Catholic Education: Distinctive and Inclusive by J. Sullivan

By J. Sullivan

How coherent is the declare that Catholic schooling is either designated and inclusive? this question, so an important, either for the enough articulation of a raison d'être for Catholic colleges around the world and likewise for the merchandising in their fit functioning, has now not hitherto been addressed severely. right here it gets penetrating research and confident solution in a entire remedy that integrates theological, philosophical and academic views. The argument attracts on wide-ranging scholarship, supplying new insights into the relevance for Catholic schooling of thinkers whose paintings has been rather missed. the improvement in knowing of the way uniqueness pertains to inclusiveness is underpinned through the author's long event of educating and management in Catholic faculties; it truly is additional educated via his prolonged and carrying on with discussion with Catholic educators in any respect degrees and in lots of various countries.

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By J. Sullivan

How coherent is the declare that Catholic schooling is either designated and inclusive? this question, so an important, either for the enough articulation of a raison d'être for Catholic colleges around the world and likewise for the merchandising in their fit functioning, has now not hitherto been addressed severely. right here it gets penetrating research and confident solution in a entire remedy that integrates theological, philosophical and academic views. The argument attracts on wide-ranging scholarship, supplying new insights into the relevance for Catholic schooling of thinkers whose paintings has been rather missed. the improvement in knowing of the way uniqueness pertains to inclusiveness is underpinned through the author's long event of educating and management in Catholic faculties; it truly is additional educated via his prolonged and carrying on with discussion with Catholic educators in any respect degrees and in lots of various countries.

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Both writers enjoyed a renaissance of wider interest as the shadows cast by modernist crisis were gradually dispersed. Von HUgel's work was very much more appreciated and praised by Christians who came from outside his own denomination than from those within it (although he had his admirers and adherents there too). Blondel's work was taken up and discussed, both positively and negatively, much more by Catholic theologians, who were not his principal intended audience, than by secular philosophers, whom he had hoped to engage.

The way forward entails neither an inflexible, one-way transmission, a 'take-it-orleave-it' attitude, on the one hand, nor should there be a reluctance to give witness or offer a counter-cultural teaching. Watering down the tradition in order to make it acceptable serves nobody well. A willingness to be humble, open, receptive and vulnerable does not require of a community self-deprecation to a degree that is suicidal. Nor does a desire to convey a tradition faithfully, to appreciate it critically, or to appropriate it creatively, necessarily lead to any lack of respect for those who stand outside of it.

In order to bring out the essential interconnectedness of these key elements I use the example of a Catholic thinker, Friedrich von Hugel ( 1852 - 1925), whose work has rarely been related to education. Chapter Five examines the worldview that underpins the guidance documents analysed in the previous chapter. By drawing attention especially to the role of religion in education and to a Catholic understanding of the human person, I bring into focus important aspects of the distinctive perspectives held by Catholic educators, perspectives that challenge - and, in turn, are challenged by - secular forms of education.

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