This document discusses the history and foundations of Catholic education. Some key points:
- Catholic schools are designed to provide students with an academically rigorous and doctrinally sound education that strengthens their faith.
- They collaborate with parents and provide sound Church teaching through a curriculum where faith and culture are intertwined.
- This education ensures students have a moral foundation to live uprightly in today's world.
- The document traces the history of Catholic schools from their establishment by religious orders to meet the needs of immigrant communities in the US and their decline in the late 20th century.
www.characterconferences.com
TEACH WITH A PURPOSE: A Series of Seminars for Teachers of Catholic Schools
Presented by Mann Rentoy (Online)
mannrentoy@gmail.com
Qualities of an Effective Catholic TeacherMann Rentoy
Presented by Emmanuel Rentoy
January 25, 2022
4:15PM
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
www.characterconferences.com
TEACH WITH A PURPOSE: A Series of Seminars for Teachers of Catholic Schools
Presented by Mann Rentoy (Online)
mannrentoy@gmail.com
Qualities of an Effective Catholic TeacherMann Rentoy
Presented by Emmanuel Rentoy
January 25, 2022
4:15PM
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The Roots of Education
“Every school you see – public or private, religious or secular – is a visible reminder of the religion of Jesus Christ. So is every college and university.” Dr. James Kennedy and Jerry Newcombe document in their “What If Jesus Had Never Been Born?” book that the phenomenon of education for the masses has its roots in Christianity.
The pursuit of the knowledge of God in a systematic, philosophical and in depth way gave rise to the phenomenon of universities all around the world. It was the Christian faith that gave rise to the idea of higher learning.
This ppt focuses on 7th grade World History spi 7.37 . . . Examine the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.
Pondicherry came to be known to the Roman mercantilists as Poduke in the first century of the Christian era. Arikamedu excavations show that flourishing maritime commerce existed and it had discontinued during the third century A.D1. As years passed various European traders tried to reach Pondicherry but due to natural difficulties they were not able to read Pondicherry, except the Dutch and the French. During the reign of King Francois I, he encouraged his traders to undertake long voyages. These traders together with them took the missionaries for the fulfilment of sacrament privileges in their voyages2. The missionaries' zeal paved them to adapt to the acquaintance of the new place of Pondicherry and they started their evangelical work as said in the Bible, Go and preach the Gospel of Lord3. Thus started the work of Christianisation at Pondicherry and evangelical task came into force through the Capuchins. Later, the Jesuits were serving for sometime at Pondicherry but the whole credit of Christianisation of Pondicherry goes to Missionaire Etrangere de Paris, MEP4. My article tends to bring out the impact of Christianisation as Roman Catholics on the facets of Society, Economy, Literature and Religious.
Renaissance made its impact not only in the annals of World History but also in the Pondicherry History. Missionaries who had a great zeal towards the Spread of New
Faith to the Fishing Hamlet of Pondicherry started schools and Colleges in and around which gave impetus to spread the light of literacy among the Christian population.
In 1831 Fr. Dupuis entrusted himself to the evangelical works of MEP and started his missionary work through his literature and organising ability. The most talented Fr. Dupuis was recognised by Mgr. Bonnand, the Apostolic Vicar of Pondicherry, who tried to publish books on the matters related to Catholic doctrines. He encouraged Fr. Dupuis and assigned him the task of producing books related to the new faith and Fr. Dupuis became the first printer of Pondicherry.
My article intends to concentrate about the fantabulous works of Fr. Dupuis towards printing the Catholic literary works in Pondicherry and it won’t be an exaggeration to say that Fr. Dupuis was the real, dedicated and unblemished service missionary, offered himself ostensible towards the well-being of the people of Pondicherry and produced in numerous books in order to bring up a kind of cultural synthesis between the French and the Tamil language. His commendable works for Tamil language is immeasurable which are highlighted and discussed further in the article.
Keywords: Evangelisation, hamlet, MEP, Apostolic Vicar.
U3A Comparative religion: Anglicanism and Anglo-Catholicismsimonrundell
Presentation to the U3A Comparative Religion Group in Gosport on the history of Anglicanism and its manifestation as Anglio-Catholicism.
These are all personal opinions and are not the views of the Church of England or the Diocese of Portsmouth
The Roots of Education
“Every school you see – public or private, religious or secular – is a visible reminder of the religion of Jesus Christ. So is every college and university.” Dr. James Kennedy and Jerry Newcombe document in their “What If Jesus Had Never Been Born?” book that the phenomenon of education for the masses has its roots in Christianity.
The pursuit of the knowledge of God in a systematic, philosophical and in depth way gave rise to the phenomenon of universities all around the world. It was the Christian faith that gave rise to the idea of higher learning.
This ppt focuses on 7th grade World History spi 7.37 . . . Examine the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.
Pondicherry came to be known to the Roman mercantilists as Poduke in the first century of the Christian era. Arikamedu excavations show that flourishing maritime commerce existed and it had discontinued during the third century A.D1. As years passed various European traders tried to reach Pondicherry but due to natural difficulties they were not able to read Pondicherry, except the Dutch and the French. During the reign of King Francois I, he encouraged his traders to undertake long voyages. These traders together with them took the missionaries for the fulfilment of sacrament privileges in their voyages2. The missionaries' zeal paved them to adapt to the acquaintance of the new place of Pondicherry and they started their evangelical work as said in the Bible, Go and preach the Gospel of Lord3. Thus started the work of Christianisation at Pondicherry and evangelical task came into force through the Capuchins. Later, the Jesuits were serving for sometime at Pondicherry but the whole credit of Christianisation of Pondicherry goes to Missionaire Etrangere de Paris, MEP4. My article tends to bring out the impact of Christianisation as Roman Catholics on the facets of Society, Economy, Literature and Religious.
