Pub Date : 2020-10-20DOI: 10.1080/19422539.2020.1810980
Davidson Sj
Jesuit higher education takes place today in an increasingly globalised world. These reflections will focus on the implications of the commitment to justice for such education. The challenge of res...
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Pub Date : 2020-07-02DOI: 10.1080/19422539.2020.1810999
G. Abraham
One of the identified causes for clericalism – associated with the sex abuse crisis currently plaguing the Church – is the closed seminary model that prevails in many parts of the world: all four pillars of formation of seminarians occurs in the seminary. This model, which has prevailed since the Council of Trent, encourages future priests to view themselves as separate and different to the laity, indeed, even superior to the laity. Since the Second Vatican Council, there has been a change of emphasis in the language used to describe the character of the priest; his is a role of service. The priest, according to Pope Francis, needs to acquire the ‘smell of the sheep’. Continued support for the seminary model of priestly formation limits contact between the future priest and his future flock. While three of the four pillars of formation might continue within a seminary, intellectual and academic formation should occur within an institution that includes religious and lay, men and women, Catholic and non-Catholic.
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Pub Date : 2020-07-02DOI: 10.1080/19422539.2020.1811007
Anthony Towey, P. McGrail
Recent policy reforms regarding Religious Education (RE) in England and Wales have provoked a variety of reactions among faith communities, ecclesial stakeholders, academics, practitioners, senior leaders and students themselves. In this article, we assess the situation in the Catholic context using empirical and analytical tools which shed light on the nature of the subject in a manner relevant to the non-faith sector and internationally. We demonstrate that vectors of reform have drawn attention to key pedagogical aporia in RE such as ‘academic accessibility vs academic rigour’, ‘confessional truth vs critical doubt’, ‘exclusivity vs inclusivity’ and ‘information vs formation.’ Although these risk fomenting partizan binaries at an important time in the evolution of the subject, we contend that such tensions actually underpin the discipline, helping to articulate both its peculiarly holistic ambition and its transformative possibilities. Thus understood, RE becomes a spacious place, deliberately mapped by co-ordinates of paradox.
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Pub Date : 2020-07-02DOI: 10.1080/19422539.2020.1810998
G. Rossiter
Philip Phenix’s (1964) book Realms of meaning: A philosophy of the curriculum for general education started the ever growing movement concerned with how school education might help young people in their search for meaning, purpose and values in times of rapid cultural change. Today, in globalised, digital, secularised culture, the importance and urgency of this role have never been greater. Religious Education, with core curriculum status in Catholic schools, has both credentials and precedents for studying directly the contemporary human quest for meaning to help resource the spirituality of young people, no matter what their religious disposition. But a ‘course correction’ is needed for the discourse of Catholic Religious Education which has ‘drifted’ almost so exclusively into ecclesiastical terminology that its educational credibility as a valuable spiritual/moral school subject has been eroded, creating an ever widening discontinuity with the realities of the classroom and young people’s spirituality. A more outward-looking and less Catholic-centric emphasis would help, without neglecting commitment to the faith tradition. While concerned with the Australian Catholic sector, the article may well have relevance to other countries and contexts.
