Eucharist
Part 1 Introduction
Chapter 12 Introduction to the Eucharist Weekend Course January - March 2007
Notes on the Reading Assignments
1. The eight papers and the theological discussion taking place on ANGEL are the key elements of this course. The readings are intended to give the historical and theological background necessary to engage in this conversation intelligently. NOTE: The assigned pages in the readings do not correspond with the topics assigned for the papers. In an ideal world the readings would have been studied before the course began; however, we do not live in such a world. Consequently, each student is invited to survey the readings at the beginning of the course in the light of the topics for the assigned papers and with the help of the index in each book, Google, my website, and the discussions and questions raised during the class meetings you will have the material necessary for the citations required by the paper's topic.
2. The Eucharist course as presented to the MDiv students is based on the same two books which I have assigned for this course. I have done this because the books are important works in themselves and because of the necessary dialogue that must take place between priests and lay ministers in Catholic parishes.
Enrico Mazza. The Celebration of the Eucharist: The Origin of the Rite and the Development of Its Interpretation. Collegeville, MN: The Liturgical Press, 1999. ISBN 0-8146-6170-X
Anscar Vonier, OSB. A Key to the Doctrine of the Eucharist. Bethesda, MD: Zaccheus Press, 2003. ISBN 0-9725981-0-3
3. In addition to these two textbooks I would also ask you to read a representative sampling of contemporary magisterial statements on the Eucharist, namely:
Pius XII: Mystici Corporis Christi (1943)
Sacrosanctum Concilium
Paul VI: Mysterium Fidei (1965)
Benedict XVI: Eucharist, Communion, Solidarity (2002)
John Paul II: Dominicae Cenae (1980)
John Paul II: Ecclesia de Eucharistia (2003)
CDWDS: Redemptionis Sacramentum (2004)
Cardinal Mahoney: Gather Faithfully Together (1997) Centrality of Eucharist (2005)
WCC: Baptism, Eucharist, Ministry
Recommended Books
In former courses I have assigned the following:
Edward J. Kilmartin, S.J. The Eucharist in the West: History and Theology. Edited by Robert J. Daly, S.J. Collegeville: The Liturgical Press, A Pueblo Book. 1998. ISBN 0-8146-6172-6. 422 pp. In his posthumously published account of The Eucharist in the West, Edward Kilmartin asserts that “what can be described as the modern average Catholic theology of eucharistic sacrifice is, in general, a weak synthesis without a future.” I used this text several years ago in a seminar with several advanced students and we found the discussions so helpful that I decided to use the book as the basic text for this course. I heard Father Kilmartin deliver the various chapters of this book to the international meetings of the Societas Liturgica and followed the editorial work of Father Daly through the meetings of the North American Academy of Liturgy after Kilmartin's death. In both of these professional societies, the book was received with great enthusiasm.
R. C. D. Jasper and G. J. Cuming. Prayers of the Eucharist: Early and Reformed. Third Revised Edition 1987. Collegeville: The Liturgical Press (A Pueblo Book), 1987. ISBN 0-916134-85-7. 314 pp. I assigned this book so that we have some contact with original sources. Too often we read secondary sources exclusively without touching the original texts.
General Instruction of the Roman Missal, (Third typical Edition, 2002). USCCB, Liturgy Document Series 2, USCCB publication 5-543. ISBN 1-57455-543-X. 156 pp. This book is also available online from the USCCB. While this instruction is perhaps more pertinent to the Eucharist practicum course, we will examine it here for its theological content.
Jerome Kodell. The Eucharist in the New Testament. Collegeville: The Liturgical Press (A Michael Glazier Book), 1991. ISBN 0-8146-5663-3. 132pp. $29.95. I have used this book for the past two years in the face-to-face course for the deacons. This book was recommended by Rev. Gerald Austin, O.P. who for many years was head of the liturgy/theology department at The Catholic University of America. Last year's deacons gave it good marks. The book is intended to help you understand the earliest layer of Eucharistic theology. You can learn more about this book from Amazon.com and from The Liturgical Press
J.-M.-R. Tillard. Flesh of the Church, Flesh of Christ. Collegeville: The Liturgical Press (A Pueblo Book), 1992. ISBN 0-8146-6181-5. 135pp. $24.95. A book from a different perspective than Kodell, Tillard was a scholarly French Dominican, highly respected in both Rome and Geneva. I have assigned this book in past courses because it contains so many quotations from the early Christian writers, especially Augustine, John Chrysostom, and Cyril of Alexandria. I feel that we need to be in contact with primary sources. The book can help you understand (and be able to explain) Real Presence in the "pre-transubstantiation" period. You can learn more about this book from Amazon.com and from The Liturgical Press.
