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  • Christ in the Classroom: Lesson Planning for the Heart and Mind by Jared Dees
Dees, Jared. Christ in the Classroom: Lesson Planning for the Heart and Mind. Notre Dame, IN: Ave Maria Press. 2018. 177 pages. Paperback. $12.95. ISBN: 9781594718618.

Lectio divina has been a form of prayer in use for centuries. In his new book Christ in the Classroom: Lesson Planning for the Heart and Mind, author Jared Dees uses lectio divina as a paradigm for developing lessons in a school or parish-based catechetical context. Dees is the creator of and the energy behind The Religion Teacher, a website-based resource for religion teachers and catechists boasting close to 50,000 subscribers. He is also the author of 31 Days to Becoming a Better Religious Educator, To Heal, Proclaim, and Teach: The Essential Guide to Ministry in Today’s Catholic Church, and several e-books. Probably best known for his suggestions for K-8 Catholic school religious instruction, he has been a bright light sharing practical wisdom in initial proclamation and evangelization, catechesis, religious instruction, and ongoing conversion for learners of all ages. He obviously writes from and primarily for a Catholic context but his work, including Christ in the Classroom, is readily applicable to any Christian setting.

The subtitle Lesson Planning for the Heart and Mind conveys what this book does so well. It provides resources for teachers and catechists to explicitly incorporate planned experiences with their learners that go beyond cognitive learning. As Dees makes clear in the first chapter, this is essential to impact the learners’ hearts to the extent that they are willing to enter into a relationship with Jesus that is to be manifested in the choices the learners make in their daily lives. In truth, the phrase “lesson planning” may be a bit of misnomer if by that one understands it to mean heavily scripted steps that a teacher is to follow to deliver academic content to learners. This is not what this book does. This book uses lectio divina and accompanying questions as a structure for broad steps or movements to be utilized in sequentially engaging learners in various aspects of the Catholic tradition, a given educational objective. Dees cites and adapts for a structured learning environment the basic steps and accompanying questions of lectio divina outlined by Pope Benedict XVI in his 2010 apostolic exhortation Verbum Domini. The result is five movements based on lectio divina; each movement includes an essential question to guide that specific step: 1. Learn: What does this teaching mean? 2. Meditate: What is Christ saying to me? 3. Pray: What can I say to Christ in response? 4. Contemplate: What conversion of mind, heart, and life is Christ asking of me?, and 5. Act: How will I make my life a gift for others? After an informative introduction, each of the book’s [End Page 119] five chapters unpack these movements for a learning context such as a classroom or parish catechetical program.

Each chapter includes practical suggestions and examples for ways to make the given step relevant for the learners. The first chapter alone is a superlative introduction to the basics of academic or cognitive instruction, which is a great resource for many teachers and catechists, even those with experience. Dees ends this chapter by stating, “Don’t stop, this is not believing” (yes, the pun on the 80’s rock band Journey’s classic track is intentional!). He continues, “I urge you, please: do not stop here [with cognitive learning]. . . . As a religious educator you must get subjective and personal with what you teach.” This is the point and great gift of this short, accessible book. The subsequent four chapters endeavor to help teachers guide their learners to an encounter with the living God through Jesus Christ.

While the book never explicitly excludes high school or adult learners, it seems that it is directed towards a K-8 context, which may lead high school theology teachers or adult formation directors to overlook it. However, this resource may be applicable to such environments, and it is very important that high school theology classes and adult formation sessions not only impart information and doctrine, but also aim at establishing and encouraging a personal relationship with Jesus by getting subjective and personal.

There are many strengths to this book. The paradigm of lectio divina works well. Each chapter is full of applicable suggestions and strategies. The tone is positive and encouraging, and it is well-written, organized, and engaging. It is accessible to the newest religious educators. Catechists with decades of experience may benefit from the over-arching premise of lectio divina and the specific practices included. This book belongs on the bookshelf of all religion teachers, parish-based catechists, and those who form and train these teachers and catechists.

Max T. Engel
Creighton University

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