful exchange and for the good of each part, but for this good in reference to the good of the whole. The sociologist is very much concerned with preserving the sovereign demands of the common good together with the dignity of the person. To employ a rather practical example: A sociologist would see that in the case of liturgical experimentation by different groups, this should be concerned with the functional or service con-tributions which this group is making to the larger whole, and not with its own personal wishes or the indi-vidual affective relationships which exist ~znong the cele-brating group. He could easily accept the principle of a pluralistic liturgy based on the notion of vocation or profession, in which each societal role and its contribu-tion to the life of the totality would permit diversity and " yet stress organic solidarity, for example, a Mass for pro-fessionals, for factory workers, and so forth. But he would also tend to consider that it is a fruitless task on the part of liturgists in their attempt to achieve togetherness in the liturgy to try to define their problem in terms of supernatural charity becoming translated into human emotion. A person need not feel affection for another in order to have charity toward this other person, nor need charity always express itself in a social relationship which is defined as affective. Christian love may impel a man to lend a helping hand to another, but this is quite an-other phenomenon than that of holding hands for the sake of holding hands. Though the temptation to unite these two forms or expressions is very great by reason of an appealing and yet rather false idealism, liturgical forms must respect the fact that this equation is fre-quently impossible. The good Samaritan did not form an I-Thou relationship with the man who fell in with thieves, at least if we accept this according to the terms of some psychologists. He bandaged his wounds, put him on his pack-animal, took him to an inn and gave the inn-keeper money to cover the expenses, and went on his way.4 'See R. Potvin, "The Liturgical Community: Sociological Ap-praisal," in Experiments in Community, Liturgical Conference, ÷ 4- Community Li]e VOLUI~IE 2% 1970 4. To further complicate the linguistic problem or the problem of and in communication, the word "apostolic" has also undergone an evolution in meaning. In the New Testament it involved two elements: (1) a kind of juridi-cal element, that is, a commissioning by Christ for some form of leadership in the Church; and (2) a kind of charismatic element, that is, a vision or experience of the risen Lord. The word "apostle" and its corresponding adjective were more or less limited or concentrated on a certain well-defined group of persons in the first genera-tion of Christian history. Gradually, however, the word took on other meanings. It referred to what could be traced back to the Apostles, for example, their writings, their doctrines, their traditions, and so forth. It was later on extended to refer to the Roman See, the Roman Pon-tiff, and finally to the Roman Catholic Church described as the "apostolic Church." Later on in the Middle Ages the word "apostolic" was used to describe a life or life style that was conformable with that instituted by the Apostles of the primitive Church. Thus the monks were Wash. D.C., 1968, pp. 90-3. "Many people use the word community to imply a group welded together by affective bonds, a love-in whereby emotional attachments are generated and maintained. Christian community and the cultic symbols which surround the eucharistic feast should not be reduced to a notion of community with affective overtones . It is unfortunate that the word com-munity and family should be abused as much as they are. The problem is not simply one of definition since the meaning of the words can and does differ in various contexts. The confusion re-sides in the arbitrary conjunction of the elements of one meaning with those of another, and in not realising that they are often mutually exclusive. The end result is frequently little else than stagnant unrealism which precludes the understanding of the social and spiritual realities which are being discussed. Thus the totality of the community of God's people is not a community in the strict sense of the word. Its unity is not the unity of affective homogeneity. It is not emotional attachment nor that of primary, deep, total relationships between people. It is not the unity which arises from the sharing of common territory--all contemporary definitions of community. These exist within the community of the faithful, but they are not that community, nor can their characteristics be at-tributed to it as such. In fact we are in the secular city of God and we have moved from a tribal unity with its kin-like bonds to the unity of the technopolis. As Harvey Cox suggests, there is another alternative to Buber's dichotomy between an I-It relationship and the I-Thou encounter. It is the I-You relationship which is at the base of the secular city. The unity which is characteristic of the contemporary world is a functional unity of diversity whereby people are of service to each other, and one which can be devoid of affecfive connotations, which at times must be devoid of such personal overtones if the common welfare and the 'interests of our fellow men' are to be achieved. Sociologists would say that such unity is based primarily on associational and not communal rela-tionships. In other words, it is not necessary that the baker know personally and like the plumber for the two to be of service to each other. It is even conceivable that if they did their mutnal service might be less efficient." thought to be living an apostolic life by reason of their practice of the common life and preaching. And they were said to be living in conformity with the first community in Jerusalem. While it is true that these elements--com-mon life and the ministry of preaching--were found in diverse ways in different groups, so long as these two ele-ments were in some way present, the group was said to be living the apostolic life. In the sixteenth century the word was again slightly modified. It began to refer to those persons or groups of persons who were sent by the Church to preach the gospel and to live or practice the virtues which the fulfillment of mission entailed. It was not so much a question of their imitating the life of the Apostles, but rather of participat-ing or sharing in their mission. Even semi-cloistered nuns spoke of themselves as having the "apostolic" spirit, cause they participated in the spirit of the apostolic mis-sion, namely, the redemption of mankind. Finally, the word "apostolic" received another altera-tion in recent times. With the advent of Catholic Action, the laity was said to have an "apostolic vocation." It would seem to be this use of the word "apostolic" that brought into being its highly "quantitative" aspect. Some persons were said to be more apostolic than others. Some works were said to be more apostolic than others. And finally some groups and' even religious institutes were said to be more or less apostolic than others depending upon the degree to which they engaged in external works. Under Plus XII an attempt was made to correct some of the inadequate implications of such a use of the word. He spoke of completely enclosed communities as leading a life that was essentially and wholly "apostolic." Thus the word "apostolic" would seem to admit of several essential elements, one ontological--a life that is con-nected with the inner life of the Church, with the life of agape or charity; and the other phenomenological--the various concrete ways or expressions in which the life of agape or charity can be expressed and mediated both in being and operation by persons, or groups, or even re-ligious communities. While we should be able to distin-guish one or other element in the word "apostolic," it would seem to be the wiser thing not to dissociate them from one anothbr, or dichotomize them in our practical attitudes. This could easily give rise to a triumphalism of one kind or another, contemplative or active, and both of these could simply establish more snob clubs in a Church where we already have enough. This linguistic problem or problem in communica-tion is not limited to the area of community. We find it existing in many other areas today. In regard to the area of family planning, for example, during the years in 4- 4- 4. Community lilt VO~UM~ ~, ;~o C. d. $chleck REVIEW FOR RELIGIOUS ~40 which the papal commission met, it was quite obvious that there were problems, and serious ones, involving the use of language and words and expressions. Words used were the same, but the ~neanings and emphases, the cate-gories and selective placement of values connected with these words, were extremely diverse.5 This linguistic problem is a real problem. And it would seem to me that because we do not spell out the exact and rather well-defined limited idea or meaning which we have in using the word "community" we come to the rather quick and open conflict concerning the idea of "community" which we experience today. An approach, for example, that would be primarily sociological would easily emphasize an aspect of community or group asso-ciation that is the object of the science of sociology, and it would tend to emphasize the tools and instruments which this behavioral science normally employs. The same would be true if a psychologist Were to approach the same problem. Yet the theological dimensions of community, and the theological presuppositions of com-munity life within a religiously motivated group of per-sons, or a group which faces community with the back-ground of a faith vision, for example, sin-redemption, the ambiguity of man in the world, the manifold dimen-sions of the evangelical counsels, and so forth, might be ignored, even perhaps purposely or intentionally; and this, not because of any hostility toward these dimensions on the part of the experts involved, but simply because these dimensions might not be the specific area of con-cern or competence of a psychologist or sociologist. Yet the practical impact of this presentation could bring about a rather different net result than would be proper or correct; it might bring about a primacy of an entirely different value system as far as "community life in a re-ligiously motivated and assembled group" than should really be the case. The fault would not lie with the sciences or the experts in question, if and when they operate within the limited and specific sphere of their competence, but in the imperialistic attempt on the part of any one of them to make itself or himself supreme where and when it or he is not supreme. The same thing would be true in the case of the Scripture scholar or theologian if they attempted to pronounce on some topic or point which was a point of these sciences and not neces-sarily that of revelation. Thus, there are many complexities within the total understanding of "community life in religion," many of which are perhaps approached much too facilely and ~ See Donald N. Barrett, "The Sociology of Religion: Science and Action" in Sociological Analysis, Winter, 1967, pp. 177-8. without much depth of insight as to the real subtleties of the problem. There are theological or revealed dimen-sions of the idea of "community" which would show that the call to community is not really something special in the sense of unique to religious, such that only they are called to express this reality. All Christians are called to express it, even though not all are called to express it within the framework of associations such as religious are called to be. Moreover, this Christian approach or re-vealed approach to community would show that the Christian ethic gives to already existing human relation-ships new dimensions and exigencies by transforming them through a new specifically Christian basis: the life of the Pneuma of Christ. Secondly, there are other dimensions besides the re-vealed one. There are the behavioral dimensions men-tioned above, sociological, psychological, cultural, and so forth. And finally, there are juridical dimensions in-volved in the notion of "community," that is, certain legal requirements or dimensions established by the agency which gives a group its status, public or civil or ecclesial. In the case of religious communities of public vows, we are told that they are by definition stable forms of life, or stable life styles providing their membership with an organized way of living the evangelical counsels. And thus it is quite reasonable to expect that there would be in their case juridical dimensions to establish and as-sure this stability. This note is referred to in the Per[ectae caritatis and in the sixth chapter of Lumen gentium as well as in Ecclesiae sanctae. By reason of the religious community's being a public and official organ of the Church-sacrament, the hierarchical element of the Church gives it something of the incarnational structure and composition which the Church itself was given by Christ. It is for this reason that the hierarchical element of the Church approves not merely the soul or the spirit dimen-sion of a religious community's life style, but also the fundamental delineations of its body expression or its bodiliness--this for reasons of distinction, and comple-mentarity, organic solidarity, and related identity. The reasonableness of this juridical dimension for publicly approved religious institutes or communities does not mean that the counsels or a life dedicated to Christian service cannot be lived outside such a framework, or within a community or association of persons having no official or public approbation. Such groups have always existed in the Church historically, either by choice of the persons themselves who did not want any such approba-tion for one or other reason; or by choice of the approv-ing agency or arm, estimating that such a group or groups 4. 4, 4- Community Lite VOLUME Zg, 1970 541 REVIEW FOR RELIGIOUS do not have that degree of stability which they feel war-rants public approbation, at least for the time being.B These are only some of the factors involved in the problem of community and in the problem of man in community, of man looked at in the totality of his personality and condition. It is a problem that will never see any completion or perfectly satisfactory solution. But it would seem to the present writer that many of the problems or at least some of them which religious com-munities are facing today in their desire for renewal could better be resolved by a more clear-cut understand-ing of just what the problem is, or better, just where the sources of problematic lie. Then there must be a re-assertion of certain ideas, especially those of a theological nature, which are involved in the establishment of a community that gathers its members together for religious motives or purposes, those revealed within the Scriptures. In the expression "religious community" the adjective "religious" is just as important as the adjective "rational" in the expression "rational animal." And while it is true that this adjective does not describe all the dimensions and complexities involved in those associations of persons which we call religious institutes or communities, it does point to that dimension which distinguishes these kinds of associations from other kinds not based primarily on religious motives; Consequently, in the remainder of o This does not mean that one may not question the advisability of certain decisions regarding disciplinary and other such matters, for example, the current questioning regarding the legally im-posed uniform pattern for all apostolic institutes. Seeking a greater flexibility in the new legislation for the application of the particu-lar charisms of each institute is one thing; operating as if this were already an accomplished fact, without asking the permission to ex-periment contrary to the Code where this is requested by the compe-tent authority, and thereby facing authority with a fair accompli is quite another. If modern man claims to be so mature, it would seem that the presence of courtesy should be more present today than before. At times one wonders whether this is true. ~ In one of his weekly addresses the pope referred to one of the problems of our times as the phenomenon of anthropocentric reli-gion: "Religion must be by its very nature theocentric, oriented toward God as its first beginning and its final end. And after that toward man, considered, sought after, loved in terms of his divine derivation and of the relationships and duties which spring from such a derivation . To give in religion preeminence of humani-tarian tendencies brings on the danger of transforming theology into sociology, and of forgetting the basic hierarchy of beings and values. I am the Lord your God, and Christ teaches: You shall love the Lord your God. This is the greatest and the first command-ment . It should not be forgotten that to let sociological interest prevail over the properly theological interest can generate another dangerous difficulty, that of adopting the Church's doctrine to hu-man criteria, thus putting off the intangible criteria of revelation and the official ecclesiastical magisterium" (Address of July 10, 1968, Documentary News Service, Oct. 28, 1968). this article I would like to consider some oI the following areas: the nature of community life in religion, its pur-poses, and its ability to be expressed in different ways. The Nature of Community Life in Religion The early Church looked upon its community life as the expression or actualization of the commandment of Jesus--"That they may be one as you Father in me and I in you, that they may be (one) in us." s The very nature of community life in religion demands not just a juxta-position or lining up of persons; nor does it refer merely to a group that has come together for professional serv-ices of teaching or health care or social work of one kind or another. Nor does it refer to a group of merely naturally compatible personalities, or to persons who are forced to live together by reason of some kind of juridical or legal system of incorporation. It implies, rather, a community that has for its model and image the mystery of the Most Blessed Trinity. There we find per-fect oneness and perfect relationship, and yet also, perfect distinction--all of which are essential to constitute their mystery and meaning. The theological notion of community life is aimed at far more than the establishment of a herd mentality, or a common status in reference to material