scholarly journals Catholic School Religious Education in a Secular, De-traditionalised Culture: The Formula that is Best for Both the Religious and Non-religious Students

2021 ◽  
Author(s):  
Graham Rossiter
Keyword(s):  
Young People ◽  
Moral Education ◽  
Religious Education ◽  
Cultural Change ◽  
Catholic Church ◽  
Catholic Schools ◽  
Religious Affiliation ◽  
Catholic School ◽  
Reference Points ◽  
State Institutions

Philip Phenix’s (1964) book Realms of meaning started the ever growing movement concerned with how school education might help young people in their search for meaning in times of rapid social change. Today, in globalised, digital, secularised, de-traditionalised culture, the importance and urgency of this role have never been greater. Cultural change has accelerated exponentially, and for many – including students in religious/Catholic schools – traditional religious sources of meaning are no longer prominent or plausible reference points. Catholic schools, whether independent or semi-state institutions because of government funding, can make a valuable contribution young people’s spiritual/moral education, no matter what their level of religious affiliation or practice. This article argues that such a contribution requires change to the discourse or narrative of Catholic school Religious Education, with corresponding adjustments to content and pedagogy. Its present trajectory, which is excessively concerned with promoting a Catholic identity in students, needs to be modified. Both the religious and non-religious students, especially in the senior classes, would derive greater spiritual and religious benefit from the inclusion of more life-relevant and issue-related content, together with a critical, research-oriented pedagogy. Such an approach proposes that the Catholic Church’s schools should offer unconditionally a meaningful spiritual/moral education that is relevant to all students, rather than a traditional one which seemed to presume that all students are, or should be practising Catholics. This does not minimise attention to the Catholic tradition, but it allows for a study of how people negotiate the task of constructing meaning and values in a complex culture. The article also looks at the ‘headwinds’ that hinder the implementation of this approach. The article is focused specifically on the Australian context where Catholic schools are semi-state institutions because they are funded by both state and federal governments. The issues are still likely to be pertinent to Catholic education in other countries, while taking into account significant contextual differences.

scholarly journals Hospitality to difference: LGBT, religious education and the Catholic school

2020 ◽  
Author(s):  
Roisín Coll
Keyword(s):  
Young People ◽  
Religious Education ◽  
Catholic Schools ◽  
Catholic School ◽  
Changing Climate ◽  
School Sector ◽  
Key Driver ◽  
The Uk ◽  
The Impact ◽  
Informal Groups

AbstractThere has been a rise in claims of LGBTI youth in schools generally across the UK with a surge in young people self-identifying. This is a ‘theme’ or ‘matter’ or ‘question’ that has been insufficiently ventilated in relation to the Catholic school. It is shrouded in inhibition, confusion, evasion or fear. Burying our heads in the sand is not helping us move forward and there is a potential political threat to the mission of Catholic schools from failing to engage. A key driver of this paper is the rapidly changing climate of opinion and activism around LGBTI experiences in schools and society. From an essentially rights based perspective, and supported by powerful equality legislation, people are campaigning vigorously through formal and informal groups for what they perceive as a redress of longstanding exclusion and discrimination. The concern in particular for LGBTI rights and recognition for under 18s has inevitably drawn schools into these national debates.  Three narratives are worthy of discussion around this theme and are inextricably linked: the legal, theological and pastoral narratives. This paper will consider these and suggest the impact that developments are having on the Catholic school sector, and in particular, the teaching of Religious education.

scholarly journals Covid-19: food insecurity, digital exclusion and Catholic schools

2020 ◽  
Vol 68 (3) ◽  
pp. 319-330
Author(s):  
Stephen J. McKinney
Keyword(s):  
Food Insecurity ◽  
Religious Education ◽  
Catholic Church ◽  
Catholic Schools ◽  
Child Poverty ◽  
Catholic School ◽  
Spiritual Support ◽  
The United Kingdom ◽  
Vulnerable Families ◽  
Digital Exclusion

Abstract Covid-19 and the subsequent worldwide lockdowns have had a major impact on families and school education. The lockdowns have highlighted and exacerbated the disadvantages experienced by those children who suffer from child poverty. This article focuses on food insecurity and the digital divide, or digital exclusion, and argues that these have emerged as very pressing issues during lockdowns for children suffering from child poverty. The article provides an outline of the response of the Catholic Church and Catholic schools, primarily in the United Kingdom. There have been some concerted efforts to address food insecurity by providing food and food vouchers for children and vulnerable families. It has proved more problematic to address digital exclusion and the article argues that for those children who experience digital exclusion, this can effectively mean exclusion from the religious education, religious life, community and the pastoral and spiritual support that is normally offered by the Catholic school.

