CSIII a SESSION 2: RESEARCH CENTRUM:

~_4~­. INDIVIDUAL POLITICAL WORKSHOP QUARTER II, 1973­74

AND FAMILY

MOVEMENT I ROLES AND DECISION MAKING,

PROCEDURES

REPORTS

DISCUSSION

10 MIN.

ROLE DISCUSSION

S MTN.

HAVE FOUR PEOPLE PUT ROLE LISTS UP ON BOARD

(INCLUDE ONE h~SBAND AND WIEE TEAM)

WHILE LISTS ARE BEING PUT ON BOARD TALK ABOUT DECISION

MAKIN; PROCESS. KEEP MOOD LIGHT

1. How do you make decisions ?

2. Where do you encounter prohlems ?

3. Where do you think. you might experiment with new forms ?

LOOK THROUGH EACH SET

1. What are some roles vou had down that are not listed ?

2. What wes your rationale for that kind of role assignment ?

3. Where do you see new roles emerginF~ ?

S/C There are no fixed roles

MOVEMENT II CONSTITUT ~

REPORTS

ORAL DISCUSSION

10 MIN.

THREE PEOPLE PUT CONSTITUTION LISTS ON BLACKBOARD OR BUTCHER PAPER

WHILE OTHERS ARE WRITING CONSTITUTIONS ASSIGN THREE PEOPLE TO SCRIBE PROBLEMS AND THEN PULL ASIDE AND GESTALT TO 5

Are they structural problems?

DISCUSSION

15 MIN.

REVIEW FACH SET OF CONSTITUTION LISTS

1. Where are similiarities? PULL TOGETHER

2. What's missing ?

3. Did we include some kind of amTnendment process ?

GESTALT THE TOTAL LIST INTO A 10 POINT CONSTITUTION

REVIEW PROBLEMS GESTALT

1. Would these problems be dealt with in the constitution ?

2. What else would need to he added ?

INFORMAL

DISCUSSION

5 MIN. ~

1. How would you he~ in to plan a "Constitution Wrifing Weekend" ?

2. What preliminary activities might vou set up to engage the whole family in such a weekend ?

3. What would the agenda look like ?

3~:LC

~ ~ ~CS IIIA

t|~' INDIVIDUAL

AND FAMILY

RESEARCH CENTRUM: CHICAGO QUARTER II, 1973­1974

MOVEMENT III: MISSIONAL BUDGETING

60 Hin.

PUT CATEGORIES ON BOARD

AVERAGE AND RECORD DATA

DISCUSS

60 Min.

PROCEDURE S

PEDAGOGUE PUTS CATEGORIES ON BOARD. CALL FOR %'S FROM 5 PEOPLE FOR ALL THE CATEGORIES. YOU NEED TO GET RESPONSES FROM SINGLE, MARRIED, COUPLES W/ 2 OR LESS CHILDREN, 3 OR MORI

AVERAGE AND RECORD DATA IN COLUMN TO RIGHT OF CATEGORIES.

1. khat do these figures show us about the way we, as a group and as individuals spend our money?

2. How do your percentages compare with the group's?

3. If you had to reduce your housing, food and utilities by half, how would you do it?

4. Rhat is the most crucial area in which your fa*Sly experiences economic tyranny?

­­5. When you pay your bills, which checks do you w~ite first?

6. What do you spend your left­over money on?

7. If you were to decide to symbolize your decision to reorder your economic life for mission, what would be a radical sign?

8. What is the first thing you would do to begin making this sign?

POSTLUDE

15 Hin.

SPIN

OFF­STAGE

15 Min.

What would it mean, for sake of the future, to invent anew the stance toward stewardship in relationship to our time and material resources?

"It is clear that we can look rationally at how we use money and that we can decide to control our economic resources rather than letting them control us."

lr lE~!!. CS IIIA Session: 4

~ INDIVIDUAL WORKSHOP: FAMILY SYMBOLS

i! ~ ~ AND FAMILY

RESEARCH CENTRUM: CHICAGO QUARTER II, 1973­1974

3

15 minutes

I N T R O D U C T I O N

Singing

5th City songs, rituals

Lead group in doing

PROCEDURES

Lead group in singing a spirited secular song. informality

(Mood note: Saturday evening is change of pace: with directior

Spin on 5th City Preschool rituals, such as: "This is the day we have, This is the day we have. We can live this day Or throw it away, This is the day we have. So, let's

(hands extended)

(hands up)

(hands down)

(hands extended)

PICK UP this day and LIVE!" (hands up)

or:

"This is the drum of the city, (beat on

This is the drum of the city, table)

It says to us that we can live;

Let's be the drum of the city."

a 5th City song and ritual, such as:

(tune: Old MacDonald Had a Farm)

'.' I am always falling down, (lean over)

But I know what I can do:

I can pick myself up (pick self up)

and say to myself,

'I'm the greatest, too.'

