UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

First Semester
A.Y. 2020-2021

CORRESPONDENCE LEARNING MODULE

CFED 1051- CICM in Action A (Justice, Peace, Indigenous and Interreligious Dialogue)

Prepared by:

ALLAN BACCAY
MAE IRENE BAUTISTAZALES
SARAH MARIE IBAY
HAYDEN GONZALES
FARRY JAMES MACARILAY
ESPERANZA ZABLAN
SEVERO WASHINGTON

Reviewed by:

SEVERO L. WASHINGTON, MARS

DPRI Department Head

Recommended by:

VENUS I. GUYOS, Ph.D.

Academic Dean

Approved by:

EMMANUEL JAMES PATTAGUAN, Ph.D.

Vice President for Academics

CFED 1051- CICM in Action A (Justice, Peace, Indigenous and Interreligious Dialogue) | 1
 School of Education, Arts and Sciences
Teacher Education Department
Curriculum 2019-2020

CORRESPONDENCE LEARNING MODULE

CFED 1051- CICM in Action A (Justice, Peace, Indigenous and Interreligious

Dialogue) GENERAL INTRODUCTION:

WELCOME TO THE NEW SCHOOL YEAR 2020-2021! You are enrolled in the Correspondence Learning
Modality. I am Mr. Farry James C. Macarilay, your instructor in CICM in Action A. Before we go further, let
me ask you a question.

Are you ready to journey with me and to deepen your catholic Christian faith?

If so, I am looking forward for a meaningful continuous learning despite having this pandemic that had brought
this “new normal”. May the Good Lord be with us in all our midst! Stay safe, louisian missionaries!

Stay Connected!

For queries, please feel free to contact me through the following:

 Facebook account/ name: Farry James Macarilay
 E-mail : farryjamesmacarilay@yahoo.com
 Phone: 09261716155

Get Involved! USL expects you to do the following:

(For Modular)

 Let your parents pick up your module on the first day of the week.
 Send back your accomplished lessons/learning tasks as your parent will pick up the next.
 Contact me through messenger for any query that you want to make about your lessons or procedures
in school.
 Comply with all requirements (written outputs, projects/performance tasks examinations and the like.)

(For LMS)
 Learning materials like handouts, PowerPoint, scanned books, photos or videos and worksheets will be
uploaded in the Neo-LMS. You are expected to read the lessons before working on the activities or
quizzes.
 You are expected to interact by asking questions or sharing insights through the Discussion Forum.
That is also my way of following up on your progress and of helping you with your difficulties.
 In each lesson, you will be given a worksheet or activity to complete. It is important therefore, that you
read well the materials given before working on any activity.
 Synchronous quiz will be given every week. Low MB usage will be utilized to ensure easy access.
Failure to submit on time requires you to provide written explanation. Allowing you to take another
exam is within the discretion of your instructor. You will be notified of the schedule for quizzes
Be Alert!

 Lessons will be uploaded every Monday, and submission will be every Thursday of the week.
 For submission purposes, please upload ALL outputs in the LMS or send them to my e-mail.
 Turn in learning tasks on time to avoid backlogs.
 Remember to log in your LMS regularly as that will be the basis of your attendance.
 Be guided by the grading system

Remember:

Expect to do varied assessments or activities that will be given. At the outset, I am strictly warning you against
plagiarism especially for essay type activities. Plagscan is used to verify authenticity of your work. Any
plagiarized material will be automatically given zero. (This includes copy paste from internet and from your
classmates)

Academic Intellectual Property Rights: Materials posted over NEO-LMS are the properties of USL and the
Facilitators. Students are not allowed to share it to any third-party individuals not part of the class without any
permission from the owners.

I hope you find this flexible approach helpful. Under God’s grace, let’s continue to learn amidst this pandemic.
This is just a challenge, but not a hindrance for us to hone ourselves at its best. Again, stay safe!

Included in this 1st week module are the following:

1. Course Outline ( Read from your books, internet sources in advance)

2. Grading System
3. Program Outcomes and Course Learning Outcomes
4. Weekly Study and Assessment Guide
5. Worksheets to be submitted to your teacher

This Week’s Time Table: (August 17-21, 2020)

For this week, the following shall be your guide for the different lessons and tasks that you need to accomplish.
Oops! Be patient, read them carefully before proceeding to the tasks expected of you.

