Monastery of the Holy Cross

Articles under Monastic Life

Going to the Father, Part 1: Liturgy as Evangelization

We are preparing to have a new choir constructed and installed in our church. I have been invited by Fr. Anthony Ruff, OSB, at Pray Tell Blog, to offer some explanation of the theology behind the shape and placement of the choir. As a prelude to this project, and to give the fullest possible context, I would like to tell the story of our liturgical development, from the foundation of the monastery to the installation of the choir.

This story begins with our three founders working as missionaries in Haiti and Brazil

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Unmasking Emotivism

ariadne

Thanks to Ariadne’s thread, Theseus was able to escape the labyrinth after slaying the Minotaur. In the Middle Ages, the Church saw Theseus as a type of Christ, descending into the dissolution of hell, slaying death, and leading the lost souls from darkness to light.

“[I]t’s time for the LGBT community to start moving beyond genetic predisposition as a tool for gaining mainstream acceptance of gay rights. .  .  .For decades now, it’s been the most powerful argument in the LGBT arsenal: that we were “born this way.” .  .  .Still, as compelling as these arguments are, they may have outgrown their usefulness”

I begin with a quote from dancer and writer Brandon Ambrosino,

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Which Questions Should We Ask?

Why a blog on a monastery website? It could be used to share monastic spirituality, and I do hope to cover that. The seniors in our community teach monastic spirituality to the novices and juniors regularly. Thus, not only our own experience of prayer, work and silence should offer some fresh insights on Christian discipleship, but we should also be somewhat experienced in teaching this perspective to others.

What I have discovered, however, is that the spirit of monasticism can be misunderstood,

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Back to School

As many of you know, I am working on a memoir. This was first suggested to me by an editor at Paulist Press after a short interview I gave appeared in the Sun-Times few years ago. From January 1994 until July 1997, I performed in a jazz/rock sort of band called OM. And the transition I made, from playing at the Taste of Chicago, then five months later beginning my novitiate, has generated some interest. This band was not so typical. As I was working on the book on Monday, I noticed the fact that in some way or other, most of the significant persons who went through the band (our line-up had up to six people, including horns and violins) are now educators. I include myself in that group, since I am the prior of what Saint Benedict calls “a school of the Lord’s service.”

One of the interesting points of the memoir has to do with parallel themes in my former work as a musician and my life now as a monk. One such parallel has to do with the marginal status of both monks and artists in the world. Artists are often restless until they can pry open some hidden aspect of reality and show it to others. But then, not everyone has eyes to see what is uncovered, at least right away. Some ‘fusion of horizons’ needs to take place, to introduce others to the language of poetry, art and music, and then the unique perspective of the artist.

Did you see some kid fall from the sky? Nah. [Bruegel the Elder's depiction of Icarus unmourned]--"Not an important failure," as told by Auden.

Bruegel the Elder’s depiction of Icarus unmourned and unnoticed…a splash at the lower right… Did you see some kid fall from the sky? Nah; I wasn’t paying attention —“Not an important failure.”

At some point, my bandmates and I realized that for the average listener to take an interest in what we were doing, we needed to undertake some efforts at teaching. We took our cue from Wynton Marsalis, who was then teaching young people how to listen to jazz. In music, any effort to educate runs into serious problems, since musical interest is usually considered a matter of personal taste. The idea that one might deliberately change one’s taste because of someone else’s expertise smacks of snobbery. Yet any musician worth hearing ought to be passionate about the quality of the music she or he is performing. And this passion depends on the music being more than a personal predilection–somehow the it must be true, and this truth must be urgent. It doesn’t really belong to the performer at all. The performer is at most a conduit, maybe a conjurer. At least the performer is a witness.

Any good teacher is in a similar position. Henri Nouwen suggested many years ago that the model of education today is based in a kind of violence that is competitive (students competing for scarce recognition of achievements), unilateral (the transference of a commodified knowledge from strong teacher to weak student), and alienating (marking the gap between the material to be mastered and the real life that comes once one gets the degree). We’ve all had good teachers, though. What were they like? One of the best classes I took in college involved working through Newton’s Principia.

Noel Swerdlow, who taught initiated me into the magical world of Isaac Newton

Noel Swerdlow, who initiated me into the magical world of Isaac Newton

What was fantastic about the class was that the professor wrote out, and actually worked out, Newton’s proofs on the blackboard, inviting us to work through them with him. I will never forget his enthusiasm, as if he were the one discovering this and not Newton…rather that we were discovering the beauty of nature’s patterns together, with Newton as quirky guide, friends on an amazing journey past the veil of sense to the mathematical harmony of physics.