Renaissance made its impact not only in the annals of World History but also in the Pondicherry History. Missionaries who had a great zeal towards the Spread of New
Faith to the Fishing Hamlet of Pondicherry started schools and Colleges in and around which gave impetus to spread the light of literacy among the Christian population.
In 1831 Fr. Dupuis entrusted himself to the evangelical works of MEP and started his missionary work through his literature and organising ability. The most talented Fr. Dupuis was recognised by Mgr. Bonnand, the Apostolic Vicar of Pondicherry, who tried to publish books on the matters related to Catholic doctrines. He encouraged Fr. Dupuis and assigned him the task of producing books related to the new faith and Fr. Dupuis became the first printer of Pondicherry.
My article intends to concentrate about the fantabulous works of Fr. Dupuis towards printing the Catholic literary works in Pondicherry and it won’t be an exaggeration to say that Fr. Dupuis was the real, dedicated and unblemished service missionary, offered himself ostensible towards the well-being of the people of Pondicherry and produced in numerous books in order to bring up a kind of cultural synthesis between the French and the Tamil language. His commendable works for Tamil language is immeasurable which are highlighted and discussed further in the article.
Keywords: Evangelisation, hamlet, MEP, Apostolic Vicar.
U3A Comparative religion: Anglicanism and Anglo-Catholicismsimonrundell
Presentation to the U3A Comparative Religion Group in Gosport on the history of Anglicanism and its manifestation as Anglio-Catholicism.
These are all personal opinions and are not the views of the Church of England or the Diocese of Portsmouth
A series of slides for training higher level altar servers: covers the rubrics of the Roman Missal and the General Instruction for the Roman Missal as well as liturgical practice
DIOCESE OF BAGUIO SCHOOLS
www.characterconferences.com
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The Vocation and Mission of the Religion TeacherMann Rentoy
Presented by EMMANUEL M. RENTOY
President & Executive Director
Center for the 4th & 5th Rs Asia
This is part of the Series on SEMINARS FOR TEACHERS OF CATHOLIC SCHOOLS
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Sankofa Institute providing education program for ministry among African Amer...Jonathan Dunnemann
The Sankofa Institute provides an opportunity for men
and women in South Texas to receive academic training for
pastoral ministry close to home and earn master’s or doctoral
degrees approved by the Association of Theological Schools.
Protestant as well as Catholics have earned degrees at Oblate
for many years; now, for the first time, students will have an
option to choose courses with a focus on African American
studies.
The Emerging Church and The One Project? is a series of PowerPoint presentations asking the question if there is in fact a connection between the two. The purpose of the presentations are not to lambast those who want to lift Jesus up, but rather to allow leaders of the One Project to tell us in their own words (and the words of those promoting the project) what their goals and aspirations really are, and how these goals have been enacted in their past experiences.
Presentation 1 of 10 is a summary of the Emerging Church as defined on Wikipedia. This is a summary of the 17 page article found there which is taken from many leading proponents of the Emerging Church here in America.
Presentations 2 through 4 deal with Leonard Sweet, a leader in the Emerging Church movement and a professor at George Fox University, and many of the nearly 50 books he has authored which express his various viewpoints.
Presentations 5 through 9 deal with the five main leaders of The One Project, four of which graduated with or started DMin degrees from George Fox University under the mentorship of Leonard Sweet. In each presentation an objective look is taken at material in print telling of each leaders work and ministry up to 2012. The question will naturally follow; is this the direction we should be leading our young people in the Adventist Church?
Presentation 10 deals with the One Project gathering in Seattle, February of 2012, looking at the claims of the Project “Jesus. All” and comparing this to what really took place at the gathering. Yes, there was some good points made, and we need to lift Jesus up, but…. We also take a look at a little of the evidence suggesting The One Project is a response to GYC.
For a fully interactive edition of all 10 presentations with video clips, contact: theemergingoneproject@gmail.com
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
HANUMAN STORIES: TIMELESS TEACHINGS FOR TODAY’S WORLDLearnyoga
Hanuman Stories: Timeless Teachings for Today’s World" delves into the inspiring tales of Hanuman, highlighting lessons of devotion, strength, and selfless service that resonate in modern life. These stories illustrate how Hanuman's unwavering faith and courage can guide us through challenges and foster resilience. Through these timeless narratives, readers can find profound wisdom to apply in their daily lives.
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
Lesson 9 - Resisting Temptation Along the Way.pptxCelso Napoleon
Lesson 9 - Resisting Temptation Along the Way
SBs – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
3. * Young people of the third
millennium must be a source
of energy and leadership in
our Church and our nation.
Therefore, we must provide
young people with an
academically rigorous and
doctrinally sound program of
education and faith
formation designed to
strengthen their union with
Christ and his Church
4. *Catholic schools collaborate
with parents and guardians
in raising and forming their
children as families struggle
with the changing and
challenging cultural and
moral contexts in which
they find themselves.
5. *Catholic schools provide
young people with sound
Church teaching through a
broad-based curriculum,
where faith and culture
are intertwined in all areas
of a school's life.
6. * By equipping our young
people with a sound
education, rooted in the
Gospel message, the Person
of Jesus Christ, and rich in
the cherished traditions and
liturgical practices of our
faith, we ensure that they
have the foundation to live
morally and uprightly in our
complex modern world.