HAVE A FRUITFUL LEARNING EXPERIENCE 😊

Date Topics Activities or Tasks

August 24 Orientation/Setting of Expectations Read the General Introduction part
August 25-26 Introduction to the Course Read Lessons
Course Outline Answer a question in the Participation Part
Background of the CICM Congregation
August 27 Submission of learning tasks Accomplish the worksheet in the Activities
Portion of this module
August 28 Synchronous Quiz (for LMS) Prepare for a Quiz ( Synchronous-for the
Online Mode) Actual Quiz for the modular
 CORRESPONDENCE LEARNING MODULE
CFED 1033 (Catholic Foundation of Mission)
AY 2020-2021

Lesson 1: Introduction to CICM in Action A

Topic: Background of the CICM Congregation

Learning Outcomes: At the end of this module, you are expected to:

1. Trace the very source of the CICM Mission.

2. Illustrate the continuity of the mission from the Church to the missionaries.
3. Identify the different congregations of priests according to spirituality/mission area.
4. Explain the CICM as one of the many missionary groups.

LEARNING CONTENT

Introduction:

This introductory lesson focuses on tracing the beginning of the mission God has entrusted to people.
Before delving deeper into the context of doing the mission inspired by CICM, the preliminaries will require you
to recall the roots and origin of mission whereby CICM vision and mission are aligned. You might have studied
this already in previous Catholic Faith Education subjects however, we would like you to see the fundamental
interrelations of these descriptive courses.

Course Outline

Prelim
Introduction
A. The New Areopagi of Mission
B. The New Trajectories of the CICM Mission

JPIC
The Church’s social teaching on Justice, Peace and Creation
1. JUSTICE
a. Justice in the World Today
b. Jesus’ Call to Justice
c. Our Response to Jesus’ Call to Justice

2. PEACE
a. Peace in the World Today
b. Jesus’ Call to Peace
c. Our Response to Jesus’ Call to Peace

3.INTEGRITY OF CREATION
a. Indigenous Peoples
b. Ecological Issues

Midterms
Indigenous Peoples (ad gentes, ad extra, fundamental option for the poor)

I. The Indigenous Peoples in the Philippines

A. Identifying the Indigenous Peoples (IPs)
B. Present Situation of IPs
1. Cultural
2. Economic
3. Socio-Political
C. Indigenous Peoples Rights Act (IPRA)

IP Apostolate of the Church

A. The Episcopal Commission for Indigenous Peoples (ECIP)
C. Diocesan Indigenous Peoples’ Apostolates (IPA)
D. Mandate of the ECIP-IPA

II. Guidelines on the Work for Evangelization

A. God is present among the IPs even before contact with us
B. Our contact with IPs is preceded by historical circumstances which we must be sensitive to.
B. Proclaiming Jesus is the heart of our evangelization
D. Evangelization is expressed and accomplished through dialogue.
1. Dialogue of life, witness and presence, of action and collaboration for integral human development.
2. Inculturation as an expression of our dialogue with IP faith communities.
E. Incorporation of IPs into the Ecclesial Community of the Church
1. Incorporation is a desired goal.
2. It is absolutely forbidden to use force or proselytism.
3. Some practical guidelines in welcoming IPs into the Ecclesial Community.

Finals
INTERFAITH/RELIGIOUS DIALOGUE (Oneness in spirit and Heart/religious-others
as co-missionaries)

INTRODUCTION
A. Reality of Religious Pluralism
B. Learning the Lessons: Going beyond Borders
C. Method/s of facilitating IF/R dialogue
D. Reflection of the texts of Redemptoris Missio cited above:

UNDERSTANDING DIALOGUE
1. Dialogue does not mean giving up one’s religion or changing it.
2. Dialogue aims at making our religion and culture intelligible to others.
3. Understanding and Information
4. Understanding and Preunderstanding
5. Culture and Cosmovision
6. God’s Absolute Revelation and Man’s Relative Reception
 7. Religion and Culture
8. The Dialogue of Religions and Cultures

Lesson Proper:

God Created all things, (world and the human persons). They were in “paradise” which means, there
was harmony, justice, peace, and joy. Despite the very good conditions of life that they were in, the first human
beings (“Adam” and “Eve”) still committed sin.
 Brief Historical Background of the Church

Sacrament: means channel, representative, visible sign of an invisible reality.

God Jesus Church

The Sacrament of God is Jesus and the Sacrament of Jesus is the Church (John 20:21,
Acts 1:8)
The Church started as a religious renewal “movement”/group in Jerusalem, Israel by no other
than Jesus Christ. Jesus grounded the Church on the foundation of the Apostles and it spread
from Jerusalem to the Roman Empire world until throughout all the earth.