goods, "or to a rule or to certain visible interpersonal relationships estab-lished on certain natural grounds, even though these are in no wise to be excluded. It implies far more than mere interest groups living together, such as teachers or nurses or social workers, even though any one or several of these aspects might be found in community living, at least to some extent. Community life in religion demands that the members of the community live with each other in religion as the Father lives in community of life with His Son and with the Holy Spirit. It asks that the mem-bets of the group show clearly that the charactoe or~sucally Christian commandment of fraternal ~hariotry agape which is the end of the New Law reflects" or corresponds with the characteristic dogma of our Cl~ristian faith, the mystery of the Most Blessed Trinity. For a religious com-munity is one that is constituted or created by agape, in agape, and for agape. And agape is God's love shared in or participated in by men, and becoming operative in reference to other men. Agape is intimacy with God and with other men as God would love them Himself. It sur-passes purely natural sympathies, and dominating or in-stinctive antipathies, making us see other men as sons of God, sharing the divine good with ns and called to share in the society of the elect with ourselves. Agape makes us "Jn 17:20-1. ÷ ÷ ÷ Community Lile VOLUME 2% 54~ ÷ + + C. A. $chleck REVIEW FOR RELIGIOUS regard the next person not as a stranger but as our brother, as part of ourselves, as one who is united to us by divine life and whose good we desire as we do our own, good. The Purposes o[ Community Life in Religion Coming to the purposes of community life in religion and viewing them within the framework of revelation, we find that there are a number of objectives which it tries to realize. Not all of these are equal, nor are they all found in exactly the same way .in different religious institutes. Briefly they would seem to be reducible to the. following: liberating or ascetical, charismatic, and apos-tolic. The Liberating or Ascetical Dimension The liberating dimension of community life in religion is quite evident even after only a short experience of living with others. We are quite aware that even in spite of ourselves, it does strip us of much disordered self-love which is at the root of all sin. It provides us and almost forces us to practice the various expressions of real agape, real faith, and real hope in its daily human expressions: Love is patient, love is kind, love is eager but never boast-ful or conceited; love takes no pleasure in other people's sins, but delights in the truth. It is always ready to ex-cuse, to trust, to hope, and to endure whatever comes.9 The common life, in all its demands, acts as a marvelous means for self-giving and opening oneself more and more to and onto others. For most religious it is in practice the most constant occasion they have for personality build-ing, for self-denial, and self- and social-integration that lies at their disposal within the religious life. And this is true not merely in its domestic aspects, that is, in sharing work in the house, or recreation, of life within the frame-work of the religious residence, and common prayer in its various forms, but also in its service aspect, that is, in the common enterprise of the group.10 Community life in religion asks for collaboration with others in an operational community, such as a school or hospital or possibly a more loosely structured apostolate, such as social work. It usually involves a community in which the members have to fit together for a common work. This often means doing some things that one does not always like doing. It also involves that one be pre-pared to face the likelihood that often there may not be the exact kinds of diversions, distractions, ~'elaxations, and so forth that one would especially like. There are ~ I Cor 14:4ff. 1°See J. Coventry, S.J., in Religious Formation, Blackfriars, 1963, "Modern Individualism and Comxnunity Life," p. 37. reasons for this, other values which the community is at-tempting to give witness to: for example, eschatological values, Christological values, ascetical values, ecclesial values, those which are in keeping with the community's total mission within the Church. This ascetical or liberating aspect of community life forms part of the community's witness to the death-resur-rection mystery of the Lord. It witnesses to the fact that persons of different backgrounds, training, intellectual and social capabilities, can still live in Unity and commu-nion, in fact are called to li#e in unity and communion, and this in Christ and through Him, not primarily be-cause of mutual compatibility, but because they are called by the same agape and molded by the same agape. Con-sequently, religious are not entirely free---eVen though they freely accept this limitation of their freedom with the frustrations that this is inevitably going to mean--to reshape or arbitrarily modify their situations, seeking out the most congenial possible local community or select circle of collaborators. Such an approach to community life in religion is like matching blood types and would be just about as evangelical and gospel-motivated. Now in saying this I do not wish to give the impression that some of the attempts being made to establish smaller living groups is opposed to the gospel. It can be a good thing, especially when the motives are very much in keep-ing with the gospel values, a better image of poverty, a better spirit of personal and communal prayer, in short, if the motives are primarily for the establishment of a better religious atmosphere, and this not merely as a kind of an unfounded dream, but as a realistic probabil-ity. Moreover, such a group could provide for a better. sense of belonging. But here we must question the forma-tion of small fraternities among religious which are based primarily and almost exclusively on other values, socio-logical and psychological. The writer would still wager an educated guess that ev
Issue 16.2 of the Review for Religious, 1957. ; A.M.D.G. Review for. Reh ious MARCH 15, 1957 Psychological Screening . Richard P. Vaughan The Religious Teacher . Sister M. Aurella Background of the Supernatural Life. Da.iel J. Formation o1: Religious Priesks . Pope Plus XII Roman Documents . R. F. Smith Book Reviews (~uestions and Answers Summer Institutes VOLUME 16 NUMBER 2 REVIEW FOR RI LIGIOUS VOLUME 16 MARCH,.1957 NUMBER 2 CONTI::NTS MORAL ISSUES IN PSYCHOLOGICAL SCREENING-- Richard P. Vaughan, S.J . 65 SUMMER INSTITUTES FOR RELIGIOUS .78 THE RELIGIOUS TEACHER AND VOCATIONS~ Sister M. Aurelia, O.S.F . 79 - OUR CONTRIBUTORS . '. 81 THE BACKGROUND OF THE SUPERNATURAL LIFE-- Daniel J. M. Callahan, s.J . 82 SOME BOOKS RECEIVED . 87 THE EDUCATION AND FORMATION OF RELIGIOUS PRIESTS Pope Plus XII . 88 SURVEY OF ROMAN DOCUMENTS~R. F. Smith, S.J . 102 QUESTIONS AND ANSWERS--- 3. Varying Interpretations of Local Superiors . 112 4. Reappointment of Master and Assistant Master of Novices . 112. 5. Sisters Driving Cars . 113 6. Reception of Renewals of Vows . " . 113 7. Procurator General and Manner of Recurring to the Holy See 114 8. Unequal Suffrages . 116 9. Obligation of Weekly Confession . 116 10. Special Jurisdiction Not Required for Postulants . 117 11. Obligation to Receive Blessing of Extraordinary Confessor . 118 12. A Religious as Executor of the Will of Lay People . 118 BOOK REVIEWS AND ANNOUNCEMENTS-- Editor: Bernard A. Hausmann, West Baden College West Baden Springs, Indiana . 119 REVIEW FOR RELIGIOUS, March, 1957. Vol. 16, No. 2. Published bi-monthly by The Queen's Work, 3115 South Grand Blvd., St. Louis 18, Mo. Edited by the Jesuit Fathers of St. Mary's College, St. Marys, Kansas, with ecclesi-astical approval. Second class mail privilege authorized at St. Louis, Mo. Editorial Board: Augustine G. Ellard, S.J.; Gerald Kelly, S.J.; "Henry "vVillmering, S.J. Liteiary Editor: Robert F. Weiss, S.J. Copyright, 1957, by The Queen's Work. Subscription price in U.S.A. and Canada: 3 dollars a year; 50 cents a copy. Printed in U.S.A. Please send all renewals and new subscriptions to: Review for Religious, 3!15 South Grand Boulevard, St. Louis 18, Missouri. Moral Issues in Psychological Screening Richard P. Vaughan, S.J. AS THE use of psychological testing for' candidates to the religious life has become more. widely known and ~ac-cepted, certain moral questions have presented themselve~ to the minds of the superiors who have considered the possio sibility of adopting some kind of a screening program. It is the aim of the present article to consider some of these questions and to offer a solution for each. Purpose of Psychological Testing Psychological testing is a means of evaluating an individ-ual's personality and ability. Its purpose is to predict the suit-ability and fitness of an individual for a position, course of studies, or state of life. When testing is applied to candidates for the religious life, the aim of the program is to determine whether the candidate has the necessary qualifications to lead the life of a religious in some particular institute, such as the Franciscans or Carmelites. These quahficattons are primarily limited to factors of personality affecting mental health. However, when there is a need to know about the intellectual capacity of an individual, psychological testing may also be used. Psychological testing, as presently used by religious for their candidates, does not offer any direct information about what one may call the internal workings of a vocation. Needless to say, it does not measure the influence of grace upon the soul. It does not in any way pretend to fathom the extent to which the soul has been moved by the Holy Spirit. Nevertheless, such testing does in a number of instances give some indication of what might be called natural motivating forces behind a desire for the religious life. In addition to the Workings of grace, the average, candidate usually has a number 65 I~ICHARD P. VAUGHAN Review for Religious of subs~idiary reasons which are instrumental in his choice of the religious state. He might be attracted by the companionship of community life or by' the opportunity to devote his life to study and teaching. Such inclinations frequently manifest themselves in a testing situation. Moreover, sometimes natural motives, which should be secondary, assume primary importance:. In these in-stances, the superior who has received a psychological evaluation of the candidate is in a better position to make a decision as to the candidate's suitability. .Finally, there are cases where the candidate may desire the religious life for purely natural reasons. An example of such a candidate would be the young woman who wishes to enter the convent because conditions at home are intolerable. Psychological testing can give indications of such motivation. It frequently "happens that the candidate is not aware of the influence of such a motive upon her final decision to enter the religious state. Through the medium 0f testing followed by interviews this influence can be brought to light, and thus the possibility of a costly mistake is lessened. The function of testing is very similar to that of the physical examination which is demanded of every candidate before he or she is accepted into the religious life. Both examinations are looking for signs of illness which will render the candidate un-suited for the religious life in a definite order or congregation. The one seeks indications of physical illness; the other, indica-tions of psychological illness. Unfortunately, the psychological aspects of the human being are not as readily discernible as the purely physical. There is much in the psychological life of an indi~vidual which lies beneath the surface and thus passes un-noticed, but .which offers definite indications of-future emotional upheaval. In some cases, the individual consciously defends against revealing this hidden "matter, lest it be detrimental to him. In other cases, the unconscious processes completely hide the matter from the individual himself. Mental fitness for the religious life often depends upon the content of this hidden 66 Ma~'ch, 1957 PSYCHOLOGICAL SCREENING matter. To uncover such material, a c6mbination of psychologi-cal testing and interviews is often needed. Although the untrained person is certainly qualified to make some evaluation of the can-didate's personality, he will usually miss most of this hidden matter which gives a deeper clue to the workings of an indi-vidual's personality. The fundamental goal of any screening program is the detection of the grossly abnormal applicant. By this latter phrase is meant the applicant who gives definite signs of debili-tating psychosis or neurosis. He is the candidate who is mentally ill, although his illness may not yet be recognizable to the untrained religious examiner. In its initial stages, mental ill-ness may easily be passed over unnoticed, unless a concerted effort is made to investigate its possible existence. A testing pro-gram that is well conducted can give some indication that suffi-cient mental .and emotional health for leading a normal re-ligious life is wanting in the candidate. Subsequent interviews by trained personnel can put a'finger on the candidate whose mental illness is serious or gives evidence of becoming serious. Such a candidate is as.unfit for the religious life as the candidate who has tuberculosis or amalignant cancer. In considering the possibility of mental illness occurring after the individual has been received into the religious li~e, it should be called .to mind that the religious life, especially in its earliest phases, is such as to be considerably more taxing on psychological strength than the average life outside the cloister or the convent. It can reasonably be presumed that the seriously disturbed person will become pro-gressively worse under the strain of religious life, since he is usually unable to benefit from the many spiritual and natural helps of this life. The Problem of Personal Data Assessing the mental health of a candidate frequently de-mands a very comprehensive and revealing evaluation of his per-sonality. As a result of this need, religious superiors sometimes 67 RICHARD P. VAUGHAN Review for Religious are in doubt as to their right to investigate such highly personal data. Typical examples of traits that'might be discovered through a psychological screening program are as follows: emotional instability, lack of self-control, paranoid-suspiciousness, and deviant sexual tendencies. It is 'obvious that were such personality charac-teristics widely known, they would seriously handicap the future of the candidate, regardless of what state of life he might eventually choose. In considering this problem it is necessary tO understand fully what are the duties" and obligations of the religious superior who has the task of accepting or rejecting candidates. Upon his deci-" sion re~ts the welfare of the Church, as Well as that of the particular order or congregation to which" he belongs. Many of the faithful look upon religious as the personifica-tions of the spirit and teaching of the Church. When they come in contact with or hear about emotionally disturbed religious, their esteem of the Church as an instrument of personal sanctity is con-siderably lessened. For in the minds .of many of these people, mental illness and sanctity are incompatible. The afflicted person would not be in his present state if he had led a holy-life. Unfor-tunafely, some go so far as. to link mental illness with sin. The psychosis or neurosis is simply the result of past wrong-doing. Although the above-mentioned opinions have no scientific basis, still their prevalence makes the. emotionally disturbed religious a source of scandal for these uninformed laymen and laywomen. A further, danger of scandal arises when the faithful have per-sonal dealings with the mentally ill religious. Psychotic a.nd neurotic symptoms frequently manifest themselves in behavior which in the normal person could only be interpreted as sinful. The outbursts of anger seen in a paranoid are but one example of such behavior. Thus, the superior has the obligation, in so far as he is able, to see that he does not admit candidates who are likely to fall prey to mental disease and thus become a source of scandal to the laity. 