Category Archives: Religious Studies

Blogging 101!

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Instead of writing about differentiated instruction that I have been exploring in my Crew I thought I would try to demonstrate differentiation (click this link for a reminder on what differentiation is) as if I was working through the topic of blogging with students…this can’t look the way that I would want based on the functions of this website…and based on my knowledge of how to use this site… but you can see where I was going with this…I hope!
Class Question#1: Can anyone tell me what a blog is?
Class Question #2: Raise your hand if you have ever read a blog.

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Educating Girls about God: Damage Done

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More than twenty years of teaching high school religious studies – twelve in all girls’ schools – combined with my own spiritual/intellectual/emotional/professional evolution, make me more eager than ever to advocate for changes in the way we teach and talk to girls about God. Most children and teens are given the impression that God is an old white man.  The message is transmitted indirectly in many ways: Catholic school religion classes, youth ministry programs, Church life, masculine pronouns and metaphors used for God, the almost exclusively male images of the divine, the depiction of heavens filled with male whiteness, and the masculine language dominating Church doctrine.

Girls don’t just have a hard time seeing themselves in God’s image – many find it hard to see themselves in the Church at all.  There’s a lack of meaningful roles for them.  Their voices and visions aren’t cherished.  Their needs are not prioritized.  This consolidation of white male power goes back a long way but it was consolidated during the Reformation which “enforced the need for apologetical theology and a closed system of power and authority. The clergy were trained in such an environment, giving rise to an elitism, as if their well-honed philosophical arguments and theological methods gave them private access to God over the hoi polloi.”(Ilia Delio)  The absence of women in the institutional Church – and the embedded ideology/imagery of white maleness can shift.  At Carondelet we may think that because we empower our students inside and outside the classroom and are fully committed to their liberation, that they wouldn’t be vulnerable to this religious oppression, but that’s not true. Inspiring our students to activate a new Christian culture is possible but it will take a lot more intentional work.

Yes: Christianity developed in a patriarchal society. 

Yes: the historical Jesus was male. 

Yes: Jesus used male analogies when describing his relationship to God. 

Yes: only men – almost all white men – have held leadership positions in the Church. 

Yes: our theology was developed by men who wrote the gospels & letters, and the early “Fathers of the Church” who explained scripture, and male theologians interpreting that tradition. 

Yes: Catholic scripture and tradition have contributed to this misconception by systematically referring to God in masculine terms.  

 


But God is Spirit – the Spirit who created the universe 13.8 billion years ago – God is Being/Consciousness Itself – God is “I Am Who Am” – God is Mystery – God is Love. God is the Christocentric Energy who took on flesh 2000 years ago in a remote region of the Roman Empire in a male body.  However, the maleness of Jesus is not a “revelation of the maleness of God nor of the divinity of males – but a free self-emptying by which he participated in the oppressor class of humanity, thereby definitively undermining not only patriarchy but all forms of oppression derived from it”. (Sandra Schneiders) 

 


God has no gender, race, ethnicity, color.  And Catholic education can’t keep perpetuating the same ideology/aesthetic/sensibility. Our understanding of God, humanity, creation, and religion has evolved – but the structures of the Catholic Church and the way we talk and teach about God haven’t. We need to shift what is passed on through our social, cultural, religious especially educational institutions to reflect this change.  Our girls deserve it and need it.

 

What are the consequences when girls are inundated with messages that God is old, white, and male? What is the impact when girls don’t feel valued in the institutional Church?  I’ve observed that they can lose the inclination to see themselves as God-like – holy and sacred – and they lose interest in participating in Church life. I’ve been asking students for years and it always makes me weep.  Below are some of the responses I got last week from my sophomores (I can share the full peardeck responses with you if you’re interested).  See for yourself.

How has visualizing God as a certain race or gender impacted you? 

