‘Our Catholic school’: themes and patterns in early Catholic school buildings and architecture before 1872

2020 ◽  
Vol 71 (1) ◽  
pp. 1-66
Author(s):  
Diane M. Watters
Keyword(s):  
Nineteenth Century ◽  
Catholic Education ◽  
Early Development ◽  
Catholic Schools ◽  
Catholic School ◽  
School Buildings ◽  
School Architecture ◽  
History Of ◽  
Catholic Schooling

The transformation in Catholic schooling after the Education (Scotland) Act, 1918, is widely recognised. But research on the building of Catholic schools, beginning with the early decades of the nineteenth century, has not yet been done to a level that can support the claim that the ‘greatest impact’ on building was the transfer of voluntary Catholic primaries to the education authorities. By contrast with the history of Catholic education, there has been no thematic study of Scotland's historic school architecture. The aim here is to address that gap, and provide a foundation for further study, by tracing the early development of Catholic school buildings down to the Education (Scotland) Act, 1872. Educational historians have maintained the narrative that, before 1872, many school buildings were ‘little more than hovels’, and the date of 1918 has been identified as the watershed for improvement. That view is challenged.

scholarly journals From «School Buildings» to «School Architecture» – School Technicians, Grand School Buildings and Educational Architecture in Prussia and the USA in the Nineteenth Century

2020 ◽  
pp. 375
Author(s):  
Daniel Töpper ◽  
Fanny Isensee
Keyword(s):  
Nineteenth Century ◽  
The United States ◽  
National Standard ◽  
School Buildings ◽  
School Construction ◽  
School Architecture ◽  
The Us ◽  
The Usa ◽  
History Of ◽  
History Of Architecture

The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection  in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.

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

Religions ◽  
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.

scholarly journals Appraising the Quality of Diocesan Catholic Education in accordance with Philippine Catholic Schools Standards

2021 ◽  
Vol 4 (2) ◽  
pp. 80-89
Author(s):  
Rita O. Banusing ◽  
Joel M. Bual
Keyword(s):  
Quality Assessment ◽  
Catholic Education ◽  
Catholic Schools ◽  
Teacher Turnover ◽  
School Personnel ◽  
Catholic School ◽  
The Philippines ◽  
Length Of Service ◽  
Correlational Design

Catholic education is linked to the Church's evangelical mission. However, Catholic schools are confronted with the deterioration of values, teacher turnover, and decline in enrolment, posing threats to their mission and operation (Catholic Educational Association of the Philippines [CEAP], 2016). Hence, this assessed the quality of Catholic education of Antique diocesan schools using the Philippine Catholic Schools Standards (PCSS). Further, it identified areas for continuous improvement in the Catholic school operation. It also correlated the respondents’ age, sex, length of service, and designation with the quality assessment. With the descriptive-correlational design, the 120 school personnel responded through a standardized PCSS questionnaire. Generally, the assessment was rated “fully meets benchmark” with Catholic identity and mission as the highest and operational vitality as the lowest. The correlation showed no relationship between the age, sex, and length of service with the quality assessment while little if any relationship with the designation. Accordingly, the quality of Catholic education is attained through continuous adherence to the standards. With this, stakeholders’ collaboration is necessary.

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.

Educational Regulation

2017 ◽  
Author(s):  
Robert N. Gross
Keyword(s):  
Nineteenth Century ◽  
Rhode Island ◽  
School Attendance ◽  
Catholic School ◽  
Late Nineteenth Century ◽  
Public Officials ◽  
Public And Private ◽  
School Officials ◽  
History Of ◽  
The Many

Chapter 3 traces the history of educational regulation in the nineteenth century. It argues that as Catholic school attendance grew in the late nineteenth century, Catholic school advocates, along with public officials, envisioned the many benefits of tethering private education to state goals. Together, Catholic and public school officials helped blur the sharp distinctions between public and private that had existed for much of the nineteenth century, as symbolized by the Dartmouth v. Woodward (1819) decision. First in Rhode Island and then in Ohio Catholics accepted, and indeed fought for, forms of public regulation in return for maintaining an important fiscal subsidy: the property tax exemption. Courts in these states, and elsewhere, generally obliged, and in doing so granted public bodies significantly greater authority to regulate private actors.

