In this study, first published in 1983, Robert Burgess discusses the definitions, redefinitions, strategies and bargains used in and out of classrooms by teachers and pupils in a co-educational Roman Catholic school where he spent some time as a researcher and part-time teacher. He also looks at the role of the school's headmaster, and his conception of the school, and at the house and departmental staff.
This absorbing study will be of interest to teachers and students of sociology and education, practicing and prospective school teachers, researchers, administrators, policy makers and others who are concerned with schools and schooling.
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.
In today's pluralist and multicultural society, questions about how to teach religiously and ethnically diverse students in Catholic schools abound. 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.
This booklet contains personal letters addressed to a parish priest of the Church of Rome, whose acquaintance I made on a railway journey. It was a pleasure to converse with this cultured gentleman. When we parted, he accepted from me a small volume dealing with a portion of holy scripture. Afterward he wrote me a very appreciative letter about the topics with which the book was concerned. There began a correspondence, which is being published with the hope that they may prove helpful to the reader.
Sergeant Andrew Swapp, the author of this thought-provoking book, is a retired United States Army Infantry Sergeant who is just completing a decade and a half as an engineering and technology teacher in a small public school in rural America. By his own admission, his county has more cows than people. With insight, courage and passion, he brings a crystal clear voice to modern education issues from the person who has walked the walk and talked the talk. This is a book every parent, every teacher and every education administrator in America should read so that they could see not everyone thinks the same about education. It is respectful, well-argued and thoughtfully considered, but it is a barn-burner to established thought on many education issues. With the insight and simplicity of a Thoreau, the author cuts through mountains of data, lakes of statistics and miles of theory, and brings readers back to long-forgotten basics. In this book you will discover some simple, basic truths about effective education: -Students with involved parents almost always do better. -Students in small classes do better. -Students who want to go somewhere with their lives do better. -Teachers who respect all types of students do better. -Teachers who put themselves into their lessons do better. -Teachers who can put things into an analogy do better. Sergeant Swapp challenges the idea that improving an education system just means throwing money and a new program at it. He suggests it would be more pertinent if society questioned whether young people in school are getting the essential instruction needed to lead a happy and fulfilling life and become a productive citizen. He questions whether a teacher can teach without values and says the most patriotic act in America today is good -parenting. The author has suffered for his opinions because his voice does not join a common chorus. He has been accused of being a radical by various education administrators. That has not silenced him. In his own words, he makes his case: "I have gone to a foreign country and thrown lead at people and had lead thrown back at me in the name of protecting our Constitution. Don't think for one second that I will ever not voice my opinion on this level. I have fought for my country and for my Constitution and you are making me out to be a radical?" This is a book for anyone who wants to look at education from a different perspective. It is for those who seek insight into what a man who has stood up for his country and shapes the lives of hundreds of students has learned and is willing to share. It is a thoughtful voice, and a voice that is very much needed to fuel further debate on the future of this country's educational systems.
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