7. *This unique Catholic
identity makes our Catholic
elementary and secondary
schools "Schools for the
human person" and allows
them to fill a critical role in
the future life of our
Church, our country, and
our world
14. St. Luke set down the
history of the early
Church in the Acts of
the Apostles
15. These writings
became the first pillar
of Church preaching,
teaching, action and
belief: The Scriptures
16. The preaching,
practice, and Way of
Prayer established by
Jesus was passed on
to His Apostles and
disciples through their
teaching and action
17. These elements
became the basis of
Sacred Tradition, the
second pillar of
Catholic life and
teaching
18. Hence there exists a close connection
and communication between sacred
tradition and Sacred Scripture. For both
of them, flowing from the same divine
wellspring, in a certain way merge into a
unity and tend toward the same end. For
Sacred Scripture is the word of God
inasmuch as it is consigned to writing
under the inspiration of the divine Spirit,
while sacred tradition takes the word of
God entrusted by Christ the Lord and the
Holy Spirit to the Apostles, and hands it
on to their successors in its full purity,
19. so that led by the light of the Spirit
of truth, they may in proclaiming it
preserve this word of God faithfully,
explain it, and make it more widely
known. Consequently it is not from
Sacred Scripture alone that the
Church draws her certainty about
everything which has been
revealed. Therefore both sacred
tradition and Sacred Scripture are
to be accepted and venerated with
the same sense of loyalty and
reverence.
20. The teaching of the
Apostles and their
successors was first
and foremost the
instruction of
Catechumens, those
entering the Church
21. The truths of the faith
were explored by
many schools of
philosophy and by the
slowly emerging
ecclesiastical schools
throughout
Christendom
22. At the time of the
Barbarian invasions
and collapse of the
Roman Empire in the
West, it fell to the
Church to preserve
culture, knowledge
and learning
23. The Church was the
last institution in the
West that could stand
firm, preserve
learning and pass it on
to future generations
24. Local parish schools and
monastic schools passed
on basic reading,
writing, arithmetic,
catechesis and practical
knowledge for those
who had the time to
attend them
25. The Benedictine
monks and nuns and
Dominican and
Franciscan friars and
sisters were the main
educators in the
Middle Ages
26.
27. In many places in
Europe, the
Reformation forced
the closing of many
Catholic parish,
monastic and
university schools
28. The Council of Trent re-
enforced the idea of a
specifically Catholic
education at all levels
and promulgated the
creation and printing of
a universal catechism to
assist in educating the
faithful
29. One effect of the Council was an
explosion of educational orders and
schools in the Church:
The Ursulines
The Jesuits
Brothers of the Christian Schools
The Filippini Sisters
Sisters of Loreto
Piarist Brothers...
30. The educational and
catechetical mission of the
Church continued as
missionaries spread
throughout the world.
Education and catechesis
in native languages were a
priority of missionary
activity
31. Along with the world-
wide movement and
settlement of Catholics,
the Faith came to North
America. The first
permanent Catholic
educational institution
was the Ursuline
Academy in New Orleans
32. In 1632, Cecelius Calvert,
known as Lord Baltimore,
was granted possession of
all land lying between the
Potomac River and the
Chesapeake Bay. Lord
Baltimore saw this as an
opportunity to grant
religious freedom to the
Catholics who remained in
Anglican England.
33. Although outright violence
was more a part of the
1500s than the 1600s,
Catholics were still a
persecuted minority in the
seventeenth century.
Baltimore thought that his
New World possession
could serve as a refuge.
From:
http://www.ushistory.org/us/5a.asp
34. Local Catholic Schools were
established in the Colony of
Maryland to educate
Catholic children. Most of
the schools were run by the
Jesuits. Bishop John Carroll
wished to expand Catholic
education and so invited a
convert from New York to
travel to his diocese to
establish schools there.
35. St. Elizabeth Ann Seton was a
convert to the Catholic faith from
Anglicanism, a move that caused
her to become an outcast among
her family and friends. After
beginning a Catholic day school in
New York, which failed due to
rampant anti-Catholic sentiment,
she travelled to Baltimore to
establish what was to be the first of
many Catholic parochial schools
throughout the United States.
36. Throughout the 19th century, the
influx of immigrants from
Catholic countries elicited vicious
anti-Catholic action in the United
States. The public schools were
run by Protestants, most
Catholics could not find decent
jobs and there was a fear that
the faith would be lost by the
children who would be influenced
by anti-Catholic educators
37. The First Plenary Council of
Baltimore stressed the need for
parochial schools and their role in
preserving and passing on the
faith to future generations
38. “Wherever parochial schools are possible,
they are ordered to be opened, and
Sunday- schools are insisted upon as an
absolute necessity ; when a school is
found in which Catholic doctrines or
moral principles are attacked, it is the
duty of the pastor in its neighborhood to
prohibit attendance at it by the children
of his flock. In the beginning of the
following year these decrees were
returned as approved by the Propaganda
Congregation and the Pope. A most
favorable impression was made upon the
Church at large.”
39. The number of Catholic schools and
students grew apace...In 1900, the
Church supported 3,500 parochial
schools, usually under the control of
the local parish. By 1920, the number
of elementary schools had reached
6,551, enrolling 1.8 million pupils
taught by 42,000 teachers, the great
majority of whom were nuns.
40. Secondary education likewise boomed.
In 1900, there were only about 100
Catholic high schools, but by 1920
more than 1,500 were in operation.
David P. Baker, "Schooling All the Masses:
Reconsidering the Origins of American
Schooling in the Postbellum Era," Sociology
of Education (1999) 72#4 pp. 197-215
41. For more than two generations,
enrollment climbed steadily. By the
mid-1960s, enrollment in Catholic
parochial schools had reached an all-
time high of 4.5 million elementary
school pupils, with about 1 million
students in Catholic high schools. The
enrollments steadily declined as
Catholics moved to the suburbs, where
the children attended public schools.