68 March, 1957 PSYCHOLOGICAL SCREENING If the 'candidate. is'~ulfim~ately destined for holy orders, the duty of the superior to protect the welfare of the Church is even greater, in as much as the Church relies upon the priesthood for her very life. The menially disturbed, priest c~in be a source of great scandal and actually hinder the apostolic work of the Church. Obligations of Superioks A further consideration is ~he ol~ligation a superior has to his own order or congregation and to the individual members of that order or congregation. Every supekior who receives candidates has a definite obligation to his or her institute to accept only those can-didates who will be able tolead the religious life according to the rule of the particular order or congregation the candidate ~.lans to join. It is, moreover, the duty of the superior to see that the rights of the other members of the.community are" protected. Community life is an essential part of the religious lif~ in most orders' and con-gregations. Experience" snows that the mentally ill can do'much to disrupt community life. Finally, it is the "obligation of the superior to see that only those subjects be ~icceptdd who Wil! be able to further the work of the particular order or congregation. In general, it may be said that the seribusly disturbed neurotic or psychotic contributes very little in his lifetime to the specific works of the order, and often actually hinders that wo'rk. Therefore, since the superior has the obligation to look after the welfare of his order or congregation and its members, he or she has the right to use every legitimate means to accomplish this end, A well-conducted psychological screening program would seem to be a legitimate means of' eliminating those who are incapable of leading the relig-ious life and of fostering the specific works of a given order or congregation because bf poor mental health. Thus, it seems clear that the superior has the right to inves-tigate such highly personal data' as one would obtain from a screening program, if he thinks that such information is neces-sary to determine the mental and emotional health of the candi-date. This right stems from the obligation of the superior to 69 RICHARD P. VAUGHAN Review for Religious protect the welfare of the Church and his order. To accomplish this end, it may happen that the superior will have to investigate matter pertaining to the conscience of the candidate. Ii: this investigation is thought necessary, the superior has not only the right but also the duty to ask about such matters, and the candidate has an equal duty to reveal whatever information the superior thinks necessary to arrive at a correct decision with reference to the existence of a true vocation. It should be noted that all information derived from a screening program is received in the strictest confidence. Thus, it can be revealed only to the superior who must decide upon the suitability of the candidates and, if needed, his or her consultors. Under these circumstances, the fear of any damage that might occur to the reputation o~ the candidate would seem to be minimized. I~ the candidate is rejected, in the minds of his friends and associates he could have been rejected for any o~: a dozen or more reasons. His rejection because oI: poor mental health need never be known. Refusal To Cooperate Before beg!nning a screening program, it would probably be well to inform the candidate by letter of the general aim, nature, and need of such a program. The purpose of the letter is to acquaint the candidate with some of the notions involved in screen-ing and to dispose him or her more favorably towards the pro-gram. The emphasis is placed on the personal advantage of the program for the candidate. A mistake about one's vocation is usually costly in time and money, not to mention the emo-tional upheaval that frequently results when a.religious leaves after several years in the life. Immediately preceding the administration of a series of psychological tests, the psychologist again explains the purpose and need of the program. The candidates are then urged to be frank and honest in answering the items. Most candidates 70 March, 1957 PSYCHOLOGICAL SCREENING will acquiesce in thi~ request, since by this time they realize that the program is devised imt only for the good of the order or congregation that they plan to join, but also for their own good. However, it is not beyond the realm of possibility that a candi-date will absolutely refuse to submit to the testing progr~im. This situation would then ~resent a further moral issue. Has the superior the right to reject" any candidate who refuses to take the psychological te~ts Or who gives every indication that he did not cooperate in taking the tests, thus nullifying the test results? In answering this question, it should be noted that each order or congregation with the approbation of the Holy See has the right to establish the qualifications that it desires among its members. The superior who accepts the candidates acts in the name of the. order or congregation. Thus, he has the duty to see that these qualifications are met. Among the many qualifications for any type of religious life, mental health is a primary requisite. It therefore follows that the. superior can use every legitimate means at his disposal to guarantee that only the fit and suitable candidates are accepted. Psychological screening has come to be an acceptable instrument for determining the suit-ability of candidates as far as their mental health is concerned. Hence, it follows that the superior has the right to refuse admittance to those candidates who reject the testing program or give clear evidence that they did not cooperate, since these candidates have failed to give sufficient indication that they meet one of the essential requirements of the religious life, at least as far as the superior is able to determine. In passing, it might l~e noted that those who refuse to take the test must have a reason for their refusal; and most probably this refusal is con-nected with some kind of psychological inadequacy. Omission of Items Some personality tests demand the affirmation or denial of a number of statements. A certain small percentage of these items ask the testee to affirm or deny past moral faults. When 71 RICHARD P. VAUGHAN Review for Religious the candidate is faced with such items, he is not obliged to answer them, unless such information is necessary to determine the presence or absence of a vocation. It should be noted that these items usually inquire about specific incidents and not about habits of. sin which could interfere with a vocation. The superior has the right to ask about habits of sin when this information affects his judgment as to the existence of a true vocation. How-ever, isolated incidents of moral iapses usually do not stand in the way of a vocation; hence, if the candidate omitted these items, it Would not substantially affect the purpose for which these tests are given. A ready solution to the problem might be the omission of such items from the tests. However, since a number of the personality tests used in psychological screening have been stan-dardized for a .given population and appear in a printed form, it is very difficult to omit the items. An effort'is currently being made to adapt these standardized-personality tests for the ex-clusive use of religious and their candidates and to establish stan-dards of judgment for this particular segment of the popula-tion. These new standardizations will eliminate undesirable items. In the meantime, the psychologist should choose those tests which are least likely to be affected by this difficulty; where this is not possible, he should make allowances in his interpretation of the test results for a few unanswered items. How Much Confidence in the Testing Program? A further question arises: How much confidence can a superior place in a psychological testing program for candi-dates? The superior not only has an obligation to his own par-ticular order or congregation, but he also has an equal, obligation to the candidate who feels that he has a vocation. Psychological testing for candidates has been used by a number of orders and Congregations of both religious men and women. For the most part, these various religious groups have expressed their satis-faction with the results. However, it should be borne in mind 72 Ma~'ch, 1957 PSYCHOLOGICAL ~CREENING that the whdle program is a" relatively new movement in the Church and that more time is needed before one can reach a certain judgment as to the value of such a program. The tests which are commonly used for ~andidates to the religious life have proved themselves in other areas. Some have and are being used in psychiatric .and psychologial clinics to determine path-ology. It should also be noted tha~ some of the tests used with rdligious candidates have been adapted for this specific, purpose and thus should be even more valuable when used with these populations. Nonetheless, until more data have been gathered and scientifically evaluated, it would s.eem that tl~e most prudent course of action for any superiok who is initiating a testing pro-gram would demand, a cautious and at times skeptical 'acceptance of data received from the testing program. In the beginning, some kind of an interview by trained personnel for those candi-dates who scored poorly on the tests would seem to be almost imperative. In those relatively few instances where test and in-terview results show gross deviation from the normal, rejection of the candidates would seem to be in order. In those cases where the diagnosis from the test results is in doubt, it would seem that the more prudent course in initiating the program would usually be to accept the candidate and observe the nature of hi~ progress ~during the early years of the religious life. ¯ Professional Secrecy A screening program can be administered either by a mem-ber of the religious community who has received adequate train-ing'in psychology or by a lay psychologist who has had experi-ence in clinical testing. Since there are many aspects of the religious life which a layman cannot fully understand, the pro-gram conducted by trained religious personnel is highly desir-able. Once the test results have been interpreted and necessary interviews held, all the information derived from these sources is gathered together and an evaluation of the personality of the candidate is drawn up by, the psychologist. The information 73 RICHARD P.' VAUGHAN Review for Religious contained in these reports has been obtained through the medium of~ professional confidence since the psychologist' is bound by the same type of secrecy as the physician or lawyer who obtain confideniial matter.from their clients. The.candidate, therefore~ has every right to expect that this confidence will b~ safeguarded. Hence, the psychologist can submit the information obtained through testing only to the. religious superior or som~eone ap-pointed by the superior to make the decision as, to the acceptance or rejectiori of the candidate. To reveal the results to any other member of the community or to anyone else, such as a pros-pective ~employer once the application' has been rejected, would involve a violation of professional secrecy. The superior who receives the information from the psy-chologist is not free to speak of it to other members of the com-munity, unless he thinks that he needs to" seek advice from one of his consultors before ~arrivi~ng at a decision, for he is ~bound by the same obligation of secrecy as the psychologist. More-over, if the superior can obtain the advice of the consultors without revealing the identity of the candidate, he should do so. Among certain communities, there is the practice of allowing the master of novices to read the personality evaluations 0f can-didates. Such a procedure would seem to prejudice unduly the master's opinion of the candidates before they are received into the religious life. The doubtful cases especially suffer from this practice. Furthermore, since the novice, while still a candidate, consented to take the psychological examination for the sole pur-pose of determining his suitability, it would seem morally wrong t6 reveal the contents of these tests to the magter for the added purpose of future guidance and direction, unless the novice gives his consent. Rejection of the Candidate /~ When a candidate has been refused admittance into an order or congregation because ot~ poor mental health as indicated by testing and interviews, further moral problems present them- 74 March, 1957 PSYCHOLOGICAL SCREENING selves. The first question that arise~ in such ~in event is whether the candidate should be informed of the specific reason why he has been rejected. In view of the fact that there are several possible reasons besides lack of mental health or psychological fitness that can determine the decision of a superior in accepting or rejecting a candidate, many religious communities prefer simply to inform the applicant that he or she does not appear suited for the religious life. The exact reasons for the rejection are not given; or if they are given, they are stated in such general terms that the candidate does not fully comprehend their import. Hbwever, the outcome of such a procedure sometimes results in a cdrtain amount of discontent on the part of the rejected can-didate. Often this discontent is also manifested by the religious who is sponsoring the candidate. On the other hand, it would seem that the superior has only the obligation to see that the qualifications set down in his institute are fulfilled. If the can-didate does not meet these qualifications, then, in justice to his order, he must reject the candidate; but this rejection does not necessitate his telling the applicant why he has been refused. The decision to reject a candidate poses a further problem, namely, does the superior have any obligation to advise the applicant who is mentally and emotionally disturbed to seek some type of treatment? If such an obligation does exist, it certainly is not one Of justice. Out of justice the superior is simply obliged to inform the candidate that he is not suited for the life. It may then be asked whether out of charity he should give the rejected candidate some advice as to his need of treatment and offer suggestions as to how he might obtain this treatment. If the rejected candidates are not too numerous and there are local facilities which are in a position to offer therapeutic time, it would then seem likely that the superior should out of charity offer some help in this regard. For if nothing is said, there is a great likelihood that'~the illness will become progressively worse until it reaches that state where treatment will be extremely diff'- 75 RICHARD P. ~AUGHAN . Review for Religious cult, if not impossible. Mental illness ;s much more susceptible to treatment in the young than in the old. If hn emotional dis-turbance exists which is not too deep-seated, it is not beyond the realm of possibility that the applicant can be treated and reapply for admittance after a couple of years. In.this manner, a voca-tion can be saved. All the above-mentioned~suggestions imply that the candidate will be informed of the exact nature of his illness, so that he can take some action to rid himself of the affliction. However, if the superior does not see his way clear to offer some suggestion as to possible means of alleviating the difficulty, it would-seem more prudent not to inform the candidate of his condition. Such information without any. hope of doing something about the situation can only lead toga state of frustra-tion and consequently agitate the illness of the rejected candidate. Use of Test Results After Entrance A final aspect pertains to the use of testing results after the candidate has been received into the religious ,life. In any group, of candidates entering the religious life, "there will most probably be some who have been accepted even though their psychological fitness for the life is still in doubt. A number of these doubtful cases will give some indication during their postu-lancy that they ma)) not be completely suited,for the .life. .When the decision must. be made as to Whether they should receive the habit, some superiors will include the psychological evaluation at the .time of entrance as a factor in turning their judgment one way or the other. Since the postulancy is a time of trial, in which both the order or congregation and the individual postulant are trying to determine whether a true vocation is present, it would seem that the superior, who represents the o~der, is justified in using every legitimate means at his disposal so as to arrive at a correct decision. The results of the testing program can be a very valuable aid in reaching this decision. Since the time of postulancy is relatively short, the original test results w0uld prob-ably still- apply to the postulant in doubt. However, if changes 76 March, 1957 PSYCHOLOGICAL SCREENING in personality have become conspicuous during this period, it would be wise to ~e-evaluate the individual through testing and, if necessary, through interviewing. If the postulant has been allowed to take the habit; but, at the end of .the novitiate, there is still some doubt ~asto the psychological fitness, then retesting wouldseem to be in order since the element of more than one and a half years in the religio~us life will significantly influence the personalitypattern of thee novice. This retesting will also give an indication as towhether, during the course of the novitiate, the individual has become more or less psychologically fit for the religious life. Retest results will, thus, furnish helpful supplementary material for the superior who is faced with the difficult~ decision of allowing or refusing permission to take the first vows. If the tests can be evaluated by the same psychologist who had previously conducted the testing program, the results should reveal acciirate and valu-able material. However, it should be noted that neither novices nor reli-gious with their vows can be forced to submit to psychological testing. Such a program of testing is equivalent to a manifesta-tion of conscience, which according to canon law no superior can demand of his subject. The superior, therefore, may not threaten the religious with dismissal if he refuses to take the tests. He should feel free to point out to the subject whose vocation is in dbubt the. advantages of a psychological program. He may not, however, word his advice in ~uch a fashion as to exert pressure upon the religious to submit to the testing. Moreover, the religious who has undergone the psychological investigation must either explicitly 0r implicitly give permission to the superior to obtain the results from the psychologist, It may well be that the religious insists upon dealing directly with the psychiatrist or psychologist in arriving at'a final decision as to whether he or she has a vocation to the religious life. In this case, the superior 77 I~ICHARD P. VAUGHAN ~ould ~ave no fi~t to t~e ~ghly personal data derived from t~e tests and subsequent ~nterv~e~s. Conclusion Psychological screening is a relatively .new approach to the problem of determining 'mental and emotional fitness for the re-ligious life. As in any new movement, questions and doubts are bound to arise. In the case of screening, not the least of these questions and doubts are of a moral nature. However, if the purpose of screening is fully comprehended and the basic principles of moral theology are correctly applied, satisfactory solutions can be found. In the light of these solutions, a cau-tious and prudent use of a well conducted screening program can be extremely valuable and morally justifiable in deciding whether the candidate has the requisite psychological fitness for the religious life. SUMMER INSTITUTES FOR RELIGIOUS The Institute for Religious at College Misericordia, Dallas, Penn-sylvania (a three-year summer course of twelve days in canon law and ascetical theology for sisters), will be held this year August 20-31. This is the second year in the triennial course. The course in canon law is given by the Reverend Joseph F. Gallen~ S.J., that in ascetical theology is given by the Reverend Daniel J. M. Callahan, s.J., both of Wood-stock College. The registration is restricted to higher superiors, their councilors and officials, mistresses of no~ices, and those in similar positions. Applications are to be addressed to the Rev. Joseph F. Gallen, S.J., Woodstock College, Woodstock, Maryland. The Reverend Owen M. Cloran, S.J., will direct an Institute in Canon Law for Religious Women at St. Louis University, June 10-14. During the summer session from June 18 to July 26, the religion department will include courses on the sacramental life, Sacred Scrip-ture, moral guidance of adolescent girls, and God the author of the supernatural life. Inquiries concerning the Institute or the courses should be directed to the Department of Religion, St. Louis University, St. Louis 3, Missouri. 