I went to a Catholic school since kindergarten and I was never taught there that God is not a man and he is not white. I wish they had taught us that. I remember specifically in 4th grade the teacher said she would be really disappointed if the Catholic Church started letting nuns do all of the things priests can do because God and Jesus were men not women for a reason

Depicting God as a white man has impacted me and others because it has been sending us subconscious messages from when we were small to believe that White Men ruled heaven. God has no gender or race and it’s harmful to see the lack of depth in the depictions of God

I always assumed that God was white

Visualizing God as a white male has inadvertently made me grow up to believe that white males are the ones who should be placed in positions of power. I do not think this now but that was after I educated myself.

I think it alienated me from Christianity as a whole because I’m not white and I didn’t really find it relatable. God looked more like my principal, who I already associated with discipline and not fun things, so unconsciously I just sort of drifted away from the religion.

It has made me feel less than as a woman

Viewing god as white is what I have always done. I feel like it is not right that that is the only way most people see him and I never really realized the impact that this has caused

I believe God looks sort of like my grandpa did because he meant a lot to me and was a father figure in my life and he’s gone now so I sort of put his face to God because God is a father figure to me. No one else would see him like that though, because they have different perceptions and experiences with him, so I think the image of God is a personal thing. 

I think it has impacted people because as a young age most people are taught that God is a white male and it creates an image in their head of what God looks like and it is hard to change that image.

I don’t think it has impacted me too much but I used to visualize God as a man and when I was younger it made me a little upset because I am a girl and I was confused.

I never really imagined God as a person, as I’m not religious and don’t find as much meaning in religious and catholic depictions of God. It never impacted me, although, since my mom is from the Middle East, as is Jesus, it seemed to me odd to give him the characteristics of someone from a different place. In general I believe this has made God seem more set in stone and like a ruler than of a being and energy of love that just wants balance between men and women, people of all different races, and ultimately between man and nature. This is the biggest distinction to me, because by drawing god as human, we make ourselves superior and believe that we are “in His image” when I’m reality we do not know what His image is. Maybe there was a Jesus among the frogs too. Maybe they believe they are in God’s image too. 

How visualizing God as a certain race or gender impacted me is how I approach prayer because when I pray I like to think of it as a conversation between God and myself so seeing God as a man makes me see God as a father figure.

I was always taught that God was a white male and when I see God portrayed as not a white male it looks weird to me. I wish I wasn’t taught that and I could see God in many different ways.

It has impacted me because white people have been the main focus of our whole lives. Even though we do not really know if Jesus is white or black it is okay to believe anything. I believe Jesus was white and black but the way I see it is Jesus was a white man.

I’ve imagined god as a white man my whole life until recently. Now I just think of god as a being that isn’t even similar to humans.

I think visualizing God as a white man has subconsciously made me think that white people are made for leadership positions. Imagining God as a woman was something that I would never think of doing as a child.

It impacted me because it led me to think that God was a caucasian male most of my life from school influence and from the Church.

Seeing god as a male makes me feel like women aren’t seen as enough or powerful. The idea of God being a white male could be the reason why people see them as better.

Visualizing God as a certain race or gender has made me question my faith. I went to a school where the depicted God as a white man and it made me confused how they could depict him like that when Jesus obviously wasn’t European

Growing up and visualizing God as a white man made me think that white men will always be the “most powerful” in society. Especially knowing that a woman cannot be a priest in the Catholic Church made me feel that women were considered less then. It took other people in my life to show me that no one really knows the face of God and he can look like anything.

I think it has impacted others because this picture of God being a white male is ingrained in our brain and since we have always been taught this it can be hard to change the way our brain thinks of God.

I never really thought about the gender and race of God. I have always thought that God was a He because in the Bible God was considered the father of Jesus. I think it has affected people to believe that males are more capable than women and of course seeing history it affected women in many ways to not having as many rights as males.

It has made me understand why our country/world is structured the way it is with white males at the top.

Visualizing God as a man I feel like gave me an inner sense of misogyny that I try not to think about but I think is a bit ingrained in my brain.

I feel like seeing God as a white man is very traditional for the Catholic Church as many of the prominent leaders in the church are also white men.

I think most people become a bit racist without knowing, or they just believe that white males are superior. Also, some minorities can feel inferior when they see someone that does not represent them as superior.

