A Study Guide for Teachers, Instructors, and Formators

Transcription

1 A Study Guide for Teachers, Instructors, and Formators

2 Published by Jesuit Communications Foundation, Inc. Sonolux Building, Seminary Drive Ateneo de Manila University, Loyola Heights, Quezon City, Philippines 1108 Tel.: (632) to 72 Fax: (632) Copyright 2016 by Jesuit Communications Foundation, Inc. Modules prepared by Alarica A. Joven

3 THE LIFE OF IGNATIUS OF LOYOLA (From Schooled by the Spirit by Ramon Maria Luza Bautista, SJ) 1491: Birth at Loyola, Spain 1506: Page at Arévalo (near Valladolid) to Juan Velazquez de Cuellar, treasurer to King Ferdinand 1515: Youthful escapade in Azpeitia with charges subsequently brought against Ignatius 1517: Juan Velazquez de Cuellar dies; End of the year Service with the Viceroy of Navarre 1521: Siege of Pamplona; Ignatius convalescence at Loyola Castle 1522: Monteserrat; Manresa; Vision at River Cardoner 1523: Pilgrimage to Jerusalem 1524: Begins studies in Barcelona 1526: Arrest at Alcalá by Inquisition 1527: Arrest again at Salamanca 1528: Leaves Spain for University of Paris 1534: Montmartre: first vows with companions; Pope III is pope 1535: April Ignatius leaves Paris for Spain (He was away from home for 13 years); December Ignatius in Venice for more than a year 1537: Ordination at Venice; Vision at La Storta 1538: Companions all gather in Rome 1539: Deliberation with companions 3

4 1540: Society of Jesus is founded 1541: Ignatius missions Francis Xavier to India; Ignatius is elected superior general; First solemn profession 1548: Paul III approves the Spiritual Exercises 1550: Society of Jesus is confirmed 1554: Ignatius is often ill; Jerome Nadal is Vicar-General 1556: Death of Ignatius 1622: Canonization of Ignatius Loyola, Francis Xavier, Teresa of Avila, and Philip Neri 4

5 MODULE FOR MIDDLE SCHOOL STUDENTS (2 sessions) Context Date: July 2016 (For 2 sessions) Year Level: Middle School (Grade 4-6) General Learning Objectives: To discuss significant points of the film, Ignacio. (Optional) To process other relevant parts of the film, as deemed necessary by the teacher, in relation to current lessons and themes. Theme: My identity Activity: Coat of Arms Suggested Materials: Craft papers (bond, oslo, colored, cartolina, etc.) Art materials (crayons, markers, watercolor, etc.) Adhesives (glue, tape, etc.) Experience (Session 1) a. Pre-lecture Subject: Ignacio (movie) Objective: To discuss the importance of symbols and how it represents and serves as reminders of values, principles, beliefs. Brainstorming: (Teacher may ask the following questions about the movie) o What did you enjoy in the film? o Who s your favorite character? o Did you notice the sword? How about the coat of arms? o Can you describe it to me? Options: (Pre-movie guide questions OR pre-lecture quiz) o What did the blacksmith give to Ignacio father, Don Beltran, to honor a son who died in battle? [Teacher to supplement with the importance of a sword during that time] o What was Ignacio s life plan after that? (To be successful in the Spanish court, get recognized as a captain, die a hero s death) o But what happened instead? How did Ignacio plan change? (His plan changed when he started reading a book about the lives of saints) o When Ignacio brother Martin went against Ignacio plan to go to the Holy Lands, what did he use to help him explain why? (Coat of arms: generosity, roles in the family, etc.) 5