78 The Religious Teacher and Vocal:ions Sister M. Aurelia, O.S.F. NO ASPECT of the life of a priest or of a religious brother o~ sister is so mysterious as the manner in which the individual received the call to this special form of life. Every religious vocation has a divine origin; God is its first cause. Seemingly, there are many secondary causes; but, in the last analysis, a religious vocation comes from.God Himself. God does, however, make use of various agencies and circumstances to accomplish His purpose. The home, the Church, and the school often serve indirdctly as God's instruments in the develop-ment of vocations. A good Catholic home is the nursery for religious vocations. Statistics prove that a home in which the parents are leading truly Christian lives produces more vocations to th.e priesthood or the religious life than homes where the parents are careless and indifferent Catholics. Zealous priests, by their counsel .and friendly interest, direct many chosen souls to the service of God as priests, brothers~ or sisters. Many a religious vdcation has been brought to life by a prudent director. The Catholic school, however, is predominantly the source of religious vocations. Whil~ it is true that some earnest young people who have not had the opportunity of attending a Catholic school have become good priests, brothers, or sisters, the greater number of vocations are found among young people who are the product of Catholic schools. Therefore, religious teachers play an important part in God's plan for vocations. The manner in which God calls individuals is as varied as the characters of the individuals themselves. Some are called 79 SISTER M AURELIA directly; for example, John and Andrew, the first disciples of Our Loid, were called directly by Christ when He said to them, "Come and see." Peter was brought to our Lord by his brother Andrew. Even today some souls' receive a direct call from our Lord when He says to their wavering hearts, "Come and see." Probably most calls today are indirect, coming to souls through the instrumentality of others. It may be through a kind word, a tactful suggestion,., or the personal example of a priest or a religious brother or sister. It is, then, one of the most sacred duties of the religious teacher to develop a real understanding and appreciation of the religious life, to explain its concepts and ideals, and to create in the minds of the young a willingness and an ability to assume a life of prayer and sacrifice. This means to make young people vocation-minded, to make them reflect that perhaps God has chosen them to be among His select ones. " The personality of the teacher plays an important role in this respect. Some one has aptly said, "Though we soon forget what our teachers taught us, we readily remember the teachers themselves, their personality, their whims and humors, their ideals and enthusiasm, the ~ltmosphere they created and the spirit in which they worked.~ Names, dates, details of events fade away; but the personalities of the teachers have left lasting impressions." 'The personal example of a brother or sister is more potent than words. What we are is of greater importance than what we say. Nothing we say influences as much as what we how we acl. Our pupils see us as we really ar~', not as we think we are. We cannot hide our faults and defects, for our lives are as mirrors reflecting our inner selves. Our actions will show more plainly than words that we love our way of life, that we are happy, that we are glad to serve God as religious teachers, that our whole aim in life is to save our souls by drawing others to the knowledge and love of God. Let us examine ourselves. Do our words and actions reveal th~ v~rtues expected of a good religious? Are we friendly, 80 March, 1957 RELIGIOUS VOCATIONS patient, courteous, sympathetic? Do we exhibit self-control at all times, show practical piety--not the mushy, sentimental kind, but sincere humble devotion? Have we a prudent zeal'for the honor and glory of God and the salvation of souls? Kindness, charity, and consideration for others are the most attractive virtdes in a religious teacher. A teacher who is just and square, who is honest and sincere will attract more young people to the religious life than another who speaks piously of virtue and love of God, but who may be unjust, insincere, un-sympathetic, and unforgiving. A teacher who holds a grudge or indulges in spiteful remarks will never instill a love for the religious life. Many a vocation has been nipped in the bud or given up entirely because of a sarcastic, unjust, or disagreeable teacher. Remember that a holy and happy religious is the best advertisement for his or her community.': What kind of advertisement am I for my community? Do I repel others by my brusque, sharp, and domineering manners? Am I kind and considerate in my dealings with my pupils?" with my fellow teachers? Do I always remember that I represent the meek and gentle Jesus? Our love, our enthtisiasm and devotion to our work, tour sincere appreciation of our holy vocation will act as a powerful magnet, drawing others to follow more intimately the loving Christ as a priest, brother, or sister. Good example, prayer, sacrifice, and a holy life are the best means by which we may hope to influence others and make them vocation-minded. OUR CONTRIBUTORS RICHARD P. VAUGHAN is an instructor in psychology at the University of San Francisco and clinica! psychologist for the Mc- Auley Clinic, St. Mary's Hospital, 'San Francisco. SISTER M. AURELIA is co-author of Practical Aids for Catholic Teachers and, after teaching school for fifty-four years, is now retired at the Mother House, Millvale, Pennsylvania. DANIEL J. M. CALLAHAN, pro-fessor of dogmatic theology for thirty years, is now engaged in coun-selling and retreat work for priests and religious at Woodstock College, Woodstock, Maryland. R. F. SMITH is a member of the faculty of St. Mary's College, St. Marys, Kansas. 81 The Background :he. ¯ Superna!:ural Lit:e Daniel J. M. Callahan, S.J. m~mO STRIVE for the perfection of the supernatural life is mandatory for us as religious. ~ Obviously then, our asceti-cism must be founded on the truths of faith, and a thorough appreciation of them will be the strongest incentive to the cor-rection of our faults and to the practice of virtue. In con. sequence,, a clear understanding of the supernatural is of primary importance first for our personal sanctity and then for the success of our apostolate, which is, like that of St. Paul, "To announce among the Gentiles the good tidings of the unfathomable riches of Christ, and to enlighten all men as to what is the dispensation of the mystery which has been hidden from eternity in God, who created all things" (Eph. 3:8-9). The present paper aims at the exposition of the background oi: the supernaturalas it appears in divine revelation. Though grafted on the natural, the supernatural life abso-lutely transcends the natural, but the better we comprehend the latter, the more readily shall we apprehend the fo~mer. What then is the implication of a state of nature and of a.completely natural life? Though such a condition never existed for human beings, God could have established 'it and been satisfied with it. It would mean that we w.ould be made up of body and soul, of matter and spirit, together with all the capabi!ities requisite for the discharge of human activity and for the attainment of the purpose of our creation. We would have our present composite nature resulting from the components just mentigned, a human personali~ty equipped for the functions of vegetative, sentient, .rational life and requiring due subordination and coordination to our intellect and will for the perfection of the whole. For a composite entity could subsist and evolve only on the supposi-tion of harmonizing its constituents and bringing them under 82 THE SUPERNATURAL LIFE the confrol of the highest of them. Lack of such subordination would cause life to languish, to disintegrate, and ultimately to cease. In consequence, even a purely natural life would involve struggle because of the two levels in our nature, each of which would be drawn to its own gratification, the merely pleasurable and the morally good. There could be a conflict of passion against will, an experience that could be arduous and distressing, although these unruly impulses would not be irresistible. The free will could and should restrain them through inhibition, modera~ tion, and the stimulation of opposing urges to good. In like manner, through self-love and pride, the free will could rebel against the Creator recognized as Supreme Lord, and sin. Man could arrive at the basic principles of mori~l conduct and realize his obligation to shape his life in harmony with them. He would thus be in possession of natural religion, embracing a body of truths .to be accepted, o~ duties to be fulfilled, and the cor-responding sanctions, full natural happiness or proportionate punishment in a future life, for the observance or violation of such fundamental duties. The creation of the universe, and of man in particular, was utterly gratuitous, the outcome of ineffable love. It was ef-fected, not that God might acquire something hitherto wanting, but in order to share the divine treasures with His creatures. Such is the way of true love: it purposes, not the enrichment of the lover, but that of the beloved. Infinite in every manner, God cannot increase His possessions, but He can and does apportion them among His creatures. To this love we all owe our origin; and, having lavished on man all that is inherent to his nature, the Almighty might have been content with His majestic universe and prescribed for us that we employ our native powers for the acquirement of our perfection and ulti-mate destiny, which would consist in a knowledge and love of God derived from the world around us and in a proportionate 83 DANIEL J. M. CALLAHAN Review fo~" Religious happiness here and in the world to come. The creature man could lay claim to nothing more: But God was motivated by love, and true love never says enough, for its measure is to love Without measure. God could and would do for man something more wonderful. Leaving intact his human nature, God engrafted on it another nature, a reality absolutely transcending the re-quirements and exigencies of his nature, a finite participation in the divine nature, constituting him His child and ordaining him to partake of His life through grace here and through the light of glory in the world to come. In a very summary style, such is the content of the revealed truth of our elevation to the super-natural order. A brief clarification may be desirable. God has made known to us the eternal generation of His divine Son, who while differing in person from the Father, shares in one and the same nature with Him. The Second Person is the natural Son of God, consubstantial with the Father, and with the latter the divine principle from which proceeds the Holy Spirit. This is the adorable mystery of the H01y Trinity. Analogically, in a finite manner, at the moment of man's creation God adopted him, extending to him the divine filiation. Rema!ning a creature, man was elevated to the dignity of son of God, enabled to live on a level exceeding all man's natural powers, and to enjoy forever the immediate vision of God in heaven. We are in the presence of a divine marvel, conferred on our first parents, and sincerely proffered to their offspring. Thrbugh the most disinterested and inexpressible goodness and love, G~d implanted in their souls what, not inappropriately we trust, may be termed a supernatural organism, closely paralleling their natural organism and admirably fitting them i~or their adopted life. This included sanctifying grace, corresponding to the human soul, the infused virtues and gifts of the Holy Spirit, analogous to human faculties, and actual grace to supplement God's natural cooperation in created activities. In virtue of habitual grace we 84 March, 1957 THE SUPERNATURAL LIFE share, in a finite degree, in the divine nature; we are God's'chil-dren and heirs of heaven. The infused virtues and gifts of the Holy Spirit perfect our faculties, and actual grace sets the organ-ism in action, enabling us to perform supernatural, meritorious deeds that confer on us a title to the vision of God and life e~ernal with Him. In addition to this supernatural organism the Creator bestowed on our first parents the prerogative of integrity, a preternatural gift excelling their natural constituents and implying the absence of concupiscence and the control of the passions, which, with-out rendering them impeccable, greatly facilitated the practice of virtue. By nature, too, man is incident to sickness and death, but a specific disposition of divine providence gave assur-ance to him of the immortality of his body. Finally, in order to ready Adam for his role as head of humanity, he was granted infused knowledge of the truths needful for the discharge of his unique responsibility. Such privileges implemented human nature with moral rectitude, adjusted it to the life of gr.ace, and, with the exception of infused knowledge, were not a pdrsonal endowment, but a family patrimony to be transmitted to us, conditioned on Adam's fidelity to God. To enable"them to .merit heaven, our first parents~ retained their freedom, the power of turning from real good to that which is btit apparent good. A divine precept was imposed on them. Satan tempted them to disobedience and because of pride and sensuality they succumbed. With the knowledge of God's liberality to them, His inalienable rights to their compliance, the gravity of the mandate, and the severity of the sanction, their willfulness implied a negation of the Creator's dominion and wisdom, and was a grievous sin. What were the consequences? God might have put them to death immediately, b'ut His goodness and mercy are in the fore. He forebore, and though they had forfeited sanctifying grace God condescended to retain in them the virtues of faith and hope. 85 DANIEL J. M. CALLAHAN Review for Religious Through actual grace He induced them to repent, forgave the .sin, and gave them the assurance of a redeemer who would vanquish the evil spirit and reinstate fallen humanity. Nor was their nature impaired, and though weaker in comparison with the energy it enjoyed through the prerogative of integrity, there~ is no conclusive evidence that it was more feeble than it would have been in a purely natural order. In lieu of inheriting their original patrimony, because of the sin of our first parents, we enter the world destitute of sanctifying grace, the infused virtues, the gifts of the Holy Spirit, integrity and immunity from sickness and death. Our situation is similar to that of a child born after the loss of the father's wealth through fault or financial failure: we have suffered a mo-mentous deprivation, but no injustice. The resultant struggle against our lower nature may be arduous and protracted, .but God will never be wanting with His grace and we can achieve victory. Having vividly depicted this inner conflict, St. Paul poses the question: "Unhappy man that I am, who will deliver me from the body of this death?" And he replies at once: "The grace of God through Jesus Christ." Salvation is attainable only through the grace merited ~or us by Christ. Impelled by purest love and measureless kindness, through the mystery of the Incarnation the Second Divine Person became one of us that through our incorporation in Him we may be one with Him. Through a life of obedience and self-abnegation, of adequate and even super-abundant reparation, our Blessed Lord compensated the divine majesty outraged by sin, rendered to God perfect praise, glory, service, and thus reinstated us in the supernatural life. Such is the Catholic dogma of the redemption, operative through the foreseen merits of Jesus from the Fall and effective for all time. Through the infusion of sanctifying grace original sir/ is remitted, and our natural faculties are properly orientated 86 March, 1957 THE SUPERNATURAL LIFE a.nd fortified by means of the infused virtues, .~the,gift~. of the Holy Spirit and actual graces. Christ established the Church,in which and through which He perpetuates His religion, a~suring to God perfect worship, and to us divine truth, wise guidance, and transcendent sanctity. The universal Mediator, the magnetic Ideal for all, through His transforming, divinizirig grace, remedies ~he disasters of sin, and through His sacraments and constant inspirations enables us to approximate the blessed statue of integ-rity forfeited through sin, thus restoring peace, s.ecurity, unioii here, and effortless beatitude in the life beyond. In conclusion, it may be well to assess our practical appr~ci.a-tion of the supernatural and of our superhuman dignity as chil-dren 6f God, brothers and sisters of Jesus. As religious we have superior advantages and we are circumscribed with every safe-guard. Profound faith, constant vigilance tempered with con-fidence, recollection, prayer, self-abnegation are the most appro-priate expression of our gratitude and the efficient means of expanding our new life in Christ, SOME BOOKS RECEIVED [Only books sent directly to the Book Review Editor, West Biaden College, West Baden Springs, Indiana, are included in our Reviews and Announcements. The following books were sent to St. Marys.] Nature: The Mirror of God. Report of the Thirty-Sixth Annual Meeting of the Franciscan Educational Conference, St. Anthony" on-the-Hudson, Rensselaer, N. Y., Aug. 16-19, 1955. By the Fran-ciscan Educational Conference, D.C. $3.50 (paper ~over). Hacia el origen del hombre. Pontificia, Comillas (Santender). The Bible and the Liturgy. Capuchin College, Washington 17, By V. Anderez, S.J. Universidad 120 pesetas (paper cover). By .Jean Danielou, S.J. University of Notre Dame Press, Notre Dame, Indiana. $5.25. The New Ritual: Liturgy and Social O~der. Proceedings of the National Liturgical Week, Worcester, Mass., 1955. By the Liturgical Conference, Elsberry, Mo. $2.00 plus 8c postage (paper cover). The Family Rosary Novena. By Leo M. Shea, O.P., and William Sylvester. Catholic Art Services, Inc., 500 South 4th St. Minneapolis, Minn." $1.00 (paper cover). 