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Inflation is back together with a new season of America's favorite sport: zero-contact, finger-pointing. I thought I'd sit back and share a few thoughts with you on the subject on this cold Saturday afternoon. Use the comments section below to let me know what you think.In one corner, I see some pundits somehow wanting to blame the 2021 inflation on workers. Workers are somehow forcing their improved bargaining positions on employers, raising the costs of production, with some or all of these costs passed on to consumers. Then, as workers see their real wages erode, the cycle begins anew begetting the dreaded "wage-price spiral." Those pesky workers. There's no doubt something to the idea that wage demands can lead to higher prices (and why shouldn't workers want cost-of-living adjustments?) But what is the evidence that this behavior was the impulse behind the 2021 inflation? While it's difficult to tell just by eye-balling the data, I think it's reasonable (under this hypothesis) to see wage growth precede (or at least be coincident with) inflation. Unfortunately (for this hypothesis), this is not what we see in the data. In the diagram below, use the Atlanta Fed's Wage Growth Tracker to construct nominal wage inflation for the bottom (green) and top (yellow) wage quintiles. This is plotted against CPI inflation (blue). Another problem for this hypothesis is that wage inflation is moving in the wrong direction for the top three wage quintiles over the Covid era. What we see here is a clear acceleration in the rate of inflation, followed by modest acceleration in wage inflation for the bottom quintile and a deceleration in wage inflation for the top quintile. In 2021, real wages across all quintiles declined (according to this data). So much for increased worker bargaining power. [Note: it is quite likely that net income for the bottom one or two quintiles increased, thanks to government transfers.] On the other side of the political spectrum, we see pundits and politicians blaming the 2021 inflation on "corporate greed." Framing the issue in terms of "corporate greed" is not especially helpful, in my humble opinion. The substantive part of this claim is that large firms were somehow able to leverage their pricing power in 2021 into higher profit margins and record corporate profits. There is, in fact, some evidence in support of this. The diagram below plots profit margins for firms in the Compustat database. Profit margin below is computed on an after tax basis (net income divided by sales). The data is divided between large and not-large firms. Large firms are those in the top 10% of sales volume. By this measure, profit margins seem remarkably stationary over long periods of time. There is some evidence of a modest secular increase in margins c. 2003. Large firms have higher margins. But the part I want to focus on here is near the end of the sample. Profit margins for 90% of firms seem close to their historical average. We see some evidence that profit margins for the top 10% of firms increased in 2021. But this increase peaked in Q3 and then declined back to historical norms in Q4. While the spike in profit-margins likely contributed to inflation, it hardly seems like a smoking gun. And the Q4 reversion to the mean suggests that "corporate greed" is not likely to be a source of inflationary pressure in 2022. Well, if workers and firms are not to blame, then who or what is left? There's the C-19 shock itself, of course, along with the effects it has had on the global supply chain. But the 19 in C-19 refers to the year 2019 (and 2020). We're talking about 2022 here. Sure, the supply chain issues are still with us. But at most, I think they account for a substantial change in relative prices (goods becoming more expensive than services) and an increase in the cost-of-living (an increase in the price-level--not a persistent increase in the rate of growth of the price-level). While the factors above no doubt contributed in some way to the 2021 inflation dynamic, let's face it--the size and persistence of the inflation was mainly policy-induced. The smoking gun here seems to be the sequence of the C-19 fiscal transfers. As we know, this had the unusual and remarkable effect of increasing personal disposable income throughout most of the pandemic. The Fed also had a role to play here because it accommodated the fiscal stimulus (normally, one might have expected a degree of monetary policy tightening to partially off-set the inflationary impulse of fiscal stimulus). Below I plot retail sales (actual vs trend) and the timing of the fiscal actions. I used retail sales here (I think I got this from Jason Furman), but the picture looks qualitatively similar using PCE (the path of nominal PCE went above trend in 2021 and not earlier in the way retail sales did). Just eye-balling the data above, I'd say the CARES Act was a major success (especially under the circumstances). The subsequent two programs might have been scaled back a bit and/or targeted in a more efficient manner. And, knowing what we know now, the Fed could have started its tightening cycle in 2021. Having said this, I wouldn't go so far as to say these were flagrant policy mistakes--given the circumstances. If there was a policy mistake, it was in not having a well-defined state-contingent policy beforehand equipped to deal with a global pandemic. Not having that plan in place beforehand, I think monetary and fiscal policy reacted reasonably well.Policymaking in real-time is hard. And policy, whether formulated beforehand or not, must necessarily balance risks. There was a risk of undershooting the support directed to households. We saw this during the foreclosure crisis a decade ago. And there was a risk of overdoing it in some manner. Keep in mind that it was not clear when the legislation was passed how 2021 would unfold. Similarly, for the Fed--perhaps still feeling the sting of having moved too soon and too fast in the past, hopeful that inflation would decline later in the year--delayed its tightening cycle to 2022. It wasn't perfect. But taken together, the economic policy responses had their intended effect of redistributing income to those who suffered disproportionate economic harm during the pandemic. Finally, what does all this mean for inflation going forward? Well, as I suggested above, I don't think we have to worry about a wage-price spiral (the fiscal policy I think is necessary to support such a phenomenon is not likely to be present). Profit margins appear to be declining (reverting to their long-run averages). The money transfers associated with the last fiscal package are gone for 2022. No big spending bills seem likely to pass in 2022. For better or worse, we're talking a considerable amount of "fiscal drag" here (although, some have pointed to how flush state government coffers are at the moment). Hopefully (fingers crossed), supply-chain problems will continue to be solved. If so, then all of this points to disinflation (a decline in the rate of inflation) going forward. Some recent promising signs as well: [1] month-over-month CPI inflation has declined for two consecutive months (November and December); and [2] the ECI (employment cost index) decelerated in Q4 of 2021. (These numbers are notoriously volatile, so don't put too much stock in the direction. But still, it's better than seeing them go the other way.)Some caveats are in order, of course. In December 2020, I suggested we prepare for a "temporary" burst of inflation in 2021. While this came to pass, the level of inflation surprised me (to be fair, I hadn't incorporated the ARP in my assessment, but even if I had, I think I still would have been surprised). Moreover, I was also surprised by the persistence of inflation--I thought it would decelerate more rapidly (even given the ARP). This just serves to remind me how bad I am at forecasting. Someone recently mentioned a great quote by Rudi Dornbusch: "In economics, things take longer to happen than you think they will, and then they happen faster you thought they could." I can relate to this. Inflation may turn out to be more persistent that I am suggesting. But how might this happen, given the disinflationary forces I cited above? One reason may have to do with the tremendous increase in outside assets the private sector has been compelled to absorb--the increase in the national debt has manifested itself as an increase in private sector wealth. Jason Furman sees this as "excess saving." The question going forward is whether the private sector will be compelled to spend this (nominal) wealth (it already has done so, as my chart above shows) or continue to save (not spend) it? It is possible that this "pent up demand" will be spent over a prolonged period of time. The effect of this would be to keep inflation elevated higher than it would otherwise be (serving to reduce real nominal wealth). How long this might take, I have no idea. But even so, it seems clear that the effect cannot persist indefinitely. At some point the debt-to-GDP ratio will decline to its equilibrium position (D/Y has already started to decline; see here). Another reason why inflation forecasts should be discounted is that it's very difficult to forecast future contingencies. What might happen, for example, if Russia invades the Ukraine this year? Events like these will create disruptions and there's not much monetary and fiscal policy can do about them. But whatever happens, I think the long-run fiscal position of the U.S. will remain anchored (Americans will demand this). And remember, the Fed is bound by its Congressional mandates to keep inflation "low and stable." The Fed's record on inflation since the Volcker years has been pretty good. I'm betting that the record will be equally good over the next 10 years.***PS. I see some people out there strongly asserting it is a "fact" that fiscal policy did not cause the 2021 inflation (see here, for example). The reason, evidently, is because inflation is a global phenomenon. There's something to this, of course. After all, C-19 is a global pandemic. But this reasoning nevertheless seems faulty to me. First, the USD is the global reserve currency. It's quite possible that the U.S. exported some of its inflation to the world (much in the way it did in the 1970s). Second, many other countries (like Canada, for example) adopted similar fiscal policies. Those countries with less expansive fiscal policies also displayed lower inflation, as far as I know. Rather than deflect the blame, we should own it here. Fiscal policy had a lot of positive effects too (e.g., lowering child poverty). The challenge, as always, is to develop ways to calibrate these policies in a more effective manner. 

 This post is illustrated by some of the promo work I have done for the bookI have commented before, more than once even, that the intersection of Spinoza and Marx is less a position, something like Spinozist Marxism, than a field of intersecting problems and questions. In some sense it is possible to even map out the way in which different Marxists draw from different elements of Marx (and Spinoza) creating different articulations of the relations which intersect with different problems in the critique of capitalism. For Louis Althusser the important parts of Spinoza are the critique of the imagination (found in the Appendix to Part One of the Ethics), the theory of the different types of knowledge (IIP40Schol), as well as "God is the immanent, not the transitive cause of all things" (IIP18). Of course such a list begins to reflect divisions and tensions in Althusser's writing: the imagination is integral to his theory of ideology, immanent causality to his understanding of structure and the mode of production, while the different types of knowledge persists throughout Althusser's writing as a kind of philosophy of philosophical practice. While for Frédéric Lordon the central thesis of Spinoza is less epistemological or ontological than it is anthropological. It is the centrality of desire, "as the very essence of man, insofar as it is determined from any affection, to do something," coupled with the fundamental misrecognition of that desire, the fundamental illusion of a free choice which leads the infant to believe it freely wants milk, and more to the point, the worker to believe that he or she freely wants to work. For Etienne Balibar the central thesis is perhaps Proposition 37 of Part IV of the Ethics, and more importantly its two demonstrations which map out the constitution of a real, or rational, and imagined, or affective basis of sociality.  We could also flip this formulation, asking not what aspect, or proposition from Spinoza plays a central role, but what problem from Marx. Ideology can already be seen to be the answer in the case of Althusser (and a different way in Lordon and Balibar), while for Antonio Negri the connection passes through production, through the question of what does it mean to think of history and society as something that is produced and reproduced through our action and lives. A different focus on labor, or praxis can be found in André Tosel, whose work is an attempt to think through what it means to think of praxis as poeisis and poeisis as praxis, making as doing and doing as making. This Marxist problem if fundamentally informed by the Spinozist idea that every finite thing, every mode, acts, or rather operates in and through other modes.The list goes on, and one could map out a whole set of definitions of Spinozist Marxism which would be different intersections of propositions and problems from each.  The question I have been thinking about is given this field in which every position has already in some sense been occupied how is it possible to make a new intervention. Or put differently what particular proposition and what particular problem does The Double Shift: Spinoza and Marx on the Politics of Work articulate, or think together. If I had to pick one I would say that it is the famous, or infamous Proposition 7 from Part Two, "The the order and connection of ideas is the same as the order and connection of things." Of course this claim is something that every interpretation of Spinoza must ultimately wrestle with, and one could chart out the various neo-Spinozisms in terms of how they make sense of the identity and difference of things and ideas, bodies and minds. To be more specific I would say that it is a matter of thinking this as a formulation of ideology. As I write in the book,  "...Grasped in terms of a post-Spinozist social theory, it is possible to argue that Spinoza's formulation can productively paired with Marx's assertion of the identity of consciousness and life. Ideas and the imagination, like bodies and desires, must be grasped in terms of both of their internal striving, their consistency, and of their finitude, their determination. Contrary to a long-standing bias in the history of philosophy to treat ideas and things as two fundamentally different orders of reality, Spinoza posits a fundamental identity of thought and existence—, an identity that, paradoxically, makes it possible to grasp their points of divergence and intersection. Of course, as I have already argued, the very idea of ideology necessarily presupposes a difference as well as an identity; in order to be the ruling ideas, the concepts and narratives that rule ideas must be different from the experience and conditions they rule over in order to be the ruling ideas, but, at the same time, they must be produced by those conditions. There is a limited efficacy of true ideas insofar as they are true; ideas do not have effects on their own, but require conditions in order to exist and be disseminated. Spinoza's assertion regarding true ideas can be understood as a mirror image of Marx's claim regarding ideology. As Étienne Balibar describes the structure of ideology in The German Ideology,"The ideological mechanism, which can equally be read as a social process, will come to be seen as an astonishing conversion of impotence into domination: the abstraction of consciousness, which is an expression of consciousness's incapacity to act in reality … becomes the source of power precisely because it is "'autonomized." Contrary to his critical contemporaries, such as Feuerbach and Stirner, who believed in the power of ideas, and thus the weapon of criticism, Marx underscores that ideas only have power, only have effects, under particular material conditions that give some no time to think and others the means to spread and disseminate their ideas. Ideas have a causality that is not derived not from them as ideas, but from the social relations that produce and circulate them."First this has to be thought of in terms of identity, ideas are nothing other than the existing relation between things, the different material relations expressed differently. In other words, to quickly allude to something that the book develops over a few pages, the idea that there is ethical and moral worth to work, that have "grind" mindset, are the key to not only material success but spiritual worth as well, is nothing other than the material conditions, precarity, gig economy, and so on, rendered in ideal or conceptual forms. A person who feels that their self value and self worth can be measured in terms of how much they work is nothing other than the consciousness of labor power itself. In other words, the order and connection of ideology is the same as the order and connection of exploitation. Just as Spinoza argues that desire is nothing other than an idea of our appetite, the body's needs in mental form, our ideas about work, which make it the key to worth and self-value, are nothing other than our position within the economy in material form. (This is something central to another Marxist/Spinozist thinker, Franck Fischbach, who has argued that the conditions of intellectual life are the same as that of material life. As Fischbach writes, "If it is true that 'the production of ideas, of ideas, representations and consciousness (...) is the language of real life" then the production of ideologies, of inadequate representations, is the language of life incomplete, inadequate, and mutilated." Mind and body are two different ways of grasping the same thing. 

Such a formulation seems crude, deterministic, and in some sense more vulgar than the most vulgar of materialisms; it posits us all as spiritual automatons whose thoughts and ideas do nothing more than express, in a different attribute, what is already given in our material condition, in the relations of bodies. Things are complicated quite a bit by subsequent propositions which assert that only a body can affect or determine a body and only an idea can affect or determine an idea. The assertion of identity, ideas and things, mind and body, as two different ways of looking at the same thing, has as it paradoxical corollary the assertion of difference, mind and body as two fundamentally different ways of acting and reacting, each with their own causal orders and connections that are entirely independent. This is a particular dense metaphysical knot of identity and difference, but I am more interested in how it plays out practically, politically, as a way of thinking about ideas and bodies, base and superstructure Much could be said about the way this plays out in Spinoza's text, especially in Part IV of the Ethics, to underscore the limited efficacy of the true insofar as it is true, of the way in which ideas cannot change the world without becoming lived in bodies. As I argue in the book (following Tosel) Spinoza's formulation makes it possible to think of the particular double determination of ideas and bodies. That each are in some sense determined by being reflections of the same thing, the same relations, but are also determined in a particular manner by other ideas or other bodies. In other words, returning to the problem of the book, as much as the centrality of work as that which give people meaning and value can be understood to be just capitalism rendered into an idea it is also an effect of a long series of transformations within the realm of ideas from the protestant revolution onward. To put it bluntly the response to the long debate between Marx and Weber, between material determination and cultural history, is quite simply, "Why Not Both." Although to be honest I am more interested in the way this makes it possible to understand the present than debates in intellectual history. "via GIPHYTo quote The Double Shift again: "As I have argued, these two aspects are, in some sense, two different ways of looking at the same thing, the same social relation, grasped in terms of bodies and their coordination and minds and their automation. However, they also function in different ways of understanding the orientation of desire. In the first, it is imposed through necessity; as selling one's labor power becomes the only condition of survival, living is aligned with making a living through wage labor. Wage labor appears to be the only way to make a living because all other ways are effaced. The constraints of society appear less as particular institutions, regimes of accumulation, and social relations, but as the way things must be; their historicity and contingency are effaced in the present order. This structural condition is supplemented by an ideological dimension insisting that not only that one must one identify with their job, find their passion in their labor, but that such a condition is also to be actively desired. Having to work, to dedicate oneself entirely to work, is presented twice, as it were—once as a necessary condition for survival and the second time as aspiration integral to one's identity. To frame it according to the division of work and action, we could argue that work is defined as both production and action, both as the constraint of necessity tied to survival and something freely undertaken to identify and distinguish oneself. The particular double determination in capitalist society is one in which work vacillates between a necessary fact of life to an object of desire, from making a living to finding meaning. The often-asked question,  "What do you do for a living?" vacillates between these two senses; at once,, it indicates something of necessity, of one's economic situation, and freedom, one's supposedly chosen path in life. It is both what one has to do and who one is. Work as necessity and work as subjectivity, as body and as mind, do not just coexist as two different ways of grasping the same thing, but are subject to their own logic of alternation as material necessity and ideological meaning reinforce and also undermine each other." Double determination makes it possible to think at once of our particular "bondage," to use Spinoza's term, caught both in a set of material relations, namely capitalism, that reduce us to labor power, and intellectual traditions which express the same conditions through the ideological terms of morality, responsibility, and individuality. Transformation entails transforming each. There is a limited efficacy of criticism so long as it just remains criticism (of course the corollary is that there a limited efficacy of practice as practice). It is a matter of linking together the transformation of material conditions and intellectual concepts, or, what people used to call Praxis. Updated 6/16/24

and use and management measures have strong implications on environmental properties such as the quality of soil, water and air, and biodiversity, as well as on social and cultural values. This is also clearly indicated in the Swedish National Environmental Quality Goals where measures to meet quality criteria have been set. However, there are several question marks concerning relations between land management and environment, and in particular there are conflict situations where a specific management form might be positive for the environment in one respect, but negative in another. Although it is not the mandate of science to balance different needs, it is definitely its role to describe the environmental, social and cultural impacts, as well as the economic viability, including the use of environmental and sustainability assessment tools. In this way science enables decisions towards sustainable land use.The environmental, social and cultural impacts from land use might in the future be even bigger as the needs for food, feed, fibre and fuel are supposed to increase substantially. At the same time climate change and loss of natural resources will further limit our ability to meet the demands for food, feed, fibre and fuel. In short, we need to produce more under more difficult circumstances, with less available resources and with less (preferably not any) environmental negative impact. Thus, there is an urgent need to more accurately understand relations between environment and a number of land management measures. Towards this background, the aim of this project was to describe the state of art concerning land management and environment and to elucidate urgent knowledge gaps in order to enable prioritization of further research. The focus is on Swedish conditions, although globalization due to increased global trading and increased global environmental concerns necessitate a certain outlook beyond national boundaries.There is almost an unlimited amount of land use and management varieties. For this reason the study was restricted to some management forms that either concerns a large part of Sweden or, according to the present knowledge, may provide big consequences and/or big uncertainties. It was also restricted to terrestrial land use including wetlands, i.e. the use of water bodies, and fisheries are excluded. Included are complicated questions in forestry such as harvest of biomass in production forestry (c. 60% of all Swedish land), use of harvest residues, cutting forms, nitrogen fertilization, liming, choice of tree species and drained peat-land management. In agriculture we focused on fertilization, liming, cropping systems and tillage and crop-residue management. We decided not to evaluate the use of genetically modified organisms neither in agriculture nor in forestry as the large political and environmental uncertainties involved motivate a report by itself. Finally we also assess methods and consequences for energy forestry and, briefly, for reindeer grazing since about 40% of the Swedish land-area is used for reindeer grazing. If reindeer production is used as an alternative for intensive meat production it will be a measure to decrease emissions of greenhouse gases. Grazing by reindeer affects biodiversity, often positively, especially in areas that suffer from increased abundance of broad-leaved vegetation due to climatic changes. Conflicts are possible in future: the area that is suitable for reindeer grazing may decrease due to a warmer climate, but also due to demands for agricultural development. The report is organized in such a way that the management forms are discussed one by one, followed by a systems perspectives approach. We begin with summarizing conclusions .Systems perspective – How to read figures in the reportFor most chapters in the report there are one or two summarizing figures drawn from an environmental systems perspective. For most options described in the figures there is a reference state given in the figure caption (although not illustrated in the figure). When so, the figure must be read with the reference state in mind as e.g. an increase or decrease in biodiversity depends on that reference state. In the figures, boxes represent activities, and arrows either represent flows, or simply "leads to", when connecting two activity boxes. Green colour signifies avoided activities and related resource use and emissions. Grey colour signifies activities or flows that are likely to be of minor importance in the specific scenario. Oval shapes with dotted boundaries and open arrows at both ends represent activities which life cycles should be included in a systems perspectives for a full picture, but which are either beyond the scope of the report, or link to an earlier figure which is then given. In two figures life cycle data from the CPM (Center for environmental assessment of product and material systems) LCA database, 2011, is included. These date from 2005 and are included to give the reader an idea of the size of resource use and emissions involved.In the summaries below the pictures, the various effects, goal conflicts and the knowledge gaps discussed refer to environmental effects and ecosystem services. Conclusions on economic and social aspects are beyond the scope of this report. Summary and discussionTable 1 is a very condensed summary of the report. It must be read with the comparisons made in mind, i.e. a specific action is not necessarily positive or negative with regard to the chosen parameters generally speaking – only as compared to the reference states used in this report. The effect on climate change is either direct (source or sink of carbon dioxide) or indirect (via a substitution effect). In the case of fossil fuel substitution there is a delay in climate change mitigation; whereas the emission of CO2 from biomass burning is immediate, the uptake of CO2 in the trees that are replacing the cut trees is taking place over decades. Generally speaking, substitution for a construction material is more effective than substitution for fuel. Notably, the table says nothing of the size of the impacts discussed; for this we refer to the special chapters and the literature cited. Neither does the table, nor the report, say anything about how to measure the impact of the different actions. Let alone the report says something about how the various effects can be compared to each other. Most plausible, the answers to these questions will vary from case to case, but also between different actors in the field, depending on what is ascribed the highest importance – or value – in different situations (Haider & Jax 2007). Critical trade-offsIt can be seen from table 1 that many activities that have a positive effect on climate change through a stock or sink mechanism also have positive effects on biodiversity, whereas an increased substitution effect tend to conflict with biodiversity. Similar patterns are there for eutrophication and water regulation (when relevant). These patterns give rise to complex choices as it has to be considered how important harvest of biomass (substitution effect) is as compared to e.g. biodiversity or eutrophication. Except local and case specific aspects – social as well as ecological – there is also a time aspect involved. Our obligations to future generations also needs to be taken into consideration in management of natural resources (de-Shalit 1995; Dobson 1999).Notably, biodiversity, the nitrogen cycle and climate change (in that order) have been pointed out by Rockström et al. (2009) as the three most critical out of nine so called planetary boundaries. Crossing these boundaries is, according to the authors, associated with a risk of deleterious, possibly disastrous consequences for humans. This is pointed out to underline how critical land use measures are, and that the trade-offs between climate change, biodiversity and nitrogen cycle impacts are far from obvious. How do we determine what degree of climate change that corresponds to a given change of biodiversity? It can be argued that increased climate change will in the end affect biodiversity negatively, but on the other hand it can also be argued that higher biodiversity generally means more resilient ecosystems, and more resilient ecosystems cope better with climate changes. A few of the land use measures investigated are positive from climate change point of view as well as from a number of other perspectives. These measures include forest reservation (in the short term), wetland restoration, livestock production with ley (if compared to livestock production with only arable crops), and energy forests (if compared to agriculture). A switch to deciduous tree species may also fall into this category, although here there's a lack of knowledge regarding productivity as well as emissions associated with many tree species. Similarly, certain kinds of selective cutting may be positive from many points of view, but again there are uncertainties with regard to actual emissions. Such (potential) win-win solutions are usually only possible on small areas compared to the area subject to, e.g., conventional forestry, but may be highly significant for the preservation of threatened biodiversity and a number of other ecosystem functions. A national land use strategy aiming for (environmental) win-win options only will however not be possible. Tradeoffs between different environmental values will be necessary. Many of the parameters discussed through the report depend on site specific characteristics. Occurrence of species and site conditions such as soil properties, geology, hydrology, climate, deposition vary from one place to the other. In addition to this, people have different preferences, both at the individual level and at the cultural level. All of this, on top of the scientific difficulty of saying what is "best" when it comes to trade-offs between e.g. climate change and biodiversity, makes it impossible to recommend a "best land management option" on a general level; it will vary from one place to the other and over time, and a variety of options will be needed. A variety of options can be seen as a means of safeguarding a variety of values and ecosystem services, meeting different needs and preferences of people, and as a way of precautious risk spreading. The issue is further complicated when social and economic aspects, in terms of cultural ecosystem services are added. Briefly, cultural ecosystem services are "The non-material benefits people obtain from ecosystems through spiritual enrichment, cognitive development, reflection, recreation, and aesthetic experience, including, e.g., knowledge systems, social relations, and aesthetic values." (Millennium Ecosystem Assessment 2003, p 58). As an example, productivity may be somewhat lower for selective cutting than for clear-cut forestry as well as for deciduous forests compared to spruce stands. On the other hand, selective cutting and deciduous forests may enable cultural, aesthetic and recreational values that production forestry misses. At the same time, it is more plausible that the selective cutting-forests and the deciduous forests enable cultural and recreational activities such as fishing, picking wild berries and hunting. In the case the economic value of these activities is limited (such as in many high-income countries), it is reasonable to include them in the cultural ecosystem services as they contribute to the high cultural, aesthetic, social and health values of a biodiverse landscape (Norling 2001). The cultural ecosystem services are most plausible difficult to replace (Lisberg Jensen 2008). In many cases, then, trade-offs seem to be unavoidable not only between environmental aspects, but also between environmental aspects on the one hand and social and economical aspects on the other, especially if including the global situation in the reasoning (Dobson 2007). In these tradeoffs, science can give advice, but the decisions remain political, and dependent of valuations and preferences. Concerning preferences, there is e.g. a risk that many preferences that people have, are monotonous, short sighted, temporary or just unrealistic to an extent that will challenge environmental decision making, environmental policy and/or environmental ethics (Minteer, Corley & Manning 2004; Minteer &Miller 2011). Furthermore, there is an extensive discussion in environmental ethics about the importance of natural landscapes (Callicott 2001; Hettinger 2002). On the other hand, empirical studies show that naturalness is not crucial. On the contrary, cultivated landscapes obviously have the social, cultural, aesthetic and spiritual values that many people appreciate (Norling 2001).