6 b. Lecture Explanation: o Teacher should present the coat of arms. Explain the parts and its meaning. o Option to use the concept of logos of companies when explaining the idea of a coat of arms. Activity: o If you were to make your own, personal coat of arms, how would it look? What would be in it? And why? o Make your own coat of arms. (Within class time) o Teacher will collect after class. Experience (Session 2) c. Pre-lecture Subject: Coat of arms Recap and Processing of the Activity: (Teacher may ask the following questions about the activity) o How did you feel about the activity? Choose 5 volunteers. d. Lecture Teacher returns personal coat of arms. Group sharing: o Divide the class into groups, and instruct to share their personal coat of arms to each other. o Assign a leader/reporter and secretary per group. o Secretary should take note of common themes, similarities, and other interesting points from the sharing Class reporting: o Leader/reporter shares their group secretary s notes. Teacher wraps up the sessions by stressing on the theme of knowing one s identity. [Suggested sub-themes below:] o The importance of knowing one s identity and in relation to one s role. [Teacher can use Ignacio experience as an example. Like when his brother explained the coat of arms to Ignacio when he didn t want him to go on a pilgrimage.] o The importance of respecting each other s similarities and differences. Teacher concludes: o As Christians, our coat of arms is similar to Christ s. [Scene where Ignacio helps the merchant reflect about his day, and where he said: God created us to be loved immensely by Him, and to love Him in return. If this is true, then the best possible use of our lives is to take what we have been given and use them to serve and glorify God. ] 6

7 Reflection [Day 1: My coat of arms ] If you were to make your own, personal coat of arms, how would it look? What would be in it? And why? [Day 2: Who am I, and what am I called to do? ] As Christians, our coat of arms is similar to Christ s. We are all called to fulfill our mission here on earth as guided by the first principle shared by Ignacio in the movie: God created us to be loved immensely by Him, and to love Him in return. If this is true, then the best possible use of our lives is to take what we have been given and use them to serve and glorify God. Analysis [Connect coat of arms to identity] [Day 1: My coat of arms ] How does Ignacio coat of arms speak of himself or of his family? What does your personal coat of arms say about you? [Day 2: Who am I, and what am I called to do? ] The importance of knowing one s identity in relation to one s different roles in different communities, and the importance of respecting each other s similarities and differences. Evaluation [Day 1: My coat of arms ] Students submit their coat of arms. [For discussion tomorrow, day 2.] [Day 2: Who am I, and what am I called to do? ] Students share their coat of arms. 7

8 MODULE FOR MIDDLE SCHOOL STUDENTS (1 session) Context Date: July 2016 (For 1 session) Year Level: Middle School (Grade 4-6) General Learning Objectives: To discuss significant points of the film, Ignacio. (Optional) To process other relevant parts of the film, as deemed necessary by the teacher, in relation to current lessons and themes. Theme: My identity Activity: Coat of Arms Suggested Materials: Craft papers (bond, oslo, colored, cartolina, etc.) Art materials (crayons, markers, watercolor, etc.) Adhesives (glue, tape, etc.) Experience a. Pre-lecture Subject: Ignacio (movie) Objective: To discuss out the importance of symbols and how it represents and serves as reminders of values, principles, beliefs. Brainstorming: (Teacher may ask the following questions about the movie) o What did you enjoy in the film? o Who s your favorite character? o Did you notice the sword? How about the coat of arms? o Can you describe it to me? Options: (Pre-movie guide questions OR pre-lecture quiz) o What did the blacksmith give to Ignacio father, Don Beltran, to honor a son who died in battle? (Supplement with the importance of a sword during that time) o What was Ignacio life plan after that? (To be successful in the Spanish court, get recognized as a captain, die a hero s death) o But what happened instead? How did Ignacio plan change? (His plan changed when he started reading a book about the lives of saints) o When Ignacio brother Martin went against Ignacio plan to go to the Holy Lands, what did he use to help him explain why? (Coat of arms: generosity, roles in the family, etc.) 8

