Catholic Education

Distinctive and Inclusive

By: J. Sullivan

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Hardcover | 31 October 2001

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Hardcover
252 Pages

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24.13 x 16.51 x 1.91

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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'ªtre for Catholic schools all over the world and also for the promotion of their healthy functioning, has not hitherto been addressed critically. Here it receives penetrating analysis and constructive resolution in a comprehensive treatment that integrates theological, philosophical and educational perspectives. The argument draws on wide-ranging scholarship, offering new insights into the relevance for Catholic education of thinkers whose work has been relatively neglected. The advance in understanding of how distinctiveness relates to inclusiveness is underpinned by the author's lengthy experience of teaching and leadership in Catholic schools; it is further informed by his extended and continuing dialogue with Catholic educators at all levels and in many different countries.

Industry Reviews

`Sullivan has written an enormously rich, sensitive and stimulating book about the most important theological, philosophical and practical issues in contemporary Catholic education and schooling, It is an absolute must-read for all Catholic educators as well as other-religious and non-religious educators who take their task seriously.'
Stefaan E. Cuypers in The Heythrop Journal, XLV:1 (January 2004)

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Acknowledgements	p. ix
Introduction	p. xi
Two Polarities: An Interpretative Key	p. 1
Two polarities	p. 1
Wider significance of understanding the polarities	p. 3
New challenges for Catholic schools	p. 7
Systemic change: loss and gain	p. 8
Conformist or counter-cultural?	p. 12
Towards a new rationale	p. 14
Getting the balance right	p. 15
Angles of approach	p. 18
Notes	p. 22
Distinctiveness and Inclusiveness: Incompatibility or Creative Tension?	p. 25
Two imperatives	p. 27
The managerial imperative	p. 29
Resolving the tension through living tradition	p. 33
Entering the conversation: between Arthur and Bryk	p. 37
Taking up position: proximity and distance	p. 42
Notes	p. 45
Catholic Education in England and Wales	p. 49
National context	p. 49
Factors for change	p. 53
Theological developments	p. 58
The need for clarity about distinctiveness	p. 59
Types of distinctiveness	p. 62
A personal summary of a Catholic view of education	p. 64
Key features of Catholicism	p. 65
Notes	p. 69
Distinctive Components in Catholic Education	p. 74
Declaration on Christian education	p. 75
The Catholic school	p. 76
Catechesi Tradendae	p. 80
Lay Catholics	p. 82
The religious dimension	p. 83
Catechesis and Catholic schools in the third millennium	p. 84
Prioritising themes	p. 85
Interconnectedness	p. 86
Von Htgel	p. 92
Our need of the non-religious dimensions	p. 93
Friction	p. 95
Church affiliation and inclusiveness	p. 97
Notes	p. 100
Distinctive Worldview	p. 105
Shared view of life	p. 105
Newman and Christian education	p. 108
Religion in education: marginal or central?	p. 110
Integral development	p. 111
Identity and character	p. 113
Individuality, personhood and otherness	p. 117
God's image	p. 120
Vocation	p. 121
Conclusion	p. 124
Notes	p. 126
Inclusiveness and Exclusiveness	p. 129
Inclusive and exclusive language	p. 130
Inclusiveness normative from a Christian perspective	p. 131
Differentiation	p. 132
Inclusiveness: influences and constraints	p. 135
The Gospel imperative for inclusiveness and its challenge to Catholic schools	p. 137
Inclusiveness as an educational virtue	p. 141
Exclusiveness on educational grounds	p. 145
Compatibility and tension between Catholic and liberal principles	p. 147
Wine, water and acid: exclusiveness as protective of integrity	p. 149
Dangers of exclusiveness	p. 151
Conclusion	p. 153
Notes	p. 154
Living Tradition	p. 157
Criticisms of holistic approach	p. 157
Living tradition	p. 160
Blondel and living tradition	p. 163
Educational implications	p. 167
Conclusion	p. 172
Notes	p. 173
Catholic Schools and the Common Good	p. 176
Catholic schools and contemporary society: some concerns	p. 177
Church-world relationship	p. 179
Catholic understanding of the common good	p. 184
Catholic schools and the common good	p. 187
Outcomes and popularity	p. 187
Safeguarding role of Catholic schools	p. 190
`Constitutive' communities	p. 192
Conclusion	p. 193
Notes	p. 195
Conclusion	p. 198
Main findings	p. 198
Unity and interconnectedness of the argument	p. 200
An agenda for Catholic schools	p. 203
Further research needed	p. 204
From promulgation to reception	p. 204
Notes	p. 207
Bibliography	p. 209
Index	p. 227
Table of Contents provided by Publisher. All Rights Reserved.

Catholic Education

Distinctive and Inclusive

At a Glance

Hardcover

Industry Reviews

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Defective items

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