Esta investigación se articula desde un primer interés, netamente extravagante pero filosófico, de enfrentar a Emmanuel Lévinas y Gilles Deleuze, los que implican distancias y escasos vínculos teóricos. Es el atrevimiento de comenzar la aventura del (des)encuentro. Este impulso general y paradójico fue el primero que nos movilizó a pensar que si bien comparten la escena del pensamiento francés y del siglo XX, ambos filósofos no muestran aparentemente encuentros teóricos posibles. Visualizamos que, a pesar de las distancias, ambos filósofos trabajaban en su obra conceptos comunes, tales como el sentido, el otro y el rostro. En ese contexto, esta investigación doctoral se articula bajo la siguiente hipótesis de lectura en tanto objetivo principal: confrontar estas nociones comunes que trabajan tanto Lévinas como Deleuze (el sentido, el otro y el rostro) para interrogarlas de modo político a partir de una cierta perspectiva de la filosofía política crítica de Miguel Abensour. Nueva dificultad para nuestro trabajo: los dos filósofos escogidos no son filósofos políticos 'clásicos', es desde su propia filosofía que re-piensan 'lo político'. De ahí la importancia de introducir una cierta perspectiva del filósofo político Abensour para interrogar las perspectivas políticas despuntadas de la tríada sentido-otro-rostro en ambos filósofos. Para lograr este objetivo de investigación, bajo una metodología hermenéutica construimos un escrito que se configura en tres partes y una apertura conclusiva en lugar de una 'cerrada' conclusión. La primera comienza con dos capítulos donde intentamos precisar nuestra clave de lectura sobre 'lo político' desde la perspectiva de Miguel Abensour. En el primero trazamos un camino filosófico crítico que nos permitió comprender el pensamiento político de la Modernidad, desde el cual engarzamos con el capítulo 2. Éste trabaja sobre la clave abensouriana: la necesidad de pensar una cierta condición de irreductibilidad de lo político investigándose en los márgenes, en lo singular, en los acontecimientos intempestivos. Se pensó una política renovada que especulara sobre las ruinas del Estado, instalando así una 'verdadera democracia' que se presenta critica a la lógica integradora y totalizadora del Estado —según el decir del Marx leído por Abensour—, permitiendo al Estado no cerrarse sobre sí mismo como una Unidad. Esta clave interrogaría los conceptos de Lévinas y Deleuze en las siguientes partes del escrito. La segunda parte de la investigación incluye dos nuevos capítulos. El capítulo 3 trabaja la tríada conceptual del sentido, el otro y el rostro desde la obra de Lévinas, lo que instala nuevas nociones sobre el Humanismo y la Ética a partir de su novedosa aproximación al Otro, estableciendo una Alteridad Radical que logra configurar su lugar desde su particular noción de rostro. Ahora bien, la necesidad de desarrollar la tríada conceptual en un capítulo aparte permite una cierta metódica que hace despuntar mejor la perspectiva política de los conceptos, de ahí la construcción del capítulo 4. En líneas generales, nos encontramos que el sentido primero desplegado por el rostro del otro no tiene una relación directa con la política, pero sí es una plataforma necesaria para pensar lo político en Lévinas. Luego, en un ejercicio similar a la segunda parte, pero trabajando a Gilles Deleuze, configuramos una tercera parte con otros dos capítulos. Bajo el mismo gesto metódico, desarrollamos el capítulo 5 mostrando la tríada conceptual del francés en cuestión, atravesando toda una etapa primera de Deleuze, a saber, desde Proust y los signos (1964), pasando por su obra doctoral Diferencia y Repetición (1968), para cerrar con Lógica del sentido (1969) y su apéndice sobre el otro de Michel Tournier. Apostamos por mostrar que el territorio del otro es, justamente, el sentido; el otro es pensado como una estructura previa a la mirada que se actualiza cuando un yo aparece. En nuestro capítulo 6 dilucidamos que su (sin) sentido implica una mirada crítica a la política, la cual apunta a lo subjetivante, a lo hipersignificante y sustantivo que la sociedad actual constantemente —vía la máquina abstracta— rostrifica fijando y rigidizando. Así Deleuze denuncia una 'política del rostro'. Vemos entonces que los conceptos Deleuzeanos interrogados en la misma clave política que los de Lévinas, pretenden abrir un nuevo tipo de incursión en lo político, volviendo a lo político mismo permitiendo deshacer el rostro recién descrito y su sentido totalizante. A partir de esta descripción conceptual de ambos pensadores, vemos sus similitudes metodológicas, pero distancias teóricas y filosóficas. No obstante, creemos que al ir confrontando el corpus conceptual escogido de ambos autores en nuestra 'clave política' abensouriana se despliegan resultados y sentidos novedosos que lentamente comienzan a borrar las tensiones y las distancias entre ellos. Se puede pensar en una transformación de lo político. Por lo mismo cerramos el trabajo abriendo puertas ricas en nuevas significaciones filosóficas que se relacionen con lo que arroja esta tesis. Cuestión que sugiere y cimenta caminos creativos para pensar la institucionalidad actual, aportando nuevos sentidos al diálogo social y a la dinámica de poder, escapando de los intentos totalitarios, y tal vez, alcanzando una imbricación política – ética interesante desde ambos filósofos que desentrañan nuevos sentidos respecto del lugar del otro y del rostro. Abstract This research is built on an initial interest, extravagant but philosophical, to confront the work of Emmanuel Levinas and Gilles Deleuze, two authors that share few theoretical links and similarities. It is the boldness of initiating an adventure of (dis)agreement. This general and paradoxical impetus was the first that mobilized us to think that despite sharing the scenes of the French thought and twentieth century, these two philosophers apparently show no possible theoretical encounters. In spite of their distances, we envision that both philosophers worked common theoretical concepts such as meaning, the other (autrui) and the face. In this context, this PhD research is organized under the following reading hypothesis as the main objective: confronting these common notions developed by both Lévinas and Deleuze (meaning, the other and face) and interrogating them in a political mode drawing from certain perspectives of Miguel Abensour's critical political philosophy. This analysis presents a new challenge, since both authors, Lévinas and Deleuze, are not 'classical' political philosophers but rather re-think the 'political' through their own particular philosophies. Introducing a certain perspective from the political philosopher Abensour to interrogate the political perspectives revealed from the meaning-other-face triad in Lévinas and Deleuze is a important effort, as it underscores perspectives that have been hither to ignored. To achieve this research objective, this manuscript is divided into three parts and a concluding opening instead of a 'closed' conclusion. The first part contains two chapters where we attempt to define our key interpretation of 'the political' from Miguel Abensour's perspective. In chapter 1 we trace a critical philosophical path that enabled us to understand the conceptual political territory installed by modern thought. This critical journey through modernity, gave us a foundation to transition to chapter 2, which is built in an Abensourian framework: the need to think of a certain irreducibility condition of 'the political' being investigated in the margins, in the singular, in the untimely events. A renewed politic that speculated about the ruins of the State was thought of, installing in that way a 'true democracy' that shows itself critic to the integrative and totalizing logic of the State – according to Marx as read by Abensour –, allowing the state not to fold upon itself like a Unit. This framework would interrogate Levinas' and Deleuze's concepts in the following parts of the manuscript. The second part of this research includes two new chapters. Chapter 3 works on the conceptual triad of meaning, the other, and face in Levinas's oeuvre, which installs new notions about Humanism and Ethics from his inventive approach of the Other, establishing a Radical Otherness that configures its place from his particular notion of face. However, the need to develop the conceptual triad in a separate chapter allows for better development of the political perspective of concepts; hence, the construction of chapter 4. Overall, we found that the first meaning displayed by the other's face has no direct relationship with politics, but it is a necessary platform for thinking the political in Lévinas. The third part, with two chapters, is similar to the second, however, its focuses on the work by Gilles Deleuze. Using the same methodology, we develop chapter 5 by showing the conceptual triad in the first period of Deleuze's work: from Proust and Signs (1964), through his doctoral work Difference and Repetition (1968), and closing with the Logic of Sense (1969) and his appendix on Michel Tournier's other. We attempt to show that the territory of the other is, precisely, the meaning; the other is thought of as a previous-than-look structure that is established when a self appears. In chapter 6, we elucidate that his (non) sense implies a critical look at the political, which points to the subjectivating, hipersignificant and substantive that contemporary society constantly –through the abstract machine– fixes and rigidifies through the face [rostrificación]. It is through this analysis that Deleuze denounces a 'politics of the face'. We can therefore see that these Deleuzean concepts interrogated in the same political key as Lévinas, pretend to open a new type of inquiry into the political, returning to the political by itself, and allowing an unpacking of the recently described face and its totalizing meaning. Based on this conceptual description of both philosophers, Deleuze and Lévinas, we see their methodological similarities, but also their theoretical and philosophical distance. Nevertheless, we believe that by confronting the chosen conceptual corpus from both authors in our Abensourian 'political framework', novel results and meanings slowly begin to erase the tensions and distances between them. We can therefore conceive a transformation of the political. It is for this reason that this research concludes with opening new routes in philosophical significance based on the findings of this dissertation, presenting and suggesting new and creative ways in which to think of current institutionalism, contributing to new meanings to the social dialog and power dynamics escaping totalitarianism, and, maybe, reaching a political-ethical imbrication from both philosophers that unravels new perspectives and meanings about the role of the other and the face.

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

ÖZETTürkiye'nin Avrupa Birliği macerası yıllardır sürmektedir. Bugün mü, yarın mı derken Avrupa Birliği üyeliği giderek uzayan bir konu gibi gözükmektedir. Yıllardır süren macera Türkiye'nin aday ülke olarak kabul edilmesiyle farklı bir boyut kazanmış, hiç olmayacakmış gibi gözüken, neredeyse umudun bittiği anda 'üyelik' yeniden gündeme gelmiştir. Lüksemburg Zirvesiyle Türkiye-AB ilişkileri kopma noktasına gelmiş, Helsinki zirvesiyle ilişkiler yeni bir boyut kazanmış, Türkiye'nin üyelik umutları artmıştır. Helsinki Zirvesi bu boyutuyla Türkiye açısından çok önemlidir. Türkiye'nin AB macerasında en önemli yapı taşlarından biri Helsinki Zirvesidir denilebilir. Türkiye'nin aday ülke olmasının AB üyesi ülkelerde yarattığı etki, bir yerde Türkiye'nin Avrupa nezdinde öneminide ortaya koymaktadır. Bu nedenle Avrupa medyasında Türkiye'yle ilgili haberler Türkiye'nin aday olmasının arkasındaki gerekçelerin bir nebze olsun anlaşılmasında faydalı olacaktır. Medyanın günümüz işlevlerini düşünürsek Helsinki Zirvesi öncesi ve sonrası Avrupa medyasının Türkiye'ye bakış açısı önem kazanmaktadır. Medya Türkiye'nin AB'ne aday olmasında birinci derecede etkilidir diye bir sav olamaz ancak medyanın Helsinki zirvesi öncesi ve sonrası yazdıkları, yayınladıkları zirveye etkisi olabilmiştir ama bu neticede belirleyici etki olmamıştır. Türkiye sonuç olarak Helsinki Zirvesiyle AB'ne aday olmuş ve üyelik süreci hızlanmıştır. Bu nedenle Helsinki zirvesinin önemi ve Avrupa medyasının zirveyle birlikte Türkiye'ye olan yaklaşımı bir medya çalışanı olarak ilgimi çekmiş ve bu konuda çalışma yapmaya teşvik etmiştir.ABSTRACTRepublic of Turkey was built in 1923 on a past of 700 years of relationship with Europe. The Ottoman Empire was almost the strongest country in the world .15.and 16.centuries were the centuries that the Ottoman Empire was the boss of the world. At these centuries Empire was at the most powerful point about army, economy and territory. Renaissance and Reforms were the turning points for the Europe. After that, the equilibrium in the world began to change.That equlibrium changed negatively for the Ottoman Empire.That equlibrium changed positively for Europe.Ottoman Empire could not realize the importance of Renaissance and Reforms. Because of this, Empire only watched the development of Europe and result of this, Empire could not develop itself and while Europe was developing itself, Ottoman Empire was becoming weaker day by day. It can be said that because of Renaissance and Reforms the power passed the Europe and basic of today's Europe was made up of at that time.Europe was developing itself and when the Ottoman Empire realized it, reformists moverments only tried to save the day.These were not long term movements. The reformists movements that were done by the Empire about army, economy and at other branches were depending on the reformists movements which the Europe had done. It can be said that Turkey's Europe adventure began with these movements. Administrative Reforms were first seen in 1839.The Reforms that were decleared at that time, were trying to make better the Empire's politic, economic life. And with these reforms social life was tried to be changed. It can be said that, that was the first step for the law government.That Reform was decleared at 3 November 1839 at Topkapı Palace. It was the turning point for the Ottoman Empire. It's aim was to renew old institutions and make more powerfull the authority of the center. These reforms helped to form new personnels for the formation of new military, judical, managerial system. Reforms included everybody's safe, justice. The most important aim of that was to prevent Europe's pressure on the Empire. Later in 1856 another reformist movement occured in the Empire. These reforms were completing the Reforms that were decleared in 1839. In 30 March 1856 Paris Agreement was signed.And the Reforms that were declared was one of the conditions of that Agreement. On the other hand the effect of foreign capital increased in the Empire and European countries gained more power about Empire's politic and economic life. It can be said that like other reforms which was made in 1839, also these Reforms could not become real in life. So it is clear that Reforms were not useful for Ottoman Empire. The Empire was taking the Reforms as an example which were done by Europe. But later on the Ottoman Empire began to do the things that Europe wanted from it to do. After first world war and after Turkish national war, with the formation of a new Republic, Turkey tried to take part in Europe. It became a national policy. The relation between Turkey and the Union began at 31 July 1959 with the application for being common partner member.But after 40 years of that application Turkey only could have a candidateship for the Union at the Helsinki Summit. The Helsimki Summit was very important for both sides and with the result of that Summit a new term began between Turkey and the Union. Nationalistic public opinion was only concerning with the result of that Summit. Genarally, the subjects that were discussed at the Summit took part at media according to the agenda of the Union countries. Turkey's candidateship almost took part in every press at the Union contries.Press of some countries gave more importance to Turkey's candidateship rather than other countries 's press. That was linked to their relations with Turkey. At this study, the approaches of media in the EU member states towards Turkey's candidateship before and after the Helsinki Summit will be written.Media is composed of radio, tv, and press. In this study press will be the basic point. Newspapers and magazines will be the source of the study. Radio and tv, other mass media will take less place rather than newspapers in this satudy. Important tv channels will be written which gave news about Turkey's candidateship. Basicly press of the Union countries that gave place to Turkey in their columns will be main source of this thesis. Turkey's being candidate was waited from the year 1959. With the Summit of Luxembourg in 1997, the Union made Turkey stay outside Europe and after that the relations between Turkey and the Union became very bad.The union turned back from it's wrong with the Helsinki Summit and Turkey was declared as a candidate country. Turkey's declearation of candidateship was an important development for the future of the country. That opened a new term between Turkey and the Union. The political and economic criteria ( called Copenhagen criteria ) that the Union wanted from Turkey became more important. Turkey had to give more importance to its relations with the EU. The momentum which gave rise to and which was generated by the Single European Act continued after its adoption. The Committee chaired by Jacques Delors on Economic and Monetary Union had presented a report in 1989 setting out a three-stage plan for reaching EMU. The European Council decided to hold an intergovernmental conference on the subject, and, significantly, to hold at the same time a second intergovernmental conference on political union. The relationship between the two intergovernmental conference's has been explained as,"The second intergovernmental Conference on Political Union did not have such a long gestation period: it was not indepently planned, but developed in response to the European Monetary Union decision. Key Community states thought it imperative to balance economic integration with political integration. An economically integrated Europe without a comparable political dimension seemed the antithesis of the Community ideal".On the basis of the intergovernmental conference negotiations, a draft Treaty was presented by the Luxembourg presidency of the European Council in 1991. After various revisions of this draft at the European Council meeting in December of that year, the Treaty on European Union was eventually agreed and signed in Maastricht in February 1992. (Corbett, 1993). After vigorous debates leading up to the ratification process in the various Member States, which revwaled a considerable amount of public disquiet and dissatisfaction with the Treaty and with the process of its negotiations, it was rejected by the Danish population in a national referandum. However, after several concessions were secured by the Danish Government and formalized in a decision of the Heads of State at the Edinburgh European Council in 1992, including the right not to participate in the third and final stage of European Monetary Union and not to take on the Presidency of the European Council when defence issues were involved, a second referendum yielded a narrow majority in favor of ratification. When the last obstacle-in the shape of a challenge before the German Federal Supreme Court to the Constitutionaly of ratification was cleared, the Treaty entered into force in November 1993.Undoubtetly, the popular profile of the Comunity has been raised more by the Maastricht debate than by any previous development in the Community's history, even though some would contend that the Single European Act, with its revival of qualified-majority voting, represented a more significant step for the Commınity in the process of integration. Perhaps, apart from the detailed commitment to full economic and monetary union, the most obvious feauture of the Treaty on European Union was the instituonal change it wrought, establishing a three-pillar structure for what was henceforth to be called the European Union, with the Communities as the first of these pillars. As noted above, the EEC Treaty was officially renamed the European Community Treaty. (Craig, p;27,1995) News of press reaches all of the world with the help of televisions. Satellite technology helped press to reach billions of people in the world. It can be said that technological development form of press is named "media" at the present time and it is very effective. Making up the public opinion, formation of agenda give the ability to press about effecting people and the politic life.At the present time the European Union developed itself verymuch and began to behave as "one" government. And its importance increased in the world. For Turkey it became more important to be the member of the Union.Helsinki Summit became very important for Turkey in 1999. It was almost the last chance for Turkey to be the member of the Union. and 2000 journalists worked during that Summit and with the help of technology they conveyed information about the Summit to billions of people. Before the Helsinki Summit,the public opinion in the countries of the Union was in favor of Turkey.It can be said that that public opinion could be effective on the policy of member governments about Turkey.This study includes generall approach of the press in the Union countries towards Turkey before and after the Helsinki Summit.The aim is to show the opinion of the member states towards Tutkey's candidateship.With that, it can be understood which countries really supported Turkey and which countries had to support Turkey.Countries generally behave according to the public opinion.Press is very active at the formation of public opinion.So the press of the Union countries might have a role about Turkey's candidateship.After the Helsinki Summit Turkish media gave more importance to the Union and almost everday there could be seen news about theUnion in the newspaper and televisions. At this study first of all, the background of the press is pointed out and with that developments of press in Europe exists.Historical background of communication,historical backgroun of the relations between Turkey and the Union.At this study newspapers will be the basic point. Newspapers which gave place to Turkey's candidateship at European countries are pointed out.The news that they gave about Turkey are shown at this study. Turkey's candidateship did not take place all of the newspapers in Europe.Lots of them gave place and amount of the news changed according to newspapers in the countries. At this study the aim was to reach important newspapers and magazines in Europe and in the United States that wrote something about Turkey's candidateship.In this study the news and articles that were written about Turkey's candidateship in newspapers and magazines are pointed out among the European and the United States press.The media of the EU countries were generally focused on Turkey's geopolitic importance and the importance of energy around Turkey. Ocalan's case was another subject that the press of the focused on. Some newspapers were writing positive things and some of them could write negative. Interest of the newspapers was different. It was changing from one to other one. Some of them were dealing with one specific subject about Turkey and others were dealing other subjects about Turkey. These subjects were generally about Ocalan's case importance of energy around Turkey and the importance of geopolitics of Turkey in the region. Press of Germany,Austria,Greece,Switzerland,France,England,Belgium,Fınland, Italy, Holland and the United States are included in this study. As it was written above newspapers and the magazines are important ones in their countries that were searched.And these are the countries that Turkey took place in their newspapers and magazines.

This paper builds on the global experience and Mali s context to identify an effective nutrition approach as well as costs and benefits of key nutrition programs, as part of a resilience agenda after the crisis. It is intended to help guide the selection of the most cost-effective interventions as well as strategies for scaling these up. The paper looks at both relevant nutrition-specific interventions, largely delivered through the health sector, and at multisectoral nutrition-sensitive interventions delivered through other sectors such as agriculture, social protection, and water and sanitation that have the potential to strengthen nutritional outcomes in Mali. We first estimate that the costs and benefits of implementing 10 nutrition-specific interventions in all regions of Mali would require a yearly public investment of $64 million. The expected benefits are large: annually about 480,000 Disability-adjusted Life Years (DALYs) and more than 14,000 lives would be saved and over 260,000 cases of stunting among children under five would be averted. However, because it is unlikely that the Government of Mali or its partners will find the $64 million necessary to reach full national coverage, we also consider three potential scale-up scenarios based on considerations of their potential for impact, the burden of stunting, resource requirements, and implementation capacity. Using cost-benefit analyses, we propose scale-up scenarios that represent a compromise between the need to move to full coverage and the constraints imposed by limited resources. We identify and cost six nutrition-sensitive interventions that are relevant to Mali s context and for which there are both evidence of positive impact on nutrition outcomes and some cost information. These findings point to a powerful set of nutrition-specific interventions and a candidate list of nutrition-sensitive approaches that represent a highly cost-effective approach to reducing child malnutrition in Mali.

This paper estimates country-specific costs and benefits of scaling up key nutrition investments in Nigeria. Building on the methodology established in the global report scaling up nutrition: what will it cost? Authors first estimate the costs and benefits of a nationwide scale up of ten effective nutrition-specific interventions. This will require an annual public investment of $837 million and would yield enormous benefits: over 8.7 million DALYs and 183,000 lives would be saved annually, while more than 3 million cases of stunting among children under five will be averted. As it is unlikely that the Government of Nigeria or its partners will find the $837 million necessary to reach full national coverage, authors also consider five potential scale-up scenarios based on considerations of burden of stunting, potential for impact, resource requirements and capacity for implementation in Nigeria. Using cost-benefit analyses authors propose scale-up scenarios that represent a compromise between the need to move to full coverage and the constraints imposed by limited resources and capacities. This analysis takes an innovative approach to nutrition costing by not only estimating the costs and benefits of nutrition-specific interventions, but also exploring costs for a selected number of nutrition-sensitive interventions implemented outside of the health sector. We identify and cost four candidate nutrition-sensitive interventions with impact potential in Nigeria, including bio-fortification of cassava, aflatoxin control, school-based deworming, and school-based promotion of good hygiene. Overall, these findings point to a candidate list of nutrition-sensitive approaches that represent a cost-effective approach to reducing child malnutrition in Nigeria. Moving forward, these results are intended to help guide decision makers as they plan future efforts to scale-up action against malnutrition in Nigeria and develop nutrition financing plans that bring to bear resources from the health, social protection, education, and agriculture sectors.

This toolkit is the first of its kind to provide information on promoting and protecting the nutritional status of mothers and children in crises and emergencies. Latin America and the Caribbean is one of the most vulnerable regions in the world to major crises and emergencies. This toolkit aims to improve the resilience of the most vulnerable in times of intensified nutritional needs, most notably pregnant and lactating mothers as well as children less than two years of age. Its principal objective is to offer countries, when faced with the transition from stable times into and out of crisis, clear guidance on how to safeguard the nutritional status of mothers and children during times of stability, crisis, and emergency. The principal objective of this toolkit is to offer clear guidance, in a single-source compilation, that will assist countries in safeguarding the nutritional status of mothers and children during times of stability, crisis, and emergency. It aims to inform changes in countries' policies and practices and to guide their attempts to deal with persistently high prevalence rates of malnutrition among their poorest, least educated, and indigenous populations. This toolkit has been crafted so that it can be readily used by non-nutrition specialists.

Pädagogische Fachkräfte nutzen Social Media-Plattformen als professionelle Handlungsräume. Diese Nutzung umfasst die Grundformen pädagogischen Handelns, wie Arrangieren, Animieren und Informieren/Beraten. "Wenn ich als Pädagogikprofessor in einer Straßenbahn Eltern Ratschläge gebe, wie sie mit einem offensichtlich übermüdeten Kind umgehen sollen, dann handele ich vermutlich anmaßend, aber nicht professionell, denn die Tram ist nicht der Ort meiner Profession." (Giesecke 1997: 47) Wie sieht es aus, wenn die Orte pädagogischer Profession nun aber gezielt ausgedehnt werden, indem pädagogische Fachkräfte in Sozialen Onlinenetzwerken (SONW) pädagogisch agieren? SONW werden somit zu neuen pädagogischen Handlungsräumen. Der Beitrag zeigt anhand ausgewählter Fallbeispiele, wie SONW von pädagogischen Fachkräften der Offenen Kinder- und Jugendarbeit (OKJA) als pädagogische Handlungsräume genutzt werden. Noch nie zuvor haben so viele junge Menschen und Erwachsene das Internet täglich genutzt (mpfs 2017; Projektgruppe ARD/ZDF–Multimedia 2017). Angesichts dieser hohen Bedeutung stellt sich die Frage, inwiefern auch die Soziale Arbeit die Potenziale des Internets und besonders die Potenziale von SONW für sich nutzen kann. Eine Vorreiterrolle bezüglich der Nutzung von SONW als pädagogische Handlungsräume nehmen die pädagogischen Fachkräfte der OKJA ein (JFF 2011). Zunächst wird in diesem Beitrag anhand einiger Situationen aus der OKJA verdeutlicht, wie SONW als pädagogische Handlungsräume genutzt werden. Die verwendeten Beispiele entstammen qualitativen Interviews mit Fachkräften, die im Rahmen des Dissertationsprojekts der Autorin geführt wurden. Der anschließende Abschnitt beschäftigt sich mit der Frage nach der Wahrnehmung und Artikulation von SONW als pädagogische Handlungsräume durch die Fachkräfte. In einer Zusammenfassung werden die geschilderten Situationen hinsichtlich der Grundformen pädagogischen Handelns nach Giesecke kategorisiert. Der Artikel schließt mit einer Positionierung zu den Herausforderungen durch SONW und einem Ausblick. Exemplarische Situationen der Nutzung von SONW Im Folgenden werden ausgewählte Situationen der alltäglichen Nutzung von SONW und deren pädagogische Implikationen vorgestellt. Der erste Beispielkomplex zeigt dies am Beispiel der Postings von Jugendlichen. Dadurch, dass die Jugendarbeiterin Clara auf Facebook mit den Jugendlichen befreundet ist, erfährt sie von Beleidigungen und Streits und hat die Möglichkeit Einfluss zu nehmen: "Dann hab ich gemerkt, die fängt dann an mit der zu chatten und auf die Startseite: 'Und du bist so doof' und haste nicht gesehen [zu schreiben]. Und dann konnte ich natürlich im Vorfeld schon eingreifen. Und wenn sie dann kamen, dann hatte ich eine Information, die ich sonst nicht gehabt hätte und hab sie mir dann alle ins Büro geholt und hab das ganz offen angesprochen." Bei Streits zu intervenieren ist für die pädagogischen Fachkräfte in der OKJA alltägliche pädagogische Arbeit. In einem ersten Schritt wird die Situation beruhigt und in einem anschließenden Schritt mit den Beteiligten in einem pädagogischen Rahmen bearbeitet. Clara kann situativ entweder mittels Kommentar direkt in die Interaktion im SONW einsteigen oder zu einem späteren Zeitpunkt ein Gespräch in der Einrichtung forcieren. Sie bewertet es als sehr hilfreich, Dinge indirekt zu erfahren, da sich das o.g. Mädchen vielleicht nicht von sich aus an sie gewandt hätte. Clara erhält durch ihre Facebook-Freundschaft auch Informationen, die nicht explizit an sie adressiert wurden, somit obliegt es ihrer pädagogischen Kompetenz, sensibel mit diesen Informationen umzugehen und zu entscheiden, ob sie sie aktiv nutzt oder die Situation passiv beobachtet. Der Jugendarbeiter Felix hat ein Bild kommentiert, das zwei Mädchen gepostet hatten. Auf diesem Bild inszenieren sich die Mädchen auf Straßenbahnschienen sitzend. Felix schien es erforderlich dies zu hinterfragen: "'Okay, das ist nicht so ganz eindeutig, was wollt ihr mit diesem Foto sagen? Wollt ihr sagen, dass euch das Leben nicht mehr gefällt und ihr wartet darauf, dass die nächste Straßenbahn kommt und euch überfährt?'" Die Mädchen erfahren Selbstwirksamkeit, da der Jugendarbeiter auf das Foto reagiert. Durch das offene Thematisieren der Bildbotschaften werden sie zum Reflektieren ihres Handelns angehalten und somit Bildungsprozesse angeregt. Felix ist zudem sensibilisiert und kann zu einem späteren Zeitpunkt ggf. eine Beratungs- oder Informationssituation initiieren. Informationen, die Clara aus den Postings der Jugendlichen über diese erhält, nutzt sie, um in der Anschlusskommunikation ein Gefühl emotionaler Verbundenheit hervorzurufen: "Und wenn du dann zum Beispiel bei Facebook schon gesagt hast: 'Finde ich toll, du hast ein neues Kleid'. Dann kommen sie an: 'Mensch Clara, wirklich? Ist das ein schönes Kleid? Sag mal ehrlich.'" Die Jugendarbeiterin reagiert hier wertschätzend auf Dinge, die für die Jugendlichen aktuell von Belang sind und zwar im Einzelfall, aber ebenso auch bereits durch die Tatsache, dass sie sich auf die Kommunikationsweise der Jugendlichen einlässt. Sie erzeugt dadurch ein positives Klima und ruft ein Gefühl emotionaler Verbundenheit hervor. Clara selbst beschreibt dies als Intensivierung der Kontakte. Oder anders gesagt: Sie nutzt die SONW unterstützend, um die Beziehung zu den Jugendlichen kontinuierlich weiterzuentwickeln. Diese Grundlagen für den Aufbau einer vertrauensvollen Arbeitsbeziehung werden von der Jugendarbeiterin arrangiert. Im zweiten Beispielkomplex werden die pädagogischen Implikationen und Intentionen anhand der Postings der pädagogischen Fachkräfte vorgestellt. Felix verfolgt sowohl pädagogische als auch administrative Absichten, wenn er Aktionen der Einrichtung mittels Bildpostings in SONW dokumentiert. Die Postings haben zum einen den Zweck ein Zugehörigkeitsgefühl zur Einrichtung zu fördern, indem gemeinsame Erlebnisse positiv erinnert werden und die Jugendlichen animiert werden, diese Emotionen zu reflektieren und zu verbalisieren. "Also wenn ein schönes Foto natürlich da ist und dann die Reaktion drauf kommen würde: 'Ja, ich war dabei. Das war total geil.' Dann wäre damit schon sehr viel erreicht." Außerdem möchte Felix einen Dialog über diese spezifische Aktion unter den Jugendlichen anregen. Er eröffnet mit der Kommentarfunktion eine niedrigschwellige Möglichkeit und motiviert die Jugendlichen damit, sich zu artikulieren. En passant erhält er durch die Kommentare Feedback und kann weitere entsprechende Angebote arrangieren. Zugleich hat sowohl die Dokumentation als auch der Anschlussdialog der Jugendlichen Signalcharakter nach außen: Außenstehende erhalten einen Eindruck von Angeboten und Zielgruppe sowie einen Eindruck davon, wie die pädagogischen Fachkräfte arbeiten; Lebendigkeit und Offenheit wird signalisiert. Sowohl Clara als auch Felix nutzen die SONW, um alltägliche pädagogische Angebote oder besondere Erlebnisse zu arrangieren und initiieren. Einen Vorteil sehen sie vor allem darin, dass sie mittels Postings in kurzer Zeit eine große Zielgruppe, nämlich alle mit der Einrichtung verbundenen Jugendlichen, erreichen können. Deutlich wird dies in Felix' Einrichtung, in der täglich das aktuelle pädagogische Angebot gepostet wird. Dadurch erreicht er auch eine Zielgruppe, die sonst nicht die Einrichtung besucht, sondern lediglich punktuell zu Außenveranstaltungen kommt. "Wie zum Beispiel jetzt im Sommer, wenn wir irgendwo Baden fahren dann wird das gepostet." Das Werben für den Badeausflug mittels Postings in SONW ermöglicht den o.g. Jugendlichen einen Zugang zur Einrichtung bzw. zu dem pädagogischen Personal und die Teilnahme an den pädagogischen Aktionen. Felix kann dies wiederum nutzen, um mit den Jugendlichen in Kontakt zu treten und Vertrauen aufzubauen. Außerdem kann eine andere Umgebung einen guten Rahmen bieten, um Barrieren zwischen den unterschiedlichen Besucher_innengruppen abzubauen und neue gruppendynamische Prozesse anzustoßen. Clara hatte beispielsweise Karten für die Castings von X Factor und Supertalent und postete: "Ich hab Karten. Wer will […] mitkommen?" bzw. "Ich hab keine Karten mehr." Sie ermöglicht den Jugendlichen damit, etwas Besonderes, nicht Alltägliches, zu erleben und schafft Möglichkeiten für Bildungsprozesse. Das Arrangieren der Teilnahme an besonderen Erlebnissen und pädagogischen Angeboten impliziert dementsprechend auch pädagogisches Handeln und ist über ein massenmediales Werben hinausgehend. Das pädagogische Handeln in SONW und SONW als pädagogische Handlungsräume Die vorherigen Explikationen haben den pädagogischen Gehalt im Umgang mit beiderseitigen Postings aufgezeigt. In einigen Beispielen wurde direkt im SONW interveniert, womit deutlich wurde, wie dieses als zusätzlicher, pädagogischer Handlungsraum der OKJA genutzt wird. Weiterführend stellt