We welcome our fourth article in a series on mission-forward faith formation from our friend in the field and fellow parish consultant, Heidi Indahl. Enjoy!–Susan Windley-Daoust
Over the last several months, we have discussed many factors that go into a faith formation program. Who are you teaching? What are you teaching? Why are you teaching? Today we are going to shift gears a bit to talk about how we can teach the facts of catechesis in the context of brain-friendly learning.
The human brain is a responsive and ever-changing organ. It adapts every single day based on our experiences, relationships, and environment. It holds an incredible amount of conscious and unconscious information, responsible for everything from our basic survival as a species to our ability to thrive and reach our full human potential. God has designed our brains to work in an intricate and beautiful way for our physical, psychological, social and spiritual health.
Over the last half of a century, modern imaging and neuroscience have given us a glimpse into how the brain processes, stores, and recalls information. To learn more about how the brain works is an opportunity to truly marvel once again at the beauty of God’s creation and the wonder of the human person.
We know that the way that children learn and their primary tasks of development change over their lifetime. Along with this, the way that they interact with parents and their community changes. It just makes sense that the most effective way to learn also changes. It would be difficult to cite all of the best ways to help students retain and learn new information in a catechesis setting–so we will take what we know from the way human brains develop and offer “keys” that fit our catechesis to these growing minds.
What I have done for my Designed for Discipleship ™ mentorship clients is to develop what I call the 3 Keys to Deeper Faith Formation based as a simplified expression of learning sciences as applied to faith formation. While the facts and foundations of catechesis (the what) do not change based on age alone, the best mode for learning them does. It might help to think of it as adjusting catechetical learning experiences to target the expectations of the brain at different ages and stages. The 3 Keys
are the media for learning experiences.
During the period described by Key 1, young people are easily learning and absorbing the traditions of faith shoulder to shoulder with their family and community. This involves little direct teaching and much opportunity for modeling both in the home and at the parish. The difference in the brain as a result of this naturally absorbed information at age 7 for a child who experienced Mass weekly for the first six years of life is significant.
Entering into the elementary years having achieved a level of fluency in written and spoken language, students described by Key 2 are developmentally ready to engage language to enter more deeply into their Catholic faith. They thrive in an environment of storytelling, readily provided through scripture and the stories of the saints. They are able to make big picture connections between their own lives and the lives of other local, global, and historical faith models. They can employ the language of imagination to enter into prayer in new ways.
As for Key 3? Adolescents begin to move through periods of increased independence on their way to healthy interdependence, they have a keen awareness of the plight of others in their community. Social justice is a strong theme across their lives, and focusing on the corporal works of mercy during this time frame allows catechesis to relate with students in a way that is consistent with instead of in contrast with their natural drives.
By changing the experiential entry point to catechesis at different developmental ages and stages, we can more easily and quickly motivate the brain and open it up to the knowledge and skills we wish to provide.
A quick example before I close, because this is less complicated than it may appear.
As we have recently been in a period of national Eucharistic revival, let’s use awareness of the true presence of Jesus in the Eucharist. How do we enter into that conversation across different stages of brain development, while applying the keys?
Key 1– Think quiet teachable moments during any visit to a church. Building awareness of the tabernacle. Noticing the tabernacle light. Showing reverence. Focusing on the elevation of the host during the Eucharistic prayers. Saying “Hi to Jesus”.
Key 2– Where is the Eucharist in scripture? Who are the saints who have done heroic things to protect the Eucharist? What are our tradition’s Eucharistic miracle stories?
Key 3– The Eucharist is a meal. Jesus feeds us. Jesus’ food gives us strength and healing to help more people and calls us to serve our community. People are hungry. We can feed people. Jesus feeds people through the Eucharist and us as the Body of Christ.
Get the idea? In many cases it isn’t about changing what you teach, but what you focus on to help the students make meaningful entry to and connections with the topic through the experiences provided by each of the keys (Mass, Storytelling, Corporal Works of Mercy). In the example above, the focus is still the same (the Eucharist) but the way the topic is presented in a catechesis setting is shifted from what most of us are familiar with. As a catechist, it becomes about looking at a desired topic and asking how it relates to the 3 Keys–then using the relevant key as a catalyst for learning.
Interested in teaching the 3 Keys to your parents or catechists? Individual or speaking series available to groups, parishes, and dioceses. Contact Heidi at co********@*****************ay.com for more information.
