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.
A distance is opening up between Catholic education and the rich intellectual heritage of the Catholic Church. Education in a Catholic Perspective explores Catholic philosophical and theological foundations for both education per se and for Catholic education in particular. With contributions spanning the theological foundations of Catholic education, the interplay of theology and education, and discussions of the social and missional dimensions of education, this book will be of considerable interest to educators and students of Catholic education, to academics in the fields of applied theology and philosophy and to those with an interest in the foundations of education.
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.
This book briefly reviews the contents of the Catechism of the Catholic Church and includes an extensive Glossary.
The past two decades have witnessed an unrelenting expansion of management education around the world. At the same time, however, influential scholars Mintzberg, Bennis, Pfeffer and others have levelled pointed critiques at these programs questioning their quality and relevance, as well as their approaches to teaching and learning.
Preparing Managers for Action is a timely contribution for management schools as well as other higher education institutions seeking the means to increase the relevance and quality of their professional education programs. The book describes the use of problem-based learning (PBL) in management education. PBL is an active learning approach first pioneered in medical education, but whose use has grown steadily in a variety of professional fields over the past two decades.
The authors draw upon their experience in using PBL in a broad array of management education programs at the Bachelor, Master, Doctoral and Executive levels, in North American and in Asia. This book is designed to provide both novice and experienced users of PBL with resources for designing and implementing problem-based management education. The book provides the novice with useful theoretical and practical background on how design a PBL curriculum, use PBL in a classroom, and develop PBL materials. At the same time, the book will challenge experienced users of PBL and case teaching to extend their applications through the use of learning technologies and more systematic approaches to assessment and curriculum design."
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