sich nun aber die Frage, inwiefern die beiden pädagogischen Fachkräfte die SONW als pädagogische Handlungsräume wahrnehmen und in dieser Deutlichkeit als solche bezeichnen. Nach ihrem Begriffsverständnis befragt, definiert Clara pädagogisches Handeln als "alles Handeln, was du in Bezug auf Jugendliche erzieherisch ausübst". Als Beispiel benennt sie das Eingehen auf Konflikte auf Basis von pädagogischen und entwicklungspsychologischen Fachkenntnissen, also "zu wissen, was damit gemeint sein kann und das dann eben ansprechen". Dabei verwendet sie einen aufrüttelnd-provokanten Sprachstil, sog. Modulationen (vgl. Cloos et al. 2009), um den Jugendlichen ihr Verhalten und dessen Konsequenzen bewusst zu machen. Für Clara findet sich diese Art pädagogischen Handelns fraglos auch in den SONW wieder. Sie verdeutlicht dies am weiteren Beispiel eines männlichen Jugendlichen, der sich in Bodybuilder-Pose fotografiert hat: "Und ich sage, 'Meine Güte, jetzt machste aber einen auf Muskelprotz!' und mach das mit so'nem Smiley hinten dran, so dass der eigentlich weiß, was ich damit meine." Auch hier verwendet sie Modulationen, um den Jugendlichen zur Reflexion seines Verhaltens anzuregen und ihm die Wirkungen des geposteten Bildes vor Augen zu führen. Zusätzlich hätte Clara die Möglichkeit die Interaktion auf Facebook für spätere Anschlusskommunikation innerhalb der Einrichtung zu verwenden. Auffällig an Claras Verständnis von pädagogischem Handeln ist vor allem, dass sie den Fokus im Schwerpunkt auf konflikthafte oder problematische Situationen richtet. Pädagogisches Handeln umfasst für sie somit korrigierendes Handeln. Darin unterscheidet sich ihre Definition von der Gieseckes. Dieser definiert pädagogisches Handeln als positive Beeinflussung des Menschen hin zu einer mündigen Persönlichkeit, indem man Gelegenheiten zu Bildungsprozessen bietet (vgl. 1997: 22ff.). Felix definiert pädagogisches Handeln als das Arrangieren von Workshops, das Animieren oder das Vermitteln von Toleranz in der Gruppe. Damit bezieht er sich allerdings lediglich auf die Face-to-Face-Arbeit innerhalb der Einrichtung, denn Felix bezweifelt, dass pädagogisches Handeln auf SONW übertragen werden kann: "Und bezogen auf Netzwerke lässt sich wirklich die Frage stellen, ist das eine Form von pädagogischem Handeln wenn ich das veröffentliche, die Angebote? Weil das ist ja wirklich eigentlich nur Öffentlichkeitsarbeit, Informationsarbeit". Obwohl er also durchaus in SONW pädagogisch agiert, reflektiert und artikuliert er dies nicht dementsprechend. Für ihn sind SONW weniger zusätzliche pädagogische Handlungsräume als vielmehr Werkzeuge, die administrative Aufgaben erleichtern. Auch Giesecke grenzt den Informationsoutput von Massenmedien von pädagogischem Handeln ab und hält fest, dieses finde immer von Angesicht zu Angesicht statt. Lediglich in den ggf. daran anschließend hergestellten, interaktiven Situationen könne pädagogisch gehandelt werden (1997: 47f.). Wie die Explikationen aber deutlich gemacht haben, ist dies auf Grund der Interaktivität von SONW heute keine grundlegende Bedingung für pädagogisches Handeln mehr. Felix nutz zwar in der Handlungspraxis diese Interaktivität, in der Reflexion und Artikulation spielt die Interaktivität jedoch keine Rolle. Anhand der beiden Fallbeispiele wird deutlich, dass die Reflexion pädagogischer Implikationen in der Nutzung von SONW nicht unbedingt die Praxis abbildet. Laut Giesecke ist der Gegenpol zum Handeln stets die Reflexion (1997: 45). Sein Konzept der Grundformen pädagogischen Handelns sieht er als Instrument, das Handeln zu reflektieren (1997: 17). Diese Grundformen (1997: 76ff.)1 dienen nun als Struktur, um das pädagogische Handeln der Explikationen reflektierend zu verdeutlichen. Arrangieren (1): Indem die pädagogischen Fachkräfte die vielfältigen Kommunikationskanäle von SONW nutzen, arrangieren sie die Voraussetzungen für vertrauensvolle Arbeitsbeziehungen oder arrangieren Situationen, die Bildungsprozesse ermöglichen. Animieren: Die pädagogischen Fachkräfte animieren die Jugendlichen zur Teilnahme an pädagogischen Arrangements wie Ausflügen und weiteren pädagogischen Situationen. Ebenso animieren sie die Jugendlichen sich in SONW zu artikulieren. Informieren/Beraten: Das Informieren und Beraten kann sich einerseits in den SONW abspielen, andererseits aber auch lediglich inhaltlich auf die SONW bezogen sein und offline/face-to-face stattfinden. Beide pädagogische Fachkräfte merken an, dass aus ihrer Sicht ein Face-to-Face-Gespräch aufgrund der Kanalreduktion nicht durch Nachrichten über SONW zu ersetzen und es daher wichtig sei, stets "zweigleisig" (Clara) zu arbeiten. Im Folgenden werden Herausforderungen und Reflexionsbedarfe, die sich aus den obigen Beispielen ergeben, erörtert. Herausforderungen und Ausblick SONW sind keine Jugendräume. Firmen sind dort ebenso präsent wie Erwachsene, die dort beruflich und privat netzwerken. Dementsprechend ist die Frage, ob sich pädagogische Fachkräfte in SONW aufhalten sollten, hinfällig (vgl. Stix 2014). Wichtiger ist es, einen Umgang miteinander zu entwickeln, der weder den pädagogischen Fachkräften noch den Jugendlichen zum Nachteil wird. Um die Jugendlichen zu erreichen, nutzen die pädagogischen Fachkräfte die bei jungen Menschen angesagten SONW-Angebote. Diese sind in der Regel kommerziell und wenig transparent oder reguliert, was den Umgang mit Nutzer_innendaten betrifft. Dies erfordert aus pädagogischer Sicht das Prüfen und Abwägen von Vor- und Nachteilen. Dementsprechend kann es nicht nur aufgrund der Kanalreduktion wichtig sein, ein Gespräch über ein sensibles Thema face-to-face zu führen und dies den Jugendlichen zu vermitteln. Ein reflektierter und sensibler Umgang mit Daten gilt auch für die Dokumentation von Aktionen, wie Felix ihn schildert. Beim Posten von Bildern muss er das Persönlichkeitsrecht der Jugendlichen beachten und prüfen, ob und ggf. welche Informationen möglicherweise unbeabsichtigt preisgegeben werden. Des Weiteren stellt sich die ethische Frage, inwiefern sich pädagogische Fachkräfte Informationen aktiv aus SONW besorgen und nutzen dürfen (vgl. Kutscher 2015). Eine weitere Herausforderung ergibt sich aus der Frage, ob nicht Jugendliche, die keinen Zugang zu SONW haben, ausgegrenzt oder benachteiligt werden. Dies zu reflektieren ist eine Aufgabe pädagogischer Professionalität. Die Nutzung von SONW birgt pädagogische Chancen. Zugleich ergeben sich daraus auch neue Verantwortungsdimensionen für das professionelle Handeln pädagogischer Fachkräfte. Das Handeln in SONW muss hinsichtlich möglicher negativer Konsequenzen für die Jugendlichen reflektiert werden. Die Entwicklung einer eigenen (medien-) pädagogischen Haltung sowie eine Rahmung durch Träger und kollegialer Austausch können dabei helfen. Pädagogisch professionell zu sein bedeutet auch, die Trends der jungen Menschen zu kennen und pädagogisch darauf zu reagieren. Im Falle von Social Media bewegt sich die Masse seit 2015 zu Angeboten wie WhatsApp und Instagram (mpfs 2016: 32f.). Es bleibt spannend, ob sich auch WhatsApp mit seinen anderen Strukturen mittelfristig als pädagogischer Handlungsraum etablieren und wie das pädagogische Handeln dort konkret aussehen wird – und welche Konflikte dies zu fachlichen Logiken und Standards mit sich bringt (vgl. Deutscher Bundestag 2013, S. 394), die zu reflektieren und in die Gestaltung pädagogischen Handelns einzubeziehen sind. (1) Ausgenommen das Unterrichten, von Giesecke verstanden als das Erklären von relativ komplexen Sachzusammenhängen in einem längeren Argumentationsprozess (1997: 79). ; Pedagogical professionals use social media platforms as professional spaces for action. This use includes the basic forms of pedagogical action, such as arranging, animating and informing/advising. "If I, as a professor of education, give advice to parents in a tram on how to deal with an obviously overtired child, then I am probably acting presumptuously, but not professionally, because the tram is not the place of my profession." (Giesecke 1997: 47) But how does it look when the places of pedagogical profession are now deliberately extended by pedagogical professionals acting pedagogically in online social networks (SONW)? SONW thus become new spaces for pedagogical action. The article uses selected case studies to show how SONW are used as pedagogical spaces of action by pedagogical professionals in open child and youth work (OKJA). Never before have so many young people and adults used the internet on a daily basis (mpfs 2017; Projektgruppe ARD/ZDF-Multimedia 2017). In view of this high importance, the question arises to what extent social work can also use the potentials of the internet and especially the potentials of SONW for itself. A pioneering role with regard to the use of SONW as pedagogical spaces for action is played by the pedagogical professionals of OKJA (JFF 2011). First of all, this article will illustrate how SONW are used as pedagogical spaces of action by means of some situations from OKJA. The examples used are taken from qualitative interviews with professionals conducted as part of the author's dissertation project. The following section deals with the question of how professionals perceive and articulate SONW as pedagogical spaces for action. In a summary, the situations described are categorised with regard to the basic forms of pedagogical action according to Giesecke. The article concludes with a position on the challenges posed by SONW and an outlook. Exemplary situations of SONW useIn the following, selected situations of everyday SONW use and their pedagogical implications are presented. The first set of examples shows this with the example of postings by young people. Because the youth worker Clara is friends with the young people on Facebook, she learns about insults and arguments and has the opportunity to influence them: "Then I noticed that she starts chatting with them and writes on the homepage: 'And you are so stupid' and hasn't seen it [to write]. And then of course I could intervene in advance. And then when they came, then I had information that I wouldn't have had otherwise and then I got them all into the office and addressed it quite openly." Intervening in disputes is everyday pedagogical work for the educational professionals in OKJA. In a first step, the situation is calmed down and then dealt with in a pedagogical framework with the parties involved. Clara can either directly enter into the interaction in the SONW by means of comments or force a conversation in the facility at a later time. She finds it very helpful to learn things indirectly, as the girl mentioned above might not have approached her on her own. Through her Facebook friendship, Clara also receives information that was not explicitly addressed to her, so it is up to her pedagogical competence to deal sensitively with this information and to decide whether she uses it actively or observes the situation passively. The youth worker Felix commented on a picture that two girls had posted. In this picture, the girls are staging themselves sitting on tram tracks. Felix seemed to need to question this: ''Okay, that's not so clear, what are you trying to say with this photo? Are you saying you don't like life anymore and you're waiting for the next tram to come and run you over?'" The girls experience self-efficacy as the youth worker responds to the photo. By openly thematising the picture messages, they are encouraged to reflect on their actions and thus educational processes are stimulated. Felix is also sensitised and can initiate a counselling or information situation at a later stage if necessary. Clara uses information that she receives about the young people from their postings to evoke a feeling of emotional connection in the follow-up communication: "And if, for example, you have already said on Facebook: 'I think it's great, you have a new dress'. Then they arrive: 'Gee Clara, really? Is that a nice dress? Tell me honestly.'" Here, the youth worker responds appreciatively to things that are of current concern to the young people, in individual cases, but also by the very fact that she engages with the young people's way of communicating. She thus creates a positive climate and evokes a feeling of emotional connection. Clara herself describes this as an intensification of contacts. Or in other words, she uses the SONW in a supportive way to continuously develop the relationship with the young people. These foundations for building a trusting working relationship are arranged by the youth worker. In the second set of examples, the pedagogical implications and intentions are presented based on the postings of the pedagogical professionals. Felix pursues both pedagogical and administrative intentions when he documents actions of the institution by means of picture postings in SONW. On the one hand, the postings have the purpose of promoting a sense of belonging to the institution by positively remembering shared experiences and encouraging the young people to reflect on and verbalise these emotions. "So if a nice photo is there, of course, and then the reaction to it would be: 'Yes, I was there. That was totally cool. Then that would already achieve a lot." Felix also wants to stimulate a dialogue about this specific action among the young people. With the comment function, he opens up a low-threshold possibility and thus motivates the young people to articulate themselves. En passant, he receives feedback through the comments and can arrange further corresponding offers. At the same time, both the documentation and the follow-up dialogue of the young people have a signal character to the outside: outsiders get an impression of the offers and the target group as well as an impression of how the educational professionals work; liveliness and openness are signalled. Both Clara and Felix use the SONW to arrange and initiate everyday educational offers or special experiences. They see an advantage above all in the fact that they can reach a large target group, namely all the young people associated with the institution, in a short time by means of postings. This becomes clear in Felix's facility, where the current educational offer is posted daily. In this way, he also reaches a target group that otherwise does not visit the facility, but only comes to outside events selectively. "Like now, for example, in the summer, when we go swimming somewhere then it is posted." Advertising the swimming trip by means of postings in SONW enables the above-mentioned young people to gain access to the facility or to the educational staff and to participate in the educational activities. Felix can in turn use this to get in touch with the young people and build trust. In addition, a different environment can provide a good framework to break down barriers between the different groups of visitors and to initiate new group dynamic processes. For example, Clara had tickets for the X Factor and Supertalent auditions and posted: "I got tickets. Who wants to come [.]?" or "I don't have tickets anymore." It thus enables young people to experience something special, not ordinary, and creates opportunities for educational processes. Arranging participation in special experiences and educational offers accordingly implies pedagogical action and goes beyond mass media advertising. The pedagogical action in SONW and SONW as pedagogical action spacesThe previous explications have shown the pedagogical content in dealing with mutual postings. In some examples, interventions were made directly in the SONW, making it clear how this is used as an additional, pedagogical space for action by the OKJA. However, the question now arises as to what extent the two pedagogical professionals perceive the SONW as a pedagogical space for action and describe it as such. When asked about her understanding of the term, Clara defines pedagogical action as "all actions that you carry out educationally in relation to young people". As an example, she mentions addressing conflicts on the basis of pedagogical and developmental psychological expertise, i.e. "knowing what can be meant by this and then addressing it". In doing so, she uses an evocative-provocative style of language, so-called modulations (cf. Cloos et al. 2009), to make the young people aware of their behaviour and its consequences. For Clara, this kind of pedagogical action is unquestionably also found in the SONW. She illustrates this with another example of a male adolescent who has photographed himself in a bodybuilder's pose: "And I say, 'My goodness, now you're being a muscleman!' and do it with a smiley face on the back, so that he actually knows what I mean." Again, she uses modulations to encourage the young person to reflect on their behaviour and to make them aware of the effects of the posted image. In addition, Clara would have the opportunity to use the interaction on Facebook for later follow-up communication within the institution. What is striking about Clara's understanding of pedagogical action is that she focuses on conflictual or problematic situations. For her, pedagogical action thus includes corrective action. In this, her definition differs from that of Giesecke. The latter defines pedagogical action as positively influencing people towards a mature personality by providing opportunities for educational processes (cf. 1997: 22ff.). Felix defines pedagogical action as arranging workshops, animating or teaching tolerance in the group. However, he only refers to face-to-face work within the institution, because Felix doubts that pedagogical action can be transferred to SONW: "And in relation to networks, the question can really be asked, is this a form of pedagogical action when I publish the offers? Because that is really only public relations work, information work. Although he does act pedagogically in SONW, he does not reflect and articulate this accordingly. For him, SONW are less additional pedagogical spaces for action than tools that facilitate administrative tasks. Giesecke also distinguishes the information output of mass media from pedagogical action and states that this always takes place face to face. Pedagogical action can only take place in the interactive situations that may subsequently be created (1997: 47f.). However, as the explications have made clear, this is no longer a fundamental condition for pedagogical action due to the interactivity of SONW today. Felix does use this interactivity in the practice of action, but interactivity does not play a role in reflection and articulation. Based on the two case studies, it becomes clear that the reflection of pedagogical implications in the use of SONW does not necessarily reflect practice. According to Giesecke, the antithesis of action is always reflection (1997: 45). He sees his concept of basic forms of pedagogical action as an instrument to reflect action (1997: 17). These basic forms (1997: 76ff.)1 now serve as a structure to reflectively clarify the pedagogical action of the explications. Arranging (1): By using SONW's multiple channels of communication, the pedagogical professionals arrange the conditions for trusting working relationships or arrange situations that make educational processes possible. Animate: The educational professionals encourage the young people to participate in educational arrangements such as excursions and other educational situations. They also encourage the young people to articulate themselves in SONW. Informing/advising: On the one hand, information and counselling can take place in the SONW, but on the other hand, it can also be related to the content of the SONW and take place offline/face-to-face. Both pedagogical professionals note that from their point of view, a face-to-face conversation cannot be replaced by messages via SONW due to the reduction of channels and that it is therefore important to always work "on two tracks" (Clara). Challenges and needs for reflection arising from the above examples are discussed below. Challenges and outlookSONW are not youth spaces. Companies are present there as well as adults who network there professionally and privately. Accordingly, the question of whether educational professionals should be in SONW is moot (cf. Stix 2014). It is more important to develop a way of dealing with each other that is not detrimental to either the pedagogical professionals or the young people. In order to reach the young people, the educational professionals use the SONW offers that are popular among young people. These are usually commercial and not very transparent or regulated when it comes to handling user data. From a pedagogical point of view, this requires checking and weighing the advantages and disadvantages. Accordingly, it can be important to have a conversation about a sensitive topic face-to-face and to communicate this to the young people, not only because of the channel reduction. A reflective and sensitive handling of data also applies to the documentation of actions, as Felix describes. When posting pictures, he has to consider the young people's right to privacy and check whether and which information might be revealed unintentionally. Furthermore, the ethical question arises to what extent educational professionals may actively obtain and use information from SONW (cf. Kutscher 2015). Another challenge arises from the question of whether young people who do not have access to SONW are excluded or disadvantaged. Reflecting on this is a task of pedagogical professionalism. The use of SONW offers pedagogical opportunities. At the same time, it also gives rise to new dimensions of responsibility for the professional action of educational specialists. The actions in SONW must be reflected on with regard to possible negative consequences for the young people. The development of one's own (media) pedagogical attitude as well as framing by the responsible body and collegial exchange can help here. Being pedagogically professional also means being aware of young people's trends and reacting to them pedagogically. In the case of social media, the masses have been moving towards offers such as WhatsApp and Instagram since 2015 (mpfs 2016: 32f.). It remains exciting to see whether WhatsApp with its other structures will also establish itself as a pedagogical space of action in the medium term and what pedagogical action there will look like in concrete terms - and what conflicts this will entail with professional logics and standards (cf. Deutscher Bundestag 2013, p. 394), which need to be reflected and included in the design of pedagogical action. (1) Except for teaching, understood by Giesecke as explaining relatively complex factual contexts in a longer process of argumentation (1997: 79).

This essay discusses the relation between urban spaces and street festival as an example of a creative industry. To begin with, several terms are presented as part of a theoretical approach to fully understand the concept of street festivals, then two cases studies of street festivals will be presented and analysed: The Iberoamerican Theatre Festival of Bogotá and Rock al Parque Festival both from Bogotá, Colombia. The essay has a chapter dedicated to the relationship between festivals and economic development. ; Cultura y desarrollo; Esfera pública; Festival Iberoamericano de Teatro; Festivales callejeros; Habermas; Rock al Parque ; 1 An Act of Faith: Two Cases Studies Of Street Festivals As Examples Of Development. ANDRÉS GUILLERMO CHAUR1 Course Title: Theories of the Culture Industry: work, creativity and precariousness Course Code: CU71015A Date: 13 January 2014 1 Beneficiario COLFUTURO 2013 2 3 «Culture is the be all and end all of development» L.S. Senghor, poet (Senegal, 1906-2001) Introduction This essay discusses the relation between urban spaces and street festival as an example of a creative industry. To begin with, several terms are presented as part of a theoretical approach to fully understand the concept of street festivals, then two cases studies of street festivals will be presented and analysed: The Iberoamerican Theatre Festival of Bogotá and Rock al Parque Festival both from Bogotá, Colombia. The essay has a chapter dedicated to the relationship between festivals and economic development. It is important to mention that the starter point of this essay was precisely to give an introductory background of the importance that has have those two case studies in the development of the city. It is not a secret that Colombia has suffered a period of violence and instability since the second part of the XX century so at first glance it is curious to study and research about an almost contradictory topic such as Culture in a "war country". But at the same time, the "beauty" of this study relies precisely in its contradictory nature: How a country with those characteristics can hold two of the most important and respected free theatre festivals and music festivals in all Latin America? This essay will try to explain that culture when it's conceived with some specific characteristics will bring democracy and peace. A series of deep and abstract concepts will be discussed. This essay was thought just as an introduction and approximation to the topic of public and private, public sphere, culture and development just to mention some examples. Same with authors and thinkers used to elaborate the structure of this study. Once again it should be taken as an approximation rather than a full and elaborated research. The aim is to structure a series of ideas and concepts around one thesis: Those festivals have helped to make Bogotá a better city thus that is the main point of the relation between urban spaces and creativity: It fosters a better understanding of a society overall. At the end of the essay, in the appendix section, some photos are presented to visually recreate the two festivals, its dimensions and its importance. Although, like every 4 transcendental event, in order to understand the magnitude of The Iberoamerican Theatre Festival and the Rock al Parque Festival one have to experience in person. Cities as spaces for the public To fully understand the concept of "Public Realm" and "Public Sphere", one has to address the theory of the city and its relation with the concept of public and private. The concept of "city" has had many meanings through time. There are different ways to approach the concept; however, for the nature of this essay an urban sociological perspective will be approached. Mumford (1937) states the city as a space undoubtedly bonded with the development of human potential: "a city is an expression of the human spirits, and they exist to nurture human personality"2. Weber (1921), one of the founders of modern sociology sees a city in terms of connectivity and settlement between commuters, in that way, the concept of a city, according to Weber, is about the networking, the political and economic participation and the organization among communities. Landry (2013) defines the city as "a complex organism and in constant movement with perspectives, opinions and priorities about what is right often clashing"3. Simmel (1950) explained the correlation of man and the scenarios created by the capitalism and modern society called "The Metropolis". There is always a struggle between the man (individual) and his society (public): "The deepest problem of modern life arises out of the attempt by the individual to preserve his autonomy and individuality in the face of the overwhelming social forces of a historical heritage, external culture and technique of life"4. Simmel's concept of a city as a place where modern man struggle to find his individuality within "overwhelming social forces" is key to understand the theory of the city, specifically one attached with the words: Public -Private. Sennett (1996) in his book "The Fall of the 2 Mumford, L., 1937. What is a city?. In: Scoutt, S and Stoutt, F. ed. 2011. The city reader. Taylor and Francis. pp.91-96. 3 Landry,C. 2013. Civic Urbanity: Looking at the city afresh (PDF). Hangzhou International Congress, "Culture: Key to Sustainable Development", 15-17 May 2013, Hangzhou, China. Available at: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/images/Charles_Landry_Hangzhou_Congress.pdf (Accessed 12 January 2013). 4 Simmel,G. 1950. The Metropolis and Mental Life. In Miles, M; Hall, T and Borden, I. The City Cultures Reader. Ed. 2000. pp. 12-19. 5 public man" gives an account of the city as the scenario where those 2 concepts are correlated. He starts explaining the meaning of public and private. Although its historical background, coming from the Greeks and the idea of Oikos and Polis as the Private and Public respectively, Sennett comments that "the public" in modern times, started to develop in the eighteen century that is as a direct consequence of the industrial revolution and the liberalism ideas coming from The Enlightenment. "Public came to mean a life passed outside the life of family and close friends. In the public region diverse, complex social groups were to be brought into ineluctable contact the focus of this public life was the city"5 The public life is also the ground to understand modern democracy and public political institution. Sennett, citing Hanna Arendt's book The Human Condition shows how the public life in cities can be a scenario where ideas and opinions are discussed and debated. "Private circumstances have no place in the public realm". 6 Arendt even manifests that cities are "democracy's homes"7 This notion of public started to be more evident when places to meet strangers (people from outside the private sphere) within the city started to grow up. Examples of those "places" are the coffee houses and salons (Habermas will mention those examples to explain his theory of public sphere). Those spaces are called "Public Realm" by Sennett. Public Realm, in other words, are spaces where strangers meet. This encounter is characterized by "anonymity". In "The Conscience of The Eye" Sennett (1992) also says that anonymity is the power of modern cities: "The power of the city lies in its diversity; in the presence of difference people have at least the possibility to step outside themselves (.) The city can give them experiences of otherness"8 The concept of Teatro Mundi is an interesting way to look at the public sphere. According to Sennett, "Teatro Mundi" are spaces full of vitality, differences and disorder. Places where the differences connect and all citizens participate: "Society is a theatre and people are actors". This essay will discuss Teatro Mundi in detail in the chapter related to street festivals. . 5 Sennett, R. 2003. The Fall of Public Man. Penguin, New Edition. 6 Sennett, R. 2008. Reflections on the Public Realm in Bridge, G and Watson, S. A companion of the City. Blackwell Publishers. pp. 380-387. 7 Sennett, R. 2008. The Public Realm. (online) Richard Sennet Website. Available at: http://www.richardsennett.com/site/SENN/Templates/General2.aspx?pageid=16 (Accessed 13 January 2014) 8 Sennett, R. 1992. The Conscience of the Eye: The Design and Social Life of Cities. W.W Norton & Company. 6 In the next chapter, this essay will discuss in-depth different theories about the public realm specially the ideas of Habermas about the public sphere and his theory of action communicative. Habermas and the Public Sphere Even though the previous chapter gave an account of the concepts of private-public, it is important to highlight them according to the theory of Habermas. Recognized as one of the most influential sociologist and philosopher of our times, Habermas theories of the public sphere (phrase from the German Öffentlichkeit), and modern democracy as well as his theory of action communicative have been enormously influential for modern sociology9. Firstly Habermas' thought is marked in the tradition of the Frankfurt School. His first mayor publication "The Structural Transformation of the Public Sphere" argues that instrumental rationality is implicit in the Public Sphere. However, Habermas took distance from the classical notion of the critical theory when argues that participation in the public sphere (he exemplified the coffee shops and the salons in Paris and London in the XVIII century) is free and autonomous in order to shape a common good: "The public sphere consisted in voluntary associations of private citizens united in a common aim, to make use of their own reason in unconstrained discussion between equals"10(Later on, Habermas is going to present how mass media eroded individuality and declined the public sphere). It is important to mention the dichotomy of the words public-private for Habermas. Although different, both are dependents to each other. In that way the private sphere and the public sphere instead of being exclusive are inclusive. Susen (2011) defines the public sphere, taking into account Habermas' theory, as: "The socialized expression of individuals' reciprocally constituted autonomy: individuals are autonomous not in isolation from but in relation to one another, that is, in relation to a public of autonomous beings".11 9Finlayson, J .2005. "Habermas, a very short introduction". Oxford University Press. 10 Habermas,J. 1991. The Structural Transformation Of The Public Sphere. MIT Press. 11 Susen, S. 2001. Critical Notes on Habermas's theory of the public sphere. (online). City University of London. Available at: http://tinyurl.com/lhy4j4z. (Accessed 13 January 2014). 7 Several questions came to mind: How this socialization is constructed? What does an autonomous individual mean? And how can individual reach autonomy? For Habermas, the answer relies on a rational communicative action. The aim of the public sphere is to create a consensus through the active participation of all individuals involved. This consensus is created by a rational approach of the language: "The public sphere is a collective realm in which individuals' cognitive ability to take on the role of critical and responsible actors is indicative of society's coordinative capacity to transform itself into an emancipatory project shaped by the normative force of communicative rationality"12. Rationality in terms of Habermas does not consist in knowledge per se but "how speaking and acting subjects acquire and use knowledge"13. This type of rationality is different from the instrumental rationality from the Enlightenment, widely criticized by the Frankfurt School, since it is "practical, epistemological and more important, intersubjective"14. The public sphere, considering the above, not only describes the space where the encounter occurs but moreover, the public sphere has within itself an emancipator and a transformative component. Some critics find Habermas ideas "too utopian and idealistic"15. The next chapter the link between Habermas and Sennett notion of Public Realm in the city will be tracked. The Open City Sennett takes Habermas as a mayor inspiration for constructing his idea of the Public Realm in the city. According to Sennett (2008), Habermas does not tie the public sphere to any particular place, such as a town centre for instance. Even new technological media as the 12 Ibid. 13 Hahn, L. 2000. Perspective On Habermas. Open Court Publishing. 14 Susen, S. 2001. Critical Notes on Habermas's theory of the public sphere. (online). City University of London. Available at: http://tinyurl.com/lhy4j4z. (Accessed 13 January 2014). 15 Ibid. 8 Internet could be seen as an example of public sphere: "In today's cities, an internet cafe would be more likely to excite him than Trafalgar Square" 16 The place where strangers meet, as Sennett defines Public Realm, could be anywhere: An event, a medium, etc. that encourages communication between strangers. Eventually, Sennett argues, cities that promote those types of encounters are called cities with open systems and on the contrary, cities that lack a real public realm or just promote the privatization of spaces are called cities with closed systems. Based on sociologist Jane Jacobs(1961) and her book "The death and life of great American cities"17, Sennett(2006) imagines a city with a closed system with two attributes: Equilibrium and Integration18. Equilibrium is related with balance, with harmony and with a static idea of conceiving a city. Public Spaces as spaces full of differences, dissents and disorders are not part or are reduced in a closed system. By integration, Sennett means that everything is connected and is part of a greater and unique vision. Thus, everything that is not part of that unique vision is expelled and rejected: "The logic of integration is to diminish in value things that don't fit in (.) Closed system cities refuse to evolve and has paralysed urbanism", concludes Sennett. Opposing a closed system, the open system is all about diversity and finding a place for differences, dissents and disorders. It is about complexity, about how a place adapts itself to the always changing community and its processes. Sennett lists three elements of an open city: Passage territories, incomplete form and development narratives. Passages territories means to diffuse boundaries and different territories within the cities; incomplete form is regarding "empty spaces" so the public can interact in it. Development narratives means to allow dissident voices to express and to fully participate. Wirth (1938) summarize the above by saying: "The juxtaposition of divergent personalities and modes of life tends to produce a relativistic perspective and a sense of toleration of differences"19 Taking into consideration the above characteristics of an open city, one can say that an open city is a place for democracy, "not in the legal sense but in the physical experience" says 16 Sennett, R. 2008. Reflections on the Public Realm in Bridge, G and Watson, S. A companion of the City. Blackwell Publishers. pp. 380-387. 17 Jacobs, J .1961. The death and life of great American cities. Random House, New York. 18 Sennett, R 2006. The Open City. (online). Urban Age- LSE. Available at: http://esteticartografias07.files.wordpress.com/2008/07/berlin_richard_sennett_2006-the_open_city1.pdf. (Accessed 13 January 2014) 19 Wirth, L .1938. Urbanism as a Way of Life. (online) Chicago Journals. Available at: http://www.jstor.org/stable/2768119 (Accessed 13 January 2014). 