9 b. Lecture Explanation: o Teacher should present the coat of arms. Explain the parts and its meaning. Teacher wraps up the sessions by stressing on the theme of knowing one s identity. [Suggested sub-themes below:] o The importance of knowing one s identity and in relation to one s role. [Scene: Ignacio s brother, Martin, explains the coat of arms to him to dissuade him to go on a pilgrimage.] Explanation in the movie: The red bars were granted by the King to honor the bravery of the seven brothers On az. The wolves and the pot stand for the generosity of the Loyola family where, after our men have eaten, there is enough left for even the wolves. Interpretation as also stated in the movie: It is a warning to all descendants of the house of Loyola that, not all men are noble; most are loyal only to the hand that feeds them. Without the pot, the wolves will devour us whole. Meaning, the castle needs Ignacio, or his brother needs someone he can trust to be the coin master. o The importance of respecting each other s similarities and differences. Teacher concludes: o As Christians, our coat of arms is similar to Christ s. [Scene where Ignacio helps the merchant reflect about his day, and where he said: God created us to be loved immensely by Him, and to love Him in return. If this is true, then the best possible use of our lives is to take what we have been given and use them to serve and glorify God. ] Homework/Activity: o If you were to make your own, personal coat of arms, how would it look? What would be in it? And why? Reflection As Christians, our coat of arms is similar to Christ s. Therefore, his mission is also ours. Analysis - How does Ignacio coat of arms speak of himself or of his family? What does your personal coat of arms say about you, and ultimately, about your mission? - The importance of knowing one s identity in relation to one s different roles in different communities, and the importance of respecting each other s similarities and differences. Evaluation - If you were to make your own, personal coat of arms, how would it look? What would be in it? And why? - Students submit their coat of arms, accompanied by a brief explanation of the parts (symbols used, colors, etc.) 9

10 MODULE FOR JUNIOR HIGH SCHOOL STUDENTS (2 sessions) Context Date: July 2016 (For 2 sessions) Year Level: Junior High School (Grade 7-10) General Learning Objectives: To discuss significant points of the film, Ignacio. (Optional) To process other relevant parts of the film, as deemed necessary by the teacher, in relation to current lessons and themes. Theme: My life plan Activity: Life map / Reflection paper Suggested Materials: Papers (bond, oslo) Art materials (crayons, markers, pens) Supplemental prayers, readings, songs: Jeremiah 29:11, I Have A Plan (BP album-to Love and Serve), Prayer of Blessed Rupert Meyer. Experience (Session 1) a. Pre-lecture Subject: Ignacio (movie) Objective: To discuss the plans of Ignacio, both when he was younger and after the accident; and to reflect about the changes in his choices and his reasons. Brainstorming: (Teacher may ask the following questions about the movie) o What struck you while watching the film? o Is there any scene in the film, or specific part of Ignacio s life, that you resonate with? How and why? Options: (Pre-movie guide questions OR pre-lecture quiz) o What was Ignacio s big dream when he was a child? (To be successful in the Spanish court, get recognized as a captain, die a hero s death) o But what made him change his plans? (Canon ball experience, reading a book on the lives of saints while he was waiting for his leg to heal) o What did he want to do after the accident? What made him change his mind? (He read about the lives of saints while recovering from the accident, and wanted to go on a pilgrimage.) 10

11 o Was it easy for him to change plans? Were there people who tried to sway him? How did they reason with him? How did Ignacio respond? (It wasn t easy, because there were other things to consider, like his role in the castle, etc. But he still went on with his plans, exerting the same determination he displayed when he was still a soldier preparing for the fight.) b. Lecture Explanation: o Teacher should go through Ignacio s life, highlighting points in his life that determined his dreams and plans at certain points in his life. [Make a life map for Ignacio. Use this as visual aid. Option to extend even until parts of Ignacio s life that weren t shown in the movie.] (After the scene showing his brother s death as a hero, he held on to the dream of being a heroic soldier too. After the scene where he was injured, he struggled with dealing with his current situation, but slowly became open to the changes that came with reading about the lives of saints.) Activity: o If you were to look back and reflect on your plans when you were younger, what were they? Did anything change? Was there any specific experience that brought you to change your plans? How much did your plans change? Is there any detail that remained the same? o Make your life map. Give students that option to extend their map up to years after, if they already have goals or plans for until that time. (Within class time) o Teacher will collect after class. Experience (Session 2) c. Pre-lecture Subject: Life map Recap and Processing of the Activity: (Teacher may ask the following questions about the activity) o How did you feel about the activity? Choose 5 volunteers. d. Lecture Teacher returns individual life maps. Group sharing: o Divide the class into groups, and instruct to share their life maps to each other. [Additional reflection question for those who listed plans for 10 years and beyond: Are these plans still open to change? Have you thought about contingency plans should you encounter roadblocks? Etc.] o Assign a leader/reporter and secretary per group. o Secretary should take note of common themes, similarities, and other interesting points from the sharing 11

