JMJ
It’s great to read about folks wanting to know more about their Faith. I count myself in that number. Getting a handle on what happened, and how to prevent it, takes some understanding of process.
I remember reading somewhere the phrase, “From shirtsleeves to shirtsleeves in three generations.”
Consider how my grandfather was a pauper, my father found success but I am, alas, again a pauper. Nothing my father did, however successful he was, seemed to have prepared me for the struggle to be successful. The reason for that might very well be that he simply didn’t know what to teach me, or how to teach it.
In fact, if he had not found it necessary to study for success himself, he might not even have realized that such effort was required at all.
Not having an understanding of the reasons makes the action less significant, perhaps even to the point of being arbitrary, or even undesirable in changed circumstances. (How many of us have said to our parents that they Just Don’t Understand at one time or another?)
Indeed, we might not have shared the same world view with our kids, but there certainly were more points of agreement than not, at least seen in retrospect. The trouble with passing along any traditional thought (how to succeed in the family business like your old man did–and how to keep it successful, for example) requires not only that we pass along the details, but that we instruct how to continue to pass along the details, and that Passing Along is a part of the teaching / learning process.
Let’s see if I can make this clear. Not only do we have the obligation to pass along our Faith (including its small-t traditions) but we have to explain that our children have to do it too, when it’s their turn. “Pay attention, you’re responsible for telling your own children about this.”
A strong faith life means more than regular attendance at Mass, for one example; it means not only explaining to the youngsters what we’re doing, and why they’re going with us even if they would rather sleep late, but it also means that (likely later in their lives) we must return to the lesson and add in the next part–that they need to explain the actions, the behaviors, not just demand them when they are old enough to be parents themselves. Identifying students as teachers-in-training is critical. We grown-ups must teach the how part as soon as it can be absorbed, and then we must teach the why part when it’s also able to be understood.
Did any of this make sense? Life training, faith training is recursive, circular, not linear.
In the terms of our Faith, the problem is called “poorly catechized” but while that is a reasonable explanation, it does little to solve the problem or to prevent its recurrence. We need to realize that we (you and me, brothers and sisters) have to pass on the fullness of the Faith, not just the rubrics.
Ken