9 Sennett 20. This thesis is important to understand the importance of public spaces in construction of a fully democratic society and thus is connected to the idea of development and equality. ¿What are examples of an open system? Can one give an account of a public sphere? The next chapter will give an account of the relationship between the street festivals and the public sphere, understanding them as a significance example of public realm. Street Festivals and the Public Sphere To begin with, Street Festivals or Urban Festivals as any other cultural event placed in the public sphere are related of what Durkheim called "collective effervescence". As Durkheim pointed out when a group gathers to perform a "religious ritual" experiences a sense of encounter and unity, "leading participants to a high degree of collective emotional excitement or delirium"21. However as Sassatelli(2011) adds, although Festivals are also part of a collective delirium, taking all participant apart from the everyday life, they are also places where the social encounter is made of "polyvalent performances, rather than unified signifiers of a consensual collective conscience"22 Sassatelli complements that street festivals contrasted with museums: By its living dimension as well as its unrestrained sensory experience. Sennett (1992) also talks about spaces "full of live" as narrative spaces where every dweller constructs a disorder and kaleidoscope meaning of the public. This could lead to the erosion of the boundaries of high and low culture in the sense of the Frankfurt School understood the "cultural industries". namely they turn into instances of communication and instances of production of collective meanings and desires. 20 Sennett, R 2006. The Open City. (online). Urban Age- LSE. Available at: http://esteticartografias07.files.wordpress.com/2008/07/berlin_richard_sennett_2006-the_open_city1.pdf. (Accessed 13 January 2014) 21 Durkheim, E .2008. The Elementary Forms of Religious Life. Oxford Paperbacks. 22 Sassatelli, M. 2011. Urban Festivals and the Cultural Public Sphere: Cosmopolitanism between Ethics and Aesthetics in Delanty, G; Giorgi L and Sassatelli, M. Festivals and the Cultural Public Sphere. Routledge. Pp 12-19 10 If Habermas, the notion of the "Public Sphere" is related as the area where rational individuals communicate to each other to discuss their social problems; nowadays as McGuian(2011) argues, there are different ways to look at the public sphere, not only inside a rational communicative system as Habermas states, but from other types of communication that also create a sense of public sphere. One of those "public spheres" is the cultural public sphere, namely a sphere within the public where different modes of communications, for instance "affective-aesthetics and emotional are articulated with the public and the private"23 "The public sphere nowadays operates though various channels and circuits of mass popular culture and entertainment facilitated the routinely mediated aesthetic and emotional reflections on how we live and imagine the good life (.) festivals are the aestheticization of politics as the ground for festivals is the democratization of an independent thought by the spectators transformed into active actors". . Although McGuian theorized the cultural public sphere for the mass media and populism culture, undoubtedly street festivals share that conception in an emotional and aesthetic way of "come together as a public" and to transcend the private sphere into a societal integration as Habermas explained. Fabiani (2011) explained as well: 24 Street Festivals are also part of the Sennett's idea of "Teatro Mundi". Spaces operated in an open system, where strangers meet through a "rhetorical way, acting in order to be 23Mc Guian, J. 2011. The Cultural Public Sphere- a critical measure of public culture? in Delanty, G; Giorgi L and Sassatelli, M. Festivals and the Cultural Public Sphere. Routledge. Pp 79-92. 24 Fabiani, J. 2011. Festivals, local and global: Critical interventions and the cultural public sphere. in Delanty, G; Giorgi L and Sassatelli, M. Festivals and the Cultural Public Sphere. Routledge. Pp 92-108 Involvement rather than contemplation Instances of communication and community building Erosion of the boundaries between high and low culture Construction of Identity Produce meanings and desires Box 1. Characteristics of Street Festivals according to Sassatelli(2011). 11 credible" 25 In the next chapter, this essay will discuss the implications of street festivals in the sustainable development of a city. Different approaches coming from the research of the UNESCO on the relationship between culture and development as well as the studies of the creative class by Michael Florida and the Creative cities by Michael Landry. . People act as in they were in a "role playing" to create a sense of "equality", even if they do not share their same social class, race, sexual orientation, etc. Street Festivals have this "communicative power" of involve everyone together. Street Festivals as mechanism for sustainable development How could we connect street festivals as examples of the cultural public sphere with the idea of development? In other words, is there any connection between street festivals, understood as a cultural manifestation, and sustainable development? This chapter will introduce the concept of "Culture for Development"26 In the last few decades, UNESCO programs have been focused in how culture should be at the centre of economic development in developed and especially in developing countries. One of the last attempts to foster that was the Hangzou Congress in 2013 in China. The final conclusion was: "Placing Culture at the Heart of Sustainable Development Policies"; a term coined by UNESCO in a variety of its programs wide world specially for developing nations and will give an account of the link between that term and street festivals as examples of a cultural industry. 27 25 Sennett, R. 2008. Reflections on the Public Realm in Bridge, G and Watson, S. A companion of the City. Blackwell Publishers. pp. 380-387. and described 9 main ideas to do so: Integrate culture within all development policies and Programmes; Mobilize culture and mutual understanding to foster peace and reconciliation; Ensure cultural rights for all to promote inclusive social development; Leverage culture for poverty reduction and inclusive economic development; Build on culture to promote environmental sustainability; Strengthen resilience to disasters and combat climate change through culture value; safeguard and transmit culture to future generations; Harness culture 26 Culture and Development. 2013. UNESCO- Culture. (Online) Available at: http://www.unesco.org/new/en/culture/themes/culture-and-development (Accessed 13 January 2014) 27 UNESCO. 2013. The Hangzhou Declaration. UNESCO- Culture. (Online). Available at: http://www.unesco.org/new/en/culture/themes/culture-and-development/hangzhou-congress/ (Accessed 13 January 2014). 12 as a resource for achieving sustainable urban development and management; Capitalize on culture to foster innovative and sustainable models of cooperation. 28 Landry (2008) also talks about the benefits of cultural industries in a city and how the creativity of those industries will foster economic development and social cohesion: "Culture can also strengthen social cohesion, increase personal confidence and improve life skills, improve people's mental and physical well-being, strengthen people's ability to act as democratic citizens and develop new training and employment routes".29 Florida (2003) shows the relationship between creativeness and development. His theory of human capital, called creative capital theory, shows how by fostering tolerance, high education levels and social adaptation to changes, a social class can help to develop their communities. This creative class and its idea of create "new forms of meanings"30 The bond between the cultural public sphere with democracy and the idea of an Open City, explained before, is also a seminal part of how through cultural manifestations, a society can develop and tackle social problems. are attached to the idea of UNESCO's Culture for development program. Case Studies: The Iberoamerican Theatre Festival of Bogotá and the "Rock al Parque" Festival This essay will present two cases studies of street festivals and its relation with the city and its sustainable development: The Iberoamerican Theatre Festival of Bogota (Festival Iberoamericano de Teatro de Bogotá) and The Rock al Parque Festival. Both represent two major fields in the cultural industries in Bogotá such as the performative arts and the music. 28 Ibid 29 Landry, C. 2008. The Creative City: A toolkit for Urban Innovators. Earthscan Editions. 30 Florida, M (2003). Cities and the creative class. (Online). Available at: http://uv.vuchorsens.dk/r/KAZ/Undervisning%202012-2013/GEOLOGI/B%C3%A6redygtighed/Befolkning%20og%20b%C3%A6redygtighed/GetFile.pdf (Accessed 13 January 2014). 13 Firstly the chapter will introduce a context of each festival and then discuss around 5 main axes how the two festivals help to development in specific ways. Iberoamerican Theatre Festival of Bogotá Declared in December 2013 as "cultural heritage of Colombia"31, The Ibero-American Theatre Festival of Bogotá is a biannual cultural event held in Bogotá and organized by the Fundación Teatro Nacional (National Theatre Foundation) an NGO dedicated to theatre with private and public funding. It is considered as one of the most important theatre festival in Latin America and the most significant cultural event in Colombia32 The history of the festival is in every sense "quixotic": Launched in 1988 when the country was immersed in drug-related violence and when the public institutions and the general idea of democracy were at crisis, Ramiro Osorio, a renowned cultural entrepreneur and Fanny Mikey, considered one of the icons of theatre and culture in Colombia, created the theatre Festival as a "Act of Faith" in order to promote culture as an answer to defeat the prevailing violence of those years. . It is important to mention somehow the significant role of the National Theatre Foundation in the conformation and development of the theatre in Colombia. Founded in 1981 by Fanny Mikey, an Argentinean émigré, with the play "El Rehén" nowadays has three major venues with a wide programme throughout the year as well as an art college a social programme for deprived communities and an international tours of their plays33 The first Ibero-American theatre festival, held from 25th march to 3th of April 1988, gathered 59 theatres companies from 21 countries with an estimated of no more than 100.000 spectators. In 2012, 26 years later, the festival had more than 3 million spectators and 200 theatres companies from 32 countries and 5 continents. 34 31El Espectador. 2013. Festival de Teatro de Bogotá, declarado patrimonio cultural de la Nación. El Espectador, (Online) (Last updated 11December 2013). Available at: . http://www.elespectador.com/noticias/bogota/festival-de-teatro-de-bogota-declarado-patrimonio-cultu-articulo-463508. (Accessed: 13 January 2014). 32 Cepeda, A .2010. FESTIVAL IBEROAMERICANO DE TEATRO DE BOGOTÁ- IMPACTO Y SUPERVIVENCIA. Instituto Complutense de CC Musicales. 33 Ibid 34 Ibid 14 The conception of the festival as a "carnival of the city" relies on the stress in the use of the public space: There are plays presented in the streets, plazas and parks from all over the city: From slums to rich areas covering all significance area of the city. In 2012, the festival presents 218 street plays in 4 major parks (Simón Bolívar, Tunal, Nacional y Plaza de Bolívar) 7 public spaces for street plays, 4 community centres, 2 big parades starting from the north of Bogota (Calle 80) until the Bolivar's Square, the biggest plaza in Bogotá. The Festival was in 11 out of the 21 districts of Bogota. In average, around 2, 5 millions of spectators participate in the festival. 35 "Rock al Parque" Festival In March 2012, Bogotá was chosen by the UNESCO as Creative City of Music along with European cities such as Bologna (Italy), Ghent (Belgium), Sevilla (Spain) and Glasgow (Scotland).36 This recognition is part of the strategy of the secretary of culture of Bogotá of positioning the city as a major culture hub in Latin-American especially in the music field. In recent years and after the creation of the central roadmaps namely the "Políticas Culturales Distritales 2004-2016"37 The link between urban public spaces and public festivals as cultural policies is more visible in the "Festivales al Parque" (Park Festivals) which consists in five annual free music festivals held in different times of the year and performed in important free venues and public parks. They are managed and executed by the Institute for arts in Bogotá (A sub division of the Secretary of Culture of Bogotá) "IDARTES". and the "Plan Decenal de Cultura 2011-2021" the music field and their relation with public spaces have being an important core of the cultural policies in Bogotá. There are 5 "festivales al parque" dedicated to the 5 most popular rhythms that conformed the music scene in the city: Hip Hop, Jazz, Colombia (traditional music) and Rock. Created in different years, the "Festivales al Parque" conforms a local identity and a cultural highlight of the city. 35 Ibid 36 Cultura y Entretenimiento. 2012. Bogotá fue declarada capital mundial de la música. EL TIEMPO. (Online). Available at: http://www.eltiempo.com/entretenimiento/musica/ARTICULO-WEB-NEW_NOTA_INTERIOR-11842506.html (Accessed 13 January 2014) 37 IDARTES. 2004. Políticas Culturales Distritales (Online) Available at: http://www.culturarecreacionydeporte.gov.co/sites/default/files/politicas_culturales_distritales_2004-2016.pdf (Accessed 13 January 2014). 15 The pioneer and the biggest in terms of audience of the "Festivales al Parque" is "Rock al Parque" a 3 days rock festival created in 1995 and hosted in the biggest public park of the city, Parque Simón Bolivar; it was organized by musicians Mario Duarte and Julio Correal as a strategy to create a bond between citizens of different socio economic background with the public space during the Antanas Mockus' mayor. The XVIII edition of the festival in 2012 congregated more than 70.000 people per day, making the Festival, the biggest public rock festival in Latin America in terms of audience38. Places for sustainable development: conclusions studies. Although each festival has its own characteristics a study conducted by Obgregón (2007) shows 5 main conclusions that "Rock al Parque" festival has brought to the city. In a similar study done for the Iberoamerican Theatre Festival, Cepeda (2010) also concluded that the festival helped the city in similar ways of the five elements of Obregon. Those five elements also share the same roots of the elements of Culture for Development by the UNESCO. This is an interesting discovery that shows how festivals if they are organized inside the language of Open City -Teatro Mundi (Sennett) and in the Cultural Public Sphere all share similar benefits: 38 Obregon, J. 2007. Desconfianza, civilidad y estética. Universidad Nacional de Colombia. Improve the image of the city Create a sense of identity Help to build an audience Visibilization of a minority group Tolerance and social cohesion. Box 2. Five mains benefit of the Iberoamerican Theatre Festival and Rock al Parque Festival to Bogotá. 16 1. Improve the image of the city Both festivals improve the image of the city, for both its inhabitants and foreigners audiences. Leguizamón, Moreno and Tibazisco(2013) have argued the relation between the festivals and the local economy especially in the touristic field: "Bogotá is a touristic destiny who takes advantage of its public festivals as an important opportunity to retain tourists interested in performing arts because they visit the city only one time. This advantage depends on quality improvements which tourist perceived around touristic products and services offered like: security, hospitality, environmental practices, mobility and connectivity."39 UNESCO (2001) has also states how cultural tourism has increased in recent years: In 2010, international tourism generated 919 billion dollars in export earnings. Emerging and developing countries accounted for 47 per cent of world international tourism arrivals and 36.9 per cent of world international tourism receipts in 2010. Cultural tourism presently accounts for 40 per cent of world tourism revenues. Taking into account the statistics of the monitoring centre for culture of IDARTES conducted in 2011 the percentage of tourist that visited the city exclusively to assist to "Rock al Parque" Festival were 16,16% compared to 6,03% in 199740. 2. Create a sense of identity Wyss (2012) states that for 17 days, "the Iberoamerican Theatre Festival transformed a chaotic metropolis like Bogotá (more than 8 million inhabitants) into a cultural Mecca", The general director of the Festival, Ana Marta de Pizarro also argues than the festival is "the carnival of the city, crime rates are significantly reduced and the general atmosphere of the dwellers is of great joy and party"41 39 Leguizamon, M; Moreno, E and Tobavizco N. 2013. Impacto turístico del Festival Iberoamericano de Teatro de Bogotá. (online) Available: . http://www.pasosonline.org/Publicados/11113/PS0113_06.pdf (Accessed 13 January 2014) 40 IDARTES. 2011. Observatorio de Culturas. (online) Available at: http://www.culturarecreacionydeporte.gov.co/observatorio/medAlparque.html. (Accessed 13 January 2014). 41 Wyss, J. 2010. Bogota theater festival: a bright mask for a once grim city. (Online) Available at: http://carpetbagbrigade.files.wordpress.com/2012/09/miami-herald-dios-callings-english1.pdf. (Accessed 13 January 2014) 17 Similar to Wyss, Obregon citing Cante(2007), says that the idea of Rock al Parque has brought a sense of "social cohesion through the construction of an identity of tolerance and coexistence. It creates a civil culture in the city"42. 3. Help to build an audience Obregon (2007) and Cepeda (2010) states that one of the most important benefits of Rock al Parque and the Iberoamerican Theatre Festival is that those events have helped to build an audience in music and performative arts respectively. In the case of Rock al Parque, the event helped to massify a genre that wasn't part of the mainstream in Colombia as Rock. According to IDARTES (2011), almost 60% of the audience that assisted to the Festival in 2011 has been to a different free rock concert. Almost 80% has already assisted to more than two versions of Rock Al Parque. Cepeda (2010) concludes that the Iberoamerican Theatre Festival has collaborate to "enrich the theatre market in the city and to put it in one of the top in Latin America". 65% of the public, who assisted to the Festival in 2010, has seen a play regularly outside the Festival, according to the study. 4. Visibilization of a minority group This point is connected to the last conclusion. By building an audience, the festivals helped to make visible an audience. In Rock al Parque an "underground culture" as the rock scene, stigmatized before as "antisocial, started to have a better image in the community. IDARTES (2011) indicates that 60% of the audience of Rock al Parque has been to a Rock Concert without any kind of stigmatization43. 5. Tolerance and social cohesion Another important point about the two festivals is regarding the social cohesion and zero violence culture that promotes. Cepeda (2010) is very emphatic describing the impact of the Iberoamerican Theatre Festival with the violence and crime rates in the city: 42 Obregon, J.2007. Desconfianza, civilidad y estética. Universidad Nacional de Colombia. 43 IDARTES. 2011. Observatorio de Culturas. (online) Available at: http://www.culturarecreacionydeporte.gov.co/observatorio/medAlparque.html. (Accessed 13 January 2014). 18 "The festival has contributed since its beginning to the peace process in Colombia. This festival dared to make public performatives acts in the streets when the crimes rates were really high. Those events had an amazing and significative success. One could say that in the 17 days of the festival, crimes and violence stops. Police informs that the crime rates during those two weeks are the lowest of the year."44 93,48% of the spectators of the 2011 "Rock al Parque" felt that the event help to promote a non-violence culture. Still, both festivals shares the unique values of the "Teatro Mundi": Every spectator is equal, no matter his race, gender, social class, etc. The rates of zero violent deaths in the history of both festivals are also an example of how those events are truly places for democracy and peace. Conclusion As it has been seen through the different chapters that conform this essay, the benefits of creating public cultural events in urban spaces bring, undoubtedly a notion of democracy and development. Although Habermas did not specifically discuss street festivals and public festivals in urban spaces as examples of his theory of both public sphere and the theory of communicative action, the essay helped to shape a theoretical background to such events according to Habermas's notions. In the end, the link between Cultural Public Spaces and the UNESCO definition of Culture for Development was an interesting discovery that is worthwhile to keep researching. As mentioned in the introduction, the aim of the essay was to create a structure to understand the Iberoamerican Theatre Festival and the Rock al Parque Festival as examples of cultural public sphere and based on that give an account of the relationship between those spaces and the idea of development. Culture and Cultural manifestations are always moving and changing as society itself. Street Festivals are manifestations that definitely have to be fully addressed. All the rich variety of characteristics that those kinds of events possesses as the essay presented, make them a unique type of cultural products. Could culture transform a society? Definitely. Not only culture transformed society but improves it. Bogota is a better city, with more possibilities with events like the ones studied. In the future, and as part of a cultural policies plan, More events such those, should be created. This is the only recommendation of this essay toward the future, taking into account 44 Cepeda, A .2010. FESTIVAL IBEROAMERICANO DE TEATRO DE BOGOTÁ- IMPACTO Y SUPERVIVENCIA. Instituto Complutense de CC Musicales. 19 that the existing legislation "protect" the two festivals, that in the end, are part of the cultural heritage of the city and the nation. 20 Appendix Photos a. Iberoamerican Theatre Festival45 45 All photos: Humar, Z., 2012. En fotos, Bogotá y su fiesta de las mil caras. [electronic print] Available at: http://www.bbc.co.uk/mundo/video_fotos/2012/04/120405_fotos_galeria_festival_teatro_bogota_aw.shtml [Accessed 12 January 2013]. 21 22 b. Rock al Parque Festival46 46 All photos: Lopez, J., 2013. Bogotá Rock al Parque. [electronic print] Available at: http://tinyurl.com/oabvlmt [Accessed 12 January 2013]. 23 24 Bibliography • Cepeda, A. 2010. 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Pitanje mogućnosti formiranja ekološkog pokreta u Srbiji u kontekstu postsocijalistiĉke transformacije društva i procesa evrointegracija, predstavlja predmet bavljenja ove doktorske disertacije. Rad se sastoji iz tri veće celine i poglavlja u kome su izneta zakljuĉna razmatranja. U prvom delu rada, razvijeni su uporedno-istorijski, kontekstualni, konceptualni i metodološki okvir istraţivanja, kao polazne osnove za dalje analize. Kako bi mogle biti obuhvaćene sve relevantne dimenzije kompleksnog fenomena ekološkog pokreta i sloţena mreţa ĉinilaca koji utiĉu na njegov nastanak i razvoj, u istraţivanju su kombinovano korišćene razliĉite metodološke tehnike: anketno ispitivanje stavova i praksi na reprezentativnom uzorku graĊana Srbije (N=1952) i predstavnika lokalnih samouprava (N=232), polustrukturisani intervjui sa predstavnicima nevladinih organizacija (N=44), kao i dve studije sluĉaja zajednica sa izraţenim ekološkim problemima - Panĉeva i Bora. Drugi deo rada je posvećen opisu i analizi pojedinaĉnih elemenata ekološkog pokreta: ekoloških aktivista, ekoloških grupa / organizacija, ekoloških mreţa, kolektivnog identiteta i ekoloških konflikata. Na osnovu detaljne analize karakteristika osnovnih elemenata pokreta, u zakljuĉnom poglavlju drugog dela rada daje se odgovor na pitanje: da li u Srbiji postoji ekološki pokret? Osnovni istraţivaĉki nalaz je da u Srbiji nije došlo do formiranja klasiĉnog participativnog tipa ekološkog pokreta, kakav je prisutan u zemljama Zapada. TakoĊe, nema ni naznaka znaĉajnijeg prisustva elemenata transakcionog ekološkog aktivizma (pokreta), ĉiji je prisustvo zabeleţeno u zemljama Centralne Evrope. Umesto toga, svedoci smo razvoja specifiĉnog modela ekološkog kolektivnog delanja koji smo nazvali "ekološkim trećim sektorom". Naime, za razliku od participativnog i transakcionog delanja, koji imaju naglašeno politiĉku dimenziju, aktivnosti organizacija u okviru trećeg sektora su preteţno "apolitiĉne" po karakteru, usmerene na pruţanje usluga u oblastima iz kojih se, u sklopu neoliberalnih reformi, drţava povukla. Pored nerazvijenosti konfliktne (politiĉke) dimenzije, ekološki treći sektor odlikuje i atomizovano delanje profesionalnih ekoloških organizacija, koje samo izuzetno (pod spoljnim pritiscima ili podsticajima) uspostavljaju fiziĉke veze (mreţe) meĊu sobom, dok se na planu kolektivnog identiteta razvija samo kognitivna dimenzija (formalno prihvatanje odreĊenih ekoloških vrednosti i naĉela koja ĉine sastavni deo ekološkog diskursa dominantnog na Zapadu). GraĊani, po pravilu, nisu ukljuĉeni u rad ovih organizacija, izuzev kao korisnici usluga. U trećem delu rada se razmatraju razlozi usled kojih ne dolazi do razvoja participativnog i/ili transakcionog ekološkog pokreta (aktivizma). Za potrebe objašnjenja nastanka specifiĉne hibridne forme ekološkog trećeg sektora, kreiran je sintetiĉki eksplanatorni model koji kombinuje elemente razvijene u okviru razliĉitih teorijskih pristupa fenomenu društvenih pokreta. Eksplanatorna shema je formulisana na sledeći naĉin: za pokretanje kolektivnog delanja i nastanak ekološkog pokreta neophodno da prethodno budu ispunjeni sledeći uslovi: potrebno je da postoji izvesno socijalno-konstruisano nezadovoljstvo (problem) kod većeg broja pojedinaca / profesionalnih zastupniĉkih organizacija (socijalno-konstruktivistiĉka reinterpretacija klasiĉnih pristupa); zatim, grupa pojedinaca koja oseća dati problem / zalaţe se za njegovo rešavanje, mora posedovati odreĊene resurse za pokretanje i odrţavanje 5 kolektivne akcije (pristup teorije mobilizacije resursa); šire okruţenje treba da bude relativno povoljno kako bi nagovestilo mogućnost pozitivnog ishoda aktivnosti koja se ţeli realizovati (pristup strukture politiĉkih mogućnosti), a vrednosni okvir na takav naĉin podešen da usmerava na delanje predstavnike profesionalnih ekoloških organizacija i / ili neposredno ugroţenu populaciju (nezadovoljne) i (eventualno) širi krug podrţavalaca (pristup Novih društvenih pokreta). Na proces formiranja ekološkog pokreta, kroz ĉetiri neposredna faktora (socijalna-konstrukcija ekoloških rizika, dostupnost i karakteristike resursa, struktura politiĉkih mogućnosti, vrednosni sistem),indirektno deluju širi društveni procesi - postsocijalistiĉka transformacija i evropeizacija srpskog društva, kao i ĉinioci duţeg trajanja ((pred)socijalistiĉko nasleĊe). Testiranje postavljenih eksplikativnih hipoteza je pokazalo da ni jedan od uslova neophodnih za formiranje ekološkog pokreta, nije delimiĉno ili u potpunosti zadovoljen. Postojeći ekološki problemi su dominantno odreĊeni u kategorijama niskog rizika i male vaţnosti u odnosu na druga društvena pitanja, usled ĉega je i njihov podsticajni kapacitet za kolektivnu (re)akciju bitno sniţen. Pored toga, vladajuće shvatanje prema kome u ekološkoj modernizaciji leţi rešenje za gotovo sve ekološke probleme, pokazuje se kao ĉinilac koji nepovoljno utiĉe na graĊanski aktivizam, jer upućuje na pasivno išĉekivanje uvoĊenja obećanih mehanizama odrţivog razvoja. Većini graĊana na raspolaganju stoji vrlo ograniĉena koliĉina resursa, usled ĉega, u velikom broju sluĉajeva, oni odustaju od uĉešća u ekološkim akcijama. Ekološke organizacije, takoĊe, imaju poteškoća da obezbede neophodne resurse za rad, a dodatni problem predstavlja i naĉin njihove mobilizacije, usled kojeg gube samostalnost postajući zavisne od stranih izvora finansiranja. Kao posledica, ekološko delanje je atomizovano, a rivalitet i konflikti unutar ekološkog civilnog sektora, naglašeni; ekološke mreţe se teško formiraju i odrţavaju, kolektivni identitet je slab (nad njim prevagu odnose partikularni interesi), a kritiĉko delovanje ekoloških organizacija, nerazvijeno. Struktura politiĉkih mogućnosti se, uprkos postojanju relativno povoljnog zakonskog okvira, pokazuje zatvorenom prema uĉešću graĊana u donošenju odluka. GraĊani percipiraju predstavnike vlasti kao neprijemĉive za njihove potrebe, što se nepovoljno odraţava na njihovu spremnost da se organizuju i pokušaju da nametnu svoje zahteve. S druge strane, ekološke organizacije su iskljuĉene iz procesa odluĉivanja i svedene na ulogu asistenata u podizanju kapaciteta drţave za sprovoĊenje programa u oblasti zaštite ţivotne sredine. Konfliktno delanje organizacija je ograniĉeno, s jedne strane, time što ne dobijaju podršku moćnih aktera (meĊunarodne ekološke organizacije, strani donatori), a sa druge, finansijskim uslovljavanjem od strane drţavnih struktura. Karakteristike kulturološkog konteksta se, takoĊe, pokazuju nepovoljnim za razvoj ekološkog pokreta u Srbiji. Dominacija materijalistiĉkog sistema vrednosti i s njim povezano visoko vrednovanje ekonomskog razvoja, koje u senci ostavlja ekološke probleme, negativno utiĉe na ekološko aktiviranje graĊana. Ipak, uprkos preteţno materijalistiĉkoj vrednosnoj orijentaciji, graĊanima su vrlo bliske vrednosti Nove ekološke paradigme. MeĊutim, od naĉelnog prihvatanja vrednosti karakteristiĉnih za ovu paradigmu do aktivnog delanja, u kontekstu materijalne oskudice, put je dug i vrlo neizvestan. Zakljuĉno poglavlje je posvećeno rezimiranju i diskusiji empirijskih nalaza, kao i razmatranju širih implikacija nerazvijenosti ekološkog pokreta na zaštitu ţivotne sredine u Srbiji. ; he environmental movement in Serbia, in the context of post-socialist transformation and the EU integration process. The paper consists of three major parts and the concluding chapter. In the first part a comparative - historical, contextual, conceptual and methodological framework of the research is developed, as a starting point for the further analyses. In order to capture all relevant dimensions of the complex phenomenon of environmental movement and the composite set of factors that influence its emergence and development, the study is using a combination of different methodological techniques: a survey of attitudes and practices based on a representative sample of Serbian citizens (N = 1952) and local government representatives (N = 232), in parallel with the semi-structured interviews with representatives of non-governmental organizations (N = 44), and the two case studies of communities with serious environmental problems – the municipalities of Pancevo and Bor. The second part contains the description and analysis of individual elements of the environmental movement: environmental activists, environmental groups / organizations, environmental networks, collective identity and environmental conflicts. Based on a detailed analysis of the characteristics of the key elements of environmental movement, the concluding chapter of this part of the paper offers an answer to the question - is there an environmental movement in Serbia? The main research finding is that participatory type of environmental movement that is typical for the Western countries has not been formed in Serbia. There are even no indications of the existence of significant elements of transactional environmental activism (movement), that is present in the countries of Central Europe. Instead, we are witnessing the development of a distinct model of collective environmental action that we have named "the third environmental sector". Different from the participative and transactional activism which have an emphasized political dimension, the nature of the activities of the third sector organizations is mostly "non-political", aimed at providing services in those areas that the state has withdrew from, in the context of neo-liberal reforms. In addition to the underdeveloped conflict/political dimension, the environmental third sector is characterized by atomized actions of professional environmental organizations, which establish physical connections (networks) among themselves only as an exception (under external pressures or incentives), while at the level of collective identity only the cognitive dimension is being developed (the formal acceptance of the environmental values and principles which form an integral part of the environmental discourse dominant in the West). Citizens, as a rule, are not included in the work of these organizations, except as users of services. In the third part, the reasons for the absence of the participatory and / or transactional environmental movement (activism) are discussed. In order to explain the emergence of the specific hybrid form of the environmental third sector, a synthetic explanatory model was established, combining elements developed within different social movement theories. The explanatory scheme has been formulated as follows: for the launch of collective action and the emergence of the environmental movement certain conditions are necessary to be met - a certain level of socially-constructed 8 dissatisfaction (problem) needs to be generated in large numbers of individuals / professional advocacy organizations (social constructivist reinterpretation of classical approaches); then, a group of individuals who perceive the problem / advocates for its solution must possess appropriate resources to initiate and sustain a collective action (the Resource Mobilization Theory approach); the wider context should be relatively favorable as to suggest the possibility of a positive outcome of the action (the Political Opportunities Structure approach); the value framework should be set up in such a way to initiate the action of professional environmental organizations and / or the directly affected population, and possibly also of a wider circle of supporters (the New Social Movements approach). Through the four direct factors (social – construction of environmental risks, the availability and characteristics of resources, the structure of political opportunities, the value system), the process of development of the environmental movement is indirectly affected by wider-scale social processes – the post-socialist transformation and Europeanization of Serbian society, as well as by the factors of longer duration ((pre-) socialist heritage).The testing of the set of explicative hypotheses showed that the necessary pre-conditions for the formation of the environmental movement in Serbia have neither been fully, nor even partially met. In comparison with other issues, the existing environmental problems are dominantly defined in the terms of low-risk and low-importance, due to which their capacities to induce collective (re)action are significantly reduced. In addition, the prevailing concept of environmental modernization, presented as a solution to almost all environmental problems, proves to be a factor that adversely affects civic activism, as it leads to passive anticipation of the promised introduction of mechanisms for sustainable development. Since the majority of citizens have access only to very limited resources, they, in many cases, tend to give up their participation in environmental actions. Environmental organizations also face difficulties in obtaining necessary resources for their operation. An additional problem lies in the way resources are being mobilized: becoming increasingly dependent on foreign funding, organizations tend to lose their autonomy. As a result, the environmental action is atomized and rivalries and conflicts within the environmental civil society accentuated; environmental networks are difficult to establish and maintain and the collective identity is weak (due to domination of particular interests); the conflictual dimension of environmental organizations remains undeveloped. Despite the relatively favorable legal framework, the structure of political opportunities seems closed to the participation of citizens in the decision-making process. Citizens perceive government representatives as unresponsive to their needs, which negatively affects their readiness to act in an organized way and to attempt to impose their demands. On the other hand, environmental organizations are excluded from the decision-making process and reduced to the assisting role in the capacity building of the state bodies for the implementation of programs in the field of environmental protection. Conflicting action of such organizations is limited, on the one hand by the lack of support from powerful actors (international environmental organizations, international donors), and on the other - by the financial preconditions imposed by the state authorities. The characteristics of the cultural context also appear to be unfavorable for the development of the environmental movement in Serbia. The dominance of the materialistic value system and the related high priority attributed to the economic 9 growth, leaves the environmental problems on the margins, thus negatively affecting the environmental activation of citizens. However, despite the predominantly materialistic value orientation, the values of the New environmental paradigm are very familiar to the citizens. Still, in the context of material insecurity, the road from the general acceptance of such values to active action towards reaching them, is long and very uncertain. The concluding chapter is devoted to summarizing and discussing the empirical findings, as well as to considerations of implications of the under-developed environmental movement to the overall state of environmental protection in Serbia.