Sometimes a learning experience of this sort can be so powerful that it requires a reordering of our old way of thinking. Learning to like jazz or to understand calculus takes time and a kind of ‘conversion’ (Newton had to invent calculus to figure out the moon’s orbital math!). The early Christians called this metanoia.  Metanoia means literally to change one’s mind. This idea is also expressed as repentance. When Jesus began His ministry, he preached, “Repent [Metanoeite!] and believe the gospel [Mt. 4: 17].” Learn to think differently! We must undergo a kind of education–note that Jesus spends much of His public life teaching. He teaches not so much a series of facts. Nor does He just impart information. Repentance involves learning to think anew about old facts, seeing from a new perspective, noticing things that had always been there, but discovering in them God’s presence and transforming love. It requires something like contemplation.

Monastic formation is perhaps the most radical instance of this Christian conversion, but it is simply what all Christians pledge to do at baptism. The thought patterns of the old Adam must give way to the new Adam, to the mind of Christ [Phil. 2: 5; 1 Cor. 2: 16]. Recognizing how exactly the old Adam thinks is not so easy, for our cultural upbringing lingers in unsuspected ways. What’s more, we live in a peculiarly blind kind of culture, that no longer recognizes its own dependence on tradition. Freud thought that he discovered a universal psychological law in the Oedipal complex, but in fact, he was merely noticing the modern Western tendency to want to do away with one’s fathers. This habitual refusal to recognize our intellectual and cultural debts causes disruptions and discontinuities in our background tradition, and therefore in our thinking.

In our monastery, we are trying to counteract this situation with different approaches to teaching. One test case, upon which I will dwell more at length in a future post, would be the following question. Can a modern Christian learn to read the Scriptures from the profound spiritual sense that guided the formation of theology from St. Paul until Rupert of Deutz? We live in a scientific age, and Catholic Biblical scholars have been celebrating their freedom to engage in historical-critical method for the past sixty years. Should we even bother to go back to allegory?

But what if the historical-critical method and our enthusiasm for it would turn out to be an unhealthy preoccupation with the world that is passing away? What if it locks us into the very worldview that a conversion is meant to leave behind? Given the present struggles of the Catholic Church in her historic lands, this kind of question bears asking and patient and careful response. It also may call for metanoia. Repent and believe!

Prima Theologia

Key concept #1: Liturgy is theology. In fact, it is primary theology.

The “Benedict Option” as exercised by actual Benedictines, is not a rejection of the world, but of regnant worldviews that distort and obscure the gospel. Which is to say such worldviews obscure reality.  This is because Christ the Truth came from the Father to free us from sin and error. Worldviews are not so easy to change. They are generally the whole background of everything we think and do. To subject our worldview to a systematic examination can be profoundly disorienting. We should recall that it took Saint Paul many years to sort out the full implications of his conversion (he doesn’t specify, but note the passage of seventeen years in Galatians 1: 18–2: 1, some of which was certainly spent rethinking everything). Saint Antony the Great retreated to the desert around the age of 20 and emerged as a public figure again at 50. Things take time.

Paul's early career was a series of reversals. Here is depicted his stealth escape from Damascus, the city where he had gone to persecute Christians.

Paul’s early career was a series of reversals. Here is depicted his stealth escape from Damascus, the city where he had gone to persecute Christians.

But it helps when others can point out something of the goal, something of the discrepancy between what we had been taking for granted and what our new worldview-in-Christ should look like.

In the early Church, theology was roughly the equivalent of contemplative prayer, a first-hand, personal knowledge of God. This is to be distinguished from knowledge about God or from mere knowledge that God exists, hearsay accounts of God. But contemplative prayer took for granted the Church and the Church’s regular engagement in liturgy. Liturgy is our participation in the exercise of Christ’s high priesthood, the lifting up of our hearts and minds to God, our mystical encounter with God.

Toward the end of the Middle Ages, the word ‘theology’ began to undergo a certain transformation, becoming the more familiar academic concept. This wasn’t entirely bad; in fact, there were many good things that came about from the more systematic application of philosophical methods to the common fund of the knowledge of God.