12 Class reporting: o Leader/reporter shares their group secretary s notes. Teacher wraps up the sessions by stressing on the theme of listening to the movement of the Spirit. [Suggested sub-themes below:] o The importance of listening to, being open to, and reflecting on the movement of the Spirit. [Teacher can use Ignacio s experience as an example. Like when he became open to reading the only books available for him when he was recuperating from the accident, and how he still remained a soldier like what he originally wanted to be, albeit a soldier of Christ, in the end. Scene where his sister-in-law said that maybe it is time for a new dream.] o The value of reflecting on how different experiences move us, and exact change in our lives; and how our attitude (of resistance or openness, etc.) dictates how things pan out. Teacher concludes: o As we proceed with life, we realize that not everything in our original plans or lists can be fulfilled. But instead of worrying about accomplishing these lists and goals, we should remember to focus on how God has a bigger plan for all of us, and how he takes care of us always. Reflection [Day 1: God s plan] If you were to look back and reflect on your plans when you were younger, what were they? Did anything change? [Day 2: Movement of the Spirit] As we proceed with life, we realize that not everything in our original plans or lists can be fulfilled. But instead of worrying about accomplishing these lists and goals, we are called to fix our gaze on the Christ, and trust in the greater plan of God for us. Analysis [Connect life map to movement of the Spirit] [Day 1: God s plan] How does Ignacio s life map demonstrate the movement of the Spirit in his life? Does your life map illustrate how the Spirit has been moving in your life? [Day 2: Movement of the Spirit] The value of reflecting on how different experiences move us, and exact change in our lives; and how our attitude dictates how things eventually turn out. 12

13 Evaluation [Day 1: God s plan] Students submit their life maps. [For discussion tomorrow, day 2.] [Day 2: Movement of the Spirit] Students share their life maps. [Option to ask for a reflection paper due on a later date.] 13

14 MODULE FOR JUNIOR HIGH SCHOOL STUDENTS (1 session) Context Date: July 2016 (For 1 session) Year Level: Junior High School (Grade 7-10) General Learning Objectives: To discuss significant points of the film, Ignacio. (Optional) To process other relevant parts of the film, as deemed necessary by the teacher, in relation to current lessons and themes. Theme: My life plan Activity: Life map / Reflection paper Suggested Materials: Papers (bond, oslo) Art materials (crayons, markers, pens) Supplemental prayers, readings, songs: Jeremiah 29:11, I Have A Plan (BP album-to Love and Serve) Experience a. Pre-lecture Subject: Ignacio (movie) Objective: To discuss the plans of Ignacio, both when he was younger and after the accident; and to reflect about the changes in his choices and his reasons. Brainstorming: (Teacher may ask the following questions about the movie) o What struck you while watching the film? o Is there any scene in the film, or specific part of Ignacio s life, that you resonate with? How and why? Options: (Pre-movie guide questions OR pre-lecture quiz) o What was Ignacio s big dream when he was a child? (To be successful in the Spanish court, get recognized as a captain, die a hero s death) o But what made him change his plans? (Canon ball experience, reading a book on the lives of saints while he was waiting for his leg to heal) o What did he want to do after the accident? What made him change his mind? (He read about the lives of saints while recovering from the accident, and wanted to go on a pilgrimage.) 14

15 o Was it easy for him to change plans? Were there people who tried to sway him? How did they reason with him? How did Ignacio respond? (It wasn t easy, because there were other things to consider, like his role in the castle, etc. But he still went on with his plans, exerting the same determination he displayed when he was still a soldier preparing for the fight.) b. Lecture Explanation: o Teacher should go through Ignacio s life, highlighting points in his life that determined his dreams and plans at certain points and places in his life. [Make a life map for Ignacio. Use this as visual aid. Option to extend even until parts of Ignacio s life that weren t shown in the movie] (After the scene showing his brother s death as a hero, he held on to the dream of being a heroic soldier too. After the scene where he was injured, he struggled with dealing with his current situation, but slowly became open to the changes that came with reading about the lives of saints.) Activity: o If you were to look back and reflect on your plans when you were younger, what were they? Did anything change? Was there any specific experience that brought you to change your plans? How much did your plans change? Is there any detail that remained the same? o Make your life map. Give students that option to extend their map up to years after, if they already have goals or plans for until that time. (Within class time) o Teacher will collect after class. Teacher wraps up the sessions by stressing on the theme of listening to the movement of the Spirit. [Suggested sub-themes below:] o The importance of listening to, being open to, and reflecting on the movement of the Spirit. [Teacher can use Ignacio s experience as an example. Like when his became open to reading the only books available for him when he was recuperating from the accident, and how he still remained a soldier like what he originally wanted to be, albeit a soldier of Christ, in the end.] o The value of reflecting on how different experiences move us, and exact change in our lives; and how our attitude (of resistance or openness, etc.) dictates how things pan out. Teacher concludes: o [Option to use famous people whose plans have changed, as a springboard to the conclusion. i.e. Steve Jobs, etc.] o As we proceed with life, we realize that not everything in our original plans or lists can be fulfilled. But instead of worrying about accomplishing these lists and goals, we should remember to focus on how God has a bigger plan for all of us, and how he takes care of us always. 15