INTRODUCTION: Stress fractures are a common injury in athletes in general, and runners in particular. Stress fractures are a chronic, or overuse, injury resulting from fatigue damage to the bone. They occur when the damage accumulated due to the repeated application of physiological loads exceeds the capacity of the bony tissue to repair itself. The incidence of stress fractures in athletic populations is up to 50% (Brukner et al., 1996). Tibial stress fractures in particular are very common in recreational and competitive runners and military recruits. The tibia is the most common site of stress fracture in distance runners, accounting over 40% of all stress fractures (Brukner et al., 1996). The typical recovery time from a stress fracture is between 6 and 12 weeks. This includes periods of rest and reduced activity, to allow the natural reparative process of bone to take place at a rate exceeding that of damage accumulation. Reduced training capacity for a period of two to three months is a significant amount of time for both runners and military recruits. Therefore, identification of injury mechanisms and the prevention of stress fractures in runners is an important area of study. RISK FACTORS: Many risk factors for stress fracture have been proposed. Some of these factors are intrinsic to the individual athlete; some are extrinsic and related to environmental factors. Many risk factors can be modified, whereas others can only be accommodated. Proposed extrinsic factors include those related to training, including the volume per session and per week, intensity level, running surface, and recent changes in the program (Bennell & Brukner, 2005). These factors can be modified, although other considerations such as competition scheduling or basic training requirements may influence this. Proposed intrinsic factors include anatomical structure of the lower extremity, muscle strength, flexibility, menstrual status, bone density, diet and nutrition, and running biomechanics (Bennell & Brukner, 2005). In order to investigate contributions to stress fracture risk from biomechanical factors, other risk factors should be standardized as much as possible between comparison groups. GAIT BIOMECHANICS: A series of investigations into the biomechanics of running in relation to tibial stress fracture have been conducted. The aim of these studies was to determine objectively whether running biomechanics are different in those who have sustained a tibial stress fracture compared to those with no previous lower extremity bony injuries. This may enable identification of those at increased biomechanical risk of tibial stress fracture and of potential strategies to reduce their risk by modification of these factors. In cross-sectional studies the influence of potential confounding factors can be reduced by matching characteristics of the participants across comparison groups. Factors including age, height, weight, sex, footstrike pattern, and monthly running mileage can be matched to reduce the variability between groups due to these potentially confounding factors. Given that tibial stress fracture is an overuse injury due to fatigue of bone tissue, early work in this area focused on loading characteristics of gait, primarily ground reaction forces. Studies focusing on peak ground reaction forces were inconclusive, with some indicating greater peak values after tibial stress fracture compared to controls (Grimston et al., 1991) and others finding no difference (Crossley et al., 1999; Bennell et al., 2004). However, greater loading rates were found in runners with a previous tibial stress fracture compared to matched control runners (average vertical loading rate 79.0BW/s vs. 66.3BW/s, P = 0.041; instantaneous loading rate 92.6BW/s vs. 79.6BW/s, P = 0.036; Milner et al., 2006a). Additionally, a more direct measurement of tibial loading, tibial shock (peak acceleration) measured using an accelerometer, also supported the hypothesis of increased loading of the tibia in those susceptible to tibial stress fracture compared to controls (7.7g vs. 5.8g, P = 0.014). However, further analysis indicated that tibial shock explained only 17% of the variance between tibial stress fracture and control groups. This finding supported the hypothesis that the risk of tibial stress fracture is multifactoral, and that other biomechanical factors are likely involved. FREE MOMENT: During running, the tibia is exposed simultaneously to a combination of shearing, bending and torsional loads, in addition to compression (Ekenman et al., 1998). While vertical ground reaction forces and tibial shock may provide an indication of the compressive load applied to the tibia, they do not indicate torque about the vertical axis. The free moment of ground reaction force indicates this torque at the point of contact of the runner with the ground (Milner et al., 2006b). Thus, it may provide an indirect measure of the torque acting on the tibia. Comparison of the magnitude of peak free moment during the stance phase of running between those with previous tibial stress fracture and matched controls indicated greater values in the stress fracture group (9.3 x 10-3 vs. 5.9 x 10-3Nm/BW*ht, P < 0.001). Further analysis suggested that this variable explained 27% of the variance between the two groups. It's important to note that the majority of runners exhibit an adduction bias in the direction of free moment during the stance phase of running (i.e. resisting toe out torque of the foot on the ground). This torque has been associated with pronation (eversion) in the literature (Holden and Cavanagh, 1991). These loading-related variables that exhibit differences during running between runners with a previous tibial stress fracture and matched controls occur in the earlier part of stance phase. During early stance, body weight is shifted rapidly onto the stance limb. Therefore, studying lower extremity biomechanics during this period of rapidly increasing loading may be critical in understanding differences between runners susceptible to tibial stress fracture and healthy controls. INITIAL LOADING: Higher vertical ground reaction force loading rates and higher tibial shock have been found in runners with previous tibial stress fracture compared to matched controls. The effect of external loading on the body can be modulated by body's the response to it. A good example is jumping off a wall onto the ground: landing in a stiff posture with knees maintained in extension results in higher loads transmitted through the body than landing with a large range of flexion motion at the lower extremity joints. In this respect, the knee is often considered to be of primary importance as a damper during landing. During running, each stance phase can be considered a single-legged landing, since the runner moves from a flight phase to single limb support. Thus, the initial loading part of the stance phase, from foot contact to the impact peak of vertical ground reaction force, may be important in terms of factors relating to tibial stress fracture. Vertical loading rate, which is calculated over the initial loading period, is greater in runners with a previous tibial stress fracture compared to controls (Milner et al., 2006a). Therefore, the body's response, in particular at the knee, to the high rate of loading during early stance may be an important consideration in injury risk. Knee joint stiffness was indeed found to be greater in runners with previous tibial stress fracture compared to controls (0.044Nm/(mass*ht) vs. 0.030 Nm/(mass*ht), P = 0.015; Milner et al., 2007). It was also positively correlated with tibial shock. However, there was only a moderate relationship in the stress fracture group between knee stiffness and tibial shock (r = 0.406). In the control group, the relationship was weak (r = 0.161). Thus, the body's response to loading during the early part of stance phase may also be important in understanding the complex relationship between loading and the occurrence of tibial stress fracture. PROXIMAL AND DISTAL FACTORS: While several studies have focused on ground reaction forces and tibial shock measures in relation to tibial stress fracture, it should be remembered that the lower extremity is a linked chain with several joints and segments. The position of each lower extremity joint is important in determining the position of each segment. While static alignment factors in general have not shown strong association with tibial stress fracture, there is some evidence that extremes of foot type (very high or very low arches) may increase the risk of tibial stress injuries (Barnes et al., 2008). It has been suggested that dynamic alignment during the stance phase of running may be important in relation to stress fracture (Bennell & Brukner, 2005). Abnormal joint kinematics within the lower extremity chain may contribute to abnormal distribution of musculoskeletal loads, including within the tibia. Both proximal and distal joint kinematics may contribute to the combination of factors predisposing some runners to tibial stress fracture, even in the presence of normal loads. Altered frontal and transverse plane joint positions may change the axial, bending and torsional loads in the tibia. Several important differences were found in a comparison of frontal and transverse plane kinematics at the hip, knee, and ankle in female runners (Milner et al., in review). In particular, peak rearfoot eversion (11.7° vs. 9.0°, P = 0.015) and peak hip adduction (11.6° vs. 8.1°, P = 0.004) were both several degrees greater in runners with previous tibial stress fracture compared to controls with no previous bony injuries.This ties in with other work that found peak hip adduction, peak rearfoot eversion and the absolute free moment were the most important predictors of previous tibial stress fracture in distance runners (Pohl et al., 2008). Currently, it cannot be determined whether the differences in the frontal plane at the hip are a proximal compensation for the distal differences in the frontal plane at the rearfoot or vice versa. DISCUSSION: While many factors, both internal and external to the runner, likely play a role in the development of tibial stress fractures, several biomechanical variables have been associated with this injury. It should be noted that the studies reported were retrospective and cross-sectional in design. Therefore, it cannot be determined whether the biomechanics of runners with a previous stress fracture measured after recovery from the injury are the same as prior to the stress fracture. While this is a limitation in relation to predisposing factors for tibial stress fracture, a large proportion of runners suffer multiple stress fractures after the initial occurrence. Thus, the information obtained in these studies is directly applicable to the case of recurring stress fractures. Future prospective studies may be able to confirm whether the high risk biomechanical features of running were also present in runners with tibial stress fracture prior to their injury. Primarily, several loading-related variables and joint angles have been identified and found to be greater in runners with a previous tibial stress fracture compared to runners with no previous bony injury. In terms of loading, the literature is somewhat inconclusive with regard to ground reaction force variables. While it seems intuitive that bony injury and fatigue fracture (i.e. stress fracture) are associated with damaging loads that exceed the body's ability to repair itself, tibial loading is only indirectly linked to ground reaction force variables. However, it appears that vertical loading rates (Milner et al., 2006a) and the absolute free moment (Milner et al., 2006b) may be increased in runners with previous tibial stress fracture. These variables may be providing an indication of the magnitude of compression and torsional loads that the tibia is subjected to during the stance phase of running. Given the lower magnitudes of these variables in healthy runners compared to those with a previous stress fracture, these aspects of running biomechanics may be modifiable. Decreasing their magnitude may decrease the risk of injury in susceptible runners. Similarly, the kinematic differences observed and abnormal peak angles reported at the hip and rearfoot in runners with previous tibial stress fracture (Milner et al., in review) may also be modifiable. Although a detailed consideration of interventions to modify running biomechanics is beyond the scope of this paper, several options may be considered. These may be mechanical or functional interventions. Potential mechanical interventions include orthotics or specialized footwear, or changing the running surface. Possible functional interventions include various types of instruction to retrain gait. CONCLUSION: While acknowledging the limitations of retrospective cross-sectional studies, several biomechanical variables have been identified as having greater magnitude during running in those with previous tibial stress fracture compared to controls. Loading-related variables include vertical ground reaction force loading rates, the magnitude of peak free moment, and peak tibial shock. Kinematic variables include peak knee flexion stiffness during initial loading, peak rearfoot eversion and peak hip adduction.

Tutkimus käsittelee sitä, miten vanhat ihmiset puhuvat omasta vanhenemisestaan ja terveydestään sekä vanhuudesta ja terveydestä yleensä. Erityisenä kiinnostuksen kohteena oli, millaisena osallistujat näkivät vanhojen ihmisten sosiaalisen aseman yhteiskunnassa ja suhteessa nuorempiin ihmisiin. Toiseksi tutkimuksessa selvitettiin sitä, mitä ajatellaan yksilön vastuusta ja mahdollisuuksista vaikuttaa terveyteen omilla toimillaan ja valinnoillaan. Aineistona oli 90 vuotta täyttäneiden pirkanmaalaisten miesten ja naisten elämäkerrallisia haastatteluja ja 70 vuotta täyttäneiden tamperelaisten miesten ja naisten ryhmäkeskusteluja. Tutkimus osoitti, että vanhan ihmisen sosiaalinen asema näyttäytyi ongelmallisena. Monet kokivat, että vanhat ihmiset nähdään ulkopuolisina ja tarpeettomina yhteiskunnassa. Osa kritisoi tätä näkemystä ja toi esille erilaisia tapoja miten he itse toimivat omassa lähipiirissään ja yhteisössään ja omalta osaltaan auttavat muita ihmisiä. Yleinen kokemus oli myös se, että tietyn iän ylittäneet ihmiset nähdään ja heitä kohdellaan yhtenä vanhojen ryhmänä, ja sivuutetaan yksilölliset erot ihmisten välillä. Suhteessa nuorempiin ihmisiin monien kokemus oli se, että heitä kohdellaan holhoavasti lapsina , joiden puolesta tehdään päätöksiä. Toisaalta tutkittavat toivat esille, että pitkä elämä tuo väistämättä elämänkokemusta, jota nuoremmilla ei voi olla. Tällaiseen puheeseen liittyi yleensä laajaa perustelua ja argumentointia, mikä voi kertoa siitä, että vanhat ihmiset itse kokevat ettei näkemys vanhuudesta viisautena ole elettyä todellisuutta nykykulttuurissa. Tutkittavat tasapainoilivat kahden näkemyksen välillä: onko vanhuus lainomainen kohtalo, johon ei voi itse vaikuttaa muuten kuin sopeutumalla terveyden heikkenemiseen ja menetyksiin, vai onko niin, että omilla teoilla ja valinnoilla voi vaikuttaa omaan terveyteensä ja siihen millaista elämä vanhana on? Vanhuuden kokemukseen liitettiin terveysongelmat ja se ettei enää selviä omillaan ja tarvitsee muiden apua. Huononevan terveyden koettiin johtavan eristyneisyyteen muista ihmisistä, yksinäisyyteen ja jopa unohdetuksi tulemiseen. Vanhuus ei tule yksin - tyyppiset sanonnat kiteyttävät ajatuksen siitä, että vanhuus on kaikille yhteinen kohtalo, johon ei voi vaikuttaa. Toisaalta tuotiin esille, että omaan elämään ja terveyteen vanhana voi ja on syytä yrittää vaikuttaa omilla toimillaan. Keskeisinä keinoina vaikuttaa terveyteen nähtiin fyysinen ja sosiaalinen aktiivisuus sekä kaikenlainen aivovoimistelu . Lisäksi monet kertoivat terveellisistä elintavoistaan. Useat niistäkin, jotka kertoivat terveyden heikenneen, kertoivat pyrkivänsä huolehtimaan terveydestä ja olleensa aktiivisia ja omatoimisia aikaisemmin. Aktiivisuuden ideaali koskee näiden tulosten mukaan myös hyvin vanhoja ihmisiä. Tulokset viittaavat myös siihen, että julkisissa keskusteluissa usein käsitellyt terveysteemat ovat osa vanhojen ihmisten terveyttä koskevaa ajattelua. Yhteenvetona tuloksista voi todeta, että yhtäältä terveyden ja toimintakyvyn huononeminen vanhuudessa ja elämän rajallisuus koetaan pakkona, johon on sopeuduttava. Toisaalta koetaan että ihminen ei ole vain lastu laineilla , vaan voi itse jossakin määrin vaikuttaa omaan terveyteensä ja siihen millaista elämää vanhana elää. Tutkimus osoitti, että vanhuuden kokemus on monitasoinen ilmiö. Tutkittavat puhuivat paljon itsenäisyydestä ja omillaan pärjäämisestä ja siitä, että ainakin yritetään selvitä itse ja yksin. Toive olla hyväkuntoinen ja terve on varmaankin kaikille yhteinen iästä riippumatta, mutta miksi avuntarvetta ylipäätään pitää perustella? Nykyisissä yhteiskunnallisissa keskusteluissa korostetaan paljon yksilön mahdollisuuksia vaikuttaa terveyteen ja vastuullisuutta omasta elämästä. Tutkimustulosten pohjalta voi herättää keskustelua siitä, onko aktiivisuudesta ja terveydestä huolehtimisesta, sekä yksin ja itse pärjäämisestä tullut jo moraalinen vaade nyky-yhteiskunnassa? Tätä taustaa vasten ajatus vanhuudesta lainomaisena kohtalona, joka aiheuttaa terveyden heikkenemisen ja kohtaa kaikkia samalla tavoin, voikin auttaa yksilöä oikeuttamaan ja hyväksymään avuntarpeen, ja sen, ettei enää kykene huolehtimaan terveydestään. Mutta toisaalta on tärkeää tuoda esille myös se, että terveyteen vanhuudessa voidaan vaikuttaa ja vanhat ihmiset ovat myös aktiivisia ja omatoimisia. Tämä näkemys auttaa kyseenalaistamaan näkemyksen vanhuudesta vain ja ainoastaan raihnautena ja yhteiskunnasta irtaantumisena. ; In this research the aim was to find out how old age and health are discussed by people who themselves are seen and treated as old. Its focus was to study these people s talk about their experiences of old age and health. While I do not believe that other people s experiences are directly available for us to discover, it is still important to analyse what kinds of elements are included in people s talk about their experiences and in their self-identities. This information will help gain a deeper understanding of how being old and health are perceived by those people who may see themselves, and who are seen and treated by others, as ageing or old. The focus of the research was to identify the different perspectives raised by people in their talk and to find out how those perspectives were used in talk. The research questions were concerned with how people defined old age and being old as a social position, in relation to other people and in the context of one s own life entity, and with what meanings health received in this context. I was particularly interested to learn how people talked about their own and other people s chances to influence their health and ageing, and whether they felt that people were responsible for their own health. The theoretical framework for the research was underpinned by social constructionism and the discursive perspective, which entail the idea that talk is action. The datasets consisted of biographical interviews with people aged 90 or over and group discussions in which the participants were 70 years or over. The main tools of analysis came from discourse and rhetoric analysis. These ! methods made it possible to study how diff erent arguments were used in talk to explain, defend and legitimate one s own decisions and actions as well as other people s actions. The research findings showed that it is too simplistic to talk about the experience of old age in terms of denying age or resisting negative stereotypes of old age. Rather, older people have various ways of thinking about and defining old age and health. Being old is an ambivalent position. Mobilizing the category of old age in talk about oneself seemed to make the agentic position problematic. In their talk about old age and health, the people in this study balanced between different views and ways of talking. I called these different ways of talking the decline, activity and wisdom discourse. Discourses are cultural resources that people use to construct meanings of old age and health and their own identity as old. In the decline discourse, the participants in this study constructed old age as self-evidently a time of poor health and losses, which serve to explain and legitimate ill health,dependence on other people and need for help. The activity discourse was used to construct old age as something the individual can choose and have an influence on. It was used to construct oneself as active, healthy, a needed member of society and independent. Within the activity discourse, health was constructed as something that is malleable by means of one s own actions and as a matter of individual responsibility. On the other hand, the participants qualified the idea of responsibility by mentioning various factors that are beyond the individual s influence. Talk about old age as wisdom was the weakest discourse in this data, possibly indicating that that there is little real support for the idea that old age is seen in society as a time of wisdom and that older people represent that wisdom. The most important discovery, however, was that these different discourses were used by the same people to give meaning to and construct their identities. These discourses were also contrasted with one another, but talk about old age is best described in terms of negotiation and renegotiation about one s positions and the meaning of one s own actions and decisions. Both old age and health talk involved moral argumentation. People s talk revolved around chances to influence one s own health and life in old age, and on the other hand, around the question of how far old age is a fate that is beyond individual influence. I approached the interviews and group discussions as interaction situations in which both interviewer and interviewee are active participants. Individual interviews place more pressure on the individual interviewee. Health proved to be a particularly dilemmatic topic in this regard because of the heavy ideological and moral baggage it carries in contemporary western culture, and talk about one s own health can present a threat to one s face. A common concern in individual interviews was to explain and justify one s own health-related choices and actions. Various discursive and rhetorical devices were applied to construct one s own activity and good health. The research showed that the group discussions involved more negotiation between different views. Sensitive and conflicting views were also raised in group discussions. In other words this research did not support the view that group discussions are conducive to unitary views and discourage talk about sensitive issues. The social constructionist view on reality and social facts is that for analytical reasons, it is important to look at the meanings given to old age and health by older people themselves. This does not mean to say that social constructionist research ignores social facts , structures, bodily being or power relations. These, too, can be made a topic of analysis in order to see whether and how they become visible, are made a meaningful and important part of one s own ageing. Rhetorical studies provide a powerful tool for exploring the argumentative basis of age categories and identities. Rhetoric analysis, importantly, pays attention to how talk about old age and health is a presentation of identity and a way of constructing an accountable and worthy identity. The particular benefit of this enterprise is that it allows us to study the arguments applied in making some versions of reality look more plausible or better and to ignore or silence other versions. Discursive studies have demonstrated their strength in showing how one and the same person can use diff erent and even conflicting age categories and discourses, and how the meaning of the topic at hand is constructed in interaction, negotiated and accepted or refuted. Both discursive and rhetorical analysis provide tools for studying the ideological and moral meanings of old age and health an important topic in times when health seems to carry strong ideological and moral connotations, and when the growth of the elderly population is repeatedly brought up in public debate. I see that constructionist and discursive studies have a crucial role to play in ageing research in addressing the different ways in which old age is made reality physiological, political or experiential and in studying what is achieved with different versions of reality. What kind of identities, politics, services, demands of individual conduct do they make appear natural, inevitable and reasonable, or alternatively, unnatural, avoidable, impossible and irrational? How is age used to classify and categorize people into different sites of everyday life? How individual and groups themselves use different age categories and whether and how these are linked to social and political rights and valued or devalued social positions? How category of old age is used either to enable agency or what type of reasons and justifi cations are used to curtail people s potential? How do older people see their prospects of enacting agency? Some of the topics were approached in this study. All of these deserve further research.