Visualizing God as a male has impacted me because it has made me feel inferior. I think this has affected people in general because when God is portrayed as a white male, it can lead to some internalized misogyny or racism.

When I was in middle school, visualizing God in a certain gender upset me a bit because I did not understand why God had to be a man and could not be a woman.

Anytime I’ve thought of God I have always thought that God was male and white. It hasn’t really impacted me in any way at all.

 

How do you think it has impacted people in general?

I’m sure that it always subconsciously bugged me that God is portrayed as a white man but I never really thought about it or learned why it’s that way. It also impacted me to see really only men working in the church when I was younger. 

I think that this impacts people in general because it can belittle people into thinking that they cannot hold positions of power because they do not fit into this description of the perfect person for whatever position they hold or want to hold. 

I think in general it really has given people an excuse to believe that white men are superior when really God could be any race and any gender. This view of a white male as god has changed the world’s view in a negative way. 

I think it confuses people and people might still want to think god is a white man.

When people view God as a white man, they also are more likely to believe that white men are better suited for positions of leadership and authority than women or Black people.

It’s natural for people to feel more disconnected from an entity that doesn’t resemble them than one that does. White people, men specifically, may find it easier to feel a connection when they’re able to depict freely god as white and male, but when women or poc attempt to do something similar get told they’re forcing politics into the church.

So we are almost trapped in this idea.

It has impacted other people in general because it might be offensive that God is usually only portrayed as a white male. other genders and races might feel bad that their culture isn’t represented.

I think people who are not the same race or gender as the visualized God are more impacted by this because they can’t see God as somebody who looks like themselves. 

It has made white men think they are superior to others because of their religion. we can’t think of god as a human because he isn’t anything like us. He is pure love. 

It can make people feel disconnected from God.

It may have impacted others by showing how a caucasian man is God therefore making people believe caucasians should have more power.

I think it has made some people think that white men can be the only ones with a position of authority, which I believe has definitely contributed to the racial division within Christianity. We should be showing people much more diverse pictures of God and have them decide for themselves what God looks like to them.

Understanding that God is not necessarily a white male is extremely important for our country. Thinking of God as white has absolutely had a huge effect on our country and how we perceive people based on the color of their skin. The more people begin to understand that God was not necessarily a white male, the more our country can continue to grow in a positive direction.

I think it makes others distressed because they might think that Latinos, Afro-Americans, etc. aren’t fit to lead.

 

I don’t want to perpetuate the transmission of this old paradigm.  I do try every day to talk and teach and pray and engage differently. I believe we are creating a different culture at Carondelet.  Edie and the Campus Ministry team have taken a huge step this year by emphasizing inclusive language in our prayers and liturgies – and in our embrace of the “Creator, Redeemer, Sanctifier” formula for prayer (which does not substitute female imagery for the divine). Our programming celebrates the CSJs who advocate for diversity, equity, and inclusion. In the Religious Studies department we are revising our curriculum to empower out students to explore God’s love and consciousness in fresh ways, interpret scripture, critique patriarchal designs, zoom out to see the bigger cosmological view of Salvation history, and envision themselves as change makers in herstory.

All of us can contribute to this shift.  When we pray, teach, and worship we can and should use a variety of sacred images and symbols so that one (the old, male, white one) is not prioritized over others.  We can also be more aware of the symbolic nature of language and our use of male pronouns referring to God, perhaps calling God other names such as, Holy God, Creator God, Divine Mystery.  I’m curious to hear your ideas – your thoughts – your perspective …  

I live with the hope that God is doing new things in each of us, in Christian communities, in the Catholic church, in all wisdom traditions – in creation itself – calling us to unitive creative action and life and love and justice and healing and joy. 

 

Uncertainty

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I quickly learned after arriving at the University of Iowa for my undergrad that taking religious studies courses was a popular thing to do. One professor in particular, Jay Holstein, blazed a trail at Iowa that included religious studies courses having 500 students in them and being classes that students would sneak into in their free time. A documentary was filmed in 2008 focusing on his work and a short clip from the film can be viewed below to understand the type of educator that he was day in and day out.