16 Reflection As we proceed with life, we realize that not everything in our original plans or lists can be fulfilled. But instead of worrying about accomplishing these lists and goals, we are called to fix our gaze on the Christ, and trust in the greater plan of God for us. Analysis - How does Ignacio s life map demonstrate the movement of the Spirit in his life? Does your life map illustrate how the Spirit has been moving in your life? - The value of reflecting on how different experiences move us, and exact change in our lives; and how our attitude dictates how things eventually turn out. Evaluation - Students submit their life maps, accompanied by a brief reflection on how their plans changed, are changing, or if not, how they intend to face possible changes in the future. 16

17 MODULE SENIOR HIGH SCHOOL STUDENTS (2 sessions) Context Date: July 2016 (For 2 sessions) Year Level: Senior High School (Grade 11-12) General Learning Objectives: To discuss significant points of the film, Ignacio. (Optional) To process other relevant parts of the film, as deemed necessary by the teacher, in relation to current lessons and themes. Theme: Sacrifice [The sword.] Activity: Reflection paper Suggested Materials: Supplemental prayers, readings, and songs: Take and Receive. Experience (Day 1) a. Pre-lecture Subject: Ignacio (movie) Objective: To discuss the plans of Ignacio, both when he was younger and after the accident; and to reflect on the changes in his choices and the things he had to give up in order for these changes to take place. Brainstorming: (Teacher may ask the following questions about the movie) i. What struck you while watching the film? ii. Is there any scene in the film, or specific part of Ignacio s life, that you resonate with? How and why? Options: (Pre-movie guide questions OR pre-lecture quiz) i. What was Ignacio s big dream when he was a child? ii. What caused his plans to change? iii. What was his new dream after the accident? iv. What did he give up for his new dream to start being a reality? b. Lecture: Explanation: o Teacher should go through Ignacio s life, highlighting points that determined his dreams and plans at certain points in his life. [Visual aid/ representation should include both dreams/plans side-by-side with the things he had to give up. Option to extend even until parts of Ignacio s life that weren t shown in the movie.] 17

18 o Focus on the sword as a symbol of the dreams and/or the life he was leaving behind. Activity: Reflection time o Think back to a time when you had a grand plan, or a big dream you have been preparing to make real for quite a while. It may be something like completing a personal life project. It may also be something you have not accomplished yet, or are still in the process of finishing. o What were your feelings when you first decided to make that dream a reality? o What were your feelings when you actually started working or taking steps toward this dream? o Was there anything you gave up for you to keep moving closer to realizing this dream? o How important is this dream for you? o How much are you willing to sacrifice for this dream? o Teacher ends reflection time with a song. [Teacher may choose from the suggested songs. Option to post lyrics while playing the song, or to play a music video of the song if there are any available posts in YouTube, etc.] o Homework: 1 page reflection paper. Question: What are you willing to sacrifice for your big dream to become a reality? Is there a specific symbol you can think of that can represent this sacrifice? Experience (Day 2) c. Pre-lecture Subject: Reflection time/ Reflection paper Recap and Processing of the Activity: (Teacher may ask the following questions about the activity) o How did you feel about the activity? Was it an easy task? Choose 5-7 volunteers. d. Lecture Group sharing: o Divide the class into groups, and instruct to share their reflections, with focus on their dreams and the hardest thing they think they ll be sacrificing for this dream to become a reality. o Additional question for further reflection: What do you think is God s plan for you? How does your plan fit His? How is His plan similar or close to yours? o Assign a leader/reporter and secretary per group. o Secretary should take note of common themes, similarities, and other interesting points from the sharing Class reporting: o Leader/reporter shares their group secretary s notes. 18