42. A major transition took place in the
1970s as most of the teaching nuns
left their orders. Many schools
closed, others replaced the nuns
with a majority of lay teachers
* From: Michael P. Caruso, When the Sisters Said Farewell: The
Transition of Leadership in Catholic Elementary Schools (R&L
Education, 2012) United States Catholic Elementary and
Secondary Schools, 2009-2010: The Annual Statistical Report
on Schools, Enrollment and Staffing (National Catholic
Educational Association, 2010).
43.
44. "The Catholic school pursues cultural
goals and the natural development of
youth to the same degree as any other
school. What makes the Catholic school
distinctive is its attempt to generate a
community climate in the school that is
permeated by the Gospel spirit of
freedom and love. It tries to guide the
adolescents in such a way that
personality development goes hand in
hand with the development of the "new
creature" that each one has become
through baptism.
45. It tries to relate all of human
culture to the good news of
salvation so that the light of
faith will illumine everything
that the students will gradually
come to learn about the world,
about life, and about the human
person".
46. The Council…declared that what
makes the Catholic school
distinctive is its religious
dimension, and that this is to be
found in…
49. a) the educational climate
b) the personal development of each
student
c) the relationship established
between culture and the Gospel
50. a) the educational climate
b) the personal development of each
student
c) the relationship established
between culture and the Gospel
d) the illumination of all knowledge
with the light of faith
51. Many young people find themselves
in a condition of radical instability.
52. Many young people find themselves
in a condition of radical instability
Others live in an environment devoid
of truly human relationships; as a
result, they suffer from loneliness and
a lack of affection
53. Many young people find themselves
in a condition of radical instability
Others live in an environment devoid
of truly human relationships; as a
result, they suffer from loneliness and
a lack of affection
Large numbers of today's youth are
very worried about an uncertain future
54. Not a few young people, unable to
find any meaning in life or trying to
find an escape from loneliness, turn to
alcohol, drugs, the erotic, the exotic
etc.
55. Not a few young people, unable to
find any meaning in life or trying to
find an escape from loneliness, turn to
alcohol drugs, the erotic, the exotic
etc.
The normal instability of youth is
accentuated by the times they are
living in. Their decisions are not
solidly based: today's "yes" easily
becomes tomorrow's "no"
56. Finally, a vague sort of generosity is
characteristic of many young people.
Filled with enthusiasm, they are eager
to join in popular causes. Too often,
however, these movements are
without any specific orientation or
inner coherence. It is important to
channel this potential for good and,
when possible, give it the orientation
that comes from the light of faith.
57. There are also a number of positive
signs, which give grounds for
encouragement. In a Catholic school, as
in any school, one can find young people
who are outstanding in every way - in
religious attitude, moral behavior, and
academic achievement. When we look
for the cause, we often discover an
excellent family background reinforced
by both Church and school. There is
always a combination of factors, open to
the interior workings of grace.
58. Catholic schools are spread throughout the
world and enroll literally millions of
students. These students are children of
their own race, nationality, traditions, and
family. They are also the children of our
age. Each student has a distinct origin and is
a unique individual. A Catholic school is
not simply a place where lessons are taught;
it is a center that has an operative
educational philosophy, attentive to the
needs of today's youth and illumined by the
Gospel message. A thorough and exact
knowledge of the real situation will suggest
the best educational methods.
59.
60. Like the marks of the Church proclaimed in
the Creed – one, holy, catholic, and
apostolic – so, too, does the Holy See
identify the principal features of a school as
Catholic: a Catholic school should be
inspired by a supernatural vision,
founded on Christian anthropology,
animated by communion and community,
imbued with a Catholic worldview
throughout its curriculum, and sustained
by Gospel witness. These benchmarks help
to answer the critical question: Is this a
Catholic school according to the mind of
the Church?
61. It is precisely because of its Catholic
identity, which is anything but sectarian,
that a school derives the originality that
enables it to be a genuine instrument of
the Church's evangelizing mission.
Michael Guerra, former president of the
National Catholic Educational
Association put the challenge succinctly:
"The first and most important task for
Catholic schools is to maintain and
continually strengthen their Catholic
identity."
62. The Church sees education as a process
that, in light of man's transcendent
destiny, forms the whole child and seeks
to fix his or her eyes on heaven. The
specific purpose of a Catholic education
is the formation of boys and girls who
will be good citizens of this world,
loving God and neighbor and enriching
society with the leaven of the gospel, and
who will also be citizens of the world to
come, thus fulfilling their destiny to
become saints.
63. Emphasis on the supernatural destiny of
students brings with it a profound
appreciation of the need to perfect
children in all their dimensions as images
of God (cf. Gen. 1:26-27). Catholic
theology teaches that grace builds on
nature. Because of this complementarity
of the natural and the supernatural,
Catholic educators should have a sound
understanding of the human person that
addresses the requirements of both the
natural and the supernatural perfection of
the children entrusted to their care.
64. A third mark of catholicity is the emphasis
on the school as a community – a
community of persons and, even more to
the point, "a genuine community of faith."
Such an emphasis proposes an alternative
model for Catholic schools to that of an
individualistic society. This communal
dimension is rooted both in the social nature
of the human person and in the reality of the
Church as "the home and the school of
communion." That the Catholic school is an
educational community "is one of the most
enriching developments for the
contemporary school."
65. The integral formation of the human person, which
is the purpose of education, includes the
development of all the human faculties of the
students, together with preparation for professional
life, formation of ethical and social awareness,
becoming aware of the transcendental, and
religious education. Every school, and every
educator in the school, ought to be striving "to
form strong and responsible individuals, who are
capable of making free and correct choices," thus
preparing young people "to open themselves more
and more to reality, and to form in themselves a
clear idea of the meaning of life" [The Catholic
School, 31].