Bl_Columba_Marmion

Blessed Columba Marmion, OSB

But this new idea of theology is at a second remove from the encounter with God. At least it can be performed that way. This began to be felt as a problem in the early nineteenth century, as the effects of the Enlightenment began to be felt even within the Church. The roots of the liturgical movement are found in the efforts of Dom Prosper Gueranger and the Wolter brothers at Beuron. In both cases, an effort was made to experience a fuller liturgical celebration. The movement gained greatly in the twentieth century and bore real fruit in the Second Vatican Council (even if it’s taken us time to sort of the wheat from the tares in the intervening years). The liturgical reforms of Vatican II were meant to help re-open the font of theology to everyone, to make available the insights of Benedictines like Odo Casel, Lambert Beaudoin, and Blessed Columba Marmion, for the whole Church, especially those outside the cloister.

Joseph Bottum relates a telling anecdote in An Anxious Age. He is discussing contemporary Catholicism with students in California. One tells him, “I just go to church for confession, to pray, and to take Communion.” The gist of the story, in Bottum’s version, is that young people tune out the homilies and don’t expect much from priests, other than that they show up and dispense the sacraments. What strikes me in this quote is the lack of any sense that Communion, confession, and prayer are all liturgical acts, couched in a whole world, strewn with Biblical vocabulary, thick symbolic gesture, and so on. Rather than living an entirely new life in Christ, the sense is that we go on living in the old world, the one that’s passing away, and from time to time we get our sacramental immunization shot a church, then return to that old world, hopefully not to lose too much fervor along the way. This is better than skipping church! But is it adequate to the New Evangelization that we are being challenged to undertake?

We all know (thanks to Vatican II and Saint John Paul II) that the Eucharist is the source and summit or our baptismal lives. But how do we make sense of it? The Church has given us a whole liturgical discipline to assist us in unpacking the life-altering content of Christ’s gift.

Acclimating ourselves to this “Liturgical Asceticism” (I use here Notre Dame prof David Fagerberg’s term) takes time. And so often when I mention this idea of liturgy as primary theology, the concern is that we need something more immediate, effective, engaged! Something slimmed down for a jet-set generation.

But this was part of my point in mentioning Paul and Antony. Learning to see with spiritual eyes does take time. Yes, there are prodigies like St. Thérèse of Lisieux, who benefit from saintly parents and a strong Catholic culture in general. But for most of us, in most ages of the Church’s history (we conveniently forget that the first thousand years were not always so resoundingly successful in the West!), divinization is a long, and sometimes arduous process. And why not? Isn’t the God of all peace worth the finite struggles of this temporal life? More to come.

The Love of Learning and the Desire for God

In the hands of a genius or a saint, or, even more so , a man who, like Bernard, is both, the artificial, the factitious, and art become natural, or, rather, nature yields itself unrestrainedly to art and its laws.

The specific type of cultural engagement of monasticism does not simply dissolve culture. It creates a new culture. Few have illustrated this with such erudition and passion as did Fr. Jean LeClercq, OSB. I opened with his description of the high art of St. Bernard’s prose and poetry. 

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On Community Practices

One of the ‘great books’ that most University of Chicago undergraduates have to read is Thomas Kuhn’s The Structure of Scientific Revolutions.  If you’ve ever used the phrase, “paradigm shift,” you’re trading with Kuhn’s coinage. His notion is that normal science is done under conditions of a dominant paradigm. This contains all of the theories that everyone takes for granted and provides the background for research and further extensions of knowledge. Newton’s physics provided an amazingly powerful paradigm for three centuries. But by the late nineteenth century, researchers were discovering holes in it. The perceived problems in Newton’s paradigm led Albert Einstein and others to propose a paradigm shift, a new set of theories that today (along with the seemingly incompatible particle physics) are mostly taken for granted as the background for current research and practice.

Kuhn’s idea has been subjected to a lot of criticism. But his basic insight is vindicated by the amount of fertile thinking that has ensued in dialog with his book. One of the better refinements of Kuhn’s theory was made by Imre Lakatos, who moved away from general paradigms to more local ‘research programs’.

I begin with this excursus on science because science is, for moderns like ourselves, the dominant practice in life. Science is successful. It sells. It works. More than that, because we are all somewhat familiar with how it works, it provides a good model for other types of human practices and disciplines. In After Virtue, Alasdair MacIntyre’s proposals to reinstate a traditional Aristotelian morality depend heavily on what he calls ‘practices’. I will spare you his difficult definitions. These practices have a lot in common with Lakatos’s research programs (MacIntyre, in a separate essay, indicates his debt to Kuhn and Lakatos).

Yesterday I asked what tools a community needs if it wishes to engage in a kind of recovery of tradition. From the opening of this post, you can see that what is involved is something like a research program into the common good. I offer the following in the context of writing about the Benedict Option, and doing so from the standpoint of genuine Benedictine life, but also from the standpoint of someone who is intimately familiar with MacIntyre’s writings. He’s the inspiration for this project, after all, as I indicated in the first post in this series.