87 The I:: lucat:ion and Format:ion ot:: Religious Priest:s Pope Pius XII [EDITORS' No'i~E: This apostolic constitution was issued May 31, 1956, under the title Sedes Sa~ientiae. It states the general principles which are to govern the formation of religious destined for the priesthood. Many of these principles, we think, will be of interest to all religious. The original Latin text appeared in the ilcta/l~ostolicae Sedis, 1956, pp. 354-65.] sEAT OF WISDOM, Mother of God Who is the Lord of all k~owledge, and Queen of the Apostlesmsuch is the Most Blessed Virgin Mary, to whose honor We dedicated an entire holy year. With special reason, then, is she considered the Mother and Teacher of all those who embrace a state devoted to. the acquiring of perfection and at the same time st'~ivd to carry on the apostolic warfare of Christ the Highpriest. The pursuit of so excellent a vocation--religious, and at the same kime priestly and apostolic--urgently demands for its effective realization the leadership and assistance of her who has been appointed the~ Mediatrix of all graces pertaining to sancti-fication and who is rightly called the Mother and Queen of the Catholic priesthood and apostolate. We earnestly implore her favor, therefore, that just as she has procured for Us light from above in framing these regulations, so she may by her. protection assist those whose duty it will be to put them into effect. In the gracious kindness of God's providence it has hap-pened that, throughout the centuries, Christ the Redeeemer has breathed into souls of His predilection in an interior and, as it were, mysti~ conversation that invitation once offered in His living voice to the young man who asked Him about eternal life: "Come, follow Me" (Mt. 19:21). Some of those who by the grace of" God heard that call and like the holy apostles pro-claimed, "We have left everything and followed Thee" (Mt. 88 RELIGIOUS FORMATION 19:27), were also made by our Lord "fishers of men" (Mt. 4:19) and "laborers" chosen by Him to be sent "into His vinyard" (Mt. 9:38). This double vocation occurs today just as in former times, since the union of the states of religious perfection with the priestly dignity and apostolic ministry has become daily more frequent and intimate. For, generally speaking, the monks of antiquity wer.e not priests. The few among them who were forced almost of necessity tb accept the prie.sth.ood in order to convert men to Christianity were somewhat drawn away from their own Rule. In later times the mendicants, although imbued~ with an admirable apostolic zeal, were not all required by their Rule to be priests. Even the holy Father of Assisi himself was not a priest. The canons regular on the contrary, and especially the clerks regular, by a special divine vocation received and exer-cised sacred orders. Finally, innumerable congregations and so-cieties of common life imitated them as clerical institutes. To these are added in our own day (fo~ ~God always provides for the needs of each age) some secular clerical institutes. Besides, at the present time, even in the older orders of the Latin Church which are not formally lay orders, all the mem-bers, with the'exception of those who ard called coadjutors or conversi, are destined for the priesthood, which is, in fact, a strict requirement for those who govern these orders. Consequently, in our time the Church has the benefit of a great host of ministers who devote themselves both to the acquisi-tion of. perfection by the practice of the evangelical counsels and to the fulfillment of the priestly office. This multitude of men constitutes what is called the religious clergy, side by side with those who are called the secular or diocesan clergy. Both are vigorous and flourish in the spirit of fraternal emulation and fruitfully assist one ariother under one and ihe same supreme authority of the Roman Pontiff, with due respect, of course, to the power of the bishops. 89 P~us XII Review for Religious In'order to attain properly 'and surely their double end, it ~must be evident to all that the religious clergy need wise norms by which to guide and promote their education and formation, whether it be religious or clerical and apostolic. Hitherto this need has been satisfied chiefly by the stitutions and' statutes ~of each group by which the training of the young men and their course of studies are regulated; and, of course, prescriptions and regulations of the Holy. See are' not completely lacking. Still, a set of general, coordinated, and more complete, norms which would be supported by the apostolic authority and which would be universally obseived has long been desired in order that this important work, which is of the highes.t moment for the good of souls, may be placed on a sedure foundation .and with continuous and fitting effort~ may be fruit-fully developed and perfected. So excellent a work requires the constant vigilance of the Apostolic~ See itself. Indeed, the diocesan seminaries, which are institutions for the common good in the Church, are under the active care and perpetual control of the Sacred Congregation of Seminaries and Universities. By the same token schools which are recognized and sanctioned by the Church as proper to those who are tending to perfection are likewise institutions for the common good and are subject to the authority of the Sacred Congregation for Religious. It was for these many reasons that, by Our apostolic author-ity, we ratified in 1944 within the Sacred Congregation for Religious, "the erection and establishment of a special committee or commission of qualified men who are to investigate all the questions and matters in any way" pertaining to the religious and clerical education of aspirants, novices, and junior members of any religious order or.society of men living the common .life without vows and also their instruction in letters, the sciences, 'and the ministry" (AAS 36 (1944), 213). 90 March, 1957 RELIGIOUS FORMATION This committee was ~made up of experienced men from different religious bodies and different nations. When the gen-eral congress of the states of perfection was called in 1950, all the existing documents which were relevant had been examined, details of information had been gathered from all parts of the world in accordance with the circular letters sent to all general superiors, and an immense file had been accumulated. After-wards, using various appropriate proposals suggested during the congress, the commission reconsidered and revised the schemata already prepared and finally submitted them for Our approval. Now, therefore, We are issuing a number of statutes, with a preamble containing certain fundamental principles and norms concerning the education and formation--religious as well as priestly and apostolic--of candidates. These principles and norms are to be kept in mind at all times by everyone concerned. II. In the "first place, We wish it to be clear to all th~it the foundation of this entire life, which is called the divine vocation, whether it be religious or priestly and apostolic, consists of two essential elements, one divine and the other ecclesiastical. In regard to the first, the vocation from God to enter the religious or priestly state is so necessary that, without it, the very founda-tion on which the whole edifice rests must be said to be wanting. If God does not call a candidate, His .grace does not move 'nor help him. Indeed, a true vocation to any state must be regarded as, in a measure, divine, in the sense that God Hims.elf is the principal author of all states and all dispositions and. gifts, whether natural or st~pernatural. Bu~ this is especially true of a religious and priestly vocation which is resplendent with so sublime a title and which abounds with so many natural and supernatural endowments that it cannot but "descend from the Father of lights from whom every best and perfect gift comes" (James 1:17). 91 PIUS XII Review for Religious The second element of oa religious and sacerdotal vocation, as the~ Roman Catechism teaches, is this: "Those are said to be called by God who are called by the lawful ministers of the Church." This by no means contradicts the things We have said about the divine vocation; rather it is most closely associated with them. The divine vocation to the religious and clerical itate means that one is destined to lead publicly'a life of self-sanctifiCation and to exercise a hierarchical ministry in the Church which is a visible and hierarchical society. Consequently, this vocation must be authoritatively approved, accepted, and controlled by the hier-archical superiors to .whom the government of the Church has been divinely committed. All who are charged with the task of bringing to light and testing such vocations must be alert to these truths. They must never in any way force a person to embrace the priestly or religious state, nor may they persuade or accept anyone who does not clearly show the true signs of a divine vocation. Similarly, no one must be urged to the clerical ministry who indicates that he has received from God a vocation only to the religious life. Moreover, those who have° been given the gift of a religious vocation must not be pressed or drawn into the secular, clergy. Finally, let no one be turned from the priestly state who is known by definite signs to be divinely called to it. Evidently, then, those who aspire to do service as clerics in the state of perfection and for whom these norms are estab-lished must have at the same time all those qualities which are required to constitute a multiple vocatibn of this kind, religious as well as sacerdotal and apostolic. Consequently, all the gifts and qualities which are considered n~c'essary for the fulfillment 6f divine offices so sublime ought to be found in them. III. Moreover, the ~eeds of the divine vocation and the qualities required for it, even when present, obviously need education and 92 March, 1957 RELIGIOUS FORMATION formation to develop and mature. Nothing is immediately perfect at birth, but attains perfection by degrees. In regulating this development all the circumstances both of the person who has been divinely called and of place and time must be taken into account in order that the desirdd end may be effectively reached. The education and formation of the junior members, therefore, should be thoroughly sound, enlightened, solid, and complete. It should be wisely and courageously adapted to present-day needs whether internal or external. It ought to be assiduously developed and watchfully tested with regard to the perfection both. of the religious and of the priestly and apos-tolic life. We know from experience that only proven and well-chosen teachers can do'.all this. These men.mult not only be eminent in learning, prudence, and the discernment of spikits and well-equipped by their varied experience of men and affairs and by their other human gifts; but they must also be filled with the Holy Spirit and that sanctity which will make them an example of virtue before the eyes of the young men. In the whold matter of education, certainly, men are more atkracted by virtue and a good life than by words. In the accomplishment o~ this important task, ~:he first rule for the educator should be that which our Lord proclaimed in the Gospel: '!I am the good shepherd, the good shepherd gives his life for his sheep , . . I am the good shepherd, and I 'know Mine. and Mine know Me" (Jn. 10:11, 12, 14). St. Bernard expressed the same rule in these words: "Learn that you must be mothers of your subjects and not lords: strive rather to be loved than to be feared'~ (Sermon 23, On the Canticles). The Council of Trent likewise frequently exhorts that ecclesiastical superiors "must first be admonished to remember that they are shepherds and not tyrants and that they must so rule their subjects as not to domineer over them but to :love them as sons and younger brothers. They ought to endeavor by exhortation and admonition 93 PIUS XII Review for Religious to deter them from what is unlawful lest they be compelled to administer due punishment after faults have been committed. Yet if, through human frailty, their subjects have done wrong, t.hey must observe the precept of-the Apostle, and reprove, entreat, rebuke them in all kindness and patience. Benevolence towards those who need correction is certainly more efficacious than severity, exhortation is better than threats, and charity accomplishes more than force. If on account of the gravity of the offense, there is need of the rod, then rigor must be tem-pered with gentleness, justice with mercy, severity with clemency. Thus, without harshness, the discipline so salutary and necessary for public order may be maintained; those corrected may amend their ways; or, if they are unwilling to repent, others may be deterred from wrongdoing by the wholesome example of their punishment" (C.I.C.c. 2214, § 2; Conc. Trid. sess. XIII de ref. cap. 1). :~ Moreover, let all those who in any way are charged with the instruction of candidates remember that this kind of education and formation demands an organic progression in which all suitable resources and methods are used according to circum-stances. The whole ~nan must be considered under every aspect of his vocation so that he may be molded in every part into "a perfect man in Christ Jesus" (Col. 1:28). As to the means and techniques of training, manifestly those based on nature itself and those which are supplied by the human research of our day, if they are good, are not to be despised. In fact, they should be highly esteemed and wisely used. Nevertheless, no error could be worse, in the formation of such select subjects, than to rely solely or too much on natural means of this kind, and to esteem of less importance or to neglect in any waylthe instruments and resources of the supernatural order. Indeed, to attain religious and clerical perfection and an abundance of apostolic fruit, the supernatural means, such as the sacraments, prayer, mortification, and others of this kind ~ire not merely neces-sary but primary and altogether essential. 94 March, 1957 RELIGIOUS FORMATION While keeping this proper order of procedures and means, however, nothing should be neglected that conduces in any way to the perfection of body and mind, to the: cultivation .of all the natural virtues and to the vigorous formation of the whole man. Thus, the supernatural formation, whether religious or priestly,' will adhere to a very solid foundation of natural goodness and cultivated humanity. Surely, the way to Christ becomes easier and more secure for men, io the extent that there appears in the person of the priest "the goodness and kindness of God our Savior" (Tit. 3:4). Although the human and natural formation of.the religious clergy is to be highly esteemed by all, there must be no doubt that supernatural sanctification of the soul holds the first place in the total course of training. For if the admonition of the Apostle pertains to every-Christian: "This is the will of God, your sanctification" (I Thess. 4:3), how much more does it apply to a man who has not on!y been enriched by the priegt-hood but who has p-ublicly professed his intention of striving for evangelical perfection itself? Indeed, by his office he becomes an instrument for the sanctification of others. Upon his own sanctity, therefore, depend in no small measure the salvation of souls and the spread,of the kingdomof God. Let everyone, then, in those states devoted to the acquisition of evangelical perfection remember and frequently consider be-fore God that they do not sufficiently fulfill the duties of their profession if they avoid grave sins or, with God's help, even venial sins. It is not sufficient to carry out only materially the precepts of superiors nor even to observe the vows or the obligations by which one is bound in conscience. It is not sufficient, finally, to obey one's own constitutions, according, to which, as the Church commands in her sacred canons, "each and every religious, superior as well as subject, is bound to order his life . . . and thus tend to the perfection of his state" (C.I.C. c. 95.3). All this they must do with full spirit and a burning 95 Review fo~¯ Religious love, not just from necessity, but also "for conscience's sake" (Rom. 13:5). Assuredly, if they are to ascend the heights of sanctity and to show themselves living fountains of Christian charity to all, they must be on fire with unbounded love towards God and neighbor and be adorned with every virtue. IV. When provision has been made for the sanctification of ,the soul, care must also be given to the most exact intellectual and pastoral education of the religious clergy. In view of its importance and aware of Our supreme duty, We desire to set forth and to recommend somewhat more fully the principles concerning this education. Both solid instruction, 'which is complete in every respect, and intellectual formation are most necessary for such religious. This need is clearly and fully deduced from the threefold dignity, religious, priestly, and apostolic, which they assume in the Church of God. The principal duty of religious men is to seek God alone and, adhering to Him, to contemplate divine things and transmit them to others. ' They must remember, however, that they can in no wise rightly and fruitfully fulfill this holy duty and attain to sublime union with Christ, if they lack that copious, profound, and ever more perfect knowledge of God and His mysteries which is derived from sacred learning. It is the priestly dignity of one who is distinguished as an ambassador of the Lord of all knowledge that causes him with special appropriateness to be called "the salt of the earth" and "the lightof .the world" (Mt. 5:13i 14). This dignity demands a full and solid training especially in ecclesiastical subjects, those, namely, which can nourish and strengthen the spiritual life of the priest himself and keep him free from every error and unsound novelty. This learning, besides, will make him a faith-ful "steward of God's mysteries" (I Cor. 4:1, 2) and a perfect 96 March, 1957 RELIGIOUS FORMATION" man of God, "fully equipped for every good deed" (II Tim. 3:17). Each member of the states of perfection fulfills his apostolic office in the Church according to his own vocation--by pious sermons to the people, the Christian education of boys and young men, the administration of the sacraments and especially penance, missions to unbelievers, the direction of souls in the spiritual life, or by his very manner of daily living with the people. Such works, however, will not be able to bring forth rich and long-lasting fruit~ unless the ,religious themselves have thoroughly learned the sacred teaching and deeply penetrated it by continual study. In order to achieve this solid