66. To be integral or complete, Catholic
schooling must be constantly inspired
and guided by the gospel. As we have
seen, the Catholic school would betray
its purpose if it failed to found itself
on the person of Christ and his
teaching: "It derives all the energy
necessary for its educational work
from him."
67. A final indicator of a school's
authentic catholicity is the vital
witness of its teachers and
administrators. With them lies the
primary responsibility for creating a
Christian school climate, as
individuals and as a community.
Indeed, "it depends chiefly on them
whether the Catholic school achieves
its purpose."
68.
69. The bishops of the United States,
particularly in the seminal
document, To Teach as Jesus Did
(1971), continuously underscore
the three-fold mission of our
Catholic schools—to proclaim
the Gospel, to build community,
and to serve our brothers and
sisters.
70. In their most recent document,
Renewing Our Commitment to Catholic
Elementary and Secondary Schools in
the Third Millennium (2005), the United
States Catholic Bishops emphasized that
the entire Catholic community is
called to evangelize our culture, and
stressed that Catholic elementary and
secondary schools play a critical and
irreplaceable role in this endeavor.
71. “Education is integral to the
mission of the Church to proclaim
the good news. First and foremost,
every Catholic institution is a place
to encounter the Living God, who
in Jesus Christ, reveals his
transforming love and truth”
(Pope Benedict XVI, Address to Catholic
Educators, April 17, 2008, Washington DC,
par. 2)
72. “our vision is clear: our Catholic schools
are a vital part of the teaching mission
of the Church. . . . We must respond to
challenging times with faith, vision and
the will to succeed because the Catholic
school’s mission is vital to the future of
our young people, our nation, and most
especially our Church.”
(United States Conference of Catholic
Bishops, Renewing Our Commitment to
Catholic Elementary and Secondary Schools in
the Third Millennium #15)
73. The National Standards and Benchmarks
for Effective Catholic Elementary and
Secondary Schools is intended to
describe how the most mission-driven,
program effective, well managed, and
responsibly governed Catholic schools
operate. They are offered as school
effectiveness standards rather than
curriculum content standards, although
they support curriculum development
consistent with national standards and
the Common Core State Standards.
74. This document contains three
types of statements grounded in
Church teachings, best practice,
and proven success of those
committed to the future of
Catholic elementary and
secondary education in the
United States.
75. The Defining Characteristics flow
directly from the holy See’s teaching on
Catholic schools as compiled by
Archbishop J. Michael Miller, CSB (The
Holy See’s Teaching on Catholic Schools,
2006), and from statements by Pope
Benedict XVI and the American bishops.
The characteristics define the deep
Catholic identity of Catholic schools and
serve as the platform on which the
standards and benchmarks rest. The
defining characteristics authenticate the
standards and benchmarks, justifying their
existence and providing their meaning.
76. The Standards describe policies,
programs, structures, and processes
that should be present in mission-
driven, program effective, well-
managed, and responsibly governed
Catholic schools that operate in
concert with the defining
characteristics. The standards
address four domains: Mission and
Catholic Identity, Governance and
Leadership, Academic Excellence,
and Operational Vitality.
77. The Benchmarks provide
observable, measurable descriptors
for each standard. Benchmarks
provide a solid basis for future
development of more detailed self-
assessment and diagnostic
instruments, data collection and
reporting structures, and
accreditation tools, as appropriate
at the local, diocesan, regional, and
national levels.
78. National Standards and
Benchmarks for Effective
Catholic Elementary and
Secondary Schools was drafted
by a national task force of
Catholic school educators and
supporters, in communication
with the National Catholic
Educational Association (NCEA).
79.
80. An excellent Catholic school is
guided and driven by a clearly
communicated mission that
embraces a Catholic identity
rooted in gospel values, centered
on the Eucharist, and committed
to faith formation, academic
excellence and service
81. 1.1 The governing body and
the leader/leadership team
ensure that the mission
statement includes the
commitment to Catholic
identity.
Guided by our Blessed
Mother, Saint Mary
Academy is a Catholic faith
community that educates
children in mind, body and
spirit. We strive to inspire
our students to honor God,
love learning and serve
others.
82. 1.2 The governing body and
the leader/leadership team
use the mission statement as
the foundation and normative
reference for all planning
Guided by our Blessed
Mother, Saint Mary
Academy is a Catholic faith
community that educates
children in mind, body and
spirit. We strive to inspire
our students to honor God,
love learning and serve
others.
83. 1.3 The school
leader/leadership team
regularly calls together the
school’s various
constituencies (including but
not limited to faculty and staff,
parents, students, alumni(ae)
to clarify, review and renew
the school’s mission
statement.
Guided by our Blessed
Mother, Saint Mary
Academy is a Catholic faith
community that educates
children in mind, body and
spirit. We strive to inspire
our students to honor God,
love learning and serve
others.
84. 1.4 The mission statement is
visible in public places and
contained in official
documents
Guided by our Blessed
Mother, Saint Mary
Academy is a Catholic faith
community that educates
children in mind, body and
spirit. We strive to inspire
our students to honor God,
love learning and serve
others.
85. An excellent Catholic school
adhering to mission provides a
rigorous academic program for
religious studies and catechesis in
the Catholic faith, set within a
total academic curriculum that
integrates faith, culture, and life.