scholarly journals KEKATOLIKAN SEKOLAH KATOLIK MENURUT PANDANGAN GEREJA

2019 ◽  
Vol 10 (1) ◽  
pp. 1-12
Author(s):  
Herman P. Panda
Keyword(s):  
Young People ◽  
Catholic Church ◽  
Vatican Ii ◽  
Catholic Schools ◽  
Catholic School ◽  
Educational Process ◽  
Children And Young People ◽  
Integral Education ◽  
The Catholic Church

In this article the author presents the views of the Catholic Church herself about the identity of Catholic schools. This view is spread in a number of Church documents both issued by the Vatican II and by the Pope and Roman Dicasteries. According to this view, Catholic schools have a basic call to educate children and young people to become individuals who have integrity, wisdom and firm faith. For this reason, every Catholic School must continue to maintain a supernatural vision, a strong anthropological foundation, an integral education, the spirit of unity and togetherness of all those involved in the educational process and sustained by the living testimony of the teachers.

Fidelity and Openness: A Christian Response to Pluralism

2000 ◽  
Vol 1 (1) ◽  
pp. 122-134 ◽  
Author(s):  
Bernadette O’Keeffe
Keyword(s):  
Religious Education ◽  
Catholic Church ◽  
Catholic Schools ◽  
Urban Poverty ◽  
Catholic School ◽  
Poverty Areas ◽  
Education Today ◽  
The Catholic Church

The paper gives an outline of the conception of the Catholic Church on its mission in education today, with particular reference to the Catholic school in its encounter with pluralism. Three models of Catholic schools in the encounter with children of other faiths are presented. A distinction is made between catechesis, religious education and evangelization. The paper focuses especially on the mission of Catholic schools in urban poverty areas.

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

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.

scholarly journals The Catholic School: Education of a Person with Disability in the Light of the Catholic Church Documents

Pedagogika ◽  
2014 ◽  
Vol 115 (3) ◽  
pp. 163-178 ◽  
Author(s):  
Vilija Targamadzė ◽  
Danguolė Gervytė
Keyword(s):  
Special Needs ◽  
Catholic Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Catholic Church ◽  
Catholic Schools ◽  
Scientific Literature ◽  
Human Person ◽  
Catholic School ◽  
The Catholic Church

Relevance. On one hand Catholic schools have a tradition of caring for the weakest, of paying attention to each person and to his or her needs; on the other hand, factually, they do not differ from other schools in the aspect of integrating of people with disabilities, as shown by the sources studied. Why is there a discrepancy between the paradigm of Catholic education and its realization? Authors (J. M. Barton (2000), M. E. Blackett (2001), J. Ruškus (2002), D. A. Bello (2006), T. J. Long, M. J. Schuttloffl (2006), A. Galkienė (2008), M. Scalan (2009), C. Ch. Grima-Farrell (2012), who have studied inclusive Catholic education pay more attention to the pedagogical or administrative questions raised by inclusive education than to the philosophical basis of such a choice. As a matter of fact, the analysis of Catholic education under the aspect of inclusive education is a new thing in Lithuania. The practical use of the research is the evaluation of the situation, with the identification of the weak aspects of inclusive education in Lithuania. This would allow, in the future, modeling the organization of the education of pupils with special needs on the basis of the paradigm of Catholic education. Problem question for the research: what is the situation of inclusive education in Catholic schools in Lithuania? How is it related to the conception of inclusive education expressed by the documents of the Catholic Church? The aim of the research: on the basis of empirical research find out the tendencies of inclusive education in Catholic Schools in Lithuania according to the documents of Catholic Church. The objectives of the research: 1. Make a survey of scientific literature about inclusive education in Catholic schools. 2. Analyze the vision of inclusive education contained in Church documents and the Church’s declarations about persons with a handicap, their needs and their rights. 3. Analyze the inclusive education in catholic schools according to the documents of Catholic Church. Methods of the research: 1. Survey of scientific literature and research results on inclusive education in Catholic schools. 2. Analyze documents of the Catholic Church from Vatican II on Catholic education and persons with a handicap. 3. Case study on the education of people with disabilities in Catholic schools. The analysis of the understanding of inclusive education in Catholic schools shows that: 1. It is obvious that students with disabilities should be integrated – this is understood as a norm and as a natural consequence of the Christian understanding of the value of each human person. 2. We underline the qualitative aspect of inclusive education – how it can be organized while, at the same time, maintaining the major components of Catholic education. 3. Practical research shows that, although Catholic education is favorable to inclusiveness, there are many obstacles to its qualitative realization: there is often a lack of financial and human resources, and, as a result, a gap between theory and practice. The documents of the Catholic Church show very clearly the theological grounds of inclusiveness: the person is accepted for his/her own valuable and unquestionable contribution to the community as a human person, since the definition of a Catholic school corresponds to that of a Christian community in which various persons, joined by a common aim live out the values of the Gospel and collaborate. The empirical method was applied in 17 Lithuanian Catholic schools, all of which were analyzed not as multiple cases, but as part of one case-situation of Catholic schools in Lithuania. The empirical research findings reveal that inclusiveness often means that students with disabilities are accepted in the common educational process, but without adapted conditions necessary for a full participation in this process and for personal success. As far as religious education is concerned, students with special needs are integrated in common programs, but there is practically no adaptation or personalization of pastoral work or moral education. The role of the disabled person in forming a community with other students is enhanced, but the vertical, transcendental dimension of his/her mission, which is underlined by the theological approach of the documents, is not mentioned by the schools authorities. Comparison between declarations of the Church documents on people with special needs and the information received from the schools shows a discrepancy between the aim and the reality as evaluated by school authorities, which is more functional than philosophical.