19 Teacher wraps up the sessions by stressing on the theme of sacrifice. [Suggested sub-themes:] o Ignacio had dreams of dying in battle and sacrificing his life for his country. But God had greater plans for him, as he was called to surrender his sword, and be a soldier of the Church instead. o For God, it was Christ, His only son, which He had to sacrifice. For Christ, it was his life. For Ignacio, it was his sword the symbol of his dream since he was little. God s plans are always bigger than our plans for us. o The importance of listening to, being open to, and reflecting on the movement of the Spirit. [Teacher can use Ignacio s experience as an example, specifically the scene in the cave. Teacher may mention the Spiritual Exercises, or elaborate on this if there is time. ] Teacher concludes: o As we start our journey through self-reflection, we begin to realize that God s plans for us are surely bigger than what we can imagine. We should always try to remain open to the Spirit, and generously allow this greater plan to slowly take its place in our lives. Reflection [Day 1] What are you willing to sacrifice for your big dream to become a reality? Is there a specific symbol you can think of that can represent this sacrifice? [Day 2] God s plans for us are surely bigger than what we can imagine. We should always try to remain open to the Spirit, and generously allow this greater plan to slowly take its place in our lives. Analysis [Connect sword to sacrifice] [Day 1] Ignacio s life shows us how easy/hard it is to make space for God s dreams and plans for us in our lives, mostly depending on the things we have to give up for these to become real. Focus on the sword as a symbol of the dreams and/or the life he was leaving behind. [Day 2] It is only in complete surrendering that we can fully embrace this bigger dream, this greater scheme of things, and accept it with open arms and with a charged heart. Evaluation [Day 1] Students will go through guided reflection time; and will be tasked to submit a written reflection with the same questions as that of the guided reflection time tomorrow. [Day 2] Students share their reflections. 19

20 MODULE FOR SENIOR HIGH SCHOOL STUDENTS (1 session) Context Date: July 2016 (For 1 session) Year Level: Senior High School (Grade 11-12) General Learning Objectives: To discuss significant points of the film, Ignacio. (Optional) To process other relevant parts of the film, as deemed necessary by the teacher, in relation to current lessons and themes. Theme: Sacrifice [The sword.] Activity: Reflection paper Suggested Materials: Supplemental prayers, readings, and songs: Take and Receive. Experience a. Pre-lecture Subject: Ignacio (movie) Objective: To discuss the plans of Ignacio, both when he was younger and after the accident; and to reflect about the changes in his choices and his reasons. Brainstorming: (Teacher may ask the following questions about the movie) i. What struck you while watching the film? ii. Is there any scene in the film, or specific part of Ignacio s life, that you resonate with? How and why? Options: (Pre-movie guide questions OR pre-lecture quiz) i. What was Ignacio s big dream when he was a child? ii. What caused his plans to change? iii. What was his new dream after the accident? iv. What did he give up for his new dream to start being a reality? b. Lecture Explanation: o Teacher should go through Ignacio s life, highlighting points that determined his dreams and plans at certain points in his life. [Visual aid/ representation should include both dreams/plans side-by-side with the things he had to give up. Option to extend even until parts of Ignacio s life that weren t shown in the movie.] 20