Education in Conflict: Postwar School Buildings of Cyprus

2019 ◽  
Vol 44 (2) ◽  
pp. 68-76
Author(s):  
Sevil Aydınlık ◽  
Hıfsiye Pulhan
Keyword(s):  
World War Ii ◽  
School Buildings ◽  
School Architecture ◽  
State Identity ◽  
Social Reforms ◽  
International Style ◽  
Mediterranean Island ◽  
History Of ◽  
Modernization Process ◽  
Cyprus Conflict

The terms cyprus, conflict, crisis and war have been almost inextricably intertwined throughout the history of this Mediterranean island. The education system played an important role socially and school buildings played an important role visually first in the dissemination of nationalism when the ethno-nationalist movements within the turkish and greek-cypriot communities increased dramatically under British colonial rule (1878-1960), and later in the dissemination of internationalism in the mid-twentieth century. Despite the increased conflict and nationalism, which was reflected by neo-greek architectural elements, the striking impact of the international style turned school buildings into representations of the communities' attitudes towards modernism. By the mid-1940s these attitudes towards modernism also served as a latent way for communities' identity struggles and for the sovereignty of each community to exist. After world war ii the style embodied by many school buildings conveyed science-based modern thought; modernization attempts for political, economic and social reforms; and the strong commitment of the first modernist cypriot architects to the spirit of the time and the philosophy of the modern. Under this scope, postwar school buildings in cyprus are identified as unique artifacts transformed from an ‘ethnicity-based' image into an ‘environment-based' form that is more associated with the modernization, decolonization and nation-building processes from which local nuances of mainstream modernism emerged. At this point the modernization process of the state, identity struggles of the communities and architects' modernist attempts could be interpreted as providing a fertile ground for new social and architectural experiments, and could answer questions about how postwar school architecture managed to avoid reference to historical, ethnic and religious identities when there was an intentional exacerbation of hostility between the two ethnic communities and about school buildings predominantly followed principles of the international style even though both the greek and turkish-cypriot education systems were instrumental in strengthening local nationalisms and even ethnic tensions.

The History of Golf in Mexico

2019 ◽  
pp. 18-42
Author(s):  
Hugo Cerón-Anaya
Keyword(s):  
Nineteenth Century ◽  
Early Development ◽  
Late Nineteenth Century ◽  
Golf Clubs ◽  
History Of ◽  
Neoliberal Policies ◽  
Late Nineteenth ◽  
Anglo American

Chapter 1 analyzes the history of golf in Mexico, showing a long-term pattern of class and racialized dynamics associated to the sport. The first part describes how wealthy Anglo-American immigrants brought golf to late nineteenth-century Mexico. This section explains how the early development of golf was connected to the spread of modernity, capitalism, and Anglo-American racialized ideas, dynamics that informed the creation of a class- and race-based privileged space. The second part of the chapter chronicles the transformation that golf experienced after the 1940s when a growing number of affluent Mexicans joined this sport. The change, however, did not eradicate some of the early restrictive dynamics. The chapter ends by showing how the neoliberal policies introduced by the late 1980s significantly expanded the number of golf clubs existing in the country. Despite the considerable expansion, golf is still the preserve of the upper middle and upper classes in today’s Mexico.