菲利普·菲尼克斯(Philip Phenix)(1964)的著作《意义的领域:通识教育课程的哲学》(Realms of meaning: A philosophy of the curriculum for general education)开启了一场不断发展的运动，关注学校教育如何在快速文化变革的时代帮助年轻人寻找意义、目的和价值。今天，在全球化、数字化、世俗化的文化中，这一角色的重要性和紧迫性从未如此之大。宗教教育是天主教学校的核心课程，在直接研究当代人类对意义的追求方面，无论他们的宗教倾向如何，都有资格和先例来帮助年轻人的灵性资源。但是，天主教宗教教育的话语需要进行“课程修正”，因为它几乎完全“漂移”到教会术语中，以至于它作为一门有价值的精神/道德学校学科的教育可信度已经受到侵蚀，与课堂现实和年轻人的精神生活产生了不断扩大的不连续性。更外向、更少以天主教为中心的强调会有所帮助，同时又不会忽视对信仰传统的承诺。虽然这篇文章关注的是澳大利亚天主教部门，但它很可能与其他国家和背景有关。
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Pub Date : 2020-07-02DOI: 10.1080/19422539.2020.1810994
M. Opiela
The article presents examples of early childhood education as a form of Catholic pedagogy in Africa and South America. The presentation is based on interviews with 20 Sisters Servants, who initiated and continue the endeavour of Catholic child education as part of their mission. The illustrative part of the article is preceded by an exposition of the underpinnings and functions of Catholic pedagogy. Selected theoretical aspects are juxtaposed against a set of case studies, in order to highlight the validity, specificity, universalism and effectiveness of the approach. Our analysis of the interviews offers an insight into the sisters’ perception of the essence of early childhood education. This educational approach is anchored in Bojanowski’s conception of Catholic pedagogy, and finds its contemporary implementation in diverse socio-cultural and religious contexts. The article ends with a conclusion on the need to undertake further research in the neglected field of early childhood education, which will allow re-envisioning it for contemporary educational benefits. The research is necessary to expand the theoretical foundations of early childhood education and allow innovation in the related pedagogical practice.
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Pub Date : 2020-07-02DOI: 10.1080/19422539.2020.1811006
P. Mąkosa
Education forms a very significant activity within the Roman Catholic Church. The cultural and ethical formation of young generations and thus the future of society and the Church depend largely on it. Catholic schools grant the opportunity to base formal education on Christian anthropology and to shape students’ personality in the light of the Gospel. The pontificate of John Paul II made a significant contribution to the development of Catholic education, and its theoretical foundations in particular. Due to the importance of the Pope's teaching and its timeliness for contemporary Catholic education, we carried out scientific reflection devoted to it. This study is primarily of a source nature, based on an analysis of the statements of John Paul II and the dicasteries of the Roman Curia during his pontificate. It can certainly inspire Catholic educators throughout the world.
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Pub Date : 2020-07-02DOI: 10.1080/19422539.2020.1811010
Kinikonda Okemasisi
The entire book largely celebrates the humanitarian and developmental Irish missionary activities in the Global South inspired by the author’s interactions with hundreds of Irish missionaries over ...
{"title":"The legacy of Irish missionaries lives on","authors":"Kinikonda Okemasisi","doi":"10.1080/19422539.2020.1811010","DOIUrl":"https://doi.org/10.1080/19422539.2020.1811010","url":null,"abstract":"The entire book largely celebrates the humanitarian and developmental Irish missionary activities in the Global South inspired by the author’s interactions with hundreds of Irish missionaries over ...","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"12 1","pages":"261 - 263"},"PeriodicalIF":0.3,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19422539.2020.1811010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42720858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/19422539.2020.1810981
Rebecca Stephenson, Karen Huchting
Since the 2016 presidential election, changes to American policies and divisive rhetoric from politicians have resulted in a challenging political climate. For Catholic schools, which in many areas of the U.S. serve a large number of marginalised students, the changes in political climate have been felt acutely and addressed publicly. Little is known about how students and teachers are being affected by these changes. This study examines Catholic teachers’ beliefs and behaviours to address the political climate in classrooms. Findings highlight the need to assist teachers with identifying resources for families.
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Pub Date : 2020-07-02DOI: 10.1080/19422539.2020.1811008
R. Pring
This book is a welcome, clearly written and well-argued account of the mutual interdependence of, on the one hand, the intellectual pursuit of the truth within the university and, on the other, ins...
{"title":"The Christian academic tradition in higher education: the consecration of learning","authors":"R. Pring","doi":"10.1080/19422539.2020.1811008","DOIUrl":"https://doi.org/10.1080/19422539.2020.1811008","url":null,"abstract":"This book is a welcome, clearly written and well-argued account of the mutual interdependence of, on the one hand, the intellectual pursuit of the truth within the university and, on the other, ins...","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"12 1","pages":"256 - 258"},"PeriodicalIF":0.3,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19422539.2020.1811008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42674822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/19422539.2020.1811009
R. Townsend
This is an important book, not only for those involved in Catholic education but for anyone who wants to think seriously about the purposes of education in Western culture. It far outweighs anythin...
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