A record 78 goals were scored in 21 games as Spain won their fifth U21 title: watch them all now.

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In a new ongoing series, Education Week will interrogate the cognitive science behind how young students acquire foundational reading skills, with a focus on grades K-2, and explore the challenges educators face in teaching kids to read.

As schools apply more scrutiny to the methods and materials they use to teach early reading, educators and parents in some states have started to form new advocacy efforts—trying to pressure states and districts to adopt new approaches to teacher training and evaluating materials.

Source: mashable.com - Friday, May 08, 2020
Whether you're having a weird Mother's Day weekend or not, mom just feels extra far away, right? Even if you live far away and didn't see your mom (or mom figure) that often before social distancing, keeping in touch feels more imperative than ever. Watching a movie over FaceTime or Zoom isn't the same as hanging out IRL, but the whole "quality time" thing being your idea will be enough to make her smile. And this doesn't require a special mom holiday, you know — choosing one night a week for a movie night with mom would do a world of good for everyone's sense of normalcy.  Set it in stone with a new 4K TV on sale for Mother's Day weekend: Read more... More about 4k Tv , Oled , Mashable Shopping , Tech , and Consumer Tech

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As schools apply more scrutiny to the methods and materials they use to teach early reading, educators and parents in some states have started to form new advocacy efforts—trying to pressure states and districts to adopt new approaches to teacher training and evaluating materials.

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By Sr. Joan L. Roccasalvo, C.S.J.

Matteo Ricci College (MRC) is one of eight schools and colleges that form part of Seattle University, a Catholic institution conducted by the Society of Jesus. 

With the Humanities as its core, MRC offers three degrees: a Bachelor of Arts in Humanities (BAH), a Bachelor of Arts in Humanities for Leadership (BAHL), and a Bachelor of Arts in Humanities for Teaching (BAHT). 

Mission of MRC

MRC educates teachers and leaders for a just and humane world. The study of Western culture is the surest place to begin. Pseudo-educators claim it’s a waste of time.   Yet, the facts don’t lie.  We are the beneficiaries of Greco-Roman culture preserved, reinterpreted, and handed down through the Catholic Church’s medieval monastic tradition and continued through the Italian Renaissance. To be human is to be in a story, and to forget one's story leaves a person without a present identity, without a past and without a future.  At MRC, cultural history is taught so that students can draw moral lessons from it.  Those who don’t learn from these lessons are condemned to repeat and relive them.    

With the small class size at MRC, professors can take a personal interest in each student.  In this environment conducive to learning, a close collaboration between student and professor is pursued.   This encourages greater participation in class. Shouldn’t MRC be the envy of most serious students?  You would think so. 

What’s in a Name? 

MRC is named after the 16th - century Jesuit priest Matteo Ricci (1552-1610) who spent his adult life as an educator and missionary in China.  At that time, the doors of the Chinese empire were closed to foreigners from the West.   It was Ricci who brought Western civilization to China, and Chinese literati reciprocated by sharing with him their ancient and venerable culture.  For him, inculturation was a reality centuries before the term was invented. He founded the modern Chinese Catholic Church.  

Ricci astonished the Chinese because he loved them. An authority on so many subjects and disciplines—mathematics, astronomy, apologetics, literature, popular catechesis, poetry, art and music—he brought this treasury of gifts to his mission. His intellectual gifts were prodigious: a photographic memory, linguistic ability to speak flawless Chinese, ingenuity to write maps, assemble clocks, read the stars.  As if this weren’t enough, Ricci had a keen ear for music and reportedly sang with great sweetness.   This “wise man from the west” is recognized as “the most cultivated man of his time and one of the most remarkable and brilliant men of history.”  

Known throughout the realm as Li-Ma-T’ou, this missionary scholar remains the most respected and beloved foreign figure in Chinese culture. Some in the Chinese government view him as the “Second Founder of Modern China.”  

This is the man after whom MRC is named.  He is its model of a complete liberal arts education cast in the Jesuit mold.

Student Protest against the Curriculum of MRC

In May, some two hundred enrolled students at (MRC) staged a week-long sit-in objecting to the core curriculum: The focus on Western culture and values was declared irrelevant. Studies in Western Civilization had failed to serve the academic interests of these students. 

The students demanded of the administration that the classic core curriculum in the Humanities be discarded in favor of a new program of studies to reflect special interest groups of race, class, gender, and disability.  Additionally, they demanded that only qualified faculty be hired to teach courses that reflected their interest in identity group studies of race, class, gender, and disability. The Dean of the MRC was to be fired.

Student demands focused on “dissatisfaction, traumatization, and boredom,” that is, “the Humanities program as it exists today” which “ignores and erases the humanity of its students and of peoples around the globe.”  . . . “We are diverse, with many different life experiences, also shaped by colonization, U.S., and Western imperialist, neo-politics, and oppression under racist, sexist, classist, heteronormative and homophobic, transphobic, queerphobic, ableist, nationalistic, xenophobic systems which perpetuate conquest, genocide of indigenous peoples, and pervasive systemic inequities.”

