Topic: DIALOGUE: LOVING WITHOUT FRONTIER

Sources: Nostra Aetate (Vatican II); Dignitatis Humanae (Vatican II) and Redemptoris Missio of John
Paul II; Fratelli Tutti of Pope Francis

Prepared by: Lloyd H. Mendoza, MSC

Audience: High School and College Student

Objectives: Encounter/See:
- To be aware the reality of division in the world.
- To see the persons response on the current situation of the world.
- To learn and understand the differences between terms such as
 Ecumenism
 Inter-religious Dialogue
 Inter-faith Dialogue
 Inclusivity vs. Exclusivity
Intimacy/Judge:
- To be spiritual interspirituallly
- Relearn the teaching of Jesus about solidarity and inclusivity
- Elaborate the teaching of the Church
Conversion/Discern:
- To be a Christian ecumenically.
- To be a person interreligiously.
Mission/Act:
- To be in harmony in one another.
- To be relate with other inclusivity and with solidarity.
- Make a commitment on how to relate with people from other culture and beliefs.

FRAMEWORK:

I. Encounter/See:
Activity:
1. Term familiarizing through a game “4 pics 1 word”
a. Christianity
i. Christianity is a religion based upon the teachings and miracles of
Jesus. Jesus is the Christ. The word "christ" means anointed one.
Christ is not Jesus' last name. Jesus is the anointed one from God
the Father who came to this world, fulfilled the Old Testament laws
and prophecies, died on the cross, and rose from the dead
physically. (https://carm.org/what-is-christianity)

b. Islam
i. Islam, major world religion promulgated by the Prophet
Muhammad in Arabia in the 7th century CE. The Arabic term islām,
literally “surrender,” illuminates the fundamental religious idea of
Islam—that the believer (called a Muslim, from the active particle of
 islām) accepts surrender to the will of Allah (in Arabic, Allāh: God).
Allah is viewed as the sole God—creator, sustainer, and restorer of
the world. (https://www.britannica.com/topic/Islam)

c. Buddhism
i. Buddhism, religion and philosophy that developed from the
teachings of the Buddha (Sanskrit: “Awakened One”), a teacher who
lived in northern India between the mid-6th and mid-4th centuries
BCE (before the Common Era).
(https://www.britannica.com/topic/Buddhism)

d. Indigenous
i. Indigenous peoples, also referred to as First peoples, First Nations,
Aboriginal peoples, Native peoples, or autochthonous peoples, are
ethnic groups who are native to a particular place on Earth and live
or lived in an interconnected relationship with the natural
environment there for many generations prior to the arrival of non-
Indigenous peoples. (https://www.bing.com/search?
q=christianity&cvid=144f086d8d1a48b4b051afbcd1f1f7a7&FORM=
ANAB01&PC=ASTS)

e. Jewish
i. Jew, Hebrew Yĕhūdhī or Yehudi, any person whose religion is
Judaism. In the broader sense of the term, a Jew is any person
belonging to the worldwide group that constitutes, through descent
or conversion, a continuation of the ancient Jewish people, who
were themselves descendants of the Hebrews of the Bible (Old
Testament). (https://www.britannica.com/topic/Jew-people)

f. Catholic
i. Roman Catholicism, Christian church that has been the decisive
spiritual force in the history of Western civilization. Along with
Eastern Orthodoxy and Protestantism, it is one of the three major
branches of Christianity.
(https://www.britannica.com/topic/Roman-Catholicism)

g. Protestantism
i. Protestantism, Christian religious movement that began in northern
Europe in the early 16th century as a reaction to medieval Roman
Catholic doctrines and practices. Along with Roman Catholicism and
Eastern Orthodoxy, Protestantism became one of three major
forces in Christianity.
(https://www.britannica.com/topic/Protestantism)

h. Dialogue
i. Dialogue is typically a conversation between two or more people in
a narrative work. As aliterary technique, dialogue serves several
purposes. It can advance the plot, reveal a character's thoughts or
 feelings, or show how characters react in the moment.
(https://examples.yourdictionary.com/dialogue-examples.html)

2. Group sharing after watching short video “Public Service Announcement : Muslim”
of Jesuit Communications (https://www.youtube.com/watch?v=7gLdoNpuJwM)
a. What is your personal impression about the video?
b. What did you perceive on the case presented in the video?
c. Did you experience the same thing? (on the foot of Muslim or on the foot of
Christian)

II. Intimacy/Judge:

1. General Discussion:

After bringing the student into the reality of what is happening in the world. The
facilitator will go for deepening of the important of dialogue among other religion, other
belief and other culture through Church teaching and Gospel Values.