21 o Focus on the sword as a symbol of the dreams and/or the life he was leaving behind. Activity: Reflection time o Think back to a time when you had a grand plan, or a big dream you have been preparing to make real for quite a while. It may be something like completing a personal life project. It may also be something you have not accomplished yet, or are still in the process of finishing. o What were your feelings when you first decided to make that dream a reality? o What were your feelings when you actually started working or taking steps toward this dream? o Was there anything you gave up for you to keep moving closer to realizing this dream? o How important is this dream for you? o How much are you willing to sacrifice for this dream? o Teacher ends reflection time with a song. [Teacher may choose from the suggested songs. Option to post lyrics while playing the song, or to play a music video of the song if there are any available posts in YouTube, etc.] Teacher wraps up the sessions by stressing on the theme of sacrifice and generosity. [Suggested sub-themes:] o Ignacio had dreams of dying in battle and sacrificing his life for his country. But God had greater plans for him, as he was called to surrender his sword, and be a soldier of the Church instead. o For God, it was Christ, His only son, which He had to sacrifice. For Christ, it was his life. For Ignacio, it was his sword the symbol of his dream since he was little. God s plans are always bigger than our plans for us. o Just like Ignacio when he started his pilgrimage, as we now start our journey through self-reflection, we begin to realize that God s plans for us are surely bigger than what we can imagine. We should always try to remain open to the Spirit, and generously allow this greater plan to slowly take its place in our lives. Teacher concludes: o Homework: 1 page reflection paper. Question: What are you willing to sacrifice for your big dream to become a reality? Is there a specific symbol you can think of that can represent this sacrifice? Additional question for further reflection: What do you think is God s plan for you? How does your plan fit His? How is His plan similar or close to yours? Reflection As we start our journey through self-reflection, we begin to realize that God s plans for us are surely bigger than what we can imagine. We should always try to remain open to the Spirit, and generously allow this greater plan to slowly take its place in our lives. 21

22 Analysis [Connect sword to sacrifice] Ignacio s life shows us how easy/hard it is to make space for God s dreams and plans for us in our lives, mostly depending on the things we have to give up for these to become real. It is only in complete surrendering that we can fully embrace this bigger dream, this greater scheme of things, and accept it with open arms and with a charged heart. Evaluation Students will go through guided reflection time; and will be tasked to submit a written reflection with the same questions as that of the guided reflection time tomorrow. 22

23 MODULE FOR COLLEGE STUDENTS (2 sessions) Context Date: July 2016 (For 2 sessions) Year Level: College (1 st to 4 th year) General Learning Objectives: To discuss significant points of the film, Ignacio. (Optional) To process other relevant parts of the film, as deemed necessary by the teacher, in relation to current lessons and themes. Theme: The Church as the People of God Suggested Materials: Supplemental readings: The Two Standards by: Horacio de la Costa, SJ. Thinking With The Church by: St. Ignatius. Some songs: Pilgrim s theme. Take and Receive. Prayer for Generosity. Experience (Day 1) a. Pre-lecture Subject: Ignacio Objectives: o To reflect on Ignacio s faith journey as a pilgrim, with special focus on the trial, from how it began to how it flourished and opened more doors for growth. Brainstorming: (Teacher may ask the following questions about the movie) i. What struck you while watching the film? ii. Is there any scene in the film, or specific part of Ignacio s life, that you resonate with? How and why? Options: (Pre-movie guide questions OR pre-lecture quiz) o Describe the church during that time. o Why or what was Ignacio tried for towards the end of the film? o What were his struggles throughout the film? With whom was he struggling? 23

24 b. Lecture Explanation: o Explain in brief how that period, the Period of Reformation, affected the Church. Clarify terms mentioned in the film, like illuminati. o Discuss how Ignacio s life changes were affected by this period, and what did his life changes bring to this period. What was his role in this situation, and how did he play it? Homework: Reflection (for more focus, the Teacher has an option to assign a any relevant reading on the Church and its take on any current issue) o Reflection questions How would you describe the world today, keeping local, international, etc. issues in mind? How would you describe the Catholic Church today its reception and response to these issues? What is your role as a member of society? If applicable, what do you think is your role as a member of the Church? Experience (Day 2) c. Pre-lecture a. Subject: Reflection b. Processing of the homework: (Teacher may ask the following questions about the activity) o How did you feel about the activity? Was it an easy task? o Was there anything that changed in the way you perceive the Church? Was there anything that changed in the way you see yourself as a member of society, and of the Church? d. Lecture Explanation: o Level off by identifying the Church, its roles, and its purpose. o Discuss assigned article (homework). o Connect with the idea of Thinking with the Church according to Ignatius. Teacher wraps up the sessions by stressing on the theme of the role of the Church and the role of the people in the Church. [Suggested sub-themes:] o What does it mean to belong to the Church? [Knowing your role. Teacher can focus on the choice of Ignacio to go through trial, to accept the consequences, etc.] o Reflect on the lines: Is this the end? How are we called to respond to the movements in society and even in our own selves? [To choose goodness.] o The importance of listening to, being open to, and reflecting on the movement of the Spirit. [Teacher can use Ignacio s experience as an example, specifically the scene in the cave. Teacher may mention the Spiritual Exercises, or elaborate on this if there is time. ] 24