It doesn't matter if I'm

big or small,

I live now if I live at all.

I am always falling down,

But I know what I can do."

or:

L: The future is open.

C: We can decide.

L: That's the way it is.

C: Be it so!

(point to sell

(hold hand at tall ~ short heights) (fall, down, pick self up)

_ .

Lecturette: The symbol systems of any individual or group are

~ identical with the conscious and unconscious universe they liv. out of; and therefore the symbols determine who they will be in history.

Discuss: Wbat are some obvious syabols that communities and familios tiu know live by? What issues arise because of conflictin~ or unrolatid symbol systems?

~ CS IIIA ~

[~l INDIVIDUAL

lD FAMILY

8_

Session: 4

n'O?~KSnOF: ~ Au ~ LY SYMBOLS

RESEhRCH CEIlTRUM: CHICAGO

QlgARTER II, 1973­1974

35

Short Course

Brainstorm

Spin

PROCEDURES

Short Course: Art is the discovery of awe in life, and the creation of a form to embody that awe.

Brainstorm: What qualities would you be looking for in the family symbols? In the curriculum? Decor? Celebrations?

Spin: Intentionality is humanness. We create the world we live in.

M O V E M E N T I I: F A M I L Y W O R X

30 minutes

Provide Supplies

Circulate among the families as they work.

30 minutes

Share work

Art­Form

It is helpful when possible to provide materials for making the coat~of­arms and the symbols: butcher paper, cardboard, magic­markers, crayons, string, etc.

Families can put their work on large sheets of butcher paper and tape them up on the wall when they finish.

Each family unit goes aside to do the assignment. For this, each family will need its own work space­­­a table or a corner. Breaking up the corporate table is suitable during this movement.

Timing is a critical concern, to allow plenty of time to work while the whole task is completed. The pedagogues' wandering around from family to family with help, excitement, and unblocking is crucial.

M O V E M E N T I I I: C O R P O R A T E

R E F L E C T I O N

As this movement begins, and the corporate table is pulled back tegether, the group is impacted by the walls filled with new creations.

Share each coat­of­arms, etc.

Art­form various symbols and push for the gifts of each, and what makes an effective symbol. Choose examples that will be illuminating for the whole group.

­ O~l~! r~1 llm

CS­III A MEAL CONSTRUCT

42

Revised Manual

Quarter II,1973­74

T itle

Friday Evening Meal ­­ Covenant

Songs

Old Movement Songs

Meal

Introduction

Primordial Key to Humanness self­conscious menbers of family in covenant.

R i tual

Grace and Peace

Prayer

Globe

Conversation

Questions:

1. Name, location, number in family?

2. Signiticant event in last six months?

3. How is your family different from your parent's family?

4. Khere is life impinging on family today and demanding change?

5. What is the problem of the family today?

t~n~ Cl~r'i ~, ~ ' ~.~

CS­III A

MEAL CONSTRUCT

44

Revised Manual

Quarter II, 1973­74

Saturday Noon Meal ­­ Economic ­Male

Su.~.~er '73 Soncs

t~nntGnt

Meal

Introduction

Ritual

Contingency ­­ feast on lives of others

In The Beginning

Prayer

Family

Conversation

Questions:

1. Images of a real Man?

2. Image of man in grandfather's day.

3. Women only: Image of man today?

4. Men only: New image of man today?

5. Where is struggle with maleness today?

6. How would you compare this conversation with conversation this morninz on woman?

~r= a­~­ 1 _ ~u

Core Curriculum Revised Ma~ual

CS­III A MEAL CONSTRUCT Quarter II, 1973­74

~ ~'' ~

Saturday Evening Meal ­­ Cultural ­­ Child

L .