This fall marked his 50th year anniversary of teaching at the University of Iowa and they celebrated him with a live streamed event including former students, his family, and his Golden Lecture. To hear him lecture again was an absolute gift. One quote he said stood out to me the most and that was:

“Education leads to uncertainty. Things that were simple are now complicated… Don’t be afraid of uncertainty. Be suspicious of certainty.”

Through innovation, social emotional learning, growth mindset, and effective teaching, we are introducing our students to the complicated and the uncertain and we are teaching them to not be afraid. That curiosity and that confidence in questioning anything and everything will be valuable to our students forever.

How do you know if you are being a successful teacher?

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Spending this first month of the school year doing distance learning has made it hard for me to evaluate my own teaching. The measurable data I had from class interactions previously, doesn’t exist anymore and this can lead to self doubt as a teacher. This can (and does) lead to taking every comment about our teaching as more valuable.

I recently had a conversation about one of the classes that I teach that I believe is going really well. Very well considering that it is via distance learning. The conversation didn’t include what I believed was happening. I discovered that the virtual world is more isolating and invisible than when someone could come into the class and see learning in action. What is visible to the outside world (those excluding the teacher and students) is a Schoology page. The conversations via zoom have been and gone, the laughs and “now I get it” moments have been left in the virtual realm. Sadly my impression to the outside world is minimal.

This week after hearing voices in my mind questioning whether I am a good teacher, I decided to do something about it. This isn’t new or revolutionary. In fact it’s a requirement as a teacher here at Carondelet. I did class surveys asking what items helped the students learn new concepts and what parts of my class have and haven’t been successful for learning (Schoology included). Simply I went to the source to find out whether my self doubt was accurate.

I know you’re wondering what my students said. Before I tell you I invite you to ask your students too. They see you every week and know all the hard work you’re doing. The responses that I received that were about all their classes expressed an appreciation that every teacher is truly doing his/her best.

So the results came in. Simply I can tell you that my students don’t see my as a non-effective teacher, one that is unclear about what he is teaching, or even as someone who doesn’t care. My most positive response was that they feel that I am approachable. That is huge for me. It has actually been my most positive evaluation from students in regards to helping them (in teaching and assessing) to be successful students. The written comments were positive, especially the ones that were specific to me. My favourite was “I really enjoy how you do distance learning.” Also a shout out to Ms. Orr, Mr. Ward and Mr. Buckles that students gave praise to on their online teaching. Basically my students expressed that they are happy, they are learning, and that what they do in class is valuable.

I finished teaching my last period on Friday and I’m thankful to have positive voices in my mind acknowledging that I am doing a good job in the classroom. I hope you take the time to hear from the students and take those same positive words to heart.

Cross-Curricular Projects: How??

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I always want to show the students how math is connected to other subjects and the real world.  Frankly, one of my big dreams for our math program is not to get more girls to calculus (but YAY! if that happens).  Rather my dream is that it starts to blow up the idea of “time” and “school day” enough that we can start to incorporate cross-curricular time in the day.  How cool would it be if instead of teaching dimensional analysis in physics and again in algebra, we taught it concurrently in the context of a bigger problem?  But how do we inch towards this?

This year I have tried two cross-curricular projects:

  1. Math (Financial Algebra) + College and Career: Ginger helped me design a unit about the realities of paying for college.  She taught the introductory lessons (on block periods) and popped in as I continued this mini unit through the following week.  The feedback was very positive and many thought that all of their junior classmates should have access to this unit too.
  2. Math (Algebra Readiness) + Religion: Adam and I got our classes together in the Innovation Center to explore examples of the Fibonacci Sequence in nature and discuss the implications.  Is this mathematical pattern proof of a common creator?  This was really fun, but the feedback that I got from my freshmen students was that it was awkward to work with a different class of students (in this case a mixed-gender class of seniors), especially for just one class period.  My personal feedback is that the lesson we designed should’ve been spread out over a week or more — it was really dense.
Moving forward I have questions:
  1. What is the most logistically efficient way to do a unit/project with another teacher/department?  Working with Ginger was easier than with Adam (no offense Adam!) simply because she did not have a classroom full of students that were expected to collaborate with mine.  I know my colleagues all have prep periods (which would eliminate the concern of having to join classes) but that’s a big ask and I’m just not there yet.
  2. Does a cross-curricular course make more sense than a cross-curricular lesson or project?  Yes, if the only concern is finding overlapping time and a similar student population.  No, because creating a new course feels like a huge barrier to cross-curricular work.  Also, if we keep increasing our course offerings do they eventually get watered down?  
  3. Anyone want to try another cross-curricular project/unit with me?

Moral Implications of Being a Football Fan in 2020

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I love football. I grew up a 49ers fan, my best friends played football throughout middle and high school, switched to the Packers as an adult (Go Pack Go!), and fell in love with the Hawkeyes while I attended college at the University of Iowa. When I became a teacher, I went to every football game, hosted pregame meals in my classroom, and talked about the game in the hallways to any and all students who would listen.

I knew about CTE (Chronic Traumatic Encephalopathy). The great Junior Seau had commited suicide while I was in college. In September of 2015, my favorite football player while I was a college student, one that I had bought the #9 jersey of, Tyler Sash, died at the age of 27. The cause of death? Mixture of drugs. But that didn’t sit well with any of us Hawkeye fans. Five months later it was revealed that he was in Stage 2 of CTE with comparable damage to that of Junior Seau who died at 43.

“Early symptoms of CTE usually appear in a patient’s late 20s or 30s, and affect a patient’s mood and behavior. Some common changes seen include impulse control problems, aggression, depression, and paranoia. As the disease progresses, some patients may experience problems with thinking and memory, including memory loss, confusion, impaired judgment, and eventually progressive dementia. Cognitive symptoms tend to appear later than mood and behavioral symptoms, and generally first appear in a patient’s 40s or 50s. Patients may exhibit one or both symptom clusters. In some cases, symptoms worsen with time (even if the patient suffers no additional head impacts). In other cases, symptoms may be stable for years before worsening” (www.concussionfoundation.org).

In April of 2017, Aaron Hernandez, former Florida Gator and New England Patriot powerhouse, convicted of murder, was found dead in his jail cell. About five months later, it was revealed that he was in stage 3 of CTE with damage well beyond was could be expected for someone his age. The Netflix documentary “Killer Inside: The Mind of Aaron Hernandez” did a great job of highlighting his struggles including CTE.

This blog is not about defending Aaron Hernandez who committed crimes that are unimaginable. This is not a eulogy for a player that I thought was the King of Iowa. This is not a plea for football to be eradicated. This blog is about voicing and exploring the moral implications of being a lover of football and seeing grave consequences of the game. If repeated hits to the head do the damage then this is something that has to be talked about when we are educators of the youth that are receiving these hits. How do you talk to your own children about this? How do we talk to our students about this? Do we not talk about it? Is it too personal? These are the types of things that our students should be exploring for themselves in our religious studies curriculum and in their education as young adults.

A former student, now friend, is a current D1 football player who jokes about CTE that he will endure when older in order to cope with the reality that he, his teammates, and brothers might have a fate that is dark.

An acquaintance who currently plays for the Houston Texans told me, “I know all about CTE but I love football so I am willing to deal with the consequences.”

I love football. But a little piece of my heart breaks when I watch football because I know that there are consequences of the game that I can’t predict but that I know for a fact will be devastating.

Surrounded by Experts

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Sometimes our school focus on collaboration has felt like an added pressure, a box to check or a goal to complete. When asked to be intentional about collaboration and include it in my goals, I have sometimes felt that I am trying to force something to happen. Who will I collaborate with within my department? What about across departments? How do our subjects align or complement each other? How can we help students make connections?