David N. Power, The Eucharistic Mystery: Revitalizing the Tradition, New York: Crossroad Publishing Company, 1994. ISBN 0-8245-1426-2. $19.95 Rev. David Power O.M.I. is one of the most respected systematic / sacramental theologians in the Church today. Before his retirement he was Ordinary Professor of Theology at The Catholic University of America. This excellent book is out of print but used copies can be purchased from www.amazon.com.
Johannes Emminghaus, The Eucharist: Essence, Form, Celebration, Collegeville: Liturgical Press, 1997, $19.95, 0-8146-1036-6. This text gives (among other useful information) a history of the Eucharist. The book has been recommended by Fr. Kurt Stasiak OSB. You can learn more about this book from Amazon.com and from The Liturgical Press.
Additional bibliography on the Eucharist can be found at Chapter e17 Bibliography and a more general bibliography on the liturgy and sacraments can be found at Chapter d17 Bibliography I would appreciate your help, and suggestions to make these resources more useful for parish ministry.
Notes on the Writing the Assignments
1. After having taught this course for the past 30+ years,
I believe that a good, basic understanding of the Eucharist is dependent on a a
clear understanding of the four parts of the Roman Mass (Gathering, Story
Telling, Meal Sharing, Commissioning) and a clear understanding of what we mean
when we speak of the Eucharist as sacrament, real presence, meal, and sacrifice.
These eight topics are the subject of the eight papers required for this course.
In an ideal world I would assign all the reading first and then after you had
completed the reading, write the "final papers". However, in this course
the papers are distributed throughout the course. This means that you may
want to read the text books by means of the index rather than cover to cover.
Try to read the texts as early in the course as you are able. At the very
beginning of the course, start a file of notes and ideas for each of the eight
papers.
2. There are eight writing assignments on the major topics of the course.
As a help to understanding how they will be graded, refer to the
following scale:
|
Performance Elements |
Excellent |
Good |
Problematic |
Unacceptable |
Points |
|
|
Purpose and Method |
The paper’s central purpose or argument is readily apparent to the reader. There is a clear and appropriate strategy for achieving the purpose. 4 |
The paper has a clear purpose, but the writer sometimes digresses from it. The strategy for achieving the purpose is generally clear and appropriate. 3 2 |
The central purpose or argument is not consistently clear throughout the paper. The strategy for achieving the purpose is neither always clear nor appropriate. 1 |
The paper’s overall purpose or argument is generally unclear. There is no clear and appropriate methodology for the paper.
0 |
|
|
|
Content |
Balanced and persuasive presentation of relevant information that clearly supports the topic and shows a thoughtful, in-depth analysis. The writer acknowledges alternative points of view. Reader gains important insights. (4) |
Information provides adequate and persuasive support for the topic and displays evidence of a reasonable analysis. Reader gains some insight.
3 2 |
Information supports a central purpose or argument at times. Analysis is basic or general and not particularly persuasive. The reader gains few insights. There is little in the way of synthesis of material. Readers do not gain any insight. (1) |
No clearly defined purpose or argument is evident. Analysis is vague or unclear. Reader is confused or may be misinformed.
0 |
|
|
|
References |
Use of references from professionally legitimate sources indicates substantial research. Attribution is clear and fairly represented. 4 |
Use of references indicates adequate research. Attribution is, for the most part, clear and fairly represented.
3 2 |
Some references. Many statements or conclusions seem unsubstantiated. The reader exhibits some confusion about the source of information and ideas. 1 |
References are seldom cited to support statements, conclusions or claims.
0 |
|
|
|
Organization |
The paper is arranged logically. Ideas flow smoothly from one to another and are clearly linked to each other. The reader can follow the line of reasoning. 4 |
The paper is arranged logically. Ideas are usually clearly linked to each other. For the most part, the reader can follow the line of reasoning. 3 2 |
In general, the writing is arranged logically, although occasionally ideas are not clearly linked to each other. The reader is uncertain about what the writer intends. 1 |
The writing is not logically organized. Frequently, ideas are not clearly linked together. The reader cannot identify a line of reasoning and loses interest. 0 |
|
|
|
Grammar, Spelling, and Writing Mechanics |
The writing is largely free of errors. The writer faithfully follows the guidelines of a recognized writing style (MLA, APA, Chicago).
4 |
There are occasional errors, but they don’t represent a major distraction or obscure the meaning. The writer, with few minor exceptions, follows the guidelines of a recognized writing style (MLA, APA, Chicago). 3 2 |
The reader is distracted by many errors. The writer generally follows the guidelines of a recognized writing style (MLA, APA, Chicago).
