Alex Fogleman
What was Lent like in the Early Church?

A fourth-century pilgrim on Lenten catechesis: “After the Creed has been repeated to the bishop, he addresses them all and says: ‘For these seven weeks you have been taught all the law of the Scriptures and you have also heard about the faith; you have also heard about the resurrection of the flesh and also the whole meaning of the Creed, as far as you can hear while still catechumens: but those things that are of a higher mystery, that is, of baptism itself, you cannot hear, being still catechumens.’”

What was Lent like in the Early Church?
Alex Fogleman
Knowing God in Patristic Catechesis

Rowan Williams has famously written that theology as a discipline is “perennially liable to be seduced by the prospect of bypassing the question of how it learns its own language.” My hope is that this project offers a picture of early Christian catechesis that helps us remember, quite literally, how early Christian theology learned its own language. What it means to know God is inseparable from the ways in which such knowledge is experienced; medium and message are tightly linked. In studying early Christian catechesis, we observe how knowing God belongs within a set of ecclesial practices in which the meaning of knowledge and faith are found in – and founded upon – Jesus Christ. Advancing from faith to understanding, from belief in God to the knowledge of eternal wisdom, begins and ends with Christ.

Knowing God in Patristic Catechesis
Book Excerpt
Alex Fogleman
Catechized by a Peculiar People

David Lyle Jeffrey on his baptism in the Scottish Baptist Church in rural Canada: “A feature of baptism in our tradition that I continue to value is that it makes you think about the meaning of it quite a lot, both before and after the experience. One of the questions that friends would ask me is, “Do you feel any different?” My Catholic friends especially, since they had the luxury of having just a few drops on their heads when they were too young to remember, wanted to know. Actually, I did feel different, though not perhaps in quite the way they may have expected. It wasn’t euphoric. Rather, I felt as though I had entered into the community of grownups in some way.”

Catechized by a Peculiar People
Alex Fogleman
Catechesis and Trinity, Part III: Living the ...

Nicholas Norman-Krause on the Trinity and the Moral Life: “Moral life is not, first and foremost, obedience to a moral law instituted by a distant Lawgiver, but participation in the Triune life by means of deification and sanctification. Law certainly has its place within this Trinitarian moral vision. But, as we will see, law hangs together with other crucial moral concepts within a broader vision of Christian discipleship, of drawing near to the Father, through the Son, by the Holy Spirit.”

Catechesis and Trinity, Part III: Living the Trinity
Alex Fogleman
Catechesis and the Trinity, Part II: Praying ...

Nicholas Norman-Krause on the Trinity and Prayer: “the Lord’s Prayer is only fully intelligible when understood within a larger Trinitarian account of our participation in the divine life. By the Holy Spirit, we are united to Christ, adopted into his sonship, and so enabled to address his Father as ours. And thus, to pray the Lord’s Prayer is to come to participate in the Triune life of God. For this reason, reflection on the Trinity properly belongs to the catechesis of prayer in general, and to the study of the Lord’s Prayer in particular.”

Catechesis and the Trinity, Part II: Praying the Trinity

Graham Ward

The Constraint of the Word: Graham Ward on Gregory of Nyssa

The Constraint of the Word: Graham Ward on Gregory of Nyssa

Graham Ward on Gregory of Nyssa’s Great Catechetical Oration: “The ‘system’ [of catechesis] is not an abstract set of propositions set out by the ministers who preside and to which allegiance is given by those taught. It is, first of all, intrinsic to the word itself as the Logos; the word of faith that teaches. The system is the constraining and necessary logic of the Logos. It is co-relative to both a social and institutional practice (teaching) and an operation (being saved). It is implicated in ‘the mystery of godliness’ or the hidden working of piety. Its aim is salvation through conversion.”