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.
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.
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.
The new Catechism of the Catholic Church has focused attention upon the need for Catholics to renew their understanding of the key doctrines of their faith. In this concise catechism, Fr James Tolhurst offers a clear summary of the teaching of the Catholic Church on Jesus Christ, God, the Church, the Sacraments and Moral Law, cross-referenced to the full Catechism, to the relevant biblical passages and to the Second Vatican Council. Supplementing the catechism are a rich selection of prayers and a helpful subject index. An essential book for all Catholics who wish to incorporate in their lives the teaching contained in the new Catechism, this bestseller has established itself as indispensable for schools and parishes. Invaluable for all those seeking instruction in the faith. Fr James Tohurst DD is the author of many books on the faith and teaching of the Catholic Church.
Linking research with teaching is one of the main topics in the educational development world. This practice-based guide shows how academic research activity can be connected to academic teaching activity, to ensure that neither operates in a vacuum - and each can be enhanced by the other.;Addressing issues at the individual, course and institutional level, and written for an international readership, this volume should be useful to course leaders and educational developers.
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