1 |
There are so many errors the meaning is obscured. The reader is confused and stops reading. The writer does not follow the guidelines of a recognized writing style (MLA, APA, Chicago). 0 |
|
|
|
Code: A = 4.0 – 3.84; A- = 3.83-3.51; B+ = 3.51-3.26; B = 3.25-2.84; B- = 2.83-2.59; Failure = 2.58 or less |
Total/5 |
|
||||
3. I hope that the above criteria make it clear that the papers are not to be simply "your opinions" but are to be a treatment of the topic based on authoritative statements. While "substantial" research is not expected for each of the eight papers, I expect citations from at least three different sources to be quoted in each paper. Quotations and references from the Catechism of the Catholic Church, and Tom Richstatter's Website do not "count" in this total of "at least three different sources." The Saint Meinrad Archabbey Library Online Catalogue and the various internet search engines, e.g. Google, can be a tremendous help in this regard -- in addition to the index of the two assigned text books.
4. The papers are to follow the approved Chicago style with regard to format, footnotes, bibliography, etc. Students are encouraged to use StyleEase to format their papers.
5. The eight papers each count for 10% of the course grade. They can be posted at any time during the course as long as they are posted before midnight on the day given in the syllabus.
6. Class participation and the postings on ANGEL discussing the papers and the readings count for 20% of the grade. Each participant in the course is expected to make at least one substantial (at least 100 words in length) comment on each of the eight papers.
7. It is helpful, and indeed important, to read one another's postings. However, your postings are presumed to be your original thought unless you indicate otherwise. When quoting someone give the source of the quote and indicate by quotation marks where the quotation begins and ends. Each participant is expect to be familiar with the "Statement on Plagiarism" in the Saint Meinrad Student Handbook.
8. The ANGEL grade book lists your grades numerically; the School Bulletin states that 95 (and above) = A; 94 = A-; 93 = B+; 92 (and lower) =B. [.5 is rounded up]
[Return to the top of this page].
Further Instructions on the Eight Papers
1. The first words of the Second Vatican Council regarding the Eucharist are: At the Last Supper, on the night when He was betrayed, our Savior instituted the Eucharistic sacrifice of His Body and Blood. He did this in order to perpetuate the sacrifice of the Cross throughout the centuries until He should come again, and so to entrust to His beloved spouse, the Church, a memorial of His death and resurrection: a sacrament of love, a sign of unity, a bond of charity, a paschal banquet in which Christ is eaten, the mind is filled with grace, and a pledge of future glory is given to us.SC47:
2. I believe that in order to understand, pray, and teach about the eucharist, one must explore the triduum of mysteries enumerated in this statement: 1) Holy Thursday (meal), 2) Good Friday (sacrifice) and 3) Easter Sunday (real presence). And one must understand the structure and elements of the current Roman Mass: gathering, story telling, meal sharing, and commissioning.
These two perspectives are the rationale behind the topics for the nine papers assigned for this course. The papers are intended to both give you an opportunity to express your thoughts, and to test your understanding of the origins and history of the Eucharist. The four parts of the Mass and the four key concepts: 1) What do we mean when we say that the Eucharist is a Sacrament? 2) What do we mean when we say the Eucharist is a Sacrifice? 3)What do we mean when we say the Eucharist is a meal? 4) What do we mean when we say that Christ is truly present during the Eucharist.
3. I suggest that at the very beginning of the course you begin to make a file for each of these nine topics and that you study the assigned readings with a view towards substantiating the statements you will make in your papers.
Further Instructions on
Paper 1: Gathering
Who celebrates the Eucharist? I believe that the Luken story of the two disciples on the Road to Emmaus gives us the outline of the Eucharistic celebration: Gathering, Story telling, Meal Sharing, Commissioning. In this second paper you are to explore the theological issues involved in the "Gathering Rites." For many years we spoke of "private Masses"; this attitude toward the Eucharist as something "private" continues to influence much of the thinking of both clergy and laity today. What shifts in theology have taken place that would enable someone to make statements such as "the primary symbol of the Eucharist is not the bread and wine, but the assembly?" Information on this topic can be found in Mazza and Vonier and the assigned on-line documents and also from the notes on my website Chapter 21 The Gathering Rites.
Further Instructions on
Paper 2: Scripture
What is the relationship between Scripture and the Eucharist? For many years following the Council of Trent the scripture played a rather insignificant role in the Eucharist. There was no lectionary as we know it now. In this third paper explain the relationship between scripture and the Eucharist and the theological role played by the Liturgy of the Word. Information on this topic can be found in Mazza and Vonier and the assigned on-line documents and also from the notes on my website at Chapter 22 Storytelling.