Students spoke of oppression perpetrated by the Administration:  “The first manifest demand is a complete change in the curriculum from a Whiteness-dominated curriculum to a non-Eurocentric interdisciplinary curriculum.  If the (MRC) is unable to tackle these requirements, we demand that it be converted into a department so as to be accountable to another college.”   

What Students at MRC Seek

If MRC students are seeking social justice and equality for all, if they are to make sense of this complex world, they ought to study the Humanities. If they are curious about how other cultures have learned to develop feelings of compassion, tolerance, respect, empathy, they ought to study the Humanities. If they are curious about how creative other people can be, if students are determined to live in a democracy of free citizens, the Humanities should be studied. Without the Humanities, democracy would not exist.  

The Crisis of Higher Education

In this country, we are experiencing an intellectual crisis that has already affected our work force, our politics, and our culture.  Western civilization, the human culmination of centuries of learning is under attack by an identity-driven student population exemplified by the protesters at MRC.  Whereas many academic leaders fail to uphold the purpose of teaching Western civilization, the faculty at MRC values it.  Whereas academic leaders don’t believe that the Humanities have any fundamental influence on their students, the faculty at MRC is invested in it.  Shared values—this is what brings the world together.  

MRC is not alone in promoting a Humanities core curriculum. Many non-sectarian and private colleges proudly offer a core curriculum around which other subjects are framed. At least twenty-five colleges and universities in the United States offer the Great Books tradition to their undergraduates. These books are part of the great conversation about the universal ideas of cultures and civilizations, always related to ethical and religious values. 

Many educators believe that nearly half of college graduates show no measurable improvement in knowledge or critical thinking. They speak and write incorrectly; they do not read.  Their constant companions? Electronic devices with accompanying head sets. Weaker academic requirements, greater specialization in the departments, a rigid orthodoxy and doctrinaire views on liberalism are now part of the university’s politics and cultural life.  

Clash of Goals

If the demands of these special interest groups—race, class, gender, and disability, were met, MRC would cease to exist. A program of identity studies clashes with the raison d’être of a college named after Matteo Ricci, a name synonymous with the richest of classic studies.   

The student protesters are demanding to be extricated from the program that distinguishes itself in the pantheon of Catholic higher education.  

Who would be so foolish as to look down on, much less protest, such a rich curriculum that prompts the most influential employers to hire MRC’s crême de la crème? 

Let the disgruntled students go elsewhere with their partisan interests and narrow viewpoint.  They lose.

Ricci Speaks to College Students

Matteo Ricci has left us several proverbs that can inspire college students.  But not just college students:  

 “Man is a stranger in this world.”

 “The virtuous person speaks little.”

“Time past must be thought of as gone forever.  Don’t waste time.”

“True longevity is reckoned not by number of years but according to progress in virtue.  If the Lord of Heaven grants me one day more of life, He does so that I may correct yesterday’s faults; failures to do this would be a sign of great ingratitude.”

The canonization of Father Matteo Ricci, S.J. ranks high on the ‘to-do list’ of Pope Francis whose high regard and love for him are well known.  This is the Servant of God, Matteo Ricci, S.J.

By Sr. Joan L. Roccasalvo, C.S.J.

Search the Internet, and you’ll find literature in abundance regarding the hackneyed phrase, dark night of the soul. Last week, the phrase surfaced again with the canonization of Mother Teresa of Calcutta, founder of the Missionaries of Charity.

The Dark Night of the Soul and The Dark Night: Some Distinctions

In the lexicon of popular phrases, the dark night of the soul should be distinguished from the dark night as developed by St. John of the Cross in his treatise, The Dark Night.  

Worries and annoyances that weigh us down each day are part of the human condition. No more, no less. Rarely are they considered the dark night of the soul. To accept and face hardship as part of the human condition is a sign of maturity.

It may surprise even spiritual directors to read that John does not use the phrase, the dark night of the soul, nor does it appear in his poem or treatise.

The Dark Night has a precise and rich context. Its focus lies on God’s innovating activity upon the soul destined for transformation.  The soul remains in spiritual darkness, passive yet docile and responsive to the divine touch.  

By contrast, the dark night of the soul focuses on the individual self and one’s particular trial—any trial—that causes sadness, agitation, turmoil, or distress in one’s life. It has a one-dimensional perspective—the self.

Moses and the Divine Darkness     

In the Book of Exodus 20, Moses approaches the dark cloud where God dwells. This is a metaphor for his journey into the dark of night where it is impossible to see. Darkness is a symbol for the encounter with God who is incomprehensible. Here Moses encounters God in the darkness only to be enlightened by that very same darkness.

Put another way: Moses’ eternal progress is the movement from human light to divine darkness.  The vision of Moses begins in the light.  But as he becomes more perfect, he is led by God into the darkness where he is enlightened.  

Thus the life of prayer and contemplation is represented paradoxically as a journey from light to darkness.  It is only through this maze of darkness that the soul can reach God who is beyond all intellectual comprehension.   To remain in one’s own light is to die.  To walk through the darkness where God dwells is to live in the light.

