catholic education
Recently Published Documents


TOTAL DOCUMENTS

483
(FIVE YEARS 117)

H-INDEX

8
(FIVE YEARS 2)

Religions ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 22
Author(s):  
John Lydon

This article will begin by referencing briefly the notion of detraditionalisation—referencing scholars such as Lieven Boeve, who has written extensively on the issue. By way of contrast, accompaniment constitutes a perennial theme in a Christian context, best encapsulated in the Emmaus story (Luke 22:13–35), when Jesus accompanies the two disciples on what could be described as a journey of discovery. This journey paradigm, which underpins many religious education programmes, constitutes a central feature of the Salesian education vision known as the Preventive System. St John Bosco (1815–1888), the founder of the Salesians, was concerned with the transformation of the lives of every young person with whom he came into contact, resonating with ‘the uniqueness of the individual’, one of the key principles of Catholic education. According to one of his first Salesians, Bosco encouraged them to ‘go to the pump’, to meet young people where they had gathered and to engage in a genuine encounter. This article will explore the extent to which this model of effective presence and encounter reflects, firstly, Jesus as the Shepherd and, secondly, the vision of St John Bosco which involves the teacher/pastoral worker and the accompanied meeting each other and having frequent encounters in informal ways in a variety of environments, marked by openness, trust and availability. Research will be retrieved to exemplify the perennial impact of Salesian accompaniment in Salesian secondary schools in England in which students are, in general, familiar with the Christian faith and its central tenets.


Author(s):  
Margaret Susan Thompson

Barbara Welter concludes her pathbreaking article, “The Cult of True Womanhood, 1820-1860,” by declaring that “[Various forces in their lives] … called forth responses from woman, which differed from those she was trained to believe were hers by nature and divine decree. The very perfection of True Womanhood, moreover, carried within itself the seeds of its own destruction. For if woman was so very little less than the angels, she should surely take a more active part in running the world, especially since men were making such a hash of things” [174]. Traditionally, in both Welter’s original work and the many efforts that have subsequently followed, the living out of “True Womanhood” and the creative subversion it unintentionally inspired have been understood almost exclusively in either secular or Protestant contexts. This article explores the role of Catholic education by sisters in both reinforcing and undermining Victorian gender roles, and specifically analyzes the contributions of Catholic women religious to the complex and subversive process that Welter suggested. It analyzes the cultural and religious tensions that characterized nineteenth-century Catholic women’s education, as well as the women’s agency that, however inadvertently, it came to empower.


2021 ◽  
pp. 189-204
Author(s):  
Tom O’Donoghue ◽  
Judith Harford

A pluralist, outward-looking approach to Catholic education in Ireland now characterizes some of the latest changes at the level of governance and curriculum. Regarding piety, the first of the two main themes addressed throughout this book, change is also evident. In particular, the manner in which it is promoted and practised in the Catholic secondary schools now is more benignant, personal, ecumenical, and inclusive of those of other faiths than it was in the past. Regarding the second theme considered throughout, namely, the role of the Church historically in favouring at secondary school level those privileged in Irish society socially and economically, the situation is that while expansion of education provision has raised national standards of education, it has not led to the kind of reduction in relative social class inequalities that many believed it could or would. Thus, while so much has changed in relation to second-level schooling in the country from the end of the period 1922–1967 and the move away from the theocratic State, the Church in Ireland still continues to be enmeshed in social reproduction through the position it continues to hold within the nation’s secondary school sector.


2021 ◽  
Vol 4 (3) ◽  
pp. 75-84
Author(s):  
Marlon Tejada ◽  
Dennis V. Madrigal

Catholic education is a Catholic school’s way of participating in the Church’s evangelizing mission through holistic formation and conversion accordant with Catholic faith and doctrines. This descriptive comparative-correlational study determined the quality of Catholic education among parochial schools relative to the Philippine Catholic Schools Standards (PCSS) domains: Catholic identity and mission, leadership and governance, learner development, learning environment, and operational vitality. The 252 school personnel and 36 administrators of 18 parochial schools in the Diocese of Kabankalan, Philippines, for the School Year 2020-2021, answered the standardized PCSS survey questionnaire. The results showed that parochial schools are excellent relative to the offering of quality Catholic education. The findings also showed no significant difference in the level of quality of Catholic education among parochial schools when respondents are grouped according to designation and length of service. In addition, the quality of Catholic education does not correlate with the school budget and size.


Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 807
Author(s):  
Richard Rymarz

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.


Religions ◽  
2021 ◽  
Vol 12 (9) ◽  
pp. 676
Author(s):  
John Sullivan

Catholic education has a long tradition of engagement with the liberal arts and especially the humanities. The place of the humanities today in the curriculum is under threat for several reasons, one being the predominance of the technocratic mentality. This paper revisits (in three steps) the contested issue of the role of the humanities in education. First, I review arguments about the role of the humanities within education. Second, some of the defects of the technocratic mentality are pointed out. Third, a Christian lens for viewing the humanities is deployed. Here I propose that the humanities play a valuable role in nurturing the imagination, thereby contributing both to a capacity to transcend the technocratic outlook and to the development of the holistic and humanising education that is central to a Catholic worldview.


Author(s):  
Greg Whitby ◽  
Maura Manning ◽  
Gavin Hays

Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.


Sign in / Sign up

Export Citation Format

Share Document