    At the beginning of this year I created goals to help me collaborate effectively. My most collaboration-centric goal focused on my teaching of the Frosh Wellness: Mind, Body, Spirit course, which requires intense, daily work between religious studies and kinesiology. While I have been focusing a great deal on effective collaboration for the Frosh Wellness course, I have also found myself collaborating in surprising ways. 

    This year I have taken advantage of the fact that I am surrounded by experts in their fields. For those who may not know, this is my 8th year at Carondelet, but my first year full time teaching. As you can imagine, this new role has brought about new challenges and opportunities. I teach 3 sections of the junior religious studies course, Symbols & Ethics. The two central focuses of this course are Sacraments and social ethics. The students learn about the 7 sacraments, as well as topics such as sustainability and the environment, abortion, poverty, hunger, immigration, racism, the criminal justice system, sexism and a variety of other topics that impact our world today. My background is in theology and yet I find myself touching on climate (the environment), art (sacraments & spirituality), biology (abortion), economics (poverty & hunger), globalization & politics (immigration) and the list goes on and on. With every social/ ethical topic that we cover we look at 

Sacred Scripture – What does the Bible have to say about this topic?
  1. Sacred Tradition – What does the Catholic Church have to say about this topic?
  2. Logic/ Science/ Reason – What can we learn about this topic from experts and from the world around us?
  3. Personal Experience – What experiences have you had that impact your understanding of this topic? (Example: Your race may impact how you understand racism)
  4. When teaching #3 – What science and experts in the field can teach us about a particular topic – I have found myself seeking out colleagues for help. When I taught about our responsibility to care for all of God’s creation, I sought Susan Domanico and Michelle Koshi for help. I had the students research environmental concerns and write advocacy letters to people in positions of power (politicians, CEOs of companies, etc). Susan helped me come up with a list of potential environmental concerns and gave me an extensive list of resources. Similarly, Michelle, connected me with a number of online resources based on the different topics that students would be researching. Susan’s knowledge of environmental science and Michelle’s competency in library science empowered me to teach with greater confidence and depth. 

    When I taught the Sacrament of baptism, I wanted to incorporate religious art to highlight the important symbols and theological themes of baptism. I reached out to Andrew Kjera and he was able to come into my class to share a guest-lecture on symbolism within religious art. The students were then invited to create a piece of art using Sketchbook (an app that I was not familiar with, but that Andrew recommended), to express their personal connection to the themes of baptism through symbols. The outcome was tremendous! See a few examples below…

    When teaching about Hunger, students watched a documentary called “A Place at the Table,” which tells the story of hunger in the United States. The documentary touched on US agricultural policies and farm subsidies. Knowing very little about this topic, I sought out Mitch for conversation. Our short conversation in room 26 during break helped prepare me to tackle this topic in class. Similarly, when teaching about poverty, I wanted to touch on income inequality, and taxes. I went to Christina Leveque who teaches Financial Algebra with my questions and after a brief conversation felt ready to include these topics in my lesson. 

    I have brainstormed best practices to help students think critically about assigned reading with Michael Schooler. Phil Miller and I have talked about the history of labor unions in the United States (my class studied labor unions as part of our unit on the Dignity of Work)… and the list goes on and on. 

    If you are like me, you may feel slightly intimidated by the culture of collaboration at Carondelet. However, I have began to overcome my apprehension to collaborate by recognizing the great resource that my colleagues are to me. Collaboration is not a forced goal to achieve, but instead begins with an acceptance of the gift of my colleagues – experts in their field, thoughtful and eager to share what they know. Any time I have asked colleagues about their area of expertise I am always humbled by their willingness to share their knowledge and time. They are excited about their subject and have such great insights and ideas. I have truly learned so much from these mini collaborations that have taken place this year and will continue to seek out the expertise of my colleagues in the future. 

    I’m wondering – what kind of mini collaborations have taken place for others this year? Who has helped you understand a topic with greater depth or brought expertise to your curriculum that has enriched your classroom? 

The Summer of My PD Tropism

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The Summer of My PD Tropism!