and complete intellectual education and formation, in accordance with the natural progress of the .young men and the orderly distribution of studies, the superiors should diligently see to it that, with respect to the knowledge of letters and other subjects, religious students "be at least equal to the lay students who are following the same courses. If this is secured, the minds of the students will b'e more exactly developed anda selection can be made mbre easily at the proper time" (Plus XII, iVlenti noslrae, 23 Sept. 1950). Likewise, the young men will have been prepared for a more profound understanding of their ecclesiastical studies and equip-ped with suitable aids. Only qualified and carefully selected teachers should in-struct in the fields of philosophy and theology, and everything enjoined by the sacred canons and the prescriptions of Our predecessors as well as Our own must be religiously observed: Due reverence for and absolute fidelity to the ecclesiastical magis-terium especially should be professed always and everywhere and should be instilled into the minds and hearts of the "students. They should learn that prudence and caution must always ac-company the diligent and commendable investigation of' new questions which arise with the progress of the times. The method; 97 P~us XII Review fo~" Religious teachings, and principles of the Angelic Doctor are to be retained and universally followed in the philosophic and theological edu-cation of the students. With Aquinas as guide and teacher, all ought to teach theology according tO a method at once positive and what is called scholastic. In the light of the authentic magisterium, the sources of divir~e tevelati, ot~ 'should be accurately scrutinized' with the help of all suitable aids. Then let the treasures of truth thus obtained be clearly developed and effectively defended. Since the dep'osit of revelation his been entrusted solely 'to the magisterium of the Church' for authentic interpretation, it must be faithfully ex-plained not in a merely human way, by private jhdgment, but according to the sense and mind of the Church. Let the teachers of Christian philosophy and theology know, therefore, that they do not teach in their own right and name but only in the name and by the authority of the Church and hence under her watch-ful direction. From her they have received the canonical mission to exercise their ministry. Wherefore, while due liberty of opin-ion is preserved in matters which are still disputed "they must remember well that the faculty to teach has not been given them in order that they may communicate to the students their own conjectures and opinions of their subject, but that they may im-part to them the approved doctrines of the Church (St. Pius X, Motu proprio Doctoris Angelici, 29 June, 1914). Moreover, let all, both teachers and students, keep in mind that ecclesiastical studies do not aim merely at intellectual train-ing but strive for an integral, solid formation, whether religious or priestly and apostolic. Hence, they are not to be directed simply to the passing of examinations but to the impressing of a form, so tospeak, on the minds of the students, a form which will never" slip away, and from which, when the occasion arises, the student can always draw light and strength for his own needs and the needs of others (Cf. Plus XII, Address to Students, 24 June, 1939). 98 March, 1957 RELIGIOUS FORMATION To this end, intellectual instruction must first of all be closely joined with zeal for prayer and the contemplation of divine things. It must be so complete that no part of the pre-scribed subjects is omitted. It must be coherent and in every respect so compact and sound that all the subjects harmonize and form one solid and properly ordered system. It must also be wisely adapted to refuting the errors and meeting the needs of our day. It should include modern findings and at the same time be very much in harmony with venerable tradition. Finally, it should be effectively directed to carrying out fruitfully pastoral duties of all kinds. As a result, future priests who are so in-structed will be able to set forth and defend sound doctrine easily and accurately in sermons and catechetical instructions to learned and unlearned "alike, to administer the sacraments pro-perly, to promote actively the good of souls, and to be useful to all in word and deed. Assuredly, all that We have thus far said about the spiritual and intellectual formation of students especially tends towards and is clearly necessary for the molding of truly apostolic men. In fact, if due sanctity, and learning are wanting in a priest, obviously everything is wanting. Nevertheless, in order to satisfy Our most serious duty, we must add here that, besides sanctity and adequate knowledge, the priest certainly needs a careful and thorough pastoral preparation to fulfill his apostolic min-istry properly. In this way true skill and readiness in under-taking the multiple works of the~ Christian apostolate will be pro-duced and developed. It is clear that, if diligent preparation in theory, in technique, and in the skill acquired by long practice is an ordinary pre-requisite for the exercise of any art, then the formation required for that which is deservedly called the art of arts must be equally diligent or rather more exacting and profound. 99 PIus XII Review fo~" Religious This pastoral formation of the students is to begin as they enter upon the course of studies; it is to be gradually perfected in the course of time; and the final consummation is to be achieved, when the theological course is completed, through a special period of probation. According to its special end, each institute ought to strive, in the first place, ,that those who are to. be the future ministers and apostles of Christ should be solidly and deeply imbued with and practiced in the apostolic spirit and virtues, according to the mind of Chriit Himself. They' should have an ardent and most ptire desire to promote the glory of God; an active and burning love for the Church, both in protecting her rights and in preserving and spreading her doctrine; an inflamed zeal for the salvation of souls; a supernatural prudence in word and deed united with evangel-ical simplicity; a humble abnegation of self and complete submis-sion to superiors; a firm confidence in God and an acute aware-ness of their own duties; manly ingenuity in undertaking works and constancy in pursuing them once begun; a great soul pre-pared to do and suffer anythingf even the hardest; finally a Christian amiability and human kindness which will draw all men. There is, besides, another end to be sought in imparting pastoral training, According to the level of progress in studies, the students should be instructed in all those subjects Which are especially conducive to forming in. every way the "good soldier of Christ Jesus" (II Tim. 2:3) and to equipping him with proper apostolic weapons. Hence, in addition to the philo-sophic and theological studies, which, should also be suitably ordered to pastoral activity, as We have said, it is very necessary that instruction be given to the future shepherds of the Lord's flock in psychology ,,and pedagogy, in didactic and catechetical methods, and in other social and pastoral matters, under experi-enced teachers and accor~ling to the norms of this Aposto!ic. See. This training should correspond to modern advances in these subjects and make the young men fit and ready for the mani-fold needs of the preserit-day apostolate. 100 March, 1957 RELIGIOUS FORMATION In order that this doctrinal education and formation in apostolic matters may be confirmed by use and practice it should be accompanied by exercises which are wisely adapted to the level of development and prudently regulated. We desire that these exercises be carried on, perfected, and continually strength-ened, after the promotion to the priesthood, in a special pro-bation under experienced men who will direct by their teaching, advice, and example while at .the same time the sacred studies are continued without interruption. Now that We have stated these general principles by which the work of education of the teachers and students are to be molded and directed, We decree and declare, after mature and thorough deliberation, with certain knowledge and with the fullness of. apostolic authority, that the general norms under each heading of serious import are~ to be observed by all to whom they pertain. We also grant to the Sacred Congregation for Religious the power to implement under Our authority .and by means of ordinances,, instructions, declarations, interpreta-tions, and other such documents the General Statutes already approved by Us. The same Sacred Congregation is authorized to take all the steps that will tend to the faithful observance of this constitution, the statutes, and their ordinances. Everything to the contrary notwithstanding, even though worthy of special mention. Given at Rome, from St. Peter's, the thirty-first day of the month of May, feast of the Blessed Virgin Mary, Queen of the World, in the year of Our L~rd one thousand nine hundred and fifty-six, the eighteenth of Our pontificate. PIUS XII POPE 101 Survey oJ: Roman Document:s THE PRESENT ARTICLE will survey the principal Roman documents which appeared in the ~!cla/l/~osto!;cae Se~/is (AAS) during the period June 1, 1956, to September 30, 1956, inclusive. It should be noted that in the course of the article all page references to AAS, unless otherwise noted, are to the 1956 AAS (volume 48). During the four month period of this survey, only one document was published in AAS that directly referred to religious life. This document was an instruction of the Sacred Congrega-tion of Religious, issued on March 25, 1956 (AAS, pp. 512- 526). The instruction deals with.the cloister of those religious women who in strict canonical .terminology are called nuns. Henceforth, the document states, all nuns, even those who, by temporary exception, pronounce only simple vows, must accept and retain either major or minor papal cloister if they wish to retain the name and canonical status of nuns. Since Father Gallen in the January, 1957, issue of I~EVlI~W FOI~ RELIGIOUS (pp. 36-56) has adequately covered the detailed legislation on major and minor cloister that is contained in the instruction, there is no need to include a summary of the document in the present article. The Church and the Life of Worship Since religious by vow and by name have a special relation' to that virtue of religion which is concerned with the worship due the Divine Majesty, it is fitting that the next documents to be considered should be those which deal with public or pri-vate worship and with the Church in which the life of worship should be exercised. 102 ROMAN DOCUMENTS On September 2, 1956 (AAS, pp. 622-627), the Holy Father delivered a radio message to the city of Cologne, Germany, where German Catholics had gathered to attend the Eighty-seventh Congress. of German Catholics. Taking as his own the general theme of the Congress "A sign to the nations," the Pontiff proceeded to outline three ways in which the Church today is clearly and truly a sign to the nations of the world. The first way in which the Church is such a sign derives from the consid-eration that, ~although erroneous ideologies of the last century have attempted to introduce themselves into the Church, still she has always kept safe and intact all the dogmatic truths confided to her by her divine Founder, Christ our Lord. The Church's social teaching, both" in the past and in the present, is the second reason why the Church today continues tO be a sign to the nations. The third reason why today's Church continues to fulfill the prophecy of Isaias is to be found in the persecutions which the Church has undergone in recent years, for these persecutions show clearly that the Mystical Body which is the Church i~ even now participating in the wounds of Christ her Spouse. The public worship of the Church is in some way touched upon by the Holy Father in two documents from the period surveyed in this article. The first of these documents gives the text of the radio address delivered by Pius XII on May 6, 1956 (AAS, pp. 475-480), to the Fifteenth National Eucharistic Con-gress of Italy. The speech, though brief, gives a moving descrip-tion of the need that the modern world, splintered and divided by hatreds, has for the Eucharist which is the sacrament of unity and the bond of charity. The second document which is concerned with the life of worship also concerns the sacrament of the Eucharist, being a message sent on June 25, 1956 (AAS, p.p. 578-579), by the Holy Father to the. Sixteentl~ National Eucharistic Congress of France. The Vicar of Christ has only piaise for the priests and 103 Review for Religious faithful of France because of their desire for a living celebration of the liturgy of the Church; but he also reminds them that to this must be joined an intelligent and fervent devotion to Christ present in the tabernacles of their churches. In the life of the priest especially, continues the Pontiff, nothing can replace long and quiet prayer before the Blessed Sacrament. During the four months surveyed in this article the Holy Father has also contributed to the private worship and devotions of Catholics by personally composing and publishing three prayers enriched with partial indulgences (AAS, pp. 592-59J; 641-642). The first prayer is a prayer to be said l~y priests for the sanc-tification of priests. The second prayer is for the same inten-tion but to be recited, by the faithful. The third prayer is one composed in honor of our Lady, the Mother of Orphans. A partial indulgence of a thousand days is granted each time any of these prayers is recited; as is clear fi'om the nature of the first prayer, the indulgence attached to it can be gained only by priests. Medicine and Morality On May 8, 1956 (AAS, pp. 454-459), the Holy. Father addressed a group of coronary specialists. The body of the Pope's allocution consisted of a remarkable survey of the'history of recent heart research and manifests a surprising grasp of contemporary problems and difficulties in the treatment of heart diseases. The introductory and concluding "paragraphs of the allocution are also noteworthy for the Christian conception of care for the sick which they suppose and imply. At the beginning of his allocution the Holy Father recalls that bodily pain affects the entire man even to the deepest recesses of his moral being; for it compels a man to. reconsider his pur-pose in life, his attitude .towards God and neighbor, and the meaning of his existence on thik earth. Hence medical science, if it wishes to be truly humane, should also treat the entire man. It is here, continues the Pontiff, that medicine 'experiences its 104 March, 1957 ROMAN DOCUMENTS own weakness, for it has .neither the authority nor the power to enter the realm of the human conscience. Medical science then must seek elsewhere that further aid which will extend and com-plete the work of medicine itself. At the conclusion of this same allocution Plus XII has oc-casion to mention the necessity of stressing the prevention of heart disease by the observance of those laws of hygiene which are dictated by the very structure and functioning of the human body.~ These laws of hygiene, he adds, should occasion the re-membrance of a higher disciplinemthat of the human spirit-- which consists in large part in a humble submission to the world as God has created it and to human society with the laws that govern it. Moreover, the recognition of God's sovereignty and of His merciful interventions in the history of mankind will lead to the acceptance" of pain and even of death; death, indeed, will lead man to the presence of God and it is this ultimate conclu-sion of the drama of human life that enables the sick to accept pain and that gives to those who care for the sick a real understanding and an efficacious program of aid. A few days after the preceding address, the Holy Father spoke to another group of medical men, this time eye specialists (AAS, pp. 459-467). The main topic of the allocution centered around the moral issues involved in the transplantation of a cornea "from a dead human body to a living person. Before considering this matter, however, the Holy Father took time to clarify certain other points which deserve mention here. The first point is concerned with the morality of hetero-grafts, that is, with the transfer of tissue or organs from animals to men. The morality of such transplants, says the Pope, must be determined by considering what tissue or organ is involved in the transfer. To transfer animal sex glands to a human body is immoral while the transfer of an animal cornea to a human eye causes no moral difficulty, providing the transfer is bio-logically possible and warranted. 105 R. ~F. SMITH Review for Religious The Pontiff then considers an argument sometimes used to justify the removal of the organs required in transplantations from one human person to another. The .argument, remarks the Holy Father, states that just as in the case of a single human being it is permissible in cases of necessity to sacrifice a particular organ for the good of that individual's organism considered as a whole, io also it should be equally permissible to sacrifice a member or an organ of an individual for the sake of that other organism or totality, "humanity," which is present in the person of a suffering patient. Pius XII, however, is quick to point out that this argument neglects the essential difference that exists between a physical organism and a moral one.1 In the physical organism of an indi-vidual human being, the members or-parts are so absorbed into that organism that they possess no independent existence and have no end other than that of the total organism. On the con-trary, in a moral organism such as humanity individual human beings are but ~unctional parts of that organism, which, there-fore, can make demands of them only on the level o~ action. As far as physical existence is concerned, individual human beings are in no way dependent on each other or on humanity. Humanity then has no right to make demands on individuals in the realm of physical existence. Hence, concludes the Holy Father, "humanity" can not demand the excision of an organ of an individual human, being, for such a demand moves principally in the realm of physical existence. The Vicar of Christ turns now to a consideration of the main theme of the allocution: the morality of the transfer of a cornea from a dead human body to the eye of a living person. Morally speaking, states the Holy Father, there is no objection 1The matter of physical and moral organisms has been considered by the Holy Father previously. Not all theologians have agreed in the interpretation of the Pope's teaching; for an introduction to the entire question, see Gerald Kel|y, S.J,, ~'Pope Pius XII and the Principle of Totality," T/~eological Studies, 16 (1955) 373-96, and "The Morality olc Mutilation: Towards a Revision of the Treatise," Theological Studie~, 17 (1956) 322-44. 