Further Instructions on
Paper 3: Eucharistic Prayer
Compose an original Eucharistic Prayer for the feast assigned to you by the professor. It is a helpful exercise to actually compose an original Eucharistic Prayer. In the 1970's many communities actually did this and there were a variety of original Eucharistic prayers in use throughout the world. Not all of these prayers were of equal merit, and some were actually terrible -- which led to the Congregation of the Sacraments forbidding this practice, some were very beautiful and prayerful (and we are currently deprived of this beauty). In teaching the Eucharist course, I often recommend this exercise, if for no other reason than it lets the students experience why original compositions are currently not encouraged or permitted in the Roman Rite. While students in the past have found this a good learning experience, it is a difficult exercise. It involves knowledge of the structure, elements, and function of the Eucharistic Prayer, plus a sense of Scripture, the mystery of the feast, an artistic sense of proclamation, and a poet's skill with words. For further instructions on this assignment see my notes in e24 The Eucharistic Prayer, where you will find a description of the nature and function of the Eucharistic Prayer and, at the end of the chapter, tips for composing an original Eucharistic Prayer.
Further Instructions on
Paper 4: Sacrament
What do we mean when we say that the Eucharist is a sacrament? Before the Second Vatican Council there was little emphasis on the inter-connectedness of the seven Sacraments. Nor did we speak of Christ as a Sacrament or the Church as Sacrament. Now that this ritual expression of God's eternal plan is more clearly seen we realize how the Eucharist is the Sacrament. Information on this topic can be found in Mazza and Vonier and in my notes on my website at Chapter d31 Sacrament and Chapter 36 Second Vatican Council.
Further Instructions on
Paper 5: Sacrifice
What do we mean when we say the Eucharist is a sacrifice? The Baltimore Catechism presented Sacrifice as the Primary element in understanding the Mass. "Sacrifice" was often understood, however, in nonbiblical terms with the rediscovery of the importance of Sacred Scripture at the Eucharis the question is no longer "Is the Mass a meal or a sacrifice?" Information on this topic can be found in Mazza and Vonier and in my notes on my website at Chapter e34 The Reformation / Sacrifice
Further Instructions on
Paper 6: Real Presence
What do we mean when we speak of the "Eucharistic presence" of Christ? Many Catholics have heard of the term "transubstantiation" and often identify Real Presence with this explanation. The term has special difficulties today, especially when "substance" is equated with "physical reality." Information on this topic can be found in Mazza and Vonier and in my notes on my website at Chapter e33 Scholastics and Real Presence.
Further Instructions on
Paper 7: Meal
What do we mean when we say the Eucharist is a meal? The Baltimore Catechism treated "The Sacrifice of the Mass" and "Holy Communion" in two separate chapters and in the minds of many Catholics they were never integrated as they are in contemporary Eucharistic theology where the meal becomes the sacramental sign of the sacrifice. Information on this topic can be found in Mazza and Vonier and in my notes on my website at Chapter e31 Origins of the Christian Eucharist.
Further Instructions on
Paper 8: Commissioning
What is the relationship between the Eucharist and the Christian mission? In this ninth and final paper you have the opportunity to speak not only about the "Commissioning Rites" at the Eucharist, but to speak of the larger issue of the relationship between the celebration of the Eucharist and the Christian mission to the world. Information on this topic can be found in Mazza and Vonier and in my notes on my website at Chapter Chapter 27 Commissioning / Easter Sunday.
Further instructions on the
"9th & 10th assignment" Angel Discussion
The postings on ANGEL discussing the papers and the readings count for 20% of the grade. Each participant in the course is expected to make at least 8 substantial (at least 100 words) comments. It is an important learning experience to participate actively in the discussion forums and to read and comment on the postings of the other participants in the course. Studies have shown that:
1. Adult learners benefit from peer feedback.
2. Adult learners benefit from sharing real-life experiences as part of the learning process.
3. Adult learners benefit from peer suggestions for improvement and it is “easier to take” because peer feedback is not graded.
4. Adult learners benefit from exercising autonomy in the learning process; that is, they are free to accept, modify or reject any suggestions received.
Whenever we are in a classroom setting, class time is limited and the students who ask their questions “quickest” are the ones who get their questions answered. However, on the web, time is unlimited. Everyone can ask whatever they want and everyone can comment on whatever they want. Those who want to spend more time thinking before they ask a question are not "pushed out" by those who formulate their questions more quickly. This is one of the wonderful advantages of online learning. Take advantage of this opportunity.
Father Thomas Richstatter, Franciscan Province of St. John the Baptist, Cincinnati Ohio, Order of Friars Minor. All Rights Reserved. This page was created by Fr. Thomas Richstatter, O.F.M. Every effort has been, and is being made, to acknowledge sources when the ideas are not my own. Any failure to comply with the United States Copyright Act (Title 17, United States Code) will be corrected immediately should I become aware of it. This site was updated on 06/05/07 . Your comments on this site are welcome at webmaster2@tomrichstatter.org.