25 Teacher concludes: o Often, we mistake the Church for the structure and the hierarchies that govern the community. We tend to forget that we, too, are part of the Church: that the Church is the People of God. And it is because of this that we are also called to be active participants, given our everchanging world. Reflection [Day 1] What was the Church like during the time of Ignacio? Were there particular issues or concerns they were going through? [Day 2] We tend to forget that we, too, are part of the Church: that the Church is the People of God. And it is because of this that we are also called to be active participants, given our ever-changing world. Analysis [Day 1] Ignacio s participation in the Church during the Period of Reformation was notable because he chose to stand by the Church, and to do better so he can become the best member of the Church he can possibly be. [Day 2] The same dedication is called for us, especially in today s world. [Day 1] Reflection paper. [Day 2] Students share their reflections. Evaluation 25

26 MODULE FOR COLLEGE STUDENTS (1 session) Context Date: July 2016 (For 1 session) Year Level: College (1 st to 4 th year) General Learning Objectives: To discuss significant points of the film, Ignacio. (Optional) To process other relevant parts of the film, as deemed necessary by the teacher, in relation to current lessons and themes. Theme: The Church as the People of God Suggested Materials: Supplemental readings: The Two Standards by: Horacio de la Costa, SJ. Thinking With The Church by: St. Ignatius. Some songs: Pilgrim s theme. Take and Receive. Prayer for Generosity. Experience (Day 1) a. Pre-lecture Subject: Ignacio Objectives: o To reflect on Ignacio s faith journey as a pilgrim, with special focus on the trial, from how it began to how it flourished and opened more doors for growth. Brainstorming: (Teacher may ask the following questions about the movie) iii. What struck you while watching the film? iv. Is there any scene in the film, or specific part of Ignacio s life, that you resonate with? How and why? Options: (Pre-movie guide questions OR pre-lecture quiz) o Describe the church during that time. o Why or what was Ignacio tried for towards the end of the film? o What were his struggles throughout the film? With whom was he struggling? b. Lecture Explanation: o Explain in brief how that period, the Period of Reformation, affected the Church. Clarify terms mentioned in the film, like illuminati. 26

27 o Discuss how Ignacio s life changes were affected by this period, and what did his life changes bring to this period. What was his role in this situation, and how did he play it? o Level off by identifying the Church, its roles, and its purpose. Then connect with the idea of Thinking with the Church according to Ignatius. Teacher wraps up the sessions by stressing on the theme of the role of the Church and the role of the people in the Church. [Suggested sub-themes:] o What does it mean to belong to the Church? [Knowing your role. Teacher can focus on the choice of Ignacio to go through trial, to accept the consequences, etc.] o Reflect on the lines: Is this the end? How are we called to respond to the movements in society and even in our own selves? [To choose goodness.] o The importance of listening to, being open to, and reflecting on the movement of the Spirit. [Teacher can use Ignacio s experience as an example, specifically the scene in the cave. Teacher may mention the Spiritual Exercises, or elaborate on this if there is time. ] Homework: Reflection (for more focus, the Teacher may opt to assign a any relevant reading on the Church and its take on any current issue) o Reflection questions How would you describe the world today, keeping local, international, etc. issues in mind? How would you describe the Catholic Church today its reception and response to these issues? What is your role as a member of society? If applicable, what do you think is your role as a member of the Church? Teacher concludes: o Often, we mistake the Church for the structure and the hierarchies that govern the community. We tend to forget that we, too, are part of the Church: that the Church is the People of God. And it is because of this that we are also called to be active participants, given our everchanging world. Reflection We tend to forget that we, too, are part of the Church: that the Church is the People of God. And it is because of this that we are also called to be active participants, given our everchanging world. Analysis Ignacio s participation in the Church during the Period of Reformation was notable because he chose to stand by the Church, and to do better so he can become the best member of the Church he can possibly be. The same dedication is called for us, especially in today s world. Reflection paper. Evaluation 27

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