This poem and sweet image were on Parker Palmer’s facebook page last week.  As with much he writes or shares – it moved me deeply – and the reference to tropism intrigued me.  After some research and reflection I realized that it captures my lived experience.  Tropism is the turning of an organism in a certain direction in response to an external stimulus. The reaction is involuntary and can happen as a negative or positive response to signals from the environment.  For better or worse I am highly influenced by others and the events around me – and tend to turn my energy in their direction.


My tropism is particularly strong when I get overwhelmed and a lot is happening – I turn and turn and get dizzy. Throughout this last year there has been A LOT happening: the vitriol in America politics just keeps getting worse, the unbearable tragedy at our border continues to unfold, violence against our women and mother earth progresses, crises in the Catholic Church (clergy sex abuse, young people fleeing fast, polarization between conservative/liberals, absence of female leadership) abound, Islamaphobia is rising, global chaos threatens us, and toping it off wasa confusing and difficult professional evaluation process here at Carondelet – this ALL had me turning upside and down – right and left: tropism got the better of me! 



So – in an effort to be proactive and productive – to make the most of this tropism moving me and forcing me to face these issues and problems  – I signed up for a boat load of summer professional development workshops and conferences.  And – happy dance!!! – registration fees were waived for everything I attended – ask and you shall receive! 








My first workshop (my first move) was sponsored by the Sophia Institute.  Called Encountering God’s Love in the Sacraments, it took place at St. Stephen’s Church in Walnut Creek.  (I have a thumb drive with all Sophia Institute resources if anyone is interested.)  The style of this workshop was old school – static – traditional PD stuff. We sat and listened to presentations delivered by a theology professor and staff member; looked at detailed power points; and answered questions about their resources. It did little to edify or challenge me, although I did like their use of art to explore the sacraments – and have used it in my Symbols and Ethics classes.








Next move was to a Facing History and Ourselves (FHA)) workshop called Community Matters: Facing History’s Approach to Advisory @ Arise High School in Oakland.  If you have not been to a FHAO workshop you are missing out – the FHFO pedagogical Scope and Sequence and Advisory rational are well worth your time if you have some.  This workshop had us moving around the room completing challenges and sharing with one another.  It had us switching our student, teacher, and human being hats/roles all the time. We explored ways to build understanding and empathy with our students, break down stereotypes, help students find and build their own voices, and connect on a deeper level with one another.  The official day ended with an circle experience where teachers completed the sentence: “if you really knew me, you would know that … “. One of the teachers completed the sentence with “I was on the BART train the night that Oscar Grant was killed.”  






  



After that I TURNED towards a two day conference at the Hoover Institute at Stanford called Accelerating Peace: Interfaith Action in Global Peacemaking put on by the United Religions Initiative (Conference Agenda) was AMAZING!  It “brought peacebuilders from around the world together to discuss challenges to peace, both in their local communities and on an international level, and to realize action-oriented solutions benefitting all of humanity.”  



Here is who I got to see and hear:



  • H.E. Adama Dieng, United Nations Secretary-General’s Special Adviser for the Prevention of Genocide
  • Former US Secretary of Defense General James Mattis – He was awesome!
  • Sadhvi Bhagawati Saraswati, Secretary-General of the Global Interfaith WASH Alliance (GIWA), a URI Cooperation Circle and President of the Divine Shakti Foundation
  • Valarie Kaur, Founder and Director of the Revolutionary Love Project (💜 her)
  • Rev. William Swing, President and Founding Trustee of URI; Former Episcopal Bishop of California
  • And dozens more … you can see the conference keynotes and video highlights here!



I met a Pakistani priest, James Channan, whom I am now friends with – James just won the National Peace Award from the president of Pakistan .  I met a beautiful new friend who I bonded with when they gave us 15 minutes for coffee and extended it for hours.  Kate runs a phenomenal organization called Contemplative Life – an online hub “connecting people and communities with transformative practices”.  I got to hang out with Jews, Sikhs, Muslims, Buddhists (and more). I got to discuss politics and economics, society and culture, and inter-religious dialogue.  I made local connections – with people from the Interfaith Council of Contra Costa County – and hopefully some of its members will be visiting CHS soon as guest speakers.  




