Download Catholic Education: Distinctive and Inclusive by J. Sullivan PDF

By J. Sullivan

How coherent is the declare that Catholic schooling is either detailed and inclusive? this query, so the most important, either for the sufficient articulation of a raison d'être for Catholic colleges around the world and likewise for the promoting in their fit functioning, has now not hitherto been addressed severely. the following it gets penetrating research and optimistic solution in a accomplished therapy that integrates theological, philosophical and academic views. The argument attracts on wide-ranging scholarship, delivering new insights into the relevance for Catholic schooling of thinkers whose paintings has been fairly overlooked. the improvement in realizing of the way specialty pertains to inclusiveness is underpinned through the author's long adventure of educating and management in Catholic faculties; it's extra trained by means of his prolonged and carrying on with discussion with Catholic educators in any respect degrees and in lots of various countries.

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J55-6. 42 By Presses Universitaires de France, Paris, from 1995 onwards. The frrst two of nine projected volumes have appeared so far. CHAPTER2 DISTINCTIVENESS AND INCLUSIVENESS: INCOMPATIBILITY OR CREATIVE TENSION? In bringing into a sharper focus the two polarities sketched out in Chapter One, I shall concentrate on Catholic schooling in the public sector. This means that I omit treatment of those contexts other than schooling which also provide opportunities for educating Catholics in their faith.

A defect of liberal education is that it has neglected the role of tradition in the formation of both personal identity and of the community, so that its teaching of concepts, skills and attitudes is insufficiently embedded in a tradition and inadequately illuminated by a comprehensively developed 'story'. If education is set in the context of a tradition and a 'story' then schools are enabled to function as 'constitutive' communities. 28 The upshot of Postman's argument, outlined above, is that schools need to find an appropriate comprehensive narrative which can direct INCOMPATIBILITY OR CREATIVE TENSION?

However, monitoring and evaluation, like other 'tools' of management, should serve, rather than obscure, a larger vision and purpose which is at the heart of the educational endeavour. From my own observations I would claim that Catholic schools probably suffer as much as other schools from these defects of managerialism. Furthermore, I believe that the potential for managerialism to damage education is strengthened in a context, like that of a church school, which gives high priority to a mission statement and which heavily underlines the legitimacy of authority (divine, scriptural, ecclesial).

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