Catholic education : distinctive and inclusive
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.
1 online resource
9781402000607, 140200060X
1012477572
Machine generated contents note: CHAPTER 1: Two Polarities: An Interpretative Key
1.1. Two polarities
1.2. Wider significance of understanding the polarities
1.3. New challenges for Catholic schools
1.4. Systemic change: loss and gain
1.5. Conformist or counter-cultural?
1.6. Towards a new rationale
1.7. Getting the balance right
1.8. Angles of approach,
Notes
CHAPTER 2: Distinctiveness and Inclusiveness:
Incompatibility or Creative Tension?
2.1. Two imperatives
2.2. The managerial imperative
2.3. Resolving the tension through living tradition
2.4.1. Entering the conversation: between Arthur and Bryk
2.4.2. Taking up position: proximity and distance
Notes
CHAPTER 3: Catholic Education in England and Wales
3.1. National context
3.2. Factors for change
3.3. Theological developments
3.4. The need for clarity about distinctiveness
3.5. Types of distinctiveness
3.6. A personal summary of a Catholic view of education
3.7. Key features of Catholicism
Notes
CHAPTER 4: Distinctive Components in Catholic Education
4.1.1. Declaration on Christian education
4.1.2. The Catholic school
4.1.3. Catechesi Tradendae
4.1.4. Lay Catholics
4.1.5. The religious dimension
4.1.6. Catechesis and Catholic schools in the third millennium
4.1.7. Prioritising themes
4.2. Interconnectedness
4.3.1. Von Hugel
4.3.2. Our need of the non-religious dimensions
4.3.3. Friction
4.3.4. Church affiliation and inclusiveness
Notes
CHAPTER 5: Distinctive Worldview
5.1. Shared view of life
5.2. Newman and Christian education
5.3. Religion in education: marginal or central?
5.4. Integral development
5.5. Identity and character
5.6. Individuality, personhood and otherness
5.7. God's image
5.8. Vocation
5.9. Conclusion
Notes
CHAPTER 6: Inclusiveness and Exclusiveness
6.1.1. Inclusive and exclusive language
6.1.2. Inclusiveness normative from a Christian perspective
6.1.3. Differentiation
6.1.4. Inclusiveness: influences and constraints
6.1.5. The Gospel imperative for inclusiveness
and its challenge to Catholic schools
6.1.6. Inclusiveness as an educational virtue
6.2.1. Exclusiveness on educational grounds
6.2.2. Compatibility and tension between
Catholic and liberal principles
6.2.3. Wine, water and acid:
exclusiveness as protective of integrity
6.2.4. Dangers of exclusiveness
6.3. Conclusion
Notes
CHAPTER 7: Living Tradition
7.1. Criticisms of holistic approach
7.2. Living tradition
7.3. Blondel and living tradition
7.4. Educational implications
7.5. Conclusion
Notes
CHAPTER 8: Catholic Schools and the Common Good
8.1. Catholic schools and contemporary society:
some concerns
8.2. Church-world relationship
8.3. Catholic understanding of the common good
8.4. Catholic schools and the common good
8.4.1. Outcomes and popularity
8.4.2. Safeguarding role of Catholic schools
8.4.3. 'Constitutive' communities
8.5. Conclusion
Notes
CHAPTER 9: Conclusion
9.1. Main findings
9.2. Unity and interconnectedness of the argument
9.3. An agenda for Catholic schools
9.4. Further research needed
9.5. From promulgation to reception
Notes
BIBLIOGRAPHY
INDEX