 Christian in history came to the point of having exclusivity when we talk about
salvation. However after Vatican II the Church open its door and abolished this
exclusivity. The Church admitted that salvation can be attain by people from other
belief and religion.
 The Church promotes dialogue especially today.
 Why dialogue is important? To have harmony.
 Appreciation for other religions:
o “The Catholic Church rejects nothing of what is true and holy in these
religions. She has a high regard for the manner of life and conduct, the
precepts and doctrines which, although differing in many ways from her
own teaching, nevertheless often reflect a ray of that truth which enlightens
all men.” (Nostra Aetate 2)
 High regard for Muslims
o “The Church has also a high regard for the Muslims. They worship God, who
is one, living and subsistent, merciful and almighty, the Creator of heaven
and earth, who has also spoken to men. They strive to submit themselves
without reserve to the hidden decrees of God, just as Abraham submitted
himself to God’s plan, to whose faith Muslims eagerly link their own.
Although not acknowledging him as God, they venerate Jesus as a prophet,
his Virgin Mother they also honor, and even at times devoutly invoke.
Further, they await the day of judgment and the reward of God following
the resurrection of the dead. For this reason they highly esteem an upright
life and worship God, especially by way of prayer, alms-deeds and fasting.”
(NA 38, underlining added)
 Salvation outside the Church
 o “Those who, through no fault of their own, do not know the Gospel of Christ
or his Church, but who nevertheless seek God with a sincere heart, and
moved by grace, try in their actions to do his will as they know it through
the dictates of their conscience—those too may achieve eternal salvation.
Nor shall divine providence deny the assistance necessary for salvation to
those who without any fault of theirs have not yet arrived at an explicit
knowledge of God, and who, not without grace, strive to lead a good life.”
(LG 16)
 Dialogue of hope and love
o “Dialogue is based on hope and love, and will bear fruit in the Spirit. Other
religions constitute a positive challenge for the Church: they stimulate her
both to discover and acknowledge the signs of Christ’s presence and the
working of the Spirit, as well as to examine more deeply her own identity
and to bear witness to the fullness of Revelation which she has received for
the good of all.” (Red Missio 56)

III. Conversion/Discern:

Activity: Watching one minute video “Sa mata ng Bata”

(https://www.youtube.com/watch?v=hVcRGi_6hdE ). After which, tell the story
of the Good Samaritan from the Bible (Luke 10: 25-37)

 Give deepening about inclusivity and solidarity.

 Jesus tells the story of a man assaulted by thieves and lying injured on
the wayside. Several persons passed him by, but failed to stop. These
were people holding important social positions, yet lacking in real
concern for the common good. They would not waste a couple of
minutes caring for the injured man, or even in calling for help. Only one
person stopped, approached the man and cared for him personally,
even spending his own money to provide for his needs. He also gave
him something that in our frenetic world we cling to tightly: he gave him
his time. Certainly, he had his own plans for that day, his own needs,
commitments and desires. Yet he was able to put all that aside when
confronted with someone in need. Without even knowing the injured
man, he saw him as deserving of his time and attention. (Fratelli Tutti
63)


IV. Mission/Act:

Activity: Group the class into 2 or 3 groups and let them plan and dialogue among their
members and present a short role play about what they learn on the input or module.

Activity: After role playing will be the group sharing in a mixed groups (the class can be
group into 5 groups or more)
  They will share more into the groups their learnings and commitment on how to
love others through dialogue especially those who come from other belief,
religion and culture.

Closing: Community singing of Pananagutan.