Title Content

Songs

Meal

Introduction

Ritual

Historical Church Songs

Meal as secondary symbol­­ feast then engage in work.

grace and Peace

Prayer

Individual

__-

Conversation

Questions:

1. What do childre need today?

2. How is this list different from 50 years ago?

3. What is problem from the child's point of view? ( What would he say?)

4. How does the child affect the family?

5. How does the family affect the world through the child?

6. What's been revealed to us about ourselves in this conversation?

Core Curriculum

CS­III A

MEAL CONSTRUCT

Sundav Moim~r!~ Veal­­ Mission

Revised Manual 46 Quarter II, 1973­74

Title Content

Songs Other World Songs

_ _~

Meal

Introduction Humility

Gratitude

Compassion

Ritual Praise the Lord

.

Prayer Movement

Conversation

Questions:

1. Questions to couple: a) What does it mean to love? b) What does it mean to honor? c) What does it mean to obey?

2. To women: How do you start fights?

3. To man: How do you remain one who wears padis in family?

4. To all: What advice would you give?

( Note: Maffieds know struggle, singles have distance.)

Claim Promises for couple.

6:30

Daily

Office

10:00 pr Genova Offic.

::.~O

Seturda

Pcrveraione­­ All eelf consc`0~5 h `=cni`~i_~­~r~r`: The clessica1 f~t

.­: ­c dcae in thh

worship .oday t~nda to be , ­~ ~ .:, ­ ­.: acae ~n ~R. indiviouali£t~c, intellictuBi ~ `~h''­63~g ~h~c~. iB a dialogue

tic. ~nd cmotioncli£tic.

Cultic Act­­ Corporate h'orship is &n cnactmEnt do~e by the total m&n and thc total body.

Structura: Tho three acts of worahlp are the three acts of life: confceaion, acknowledging who you are; praLsc, embracing t the fullnoss of life; and dedication, expanding oneself for other people.

Friday

Dra~a ­­Every man and every social mov't has a drama that points to its basic understandinQ of life.

bet~een ~o­, the ~'orld, the peop~ le, the soci~3t and conte~proary word and the tcb lo of the Lcrd. P.e­rose~tat os~al­­ All zuthantic'

worshI.n gs doDo in bohalf of alit not present, all the surrounding c=~3:_..'ty ~ all of creaticn itself.

Docision­­ Tho opportunity of a poraocal roaponso ia never loat for any man and in worhaip each part of the offico

·nds with a docisional, "hDan."

Saturdag ­

Nood­­ Norship, like life, ia is made up of three mooda: hwnility, tho stance of being hat ono is; gratitudo, the posturo that life is good us $t is; and compassion, the atyle of being whero a~o caroa for all life.

I ~ CS IIIA

INDIVI ~'c'.­._

STEPS

Reflect

AND FAMILY

Session: 4

r~ ­ RK S ­^C r : r ,'. ,~ ~ ~\' SNMBOLS

M ~ V r M E N T I I I: (C o n t i

P~nrFnuRrs

RESEARCH CEI;TRI.'L5: CHIC, t~n ODhRTER II, 1973­1974

d )

Reflect briefly on what this exercise has revealed.

5 minutes

l

Snin

C C N C L U S I O N

A family is known by the symbols it creates. It carries on its heritane through this identity.

CS IIIA Session: 4 ~ESELRCH CENTRUM: CHICAGO

INDIVIDUAL b'ORKSHOP: FAMILY SYMBOLS QUARTER II, 1973­1974

AND EAMILY 34

I N T R O D U C T I O N (c o n t i n u e d)

STEPS PROCEDURES

.. .

Spin Spin: The missional thrust of any family is disclosed

by the actual symbols they discover, maintain, and

create.

M O V E M E N T I: A S S I G N M E N T S

10 minutes

_

Contexting

A~R TG­N~.NTR

Give the following assignments. (List them on board.)

1. Craeto a~ lae.3ttoaal family coateof­arms which tells your family story.

(Short course: A family coat­of­arms views the family's story through its decision to be mission, and tells of its significant events and values. A family symbol is much less complicated, but is more authoritative, with more existential power.)

2. Design a family symbol.

3. Create an intentienal family rite.

4. Design a one­year curriculum by quarters, showing what, when, where, how, and why.

5. Write a three­sentence statement of what you intend with your decor.

(Short course: The decor in your house tells a story about who you are and what you have decided about life.)

