Stirring The Soul Of Catholic Education

This fifth volume in the Mission and Education series grapples with the question of how to frame a re-imagined understanding of formation for the Catholic educator and leader.

This book arose from commissioned research by the National Catholic Education Commission (NCEC) on the alignment and effectiveness of 'A Framework for Formation for Mission in Catholic Education' (NCEC, 2017). It articulates contemporary best practice, and traces the experience of the Catholic Church in pursuing formation as integral to mission. This book also reviews and reports on formation within the context of the Catholic school. Its research validates ‘The Framework’ in Catholic education, and provides a complementary narrative for enhancing formation alignment and effectiveness, specifically with a focus on the Catholic school, but also with implications for formation in the wider context of ministry applications. This book is developed based on three questions, which also serve as thematic chapters that structure the narrative: what is the context and culture in which formation occurs; how is formation presented and enacted within the Australian context; and how can the understanding and practice of formation be advanced beyond its context and culture, policy, programs and ‘The Framework’ principles.

This book shares global perspectives on Catholic religious education in schools, chiefly focusing on educational and curriculum issues that take into account the theology and the pedagogy which support learning in connection with Catholic religious education. Further, it offers insights into the distinctive contribution that Catholic religious education makes to religious education and education in general across diverse schooling contexts. Bringing together insights from leading scholars and experts on Catholic religious education around the globe, the book offers an essential reference guide for all those involved in researching, planning and designing curricula for Catholic religious education, as well as developing related theories in the field.

The essays in this very timely volume, each in its own way, journey with Joseph. The discerning reader will enjoy the richness and variety of Joseph's legacy as seen through the eyes of the writers, who bear the title Josephite and who generously share their knowledge, experience, reflection and prayer of this saint, whom Julian Tenison Woods calls 'the Prince of God's House who was among the poorest of men and hidden with Mary and Jesus' (4 September, 1887). Sister Lauretta Baker rsj, Congregational Leader, Sisters of St. Joseph, Lochinvar Who better than the Josephites to give us an "inside" look at the character who gave early shape to Jesus' Jewish life and spirituality. When Mary MacKillop and Julian Woods were establishing a new religious group in Australia, why did they turn to Joseph as their identity-marker? Human aspirations, Gospel verses, and ancient legends all met to sow the seeds that would flourish in this soil, and be known with respect and gratitude as "the Joeys." Professor Mary Coloe, pbvm. Yarra Theological Union, University of Divinity, Melbourne. It is often said that 'actions speak louder than words. In the case of St Joseph this is so true. With no recorded utterances in the Scriptures, we have only to rely on his deeds. Journeying with Joseph is a timely publication not only for the Year of St Joseph, but one which allows us to delve more deeply into how we might draw inspiration from him to follow more closely the path of being a missionary Disciple, in a world deeply affected by COVID. The net is cast well and wide when you survey the topics contained in this book, and these show that while St Joseph may not have spoken any words, his deeds were, and are, profound. Patrick O'Regan DD, Archbishop of Adelaide, (Josephite Companion).

How coherent is the claim that Catholic education is both distinctive and inclusive? This question, so crucial, both for the adequate articulation of a raison d'être for Catholic schools all over the world and also for the promotion of their healthy functioning, has not hitherto been addressed critically. Here it receives penetrating analysis and constructive resolution in a comprehensive treatment that integrates theological, philosophical and educational perspectives. The argument draws on wide-ranging scholarship, offering new insights into the relevance for Catholic education of thinkers whose work has been relatively neglected. The advance in understanding of how distinctiveness relates to inclusiveness is underpinned by the author's lengthy experience of teaching and leadership in Catholic schools; it is further informed by his extended and continuing dialogue with Catholic educators at all levels and in many different countries.

"Offers the spiritual foundations that should define/suffuse Catholic education, at every level, to ensure that Catholic schools are providing the education that they promise"--

Presenting a robust and philosophically based account of education from the Catholic point of view, Sean Whittle engages with important debates and questions concerning the nature and purpose of Catholic education and schooling. The book opens with a review of the criticisms that have emerged about the prevalence of Catholic schools within the state system and, indeed, about the very notion of there being such a thing as 'Catholic education'. The author then goes on to survey official Church teaching on education and the work of key Catholic thinkers, Newman and Maritain, before moving on to discuss the writings of Karl Rahner, a leading twentieth century theologian. A Theory of Catholic Education argues that Rahner's approach, with his focus on the place of mystery in human experience, provides a way forward. Ultimately, Whittle demonstrates how Catholic theology can offer a unique and much needed theory of education.

Today’s pluralist and multicultural society raises questions about how to teach religiously and ethnically diverse students in Catholic schools. A Catholic Philosophy of Education addresses these challenges by examining the documents from the Roman Congregation for Catholic Education alongside the writings of Jacques Maritain and Bernard Lonergan. Mario D’Souza proposes a contemporary formulation for a Catholic philosophy of education in which the ideals of Catholicism form the basis for the mission of the Catholic school. Drawing on the Church’s educational documents, and informed by Maritain and Lonergan, D’Souza explains how the unifying anthropology of Catholic education enables Catholic schools to serve amidst diversity by avoiding the extremes of religious exclusivism and fundamentalism, on the one hand, and relativism and individualism, on the other. He explores the aims of Catholic schools in relation to students, teachers, and society, and the relationship between goodness, discipline, and knowledge. He argues that students must be educated for personal and communal freedom and authenticity, and to strive for the common good, suggesting how a Catholic philosophy of education can provide the framework for such personal and communal transformation. Essential reading for new and experienced Catholic educators, A Catholic Philosophy of Education demonstrates that Maritain and Lonergan have much to offer in service of an education that is liberating, instructive, illuminating, and integrative.