87. 2.2 Religion classes are an
integral part of the academic
program in the assignment of
teachers, amount of class time
and the selection of texts and
other curricular materials
88. 2.3 Faculty who teach religion
meet diocesan requirements
for academic and catechetical
preparation and certification to
provide effective religion
curriculum and instruction
89. 2.4 The school’s Catholic
identity requires excellence in
academic and intellectual
formation in all subjects
including religious education
90. 2.5 Faculty use the lenses of
Scripture and the Catholic
intellectual tradition in all
subjects to help students think
critically and ethically about
the world around them
91. 2.6 Catholic culture and faith
are expressed in the school
through multiple and diverse
forms of visual and performing
arts, music and architecture
92. 2.7 The theory and practice
of the Church’s social
teachings are essential
elements of the curriculum
93. An excellent Catholic school
adhering to mission provides
opportunities outside the
classroom for student faith
formation, participation in
liturgical and communal prayer,
and action in service of social
justice
94. 3.1 Every student is offered
timely and regular
opportunities to learn about
and experience the nature and
importance of prayer, the
Eucharist, and liturgy
95. 3.2 Every student is offered
timely, regular, and age-
appropriate opportunities to
reflect on their life experiences
and faith through retreats and
other spiritual experiences
96. 3.3 Every student participates
in Christian service programs
to promote the lived reality of
action in service of social
justice
97. 3.4 Every student experiences
role models of faith and
service for social justice
among the administrators,
faculty and staff.
98. An excellent Catholic school
adhering to mission provides
opportunities for adult faith
formation and action in service of
social justice.
99. 4.1 The leader/leadership
team provides retreats and
other spiritual experiences for
the faculty and staff on a
regular and timely basis
100. 4.2 The leader/leadership
team and faculty assist
parents/guardians in their role
as the primary educators of
their children in faith
101. 4.3 The leader/leadership team
collaborates with other
institutions (for example,
Catholic Charities, Catholic
higher education, religious
congregation-sponsored
programs) to provide
opportunities for
parents/guardians to grow in the
knowledge and practice of the
faith
102. 4.4 All adults in the school
community are invited to
participate in Christian service
programs to promote the lived
reality of action in service of
social justice
Education and faith formation should be closely intertwined in a Catholic education
Many times the Catholic school has more contact with parents, guardians and families than does the parish
A complete Catholic education does not isolate subjects such as science, history and mathematics from the Creator who established the laws of the universe and who is the center and guide of history.
From the Catechism of the Catholic Church
PART ONE: THE PROFESSION OF FAITH. SECTION TWO: THE PROFESSION OF THE CHRISTIAN FAITH
CHAPTER THREE: I BELIEVE IN THE HOLY SPIRIT
ARTICLE 9: "I BELIEVE IN THE HOLY CATHOLIC CHURCH"
Paragraph 1. The Church in God's Plan
A plan born in the Father's heart
759 "The eternal Father, in accordance with the utterly gratuitous and mysterious design of his wisdom and goodness, created the whole universe and chose to raise up humanity to share in his own divine life," to which he calls all…in his Son. "The Father . . . determined to call together in a holy Church those who should believe in Christ." This "family of God" is gradually formed and takes shape during the stages of human history, in keeping with the Father's plan. In fact, "already present in figure at the beginning of the world, this Church was prepared in marvelous fashion in the history of the people of Israel and the old Advance. Established in this last age of the world and made manifest in the outpouring of the Spirit, it will be brought to glorious completion at the end of time."
The Church- foreshadowed from the world's beginning
760 Christians of the first centuries said, "The world was created for the sake of the Church." God created the world for the sake of communion with his divine life, a communion brought about by the "convocation" of humanity in Christ, and this "convocation" is the Church. The Church is the goal of all things, and God permitted such painful upheavals as the angels' fall and man's sin only as occasions and means for displaying all the power of his arm and the whole measure of the love he wanted to give the world:
Just as God's will is creation and is called "the world," so his intention is the salvation of humanity, and it is called "the Church.“ (Clement of Alexandria, Pæd. 1,6,27:PG 8,281)
The Redeemer of humanity, Jesus Christ, is the canter of the universe and of history. (Pope St. John Paul II, Redemptor Hominis, 1979)
The Catholic School, #55
Sacred Congregation for Catholic Education, 1977.
The Catholic school loses its purpose without constant reference to the Gospel and a frequent encounter with Christ. It derives all the energy necessary for its educational work from Him and thus “creates in the school community an atmosphere permeated with the Gospel spirit of freedom and love.” In this setting the pupil experiences his dignity as a person before (knowing) its definition. Faithful, therefore, to the claims of humanity and of God, the Catholic school makes its own contribution towards human liberation, making the (person), in other words, what (their) destiny implies, one who talks consciously with God, one who is there for God to love.
