Paul Hanly Furfey

2017 ◽  
Author(s):  
Nicholas K. Rademacher
Keyword(s):  
Social Justice ◽  
Catholic Church ◽  
Social Transformation ◽  
Theory And Practice ◽  
Social Analysis ◽  
Reform Agenda ◽  
Dorothy Day ◽  
Preferential Option ◽  
Social Scientific ◽  
The University

Paul Hanly Furfey (1896-1992) is one of U.S. Catholicism’s greatest champions of peace and social justice. In a career that spanned over five decades, Furfey attempted to compose a coherent and penetrating social reform agenda in theory and practice from the elements available to him at any given time. He attempted to remain as objective as possible by remaining attentive to facts derived from social analysis; the corporate wisdom of the Catholic Church; and best practices in the field, whether from professional social work, the personalism of radical Catholic social justice groups, or the praxis based approach of liberation theology. First and foremost, Furfey viewed his role in terms of an intellectual apostolate. Clearly, Furfey’s pursuit of objectivity in this apostolate did not blunt his criticism. His social analysis, especially as filtered through his reading of the Christian theological tradition, revealed an unwavering and, at times, prophetic preferential option for the poor. He communicated this message through his role as a priest, scholar, and educator. Furfey’s revolutionary view of the university as a center for social transformation is paradigmatic of his contribution. Education of students and scholarship were central to his work. He also encouraged the creation of structures that would empower and transform the communities that surrounded the university. He and his colleagues developed social settlement communities that drew on the latest social scientific research and technique while at the same time incorporating principles that they learned from radical Catholics like Dorothy Day and Catherine de Hueck Doherty.

scholarly journals The Concept of a University: Theory, Practice, and Society

2019 ◽  
Vol 52 (1) ◽  
pp. 61-81
Author(s):  
Trystan S. Goetze
Keyword(s):  
Social Justice ◽  
Vocational Education ◽  
Social Impact ◽  
Applied Research ◽  
Theoretical Concept ◽  
Theory And Practice ◽  
University Research ◽  
Research And Teaching ◽  
The University ◽  
Pure Research

Current disputes over the nature and purpose of the university are rooted in a philosophical divide between theory and practice. Academics often defend the concept of a university devoted to purely theoretical activities. Politicians and wider society tend to argue that the university should take on more practical concerns. I critique two typical defenses of the theoretical concept—one historical and one based on the value of pure research—and show that neither the theoretical nor the practical concept of a university accommodates all the important goals expected of university research and teaching. Using the classical pragmatist argument against a sharp division between theory and practice, I show how we can move beyond the debate between the theoretical and practical concepts of a university, while maintaining a place for pure and applied research, liberal and vocational education, and social impact through both economic applications and criticism aimed at promoting social justice.

scholarly journals The Faith that Does Prudence: Contemporary Catholic Social Ethics and the Appropriation of the Ethics of Aquinas

Lumen et Vita ◽  
2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Brian Michael Reedy, SJ
Keyword(s):  
Social Justice ◽  
Catholic Church ◽  
Social Evolution ◽  
Practical Reasoning ◽  
Social Ethics ◽  
Social Structures ◽  
Society Of Jesus ◽  
The Social ◽  
Preferential Option ◽  
Theoretical Reasoning

One of the most important contemporary issues within the Society of Jesus is the way in which contemporary evangelization impacts social evolution and social structures.  Under the umbrella term of “social justice” the Society is committed to the analysis of and changing of the social and economic structures that impact human lives, so that the values of the Gospel can be actualized within the human family.  Understanding what Aquinas has to say about the issues involved in social justice is important for two reasons.  First, the theological and ethical language of the Society, and the Catholic Church in general, draws deeply from the Thomistic tradition.  Second, there is a vigorous resurgence of attempts to reappropriate Aquinas’ ethical theory according to contemporary sensibilities.  For all those interested in promoting social justice within a Catholic framework it is important to understand how the issues related to social justice relate to Aquinas’ theological project. Although Aquinas does provide a theoretical framework in which the issues of social justice can be addressed, he provides a different rubric.  The contemporary convictions of radical equality and individual rights belong to the Thomistic domain of theoretical reasoning through wisdom.  The critique and evaluation of social structures according to contemporary economic theories and sensibilities belongs to the Thomistic domain of practical reasoning through prudence.  The commitment to the preferential option for the poor belongs to the Thomistic virtue of charity.  In Aquinas’ language, the faith that does justice is, because it acts in a critical and constructive fashion, more accurately a faith that acts prudently.

Enabling Social Justice from Within: Reflections on the Student Voice, Pedagogy of Consciousness and the Idea of the University in Democracy

2021 ◽  
pp. 234763112110477
Author(s):  
Monika Maini
Keyword(s):  
Social Justice ◽  
Student Voice ◽  
Paulo Freire ◽  
Theory And Practice ◽  
University Teaching ◽  
Marginalized Communities ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Idea Of The University

The incidences of suicides by students from marginalized communities at Indian public universities indicate that the structural reforms have been insufficient in bringing social justice at universities and the situation demands a change in cognitive structures and processes that can mobilize shift towards just relations at the universities. This article aims to reflect upon pedagogy of consciousness developed by Paulo Freire and argue for its adoption by teachers to develop student voice that has the potential to bring social justice from within the universities. Following the interpretivist paradigm, the idea of the university given by Kant is explored to locate student voice and social justice within the framework of universities. The idea though places voice at core of university teaching learning process, limits its democratic potential by assuming apolitical role of the universities. Therefore, the author elaborates upon pedagogy of consciousness by Paulo Freire, to bring out its relevance in developing voice for social justice and rethinking the idea of the university. Through the analysis of in-depth interviews conducted with teachers and students at University of Delhi, the voices of students citing incidences of structural as well as epistemic injustice in the University are highlighted to develop the link between theory and practice. These voices point towards lack of spaces for expression of dissenting voices and understanding of these voices by teachers and students from privileged backgrounds. The article concludes with illustrating, how pedagogy of consciousness can develop this consciousness enabling praxis of transformation that brings political dissenting voices to the core of the idea of the university in democracy.