After Virtue doesn’t make clear what concrete qualities such a community will need. So I will use a boiled-down version of some insights from Three Rival Versions of Moral Enquiry, one of his follow-up books. As I read MacIntyre, here is what a community needs, if the members wish to engage in some kind of disciplined pursuit of the common good: 1) a canon; 2) legitimate authority; 3) practical boundaries; and 4) modes of engagement. There are probably plenty of other things that such a community will need, but these are important and easy to overlook.


Canon: This is some kind of record of the best results of the practice so far, usually reference texts. For physicists, this would include Einstein and Heisenberg and the records of experiments of various kinds. For a monk, this includes Scripture, the Rule of Saint Benedict, the writings of the Fathers (Benedict himself names Basil and Cassian), the marytrology, Canon Law, etc. Studying the canon gives the participants common imagery, shared goals and a common vocabulary. It helps to solidify common commitments. Of course, texts, especially theological texts, can issue in disputes about interpretation. Therefore, authority and boundaries are necessary, as are proper modes of engagement. For the Benedict Option, I imagine that the usual Church documents will be in play, as well as the writings, say, of Pope Saint John Paul II, Benedict XVI, and the like. I will be offering copious suggestions for supplementing such a canon.

Authority: The role of authority in such a practice is not so much to boss people around. But someone must be responsible enough and well-versed enough in the practice to identify when an interpretation of the canon is out of bounds. Thus in science again, we have peer-reviewed journals (alas, these are becoming less authoritative), and academic hiring committees. In monasteries, we have the abbot. In the Church at large we have the bishops. Authority facilitates the ongoing argument about the common goal of everyone involved. Sometimes this requires authority to correct a participant, even to censure in some way. Sometimes it even requires a participant to get kicked out, which is why we need:

Boundaries: It is important to know who exactly is qualified to engage in the debates about the common good. Scientists usually don’t oversee original research until they have achieved a diploma indicating some level of expertise. In monastic life, only monks in solemn vows are allowed a vote in the community Chapter meetings. Part of the goal of formation is to bring the new monk into the discussion by teaching him the canon and teaching him how properly to respond to and engage with authority. When a scientist is caught faking data, his or her career can quickly come to an end, as institutional funding will dry up, effectively ruling the person out of further research. We don’t excommunicate monks anymore, as far as I know, but the principle is clearly sound (the canonical penalty of excluding a monks from Chapter is still used): monks who cease to base their decisions on the canon and abide by the community authority pose a grave risk to the community’s existence. It is up to authority to make this call. It seems to me that authority and boundaries are potential sticking points for serious efforts at the Benedict Option. Noah Millman has already helpfully issued this challenge: ‘any conscious program to implement a “Benedict Option” would be concerned, first and foremost, with questions of communal organization.’ Yes.

Engagement: I’m not completely satisfied with this word, but here is the basic idea. There has to be some kind of institutional support for serious discussions about how the group is going to act and how it is going to understand itself. There must be ways to alert authority to issues that need careful discernment. Again, in science, this is the publication of study results in accredited journals and the methods of peer review. In a monastery, engagement mainly takes place in Chapter meetings and other stylized settings. What is important about these engagements is that they are above-board and involve everyone in some fashion or other (in a monastery, different monks have different capabilities in terms of being able to engage in practical decision-making, but somehow everyone needs to be included). So Benedict Option pioneers should be wary of any sort of engagement that is too informal, too dependent on personalities, and so on.

Keep in mind that how community membership is defined, how authority is determined and exercised, what rules of engagement are allowed and institutionalized…all of these will probably require regular negotiation at some level, especially among the leadership of the group. Benedictine monasticism has never been static. We’ve constantly debated the role of priors versus abbots, sleeping arrangements (dormitories versus cells), expressions of poverty, which texts novices are to read, how to celebrate the liturgy properly, and on and on. As long as there is a way for legitimate members to be heard, as long as arguments derive from canonical sources in some way, and as long as authority can issue decisions that are binding on everyone, these debates will strengthen the communal project and provide for course correction even when things go awry. Communities break down when authority and authoritative texts become too diffuse, when members are allowed entry but lack the proper formation, and when legitimate members feel excluded from decisions that affect their participation.

Our monastery has been consciously attempting to put these insights into practice. What sort of results have we had? Which texts have become canonical in our work to engage the broad tradition of Catholic and Orthodox monasticism? We will sally next into that fray.

