Irish and British Reflections on Catholic Education: Foundations, Identity, Leadership Issues, and Religious Education in Catholic Schools

This study examines the educational foundation's organizational decision making model that is the influence of accounting information and organizational culture on decision making. This research is a quantitative study with descriptive and inferential analysis. The sample of this study was 72 Catholic education foundations in Indonesia, which were tested by Partial Least Square (PLS) based analysis and data processing methods with the Smart PLS 3.0 program. This study obtains some empirical evidence, namely, first, accounting information significantly influences decision making. These results are consistent with the theory that the main purpose of the foundation's financial statements is to provide relevant information to meet the foundation's internal and external interests to help decision makers make the best decisions for the organization. Second, organizational culture significantly influences decision making. This result is in line with organizational culture theory which states that organizational culture is a value that is used as a reference in all decisions and actions of members of the organization and that reflects the goals, identity, and standard of evaluation of everything in the organization. So it was concluded that the best decision was a decision made based on accounting information and organizational culture at a Catholic education foundation in Indonesia

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Utilizing Authenticity: Options for Catholic Education in a Particular Detraditionalized Cultural Context

Religions ◽

10.3390/rel12100807 ◽

2021 ◽

Vol 12 (10) ◽

pp. 807

Author(s):

Richard Rymarz

Keyword(s):

Catholic Education ◽

Religious Identity ◽

School System ◽

Catholic Schools ◽

Cultural Context ◽

Catholic School ◽

Initial Position ◽

Human Community ◽

Common Values ◽

Traditional Structures

This paper addresses some conceptual options for Catholic education in a particular cultural context. This context is where the Catholic school system is large, stable, and well established but in the wider cultural context, the place of religion in society is detraditionalized. This detraditionalization is reflected in Catholic school enrolments where increasing numbers of students come from non-Catholic backgrounds, where, amongst Catholics, engagement with traditional structures is low or where there is no religious association at all. To initiate discussion a simple dichotomy is introduced; do Catholic schools promote religious identity or do they address a wider demographic by stressing harmonized common values and policies? To elaborate on this initial position several conceptual perspectives are offered. A key discussion point centres around the human community of Catholic schools and how they align with the various options that are proposed.

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Inclusive second level Religious Education in Ireland today: what do teachers say?

Journal of Religious Education ◽

10.1007/s40839-021-00144-8 ◽

2021 ◽

Author(s):

Amalee Meehan ◽

Derek A. Laffan

Keyword(s):

Young People ◽

Religious Education ◽

International Research ◽

Catholic Schools ◽

Census Data ◽

Religious Practice ◽

Knowledge Gap ◽

Irish Context ◽

Religious Landscape ◽

Inclusion Results

AbstractThe Irish religious landscape is changing. Census data reveal that the percentage of those who identify as Catholic is in steady decline, while the proportion of those with no religion continues to rise. Christian religious practice in Ireland is also decreasing, especially among young people. Catholic schools, once the dominant provider of second level education, are now in a minority. This changing landscape has influenced Religious Education in second level schools. It is now an optional subject, and the historic tradition of denominational, confessional Religious Education has given way to an approach designed to be inclusive of students of all faith and none. Yet the surrounding discourse is unsupported by the perspectives of Religious Education teachers. This study attempts to address this knowledge gap by investigating their views and experiences, particularly with regard to inclusion. Results indicate that teachers are concerned about ‘religious students’. Whereas new to the Irish context, this reflects international research which suggests that in a rapidly secularising society, those who continue to practise any faith, especially the once-majority faith, are vulnerable. Findings signpost evidence of this, with RE teachers most concerned about the bullying of Catholic students and least concerned about the bullying of atheists.

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Kompetensi Profesional Guru Rumpun Mata Pelajaran PAI di Madrasah Ibtidaiyah (MIN) II Model Samarinda

SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) ◽

10.21093/sy.v8i1.2447 ◽

2020 ◽

Vol 8 (1) ◽

pp. 35-61

Author(s):

Riswadi Riswadi

Keyword(s):

Data Collection ◽

Religious Education ◽

School Curriculum ◽

Guidance And Counseling ◽

Education Foundations ◽

Analysis Techniques ◽

Learning Evaluation ◽

Collection Data ◽

The Media ◽

Teaching Programs

This research aims to find out how professional teachers of Islamic religious education subjects in the MIN 2 Model Samarinda. This research uses an emics perspective, which is trying to understand, internalize, and describe the professional image of the teacher according to the phenomena and data, so it is also called the phenomenological fact. Data Collection techniques using observations, interviews and documentation, while the data analysis techniques to be used in this study, "descriptive analytic" and in qualitative research generally began since data collection, data reduction, data presentation, and withdrawal of conclusions or verification. The results of the study is that the teacher is quite professional on the grounds that from the 11 indicators that are determined most have been able to be mastered/implemented well that is able to master the teaching materials, able to understand and interpret the results of educational research for the purposes of teaching, able to manage teaching programs, able to use the media and learning resources, able to plan teaching programs, able to manage the interaction of learning teaching, mastering various methods of teaching, able to recognize and organize the administration of the school (curriculum or learning administration), able to assess the achievement of students for the sake of teaching as well as the ability to master the education foundations, ability to know the functions and services of guidance and counseling that can not recognize children who have special characteristics and ability to manage classes Thus, the learning evaluation of teachers has the ability to assess students ' achievements for the sake of teaching. In this case the teachers of the most specific special PAI class in MIN 2 Model Samarinda have been able to assess well the proven list of values, group books, and analysis of the results are organized neatly and document the governance.

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Living Between: Exploring a Framework of Spirituality for Teachers and Students in Catholic Schools

International Journal of Practical Theology ◽

10.1515/ijpt-2020-0009 ◽

2021 ◽

Vol 25 (2) ◽

pp. 184-205

Author(s):

Rina Madden

Keyword(s):

Identity Formation ◽

Religious Education ◽

Professional Learning ◽

Catholic Schools ◽

Meaning Making ◽

Self Reflection ◽

Area Of Interest ◽

Teachers And Students ◽

Teacher Professional ◽

People Today

Abstract This paper proposes a focus on human experience as the locus of identity construction and meaning making and presents a dialogical framework of Christian spirituality as a heuristic for teacher professional learning in religious education in Australian Catholic schools. Firstly the paper explores spirituality as a growing area of interest for young people today and its relation to identity formation for teachers and students in Australian Catholic schools. Secondly it presents a relatable theological framework of spirituality as an opening to transformative dialogue and self-reflection. Finally it describes the four paradigms of spirituality of the framework and the curriculum possibilities they raise.

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