Jesus Christ, the “Word through whom God made the universe”
“The Redeemer of the world! In him has been revealed in a new and more wonderful way the fundamental truth concerning creation to which the Book of Genesis gives witness when it repeats several times: "God saw that it was good“ (Cf. Gen. 1 passim.). The good has its source in Wisdom and Love. In Jesus Christ the visible world which God created for humanity (Cf. Gen. 1:26-30) -the world that, when sin entered, "was subjected to futility“ (Rom . 8: 20; cf . 8:19-22) -recovers again its original link with the divine source of Wisdom and Love. Indeed, "God so loved the world that he gave his only Son“ (Jn. 3:16.). As this link was broken in the man Adam, so in the Man Christ it was reforged (Cf. Rom. 5:12-21.)” (Redemptor Hominis, 1979)
Catechism of the Catholic Church: CHAPTER TWO, GOD COMES TO MEET MAN
ARTICLE 1: THE REVELATION OF GOD
III. Christ Jesus — “Mediator and Fullness of All Revelation”
God has said everything in his Word
65 “In many and various ways God spoke of old to our fathers by the prophets, but in these last days he has spoken to us by a Son.” (Heb 1:1-2.) Christ, the Son of God made man, is the Father’s one, perfect, and unsurpassable Word. In him he has said everything; there will be no other word than this one. St. John of the Cross, among others, commented strikingly on Hebrews 1:1-2: (102, 516, 2717)
“In giving us his Son, his only Word (for he possesses no other), he spoke everything to us at once in this sole Word—and he has no more to say... because what he spoke before to the prophets in parts, he has now spoken all at once by giving us the All Who is His Son. Any person questioning God or desiring some vision or revelation would be guilty not only of foolish behavior but also of offending him, by not fixing his eyes entirely upon Christ and by living with the desire for some other novelty.” (St. John of the Cross, The Ascent of Mount Carmel, 2, 22, 3-5)
There will be no further Revelation
66 “The Christian economy, therefore, since it is the new and definitive Covenant, will never pass away; and no new public revelation is to be expected before the glorious manifestation of our Lord Jesus Christ.” (Dei Verbum 4; cf. 1 Tim 6:14; Titus 2:13). Yet even if Revelation is already complete, it has not been made completely explicit; it remains for Christian faith gradually to grasp its full significance over the course of the centuries. (94)
What Christ entrusted to the apostles, they in turn handed on by their preaching and writing, under the inspiration of the Holy Spirit, to all generations, until Christ returns in glory. (Catechism of the Catholic Church In Brief #96)
CCC #83 The Tradition here in question comes from the apostles and hands on what they received from Jesus’ teaching and example and what they learned from the Holy Spirit. The first generation of Christians did not yet have a written New Testament, and the New Testament itself demonstrates the process of living Tradition. (1202, 2041, 2684)
7. In His gracious goodness, God has seen to it that what He had revealed for the salvation of all nations would abide perpetually in its full integrity and be handed on to all generations. Therefore Christ the Lord in whom the full revelation of the supreme God is brought to completion (see Cor. 1:20; 3:13; 4:6), commissioned the Apostles to preach to all men that Gospel which is the source of all saving truth and moral teaching, and to impart to them heavenly gifts. This Gospel had been promised in former times through the prophets, and Christ Himself had fulfilled it and promulgated it with His lips. This commission was faithfully fulfilled by the Apostles who, by their oral preaching, by example, and by observances handed on what they had received from the lips of Christ, from living with Him, and from what He did, or what they had learned through the prompting of the Holy Spirit. The commission was fulfilled, too, by those Apostles and apostolic men who under the inspiration of the same Holy Spirit committed the message of salvation to writing. (Dei Verbum)
21. The Church has always venerated the divine Scriptures just as she venerates the body of the Lord, since, especially in the sacred liturgy, she unceasingly receives and offers to the faithful the bread of life from the table both of God's word and of Christ's body. She has always maintained them, and continues to do so, together with sacred tradition, as the supreme rule of faith, since, as inspired by God and committed once and for all to writing, they impart the word of God Himself without change, and make the voice of the Holy Spirit resound in the words of the prophets and Apostles. Therefore, like the Christian religion itself, all the preaching of the Church must be nourished and regulated by Sacred Scripture. For in the sacred books, the Father who is in heaven meets His children with great love and speaks with them; and the force and power in the word of God is so great that it stands as the support and energy of the Church, the strength of faith for her sons, the food of the soul, the pure and everlasting source of spiritual life. Consequently these words are perfectly applicable to Sacred Scripture: "For the word of God is living and active" (Heb. 4:12) and "it has power to build you up and give you your heritage among all those who are sanctified" (Acts 20:32; see 1 Thess. 2:13). (Dei Verbum #21)
CCC #83 Tradition is to be distinguished from the various theological, disciplinary, liturgical, or devotional traditions, born in the local churches over time. These are the particular forms, adapted to different places and times, in which the great Tradition is expressed. In the light of Tradition, these traditions can be retained, modified or even abandoned under the guidance of the Church’s magisterium.
CCC #84 The apostles entrusted the “Sacred deposit” of the faith (the depositum fidei), contained in Sacred Scripture and Tradition, to the whole of the Church. “By adhering to [this heritage] the entire holy people, united to its pastors, remains always faithful to the teaching of the apostles, to the brotherhood, to the breaking of bread and the prayers. So, in maintaining, practicing, and professing the faith that has been handed on, there should be a remarkable harmony between the bishops and the faithful.”
Most of the major universities of Europe, and indeed the United States, began as ecclesiastical institutions and foundations
From the Introduction to the Roman Catechism:
The Church at the Council of Trent, assembled December 13, 1545, seeing the need of a uniform and comprehensive manual which would supply parish priests with an official book of instruction for the faithful, ordered the preparation of the work which has ever since been variously known as the Catechism of the Council of Trent, the Catechism for Parish Priests, the Roman Catechism, or the Catechism of Pius V. It was some months, however, after the opening of the Council before mention was made of any kind of catechism. This was during the fourth session, on April 5, 1546. Eight days later the draft of a decree was read proposing that there be published in Latin and in the vernacular a catechism to be compiled by capable persons for children and uninstructed adults, "who are in need of milk rather than solid food." The purpose of such a manual was to afford instruction for beginners in the primary duties of a Christian life and to prepare them for further and higher religious education. The idea met with general approval, but as the Council was occupied with matters more pressing, we hear nothing further about it until sixteen years later, in 1562. According to some the question of the Catechism was brought up by St. Charles Borromeo during the eighteenth session and a commission actually appointed on February 26, 1562. What is certain is that the Papal Legates, after a protracted discussion, had named a committee before the end of that year; for on January 3, 1563, they informed the procurators of Charles IX and of Ferdinand I of the existence of such a committee and assured them that work on the Catechism was already under way.
From: https://legacy.fordham.edu/halsall/mod/romancat.html
Many young people find themselves in a condition of radical instability. On the one hand they live in a one dimensional universe in which the only criterion is practical utility and the only value is economic and technological progress. On the other hand, these same young people seem to be progressing to a stage beyond this narrow universe; nearly everywhere, evidence can be found of a desire to be released from it.