106 March, 2957 ROMAN DOCUMENTS to such operations considered in themselves. On the one hand, such operations correct a defect in the patient; on the other hand, such operations do not violate any property riglits of the dead body, for a corpse is not the subject of rights. This last statement does not mean, he continues, that there are no obligations whatsoever with regard to the corpses of human beings. On the contrary, it is morally erroneous to regard a human corpse as on exactly the same level as the dead body of an animal. There remains in a human corpse, something of the dignity that belonged to it as an essential part of a human person; it was made to the "image and likeness of God"; to it in a cer-tain sense can be applied the words of the Apostle (I Cor. 6: 19) : "Know you not that your members are the temples of the Holy Ghost, who is in you?"; and finally this dead body is destined for resurrection and eternal life. None of this, adds the Holy Father, prevents the use of human corpses for legitimate medical study and research. The removal of the cornea from a human corpse, the Roman Pontiff goes on to say, can become illicit if it involves a violation of the. rights and feelings of the parties who are re-sponsible for the body. Neither would it be equitable that only the bodies of poor patients in public clinics and hospitals should be destined for such medical and surgical use. The Pope concludes by pointing out that public authority must likewise show respect and ~onsideratidn for human corpses. Moreover, the rights of the next of kin should be honored by public authority, though in cases where there is suspicion of death from criminal cause or where danger to public health is involved it may be necessary to give human corpses into the charge of public authority. Membdrs of the Second World Congress on Fertility and Sterility were addressed by the Holy Father on May 19, 1956 (AAS, pp. 467-474). His Holiness points out that the work of the Congress with regard to the causes and cure of involuntary 107 R. F. SMITH Review for Religious conjugal sterility is most important. Such sterility, he says, is a matter not only of social and economic concern, but it also in-volves s1~ritual and ethical values. It is eminently human that man and wife should see in their child a full and complete expres-sion of their mutual love and surrender. For this reason invol-untary sterility can be a serious danger to the stabil!ty of their union. Moreover, marriage unites two persons in a common march to.wards an ideal: the achievement of those transcendent values which the Christian revelation proposes in all their gran-deur. The married couple pursue this ideal by. consecrating themselves to the attainment of the primary end of marriage, the generation and education .oi: children. Fatherhood and motherhood, then, constitute the end to which all other aspects of n~arried life are subordinate. As the Church has always taught, the common, external life of man and wife, their personal enrichment eve~ intellectually and spiritually, and the spiritual profundities of their married love have all been placed by the Creator at the service of posterity. The Church, moreover, has steadfastly avoided the mentality which separates in the act of generation the biological activity from the personal relationship of the married couple. On the contrary, the biological conditions of generation must be placed in the unity of the human act of conjugal union which involves organic functions, sensible emotions, and the animating spiritual and disinterested love. These difl:erent aspects, says the Holy Father, may never be separated to the point of positively excluding either the pro. creative intention or the conjugal relationship. The relation-ship which unites the parents to their child°is rooted, it is true, on the organic level; but its deepest roots are to be found in the deliberate choice of the parents whose will to give themselves to each other finds its true flowering in the being which they bring into .the world. Only such a consecration could guarantee that the education of the children would be carefully, courageously, 108 March, 1957 ROMAN DOCUMENTS and patiently provided for. Human fecundity, then, over and beyond the physical level, reveals essential moral aspects which it is necessary to consider even when treating that fecundity from a medical viewpoint. These moral aspects, the .Holy Father warns, must always be kept in view when methods of artificial insemination are con-sidered. Indeed, if by artificial insemination is meant fecunda-tion that is achieved entirely apart from that human act that is naturally the cause of human conception, then such artificial insemination must be completely avoided. Such insemination exceeds the limits of the marriage contract which gives the couple the right to exercise their sexual powers only through the natural accomplishment of the marriage act. Nor can such artificial fecundation be justified by reason of the intended offspring; for the matrimonial contract is not concerned with such intended off-spring, but with the natural acts which are destined for the engendering of new life. Moreover, the Holy Father's audience was reminded, any method of procuring human semen by direct, voluntary, and solitary exercise of the procreative faculty is like-wise forbidden; such actions, being of their very nature illicit, may never be permitted in any circumstances. The Vicar of Christ concludes his a11ocution with words that will have special meaning for all religious. He recalls to his listeners' minds a fecundity far higher than that of natural human fecundity. This higher fecundiCy is that of lives entirely consecrated to God and to neighbor; this fecundity involves the entire renouncement of family life, not indeed from a fear of life and its struggles, but from a realization of the destiny of man and of that universal love which no carnal affection is able to ¯ restrict. This, says the Holy Father, is the most sublime and the most enviable fecundity possible to a human being, for it transcends the bio.logical level to enter that of the spirit. As a conclusion to this sect.ion, it may be noted that on June 3, 1956 (AAS, pp. 498-499), the Holy Father gave a short 109 R. F. SMITH Review for Religious address on the nature and purpose of Canon Law in the life of the Church. Finally, the decisions of the Rota for the year 1955 may be found in AAS, pages 375-436. Miscellaneous Topics Several Roman documents between June 1 and September 30 were concerned with the saints of the Church. In two radio addresses, one to Rouen, France, the other to Loyola, Spain, the Holy Father gave clear proof that his oratorical powers are unabated. In the address to Rouen, the Pope, after giving a remarkable analysis of the Christian ideas and spirituality that shine forth in the very structure of cathedrals like that of Rouen, delivered an inspiring panegyric of St. Joan of Arc, praising her fidelity to her vocation, her consecration to an ideal, and the generosity of her total sacrifice. In the address to Loyola, the Holy Father (AAS, pp. 617-622) gave a spiritual profile of St. Ignatius Loyola, saying that the saint was characterized by the purest love of God which flowed over into an unconditional service of Christ manifested by intense love of the Church, the Spouse of Christ, and by total obedience to the Roman Pontiff, the Vicar of Christ on earth. The Sacred Congregation of Rites published several docu-ments dealing with one or other phase of the process that leads to the canonization of saints. On May 22, ~956, the Congrega-tion ?fficially acknowledged the two miracles necessary for the beatification of Pope Innocent XI (AAS, pp. 531-533). The same congregation also approved on February 19, 1956, and May 22, 1956 (AAS, pp. 584-586; 634-637), the introductioa of the causes of the following servants of God; Joseph Mary Cassant (1879-1903); Theodora Guerin (1798-1856); and Vic-toria Rasoamana?ivo ( 1848-1894). Next to be noted are documents that pertain to the intel-lectual life of the Church. By, an apostolic letter dated June 5, 1956 (AAS, pp. 493-496), the Holy Father established new 110 March, 1957 ROMAN DOCUMENTS statutes for the Pontifical Roman Academy of Theology; the most important change is that the Academy besides its forty constitutive members may now have corresponding members throughout the world, the number of which is not limited. The Sacred Congregation of Seminaries and Universities (AAS~ 589- 590; 637-638) gave to the Institute of Social' Sciences of the Gregorian Univ~ersity, Rome, and to the similar institute of the Angelicum, also in Rome, the perpetual r!ght~ to grant academic degrees. The same Congregation, (AAS, pp. 638-639) gave the theological fa~.ulty of the Marianum the perpetual right to grant academic degrees up to and including the doctorate in sacred theology. One epistle and three addresses of the Holy Father deserve at least a passing word. On June 29, 1956 (AAS, pp. 549-554), His Holiness sent an apostolic epistle to Cardinals Mindszenty, Stepinac, and Wyszynski. This poignant epistle encourages the three cardinals and the faithful entrusted to them to show cour-age in the face of their difficulties and to exercise their zeal by letting the light of Christ shine before men. On May 6, 1956 ('AAS, pp. 449-453), Pius XII addressed the members ot: the Swiss guard on the occasion of the four hundred and fiftieth anniversary of their being founded; the Pope took the occasion to praise their loyalty to the Holy See. On June 3, 1956 (AAS, pp. 499-503), the Pontiff addressed an audience composed of women, engaged in domestic service "in Rome, urging them to rejoice in the silent martyrdom of their daily life and to take a holy pride in their life of service and obedience, since their obedience is not to men but to God who commands in all legitimate authority. On July 1, 1956 (AAS, pp. 573-577), the Vicar of Christ spoke to Italian members of the third order of St. Francis, reminding them .that they should be a school of genuine Franciscan spiritua.lity with a Franciscan doctrine of God, a Franciscan way of contemplating Christ, and a Franciscan way of imitating Christ. 111 QUESTIONS AND .ANSWERS Review for Religious Finally, it should be noted that on June 27; 1956 (AAS, p. 508), the Holy Office placed on the Index of Forbidden Books the two following titles by Simone de Beauvoir: Le deux-ieme sexe (2 vol.) and Les manJarins. (Both works have been translated into English under the titles: The Second Sex and The Mandarins.) This concludes the present survey of Roman documents which appeared in AAS between June 1, 1956, and September 30, 1956. The following article will summarize the documents which have appeared in the remaining iisues of the 1956 AAS. ( ues!: ons and Answers [The following answers are given by Father Joseph F. Gallen, S.J., professor of canon law at Woodstock College, Woodstock, Maryland.] --3-- What can be done to avoid the highly varying practices and in-terpretations of local superiors? It is not reasonable to expect all local superiors to be perfectly the same in these matters. The higher superior can avoid excessive variation by his directions, especially on the occasion of.the canonical visitation, and by organizing regular meetings of local superiors. Such meetings can produce many other profitable effects, for example, the assistance of inexperienced superiors, the imparting of new ideas, energy, and vitality, and the avoidance of the perpetuation of the same problems. Our constitutions state simply: ~The master of novices and his assistant are appointed for three years.'~ May they be reappointed repeatedl)~ and without limit? Both may be reappointed immediately and without any limit in the number of reappointments, since the constitutions do not forbid their immediate and indefinite reappointment. 112 March, 1957 QUESTIONS AND fl~NSWERS --5m May sisters drive cars? Canon law does not forbid sisters to drive cars. His Holiness, Pope Pius XII, has given the answer with regard to the constitutions: "The constitutions also, taken in both their letter and spirit, facilitate and procure for the sister everything that she needs and should do in ourday to be a good teacher and educator. That is evident in the purely mechanical aspect. For example, today in several countries sistdrs also, ih a becoming manner, ride bicycles when this is demanded by their work. In the beginning this was something completely new, but it was not contrary to the Rule." (REVIEW FOR RELIGIOUS, Janu-ary, 1955, 10.) If riding a bicycle, a common method of transporta-tion in Europe, is not incompatible with the constitutions, neither is driving a car. It is presumed that the sister is a competent driver and that, her headdress permits unrestricted lateral vision. A sister driver would often avoid waste of time by the community, prevent externs from learning private community matters, and would likewise exclude what is now a quite frequent imposition on seculars. Do renewals of temporary vows have to be received? Reception is the act by which the legitimate superior according to the constitutions, either personally or through a delegate, accepts the religious profession in the name of the Church and of the particular institute. In virtue of c. 572, §~ 1, 6°, reception is required for the validity of any religious profession, solemn or simple, whether the simple profession is first temporary, a renewal, prolongation, or final perpetual. A juridical renewal is a new profession of vows that have already expired or are soon to expire. It is to be most carefully distinguished from a mere devotional renewal, whose purpose is merely to renew one's fidelity and fervor in the observance of the vows. The confusing of the two can cause an invalid profession, especially by the lack ~f legitimate reception. A juridical renewal is a new religious profession and demands all the requisites of a religious profession. If the first profession was made for a year on August 15, 1956, it is evident that the renewal On August 15, 1957, is just as much a religious profession as the first profession. Therefore, juridical renewals must be legitimately received; if not so received, they are clearly invalid. REVIEW FOR RELIGIOUS, May 1949, 131-32. 113 QUESTIONS AND ANSWERS Review fo~ Religious I am a secretary general. Will. you please explain the office of procurator general and the approved manner of recurring to the Holy See? Individual religious men and women have the right of' uncensored correspondenc.e with the Holy See (c.611) and may therefore write dffectly and in the vernacular to the Roman congregations, tribunals, and offices to communicate information, accusations, and petitions. This right follows also from the immediate jurisdiction of the Roman Pontiff over all the faithful (c. 218) a~d. from the fact that he is the supreme superior of all religious (c. 499, § 1). The counsel of prudence previously given in the REVIEW FOR RELIGIOUS iS also ap-plicable here: "Religious should be instructed not to be quick to write to the Holy See, the cardinal protector, the apostolic delegate, or the local ordinary, or his delegate. Such letters demand a serious matter that cannot be resolved by recourse to one's owfi religious superiors. External authorities and dignitaries should not be annoyed by needless and extraneous correspondence; and domestic grievances, especially if purely personal or subjective, are to be confined by the family walls." (March, 1956, 100-101.) Matters appertaining to the forum of conscience and especially to the sacramental forum are sent directly to the Sacred Penitentiary; if forwarded through a procurator general or other agent, they should be enclosed in a sealed envelope. The preceding principle in practice will apply almost solely t,o priests. Outside of the cases given above, the manner of recurring to the Holy See is as follows: 1. In pontifical institutes of men. Every pontifical institute of men, whether clerical or lay, is obliged to ha've a procurator general (c. 517), who handles the affairs of his own institute, its provinces, houses, and individual members with the Holy See. The procurator general is obliged to reside in Rome; but when the institute i~ small and has little business with the Holy See, the Sacred Congregation of Religious will permit the procurator to reside elsewhere or that the affairs be fiandled by the procurator of another institute or by another agent,, even secular, residing in Rome. 2. Monasteries of nuns subject to regulars. The business of these monasteries with the Holy See is ordinarily handled by the procurator general of the same order of men. This is also done with sufficient frequency by monasteries that are not in fact subject to regulars and 114 March, 1957 QUESTIONS AND ANSWERS sometimes also by third orders of men and women, e. g., by Fran-ciscan congregations of brothers or sisters. 