In an article which appeared in The Conversation, a website that
carries analysis by academics and researchers in Australia and Britain, it was
reported that memorization and rote learning are important classroom strategies
which all teachers should be familiar with.
Apparently, seventy teachers from Britain studied the teaching ways of
Chinese students (in China) and made comparative studies against the teaching methods
which Britain had been veering away from for the past 40 years, emphasizing
instead inquiry or discovery learning, as opposed to direct instruction. The latter is known in academic circles as
the “chalk and talk” approach, which includes the need to memorise things like multiplication
tables and poems and ballads, enabling the child to recall them automatically
and easily.
I was rather intrigued by this article, which was reprinted in our
daily local paper, because I couldn’t help but make this comparison to the ways
in which the Catechism is taught to our children. Walk into any Catechism class these days in
any parish, and one would find not one way of teaching, but such a smorgasbord of
methods intending to impart the topic of the day. Affected and influenced by the current trends
of education which encourage ‘experiential’ learning, where the result should
be that the student studies less but learns more, the Catechist appears to need
to be creative enough to use tools that will entice and hold the attention of
the minds of their charges which seem to be as fleeting as ephemeral and
transient as steam rising from the spout of a boiling kettle of water.
One of the drawbacks of such ‘creative’ teaching, especially for
things as fundamental and basic as the tenets of our faith, is that we can
sometimes be so creative and veer so far from the teaching point that the
student ends up appreciating the analogy or method, leaving the main topic at
hand behind in the classroom. The result
is that the foundations of the faith, which are fundamental, are only
implicitly known in some amorphous or dim way, resulting in a sad inability for
many to say off-hand anything succinct, sharp and precise about our faith. Perhaps this is the reason why so many now
fight shy about direct evangelization.
In the days of the penny or Baltimore catechism, the three branches
of the faith were imparted in a very systematic way. Firstly, one was taught The Creed and its
tenets. This then paved the way for the
teaching of the Commandments. Thirdly,
one was given the means to attain the aims of the spiritual life, which is
mainly through prayer and the Sacraments.
To be sure, there will probably be a strong disdain for such
systematic teaching, as it also seems to imply that all students have (more or
less) the same levels of intelligence, and that this “one size fits all” seems
to ignore or put aside the fact that all children have their own unique
learning styles. The truth that
education is about curiosity and innovation also seems to be put aside in favour
of a rote and stiff learning. I can
almost hear the chorus of the lament that rote learning of any kind is
“boring”. The multiplication tables were
hardly exciting by any means, but look at where it has led us.
In truth, education is indeed a very complex thing. But there is no mistaking that we all came
from some sort of rote learning as a foundation in our basic education. Which child has never benefitted from memorizing
the multiplication tables? The result is
that we can now without much thought about the fundamentals, endeavor to handle
the more complex and difficult math problems.
Till this day, I can attribute my deep appreciation of the English
language through the rote memorization of stanzas of poems like Robert
Southey’s “Inchcape Rock” and certain sonnets and soliloquies of
Shakespeare. I don’t think we liked
doing this at the time, but those drills certainly served us well.
I’m afraid that by the dispensing of the rote learning of our
catechism and its basic fundaments, we may have spared the rod and spoiled the
child. Many cannot say with confidence
why God made us, what grace is, the difference between sanctifying and actual
grace, and what the marks of the Church are.
Not that these need to be rehashed to anyone when sharing of our faith,
but when these are firmly set in our hearts, perhaps like the multiplication
tables, it gives us a grounding to be as creative as we can to cull from our
own experiences of these truths. Without
these well set in us, the result is often that we will waver and hem and haw
and resort to the very toxic phrase “but this is how I feel” or “this is for
me” or even the very commonly heard “this is how I see it” when it comes to
talking about God. Without disrespect to
anyone, the Church and the truths of our faith does not depend on how we personally
“feel” about truth.
It is said of people with no feelings for anything that it is not
that they are devoid of feelings, but that they are inept and handicapped when
talking about their feelings, and have not been armed with the right
vocabulary. In a way, I am wondering if
this also applies to God, spirituality and theology. When we have the right vocabulary for God,
based on good and sound theology, our later experiences in life become the
canvas of life on which our portrait of God and life is depicted. We take the paints made up of the well-grounded
principle colours of a solid catechism which we had in our formative years and
slowly paint the portrait of God working in and through our lives. But if our basic palette of this is instead
an inchoate admixture that is not lucid and coherent but instead something that
is made up of a hodge-podge of vague allusions and implicit hints of a deeper
reality, we can very well end up being invalid and even incapacitated later in
life when we need to speak in words that convey our God experiences that confirm
our faith, giving the impression that our faith is something vapid, trite,
insipid and worst of all, subjective.
How can we then speak rationally and objectively when confronted by a world
that is fast becoming allergic and oftentimes truculent when the topic of God
or religion is brought up?
Perhaps I am a bit more passionate about this than the next man
because I was on my way to becoming a lecturer in theology but got waylaid by
my illness. But because I had a firm
grounding of my faith, was I able to enter into the more challenging ways of
thinking about my faith later on in life, enabling me to wade through the
different crises that I had to face in the landscape of my life. It gave me a much needed vocabulary to
articulate my experiences.
How much is our God-talk influenced by being familiar with our
mother tongue, or in this case, a father tongue?