Issue 8.3 of the Review for Religious, 1949. ; Review for Religious MAY 15, 1949 Mary's Place in Our Life T.~: Jorgensen Mystical Life--Mystical Prayer . M. R~ymond Reception of Profession . Joseph F. Gallen In Praise of Prayer--II . Augustine Kla~s (.~onformlty to the Will of God . CL A. Herbsf Books Reviewed Questions Answered VOLUME VIII NUMBER 3 REVIEW FOR RELIGIOUS VOLUME VIII MAY, 1949 NUMBER 3 CONTENTS MARY'S PLACE IN OUR LIFE 'T. N. Jorgensen, S.J . 113 MYSTICAL LIFE--MYSTICAL PRAYER-~M. Raymond, O.C.S,O. . 121 " RECEPTION. OF PROFESSION--Joseph F.~ Gallen, S.J . 130 IN PRAISE OF PRAYER--II--Augustine Klaas, S.J . 139 CONFORMITY TO THE WILL OF GOD--C. A. Herbst, S.J. 150 QUESTIONS AND ANSWERS-- 18. Postulants Begin Novitiate on Last Day of Retreat . ¯ . 157 19. Sign of the Cross at Benediction . . . . 157 20. Delegate to General Chapter in Place of Superior; General Coun-cilor as Local Superior . 157 21. Interruption of Canonical Year of Novitiate . 158 22. Use of Cuttings from Altar Breads . 159 23. Religious Communities Accepting Widows .~ 159 24. Votes to Be Announced after Each Scrutiny . 159 25. Filling Unexpired Term of Local Superior . 160 BOOKS . 161 OUR CONTRIBUTORS . 165 FOR YOUR INFORMATION-- Summer Sessions . 166 Gethsemani Centennial . 168 Catholic Action Booklet . 168 REVIEW FOR RELIGIOUS, May~ 1949. Volume VIII, No. 3. Published bi-monthly: January, March, May, July, September~and November at the College Press, 606 Harrison Street, Topeka, Kansas, by St. Mary's College, St. Mary's, Kansas, with ecclesiastical approbation. Entered as second class matter Jafluary 15, 1942, at the Post Office, Topek, Kansas, under the act of March 3, 1879. Editorial Board: Adam C. Ellis, S.J., G. Augustine Ellard, S.J., Gerald Kelly, S.J. Editorial Secretary: Alfred F. Schneider, S.J. Copyright, 1949, by Adam C. Ellis. Permission is hereby granted for quotations of reasonable length, provided due credit be given this review and the author. Subscription price: 2 dollars a year. Printed in U. S. A. Before writing to us, please consult notice on inside back cover. / ary s Place in Our Life T. N. Jorge,nsen, S.J. NAS Mary the prominent place in our life th.at God wishes her to have? What He thinks of her imp6rtance to us is revealed by the following points: I. The Proto-Evangel "I will put enmities between thee and the woman, and, thy seed and her seed. She shall crush thy head, and thou shalt lie in wait for her heel." (Gen. 3:15.) This potent prophecy summarizing the history of our race is spoken by God Himself. At the dramatic moment of our exile from Eden, it foretells Mary's part in God's victory over hell. Each of us throughout life necessarily shares in this world-wide struggle, for all of us are children of Adam and Eve. By ourselves we are no match. for Satan. But under Mary's banner, fighting with Mary's Son, we are sure of winning. Though Christ Himself is our sole Redeemer, we emphasize Mary's union with Him in this struggle because God emphasizes it. What He has joined so dearly, solemnly, even dramatically, we must not separate. Whatever His reasons may be, it is God's idea, not yours or mine or Mary's, that He make her His mother and give her an out-standing place in this fundamental struggle between good and evil. That Mary and her seed will crush the head of the s~rpent is our ¯ pledge of glorious victory if we seek it through Jesus and Mary. This vigorous, unqualified prophecy, given at the time of the Fall, is God's wayof urging us to remember Mary when we search "for Christ. 2. The Types, Symbols. Figures, and Other Prophecies of the Old Law The Old Testament reveals God's preparation for the coming of Christ and His mother. Some of its Marian references are prophe-cies, such as Isaias' "A virgin shall conceive and bring forth a son." Some are things, such as the ark of incorruptible wood, which held the manna in the Temple as Mary Was to hold Christ. Some are per-sons, such as Judith, .who cut off the head of the hostile Holofetne's as Mary was to crush the head of Satan. Many such references, writ-ten by God's inspiration for our instruction, show His interest in 113 T. N. JORGENSEN Review for Religious Mary through the centuries before her birth. 3. The Immaculate Conception Since sin is our greatest evil and grace our greatest good, the Immaculate Conception is a most desirable gift. Of all the billions born of Adam, Mary alone was conceived without sin. This gift manifests her complete victory over Satan and her leadership of the rest of the redeemed by her more perfect redemption. Through this fullness of grace she stiares generously in God's own life. And all thi) was given to her not only for. her own sake but also for the sake of us, .her children. 4. Mary's Presentation in the Temple Mary as queen of all saints is an inspiration to all. She is a shining model not only for those who live in the.world but also for those called to the cloister. She lives in God's world; selfish wbrldli-heSS and the world which Satan sways she conquered from the begin-ning. The Temple in Jerusalem was God's dwelling place, the place for prayer, the home of the manna foret~lling the Eucharist. Through the centuries God calls I-1]s favorite children to the cloistered life, calls all to conquer worldliness, calls all to prayer and devotion to the Eucharist. Mary leads us on this wonderful way by giving herself to the Temple, to praye~, to God. 5. The Incarnation This is the most important point of all. God chooses Mary for His mother from among all women, actual or possible. He honors her by sending one of the sacred seven who stand before His throne to deal with her. Gabriel, his message and explanation given, awaits Mary's consent. No one but God could choose hi~ own mother; mother but Mary accepted a definite, well-known Person to be her Son. This mutual acceptance of each other in a relationship more complete and eternal than even the bride-groom compact means that Mary shares willingly in Christ's work and sufferings. It leads neces-sarily, as she knew and accepted, to her sorrow on Calvary and her glory in heaven. Christ is eternally Mary's Son, His Body (though glorified now) is still the one He received from her, His love for her is still a filial love. We know that the mother of a great hero rbceives more praise ~han the mother of a lesser hero. We know that as a man advances from mayor to governor to president, the honor and influence of his mother increases proportionately. What limits, then, can be assigned 114 May, 1949 MARY'S PLACE IN OUR LIFE to the power, dignity, and glory due to the beloved mother of Oni~ who is Infinit!! The Incarnation is God's chosen way of uniting us to Himself. The manner of the Incarnation shows Mary's share in His plans. Cardinal Newman writes (Discourses to Mixed Congregations. p. 348) : "She, as others, came into the world to do a work, she had a mis-sion to fulfill; her grace and her glory are not for her own sake, but for her Maker's; and to her is committed the custody of the Incarna.- tion; this is her appoqnted office . Asshe was once on earth, and was personally the guardian of her Divine Child . . . so now, and to the latest hour of the Church, do her glories and the devotion paid ber proclaim and define the right faith concerning Him as God and man." The Church is an extension of the Holy Family and needs Mary as Nazareth needed bet. St. Augustine reminds us that Mary is the mother of the Mystical Body, bearing the whole Christ, the Head and the members. Her divinely appointed task is not finished until all the members are fully formed. 6. The Manner of Christ's Birth By the miraculous virginal delivery God preserves Mary's physi-cal integrity that it may be in harmony with her spiritual perfection. The other circumstance~ of His birth--the angelic songs calling the shepherds, the star guiding the Magi, the words of Simeon and Anna, the murder of th~ Innocents-~-all seem to attract premature attention to One who wished to stay hidden for another thirty years. But these manifestations during Christ's infancy serve to give the mother prom-inence. By bringing Christ to 3ohn the Baptist, to the shepherds and the Magi and ~-imeon and Anna, and soon to Egypt, Mary is the first Christopher, the first to offer Christ to ignorant and learned, to rich and poor, to Jew and Gentile, in Jerusalem and in pagan lands. God, who plans all ~t-hings carefully and lovingly, planned it thus. 7. "He went down to Nazareth and was subject to them" (Luke2:51) Gbd spends thirty-three years on earth t~eaching by word and example; thirty of these are spent leading Mary to higher sanctity. He serves her lovingly day after day and year after year, and inspires Luke to write of it that we may follow Him in this service and love. 115 T. N. JORGENSEN Ret~ieto for Religious ,~. Cana and Calvary Although Mary naturally stayed in the background during Christ's public life, God did arrange that its miraculous phase be-gin at Cana at her request and that it be finished on Calvary as she stood beneath the cross. On Calvary Mary, who had accepted Christ at the Annunciation on His own terms as tI~e Lamb to be slain, sur-renders her mother's rights lovingly, willingly though heart-bro-kenly, that her Lamb may die to remove the sins of the world. We are grateful to priests for their share in bringing us the Eucharist with Christ's real presence and His symbolic death. We must not be unmindful of Mary's great part in the first coming and the actual death of this same Christ. .9. Pentecost This is the birthday of the Church. As the Holy Spirit comes to abide with us permanently upon earth, Mary is present to welcome Him (Acts 1:14 and 2:1). Her presence when Christ sends His Spirit of Love to dwell with us is as necessary for the full harmony and development of God's plans as. her presence on Calvary had been. She is the first and perfect member of the Church, its most glorious jewel on its birthday and throug, h all of its days. She is so much at one with the Chtirch that both are described simultaneously by ,John's "a womati clothed with the sun"; both are the beautiful Spouse of ChriSt admired in Solomon's Son9 of Sonqs. I0. Mary's Assumption and Coronation : If we love a person greatly, we wish to be as r~uch like him as possible, to share our possessions and honors generously with him. Christ's Ascension into heaven as King of angels and men is paralIeled by his gift 'to Mary of her Assumption and Coronation as heaven's Queen. The mother of the Creator is made queen mother of creation. This reveals God's love for Mary and His wish that we acclaim her glory and power. Naturally He wishes us to honor her whom He honors, to love her whom He loves, to know and praise this master-piece of His creation and redemption and exaltation. God's judgments are true; one worthy of His honor and trust and love is worthy of ours. Mary is Christ's gift to us; to slight her is to wound Him. I I. The Church's Devotion to Mary The Church honors Mary greatly. The Mass, for instance, be-sides other prayers to Mary, starts with th~ Confiteor's ".I confess to 116 Ma~, 1949 MARY'S PLACE IN OUR LIFE Almighty God, to the Blessed Mary ever Virgin," continues with the Communicantes' "honoring in the first place the memory of the glo-rious and ever Virgin Mary, Mother of God," and closes with the Salve Regina's "our life, our sweetness, and our hope." Besides the many Marian feasts spread through the year, the Church dedicates to Mary the months of May and October. It urges . ¯ the wearing of the scapular, the saying of the Rosary, the making of Marian novenas. Think of the variety of religious orders dedicated to Mary, the number who have taken her name, the host of books written about her, the many hymns sung to her, the countless altars bearing her statue. All this devotion is a true manifestation of God's love for Mary, for the Church is guided by His Spirit of love. 12. Her Mediatrixsbip of All Grace Tbig gift means that God grants no grace to 'us except through Mary's mediation. All of' our supernatural activity depends upon grace. At every moment we have power to do good, to avoid evil, to increase our glory for eternity, to help save other soulS. At every moment, therefore, Mary must be interceding for each of us with all of her great love and prudence. Since God orders all things harmoni-ously and justly, the lower for the higher, the temporal for the eternal, the physical an~t mental for the spiritual, Mary's charge of the spiritual life of all on earth means that this is Mary's world in a won-derful way. To her more than to any other creature is addressed that promise of Christ, "Well done, good and faithful servant, because thou hast been faithful over a few things, I will place theeover many things; enter thou into the joy of tby lord" (Mr. 25:21). This position of Mary's means as much to us who need the grace as' to her who gains it for us. Our superiors and teachers and parents and closest friends all taken together do not enter into our life as intimately, deeply, fully, endlessly as Mary does by her universal mediatrixship. The twelve points just enumerated show that God loves and favors Mary exceedingly and wishes us to give her a prominent place in our search for Him. The often repeated statements ."God wants us to go to Him as He comes to us--through Mary" and "To God through Christ, to Christ through Mary".are true and impqrtant guides for us. As Father Faber writes: "Devotion to Mary is not an ornament in the Catholic cult, 117 T. N. JORGENSEN Reoieu~ lot Religious something superfluous or a means among many others that we may use or not as we choose. It is an essential part of Christianity . a definite arrangement of God . Devotion to Mary is not half 'enough preached, not the prominent characteristic of our religion which it ought to be. Hence it is that Jesus is not lo~'ed . He is obscured because Mary is kept in the background. Thousands of souls perish because Mary is withheld from them.", A deeper knowl-edge of Mary brings the Incarnation into clearer focus. For one who wishes to understand Christ more fully, reading about Mary is not a waste of time or a roundabout way any more than putting on glasses is a waste of time or a hindrance to a nearsighted person. It is a direct and effective means. Father Leen writes: "Without Jesus no salvation, without Mary no Jesus. And as without Mary it is impossible to have Jesus, so too without~a knowledge of Mary it is impossible to have a knowl: edge of Jesus . The cause of all the heresies that have ravaged the Church, the explanation of all failures in the spiritual life, can be traced to a lack of recognition of the spiritual maternity of Mary." (Our Blessed Mother, p. 103.) This is strong and sweeping language, but the spiritual maternity of Mary is a broad and vital gift deeply affecting the spiritual endeavork of all who seek to find God through the Incarnation, our God-given way of finding Him. God desires that we love Mary. Knowledge of her does much to foster this love. Therefore we should study Mariology. Su.rely that is a logical conclusion. We cannot love one deeply whom we know but vaguely, and even educated Catholics often know but little of Mary's greatest gifts. Devotion to Mary is great and growing, but its very growth increases the need to protect it from all super-stition and error. The widespread study of Mariology will bring many more to Mary, and at the same time it will place their devotion firmly on a Correct intellectual and a safe emotional basis. We are creatures of both head and heart, and God wishes us to serve Him according to our full nature. Too much emotion and too little dogma is ineffective and dangerous. Emotional religion, a transient turning to prayer in time of stress and a multiplication of novenas or other prayers for the novelty, fosters superstition and selfishness. On the other hand, too much intellect, a dry and imper-sonal study of theology, fails to warm the will. Advance in theo-logical knowle~tge, if it overemphasizes the head approach, may make us proud instead of holy. The gre~it heresiarcbs often knew much 118 May, 1949 MARY'S PLACE IN OUR LIFE the'ology. Many Christians know enough about their faith to be ~aints, but they still live in sin because they know these truths only in a cold, detached, theoretical manner. The will needs a nice balance of the two win~s of knowledge and love to carry it safely to God. The study of Mariology brings us a devotion with the perfect head-heart combination, the correct union Of thought and emotion. It is firmly based on fundamental dogma, for Mariology leads us .to study the mysteries of the Trinity, the Incarnation and Redemption, the horror of sin, the glory of grace, and so forth. Think of how much dogma is needed, for instance, for an understanding of the mysteries of the Rosary. True Marian devotion also offers a strong heart appeal. What is more moving than the sight of the Virgin Mother in quiet adora-tion beside the crib or in ,courageous adoration-beneath the cross? The theme most popular in world literature is the Cinderella plot. No variation of it cari be more moving or amazing than the story of the little girl of Galilee become God's mother and queen of.heaven. And it increases in appeal when we realize more deeply our own part in her story. This great queen who charms the angels serves us lovingly every moment of our lives! Truly Mariology offers us a devotion in which both head and heart work energetically yet har-moniously and safely together to carry .us to God. Studying Mariology gives help to all of our prayers, but espe-cially to our Rosary and Eucharistic devotions. When meditation on the mysteries of the Rosary is successful, it reveals G~d's love for us, teaches us ~ working answer to the problem of pain, keeps our eternal reward vividly in front of us, and leads us to meet the joys and sor-rows of life.wlth a deeply supernatural viewpoint. A Mariology course aids greatly in gaining this success. The Eucharist is the center of our spiritual life. A devout under- .standing of it depends mainly upon grace. Union with Mary secures this grace. We seek Mary because sl~e is Christ's mother; we fi~ad her to find Him. He is distant to those who slight her but gives Himself lovingly to those who seek her. This is true for all devotions to Christ but most of all for our Eucharistic devotion, for "the flesh of Christ is the flesh of Mary." She gave of her flesh that God might become man and dwell among us. The study of Mariology will enable us to please Christ by defending the honor of His mother and by bringing her love to others who need her. "Why did Christ seem to snub Mary? Why T.N. JORGENSEN does Scripture seem to say so little of her?. How can one who is free from concupiscence fully understand our trials, or one who is free from sin understand our weakness? How can we find Christ more quickly and fully by studying Mary and Jesus together than by studying Christ alone?"--if such questions are asked of us, can we give good answers? In the day-after-day study of the classroom, the answers to all such questions can be so throughly learned that they will always be remembered. One who has studied Mariology will gladly and effectively speak about Mary, encouraging her friends, converting her enemies. We all need Mary's strong help in our hourly struggle against the world, the flesh, and the devil. She is truly our spiritual mother and wishes to enter fully into our spiritual lives. Because of.her position, her virtues, and her sufferings for us, she has a right as well as a duty to aid us. We have the right and duty to discover her for ourselves and for others. These are some of the reasons why Mariology courses should be available to all students, strongly urged upon all. Our work for the introduction and success of these courses will delight God and bring ¯ His blessings to us, to the students, and to the school. If we cannot work directly for this, we still have a vital part to perform--we can pray for the success of such courses. These prayers will be our share in fulfilling Mary's Fatima desires and will bring great help to count-less souls. The generals of religious orders, the bishops, and the Pope strongly urge all to be devout to Mary. If many thousands of our Catholic students took Mariology courses each year, think of the help Jesuits would have in running sodalities, Dominicans in spreading the daily and meditative saying of the Rosary, Carmelites in moving all to a persevering and devout wearing of the scapular, the Marian-ists and Montfort Fathers in leading all to make and keep an act of full consecration to Mary, pastors in fostering May and October devotions and membership in the Legion of Mary, those interested in Fatima in securing great numbers for the First Saturday Com-munions, and the Pope in sharing with all his great devotion t6 Mary. What virtue and wi?dom and power this would bring to the Church on earth, what joy and peace to the world. Considering God's great love for Mary, we can have all this and heaven too-- if we praise her tO please Him. 120 °/V yst:ical Life .-tV ys!:ical Prayer M. Raymond, O.C.S.O. [There are three theories concerning the normal development of the Christian life. According to one theory, the normal culmination is mystical prancer; according to another, it is a mystical h'fe,'but not necessarily mystical prayer: and according to a third, mysticism is outside the normal development. It may well be that the differ-ences represented by these theories are more verbal than actual. But it seems advisable to note that, even though the differences be real, each theory is tenabl~ within the scope of sound Catholic spirituality, and none of them is certain. In the present article, Father Raymond strikes a vigorous blow for the second theory, the mystical llfe. W'e believe that his article should produce the effect he desires: namely, afford consolation to religious engaged in the active life who may wonder how theg also, without enjoying infused contemplation, can become mystlcs.--ED.] THIS little effort was almost titled "Thanks to Carcinoma," for it was one carcinoma that took me from Gethsemani to St. Jo-seph's Infirmary, Louisville, and another that brought Father Carl Miller, S.,I., all the way froha India to the same hallowed spot. So in very truth it ~vas thanks to carcinoma that I saw theory borne out in practice and have been urged to tell you the consoling truth that the distinction between, mystical life and mystical prayer tells of a very real differenc!! As [ have watched my monastery these late years become over-crowded and have seen foundation after foundation made from this Ladybouse, I knew there was a definite drift toward the contempla-tive life. As I .read letter after letter from earnest souls in almost every stratum of society, however, I began to suspect that too many were confusing contemplative prager with the contemplative life. But it took a carcinoma to show me that my suspicions were very well grounded and that the world of religious needed to know the distinc-tion made by Dora Lehodey, O.C.S.O., and Jacques Maritain. It is unquestionable that every Christian is a potential mystic; but it is not true to say that all baptized persons are destined to develop into mystics of prayer, are to know the heights of infused contempla-tion, and are to have an experimental knowledge of the Triune God dwelling and working within them if they will but live the ascetical life to the hilt and nurture the growth of the "seeds" planted in their souls when they were reborn from the womb of the water and the Holy Ghost. 121 M. RAYMOND Review/:or Religious I had read much about the "'normal development of the spiritual life" in books, brochures, and articles that have enjoyed wide popu-larity. I had seen the possibility of too many becoming confused and thinking that be or she alone had developed properly who had reached the state of mystic prayer, or infused contemplation. But it was St. Joseph's Infirmary tbat convinced me that it is not enough to point out to people that when John of the Cross and the three great Western Doctors, Augustine, Gregory, and Bernard, say that "con-templation is the normal and natural issue of the spiritual life" they may be talking of "acquired contemplation" and not of that highest limit of contemplation which involves an experimental perception of God's Being and Presence. No, one must go further and state clearly that there are three distinct mysticisms. -- But don't let me run ahead of my story. Father Carl Miller, S.J., was only skin and bones when I was called to his bedside. Cancer of the pancreas had eaten away all his flesh, but had left his mind as alert as flame. God graced me with four days filled with short visits to the side of this man who had spent twenty-four years of his life amongst the aborigines of the Patna Missions in India, and who was still burning to go back there in order to bring God to these benighted peoples and these benighted peoples to God. Secretly I wondered if the great St. Paul, with his longing to be "an anathema" for his brethren, excelled the zeal and love that fired this skin-covered skeleton called "Father Carl.". And yet our conversations seldom touched India, for once be learned that I was a cloistered contemplative he had but one topic for discussion. One morning he brok~ out with an exclamation that can be described on.ly as hungry. "Oh, father," be cried, "if I had my life to live over again I would go to India, of course, but I would devote ever so much more time to contemplation!" I chuckled softly, and even more softly quoted: "Our hearts were made for Thee, O Lord, and they will never know rest until they rest in Thee." A wondrous smile flamed in those luminous eyes that looked at me from a skull that had but a transparent skin tightly drawn over it. Then a voice that was colored fire said: "Exactly! Exactly! Won't you tell me now how to become a contemplative; how to be a mystic!" That last word made me laugh aloud. How often had I heard it since leaving my monastery just a few days before! And didn't its 122 May, 1949 MYSTICAL LIFE--MYSTICAL PRAYER every use connote a confusion! Weren't all these earnest souls--the nursing nuns," the teachers from our best academies, the priests from the neighboring parishes, and even some of the more advanced lay-men- weren't they all thinking of infused contemplation when they used that word? Weren't they all unacquainted with, or forgetful of, the distinction between the mystical life and mystical pra{ter, properly so called? Naturally I was thrilled to find so many souls athirst for God, for I am in hearty agreement with the man who had written "the. strength of Religion at any period of history is to be measured by the number and quality of its mystics, of its 'God-intoxicated' men and women." But I was both amtised and a bit alarmed to find so many of them thinking of only~ one kind of mysticism, one kind of "God-intoxication"-- that found in infused contemplation strictly so called. There is real danger in that delusion, for discouragement is still the devil's most pot~iit weapon in his campaign against religious. Had I not spent so much time at St. Joseph's Infirmary, I might not now feel the urge ~o tell the truth about the three mysticisms so pressing, nor know the truth itself to be so pulsingly practical. I believe that God allowed me to see each of the mysticisms in action; I know he allowed me to see that there are quite a few souls'who will know no peace until they have been persuaded that infused ~ontem-plation is not for each of us, nor is it the normal, natural, inevitable outcome of an ascetical life lived with utmost generosity. I understand the longing in these souls. I exult in its genuine-ness; for I know that Augustine of Hippo struck off a universal truth when he said that we shall "never know rest until . "' Yes, I re-joice in the strong drift toward .mysticism so manifest in our day'. ,But I would like to keep some from drifting too far, and others from wrongly resisting the drift. So, in the wake of the authorities men-tioned above I first give a word of encouragement. I say: Fathers, Sisters, Brothers, don't be disheartened if you have never known anything like infused contemplation. Don't be deluded into thinking you have not lived the religious life properly just because you cannot now call yourself, or be called by competent authority, a mystic in the sense that your prayer has been or is manifestly passive. And, above aI1, do not for a single moment consider yourself abnormal or subnormal because you have not reached that develop-ment which some b'ooks on prayer, or perfection, or contemplation say is the normal development of the spiritual life, namely, infused 123 M. RAYMOND Ret~iew for Religious contemplation. For it simply is not true that the ascetical life, lived to the utmost, inevitably leads to mystical prayer in this sense of word. Normally, you cannot be a mystic Without first having been an ascetic; but you may well be a true mystic without ever having known infused contemplation. The question which has caused more than one controversy in the past--"To what does the spiritual life normally lead ?"--seems to me to have received its final answer in the reply: "Not into mystical pr~tyer, but into the mystical life.'" This is the reply I found in the appendix to the French version "of Dom Lehodey's Wags of Mental Prayer. He felt forced to add this explanation because his name had been used to support both sides of the controversy ~eferred to above. He very carefully, and even somewhat laboriously, moves from premise to premise until he is finally able to say we must distinguish between mystical life and. mystical prayer if we are to avoid serious error. Having reached this conclusion he supports himself by numer-ous quotes from Jacques Maritain and Father Garrigou-Lagrange.* Briefly the thesis resolves itself to the .old dictum that "Practice makes perfect." Their teaching is one that leaves little room for doubt or questions. They see grace, the virtues, and the gifts. They watch them in action. In the beginning of the spiritual life they see that grace remains bidden--though operative; and we, it seems, have to take the initiative. Grace here seems to adapt itself to our "hun~an mode" of acting in prayer and in all other things. We are now definite!y i6 the ascetical lif~. But as the spiritual life deepens and develops, the gifts take the ascendancy over the virtues. When this happens one is in the mysti-cal way. When the gifts dominate habitually and in a manifest man-ner, then, unquestionabiy, one is in the mystical life. Hence, Dom Lehodey defines this life as "a life lived under the habitual direction of the gifts of the Holy Ghost in what St. Thomas calls their 'super-human mode.' " And for the consolation of all let me cite Maritain to'the effect that "the precise moment at which the mystical life begins cannot be ascertained in practice, but every Christian who makes progress in grace and tends toward perfection will, if he or she lives long enough, enter the mystical life." XTo avoid misunderstanding, it should be added here that Garrigou-Lagrange, while admitting this mysticism in action, would hold that normally the mystics in action should also be mystics in contemplation. 124 May, lP49 MYSTICAL LIFE--MYSTICAL PRAYER That would sound not only like a large statement but like an erroneous one if we looked at history and believed that the mystical life was synonymous with mystical prayer. The list of mystics who enjoyed infused contemplation is not so long! What does Marltain mean then? He means that there are three mysticisms, each of which constitutes a separate vocation. There is the mysticism of prayer, the mysticism of action, and the mysticism of suffering. On what do these men base their thesis, you may ask. It is on the unshakable fact that there are seven gifts of the Holy Ghost, only two of which are pre-eminent in the lives of the mystics of prayer. They very wisely point out that most of us have not been cast in the mold of the contemplative mystics. Our native endowments run cgunter to the requisites of temperament, disposition, and a multi-tude of circumstances independent of our own wills which must be had befbre one is an apt subject for the special infusion. Dom Lehodey clinches this point by telling how he has seen souls of equal good will and generosity, in the same environment and under the same director, develop differently. One is seen to reach contempla-tion very rapidly, another very slowly, another not at all. He says the ultimate explanation lies in the fact that God wishes to remain Mas-ter of His gifts, and distributes them according to the design He has on each soul. That truth coming from such a master should stop each of us ¯ from thinking the "grass is so much greener in our neighbor's yard!" Those in the "mixed life" should not "envy" cloistered contempla-tives; nor should cloistered contemplatives "begrudge" the active ones their work with and for and on souls! His further remark should come as silver waters to slake our God-thirst. He rather forcefully states that prayer and perfection are not synonymous, and that con-templation is not the prayer of the perfect alone. Many who are very imperfect have been graced by God with infused contemplation, while many truly perfect souls have never known that boon. Any experi-enced director, he says, will tell you that he has met souls further ad-vanced in virtue than in prayer and others that are much further ad-vanced in prayer than in virtue. The practical conclusion seems to be, then, to rest satisfied with the native endowment that is ours, to rejoice that God has given us so much, and to concentrate on our efforts rather than to be studying their effects. It will do us little good to be continually taking our spiritual temperature, feeling the pulse of our souls and counting our 125 M. RAYMOND Review for Religious mystical respirations. The truths to remember are: we are called to be rngstics (but not.necessarily'mystics of prayer); and secondly, that if we advance in grace and tend toward perfection we shall inevitably enter the mystidal life. Variety is the spice of life, and God the Holy Ghost likes the mys-tical life spicy. Granted that this life is fundamentally one, it re-mains patently true that it can'assume the most varied forms, not only because there are seven gifts, but also because the Holy Ghost, their lnltiateur babituel, can set them in motion according to His good pleasure and have the same gift shine out differently in different souls. Who cannot distinguish Catherine of Sienna from Teresa of Avila; Teresa of Avila from John of the Cross; John of the Cross from Paul of the Cross; Paul of the Cross from Ignatius of Loyola; Igna-tius of Loyola from Francis Xavier; Francis Xavier from Francis of Assisi: Francis of Assisi from Francis Borgia, etc., etc.?--all mystics of mystical prayer, but each as different from the other as star from star and individual from individual. If the Holy Ghost should wish your sanctification to assume a distinctly contemplative character, He will make use principally of the gifts of wisdom and understanding; but should He desire your life to be less contemplative and express itself in a mysticism that is pre-dominantly actlve--e.g., in the perfection of humility, or obedience, or some other religious virtue; or in the suffering of trials along with holy abandonment; or in zeal for souls along with an intense interior life--He will call upon the active gifts rather than the contemplative, and you will be a mystic truly, though not one of mystical prayer. Now don't mistake me. These active mystics will be prayerful souls; 'their prayer will be simple, tender, and childlike. But, re-markable though they be as pray-ers, the m6re remarkable trait about them will.be their mysticism of action. Wisdom and understanding will not be as manifest in their lives as will be counsel, knowledge. piety, fortitude, or fear of the Lord. Would you not tl~ink that you had seen this thesis verified in fact had you stood beside Father Miller and heard him ask everyone who came to his bedside to pray that he "might give God cheerfully, promptly, and without reserve whatever God asked of him"? Is not that fortitude that is extraordinary, that works effortlessly, that dominates a life? Would you not recognize real knowledge in the man when he joyfully cried: "My best work for the Patna Missions began when I arrived at St. Joseph's Infirmary." And what would 126 Ma~l, 1949 MYSTICAL LIFE--MYSTICAL PRAYER you have thought of his mystical life if you had heard him. say: "Father, I want everyone who meets me to meet Christ desus"? Do you see now why I laughed aloud when he asked me to teach him how to become a m~jstfc? Is it not obvious that he had lived the mys-tical tffe of action in Patna Mission and was crowning i~ by a mysti-cal life of sufferfhg in Louisville? The moment I saw the light in this man's eyes I knew I was viewing something that had not been kindled on this earth; and now that he has gone to God, I know I spent four days with a real mystic who had never known mystical prayer. As I watched the nursing nuns in that medical center I shook my head and said: "Indeed you are right, Dora Lehodey: Mystical prayer is not for all, though the mystical life is!" How could I refrain from such a statement when I saw these women pui in day after day of a service that could be motivated only by extraordinary lo~)e? .They were up at ten minutes to five every morning, and I know some of them seldom retired before ten minutes to eleven. They gave eighteen hours, crowded with service, to Christ in His mystical members. And they did it with an ease and effortlessness that made me conclude that the lnftfateur babftuel was working in their souls every moment with His gifts. The tho.ught of these nuns suggests the insertion here of a very true paragraph from the brochure What Is Contemplation? written by my confrere, Frater Louis, known to you as Thomas Merton. He rightly remarks: "The great majority of Christians will never become pure con-templatives on earth. But that does not mean that those whose vocation is essentially active, must resign themselves to being excluded from all the graces of a deep interior life and all infused prayer. There are many Christians who serve God with great purity of soul and perfect self-sacrifice in the active life. Their vocation does not allow them to find the solitude and silence and leisure in which to empty their minds entirely of created things and lose themselves in God alone. They are too busy serving Him fn His children on earth. At the same time their minds and temperaments do not fit them for a p'urel~j contemplative life. Complete isolation from all temporal activity would upset their souls. They would not know what to do with themselves. They would vegetate and their interior life would grow cold. Nevertheless theft hnoto how' to find God by devoting themselves to Him in self-sacrificing labors in which they are able to 127 M. RAYMOND Review [or Religious remain in His presence all the day tong. They live and work in His company. They realize that He is within them and they taste deep, peaceful joy in being with Him . Without realizing it, their humble prayer is, for them, so deep and interior that it brings them to the threshold of contemplation." (Italics mine.) My confrere uses the word contemplation in the restricted sense of infused prayer throughout his work. But you can see how neatly his theory fails in with the correct thesis of the authorities I have quoted throughout. You can see that those whom he calls "quasi-contem-platives" would be called by Lehodey and Maritain "mystics (or con-templatives) of action." I cited the passage because it fits my nursing nuns so perfectly. I had seen much of the mystical life in action and in suffering on St. Joseph's "First East" and "First West," but it waited for my re-turn trip home to show me the mystical life in prayer. It was in, one of the large motherhouses of our nuns where I was asked to bless the sick in the infirmary. I gladly acceded, but soon saw that God was blessing me through the sick Sisters much more than He was blessing the sick Sisters through me. I was ushered into a tiny room where an old, old Sister lay awaiting death. The atmosphere of that little cubicle struck me like a blow. What I have said about the light in Father Miller's eyes, I say about the atmosphere surrounding this aged, prayer-filled nun: It was not of this earth! If you had heard her cry of joy when I softly said: "You know God loves you, Sister," you would have realized that you were listening to a soul, who knows God intimately, become articulate. If you had seen the light that suffused her coun-tenance when I added: "And you love God dearly, don't you?" you would understand why I wanted to kneel and receive her blessing rather than raise my hand to trace over her the sign of the cross. My escort did not need to whisper: "This is our saint. She never stops praying." I knew! As I said in the beginning, I belieoe that God allowed me to see the three mysticisms in actuality. You do not have to agree with me on that point. But I beg you to agree wholeheartedly with the truth of the thesis I have been propounding: We are all called to be mystics; but not all to be mystics of prayer. There is a mysticism of action and a mysticism of suffering. Each of us is to fit into some one of those mysticisms; some of us perhaps in all three. But do not grow disheartened just because your temperament, disposition, and present 128 Ma~l, 1949 MYSTICAL LIFE--MYSTICAL PRAYER occupation militate against anything like the mysticism of prayer. And now I know you have only one question: "How can we in the active life become more contemplative or mystic?" Well, Dom Lehodey ended his appendix with the advice that we "examine ourselves, in a peaceful and childlike manner, to ascertain Whether or not we are doing what is necessary to keep our souls free for the divine action." He then urges us to obedience and humility, saying, "It is by obedience and humility that the soul enters spiritual childhood." You can guess the rest. "He who humbles himself shall be exalted" (Mt. 23:12). Or, as Divine Wisdom had said long before: "Si quis est parvulus, veniat ad me" (Prov. 9:4). Dora Lehodey concludes: "To make ourselves little, and to let ourselves be made little, is the means par excellence of keeping our souls open for God's action. If He finds us little, He can lead us, according to Hid choice, either by the mysticism of action, the mysticism of suffering, or the mysticism of prayer; or, if He prefers it, by all .three together.'" If that does not appeal to you might I dare the.suggestion that you remember but one thing? Just remember: We are His members! That's all. For it is by living the doctrine of the Mystical Body that we become true mystics; since the best description of a mystic I have ever read runs: "A mystic is a Christian fully cbr~scious of himself,'" That means to be conscious of our dignity as members of Christ Jesus; conscious of our supernatural endowment of grace, virtues, gift~, divine indwelling, adoption, elevation,, etc., etc., etc.; very con-scious of our duty to "fill up what is wanting to His Passion"; and conscious of the destiny of all men to be members of that Body of which Christ is the Head; conscious of our own destiny. Let me conclude with a few words from Father Walter Far-rell, O.P. In his Companion to the Summa he says: "The first con, dition of contemplation is love.'" The contemplative is to be visua-lized as "a gallant lover reckless of the cost of his love.'" "Contem-plation begins in love, endures by love, and results in love . This love of a contemplative is a holy, clean, beautiful love; for holiness, cleanliness, beauty are conditions for contemplation." So if you would become a mystic--fall ir~ lover. But remember that love not only adores--love serves; love Suffers; love sacfi£ces! Now don't ask me if it is legitimate to desire mystical pr~yer; for the answer is that it is inevitablet. We all want to see God. That urge is as deep as our instinct for self-preservation, if not deeper. But let us remember that the "face to face" vision is for the other 129. JOSEPH F. GALLEN Religious life, and that we who are not cast in the moId of Teresa of Avila or John of the Cross can say with the Founder of the Sanguinists, "If it is so sweet to tire ourselves for God, what will it be to enjoq Him?" and go along in our active mystic lives as happy as angels. Reception Prot:ession Joseph F. Gallen, S.J. THE receiving of the vows is subject to misunderstanding in itself, and its importance can be overlooked by the priest pre-siding at the profession and by religious superiors. Any priest knows the necessity of delegation for a marriage at which he assists: he may not be as keenly aware of the equal necessity of delegation for the vows that he receives. The principles governing the recep-tion of the vows are applicable to both clerical and lay institutes. The following discussion is explicitly concerned with lay religious congregations of Brothers and Sisters. The subject is treated directly as it exists in congregations of Sisters, since these are the more numerous. Distinction between Admission and Reception Reception of the vows is often confused with admission to the vows. These are two distinct ideas and acts, but both are required for the validity of the profession. Admission is the juridical act by which the competent superioress decides that a person may and should be allowed to make a religious profession. The act of admis-sion appertains to the higher superioress designated in 'the constitu-tions and bet council. The Code of Canon Law permits that the vote be of either the chapter or the council, but this power will not be given to the chapter except in institutes that have the govern-mental structure of an independent monastery. Admission to the vows, therefore, is an act that precedes profession, an act in which the future professed has no personal part. By admission the subject does not become a professed but is only rendered apt for making a future profession. Reception of profession is the act by which the legitimate supe-rior, in the name of the Church and of the particular institute, ,130 May, 1949 RECEPTION OF PROFESSION accepts the profession. Reception appertains solely to the superior designated for this act in the particular constitutions. The Code gives the council or chapter no part in this act. R~ception is thus concomitant with profession. At the same time that the subject makes profession, the competent superior accepts the profession. Canon 572, § I, 6° clearly states that the vows are invalid if not received by the competent superior personally or thr6ugh a delegate. There are two reasons for this law: (I) religious vows are public vows, and canon 1308, § I defines a public vow as one that is received in the name of the Church by a legitimate ecclesiastical supe-rior; (2) religious profession is also a quasi-contract between the professed and the particular institute. A contract demands the con-sent of both parties, and thus the institute also must consent. Practical applications.