Scandal in Somers town: conspiracism and Catholic schools in early Victorian England

2021 ◽  
Vol 35 (4) ◽  
pp. 415-439
Author(s):  
Aidan Cottrell-Boyce
Keyword(s):  
Nineteenth Century ◽  
Catholic Schools ◽  
Urban Population ◽  
Conspiracy Theory ◽  
Small School ◽  
Charitable Organizations ◽  
Victorian England ◽  
Victorian Era ◽  
The Poor ◽  
History Of

The middle years of the nineteenth century are notable in the history of Catholicism in England for the development of the ‘papal aggression’ crisis. Catholic emancipation had been met with suspicion by Protestant groups and this suspicion grew into violent antipathy with the publication by Nicholas Wiseman of ‘Ex Porta Flaminia.’ At the same time that this crisis was emerging, Catholic charitable organizations were also attempting to garner support from the state for the building of Catholic schools. With a boom in the poor, urban population, fuelled by the arrival of Irish refugees, this assistance was urgently required. In the midst of this a small school in the heart of London became the focus of a cause célèbre. The belief that this school had been funded by lucre, defrauded from dying and vulnerable members of the Somers Town community by simonist priests, provided the source of a widespread conspiracy theory. The result of this conspiracy theory was a lawsuit, brought in 1851 by the relatives of a deceased benefactor of the school, against the newly enthroned Cardinal Wiseman. Metairie vs. Wiseman became one of the most celebrated and cited cases of the early Victorian era.

scholarly journals The Quality of Catholic Education in a Diocesan School Relative to the Philippine Catholic School Standards

2018 ◽  
Vol 1 (1) ◽  
pp. 41-53
Author(s):  
Joel Bual ◽  
Dennis Madrigal
Keyword(s):  
Learning Environment ◽  
Catholic Education ◽  
Catholic Schools ◽  
Quality Standards ◽  
Catholic School ◽  
Moral Values ◽  
Effective Management ◽  
Active Involvement ◽  
Data Analyses

Evangelization is the primary purpose of Catholic education. However,due to the depreciation of moral values brought about by secularismand globalization, the identity and mission of Catholic schools arecompromised. Thus, this paper primarily intended to assess the levelof quality of Catholic education in a Diocesan School in accordance tothe five domains of the Philippine Catholic Schools Standards (PCSS). Aquantitative study was used through a standardized survey questionnaireto gather data from 337 respondents―administrators, teachers,non-teaching personnel, students, and parents of the school. Usingdescriptive and inferential data analyses, the results revealed that theDiocesan school adheres to the quality standards for Catholic educationbut needs to continuously improve to meet the highest possiblestandards. Of the five (5) domains, learning environment was rated highby respondents while leadership and governance ranked low. Moreover,the study showed that parents have significantly higher assessmentcompared to other respondents in terms of assessing the quality Catholiceducation of the institute. The findings further affirmed the importantrole that administrators play in the effective management of school toachieve quality Catholic education and to ensure operational vitality inresponding to its evangelical mission. Hence, the active involvement ofthe members of the school community to this effect.

scholarly journals The Experience of Being a Lay Teacher in Catholic Schools: An Approach for Investigating the History of an Under-researched Field

2018 ◽  
Vol 5 (2) ◽  
pp. 163
Author(s):  
Tom O'Donoghue
Keyword(s):  
Catholic Education ◽  
Catholic Schools ◽  
Life Story ◽  
Research Approach ◽  
Diverse Range ◽  
Lay Teachers ◽  
Wide Range ◽  
History Of ◽  
Official Status ◽  
The Church

Internationally, there has been a major output of empirical research on Catholic education over the last two decades. However, it has not been accompanied by a similar corpus of related work indicating possible new directions such research could take, including those that could be undertaken by using a diverse range of methodologies on a wide range of topics neglected to date. This paper indicates one such direction that could be taken in relation to historical research on lay teachers in Catholic schools from the 1940s to the present. First, the historiographical work that has been undertaken on the history of teachers more broadly is considered. An overview on the official status of the laity and the lay teacher historically within the Church is then considered. Finally, an argument for the use of a «life story» research approach for the generation of research questions to investigate the experience of being a lay teacher in Catholic schools. The approach is suitable for «insider research», where the focus is on investigating issues that were of concern for participants, rather than on pursuing pre-ordained questions of interest to the researcher and which usually arise primarily from a reading of the relevant background literature only.

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