St. Gregory of Nyssa (d 394), one of the Eastern Church Fathers, used Moses to exemplify and develop a symbolism of darkness. His 1Life of Moses is considered the crowning work of his mysticism.  Gregory was followed by Pseudo-Dionysius the Areopagate (d 5th-6th c) who became the major resource for the study of the divine darkness.
    
The Dark Night Proper
 
The Dark Night, the title of a poem and treatise on prayer, was written between 1578-85 by St. John of the Cross, the great Spanish Carmelite saint, mystic and poet (d 1591).  It complements his treatise, The Ascent of Mt. Carmel, in which the soul learns to love God by pulling up and rooting out his or her vices.  Whereas vices puff up the ego, the love of God scours the ego clean.

The Dark Night is a metaphor describing the mystical union between the soul and God in prayer.  In this dark night, the soul is detached from all that is not God, undergoes privation of light but remains on the road to darkness because it will lead to the light.  Thus John builds his systematic exposition of the spiritual life upon this metaphor.  

The dark night comes not at the beginning of one’s journey to God.  It usually happens when souls have entered the unitive way, that is, when their wills and hearts are united in perfect harmony with God’s.

History has proved that God consistently sends trial to the souls who seek perfection, but lay persons and consecrated men and women experience different dark nights suited to their different vocations. The biographies of saints as well as the masters of the spiritual life are in agreement.  

In The Graces of Interior Prayer, Fr. A. Poulain, S.J. tells us who he likely ones are to receive these trials.  “And as persons who are leading a purely contemplative life are not obliged to undergo the arduous labors the active life entails, God sends them interior crosses by way of compensation.  And then they feel these crosses more keenly, being more thrown back upon themselves” (400).  

It appears that Mother Teresa is an exception to this rule.  Her life serving the poorest of the poor was not just active.  It was arduous.  The work day of the sisters is usually between ten and twelve hours of manual labor.  Yet the Rule of the Missionaries of Charity requires them to spend at least two hours in prayer and contemplation every day in addition to other exercises—the Office, Examen, and spiritual reading.  Formed and guided by the Spiritual Exercises of St. Ignatius, these sisters are true active contemplatives.

The Dark Night and Passive Purification

The Dark Night is essentially an experience of infused contemplation.  One cannot ask for it; one ought not ask for it.  In The Dark Night, the purification is accomplished by God and not by the will of the individual who could never accomplish this task.  John describes this metaphor: A mother weans her child away from the sweetness and consolation of being nourished at the breast, and of having her child experience its own independence away from the mother.  This purification is accomplished by the mother and not by the child.  Passive purification.

The dark night first affects and purifies the individual’s spiritual senses.  These are:  spiritual pride and avarice, spiritual lust and anger, spiritual gluttony, envy, and sloth.  Persons succumb to spiritual gluttony, for example, when they seek sweetness, delight, and satisfaction in prayer, striving more to savor the sweet experiences rather than the desire to please God. Spiritual sloth delights in spiritual gratification, but when the soul is told to do something unpleasant, it remains lax.  

The first and chief benefit of this dark night of contemplation is the knowledge of self and of one’s misery and lowliness but also of God’s grandeur and majesty. The second is the purification of the spiritual faculties:  the intellect, the will, and the memory. John compares this experience to a fire consuming a log.  In both books, the soul does little more than dispose itself for the divine action.  

Here are the first two stanzas of the poem anticipating the explanation of Books One and Two:

One dark night,
Fired with love’s urgent longings
--ah, the sheer grace!—
I  went out unseen,
My house being now all stilled.

In darkness, and secure,
By the secret ladder, disguised,
--ah, the sheer grace!—
In darkness and concealment,
My house being now all stilled.

Mother Teresa’s Dark Night

We can never know what activity takes place inside another person.  Yet, we know that dryness, aridity, and restlessness in prayer afflicted Mother Teresa as well as doubt in the existence of God.  She remained a woman of joy, faithful to her religious vocation as a missionary. Read some of her reflections, marked by darkness:

“In my soul, I feel just that terrible pain of loss of God not wanting me—of God not being God—of God not existing.”  

“I find no words to express the depths of the darkness.  If you only knew what  darkness I am plunged into.”

 “In the darkness . . . . Lord, my God, who am I that you should forsake me?  The child of your love—and now become as the most hated one.  The one—you have thrown away as unwanted—unloved.  I call, I cling, I want, and there is no one to answer . . . Where I try to raise my thoughts to heaven, there is such convicting emptiness that those very thoughts return like sharp knives and hurt my very soul.  Love—the word—it brings nothing.  I am told God lives in me, and yet the reality of darkness and coldness and emptiness is so great that nothing touches my soul.”  The self-offering of St. Ignatius sums up Book Two and the total offering of Mother Teresa, now St. Teresa of Calcutta:  

“Take, Lord,
into your possession
my complete freedom of action:
my memory, my understanding, my entire will;
all that I have, all that I own.  
It is your gift to me.  
I now return it to you to be used simply as you wish.  
Give me your love and your grace.  
It is all I need.” 

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