Theologians and educators connected with Catholic institutions of higher learning explore both Catholic religious and aesthetic ideas inherited from the past, and the current practice borne of experience, prayer, and critical reflection. In ten essays they look at such topics as the ideal of the Catholic mind, the relationship between Catholicism and other faith traditions, notions of the Catholic artist and intellectual, and the future of Catholic universities.
This volume continues and expands on the conversations in Volume 1 about the vitality, influence and contemporary relevance of the Catholic intellectual tradition. The particular concern of this volume is to explore what it means to imbue that tradition in the day-to-day life at Catholic colleges and universities. Contributions focus on such topics as the responsibilities of being stewards of the Catholic intellectual tradition, the challenges and rewards of learning and teaching within that tradition, current perceptions of Catholic identity in academia and the ongoing task of harmonizing faith and reason.
Chickering (Goddard College), Dalton (educational leadership and policy studies, Florida State U., Tallahassee), and Stamm (childhood studies, Rutgers U.) argue that those in higher education need to temper the current heavy emphasis on rational empiricism and professional and vocational preparation with increased efforts to help students address issues of authenticity, spiritual growth, and the search for meaning and purpose. After providing some broad theoretical, historical, societal, and educational perspectives that frame their thinking, the authors discuss the practical issues of how to begin enriching the curricula, pedagogy, students affairs programs, and sense of community in colleges and universities, and then address the challenges of such "institutional amplification," including issues of planned change and professional development, assessment, and leadership.
Examines the evolution of Catholic educational institutions in the U.S. in the wake of Vatican Council II (1962-65). Primarily concerned with the institutions educating laypersons, the author discusses how these institutions negotiate the conflicting demands from four major constituencies: the Roman Catholic Church; state and federal governments; the American higher education establishment; and internal constituencies of faculty, students, parents, and administrators.
How can Catholic institutions of higher learning maintain their distinctive character despite having faculties, administrations, and student that have little connection to a Catholic tradition? This question is central to this volume in which Haughey (affiliated with Woodstock Theological Center, Georgetown University) examines both the nature of education and what Catholicism can bring to the educational table. By examining what faculty do (and how they do it), Haughey provides a process by which the pursuits of individual faculty members can be better aligned with Catholic institutions' formal missions. This book will be of great interest to anyone concerned with understanding the distinctively Catholic character of Catholic universities.
St. Dominic, who died in 1221, took to heart Jesus' charge to make disciples of all nations. He founded a religious community, the Order of Preachers, which differed than most orders of his day. Instead of insisting that the faithful come to church institutions to be fed spiritually, Dominic trained preachers who traveled anywhere and everywhere to spread the Gospel. The Dominicans continue to flourish today. The Dominic Tradition, the first in a spirituality anthology series, provides readers a window into Dominican spirituality. You will learn the core spiritual values that shape their way of life. Mostly, you will come to realize that the spiritual legacy established by Dominic is as vibrant today as it was centuries ago.
Morey and Piderit offer the first in-depth cultural analysis of the Catholic character of Catholic universities and colleges at a crucial time for these institutions. With new research and practical applications, this book is an invaluable resource for Catholic educators and anyone concerned about the future of Catholic higher education
Religion, Scholarship, and Higher Education explores foundational issues surrounding the interaction of religion and the academy in the twenty-first century. Featuring the work of eighteen scholars from diverse institutional, disciplinary, and religious backgrounds, this outstanding collection of essays issues from a three-year Lilly Seminar on Religion and Higher Education. Reflecting the diversity of the seminar participants, this insightful volume presents a wide variety of viewpoints on the role of religion in higher education and different approaches to religiously informed scholarship and teaching.
Religion, Scholarship, and Higher Education is distinctive in its orientation toward the personal and the practical. Contributors use personal examples to demonstrate how individual religious beliefs and backgrounds shape the way an educator approaches research and teaching.
A collection of the finest short essays on the mission, challenge, and state of Jesuit education. The thirty-five offerings are conveniently organized by theme and include an introduction, suggested further readings, and a short glossary of key terms for each section.
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Catholic schools are changing. The dynamic cultural context in which they operate today is far different from what it was at the turn of the century. The exodus of religious/clergy teachers after Vatican II, combined with the migration of Catholic families from urban parishes into the suburbs, has drastically changed the demands placed upon Catholic schools. Discussion on contemporary Catholic education is caught up in the larger debate over whether the Church has lived up to the options the Second Vatican Council offered for the future of Catholic education. The Catholic Character of Catholic Schools provides a look at the issues that Catholic schools face today in order to fulfill their religious as well as their academic mission.