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Faithfully Seeking Understanding
Faithfully Seeking Understanding provides a first-hand opportunity for English-speaking readers to encounter the thought of Johannes Kuhn (1806-1887), widely considered the greatest speculative theologian of the renowned Catholic Tübingen School.
eBook
Embracing age : how Catholic Nuns became models of aging well
\"Embracing Age: How Catholic Nuns Became Models of Aging Well examines a community of individuals whose aging trajectories contrast mainstream American experiences. In mainstream American society, aging is presented as a \"problem,\" a state to be avoided as long as possible, a state that threatens one's ability to maintain independence, autonomy, control over one's surroundings. Aging \"well\" (or avoiding aging) has become a 21st century American preoccupation. Embracing Age provides a window into the everyday lives of American Catholic nuns who experience longevity and remarkable health and well-being at the end of life. Catholic nuns aren't only healthier in older age, they are healthier because they practice a culture of acceptance and grace around aging. Embracing Age demonstrates how aging in the convent becomes understood by the nuns to be a natural part of the life course, not one to be feared or avoided. Anna I. Corwin shows readers how Catholic nuns create a cultural community that provides a model for how to grow old, decline, and die that is both embedded in American culture and quite distinct from other American models\"-- Provided by publisher.
BOOK
SOMETHING IS NOT WORKING! REIMAGINING RELIGIOUS EDUCATION IN TODAY’S CATHOLIC SCHOOL: The All Black Culture, The Samaritan Woman at the Well, the ANZAC Mythology and the Crucial Importance of Formative Contexts
This article explores the pressing issue of the re-imagination of Religious Education in today’s Catholic school. It does so within the context of the plenary re-imagination of the contemporary Catholic school itself, a work-in-progress to which it has both a complementary and a symbiotic relationship. In doing so, the author draws upon sources as diverse as the anthropological lessons at the heart of the powerful and inspiring All Blacks Rugby code, the ANZAC Tradition and the narrative of the surprisingly transformative encounter of the Samaritan woman with Jesus at Jacob’s well in the Gospel of John (Jn 4:4–42). The Aparecida Document (2007) issued by the Episcopal Council of Latin American Bishops (CELAM) under the leadership of the then-Cardinal Bergoglio prior to his elevation to the Papacy and his adoption of the Pontifical name, ‘Francis’ (2013) provides a compass to find the way forward, not only for the Church itself but for Catholic Schools within its embrace. This article examines the potential power of the seminal integration of Religious Education within the plenary and daily narrative of the whole school, the liberating perspective gained through the re-defining and re-owning of it as ‘the work of the whole educative village’ and the acceptance of the responsibilities and challenges that this seismically challenging conceptual shift will necessarily bring.
Journal Article
Teacher and Student in the Pedagogical Concept of Marcelina Darowska—Perception of High School Graduates
The aim of the study described in this article is to analyse and compare the opinions of high school graduates and this year’s leavers of the schools run by the Polish sisters. The Congregation was founded by Marcelina Darowska, who also created a deeply personalistic pedagogical system, which is, however, unknown and not well described in the scientific literature. The participants had the opportunity to express their opinion on the contemporary relevance of Darowska’s educational system. The main research question was: How do the participants assess the consistency between the approach to students in the sisters’ schools and Darowska’s concept? The data were analysed using mixed methods. Most of the participants (who were researched using the survey method) confirmed that the role of the teacher and the student at the sisters’ school corresponds to Marcelina Darowska’s views in this area.
Journal Article
Tracking the Legacy of \Inner-City\ Catholic Schools: An Analysis of U.S. Elementary Catholic School Organizational and Demographic Data
Over the past twenty years, Catholic elementary schools that self identify as “inner-city” have closed at a higher rate than Catholic schools in other locations. These schools have also long been associated with a legacy of effectively serving low-income students, students of color, and recent immigrant students, suggesting that the persistent closure of these schools may have a negative impact on these communities. In this paper, we set out to assess the extent to which there have been demographic or organizational changes over the past twenty years in these “inner-city” schools. We found that while these schools do still serve higher proportions of students of color than Catholic schools nationally, there are distinct organizational and demographic trends that have developed in these schools that merit additional analysis or investigation. We conclude this paper with several suggestions for how to build a research agenda around this up-to-date demographic and organizational analysis of this segment of U.S. Catholic elementary schools.
