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Catholic Schools and the Future of the Church [Kietas viršelis]

  • Formatas: Hardback, 208 pages, aukštis x plotis: 235x156 mm, weight: 499 g
  • Išleidimo metai: 10-Apr-2014
  • Leidėjas: Bloomsbury Academic USA
  • ISBN-10: 1623561663
  • ISBN-13: 9781623561666
Kitos knygos pagal šią temą:
Catholic Schools and the Future of the ChurchDidesnis paveikslėlis
  • Formatas: Hardback, 208 pages, aukštis x plotis: 235x156 mm, weight: 499 g
  • Išleidimo metai: 10-Apr-2014
  • Leidėjas: Bloomsbury Academic USA
  • ISBN-10: 1623561663
  • ISBN-13: 9781623561666
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781623561666.html
Raktažodžiai:
"During the first decade of the 21st century the Catholic Church in the developed world has faced a decline in its moral authority, increasing accusations of irrelevance to a secular age, and a steep and steady decline in commitment among successive generations from the 1960s on. Despite this Catholic schools have multiplied and grown in popularity and educational achievement. The book sets out a programme for the contribution of Catholic schools to the future of the Church, covering such topics as the religious education curriculum in its cognitive and affective aspects, the sacramental life of the school, selection of staff, the issue of staff and Catholic witness and many other topics. Engebretson argues that Catholic schools are a powerful key to the future of the Church and shows how, within their diversity, Catholic schools can be ecclesial communities, which have at their heart the building up of the Church"--



During the first decade of the 21st century the Catholic Church in the developed world has faced a decline in its moral authority, increasing accusations of irrelevance to a secular age, and a steep and steady decline in commitment among successive generations from the 1960s on. Despite this Catholic schools have multiplied and grown in popularity and educational achievement.

The book sets out a programme for the contribution of Catholic schools to the future of the Church, covering such topics as the religious education curriculum in its cognitive and affective aspects, the sacramental life of the school, selection of staff, the issue of staff and Catholic witness and many other topics.

Engebretson argues that Catholic schools are a powerful key to the future of the Church and shows how, within their diversity, Catholic schools can be ecclesial communities, which have at their heart the building up of the Church.