3

CS IIIA Sesslon: 3 RESEARCH <2ENTRUM: CHICAGO

INDIVIDUAL ECONOMIC WORKSHOP QUARTER ~I' 1973­1974

_

5 Min.

STEPS

PROCEDURES

_

WRITE ASSIGNMENTS ON BOARD

Work as individuals:

1. List 5 jobs assigned to each family member.

2. List 5 problems in the economic life of the family.

Work as family:

Fill in model budget form with %' s you are spending

monthly, your average for last year.

"How do we dare risk ourselves? To look at economic life is to expose our stance toward life...but for one person to dare to look at that is to open the possibility for all of us being able to look and choose, to take a stance of s/c intentional spending of time and money."

_

MOVEMENT I: TASK AND BUDGET MODEL

45 Min.

_

MAKE ASSIGNMENTS (INDIVIDUAL AND FAMILY)

30 Min.

Take 10 minutes to work as individuals on the two questions Take 20 minutes to work in families on the budget 96's.

PASS OUT BUDGET CHARTS

SPIN ON ASSIGNMENTS

_

MOVEMENT II: FAMILY ROLES ISSUES

1. Where did you find yourself erasing? (especially during the budget?)

2. Where

3. What holds for you your experience in doing the assignment?

_

25 Min.

LIST ON LOARD

GET JOBS LISTED ON BOARD ­ GET SINGLE FAMILY UNITS AS WELL AS MARRIED FAMILY UNITS TO LIST THEIRS

COMPARE LISTS

RAISE QUESTIONS

25 Min.

How do you decide what jobs need to be done and who does th'

1. What do children need to learn to enable them to live independent lives?

2. What is the crucial problem you found in the economic life of your family?

j-~:_. ~:~

~cllTR SESSION ?

INDI'~hIDU.B rOLITICAL l>OR.~iHOP

AND FAMILY

~c~;Rcu cr~'Trr,'' · CHICAGO ­"ARTE R II, 1°73­74

2E

MOVEMENT Ill PREAMBLE

PROCEDURES

READ

PREAMBLES

5 MIN.

REFLECTION

5 MIN.

HAVE FOL~ OR FIVE PREAMBLES READ

MIX MARRIED AND SINGLE FAMILY UNITS

TO GROUP

1. t'That self understanding is implied ?

2. What is this family all about ?

TO INDIVIDUAL

1. IS that a fair restatement of who vou are

TO GROUP

TO GROUP

1. What relationship to the Church is implied?

TO INDIVIDUAL

1. What would you sav

?

?

~ POSTLUDE

CONVERSATION

SEND OUT

~ MIN.

1. As you look back on this workshop what was particularly helpful in terms of your own situation?

2. What would vou see would be the next step for your family in this area ?

'''­+'TT,~,~-~ _~ 7~

CSIIJ ~

~-~: ~.~e-:­:­ ~.. i~,

c~sCIcNi z:

POLITICI.L WC: KC k'OP

~UAR'F,­. ­. II,

PRELUDE LND STUDY

STEPS

LhY OUT ASSIGN ­ }~NT

5 MIN.

PROCEDURES

. WRITE ON BLACKBOARD AND EXPLICATE WHILE WRITING

1. Wrt~e down 5 structural problems of the ccntemporarv family

2. List 10 items that need to be included in a family constitution.

3. Describe the roles each member of your family currently plays.

4. Describe the current decision making process.

5. Write the preamble to your family constitution.

Work on the first four questions individually and the fifth questi­on as families.

PASS OUT MATERIALS

2 MIN.

LAY OUT TIME DESIGN

2 MIN.

BUTCHER PAPER

TAPE

MAGIC MARKERS

CHALK AND ERASERS

1. Structural Problems 5 min.

2. Constitutional Items 7 min.

3. Family Roles 3 min.

4. Decision MakinF Process 3 min.

5. Preamble 25 min.

~TUDY TIME

50 MIN.

REELECTIVE CON YE RSA TI ON 5 MIN.

WALK AROUND ROOM TO MAKE SURE PEOPLE ARE FREE TG WORK LAY OUT SAMPLE ROLE CHART IwA: M`H 166° |sus16 |

BE TIME KEEPER

_

What was the hardest part of the workshop?

What was the most fun or enjoyable'

Where are your questions now, where are you least clear?