scholarly journals Authentic Religious Education: A Question of Language?

Religions ◽  
2018 ◽  
Vol 9 (12) ◽  
pp. 403 ◽  
Author(s):  
Leonardo Franchi
Keyword(s):  
Religious Education ◽  
Catholic Church ◽  
Catholic Schools ◽  
Intercultural Dialogue ◽  
Critical Study ◽  
Reform Process ◽  
Educational Systems ◽  
Shared Understanding ◽  
Strong Focus ◽  
Aims And Scope

There is much emphasis today on inclusion and diversity in educational systems. As the place of religious belief remains a significant factor in such debates, there is a need for shared understanding of the language and purpose of Religious Education in schools. Given the substantial international footprint of Catholic schools, the conceptual framework of Religious Education in Catholic schools merits serious scrutiny. The Catholic Church’s written teaching on education has a strong focus on the contemporary school as a site of intercultural dialogue. The related teaching on Religious Education in schools, however, remains underdeveloped, with strong voices debating the desirability, or otherwise, of a strong focus on ‘faith formation and practice’ as an outcome of Religious Education. Problematically, terms like ‘Religious Education’ have inconsistent translations in the official documents of the Catholic Church, leading to a plurality of understandings internationally of the ultimate aim of the subject. A presentation of the linguistic inconsistency between English and Italian translations of documents of the Holy See reveals the scale of the challenge. This unsatisfactory arrangement needs reform. Rooted in a close critical study of Catholic teaching on education, the article presents two arguments designed to initiate the reform process: (a) the Catholic Church’s settled teaching on Religious Education must develop greater internal cohesion before it can make a meaningful contribution to intercultural dialogue, and (b) an International Directory of Religious Education, written collegially by qualified lay people and clergy, will build stronger foundations for shared understanding of the aims and scope of Religious Education among key stakeholders in Catholic schools. This shift in direction will harmonise Religious Education expectations in Catholic schools, and offer firmer ground for dialogue with those who manage and teach Religious Education in so-called ‘non-denominational’ schools.

Meaning of Education in Contemporary Phenomenological Ontology – Eugen Fink and Emmanuel Levinas

Diogenes ◽  
2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Stoyan Buchvarov ◽  
◽  
◽  
Keyword(s):  
Young People ◽  
Moral Education ◽  
Religious Education ◽  
Basic Principle ◽  
Emmanuel Levinas ◽  
The Other ◽  
Basic Method ◽  
Human Being ◽  
The World

This article discusses the problem of education according to E. Fink and E. Levinas. In Fink’s opinion, education should acquaint young people with basic phenomena of human being, and introduce them to the problems of the being as a whole, immortality, culture and history. The basic method that should be used in education is the game method. According to Levinas, education should acquaint young people with The Other, with its uniqueness and originality. Respect and preservation of otherness is the basic principle in his philosophy. Moral education can only be realized as religious education, and communication with The Other can be achieved though prayer. Religious education is what can introduce a person to the history and culture of the world.

scholarly journals Catholic Schools as Means of Promoting Peace and Justice in Nigeria

2016 ◽  
Vol 8 (2) ◽  
pp. 1-17
Author(s):  
Anthony Bature
Keyword(s):  
Catholic Church ◽  
Catholic Schools ◽  
Educational Institutions ◽  
Specific Reference ◽  
Tertiary Institutions ◽  
State Institutions ◽  
Peace And Justice ◽  
The Impact ◽  
The Church

The paper examines the impact of the Nigerian education and the extent to which it contributes towards the promotion of peace and justice with specific reference to Catholic schools. The paper argues that the role of Catholic Church in providing education has immensely contributed to the growth and development of education in Nigeria. Due to the church‟s focused intervention, approximately 649 elementary schools, 384 secondary schools and 16 tertiary institutions have been established in Nigeria. Relying on documentary method of data collection and descriptive analytic approach, this study explains that Catholic schools have a significant role towards achieving a peaceful and equitable society in Nigeria. The article recommends more engaged efforts by other non-state institutions towards the building of developed educational institutions that will help in promoting peace and justice in Nigeria.

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