am just curious how you define “substantive.” I’d like to think that the weekly sessions I lead are quite substantive. And they’re not mandatory – people are invited to attend whenever they’d like.
Quiet52, I’m sure you give a good presentation. I did not mean to impugn you at all.
I wrote that from the prospective of imagining I’ve just been told I’d have to go to three two-hour mandatory sessions in order to have my child receive a sacrament, as per puzzleannie’s post. The way I tend to react to edicts like this is to resist. My *first *(read reactionary) thought would be that the classes are likely to be tailored to help someone who has a large deficit in their understanding of basic Catholic doctrine. So, to make me less reluctant, I’d want to know that the class assumed something other that this, that maybe it would be designed to provide a very focused lecture, perhaps on something that I could use in a practical way, or perhaps on a topic that I knew little about.
I guess what I mean is that “substantive” varies by person. Some people would really like a refresher lecture on the Eucharist. Others hear one at least once a semester by a competent priest, so they might react with a huge sigh if they are told that they need to hear another by mandate. I think it could help if the person somehow has the idea that the lecture will add something to their lives that isn’t there now.
But I am not a good test subject because I am the sort of person to voluntarily go to lectures now and then, and puzzleannie said that the parents don’t come to *any *lecture that isn’t mandatory.
I do know that in our parish, it is often the same old crowd that shows up for the extra learning opportunities. You need to talk to the people who never show up for anything. Maybe find out why or what interests them. Huh, have you (puzzleannie or anyone, but I know you, quiet52 said that you don’t have a captive crowd) tried passing out anonymous feedback sheets to them while they are a
captive audience and asking what topics they’d like to see (give them a huge list of suggestions to spark their thinking juices). Ask on the sheet why they don’t come to the non-mandatory lectures or what the three biggest obstacles are.