--It is possible that the distinction between ~dmission and reception is not universally realized. This case can occur not only from a misunderstanding of the constitutions but also I~ecause of omissions in the constitutions. There are three articles of the constitutions that are at least helpful in emphasizing reception and in ascertaining the person competent to receive the vows: (1) the general requisites for the validity of every juridical profession; (2) the formula of the vows; (3) the article on signing the declaration of the profession. There are a few constitutions that omit the first and third articles and that mention neither a superioress of the institute nor the local ordinary in the formula of the vows. It is not of obligation that either of these be mentioned in the formula. Another difficulty that can occur under this heading is the con-fusing of a juridical renewal of vows with a devotional renewal. All religious realize that the first temporary profession and the perpetual profession are not the same as a devotional renewal. However, if we take the example of an an institute that has three professions of temporary vows for one year instead of one profession for three years, it is possible to find religious who do not distinguish, at least adequately, either these annual juridical professions or the profession consequent upon a prolongation of temporary vows from a devo-tional renewal of vows. This is a serious error. All of these annual professions, as also the profession in a prolongation of temporary vows, are as strictly juridical professions as the first temporary and perpetual professions. A juridical renewal is a new profession of vows that have already expired or will soon expire. A devotional renewal may be made at any time, whether the vows are temporary 131 ¯ JosEPH F. GALLEN for Religious or perpetual. No new obligations are assumed in a devotional renewal, whether it is made individually or in common. The sole purpose of a devotional renewal is to reinvigorate fidelity and fervor in fulfilling obligations assumed in the past. A devotional renewal, inasmuch as it is not a strict emission of vows, does not have to be received. Any juridical renewal is a real religious profession and must be received. A moment's thought shows us that the second annual profession.of temporary vows is as strictly a religious profes-sion as the first annual profession. All of the general requisites demanded by canon 572 for a valid religious profession must be observed also in the juridical renewals and in the profession of a Sis-ter whose temporary vows have been prolonged. Who Is Competent to Receioe the Vou)s? Canon 572, § 1, 6° states: "That it be received by the legitimate superior according to the constitutions, either personally or by dele-gate." The constitutions, therefore, are to determine the sfiperior who is to receive the vows. The Code of Canon Law leaves this superior undetermined. In pontifical institutes that are not divided into provinces the constitutions almost universally prescribe that the vows are to be received by the mother general or her delegate. This is also the prevailing practice in pontifical institutes that are divided into provinces, but in these the legitimate superior is also frequently prescribed as the higher superioress or her delegate, the mother pro-vindial or her delegate. Different superiors may be assigned for the various professions, for example, the mother general for the perpetual profession and the mother provincial for all professions and renewals of temporary vows. The constitutions could also assign the recep-tion of profession to local superioresses. Constitutions that contain determinations such as those listed above cause no difficulty. They clearly and accurately determine the legitimate superior. This determination should be made in the article that lists the general requisites for a valid profession and that reproduces'canon 572. The part of this canon, given above, that treats of reception should read, for example: "That it be received by the mother general either per-sonally or by delegate." In diocesan institutes also it appears to be the prevailing practice for the vows to be received by th~ mother gen-eral or her delegate. It is most unusual for these institutes to be divided into provinces. The constitutions that cause practical difficulties are those that 132 Ma~l, 1949 RECEPTION O,F PROFESSION fail to determine the superior for reception Under the general requisites for a valid profession. This is an inaccuracy; in the compiling of the constitutions, since the Code of Canon Law clearly presupposes that the constitutions determine this Superior. The usual case of this lack of determination is found in constitutions that merely repeat the words of canon 572, § 1, 6°. Thus one set of constitutions reads: "that it be received by the lawful superior either personally or by delegate according to the constitutions." The article of the constitu-tions that primarily should determine the superior competent for reception has failed to do so, and the problem now is: Who is the legitimate superior? The Code Commission has given a reply on such cases and stated implicitly that the secondary source of deter-mination of the competent, superior is in the formula of the vows. According to this reply, the local ordinary is the one competent to receive the vows, if he alone is mentioned in the formula of the vows. The reply did not go beyond this case, but if we apply logically the principle that is implicit in the reply, a superioress of the institute who is the only one mentioned in the formula will be the person competent to receive the vows. The case becomes more complicated " when both the local ordinary and a superioress of the institute are mentioned in the formula. The reception in this case appertains to the superioress of the institute mentioned in the formula, since the receiving of the vows is the act by which the subject is incorporated into the institute and thus by its nature appertains to the superiors of the institute. We cannot say that this last rule is universally true. It is not impossible to find such an institute in which the local ordinary has always received the vows, and it can be held that he was the one intended in the expression "legitimate superior" of the constitutions. Finally, there are constitutions of this type that mention neither the local ordinary nor a superioress of the institute in the formula of the vows. In this case it seems that we shoul(i resort to the article of the constitutions on signing the declaration of the profession. Canon 576, § 2 commands that the declaration of the profession be signed by the professed and by the one receiving the vows. Therefore, this article also should specify the one competent to receive the vows. If this article reads: "and the mother general or her delegate and the professed Sister herself shall sign it," we may hold that the mother general is the superior competent to receive the vows. However, in actual practice this article is often ambiguous. In the absence of any other determination, the superioress of the institute who has the right 133 JOSEPH F. GALLEN Review for Religious to admit to the particular profession is also the competent superior for the reception of that profession, since reception is the complement and execution of admission. The principles given above apply equally to pontifical and diocesan institutes, since reception of the vows is by its nature and by the laws of the Church a matter of internal government. The practical conclusion of this discussion is that no institute should tolerate obscurity in its laws concerning the person competent to receive the vows. The Local Ordinartj as Recipient of the Vows There are a few pontifical and a greater number of diocesan con-gregations whose constitutions prescribe that the professions are to be received by the local ordinary or his delegate. The reply of the Code Commission, mentioned above, makes it evident that the ordinary in such cases receives the vows only in virtue of a general mandate or commission given to him in the constitutions of the institute. The facuity to receive the vows in either a pontifical or diocesan congre-gation does not appertain to him in virtue of the fact that he is local ordinary. In these institutes the local ordinary either personally receives the vows or delegates another to do so. It is the common practice for him to delegate a priest. Therefore, a priest who is invited to preside at a profession is to be vigilant when the constitutions prescribe that the vows are to be received by the local ordinary or his delegate. He will receive the vows; and he is to make sure, before the professions, that the superioresses of the institute have secured delegation for him to do so. He will not be overcautious but only prudent if he asks to see the letter in which the delegation is given. He may find that the local ordinary was asked merely for the faculties for the retreat before professiori, or for faculties to preach, and that the letter contains nothing about delegation to receive the professions. It is the practice for the local ordinary to delegate a priest to receive the vows, but the Code of Canon Law does not oblige him to do so. He could delegate a superioress of the institute, since the reception of the vows is an act of dominative power, not of jurisdic-tion, and thus does not presuppose the clerical state. The constitu. tions would oblige him to delegate a priest if they prescribed that the vows were to be received, "by the local Ordinary personally or by a priest delegated by tiim." This is rarely found in constitutions. Even in such a case a priest would not be required for the validity1 of 134 May, 1949 RECEPTION OF PROFESSION the reception, unless the constitutions clearly and certainly demanded a priest for validity. It is very unusual in the constitutions of lay institutes to find anything purely of their own law prescribed for validity, with the exception of matters that demand the deliberative vote of a council. When the institute has houses in several dioceses, it is the local ordinary of each diocese or his delegate, and not the local ordinary of the mother house, who receives the professions in his diocese. The local ordinary receives the vows only in virtue of a general commission given to him by the constitutions of the institute. The question can thus arise: Have the superioresses of the institute, by granting such a commission, completely abdicated their native right to receive the professions? At least four authors (Coronata, Schaefer, Vidal, Muzzarelli) deny such a complete abdication and hold that the religious superioresses could validly receive the vows. It is not the practice of religious superioresses to do this, but the doctrine of these authors ~annot be said to be improbable. None of these authors specifies the superioress who would have the right to receive the pro-fessions. This would be the superioress that is mentioned in the formula of the vows or, in the absence of such mention, the superior-ess who has l~fie right to admit to the particular profession, since reception is the complement and execution of admission. Religious Superioress as Recipient of the Professions When the constitutions prescribe that the vows are to be received by a superioress of the institute or her delegate, it is the universal practice for the superioress to receive the vows personally or to dele-gate another Sister of the same institute for the reception. In such a case the officiating priest says the Mass and presides over the cere-monies, but he does not receive the vows. The Code of Canon Law permits the competent superioress to delegate either the local ordinary or a priest for the reception. Such a delegation could be forbidden by the particuIar constitutions. For example, one set of constitutions reads, "that it be received by the Superior General either in person or through a delegated Sister." To delegate anyone except a Sister in this institute would be illicit but not invalid. The original approved text of the constitutions is to be examined closely wih regard to the delegation of the local ordinary or a priest. In at least one set of constitutions, the "'per alium" of canon 572, § 1, 6° was changed by the Holy See in ;the aigproved text to "'per aliam.'" The general 135 JOSEPH F. GALLEN Review/:or Religious norm of canon 490 states that in matters concerning religious the masculine gender applies also to women, but the feminine gender does not apply to men. Therefore, the correction in this set of constitu-tions would exclude a licit delegation of men. Delegation of Faculty to Receioe the Vows The Code gives to the legitimate superior, whether the local ordi-nary or a member of the institute, the power of granting to another the faculty of receiving the vows. Therefore, this power of delega-tion is possessed, even if the particular constitutions do not explicitly grant it. Habitual delegation may be given.--Tfie legitimate superior has what may be called ordinary power of receiving the professions. Such,a power may be delegated in whole or in part. For example, if the mother general is the legitimate superior, she may delegate the mothers provincial to receive all professions in their provinces, the local superioresses to receive all professions in their houses, the mis-tress of novices to receive all professions in the novitiate. The local ordinary, if he is the legitimate superior, could delegate his vicar for religious to receive all professions within his diocese of institutes that prescribe that the vows are to be received by the local ordinary or his delegate. He could likewise delegate the chaplain to receive all pro-fessions in the convent to which he is attached. He could also dele-gate for all professions of an institute the priest designated by the superioresses of the institute to say the Mass or to preside at the cere-. monies of profession. A few institutes grant habitual delegation in the constitutions. Tl~e following articles are taken from constitu-tions approved by the Holy See: "The vows shall be received by the Superioress General or her delegate. Regional Superioresses in their region, and the local Supe-rioresses of the house where the vows are made, are habitually dele-gated." "that it be received by the Superior General either in person or through a delegated Sister. In virtue of these Constitutions, the Superior of the house where the profession is made is considered delegated unless the Superior General has stated otherwise." Delegation and subdelegation may be git)en for particular cases.- One who has either ordinary power or habitual delegation may dele-gate others to receive the vows in particular cases. Delegation for a particular case is that given for a determined case or for several deter- 136 May, 1949 RECEPTION OF PROFESSION mined cases. Thus a delegation to receive all the professions at a determined ceremony is a delegation in a particular case. If we sup-pose that a local superi0ress has been habitually delegated to receive the professions in her house, she can subdelegate another to receive all the vows at a determined ceremony, e. g., that of August 15, 1949. If the chaplain has been habitually delegated by the local ordinary to receive all the professions in a novitiate house, he can subdelegate another to receive all the professions at a determined ceremony. However, one who is subdelegated to receive the vows cannot again subdelegate his power unless he has expressly received the faculty to do so from one with ordinary power (canon 199, §5). Person delegated.--As explained above, unless the particular con-stitutions declare otherwise, the person delegated may be amember of the institute or one who is not a member of the institute. The legitimate superioress may deleg~ite the local ordinary, a priest, or a Sister of her own institute. The local ordinary, if he is the legi-timate superior, may delegate a priest or a Sister of the institute to receive the vows. Manner of delegation.--The delegation may be given orally or in writing, but the latter is much preferable. The letter of delegation should be retained in the files of the institute. When the vows are received by a delegate, it is advisable to note that fact in the register of professions together with the date of the letter of delegation and the name of the one who gave the delegation. Manner of Receitaing the Vows The act of receiving the vows does not have to be expressed in words but is understood to be sufficiently externally expressed by the physical presence of the one receiving the vows. Reception and pubticit~l of the vows.--The vows of religion are public solely by the fact that they are received by the legitimate supe-rior in the name of the Church. The Code does not demand other witnesses nor that the profession at least ordinarily be made in the presence of the community. These are frequently prescribed by the particular constitutions. Rite of profession.--The rites and ceremonies of profession are foreign to the present subject. One point of the rite, however, may be noted. It is more suitable that the formula of any juridical pro-fession should be pronounced separately by each Sister. This is not 137 JOSEPH F. GALLEN Reuieu~ for Religious required for the validity of the profession but is of obligation when prescribed by the particular constitutions. The reason for the above doctrine is that the decree of the Sacred Congregation of Rites on the rite of profession during Mass stated that the juridical profession was to be pronounced individually. Some constitutions approved by the Holy See. explicitly command that the formula be pronounced individually. Signing the declaration of profession.--Canon 576, § 2 reads in the Vatican translation: "A written declaration of the profession, signed by the person professed and at least by him in.whose presence the profession Was made, must be preserved in the archives of the institute." The clause, "at least by him in whose presence the pro-fession was made," is a literal translation of the Latin, "'saltern ab eo corarn quo professio ernissa est.'" This clause can have but one meaning, that is, "at least by the one receiving the vows." This sense is evident from the fact that the Code is here speaking of a witness to the profession, but in the canons on profession that pre-cede canon 576 the Code has prescribed only one witness to the pro-fession, namely, the one receiving the profession. Therefore, the one who receives the vows must always sign the declaration of the pro-fession, whether this is commanded by the particular constitutions or not, since it is an obligation of the Code. If the local ordinary personally receives the vows, he must sign the declaration, and not any other priest who, may have been present at the ceremony. It is evident that this article should be of help in ascertaining the person competent to receive the vows. It is of such' help when it specifies properly the person who is to sign, for example, "by the Mother General or her delegate." It is oftentimes of no .help, since the article merely repeats the unspecified language of the Code, enumerates with-out distinction many witnesses who are to sign, or omits entirely any indication that the declaration must be signed by the One receiving the vows. This same clause is sometimes mistranslated in constitu-tions, for example, "by the person who presided at the profession." It is licit to prescribe, and some constitutions actually prescribe, addi-tional witnesses who must sign the declaration, such as the officiating priest, the local superioress or her delegate, or two Sisters who were witnesses to the profession; but the constitutions should not omit the prescription of the Code that the declaration must be signed by the one who received the profession. The Code does not demand that either the professed or the one 138 May, 1949 IN PRAISE OF PRAYER receiving the profession sign the declaration immediately after each profession. 'This may be done for all the professions after the cere-mony is finished. This does not exclude the custom, which exists in some institutes, of having each professed sign the document of profession immediately after her profession. In Praise ot: Prayer--II Augustine Klaas, S.J. m~HE Fathers and ecclesiastical writers of the first seven centuries | have already told us of the nature, excellence, e~cacy, and r~ecesslty of prayer. (Cf. REVIEW FOR RELIGIOUS, Vol. VI, No. 6, pp. 363-371.) Pursuing further our study of these early Christian writers we flote that they held that the amount of formal prayer for each will yary with his peculiar circumstances of life and work, of nature and grace. Thus the his(orian Palladius (d. circa 425 A.D.) tells of a certain monk, Paul, who came to Abbot Saint Macarius for some pertinent advice on this point. "Uninterrupted prayer was his work and his asceticism. He said daily three hundred formulated prayers. Collecting as many pebbles, he kept themin the bosom-pocket of his garments and then threw away one at each prayer recited. Coming to Saint Macarius, called the Statesman, to speak with him, he said: 'Abbo~ Macarius, I am despondent.' Urged to give the reason, he replied: 'In a certain town there lives a virgin thirty years old, given to the ascetic life. Many have told me that she eats nothing except on Saturday and Sundays . She does seven hundred prayers a day. When I learned this, I chided myself that I couldn't do more than three hundred.' Saint Macarius answered: 'For sixty years I have been doing one hundred set prayers a day, but also working for my food and holding confer-ences with the brethren. My conscience does not accuse me of being negligent. However, if you, who do three hundred prayers a day, " are reproved by your conscience, you clearly show that you either do not pray perfectly or can do more than you are doing now.' " (PG 34, 1070B.) 139 AUGUSTINE KLAAS " Ret~ietu for Religious VI Time of Pra~ler The best times for prayer are indicated by Tertullian (d. circa 222 A.D.) in this striking passage which reveals the prayer customs of the primitive Church. "As for times of prayer nothing at all is prescribed unless, of course, it be to pray always and in every place. But how in ever.q place (1 Tim. 2:8), since we are forbidden to do so in public? Every place, he is saying, where opportunity or even necessity demands prayer . As regards the time, it will not be fruitless to observe certain hours, those common hours, I mean, which mark off the peri-ods of the day--terce, sext, and none, and which are found in Holy Scripture to be more solemn. The Holy Spirit was first infused into the assembled disciples at the third hour. Peter, on the day he saw the vision of the whole community of Christians in that small con-tainer, had gone upstairs at the sixth hour to pray. At the ninth hour he with John went up to the temple where he restored health to the paralytic . In addition to those appropriate prayers which without admonition are required at dawn and at evening, not le~s than three times at least do we pray every day, since we are debtors to the Trinity, Father, Son, and Holy Spirit. Nor should the faithful take food or bathe without a prayer. Refreshment and food for the spirit take precedence over those of the body, and heavenly things over earthly." (PL 1, 1192 A.) Saint Ambrose (d. 397 A.D.) recommends prayer at night and confirms it from Holy Scripture. "If students of secular subjects indulge in very little sleep, how much more musi those who desire to know God not be hindered by bodily sleep, except what is needful for nature. David washed his bed with his tears every night; he arose in the middle of the night to confess his sins to God; and do you judge that the whole night should be given to sleep? Then is God the more to be prayed to, then is help to be asked for and sin avoided, when one seems to be alone. Then, especially, when darkness and walls encompass me on all sides, must I consider that God beholds all hidden things. Do not say: 'I am surrounded with darkness; who sees me or whom do I fear, enclosed and hemmed in as I am with walls? For perilous is his frown for the wrong-doers (Psalms 33.17).' And so, if you do not see a judge present, do you not see yourself? Are you not afraid of the testimony of conscience? Do you not know that the darkness of 140 ~ May, 1949 IN PRAISE OF PRAYER night is not a cover but an enticement to sin? Night it was when Judas betrayed and Peter denied. Above all, at that very time must the judgments of God be revolved in the mind and the exhorting commandments be gone over again. Let not those precepts of chas-tity be absent, in order that, concerned with them, the soul may extinguish the fires of concupiscence and the lust of the flesh. Take this to heart: euer{j night tears bedew m{j bed and drench roy pil-low (Psalms 6:7)." (PL 15, 1291 C.) We must likewise pray in the hour of tribulation and tempta-tion, as Saint Augustine (d. 430 A.D.) advises. "We are taught, brethren, that we belong to the body of Christ, that we are members of Christ. We are admonished in all our trials not to think how we should answer back our enemies, but rather how we may propitiate God by prayer, especially that we may hot be vanquished by temptation, and also that those who persecute us may be returned to reasonable justice. There is no greater, no better thing to do when in trouble than to withdraw from all outward distraction and enter into the inner sanctum of the soul. To invoke God there where no one sees the beggar and the Donor, to close one's door against all exterior disturbance, to humiliate oneself in the con-fession of sin, to glorify and praise God both when He .corrects and when He consoles: surely this is what must b~ done." (PL 36, 884.) Saint Antony, in his quest for the more perfect way, withdrew from the world and prayed continually, as his illustrious biographer, Saint Athanasius (d. 373 A.D.) relates. "Monasteries were not yet so numerous in Egypt, neither was any monk familiar with the vast desert, but if any one wanted to be free to work at his perfection, he did it in solitude not far from his own village. There was at that time in a nearby village an old man who from his youth had led the life of a monk. When Antony had seen him he was on fire with holy zeal to imitate him and soon he began to dwell in various places near the village. If he heard of any one elsewhere living a life of strenuous virtue, he sought him out like a wise bee, nor did he come back again to his own dwelling until he had seen him and thus, after receiving as it were an alms for making this journey for virtue, he came back home again. While dwelling there, he first strengthened his determination not to return to his father's possessions, nor to be mindful of his relatives, but rather to tend to the perfection of the ascetical life with all his will and effort. Hence, he worked with his hands, for he had heard the words: 'If 141 AUGUSTINE KLAAS Ret,~ew ~or Religious any man work noL neither let him eat'; in this way he bought bread, some for himself, some for distribution to the poor. He prayed often, for he had learned well that one must pray without ceasing. So attentive was be to spiritual reading that nothing of the authors escaped him, but .he retained it all, so that for him his memory finally served him in place of books." (PG 26, 844 A.) Later the Apothegms of the Fathers of the Desert (6th century) quaintly recounts how the Abbott Lucius prayed without ceasing. "Some monks once came to Abbot Lucius . The old man asked them: 'What manual work do you do?' They answered: 'We do not touch manual work, but, as the apostle commands, we pray without ceasing.' The old man: 'Don't you eat?' They: 'Yes, we eat.' Old man: 'When you are eating, who prays in your place?'-- Again he said to them: 'Don't you sleep?' They shot back: 'Cer-tainly, we sleep.' Old man: 'When you are sleeping, who prays in your place?' And they didn't know what to answer to all this. Then he said to them: 'Pardon me, but your actions are not in accord with your speech. I will show you how I pray without ceasing while I do my mariual work. When I sit dipping my twigs into water for God and then weaving them into mats, I say: "Hat2e mercg on me, 0 God, according to thg great mercg. And acco. rding to the multi-tude ot: thg tender mercies blot out mg iniquitq." That's a prayer isn't it?' They answered: 'It is.' Again the old man: 'When I thus work and pray all day, I earn sixteen coins, more or less: of these I bring two to the door, the others I spend for food. Whoever receives the two coins prays for me while I eat or sleep; and so by the grace. of God I put into practice that "pray without ceasing.' . (PG 65, 253 B.) But Saint A.gustine objects and then tells of a practical way to pray always. "And whose tongue can stand praising God allday long? Isn't it true that when conversation becomes a little lengthy you get tired? Who can endure praising God the whole.day ? I suggest a method by which you can praise God all day, if you so wish. Whatever you do, do it well, and you have praised God. When you sing a hymn, you are praising God; what are your tongue and conscience doing if they are not praising God? Have you stopped singing the hymn and are going out for refreshment? Don't drink to excess and you have praised God. Are you doing business? Don't cheat and you have praised God. Are you tilling a field? Don't get into a quarrel and .142 May, 1949 IN PRAISE OF PRAYER you have praised God. By the blamelessness of your works prepare yourself to praise God all the day long." (PL 36, 341.) VII Place of Prayer Prayer need not be restricted to any particular place, but rather, as Saint Ambrose says, should be made everywhere. "The Savior teaches also that you should pray everywhere when be says: 'Enter into yqur room" (Matt. 6:6). Understand by room, not a room circumscribed by walls, by which the members of your body are enclosed, but rather the room that is within you, in which your thoughts are enclosed, in which your senses dwell. This prayer room of yours is with you everywhere a6d everywhere it is secret; its judge is none other than God alone." (PL 14, 335 D.) Saint Athanasius wants virgins who 'are following the more per-feet life to pray in a certain way at mealtime and gives incidentally some rules of religious etiquette. "After None eat your bread thanking God at table with these words: 'Blessed be God Who has mercy on us and nourishes us from our youth, Who gives food to ever~ living creature. Fill our hearts with joy and gladness, that having a sufficiency in all things, we may abound in every good work, in Christ 3esus our Lord, with whom glory, power, honor, and adoration are due to Thee, together with the Holy Ghost, for ever and ever. Amen.' . . . "Now, when you are about to sit down to table and begin to break bread, having thrice made the sign of the cross, thus give thanks: 'We thank You, Father, for the holy resurrection which you revealed to us through Jesus Christ: and just as this bread, which is on the table, once was scattered far and wide, but by baking has been made one. so may Your church be gathered from the ends of. the earth into Your kingdom, because Yours is the power and glory for ever and ever. Amen.' This prayer you must say when you break bread at the beginning of the meal. When you put it back again on the table and are about to sit down, recite the whole of the Out Father. The above:mentioned prayer Blessed be God we also recite rising after the meal. If there are with you~two or three other vir-gins, let them give thanks over bread and pray along with you. If a catechumen is present at table, let her not pray with the faithful and do not sit with her when. you dine. Likewise you must not sit down to eat your food with women who are somewhat careless and 143 AUGUSTINE KLAAS Review for Religious facetious, unless it be necessary. For you are consecrated to the Lord your God and your food and drink are sanctified, sanctified indeed by prayers and holy words." (PG 28, 264 D, 265 C.) VIII Manner of Pra!cer How should we pray? What bodily posture should we adopt when we pray? Listen to Origen (d. circa 255 A.D.) "I think that he who is about to pray becomes more alert and attentive throughout his prayer, if for a moment beforehand he stand still and recollect himself. Likewise when he has cast off all worries of s6ul and distracting thoughts; when he has called to mind as best he can the majesty of Him whom he is approaching, and how irrev erent it .is to offer Him oneself so lax, so remiss, and almost con-temptuous; when finally he has laid aside all else, thus let him come to pray, his soul straining as it were beyond his hands, his mind visibly intent on God. Before he stand in prayer, let him raise up the superior part of his soul from the earth and place it before the Lord of all; let him so far forget the insults he thinks he has suffered from another as any one might wish God to be unmindful of his own evil deeds . "Since there are many bodily postures, that one in which the hands are extended and the eyes raised to heaven, is surely to be pre-ferred above all the others by him who also bears in his l~ody the image as it were of those things which suit the soul in prayer. This we say should be especially observed when no circumstance interferes, for in a particula.r circumstance it is sometimes permitted to pray seated, for instance, on account of considerable pain in the feet; and even lying down, because of fever or such like illnesses. For the same reason we may pray doing neither of these things, for example, when we are traveling, or when business does not allow us to withdraw for prayer." (PG 11, 549 B.) Saint Augustine observes carefully the posture of those praying in the Holy Scriptures. "We are informed.by examples that there is no prescription as to how the body should be composed for prayer, as long as the soul in God's presence carries out its intention. For we also pray standing, as it is written: 'And the publican stood far off' (Luke 18:13) ; and on our knees, as we read in the Acts of the Apostles(20:36) ; and sitting, as did David and Elias (II Kings 7:18; III Kings 18:42). 