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These features represent the actual motivations lying behind any ecclesial enterprise
and are particularly obvious in the structural elements of the ecclesial liturgy, even
though these may be somehow hidden beneath the multitude of texts, hymns,
gestures and actions. Given this complexity, it is perhaps better to present the main
outlines of the Divine Liturgy as performed in earlier times, for instance during the
mid 7th century. And indeed, in the interpretive description of the synaxis he gives in
the Mystagogy, St Maximus the Confessor makes plain how much our liturgy is
focused on teaching/learning. The entire liturgical space, from architecture to
iconography, from readings to movements and from chanting to gestures, functions
like a context meant for delivering, receiving and processing information in ways that
are relevant to God’s people. Beyond its worshipping and sacramental aspects, the
structure of the Divine Liturgy is essentially catechetical.
A traditional thinker and experienced in the monastic way of life, where spiritual
guidance plays a crucial role, St Maximus attempts to approach the structure of the
Divine Liturgy only guided by God (Θεοῦ χειραγωγοῦντος), the mystagogue par
excellence (see Mystagogy 22). Moreover, at practically every stage of the process,
he builds upon the information provided by an anonymous elder – perhaps a symbol
of tradition –, whose wisdom and insight establish the benchmark for any further
exploration. Thus equipped by tradition with the necessary tools and enlightened by
God, St Maximus is able to grasp the meaning and purpose of the ecclesial initiation
and experience. To him, everything has spiritual significance in the Church: ‘the
divine norms of the holy Church (οἱ θεῖοι τῆς ἁγίας Ἐκκλησίας θεσμοὶ) lead the soul,
by way of a true and effective knowledge (δι᾽ ἀληθοῦς καὶ ἐνεργοῦς γνώσεως), to its
own perfection (τελειότητα)’ (Mystagogy 22). To a discerning person no ecclesial
rule, norm or regulation represents a goal in itself, conveying instead a superior
reason, or logos, and purpose, or telos, to which our attention is drawn and which
ultimately is existential in nature. In this light, observing the rules might be seen as a
virtue yet only comprehending the rationale behind them brings us to attain their
actual, transformative, purpose. This is the perennial challenge addressed to all
believers, who are successively introduced – by teaching and learning – to the
innermost depths of ecclesial mindset and life.
Although these notes may very well refer to the entire ecclesial framework, St
Maximus finds that these aspects pertain mainly to the liturgical rhythms, whose
finality is par excellence transformative and deifying. Symptomatically, after
exploring the various ways in which teaching and learning unfold in the Church, St
Maximus insists on the vocabulary of transformation (μεταποιοῦσάν τε καὶ
μετασκευάζουσαν, καὶ ἀληθὲς μεταπλάττουσαν; see Mystagogy 24) when pointing
out the action of the Holy Spirit exerted upon those taking part in the holy synaxis.
For the purpose of our enquiry it is important to note that the stages of ecclesial
initiation correspond to the actual stages of the Divine Liturgy, St Maximus retaining
mainly the significance of a series of steps. To these moments I will briefly turn.
The second liturgical moment of relevance to our topic is that of the New Testament
readings. The function of the sacred readings is complex. The readings introduce
God’s people into the spirit of the wisdom from above, as an expression of ‘the divine
and blessed intentions and wills of God most holy’ (τὰς θείας καὶ μακαρίας τοῦ
παναγίου Θεοῦ βουλήσεις τε καὶ βουλὰς; Mystagogy 10). But by teaching God’s will,
they also show us the task lying ahead: through the sacred readings ‘we learn the
laws of the divine and blessed contests (τῶν θείων καὶ μακαρίων ἀγώνων νόμους
μανθάνομεν) in which by lawful struggle we will be judged worthy of the victorious
crowns of Christ’s kingdom’ (Mystagogy 10). In other words, the readings do not just
convey information from above; through informing us, they actually instruct God’s
people in the ways of spiritual life; last but not least, they make us aware of our
responsibility for the choices we make and the actions we take, within an
eschatological perspective (see also Mystagogy 14, which introduces the nuance of
reward and punishment).
Closely related to the above and logically following the sacred readings, in
Mystagogy 13 St Maximus mentions the moment of the homily (sermon) as ‘the word
of mystical contemplation’ (γνωστικῆ θεωρία). Through the homily, the divine
wisdom is highlighted and the faithful are exhorted to walk the path of virtue. Like a
celestial high priest (ὥσπερ ἀρχιερεὺς οὐρανόθεν), the word cuts sharply through the
core of confusion, pointing out the incompatibility between the passionate/fleshly
mindset (τῆς σαρκὸς τὸ φρόνημα) or the materialist thoughts (τοὺς πρὸς γῆν
κατανεύοντας λογισμοὺς), on the one hand, and the path that leads to the spiritual
vision (τὴν τῶν νοητῶν ἐποψίαν) and insight into the mysteries (τὰ ἀπόρρητα), on
the other hand.
Another liturgical moment of great relevance to our topic is definitely the recital of
the Creed, or in the author’s words ‘the divine symbol of faith’ (τὸ θεῖον τῆς πίστεως
σύμβολον; see Mystagogy 13). To St Maximus, the Creed constitutes a summary of
the entire salvific economy and an expression of our gratitude for God’s mercy, or
‘the grateful acknowledgment’ (τὴν εὐχαριστήριον) of our salvation (cf. Mystagogy
13). The juxtaposition of these aspects is quite unique. The Creed is more than a
recapitulation of ecclesial faith and more than a memorial of God’s mighty deeds; it is
fundamentally a eucharistic-like act, given that it is an act of humble recognition of
how much we depend on God’s mercy; remembering is to acknowledge. These
aspects are essential to the on-going teaching/learning process unfolding through the
Divine Liturgy. One way or the other, this educational pattern intimates the necessity
of a humble approach to knowledge, whose manifestation is the acknowledgment of
God.
In chapter 18, the Creed is presented under a slightly different lens, as the solid
nourishment offered to the mature in faith. The idea remains basically the same: the
Creed features as a ‘mystical thanksgiving’ (μυστικὴν εὐχαριστίαν) whose value is
perennial, since there is no other way to respond to God for ‘the infinite divine
blessings’ (τῶν ἀπείρων θείων ἀγαθῶν) bestowed upon the worthy ones (οἱ ἄξιοι),
that is those who learnt to express their gratitude. Nevertheless, this reiteration of
the theme brings another nuance, referring to the paradoxical reasons and ways in
which the wise providence of God (παραδόξοις λόγοις τε καὶ τρόποις τῆς πανσόφου
περὶ ἡμᾶς τοῦ Θεοῦ προνοίας) operates our salvation. Speaking of reasons and ways
(λόγοις καὶ τρόποις) the Confessor points definitely to the experience of the
contemplatives in the Church. According to the saint, only they have access to the
divine reasons, intentions or principles that lay behind the various teaching methods
applied throughout the Divine Liturgy and elsewhere in the Church. And with this, we
enter a very different universe, of the levels of perception, which I will address – God
willing – some other time.
For the time being, it is important to note that, far from representing a burden to
Christian experience, the educational aspect is indissolubly linked to all other
dimensions pertaining to the Divine Liturgy. Even under the form of
‘anamnetic/memorial symbols’, teaching and learning have not been added later to
the body of the holy synaxis (as suggested by some modern scholars), having been
from the outset at the core of our liturgical experience. In fact, for St Maximus, there
is no perfect liturgical participation without a proper comprehension of the entire
ritual – with its texts, gestures and rhythms. To some of these elements I will turn, if
possible, next time.