Catholic Schools, Liberalism and Strategies for the Formation of Catholic Identity

2018 ◽  
pp. 113-125
Author(s):  
Rachel W. Hanemann
Keyword(s):  
Catholic Schools ◽  
Catholic Identity

scholarly journals The Quality of Catholic Education of Diocesan Schools in the Province of Antique

2020 ◽  
Vol 3 (2) ◽  
pp. 35-36
Author(s):  
Rita O. Banusing ◽  
Joel M. Bual
Keyword(s):  
Public Schools ◽  
Catholic Education ◽  
Catholic Church ◽  
Catholic Schools ◽  
Teaching And Learning ◽  
The Philippines ◽  
Catholic Identity ◽  
Length Of Service ◽  
Institutional Practices

The mission of Catholic schools is linked to the evangelizing thrust of the Church in proclaiming Christ to the world to transform society. However, most Catholic institutions nowadays are confronted with issues on the deterioration of values, migration of qualified teachers to public schools, and decline in enrolment, posing threats to the Catholic identity and mission, operational sustainability, and quality of teaching and learning. To address these problems, the Catholic Educational Association of the Philippines (CEAP) developed the Philippine Catholic Schools Standards (PCSS) to help these schools in the country revisit and re-examine their institutional practices according to the identity and mission of the Catholic Church.  Hence, this paper assessed the quality of Catholic education of diocesan schools in the Province of Antique in the light of Catholic identity and mission, leadership and governance, learner development, learning environment, and operational vitality domains of PCSS.  Also, it sought to find out whether a significant relationship exists between the age, sex, length of service, and designation of assessors and their quality assessment on Catholic education.

Catholic education in Ireland and the United States: Teachers’ comparative perspectives

2020 ◽  
Vol 15 (2) ◽  
pp. 171-185
Author(s):  
Monica J Kowalski ◽  
Jonathan Tiernan ◽  
Sean D McGraw
Keyword(s):  
United States ◽  
Teacher Education ◽  
Catholic Education ◽  
Lived Experience ◽  
Catholic Schools ◽  
The United States ◽  
Catholic Identity ◽  
Teachers Experiences ◽  
The Republic ◽  
Comparative Examination

This article provides a comparative examination of teachers’ experiences of both participating in Catholic teacher education programmes and teaching within Catholic schools in the Republic of Ireland and the United States. This mixed-methods study consisted of surveys and interviews with 22 teachers who are graduates of both Irish and US teacher education programmes and have taught in Catholic schools in both countries. This distinct cohort of Irish Catholic educators reveals how faith and Catholic identity are experienced in two distinct education systems that share a common mission. The research underscores how context powerfully shapes the lived experience of teachers in both Catholic teacher education programmes and in Catholic schools, and it highlights implications for those responsible for Catholic teacher education programmes and also for the leaders of Catholic schools. The extent to which members of a school community explicitly identify and choose to embody the Catholic identity greatly shapes outcomes.

scholarly journals Catholic Identity through the Lens of the School’s Official Website

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Randy A. Tudy ◽  
Stephen F. Gambescia
Keyword(s):  
Social Sciences ◽  
Human Resource ◽  
Research Design ◽  
Catholic Schools ◽  
The Philippines ◽  
Catholic Identity ◽  
Ex Corde Ecclesiae ◽  
Descriptive Research

Catholic identity is a mark that separates Catholic schools from secular ones. One important tool for communicating this marker is through the school’s website. The aim of the study was to look into the official websites of Catholic schools in the Philippines and to find out how they explicate their Catholic identity. Using the document Ex Corde Ecclesiae, seven markers were used. It employed descriptive research design replicating the methods used by Gambescia and Paolucci in 2011. The result revealed that the Lead Academic Statement is present in 73 out of 75 schools. This is followed by Affiliation with Sponsoring Catholic Entity, 71; Catholic Heritage, 55; Catholic Service, 45; Catholic Worship, 37; Catholic on Homepage, 16; and Human Resource Page, 0. Overall, 297 markers were counted out of the expected 525. Thus, the schools in the Philippines have explicated Catholic identity especially on the first three markers, but much attention should be focused on the bottom four. The study should also investigate the presence of these markers but should not judge the totality of a particular level of Catholicity. However, the school website should not be underestimated in its role to explicate Catholic identity. Keywords - Social Sciences, Religion, Catholic identity, schools’ official website, descriptive design, Philippines

The Long Road: Catholic Schools and Catholic social integration since 1918 (Cardinal Winning Lecture, 2017)

2019 ◽  
Vol 28 (1) ◽  
pp. 63-73
Author(s):  
T. M. Devine
Keyword(s):  
Teacher Education ◽  
Twentieth Century ◽  
Social Integration ◽  
Spiritual Formation ◽  
Economic History ◽  
Catholic Schools ◽  
Educational Experience ◽  
Social Division ◽  
Mainstream Society ◽  
Catholic Schooling

Critics, past and present, of state-funded denominational education in Scotland after 1918 have often asserted that the system has promoted social division, separateness and even fostered sectarianism. This lecture – the Cardinal Winning Lecture, 2017, delivered to the St Andrew's Foundation for Catholic Teacher Education, University of Glasgow – disagrees with these views. Instead, the presentation argues that Catholic schooling, in addition to its recognised importance in Christian spiritual formation, has been a crucial influence promoting the integration of a formerly disadvantaged and marginalised community into modern Scotland. ‘Integration’ is defined for this purpose as the process of incorporation into mainstream society as equal citizens. The lecture considers the long and rocky road to this achievement by setting the educational experience within the broader context of Scottish religious, social, political and economic history in the twentieth century.

Identity of Catholic Schools in Multi-religious Contexts

2019 ◽  
Vol 3 (1-2) ◽  
pp. 183-194
Author(s):  
Edmund Kee-Fook Chia
Keyword(s):  
Present Article ◽  
Catholic Schools ◽  
Religious Pluralism ◽  
Religious Communities ◽  
Educational Institutions ◽  
The Church

The phenomenon of religious pluralism is a fact that needs no further discussion. How society and institutions are negotiating its impact, however, certainly needs further scrutiny. Schreiter's call for the construction of local theologies invites us to explore how the preaching of the Gospel has to adapt to the realities of new situations. The present article focuses on Catholic educational institutions and how they are dealing with the multi-cultural and multi-religious communities that are now found not only outside of the schools and universities but also within them as well. Its concern is with how the identity and mission of these Catholic institutions are expressed and measured in the new contexts, taking seriously the teachings of the Church on the role they play in its evangelizing mission.

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