Visio Divina: In Light of the USCCB Curriculum Framework

Eileen B Maggiore

Etd

Visio Divina: In Light of the USCCB Curriculum Framework

Public Deposited

MLA citation style (9th ed.)

Eileen B Maggiore. Visio Divina: In Light of the Usccb Curriculum Framework. rim.ir.atla.com/concern/etds/9506bc07-3fa6-48e6-96a7-158cb594bcbb.

APA citation style (7th ed.)

E. B. Maggiore. Visio Divina: In Light of the USCCB Curriculum Framework. https://rim.ir.atla.com/concern/etds/9506bc07-3fa6-48e6-96a7-158cb594bcbb

Chicago citation style (CMOS 17, author-date)

Eileen B Maggiore. Visio Divina: In Light of the Usccb Curriculum Framework. https://rim.ir.atla.com/concern/etds/9506bc07-3fa6-48e6-96a7-158cb594bcbb.

Note: These citations are programmatically generated and may be incomplete.

Creator

Eileen B Maggiore

Keyword

Christian education of youth

Rights Statement

In Copyright

Abstract

This thesis-project involved working with eleven high school seniors from two schools while applying visual ethnographic research. The research method for ministry is attributed to Evelyn and James Whitehead’s attending, asserting, and responding. The study addresses three Catholic traditions-- the USCCB's Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age, emerging disciples, and Lectio-Visio Divina -- juxtaposed to learning styles and postmodern American teens who attend two Chicagoland area Catholic high schools. The students were asked about their social media usage, teaching preferences and definition of a disciple. The interviewed students elicited a visual image, upon request, which represents discipleship and through the process of lamination described their image. The students spoke to their preferences of teaching styles along with how they would teach younger students. Students conversed about the time when they most felt like a disciple. The interviewed students exhibited transformative learning after generating visual images from their personal mobile phones. The interviewees’ definition of a disciple became more elaborate as they progressed with the visual ethnographic discussion. The initial feedback to discipleship prompted an intellectual answer and through lamination their response became more personal. The students utilized generative learning to create a thick description of their previous knowledge about discipleship. The students’ desire is to have their lessons taught with visuals and other supportive techniques, including time to assess new epistemologies. These findings suggest that the students are interested in a more embodied teaching experience which could promote teens into becoming emerging disciples. Transformative learning tools are found not to oppose, but rather complement the USCCB's Framework. It is suggested that the Gospel Visual Creation or to Pray the Lesson are teaching techniques which could assist in the formation of disciples among Catholic high school students.

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