144 May, 1949 IN PRAISE OF PRAYER Unless we could also pray lying down, this would not have been written in the Psalms: "Ever~ night tears bedew my bed and drench roy pillow' (Psalms 6:7). When any one seeks to pray, let him take that bodily posture which at the time he considers suitable to assist the soul." (PL 40: 144.) Prayer demands that the soul be purged of its faults and detached from earthly things: so Saint Gregory the Great (d. 604 A.D.) and Abbot Cassian (d. circa 435) teach. "The interior face of man is his soul, in which we recognize that we are loved by our Creator. Wherefore, to raise this face up means to lift the soul to God by devoted prayer. But a stain soils a face that is lifted up if conscience accuses the contemplating soul of its guilt, because the soul is completely deprived of the confidence of hope, if intent on prayer it is stung by the memory of an unmastered fault. For it despairs of being able to receive what it wants, since it remembers that it will not do as yet what it has heard God wants of it . Wherefore this is a wholesome remedy: when the soul reproaches itself for a remembered fault, let it first in prayer deplore its mistake; insofar as the stain of error is wiped away with tears is its face seen to be clean by its Creator when it prays from the heart." (PL 75, 936 B.) "God's servants, when cut off from earthly activities, know not how to speak idly, avoid scattering and soiling the mind with words, and so obtain a hearing from their Creator before all others. By purity and simplicity of thought they are in a certain way already like Him, as far as that is possible. But we in the midst of noisy crowds, while we often speak idle and sometimes even gravely harm-ful words, our lips are as far from the omnipotent God as they are close to this world. We are drawn from on high while we are immersed in worldly things by endless talking." (PL 77, 256A.) Abbot Cassian compares the soul to a feather. "The soul can be aptly compared to the finest down or lightest feather. If the feather is neither ruined nor moistened by water externally applied, at the slightest breeze it is quite naturally carried up high in(o the heavens by reason of the mobility of its substance. But, if it is weighted down by the sprinkling or pouring of water, not only will it not be caught up to any aerial flights on account of its natural mobility, on the contrary it will be pressed down to the lowest earth by the weight of the water it carries. Thus our soul also,,if it is not burdened down with earthly vices and cares, or 145 AUGUSTINE KLAAS Review for Religious spoiled by the water of culpable lust, raised aloft as it were by its natural quality of purity, it will be carried up to the heavens by the lightest breeze of spiritual prayer, and leaving behind the lowly things of earth, will be wafted on high to things celestial and invis-ible . And therefore if we wish our prayers to penetrate not only the heavens but even what is above the heavens, let us take care, after we have purged it of all earthly vices and cleansed it from the dregs of the passions, to bring the soul to its natural condition of subtility, so that its prayer may ascend to God free from the burden of sins." (PL 49, 774 B.) Saint C!tprian (d. 258 A.D.) and Saint Basil (d. 379 A.D.) demand attention and concentration of mind for effective prayer. "When we are at prayer, my dear brethren, we must be alert and give ourselves to it with our whole heart. Let all fleshly and worldly thought be cut short and let the soul think of naught but its prayer alone. Thus also the priest before the prayer of the Preface prepares the minds of the brethren by saying "Sursum Corda" ('Lift up your hearts'), so that when the people answer "Habemus ad Do-minum' ('We have them lifted up to Lord') they may be admon-ished that they ought to think of nothing else but the Lord . How can you ask to be heard by God, when you do not even hear yourself? Do you wish God to be mindful of you in prayer, when you are not mindful of yourself?" (PL 4, 533 B.) "How shall one achieve concentration in prayer? If he is con-vinced that God is present before his very eyes. For if one who looks upon and converses with a prince or other person of authority fixes his eyes on him, how much more he who prays to God will keep his mind focussed on Him who searches hearts and reins . Can this attention be had always and in all things? How can one arrive at it? That it is possible is shown by him who said: "My eyes are eoer towards the Lord' (Psalms 24: 15), and "I set the Lord always in my sight: for he is at m!j right hand; that I be not mooed' (Psalms 15: 8). How it can be done has been told above, namely, if the soul is not allowed for any space of time to interrupt its thinking on God, on His works, and on His gifts, acknowledging them arid giving thanks for all." (PG 31, 1216 C ~4 D.) In an exceptionally vivid passage Saint John Chrysostom (d. 407 A.D.) urges recollection and perseverance in prayer. "Let them give ear who are somewhat inexperienced in prayer. When I say to some one: 'Ask God, beseech Him, supplicate Him,' 146 May, 1949 IN PRAISE OF PRAYER he answers: 'I have asked once, twice, three times, ten times, twenty times, and I have never received anything.' Do not stop, brother, until you receive something: the objective of petition is the gift received. Then only stop when you receive: rather do not stop even then, but still continue on. If you do not receive anything, ask that you may receive; but when you have received, give thanks for the gift. "Many enter into the church and having said a thousand lines of prayer, they leave; they do not know what they said; their lips move but they themselves do not hear anything. You yourself do not hear your own prayer, and do you wish God. to answer it? I made genu-flections, you say,--but your mind was flitting about outside; your body was in church, but your thoughts were wandering around out-doors; your lips were reciting your prayers, but your mind was com-puting interest, calculating business deals, contracts, fields, posses-sions, thinking of parties with friends. For the d~vil, evil as he is, since he knows that we make so much progress in time of prayer, then especially does he attack. Often we lie stretched out on our beds thinking of nothing in particular: but only let us start to pray and he will inject six hundred thoughts to make us quit, empty of fruit. "Even when you are outside the church, cry out "Miserere mei" ('Have mercy on me'), not with your lips but with your mind, for God hears even the silent. No special place is required, but at least a minimum of moral living . If you are in your bath, pray; if on the street or in be~t, do likewise: wherever you may be, pray. You are a temple of God; you have no need to look for a place; only the affections of the will are required. If you stand befor~ a judge, pray; when the judge gets angry, pray on." (PG 52, 457.) We read in the Apothegms that Abbot Silvanus of Mount Sinai taught a certain monk of the desert a salutary lesson on joining work to prayer. "A certain brother came to Abbot Silvanus on Mount Sinai, and seeing the brethren working, said to the old man: "Be not occupied about the l:ood which perishes. For Marq has chosen the better part.' The old man said to a disciple: 'Zachary, give this brother a book and take him to an empty cell.' Now when the ninth hour came, he kept looking out of the doorway wondering whether they would send some one to call him to dine. When no one summoned him, he arose and went to the old man whom he .thus questioned: 'Father, didn't the brethren eat today?' 'Certainly they ate.' 'And why 147 AUGUSTINE KLAAS Review for Religious didn't you call me?' 'Because you are a spiritual man and have no need of this sort of food. We on the other hand, since we are quite carnal, want to eat and that's why we work, but you have chosen the best part, prayerfully reading the whole day, and of course you do not wish to eat carnal food.' Hearing this, the brother made a penitential bow and said: 'Forgive me, Father!' The old man cut in: 'Mary surely needs Martha too. Let Mary also t~ike a lesson from Martha.'" (PG 65, 409 C.) IX Obstacles to Prayer Almost every ancient writer who treats of prayer mentions dis-tractions as the chief obstacle and suggests some remedies. Thus Saint Basil. "Surely it must be understood that we cannot observe any com-mandment, nor love God or neighbor, if we mentally wander hither and yon. Neither can he really acquire a mastery of science who flits from one to another, nor can he who does not know what pertains to its proper object, master even one. For it is necessary to adapt one's actions tO one's end and objective, and nothing right is done in an inept and unsuitable way. The blacksmith's art is ordinarlly not acquired by doing pottery work; nor does one prepare to win athletic prizes by diligently tootling on the flute, since every objective is achieved by appropriate and suitable action. Wherefore, that exer-cise which is done to please God according to Christ's Gospel, con-sists in banishing the cares of the world and 'casting out every other distraction of the mind . "The mind wanders when it is idle and not occupied in necessary thoughts. It becomes slothful and quite careless, because it does not believe that God is present searching the heart and the reins. For if it really believed that, it would certainly do what has been said: I set the Lord aludays in m~ sight: for he is at my ~igbt hand, that I be not mooed (Psalms 15:8). Whoever does this or the like will never dare or permit himself to think of anything which is not con-cerned with the building up of faith, although it seem to be good. nor of what is forbidden and not pleasing to God." (PG 31, 920 B, 1097 B.) Cass;.an points out a frequent cause of distraction in prayer: "Whatever our mind has thought of immediately before the hour of prayer, that necessarily comes back to us while we pray by 148 Ma~l, 1949 IN PRAISE OF PRAYER reason of the activity of our memory. Therefore What we wish to be in prayer that we must prepare ourselves for before prayer . And so whatever we do not wish to creep into our minds while we are praying, we must hasten to exclude from the portals of our soul out-side of prayer." (PL 49, 773 C.) We are urged by Saint Gregory/ the Great to imitate Abraham offering sacrifice. He drove those annoying birds away. "Often into the vFry sacrifice of prayer itself importunate thoughts inject themselves and try to snatch away or soil what we are immolating to God with tears. Hence Abraham, when he would offer sacrifice at sunset, struck out at those persistent birds and dili-gently drove them away, lest they carry off the sacrifice he was offering (Gem 15 : 11 ). Thus when we offer to God a holocaust on the altar of our hearts, let us ward off unclean birds of prey, lest evil spirits and perverse thoughts rob us of what our soul hopes to offer to God with spiritual profit." (PL 75, 1146 C.) And fight the good fight in this matter, says Origen. "You will scarcely find any one who when he prays is not bothered by some useless and distracting thought, which deflects and breaks off the intention by which the mind is directed towards God . And therefore it is the great struggle of prayer, that amid untoward obstacles and distractions the mind continues ever fixed on God with a firm purpose, so that it too can rightly say: 'I haue [ought the good fight, I have finished the course" (II Tim. 4:7)." (PG 14, 1277 A.) X Effects o[ Prayer Prayer achieves two main effects. First, it detaches us from all things, as Saint Max[mus the Con[essor (d. 662 A.D.) teaches. "I am asking you to tell me this about prayer: Why is it that prayer withdraws the mind from all other, thoughts? The old man answered: Thoughts are thoughts of things, some of things perceived by the senses, others of things understood by the mind. The mind, dwelling on these, carries about the thoughts of them; but the grace of prayer unites the mind to God and by the very fact that it unites the mind to God, it withdraws it from all other thoughts. Then the liberated mind, occupied with God, becomes like to God. Now, such a mind, asking Godfor what is becoming, never fails to receive what it asks in prayer. That is why the apostle bids us pray with- 149 C. A. HERBST Redlew /:or Religious out ceasing, namely, that diligently uniting our minds to God, we may gradually break away from the seduction of ear.thly things." (PG 90, 929 C.) Secondly, prayer unites us to God, and then leads to all virtues, according to Saint Basil. "That prayer is excellent which impresses on the soul a clear notion of God, and God's indwelling is nothing else than embracing by recollection God residing within. Thus we are made temples of God when the constant flow of memory is not interrupted by earthly cares, and the intellect is not disturbed by sudden mental tempests. Fleeing all things the worshipper withdraws to God, repels affections that arouse desire, and busies himself with the means that lead to virtue." (PG 32, 229 B.) And so we accept the concluding advice of a fifth century reli-gious whose name was Hesychius: "Let the name of Jesus cling to your breath and to your whole life and you will taste the fruits of peace." (PG 98, 1512 A.) Conformit:y t:o I:he Will of God C. A. Herbst, S.J. 44~HY will be done!" These words the Son of God Himself | put into the perfect prayer as the climax of our well-wishing to God. Love is the union of two wills. Perfect love is the perfect union of two wills. It is nothing less than this perfect love that we together with Our Lord ask for here, for it must be "on earth as it is in heaven." It is the fulfillment of the law and the prophets. Christ came to earth for this. "I came down from heaven, not to do my own will, but the will of him that sent me" (John 6:38). The signified will of God indicates to us what we must do. Every Catholic must observe the Ten Commandments and the precepts of the Church and fulfill the duties ~f his state in life. Religious must keep their vows and rules. This is the will of God clearly signified tO US. But the will of God properly so called, the internal will of God, is the will of God's good pleasure. From our point of view it is the Mag, 1949 CONFORMITY TO THE WILL OF GOD "submission, whereby our will is united to God's good pleasure," as St. Francis de Sales says. There must be "in everything great con-formity of our will with the divine will so that we do not p~esume nor wish to increase either in ourselves or through ourselves His glory except in so far as He Himself wills it, by that degree of glory which He asks from us, content with the dignity of those actions and'occu-pations which He demands of us. We know for certain that, no matter how lowly and humble they may be, as long as they are done according to His most holy will, they serve no less to promote and ¯ increase His glory than other works however sublime." (Le Gaudier, De Perfectione Vitae Spirtualis, Pars IV, caput i.) This is the patient, willing, joyous, ardent acceptance from God's hand of whatever it may please Him to send us~ willing or not willing what He does, not only habitually but actually, in every action of our life. This will touch temporal goods, honor, health, intellectual gifts, means to sanctification, its degree, the amount of glory we render to God, our liberty, trials, sorrow and sufferings of body and soul. God foresees, watches over, and provides for fill things most lovingly. This is His providence. "God by His providence watches over and rules everything He has made," says the Vatican Council (Denzinger, 1784), "reacheth from end to end mightily, and order-eth all things sweetly" (Wis. 8:1). "He made the little and the great, and He hath equally care of all" (Wis. 6:8) ; "Good things and evil, life and death, poverty and riches, are from God" (Ecclus. I 1:14). Our.Blessed Saviour says: "Be not solicitous for your life, what you shall eat, nor for your body, what you shall put on. Is not the life more than the meat: and the body more than the raiment? Behold the birds of the air, for they neither sow, nor do they reap, nor gather into barns: and your heavenly Father feedeth them. Are not you of much more value than th.ey? . And for your raiment why are you solicitous? Con-sider the lilies of the field, how they grow: they labour not, neither do they spin. But I say to you, that not even Solomofl in all his glory was arrayed as one of these. And if the grass of the field, which is today and tomorrow is cast into the oven, God doth so clothe: how much more you, O ye of little faith? Be not solicitous therefore, saying: What shall we eat: or what shall we drink, or wherewith shall we be clothed? For after all these things do the heathens seek. For your Father knoweth that you have need of all these things." 151 C. A. HERBST Reuiew for Religious (Matt. 6:25-32.) "Are not two sparrows sold for a farthing? and not one of them shall fall on the ground without your Father. But the very hairs of your head are all numbered." (Matt. 10: 29, 30.) These tender reassurances ought to inspire in us the greatest con-fidence. "The Lord ruletb me: and I shall want nothing. He hath set me in a place of pasture. He hath brought me up, on the water of refreshment . For though I should walk in the midst of the ¯ shadow of death, I will fear no evils, for thou are with me." (Ps. 22: 1, 2, 4.) "Blessed be the man that trusteth in the Lord, and the Lord shall be his confidence. And he shall be as a tree that is planted by the waters, that spreadeth out its roots towards mois-ture: and it shall not fear when the heat cometh. And the leaf thereof shall be green, and in the time of drought it shall not be solicitous, neither shall it cease at any time to bring forth fruit." (Jer. 17: 7, 8.) "Can a woman forget her infant, so as not to have pity on the son Of her v~omb? and if she should forget, yet will not I forget thee" (Is. 49: 15). St. Augustine says: "God will no: let us be lost for whom He sent His Son to be tempted, to be cruci-fied, to die, to rise again from the dead. God surely will not look with disfavour upon us for whom He did not spare His own Son but delivered Him up for us all" (In Psalroum LX, 4). This con-fidence is based on hope which, after charity, is the greatest of all the virtues. "Without faith it is impossible to please God" (Heb. 11:6). How vivifying and fruitful it is, is emphasized over and over again by Our Lord in the gospel. "Be of good heart, daughter, thy faith hath made thee whole. And the woman was made whole from that hour" (Matt. 9:22). "And Jesus said to him: Go thy way, thy faith hath made thee whole. And immediately he saw, and followed him in the way" (Mark 10:52). "Whose faith when he saw, he said: Man, thy sins are forgiven thee" (Luke 5:20). "Amen I say to you, if you have faith as a grain of mustard seed, you shall say to this mountain: Remove from hence hither, and it shall remove; and nothing shall be impossible to you" (Matt. 17: 19). This living faith is indispensable to the practice of conformity to the divine will. We must see God's hand in everything, great and small, consoling or distressing. In fact, the less we see and understand, the stronger our faith mus~ become. This is the way it was with Mary. "The life of faith is nothing less than the continued pursuit of 152 May, 1949 CONFORMITY TO THE WILL OF GOD God through all that disguises, disfigures, destroys and, so to say, annihilates Him. It is in very truth a reproduction of the life of Mary who, from the Stable to the Cross, remained unalterably united to that God whom all the world misunderstood, abandoned, and persecuted. "Mary, when the Apostles fled, remained steadfast at the foot of the Cross. She owned Jesus as her Son when He was disfigured with wounds, and covered with mud and spittle. The wounds that dis-figured Him made Hiria only more lovable and adorable in the eyes of this tender Mother. The more awful were the blasphemies uttered against Him, so much the deeper became her veneration and respect." (Caussade, Abandonment to Divine Providence, I, ii, 2.) St. Bernard says: "We may consider three classes of people: beginners, those who have progressed, the perfect. 'The fear of the Lord is the beginning of wisdom' (Ecclus. 1:16). In the middle stands hope. Charity is the consummation. Hear the Apostle: 'Love is the fulfilling of the law' (Rom. 13:10). The beginner, starting from fear, carries the cross of Christ patiently. He who has made progress carries it willingly, in hope. He who is aflame with love carries it ardently. Only he it is who can say: 'You have always been my love and I have desired thee.' " (I Sermo S. Andreae, 5.) When we speak of conformity to the will of God we usually have in mind the difficult things of life since the easy things hardly present a problem. In the beginning patient endurance is about all one can offer. We would prefer the opposite, we would cast off the cross if we could. But moved by reverence, by filial fear, which has in it great respect and affection and dread of offending God, we are resigned to whatever God sends or allows to happen to us in the ordinary course of natural events. This resignation comes with a certain amount of effort. "If we have received good things at'the hand of God, why should we not receive evil?" (Job 2:10); "As it bath pleased the Lord so is it done: blessed be the name of the Lord" (Job 1:21). Indifference is an advance on resignation. "Resigna-tion prefers God's will before all things, yet it loves many other things besides the will of God. Indifference goes beyond resignation: for it loves nothing except for the love of God's will: insomuch that nothing can stir the indifferent heart, in the presence of the will of God" (St. Francis de Sales, Treatise on the Love of God, Book IX, chapter iv). But this indifference is not a negative thing, not a lackadaisical or I-don't-care attitude of mind. It is a positive act. 153 C. A. HERBST Review [or Religious I must make myself indifferent. Then I will be spiritually receptive and accessible to the divine influence, recognize and submit to God'a action, rest in God, accept providential events peacefully. When light and strength from God descend upon this holy indifference, straightway the will of God is done perfectly, likes and dislikes aside. "I am straitened between two: having a desire to be dissolved and to be with Christ, a thing by far the better. But to abide still in the flesh is needful for you. And having this confidence, I know that I shall abide, and continue with you all, for your furtherance and joy of faith." (Phil. 1:23-25.) "He who has made progress carries it willingly, in hope." Hope sustains us amidst the obstacles encountered in the attainment of sal-vation and perfection, in attaining eternal life, and in getting the means necessary to attain it. By it we love God in.terestedly, for our own sakes, but supernaturally. Because of difficulties there is fear; but there is also a well-founded expectation of success, based on God's all-powerful assistance and His goodness, if we make an effort and co-operate. We are spurred on by the desire of heavenly things. We do not seek the cross but we carry it with good grace. We would not be rid of it if we could because we know it is good for us, that it is a great blessing in disguise, that,going the way with Christ to Calvary we shall have with Him our Easter glory, We know it will make us ricb in merit for Heaven, "The second degree is when, though the man does not desire the evils that befalI him nor choose them, stilI, when they come, he accepts them and suffers with a good grace because such is thewill and good pleasure of God. What this degree adds to the first is a certain good will and a certain love of the pain for God's sake and a desire to suffer it, not only so long as there is an obligation under precept to suffer it, but further so 19ng as the suffering of it will b~ agreeable to God. The first degree takes things with patience; the second, beyond that, takes them with promptitude and readiness." (Rodriguez, Practice of Perfection, I, viii, 12.) "God forbid that I should glory, save in the cross of our Lord Jesus Christ" (Gal. 6:14) is the cry of the perfect. They love the cross, they embrace it. "Looking on Jesus, the author and fihisher of faith, who having joy set before him, endured the cross" (Heb. 12:2), they want what He had. Like the apostles who "wentfrom the presence of the council, rejoicing that they were accounted worthy to suffer reproach for the name of Jesus". (Acts 5:41), theybear 154 May, 1949 CONFORMITY TO THE WILL OF (~OD their tribulations with joy. With the writer of the Imitation they realize that "in the Cross is salvation: in the Cross is life; in the Cross is protection from enemies. In the Cross is infusion of heav-enly sweetness; in the Cross is strength of mind; in the Cross is joy of spirit. In the Cross is height of virtue: in the Cross is perfection of sanctity." (Book II, chapter 12.) They would not cast off the cross of Christ if they could. They cling to it. Each one says: "In order to imitate and be more actually like Christ our Lord, I want and choose poverty with Christ poor rather than riches, opprobrium with Christ replete with it rather than honors: and to desire to be rated as worthless and a.fool for Christ, Who first was held as such, rather than wise or prudent in this world" (Spiritual Exercises, Three Modes of Humility). With St. Paul they cry defiance for the love of Christ to the things that strike terro?'into those who are of this world. "Who then shall separate us from the love of Christ? Shall tribulation? or distress? or famine? or nakedness? or danger? or persecution? or the sword? (As it is written: For thy sake we are put to death all the day long. We are accounted as sheep for the slaughter.) But in all these things we overcome, because of him that hath loved us. For I am sure that neither death, nor life, nor angels, nor principalities, nor powers, nor things present, nor things to come, nor might, nor height, nor depth, nor any other creature shall be able to ~eparate us from the love of ~God, which is in Christ Jesus Our Lord." (Rom. 8: 35-39.) Abandonment to Divine Providence is a special kind of con-formity to the divine will. It consists in giving oneself .up com-pletely to the will of God in the duty of the present moment. The divine will "nourishes the soul and continually enlarges it by giving it what is best for it at every moment" (Caussade, Abandonment, I, i, 5). This is the hidden operation of God working in us unceasingly for our sanctification. Through it holiness is made easy. "The presentmoment is the ambassador of God to declare His mandates. The heart listens and pronounces its 'fiat.' Thus the soul advances by all these things and flows out from its centre to its goal. It never stops but sails with every wind. Any and every direction leads equally to the shore of infinity. Everything is a help to it, and is, without exception, an instrument of sanctity. The one thing necessary can always be found for it in the present moment. It is no longer a choice beween prayer and silence, seclusion and society, 155 C. A. HERBST reading and writing, meditation and cessation of thought; flight from and seeking after spiritual consolations, abundance and dearth, feebleness and health, life and death, but all that each moment pre. sents by the will of God. In this is despoilment, abnegation, renunciation of all things created, either in reality or affectively, in order to retain nothing of self, or for self, to be in all things submis-sive to the will of God and to please Him, making it our sole satis-faction to sustain the.present moment as though there were nothing else to hope for in the world." (Caussade, Abandonment, I, ii, 10.) Men of weak faith criticize this high activity of God as they would not.presume to criticize the skill of the lowliest workman. But "if that which God Himself chooses for you does not content you, from whom do you expect to obtain what you desire? If you are disgusted with "the meat prepared for you by the divine will itself, what food would not be insipid to so depraved a taste? No soul can be really nourished, fortified, purified, enriched, and sancti-fied except in fulfillin~ ~he duties of the present moment. What more would you have? as in this you can find all good, why seek it elsewhere? Do you know better than G6d? As He ordains it thus why do you desire it differently? Can. His wisdom and goodness be deceived? When you find something to be in accordance with this divine wisdom and goodness ought you not to conclude that it must needs be excellent?" (Caussade, Abandonment, I, i, vii.) Truly did Isaias the prophet say: "My thoughts are not your thoughts: nor your ways my ways, saith the Lord" (Is. 55:8). "The foolishness of God is wiser than men; and the weakness of God is stronger than men" (I Cot. 1:25). It is in this holy aban-donment that the soul must give itself up to God when plunged into the troubled .waters of the dark night of the senses. It is in this holy abandonment that the soul in the transforming union, the highest form of infused prayer and love for God in this life, com-pletely forgets self. "All her thoughts are bent on how to please Him better, and when and how she can show the love she bears Him" (Saint Theresa of desus, The Interior Castle, Seventh Man-sion, IV). 156 .uesffons and Answers. --18- Our postulants and novices make the same retreat, and we prefer that the retreat end on the day the novices take their vows rather than the day before on which the postulants receive the habit and begin the novitiate. Would it be according to canon law to allow the postulants fo receive the habit on the morning of the elg.h~h day of the retreat, provided they remain in retreat and complete the prescribed eight days7 Since canon 541 states that "'before beginning their novitiate" the postulants must make a s~piritual retreat of eight entire days, it seems that the eight days must be completed before the novitiate is begun. This is ceriainly the spirit of the law; but a novitiate which was begun on the last day of the retreat would not be invalid. Many authors suggest that after the retreat has been finished a day or several days may elapse before the novitiate is begun or before first profession is made. ml9~ If the sign of the cross is to be made at the .blessing glv~;n at benedic-tion of the Blessed Sacrament, should it be made before, during, or after the blesslng7 The Church does not prescribe any formalities to be observed by the faithful at benediction of the Blessed Sacrament. Hence it is left to the devotion of the individual to look at the Blessed Sacrament, to bow his head, to make the si.gn of the cross, to strike his breast, or to do anything else his devotion may suggest. Since the Church has no prescriptions in this matter, it seems advisable to allow religious to act as .their devotion may prompt them, rather than to introduce cus-toms binding on all. The logical time for making the sign of the cross (if one uses this method) seems to be at the time when the blessing is given. 10 For the past six years a general councilor has been local superior in~ one of our houses. In July we shall have general elections. Since local superior already has a right to cjo to the general chapter because of his office of general councilor, may the community elect a second dele-gate in place of the local superior? Is it according to canon law for a general councilor to be a local superior at the same time? 157 QUESTIONS AND ANSWERS Reoiew [or Religious According to many constitutions of religious congregations, the local superior of a community of twelve or more professed religious is entitled by reason of his office to membership in the general chap-ter of the congregation. The members of the community likewis~ elect one of their number to represent them at the chapter. .The general councilors also have a right to membership in the general chapter by reason of their office. Although the local superior who is also a gbneral councilor has a twofold right to membership in the general chapter, this does not give him more than one vote in chapter since canon 164 expressly states that "even though a member may have a right to cast a vote in his own name by reason of several titles, he can cast btlt one vote." Since the community had nothing to do with the membership in the chapter of the local superior, they have no right to elect a second delegate in his place. Article 276 of the Normae of 1901 required that the general councilors reside with the superior general, though they allowed two of them to reside elsewhere in case of need, provided that they could easily be present at council meetings (Art. 276). Furthermore, councilors were forbidden to hold any office which might impede their principal duty of assisting the superior general with their advice and counsel (Art. 279). Neither the Normae nor the Code of Canon Law forbid a councilor to hold the office of local superior. m2 I-- We have one year of novitiate. A novice who becjan his novitiate on Aucjust 14, 1947, was obliged to go to the hospital on August 8, 1948, and remained there until September 14th when.he returned home. He was allowed to take his first temporary, vows on September IS. Now one of the older members is worried lest the vows are invalid because the novice was away'from the novitiate for more than thirty days and thus interrupted the canonical year. Please give us your opinion on the case. Canon 34, § 3, 3° of the Code of Canon Law prescribes that the canonical year of novitiate be measured from midnight of the day on which it is begun to midnight of that same date one year later. The novice who began his novitiate on August 14, 1947, completed his canonical year at midnight between August 14 and 15, 1948. Hence if he went to the hospital on August 8th, he was absent only six days, of the canonical year. Therefore his canonical year was not interrupted by his absence of thirty-five days from the novitiate house. According to canon 556, § 2 an absence of fifteen 158 May, 1949 QUESTIONS AND ANSWERS days or less from the novitiate quarters during the canonical year need not be made up unless the major superior requires it: and even in that case it is not necessary for the validity but only for the licit-heSS of the novitiate and of the subsequent profession of vows. --22- Can you suggest any way in which the cuttings or tr;mmlncjs from hosts or altar breads could be used? In response to our appeal under question 13 in the March num-ber of the REVIEW for solutions to the problem outlined above, we have, received the following from different sources: (1) Place the pieces in an open pan in a heated oven to dry them. After they are crisp., grind them and use the crumbs as cracker dust. (2) Cuttings and trimmings can be put in soup and cooked up with it. Also may be u~ed with flour for baking. (3) We take the cuttings and trimmings from the altar bread room to the general bakery where they are mixed into the bread dough. The bakery Sister puts them into the liquid in the mixing bowl after the yeast, sugar, and short-ening have been added, allows them to soak for a few minutes, gives the mixer several turns, and then adds the proper amount of flour and completes the mixing. The altar bread cuttings blend perfectly with the other ingredients in this process. Are there any rellcfious communities ~n the United States that accept as aspirants oJder women who are widows? The Visitation Nuns and the Sisters of Saint 3oseph admit widows under certain conditions. Usually there is an age limit. m24~ Would the {allure to announce after each scrutiny the number o{ votes cast for the various candidates ~nvaJldate the ejection? Canon 507, § 1 states that in elections held in chapter the com-mon law in this subject (as expressed in canons 160 to 182) aid any provisions contained in the constitutions should be observed provided they are not contrary to the canons of the Church law on elections. Canon 171, § 2 prescribes that after the ballots have been counted to see that they conform to the, number of voters, "they shall be inspected and it shall be made known how many votes each can-didate has received." The wording of the law is clear, and it would be 159 QUESTIONS' AND ANSWERS Review for Religious gravely illicit to omit this announcement after each scrutiny. Whether the failure to do so would invalidate the election is disputed among canonists both before and after the Code, hence the invalidity is not certain, and all past elections are to be considered valid. m25-- In our congregation it is usual to change superiors so that their period of three years begins on a definite day in summer. To make a change during the year would be very inconvenient and would mean upsetting class arrangements in other houses and creating other difficulties; e.g., future changes in that house would have to be in the middle of the year. Hence the following questions: I. In the event that a local superior dies during the year, would it be lawful for the mother general, with or without the decisive vote of her consultors,to appoint a Sister to act as superior till the end of the year? 2. Would it be lawful to appoint a Sister to act as superior for an unexpired term of a year or more? 3. Would such time spent as acting superior have to be counted as part of the three year term in the event that the acting superior is appointed superior of the same community when the usual day of nomina-tion arrives? The law of the Church requires that a local.superior may not govern one and the same religious community for more than six continuous years (canon 505). The normal term prescribed is three years, with one immediate reappointment. Hence it is not contrary to the law of the Church for the constitutions or custom to prescribe that all local superiors should be appointed on the same fixed day. I. If a local superior dies within the third year of her office, the simplest solution would be to allow the assistant superior to carry on until the end of the year. Strictly speaking, any other Sister could be appointed to act as temporary superior for the rest of the year. 2. In this case, where more than a year of the three year term remains to be filled after the death of a local superior, another Sister should be appointed to fill out the unexpired term. While it is true that the usual term ofthe local superior is three years according to canon 505, still this is the exception which proves the rule, and may be allowed in order to avoid the difficulties involved in changing superiors in midyear. 3. The time passed as acting superior is to be counted in the period of six years, beyond which the Church law does not wish an'.¢ 160 Mag, 1949 BOOKS local superior to govern one and the same community without an interval of time elapsing. In conclusion it may be stated that the consent or counsel of bet councilors will be needed by the higher superior according as the constitutions require one or the other for the ordinary appointment of local superiors. ooks Dr. Pascal P. Parente's THE WI~LL OF LIVING WATERS is a sort of anthology of very brief excerpts (sentences or paragraphs) on topics of the spiritual life. Under six principal headings and twenty-three subdivisions select utterances of Scripture, the Fathers, and "the masters of the spirit," are collected and presented. It is designed "to place the primary sources of the doctrine of the spiritual life within easy reach of any reader, and to encourage a more frequent and intelligent use 0f these sources in pre.ference to secondary ones." It is suggested that the closer one gets to the original springs, the purer and more highly invigorating the waters are apt to be. The work should be very useful and welcome to those who would like to see in a moment or so and without any difficialty what these primary sources have to say on any of the topics covered. (St. Louis: B. Herder Book Co., 1948. Pp. viii ~ 336. $3.50.) The Foreword of THY LIGHT AND THY TRUTH, by Robert Nash, S.J., gives the author's purpose: "To stimulate thoughts that will afford subject matter for conversation with God in prayer." The Foreword also presents a brief exposition of prayer, its disposi-tions and development. The meditations are developed in the following way: Prepara-tory Prayer, Setting, Fruit, Points, Summary, and Tessera. In all there are 22 chapters, each chapter making up a complete medita-tion; but, as the author mentions, there is sufficient matter in each chapter and even in each point to make several meditations. The manual is a pleasant and inspiring meditation companion and should find acceptance among clerics, religious, and lay people as did its companion volume, "Send Forth Thy Light." (Westmin-ster, Maryland: The Newman Press, 1948. Pp. 197. $2.50.) LORD, TEACH US TO PRAY, by the eminent French dramatist, 161 BOOKS Review [or Religious . Paul CIaudel, has for its purpose the expression of the necessity, the value, and the beauty of prayer. The exposition, however, is so obliquely stated, so freighted with symbolism and literary allusions, that it will not be of mucb use to many religious. Those, however, who have had special training in modern French Catholic literature will find in the book much that is good, for CIaudel writes from a heart that is deeply spiritual and Catholic. The translation is by Ruth Betbell. (New York: Longmans, Green ~ Co., Inc., 1948. Pp. 95. $2.00.) CHRIST IS ALL, by John Carr, C.SS.R., is a work" originally printed in Great Britain. The author presents Christ as: Our God, Teacher, Physician, Model, Food, Friend, Victim, and King. Our Lord is shown playing these roles in His own daily life as recorded in the Scriptures and now once again in the daily life of a Christian. In clear, impelling style this work prescribes the personal influence of Christ in everyday living, as the remedy of the ills of our times. (Westminster, Maryland: The Newman Bookshop, 1948. Pp. 143. $2.25.) FATHER DAMIEN, APOSTLE OF THE LEPERS, is a short booklet by the Most Reverend Amleto Giovanni Cicognani, Apostolic Dele-gate 'to the Ufiited States, relating in a summary yet inspiring fashion the life, work, and virtues of God's unselfish worker. The booklet can be obtained from the Fathers of the Sacred Hearts, 4930 South Dakota Ave., N.E., Washington 17, D.C. Price: 50 cents (paper). Sister Ma~y Philip has prepared a TEACHER'S MANUAL FOR. SISTER ANNUNZIATA'S FIRST COMMUNION CATECHISM. After a worth-while introduction rich in practical suggestions for the teacher the manual gives a rather thorough treatment of each lesson under these headings: purpose, preparation, approach, picture study, activi-. ties, bibliography. Busy Sisters hard pressed for methods and material will discover in this fine little guidebook a storehouse of helpful ideas which do not merel~ point out the way but make the going easy. (New York: Benziger Brothers, Inc., 1947. Pp. 79. 25 cents.) In LUMII~RE ET SAGESSE Father Lucien Roy, S.J., gives us the fruits of a thoroughgoing effort to work out and set f