ILM Liturgy Track
Course outline
| 1 | January 11 | Liturgical Leadership |
| 2 | January 18 | Designing Ritual |
| 3 | January 25 | Liturgy of the Word |
| 4 | February 1 | Liturgy of the Eucharist |
| 5 | February 8 | The Liturgical Year |
| 6 | February 15 | Liturgy and Catechesis |
| 7 | February 29 | The Liturgical Books |
| 8 | March 7 | Liturgy: The Good News |
This class will focus more on learning than on education. What’s the difference? Education emphasizes the educator as the agent of change. Learning emphasizes the person in whom change occurs or is expected to occur.
And learning is all about change. The goal of learning is to acquire new habits, knowledge, and attitudes. All of these areas of learning are essential for learning about liturgy.
True leaning is also difficult. It is not difficult, necessarily, because the new habits, knowledge, and attitudes are complex. It is difficult because we feel comfortable with our current habits, knowledge, and attitudes. Acquiring new ones requires change, and change is sometimes frightening. Abraham Maslow said, “We grow forward when the delights of growth and the anxieties of safety are greater than the anxieties of growth and the delights of safety.”
For growth to be “delightful,” the individual learner has to determine where and how to grow. In adult learning, the responsibility for learning belongs much more to the student than to the teacher. Because that is so, almost everything in this course is negotiable. We will spend some time during the first session negotiating the details of the course.
- Regular class attendance
- Reading assignments
- Writing assignments
- Openness and mutual respect in the classroom
- Participation in class discussions
- Option 1: Contribute a comment of at least 100 words in the online forum after each class.
- The comment can pertain to the reading, the class discussion, or your application of the topic in your own parish.
- I have provided idea starters on each session page to spur your thinking. You are not required to answer those specific questions.
- A comment for each session is required before the start of the next session. If you miss a class, you are still required to comment on that week’s topic. You can use the reading material as a basis for your comments.
- If you miss a comment deadline, you are automatically required to choose either option 2 or option 3.
- Option 2: Write three 500-word reflection papers discussing your insights about the reading material and class discussion.
- Due dates for papers:
- The first paper is due before session 4
- The second paper is due before session 6
- The third paper is due one week after session 8.
- If you miss any one of the deadlines, you are automatically required to do option 3.
- Option 3: Write a 1,500 word exposition paper, due one week after the last class. Cover these questions:
- Why is liturgy important
- What is liturgy?
- How can a parish improve the way it celebrates liturgy?
- What difference would a better celebration of liturgy make in my parish?
In regards to my habits, knowledge, and attitudes about liturgy:
- Where have I been?
- Where am I now?
- Where do I want to get to?
- How am I going to get there?
- How will I know that I have arrived?
- Halsey, Vicki. Brilliance by Design: Creating Learning Experiences That Connect, Inspire, and Engage. San Francisco: Berrett-Koehler Publishers, 2011
- Knowles, Malcolm S. The adult learner: a neglected species. 4th ed. Houston, Tx: Gulf Pub. Co, 1990.
- Maslow, A. J. “Defense and Growth.” The psychology of open teaching and learning: an inquiry approach. 4. ed. Boston: Little, 1972. 43-51.
- Postman, Neil, and Charles Weingartner. Teaching as a subversive activity. New York: Delacorte Press, 1969.
- Stephenson, John, and Michael Laycock. Using learning contracts in higher education. London: Kogan Page, 1993.