MISSIONARY RESPONSE
MISSIONARY RESPONSE "The church is a growing community." It is growing in terms of population, its needs and issues, and its diversity. Due to rising socio-economic issues and challenges, communities need to keep up with the changes. We cannot remain indifferent to the saddening state of our environment while keeping our faith (see Laudato Si’ paragraph nos. 63, 64, 216, 220-21). The action of the Vatican II reminds us that living the faith also means that our faith must be relevant to the community we live in as we demonstrate a prayerful attitude centered on inclusivity, resiliency (SDG 11) and active response (UN- SDG 13) towards the whole of creation. How can our faith become relevant if we fail to act on certain community needs? Regardless of religion, each one is expected to do his/her share in building their community. The role of the Spirit is to build communities. In this regard, each one has a moral responsibility to contribute to the building of the community in fellowship and communal support. Diversity in culture and language, in histories and heritage, in mindset and look, and in religious affiliations and confessions are given in our present situation. That is why the Second Vatican Council endeavored to implement "Unity in diversity" and departed from the old principle of "Unity in uniformity" prior to Vatican II. This shift led to several changes in the life of the church and articulation of its teachings. 1. As a member of an evolving and highly diverse community, how can you concretely aid or contribute to the community’s development? Briefly describe your action and briefly explain the significance of it. 2. In view of the challenge posed by diversity, what concrete actions can you propose or do in terms of the following diverse contexts: (kindly write your answers in the third column under Proposed action as solution) Context of diversity Potential problem Proposed action as solution Diversity in language and Confusion and competition instead culture of collaboration Diversity in religious beliefs Tension between religious communities and misunderstanding Rubric: Criteria Above Expectations Meets Expectations Hardly Meets Expectations Reflective Thinking The output expresses The output expresses The output expresses an excellent level of an average level of a poor level of awareness and awareness and awareness and understanding of the understanding of the understanding of the topic. It also shows topic. It also shows topic. It also shows proficient common inadequate
considerations of the consideration of the consideration of the meanings and meanings and meanings and messages found in messages found in messages found in the activity. the activity. the activity. (7 points) (5 points) (3 points) Making Connections The output includes The output includes The output includes outstanding thought common thought of poor thought of the of the larger context. the larger context. larger context. The The student is also The student is also student is not able to able to create able to create create suitable and AIN suitable and significant and weak significant significant connections connections connections between the activity between the activity between the activity and his/her actual and his/her actual and his/her actual experiences, and the experiences, and the experiences, and the experiences of the experiences of the experiences of the larger community larger community larger community around him/her. around him/her. around him/her. (5 points) (3 points) (7 points) Reflective Action The output clearly The output clearly The output does not draws implications of draws implications of stipulate clear certain experiences certain experiences implications of or actions by or actions. But it certain experiences providing clear and provides examples or actions by concrete examples which does not providing clear and which clearly concrete examples indicate/encourage indicate/encourage which active engagements active engagements indicate/encourage in and out of the in and out of the active engagements classroom setting. classroom setting. in and out of the (6 points) (4 points) classroom setting. (2 points)
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