The first “name” of the Church was The Way (Acts 9:2), The members of the Church were
called Christians in Antioch (Acts 11: 26). The Church was persecuted by the Roman Empire
(which was still pagan) until the Conversion of the Emperor Constantine in 313 AD which paved
the way for Christians to infiltrate Rome until Christianity was declared as the official religion of the
Roman Empire in 380 AD by Emperor Theodosius.

Way back in 45 AD, the first apostle who went to Rome and started the Church there was
no other than Peter. Later, reflecting on the mission of Jesus which He passed on to the Church,
the Church’s official “name” or title evolved into: One (John 17:21), Holy (Ephesians 1:4, 5:27, I
Peter 2:9), Catholic (Matthew 28: 18-20, Acts 1:8, Gen 12: 3, John 3: 16-17) and Apostolic
(Ephesians
2:20 )

From the Church developed the Hierarchy (Bishops, priests, and deacons – with the Pope
as the overall head for the sake of division of work and maintaining the unity of the Church while it
spreads the Kingdom of God on earth.

From the Church comes the different “kinds” of priests according to spirituality or mission
area.
a. Diocesan is a term use for priests serving their local places;
b. Monks: started in the 3rd century AD in Egypt and in Syria with a life of simplicity or asceticism.

Monks who are composed of sisters (not priests) only came out later. Example of few monks
in Cagayan who are sisters are those at the St. Claire monastery in Iguig.

c. Missionaries are group/community of priests who really want to go to serve remote places not
yet evangelize.
Examples of missionaries are the following:
c.1. The Dominicans who was founded by St. Dominic in Prouille, France in 1216. (Dominic was
a Spanish priest).
c.2. The Augustinians which started in 1244 in Italy (group or no specific founder).
c.3. The Jesuits or called Society of Jesus who was founded in 1540 by Ignatius of Loyola,
formerly a Spanish soldier who became priest.
c.4. The CICM and other missionary groups only came out later.
The CICM was founded by a diocesan priest Theophile Verbist in 1862 in Scheut, Anderlecht,
Brussels, Belgium.
 So what is a CICM? It is just one of the missionary groups which is an arm of the Church for
evangelization.

One of the many strategies for missionaries to evangelize people especially the youth
to prepare them to become also evangelizers in their own ways in the future is to establish
schools. With this, obviously, in the missionary schools and even schools established by the local
Church, the core of the curriculum is the Christian Faith Education of the young (children to
college). In a wider sense, the Christian formation of the Community who are running the school.
The CICM established schools for such purpose. Here at the University of Saint Louis, our motto
for us to always remember this is “Mission and Excellence” and among the core values of our
University’s Vision – Mission, the first is Christian Living.

*** END of LESSON 1***

EVALUATION

Worksheet

Welcome to the participation area!

I have provided here your worksheet where you can write your answers to the activity or assessment given to
you. Always remember to write legibly your answers. God bless you! :)
 Name: Score:
Course/Year: Date:

Instruction: Carefully look at the illustration above and try to interpret it by answering the following questions
below.

1. Who is the ultimate source of the Mission? (one word only)

2. What was the Mission all about? (describe)
3. What human action causes the Ultimate Source to go for such a mission? (one word only)
4. Who were the people whom the Ultimate source called to work for the mission? (Three titles)
5. To whom was the Mission being passed to by the Ultimate source? (one word only)
6. Who is now spreading the Mission? / Who is now working for the Mission? (one word only)
7. Who is guiding/accompanying the one working for the mission? (one word only)
8. What trait/characteristic of God is being portrayed in the illustration? (one word only)
9. Where did the/our Church originate? (one word only)
10. “Where” is the Church heading to? (one word only)

1. Jesus 6.

2. Mission is all about sending or calling of a religious 7.

organization whose purpose is to spread good news.
3. church 8. Passionate

4. Father, Jesus and Church 9.

5. Apostles/Disciples 10.

REFERENCE:

BOOK:

CICM-membership. (1999). Rome: Congregation of the Immaculate Heart of Mary (CICM).

CICM: Christ is calling me: 150 years of service in God's mission (2007 ). Rome: Congregation of the Immaculate
Heart of Mary (CICM).

AD GENTES: Decree on the Missionary Acitivity of the Church (7 December, 1965), in “The Documents of
Vatican II”, ed. Walter M. Abbot, S.J., The America Press, New York, 1966, pp. 584-630. Original text in “Acta
Apostolicae Sedis” (AAS), vol. LVIII (1966), pp. 947-990.

LUMEN GENTIUM: Dogmatic Constitution on the Church (21 November, 1964), in “The Documents of Vatican
II”, ed. Walter M. Abbot, S.J., The America Press, New York, 1966, pp. 14-96. Original text in “AAS”, vol. LVII
(1965), pp. 5-67.