Journal Article
The limits of the “system of schools” approach: Superintendent perspectives on change efforts in U.S. Catholic school systems
Catholic schooling in the United States is suffering from a persistent enrollment crisis that has triggered the need for system-wide organizational reforms. However, most of the changes that the sector has experienced has taken place in individual schools making decisions about how to operationally sustain their individual school community. In this article, we present findings from a qualitative analysis of 26 superintendents of (arch)diocesan Catholic school systems in order to better understand why there has been an absence of system-level change in the Catholic sector in the U.S. at a time when systems thinking has started to spread throughout other sectors domestically and internationally. We show through the findings presented in this paper that many Catholic school systems in the United States do not sustain system-level change because they rely on a decentralized “system of schools” organizational form that superintendents believe limits the possibility for sector-wide organizational reform. We highlight in this paper the ways superintendents are forced to navigate these organizational and political limitations and suggest what the implications of this limited possibility for system-level change are for the Catholic sector and other similarly organized sectors.
Journal Article
Educational Effectiveness of Catholic Schools in Poland Based on the Results of External Exams
Church education boasts a rich history of achievements. European church education (referred to as Catholic) was already present at the turn of the 9th and 10th centuries and in Poland at the end of the 11th (schools educating future members of the clergy). In Poland, the collapse of church education was marked by the communist system (1945–1989), and a dynamic revival was possible thanks to the democratic change in 1989. At present, Catholic schools, i.e., schools run by church legal entities and schools run by other legal or natural persons recognized as Catholic by decree of the diocesan bishop, entertain the same possibilities with respect to setup and operations on equal rights. Their number and proportion of the overall student population remain relatively stable. As the results published by District Examination Boards and rankings of Catholic schools show, the teaching efficiency of Catholic elementary schools is higher than average. High schools reach a very good level of education as well, although in their case, the dominance of Catholic schools is not in place. Teaching efficiency is one of many factors that influence the well-established position of Catholic schools.
Journal Article
Leading the School Wisely and Purposefully: Design of a Practical, Wise Leadership Practice to Fulfil the Mission of Catholic Education
Regarding the educational endeavour of their schools, Catholic school leaders are challenged to maintain “mission integrity”, and to remain faithful to the principles of Catholic education. While their daily praxis is characterised by multiple interruptions, even school leaders with profound theoretical knowledge and extensive experience do not automatically know how to deal with them in a way that aligns with the distinctive and authentic principles of Catholic education. This article argues that a practical, wise leadership practice based on Christian discernment practices provides a kind of executive function that helps Catholic school leaders to decide and act wisely and purposefully. A generic design for interrelated strategies of practical, wise school leadership is presented that in a profound way does justice not only to the ethical but also to the transformative nature of the endeavour of Catholic education. The design consists of four clusters of strategies, characterised by practical wisdom and well-chosen reflective questions to activate these strategies.
Journal Article
Faith Inside an Immanent Frame
Those who are charged with the responsibility of governing, leading or teaching in Catholic schools at this time are challenged by questions which go to the heart of their school’s mission. How is it possible for the mission of the Catholic school to be realised in a culture that is increasingly secularising? What is the secularising context and how is religious belief still possible today? These are questions of profound significance also for the families who seek a Catholic education for their children. Charles Taylor’s analysis of our secular age provides a foundation for addressing these questions as do findings from the Enhancing Catholic School Identity (ECSI) research. Whilst the secularising context is sometimes painted as the enemy of Catholic education, it is presented here as being the context in which Catholic schools must realise their mission and this cultural context, like any cultural context, has elements which support the mission and elements which impede it. The following key concepts from Taylor’s analysis are reviewed because of their relevance for Catholic schools: the Expressivist Age, the Cross-Pressured context and the Immanent Frame. The Post-Critical Belief Scale from the ECSI research is also reviewed, as a key finding is that Post-Critical Belief is the only viable option for faith in a secularising context.
Journal Article