Disengagement? Or Discernment?

One of the criticisms of the so-called Benedict Option that comes up regularly in discussions is the fear that those who take it will turn their backs on society, drop out of political engagement and so on. And this at a time when our current Pontiff is urging Catholics to go out, not to remain, much less make a deliberate choice to be, narcissistic and inward-turning.

Our monastery would seem to be a contradiction in this case. We discerned a call to live the Benedictine life, but in the heart of the modern city. We can hardly avoid all sorts of interaction with the world. And indeed, we’ve heard mutters from the other side on this point. Some years ago a young man made a retreat with us while we was preparing for vows in another contemplative-leaning religious order. As he was leaving, rather than saying, “Thank you,” he told us that contemplation was not possible in the city.

This would have been news for Basil the Great, one of the primary influences on Benedictine monasticism. He generally wanted his monasteries in cities, connected to important parishes, in places where the bishop could keep an eye on things. Moreover, the idea that monks turn their backs on the world is completely refuted by any knowledge of the first evangelization of Europe. If you’d like your worldview altered (I think in the best possible way) by great historical writing, I can recommend to you The Barbarian Conversion: From Paganism to Christianity, by Richard Fletcher, a book that demonstrates just how important monastic evangelization was in establishing the Church in mission areas from the fourth through the thirteenth centuries. Not bad work for a bunch of guys and gals turning their back on everybody.

So why have we decided to come to the city? The short answer is already indicated above: this was a discernment by our three founders, who were greatly assisted by Bishop Victor Balke and Joseph Cardinal Bernadin, who, as representatives of the Apostles, could help to clarify this call through their listening and prudent action. We thought we knew then why God called us to the city. The city was the great urban desert, a place of alienation, crime, and so on. Well, this sounded alright until we moved into an actual city and lived with real people in a real neighborhood and so on. We couldn’t really know what sort of mission we would encounter until we put down roots here. And part of our ongoing work is listening to the promptings of the Holy Spirit to discern what His mission is for us.

So we’ve been discerning the community’s goal all along. In conclusion, let me make a connection with Alasdair MacIntyre’s ideas about traditions. One of his key insights is that tradition is not, as commonly held, a fixed, immobile set of practices and formulas. Rather, it is an extended inquiry by a group of persons committed to one another, and it is carried out in arguments, disputations, corrections, abridgments, extensions, and whatever other means available in rational debate. This doesn’t mean that everything is up for grabs all the time, either. There do have to be common commitments to certain base-level principles. So let me apply this now to our discernment about the monastic life lived in a giant modern city.

As I wrote above, we thought we knew what it would mean to plant ourselves in a city. We had a fairly good idea of what a good urban monastery might look like and might do. Then we encountered reality, and our vision began slowly to change. It changed because of intense community discussions prompted by new information: homeless persons at the door, invitations by local universities to give talks, benefactors wanting to buy us things, and so on. Every time we made a response to these circumstances, our vision was clarified or muddied, and so altered in some nearly imperceptible way. Sometimes the stimuli were more bracing. The single biggest decision we made was to become Benedictines in 1997. To do this, we needed to enter into a relationship with the Abbey of Christ in the Desert. And to do that meant to accept their authority, especially that of Abbot Philip Lawrence. When he would come to visit, he might say something like, “You should end such-and-such a practice,” and we would do it. And with the adoption of new practices and the end of old ones, our sense of mission again was slightly changed.

All that said, this kind of change was possible only because we had the more stable foundation of Church teaching and discipline. The Benedictine Rule added another layer of authoritative agreement. Not that we can’t make prudential decisions about how to interpret the Rule–but in discussions, whatever the Rule does say tends to carry greater weight than someone’s opinion, or a minority practice in, say, the Eastern monastic tradition.

The good news for the Benedict Option: if you are quite sure what the goal is at this point, that might well be just fine. But in order to discern the goal, certain things will be necessary. Tomorrow: what is required of a community that wishes to engage in a tradition?

Discontinuity in Benedictine History

In the preface to After Virtue, Alasdair MacIntyre makes a curious admission:

Ever since the days when I was privileged to be a contributor to that most remarkable journal The New Reasoner, I had been preoccupied with the question of the basis for the moral rejection of Stalinism.

Wait–what’s there to be preoccupied with here? Rejecting Stalinism should be easy, shouldn’t it? Could there be anything simpler, less risky, than soundly denouncing Stalinism? What could he possibly mean?

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