Perhaps nothing is as important to the future of the Church as continuing to make the liturgy meaningful to those who celebrate it. Inculturation, the dynamic translation of the typical editions into the cultures of local Churches, is the key. Inculturation as a branch of liturgical study has a dauntingly wide scope. It covers the areas of history and theology, liturgical and cultural principles, process and methods, sacraments and sacramentals, Liturgy of the Hours, liturgical year, liturgical music, liturgical arts and furnishings, and such related topics as popular religiosity and catechesis. So where does the average pastor, liturgist, or student begin? With this volume the reader is introduced to the different technical terms expressing the relationship between liturgy and culture (indigenization, incarnation, contextualization, adaptation, acculturation ... ). The subsequent discussion on the question of sacramentals, popular religiosity, and liturgical catechesis explains how these disparate topics share the same basic concern of inculturation. Throughout the book the focus is on method. Method encompasses both how one may remain true to the liturgy while also considering what culture offers the liturgy or requires of it. The question of how creativity relates to inculturation is also answered. For the serious student of the liturgy, whether or not you serve a culturally diverse community, this work provides foundations, principles, and methods for creating a liturgy of the people and for the people.

"John Paul II's 1979 apostolic exhortation Catechesi Tradendae (On Catechesis in Our Time) with a new foreword by Bishop Kevin W. Vann and new study questions for educators."--

The Catechism of the Catholic Church, issued by the Vatican to establish standards of religious instruction that would apply to all people, will appear in its English-language edition in 1994. Here is a collection of 11 essays by distinguished theologians, educators and linguists that introduces the catechism to American readers and assesses its function.

How coherent is the claim that Catholic education is both distinctive and inclusive? This question, so crucial, both for the adequate articulation of a raison d'être for Catholic schools all over the world and also for the promotion of their healthy functioning, has not hitherto been addressed critically. Here it receives penetrating analysis and constructive resolution in a comprehensive treatment that integrates theological, philosophical and educational perspectives. The argument draws on wide-ranging scholarship, offering new insights into the relevance for Catholic education of thinkers whose work has been relatively neglected. The advance in understanding of how distinctiveness relates to inclusiveness is underpinned by the author's lengthy experience of teaching and leadership in Catholic schools; it is further informed by his extended and continuing dialogue with Catholic educators at all levels and in many different countries.