       



I then moved in the direction of an evening workshop called the Catholic Educators Summit: LGBTQIA+ Inclusion in Catholic Schools  at USF (LGBTQIA+ Schedule) – Edie came with me and it was a blast.  Dr. Jane Bleasdale, Assistant Professor and Program Coordinator for Catholic Educational Leadership at USF, was kind, compassionate, wise and intelligent.  She set the context for the conference and spoke via Skype with Kent Hickey, President of Seattle Prep, about how Catholic schools might move from tolerance to inclusion in terms of LGBTQ faculty and staff.  When it comes to our LGBTQ friends, family, and faculty, I feel that the Church could really use a cocktail of reality and compassion – so I was happy to swim in the waters with those who are working for change. 

   

The crown jewel in the summer of my PD tropism was a three day conference put on Facing History and Ourselves called Immigration in a Changing World: Identity, Citizenship, and Belonging @ the Brandeis School of San Francisco.   (Schedule & Overview)  This was exceptional – cutting edge – a game changer!   I loved learning the history of immigration through creative hands-on activities – there was so much I didn’t know about the 1790 Act, the 1917 and 1924 Immigration Acts.  I learned about border history and contemporary border policy by Professor Bill Hing of USF – who was AWESOME! Here is a podcast “Good Law-Bad Law” from August of Prof Hing discussing decriminalization of the border.  I’m designing a mini-unit on immigration for my Symbols and Ethics class and am happy to share it (when I finish it 😟) and as well as all the resources I got from FHAO on the issues of immigration and racism. 

So – that was my summer of PD … my summer of trying to “learn tropism towards the difficult” and trying to “prune back regret to let faith grow” as Kim Stafford put it in the poem above.  I didn’t dedicate all my energy to professional development.  There were also personal and family issues that moved me and called for my attention.  So … I signed up for several online courses which were profoundly valuable, including 
  • 2019 Compassion Course Online with Thom Bond, the Founder and Director of Education of  The New York Center for Nonviolent Communication
  • The 28-Day Mindfulness Challenge by Sean Fargo, Founder of Mindfulness Exercises
It seems like a lot and it was – but I needed it.  As much as I love teaching, I need to be taught!!!  I need information, inspiration, formation, connection.  I need to be fed. And I felt full and more grounded when school started. 

Introspection

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How are you doing today?  Is it better for you to talk about it or not?  I find these simple questions incredibly helpful when interacting with students and colleagues.  In a fast paced world it can be so refreshing to find someone who is willing to slowdown and actively listen. 

I have found through these conversations that it is hard to succeed at school or work when you are overwhelmed at home or in day to day life.  The unknown can be very scary.    
This school year I have been honored to be in three different departments, so my perspectives of the school has been enriched and enlightened in diverse ways.  I have actively chosen to put myself in the way of beauty and go through the world looking for goodness.  I find 3 things every day to be present and grateful for even when I am overwhelmed, and this has made all the difference.               
Today at this present moment I am grateful for:1) Early morning interactions with my daughter
    2) Walking a lap around campus during break  
    3) Making time for introspection    
What are you grateful for?

Podcast on student anxiety

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The self identified queen of podcasts is back to share a recent listen with you all!  Two KQED podcasts (Mindshift and The Bay) recently ran similar stories on high school students who struggle with anxiety.  I was aware that the numbers are on the rise (they share that around a third of teenagers identify with having anxiety or depression).  The podcasts highlight student perspectives and how some schools are helping students cope. 



I was moved by the stories the students shared and I was so encouraged that other schools are taking steps to help students work through their anxiety and to not feel alone. I had never heard the details of what happens in the body and mind during panic attack. It was described as a smoke detector going off when one fears danger – it is flight or fight. It was incredibly eye opening for me and gave me a new perspective.  I loved hearing what techniques people who struggle through attacks use. 



I want to give a huge shout out and props to our counselors!! I am once again reminded how special Carondelet is that we have so many support systems in place for our students.