RAISE IT UP!! Youth Arts and Awareness

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Natasha Thomas-Jackson
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
Young People ◽  
Social Transformation ◽  
Family Members ◽  
Community Leaders ◽  
Youth Engagement ◽  
Literary Arts ◽  
Systemic Oppression ◽  
Creative Self

RAISE IT UP! Youth Arts and Awareness (RIU) is an organization that promotes youth engagement, expression, and empowerment through the use of performance and literary arts and social justice activism. We envision a world where youth are fully recognized, valued, and supported as artist-activists and emerging thought leaders, working to create a world that is just, intersectional, and inclusive. Two fundamental tenets shape RIU’s policies, practices, and pedagogy. The first is that creative self-expression and culture making are powerful tools for personal and social transformation. The second is that social justice is truly possible only if and when we are willing to have transparent and authentic conversations about the oppression children experience at the hands of the adults in their lives. We are committed to amplifying youth voices and leadership and building cross-generational solidarity among people of all ages, particularly those impacted by marginalization. Though RIU is focused on and driven by the youth, a large part of our work includes helping adult family members, educators, and community leaders understand the ways in which systemic oppression shapes our perceptions of and interactions with the young people in our homes, neighborhoods, institutions, and decision-making bodies.

Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

Why they shared: recovering early arguments for sharing social scientific data

2020 ◽  
Vol 33 (2) ◽  
pp. 101-119
Author(s):  
Emily Hauptmann
Keyword(s):  
Social Science ◽  
Data Sharing ◽  
Financial Stability ◽  
Social Research ◽  
Scientific Data ◽  
Social Scientists ◽  
Ethical Imperative ◽  
Social Scientific ◽  
The University ◽  
University Consortium

ArgumentMost social scientists today think of data sharing as an ethical imperative essential to making social science more transparent, verifiable, and replicable. But what moved the architects of some of the U.S.’s first university-based social scientific research institutions, the University of Michigan’s Institute for Social Research (ISR), and its spin-off, the Inter-university Consortium for Political and Social Research (ICPSR), to share their data? Relying primarily on archived records, unpublished personal papers, and oral histories, I show that Angus Campbell, Warren Miller, Philip Converse, and others understood sharing data not as an ethical imperative intrinsic to social science but as a useful means to the diverse ends of financial stability, scholarly and institutional autonomy, and epistemological reproduction. I conclude that data sharing must be evaluated not only on the basis of the scientific ideals its supporters affirm, but also on the professional objectives it serves.

A critical review of the paper ‘The earliest datable noctilucent cloud observation (Parma, Italy, AD 1840)’

The Holocene ◽  
2020 ◽  
Vol 30 (8) ◽  
pp. 1220-1221
Author(s):  
Peter Dalin
Keyword(s):  
Critical Review ◽  
Theory And Practice ◽  
Noctilucent Clouds ◽  
Noctilucent Cloud ◽  
The University

In the present critical review, my aim is to address serious calculation mistakes made by the authors. I do not want to review their interpretation of a given observation on 18 June 1840 made by Antonio Colla, who was a professor of Astronomy and Meteorology at the University of Parma. There is no sense interpreting Colla’s observation since the basic astronomical calculations have been made incorrectly by the authors Chiara Bertolin and Fernando Domínguez-Castro. Summarizing, in theory and practice, astronomer Antonio Colla could not have observed noctilucent clouds (NLC) at Parma on 18 June 1840. That is why the conclusions of the present paper are not valid.

scholarly journals The conceit of activism in the illiberal university

2021 ◽  
pp. 147821032110034
Author(s):  
Bruce Macfarlane
Keyword(s):  
Social Justice ◽  
Corporate Social Responsibility ◽  
Research Agenda ◽  
Academic Research ◽  
Think Tank ◽  
The World ◽  
Political Stance ◽  
Corporate Social ◽  
The University ◽  
Popular Image

The popular image of activism in the university involves students and academics campaigning for social justice and resisting the neo-liberalisation of the university. Yet activism has been subtly corporatised through the migration of corporate social responsibility from the private sector into the university, a trend that may be illustrated by reference to the growing influence of research ‘grand challenges’ (GCs). Attracting both government and philanthro-capitalist funding, GCs adopt a socio-political stance based on justice globalism and represent a responsibilisation of academic research interests. Compliance with the rhetoric of GCs and the virtues of inter-disciplinarity have become an article of faith for academics compelled to meet the expectations of research-intensive universities in chasing the prestige and resources associated with large grant capture. The responsibilisation of the efforts of researchers, via GCs, erodes academic ownership of the research agenda and weakens the purpose of the university as an independent think tank: the essence of the Humboldtian ideal. The conceit of corporate activism is that in seeking to solve the world’s problems, the university will inevitably create new ones. Instead, as Flexner argued, it is only by preserving the independence and positive ‘irresponsibility’ of researchers that universities can best serve the world.

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