3. Other religious institutes, e. g., diocesan congregations of men and pontifical or diocesan congregations of women. These generally recur to the Holy See through their local ordinary. Such petitions will practically always be first submitted to the superior general, and the particular ordinary will therefore be of the diocese of the resi-dence of the superior, general. Occasionally petitions are forwarded through the local ordinary of a pro'vincial or of a particular house. Pontifical institutes may recur through their cardinal protector. All of these institutes are also permitted to recur through an approved agent in Rome or through an ecclesiastic in Rome known to the Roman Curia. It is not completely unknown for a religious institute of women having a house in Rome to expedite at least some of its affairs with the Holy See through one of its own sisters. Furthermore, religious superioresses may send petitions directly and in the ver-nacular to the Holy See when this is required by secrecy or other circumstances of the particular case. The preferred language in communications to the Holy See is Latin, but Italian or French may be employed. Other languages, especially German, English, Spanish, and Portuguese, are tolerated; but their use, unless the communication is brief and of little im-portance, can readily cause delay. The communication should state the facts of the case and the petition briefly and clearly. All reasons for the petition are to be given with equal clarity and brevity. The same principle is to be followed in a petition to a local ordinary or a diocesan chancery. The reply of the Holy See is called a rescript. It will ordinarily b~ in Latin. A lay institute should secure an accurate and complete translation and should also strive to obtain at least a copy of the original. Questions may later arise as to the wording or sense of the rescript, and it is always unsatisfactory in such circumstances to work with anything but the original. It is evident that both the original and the translation should be carefull~ preserved in the files of a higher superior. The manner of designation of the procurator general is left to the constitutions. He is more frequently elected in the general chapter, but in some institutes he is appointed by the superior general. If the procurator general is given a determined duration of office by the constitutions, .he may not be licitly removed before the expiration 115 ~UESTIONS AND ~NSWE~S Review for Religious of that time without consulting the Holy See. If he is removable at any time, such consultation is not prescribed. The precedence and ex officio membership of the procurator general in the general chapter. depend on the particular constitutions. Is it permissible to give more suffrages to some deceased religious? The prescribed suffrages must be equal for all professed and novices, whether the professed are of solemn or simple vows, per-. petual or temporary (cc. 567, § 1; 578, 1°). Postulants are not included in the prescribed suffrages unless this is expressly stated in the constitutions. Such a statement is not found in the constitutions of lay institutes. The higher superior may command or exhort the members of the institute to give some suffrages to a deceased postu-lant. Canon law forbids that less suffrages be given to a professed of temporary vows or a novice precisely because one is such a pro-fessed or a novice. The wording of the canons does not forbid the giving of less suffrages to a lay brother than to a priest or teaching brother, to a lay sister than to a choir sister. However, this is opposed . to the spirit of the canons and is not likely to be approved by the Holy See. It is also not" found in the practice of the Holy See in th~ approval of constitutions. Neither the letter nor the spirit of the canons forbids the granting of greater suffrages to present or past superiors, and this is often found in constitutions of lay institutes approved by the Holy See. Additional suffrages are frequently given in the whole institute to the superior general, but in some constitutions only when he dies in office. This is also true of the general officials, but rarely when they die out of office. The same norm is also verified in the case of a provincial in his own province, particularly if he dies in office. This norm is extended only very infrequently to provincial officials, and only most rarely when they die out of office. A local superior is very frequently given added suffrages in his own house, but very rarely when he dies out of office. --9-- What is the obligation df religious to go to confession weekly? Can. 595, § 1, 3° reads: "Superiors must take care that all religious approach the sacrament of penance at least o~ce a week." I16 March, 1957 QUESTIONS AND ANSWERS The canon places no obligation on religious to confess at least once a week. The obligation of the canon extends on!y to superiors, who must make it possible for their subjects to confess at least once a week and exercise prudent vigilance that they do so. The canon also gives superiors the right of inquiring wheth'er their subj~ects so fre-quent the sacrament of penance, and the subjects are Obliged to answer truthfully. The superior has the right likewise of inquiring whether the subject, goes to the designated confessors but may not inquire about either the fact of approach to or the person of the occasional confessor. It is evident that this right of vigilance and inquiry is to be used prudently in such a delicate matter. When the constitutions merely repeat the code in this matter, there is no obligation of weekly confession even from the constitutions. However, the code presupposes that such an obligation exists at least from custom. 'Almost universally the constitutions oblige religious to confess at least once a week. Since the constitutions and customs do not oblige under sin, the omission of the weekly confession will not be a sin in itself and a reasonable cause will justify its omission. The omission of confession for a pr01onged period of time, except in special cases (e.g., scrupulosity), is not in accord with the supposition of the canon or the sanctity of the religious state. Is special jurisdiction postu.lants? required for the confessions of female The necess.ity of special jurisdiction extends only to professed religious women and novices, not to postulants, who are absolved in virtue of the same jurisdiction as secular women (c. 876, § 1). Furthermore, the canons on the confessors of religious women (520- 527) apply to all religious women, professed or novices, of all religious institutes, whether orders or congregations, as also to all societies of women living in common without public vows. They do not apply to postulants. There are no special laws in the code on the confes-sions of postulants. In practice the postulants go to the confessors of the novices. A confessor of a group of professed religious women or novices and postulants must possess special jurisdict!on for religious women and the usual jurisdiction for the confessions of women. 117 QUESTIONS AND ANSWERS Why are religious obliged to go to the extraordinary confessor at least to receive his blessing? Religious are not obliged to go to confession to the extraordinary but they are obliged to go to him at least to receive his blessing. This obligation extends to professed religious women and novices (cc. 521, § 1; 566, § 1) and to novices in any institute of men, (c. 566, § 2, 4°) but not to professed religious men (c. 528) nor to any postulants. The obligation of receiving at least the blessing of the extraordinary is imposed lest any who should go to him be deterred from doing so by human respect. May a religious be the executor of the will of a parent? In virtue of c. 592, all professed religious, clerical or lay, men or women, are held to the obligations imposed on clerics in cc. 124-142, except when the nature of the matter or the context manifests that the particular canon applies only to clerics. Can. 679, § .1, applies exactly the same principle to the members of societies living in com-mon without public vows. Novices and postulants, unless they have already received first tonsure, are not subject to these obligations. Can. 139, § 3, forbids clerics, without the permission of their own ordinary, to undertake the administration of property that belongs to lay persons. Therefore, clerics and consequently professed religious also are forbidden to be guardians of orphans or widows or to be the administrators of executors of wills of lay people. To do so, religious must have the permission of their higher superior if their institute is clerical and exempt, or of the local ordinary in the case of all other religious. 118 ook Reviews [Material for this department should be sent to Book Review Editor, REVIEW FOR RELIGIOUS, West Baden College, West. Baden Springs, Indiana.] THE TWO-EDGED SWORD. An interpretation of the Old Testa. ment. By John L. McKenzie, S.J. Pp. 317. The Bruce Publishing Company, Milwaukee 1. 1956. $4.50. We agree absolutely with. the opening words of the Catholic Biblical Quarterly review of The Two-Edged Sword: "This is. a suprendely important book.". Reading The Two-Edged .Sword is an experience ,which no priest nor religious should deny himself. In recent' years study of the Bible has become an exact science, one in which linguistic, archaeological, and historical discoveries in the Near East have illuminated nearly every portion of the Old Testa-ment. This modern acquaintance with the past has led to intensely specialized work on the Bible, work that is usually highly technical. And it has been said that this. vast new area of study has been scien-tifically profitable but spiritually barren. The latter charge cannot be made by anyone who reads The Two-Edged Sword. It is true that isolated problems and individual sections of the Old Testament do not lack plentiful technical discussions. Yet the scholar '~lone is able to assemble the dissected parts. While such dismantling is necessary, the Old Testament is a literary whole and should be er~countered as such. Father McKenzie arranges for just such an encounter in presenting the significance of the Old Testament viewed in the light of the new learning. Few authors in any language have ventured so comprehensive an interpretation of the Old Testa-merit. Both simple and profound, The Two-Edged Sword is the work of an artist with literary, linguistic, scientific, and, above all, deep psychological and spiritual insight, generated, no doubt, by years.of contact with God's word. Father McKenzie's method is orderly with-out being cramped or overly schematic. Beginning with the concept of sacred books, the author points out the significance of the fact that God could and 'did speak to man. Such revelation, in its con-crete historical setting, formed the Hebrew idea of Yahweh,. of the history and origin of the world, of man, and of the nations. The 119 Book REVIEWS Review for Religious hope of the future, the mystery of iniquity, life, death, prayermthese are some of the topics of the one scientifically conceived and artistically developed whole. And this whole is concluded with a chapter pointing out that while the Old Te.stament is significant in itself, it is vital in understanding the New Testament and its central figure, the In-carnate Word. Father McKenzie has written The Two-Edged Sword for the general reader, the man to whom God speaks through the inspired authors and who needs a guide through Hebrew thought patterns, Hebrew beliefs, and Hebrew history. Since God "wrote through the ancient Hebrew," the author suggests, "the more we know of their habits of mind and speech, the better we shall apprehend the full meaning of the word of God." And the word of God, today, yester-day, and tomorrow, cannot be neglected without peril. The Two-Edged Sword is a positive contribution to solid devotion, devotion based on the word of God in all its implications. The book is as modern as the recent Suez crisis, the problems of Hungarian revolt and Red terror. The reader will find nothing of the fustian and antiquated, but will sense an approach which is modern and which is anchored to the world of the past ~in which men' felt they could reach out and touch God." The author shows a deep reverence for the Bible, a reverence which the reader himself will experience because Father 'McKenzie articulates in precise and delicate language his own feelings. While the book is devotional, modern, and reverently done, Father McKenzie skillfully turns science to the cause of spiritual significance without in any way demeaning science. Father McKenzie's style, the reader will observe, is characterized by economy, elegance, and exactness--qualities which seem to flow from his intense personal experience of life as seen in the light of the Old Testament, from years of careful study, and from the discipline of scholarly writi'ng. There is a large enlightenment, a broadness of outlook present on every page of The Two-Edged Sword. For these reasons, The Two-Edged Sword, the only work of its kind in English, meets the test of a great book: it yields new insights with each reading. The only. satisfying and logical reaction to a supremely important work is to read it.--P. JOSEPH CAHILL, S.J. 120 1957 BOOK REVIEWS STEPHEN T. BADIN, PRIEST IN THE WILDERNESS. By J. Herman Schauinger. Pp. 317. The Bruce Publishing Company, Milwaukee 1. -1956. $7.50. Historian Schauinger, whose two previous volumes were note-worthy for their diligent, constructive scholarship, has performed a ¯ genuine service for American Catholics in the work here under con-sideration. His well-documented study of the forthright Badin is a distinct step toward the proper appreciation of a character already held in high esteem though not as thoroughly understood as he deserves. A certain amount of studious (if not studied) controversy sur-rounds Father Badin, as is always the case with strong, virile char-acters. It is the happy task of the author to champion the priestly pioneer by bringing to light the very sources of misunderstanding. Badin emerges from the investigation convincingly unscathed, a man of gigantic but not overdrawn proportions facing very real problems. In a word, Badin is depicted as truly worthy of the honor that was 'his, both as the first priest ordained in the United States and as a venerated missionary still marvelously active in his declining years. Tracing the early development of American Catholicism through the eyes of the sacerdotal frontiersman, the writer enables his audience keenly to perceive numerous pastoral problems and the way in which the missionary must face them. Native ingenuity, a priestly educa-tion continued through life under tremendous handicaps, advice from far distant theologians--all play a part in the picture. The connec-tion between such problems and controversy surrounding Badin is obvious enough to the student of American history. But the religious reader cannot avoid the reflection that Badin could not have faced the challenge so well and for so l~ng a time unless he drew down tremendous graces by a sincerely zealous life and by continual prayer. If Badin faced problems, social, moral, canonical, and civil in character, he also faced the prejudice, intolerance, and bigotry of the incredibly misinformed and the violently emotional irreligionists of his day. H~ faced this latter group quite' positively by making the Catholic position clear in sermons, in conversation, in letters, and in the press. He sustained, moreover, those disagreements which unfortunately arise between people who are. trying to work for a common cause when the proper course of action is not clear. And the import of 121 BOOK REVIEWS Review for Religious the present .volume is that he faced such conflicts reasonably, if firmly. There is no wonder that some little traces of misunderstanding still surround him in death. It is, however, a praiseworthy thing that his modern apologist has seen fit to put these elements into proper perspective. It must be noted, nonetheless, that historical research regarding Badin, so remarkably and painstakingly furthered by the. au.thor, has not completely solved certain mysteries. Among these are the reason for Badin's sojourn in Europe and an ad.equate explanation of his temporary life as a Dominican novice. The author's conjectures on these two points seem possibly to go beyond the bounds of scholarly limitations superbly maintained in the work as a whole. The book will unquestionably repay the careful study of the serious historian as well as the more cursory reading of the mature religious. Its narrative for the most part flows smoothly and its message is pertinent not only as satisfying an historial need but also as an incentive to the apostolic spirit of the discerning reader. --MATTHEW E. CREIGHTON, S.J. CONTEMPORARY CHURCH ART. Text by Anton Henze and Theodor Filthaut. Translated from the German by Cecily Hastings. Edited with a preface by Maurice Lavanoux. 64 pages of text, 125 full page photographs of American and European churches, statues, vestments, etc. Sheed and Ward, New York. 1956. $7.50. "Art reflects the thinking of the times," so the age-old adage aptly describes the historical development and progress of man's theoretical and practical application toward intellectual and structural beauty, form, and function. But there are two trends stemming from this adage that indicate different directions of analysis. The one considers the general crass materialism of today's thought materialized in the plain, low, sprawling, accent-on-the-materials-used type of art and architecture; the second is a sincere and earnest effort to unite and utilize man's noblest religious aspirations in an entirely new approach (as opposed to historicism), seeking worshipful entrance and devotional proximity via the liturgy to the altar of God: Introibo ad altare Dei. It is this "renewal of the creative manifestations of our time for the greater glory of God" that typifies Contemporary Church Art and recommends itself warmly to the layman as well as the priest, religious, artist, and teacher in the matter of church art. 122 March, 1~57 ~00K ANNOUI~CEMENT~ In "The Potentialities 6f Modern Church Art and Its Position in History" and "Church Art and the Liturgy" (two essays comprising the major part of the text), the authors, Anton Henze and Theodor Filthaut respectively, elaborate this theme. They define the nature and purpose of church art, sketch its history, analyze its anomalies in present times, and discuss the relationship between society and the Church and its imagery in the twentieth century. Using as their points of reference the ll~lediator Dei of Pope Pius XII and the Instructio de arte sacra of the Supreme Congregation of the Holy Office, the authors set out intelligently by positive instruction to check and correct the sterile sway of pure design and sentimental trash ("the enemy of faith") and encourage action to work for a renewal of "that artistic climate which must be a prelude to a sane outlook in matters of religious art." Particularly recommended are the brilliant, lucid plates which make up the greater part of the book, though it is a shade ~hy this side of fulfillment in that there are no plates in color. But there is an element of freshness in the variety of the selections of type and top-ography, including an ample representation .of American examples that is almost electrifying. These pictures truly speak a thousand words, at once removing stubborn obstacles of ignorance and prejudice and creating an eager desire for a v.igorous renewal of the creative manifestations of our time--"to make that renewal possible for the greater glory of God." Contemporary Church Art discloses the locus of contemporary church art.--l'~o\\',-~.RD .l.X'IAND