Daugiau informacijos

This book sets out a programme for the contribution of Catholic schools to the future of the Church.
Acknowledgements x
1 A Church Cannot Last Without Its People
1(20)
The Catholic education achievement
1(1)
A declining church?
2(1)
Why use Mass attendance as the criterion?
3(2)
Some ways to understand the decline in Catholic commitment among young people
5(7)
Catholic schools then and now
12(2)
In conclusion: The catholic/Catholic school
14(2)
Review
16(1)
References
16(5)
2 The Catholic High School and Religious Socialization
21(20)
Introduction
21(1)
The process of socialization
21(2)
Religious socialization
23(3)
The process of religious socialization
26(1)
Religious socialization and legitimation
27(1)
Characteristics of a religiously socialized person
28(2)
Agents of religious socialization
30(2)
Australian research
32(2)
The religious school as an agent of religious socialization
34(1)
The Catholic school and reference others
35(2)
Conclusion: Catholic schools can make a difference
37(1)
Review
38(1)
References
39(2)
3 Mapping the Catholic Identity and Mission of Catholic High Schools
41(16)
Introduction
41(1)
The Catholic identity of the Catholic school
41(1)
Elements of the Catholic identity of the school
42(8)
The mission of the Catholic school: Hunter's (2010) theology of faithful presence within
50(4)
Conclusion: Distinctive in plurality
54(1)
Review
54(1)
References
55(2)
4 Reviving the Chain of Memory
57(16)
Introduction
57(1)
Religious illiteracy among young Catholics
57(2)
Why does religious illiteracy matter?
59(1)
How did it come to this?
60(2)
The experiences of religious education teachers in the immediate aftermath of the Council
62(1)
Religious education: Reviving the collective memory
63(1)
Revisiting the chain of memory
64(3)
Mapping the content of the religious education curriculum
67(2)
Characteristics of the content
69(1)
Conclusion: Religious education and the development of doctrine
70(1)
Review
71(1)
References
71(2)
5 Principles and Practice of a Methodology for Religious Education in Catholic High Schools
73(16)
Introduction
73(1)
St Paul in dialogue with culture
74(1)
The young Catholic's spiritual and religious lifeworld
75(1)
Spirituality, religion and religiosity
76(2)
Religious identity
78(1)
Dialogue between Catholicism and the spiritual and religious lifeworld of the student
79(1)
Elements of the curriculum model
80(2)
Not as easy as it sounds
82(3)
Conclusion: Successful and enjoyable religious education
85(1)
Review
86(1)
References
86(3)
6 Christian Service Programmes in Catholic High Schools
89(18)
Introduction
89(1)
The theological rationale for Christian service programmes
89(3)
Christian service programmes in Catholic high schools
92(1)
A range of Christian service programmes
93(2)
Outcomes for students of their involvement in Christian service programmes
95(1)
Christian service learning in Catholic high schools and critical social analysis
96(2)
Using scripture to inform reflective thinking about social justice activities
98(7)
Conclusion: More than Noblesse Oblige
105(1)
Review
105(1)
References
105(2)
7 Teaching Complex Topics in Religious Education Richard Rymarz
107(16)
Introduction
107(1)
The new terrain: Overcoming the cult of niceness
108(3)
Complex topics in religious education: Some basic issues
111(3)
Teaching complex content areas
114(1)
A worked example: Teaching about God in Catholic high schools
114(4)
Conclusion: Don't avoid the hard topics in religious education
118(1)
Review
119(1)
References
120(3)
8 Teachers in Catholic High Schools
123(20)
Introduction
123(1)
Religious education teachers
123(4)
The pre-service preparation of religious education teachers
127(3)
Induction, formation and mentorship of the new religious education teacher
130(3)
The issue of dissent on the part of the religious education teacher
133(3)
Teaching about controversial issues
136(2)
The professional responsibilities of non-religious education teachers in Catholic high schools
138(2)
Conclusion: Catholic education is a work of the laity
140(1)
Review
141(1)
References
141(2)
9 The Faith Leadership Role of the Principal: What the Research Suggests Helga Neidhart
143(20)
The principal as faith leader
143(1)
Faith leadership: A challenging task
144(2)
From the principals' perspective
146(8)
Faith leadership formation
154(3)
Conclusion: Recommending the faith leadership formation model
157(1)
Review
158(1)
References
158(5)
10 Catholic Schools are Distinctive and Inclusive
163(14)
Introduction
163(2)
The ecclesial identity of the Catholic high school
165(1)
The Church is one: Unity in diversity and Christian communion
166(1)
The unity and identity of the Church impels her to inter-religious dialogue
167(2)
Papal teaching on other religions after the second Vatican Council Pope John Paul II
169(2)
How does the Catholic school express and reflect this unity of the Church?
171(3)
Conclusion: Distinctive in plurality
174(1)
Review
175(1)
References
175(2)
11 Voices from Catholic Parishes
177(16)
Introduction
177(1)
Parishes where the presence of young people is strong
177(2)
Should we focus our hopes on migrant youth?
179(1)
Concern about the phenomenon of youth disassociation from the Church
180(1)
Reflections on reasons for the decline
180(4)
Some took a more positive view
184(1)
Successful activities for teenagers and young adults
185(2)
Are you hopeful for the future of the Church?
187(2)
Issues with which we continue to contend
189(3)
Conclusion: Towards the future
192(1)
Index 193
Kathleen Engebretson is Associate Professor in the School of Religious Education at Australian Catholic University. She is widely published both nationally and internationally, is one of the editors of the International Handbook on the Religious Spiritual and Moral Dimensions of Education as well as the International Handbook of Inter-Religious Education.