Secondary education as a group marker in St. Louis, Missouri

ABSTRACT This article calls attention to the saliency of secondary education within the community and its utility in constructing social categories, in order to consider how it affects linguistic variation. Older St. Louisans draw on secondary education to construct a divide between those who attended Catholic high schools and those who attended public schools. I show that speakers in a sample of older St. Louisans differ in production of the thought vowel based on education type. This effect is weakened in apparent time when we consider a larger sample that includes both older and younger speakers. I draw on Brubaker's (2004) view of groups as events and actions to argue that these categories were indexed only while they had a high degree of groupness, and suggest that social changes that led to diminished groupness between Catholics and Publics also resulted in the loss of a linguistic distinction between the groups. (Education, groups, Northern Cities Shift, Catholicism)*

PEMBELAJARAN ASG: FORMASI OMK SEBAGAI AGEN PERUBAHAN GEREJA DAN MASYARAKAT

For more than one century, Catholic social teaching (CST) has become the wealth of faith of the church. Nonetheless, CST has not been made known to lay people at the grassroots level, in particular to young people. This article contains the results of two studies on this issue. The studies were conducted in 2012 and 2015-2016 involving young Catholics who were students of Catholic schools in Jakarta and its surrounding areas. The result of the first study in 2012 showed that most young Catholics have a lack of knowledge about CST. The second study was carried out in two phases. In 2015, the first phase of study was in the form of workshop and a CST-themed-film-and-photography competition. Forty students from eight Catholic high schools in Jakarta and Bogor participated in both the workshop and the competition. The second stage of the study was done in 2016 through focused group discussions and interviews involving young Catholics, their teachers, and the heads of their schools. The foci of this second stage study was CST learning process and its impacts to the life of young people. The processes as well as the results of these two phases of study were scrutinized. The final finding was the ideas of learning CST that functions as a formation of social-change agents. The ideas include features of process, learning content, peer group characteristics, and opportunities for interreligious, intercultural, and intergeneration education.

PEMAHAMAN GURU PENDIDIKAN AGAMA KATOLIK TENTANG TUGAS MISIONER GEREJA DAN PELAKSANAANNYA DI SLTA KATOLIK KOTA MADIUN

The Sacrament of Baptism and of Confirmation urge the faithful to participate in the mission of the Church. One of various realizations of the Church’s mission is running the Catholic Schools. In other words, all members of a Catholic school: teachers, employees, students, foundations or parents, are called and sent to be involved in the mission of the Church. One of the fruits of carrying out Church missionary duties in Catholic schools is baptism. In 2012-2016 the number of baptisms in the Catholic High Schools in the city of Madiun was 15 people. Starting from the above, several questions can be asked as the starting point of this research: 1) What is the Church’s mission? 2) What is the Church’s mission according to the Catholoc religious educators? 3) How do the Catholic religious educators implement the Church’s mission in the Catholic Senior High Schools in Madiun city? This study aims: describing the understanding of the Church’s mission, to analyze the understanding of Religious Educators on the Church’s mission and to analyze how the religious educators to realize the Church’s mission in the Catholic Senior High Schools in the Madiun city. To achieve these objectives, researcher used qualitative research methods with interview techniques. The respondents of this study were religious educators in four Catholic Senior High Schools in Madiun. The results of the study show that: 1) The Religious Educators know the understanding of the Church’s mission. 2) All faithful are responsible to participate in the Church’s mission. 3) The Religious Educators had to be responsible and to involve in the Church’s mission in Catholic Senior High Schools. 4) The Religious Educators had already done and implemented the Church’s mission in their schools. In fact, there were some difficulties come from extern or intern of the schools.