Others live in an environment devoid of truly human relationships; as a result, they suffer from loneliness and a lack of affection. This is a widespread phenomenon that seems to be independent of life-style: it is found in oppressive regimes, among the homeless, and in the cold and impersonal dwellings of the rich. Young people today are notably more depressed than in the past; this is surely a sign of the poverty of human relationships in families and in society today.
Large numbers of today's youth are very worried about an uncertain future. They have been influenced by a world in which human values are in chaos because these values are no longer rooted in God; the result is that these young people are very much afraid when they think about the appalling problems in the world: the threat of nuclear annihilation, vast unemployment, the high number of marriages that end in separation or divorce, widespread poverty, etc. Their worry and insecurity become an almost irresistible urge to focus in on themselves, and this can lead to violence when young people are together - a violence that is not always limited to words.
Not a few young people, unable to find any meaning in life or trying to find an escape from loneliness, turn to alcohol drugs, the erotic, the exotic etc. Christian education is faced with the huge challenge of helping these young people discover something of value in their lives.
It should be clear to the students of a Catholic school that community involvement and charity is firmly based in the corporal and spiritual works of mercy, not in any inclination for self-praise or self-fulfillment ( although this can be a by-product) but firmly based in love of neighbor. They should be able to articulate and act on charity as the motivation for public service and private charity.
An emphasis on the inalienable dignity of the human person – above all on his or her spiritual dimension – is especially necessary today. Unfortunately, far too many in government, business, the media, and even the educational establishment perceive education to be merely an instrument for the acquisition of information that will improve the chances of worldly success and a more comfortable standard of living. Such an impoverished vision of education is not Catholic.
If Catholic educators, parents, and others who dedicate themselves to this apostolate fail to keep in mind a high supernatural vision, all their talk about Catholic schools will be no more than "a gong booming or a cymbal clashing" (1 Cor. 13:1).
A Catholic school, therefore, cannot be a factory for the learning of various skills and competencies designed to fill the echelons of business and industry. Nor is it for "clients" and "consumers" in a competitive marketplace that values academic achievement. Education is not a commodity, even if Catholic schools equip their graduates with enviable skills. Rather, "the Catholic school sets out to be a school for the human person and of human persons."
The Holy See's documents insist that, in order to be worthy of its name, a Catholic school must be founded on Jesus Christ, the Redeemer. It is he who, through his Incarnation, is united with each student. Christ is not an afterthought or an add-on to Catholic educational philosophy; he is the center and fulcrum of the entire enterprise, the light enlightening every boy and girl who comes into a Catholic school (cf. John 1:9).
"The nobility of the task to which teachers are called demands that, in imitation of Christ, the only Teacher, they reveal the Christian message not only by word but also by every gesture of their behavior."
More than a master who teaches, a Catholic educator is a person who gives testimony by his or her life. Shortly after his election, Pope Benedict XVI spoke about the kind of witness required of all teachers of the faith, including those in Catholic schools:
The central figure in the work of educating . . . is specifically the form of witness. . . . The witness never refers to himself but to something, or rather, to Someone greater than he, whom he has encountered and whose dependable goodness he has sampled. Thus, every educator and witness finds an unequaled model in Jesus Christ, the Father's great witness, who said nothing about himself but spoke as the Father had taught him [cf. John 8:28].
We will explore only the standards and benchmarks for Mission and Catholic Identity. These are the two foundational elements of a thriving and effective Catholic School
The Library can be a great support for such a curriculum
NOTE: Social Justice is the action resulting from practicing the Corporal Works of Mercy and based in the Gospel. It is not an end in itself.
This could include weekend retreats, family retreats, attending special Masses in parishes or at the Cathedral
Again, Social Justice divorced from the realities of the spiritual and corporal works of mercy are devoid of the realization of the dignity of all human persons and the Gospel commandment to love our neighbors as we love ourselves for the love of God.
Faculty, staff and parents/guardians can take an active and faithful role in advancing this goal.
Spiritual reflection on the dignity of students, the effects of education on the person’s intellect and soul, and the spiritual role of the educator can assist in advancing the spiritual life of the instructor as well as re-orienting the guides of souls in the Catholic schools.
A discussion with the faculty Catholic Identity Committee explored the possibility of catechesis for parents/guardians through regular school celebrations and communications.
The educational and catechetical outreach of the Catholic school to parents/guardians can assist the student in their own intellectual and spiritual journey. Catechesis is necessary at all levels of Catholic education and among the faithful and not-so-faithful, especially those who have had little formation in faith. The parents are the first educators of their children and assisting them in forming the souls of their children
Catechesi Tradendae (Catechesis in our Time) (1979)
68. The family's catechetical activity has a special character, which is in a sense irreplaceable. This special character has been rightly stressed by the Church, particularly by the Second Vatican Council. Education in the faith by parents, which should begin from the children's tenderest age, is already being given when the members of a family help each other to grow in faith through the witness of their Christian lives, a witness that is often without words but which perseveres throughout a day-to-day life lived in accordance with the Gospel. This catechesis is more incisive when, in the course of family events (such as the reception of the sacraments, the celebration of great liturgical feasts, the birth of a child, a bereavement) care is taken to explain in the home the Christian or religious content of these events. But that is not enough: Christian parents must strive to follow and repeat, within the setting of family life, the more methodical teaching received elsewhere. The fact that these truths about the main questions of faith and Christian living are thus repeated within a family setting impregnated with love and respect will often make it possible to influence the children in a decisive way for life. The parents themselves profit from the effort that this demands of them, for in a catechetical dialogue of this sort each individual both receives and gives. Family catechesis, therefore, precedes, accompanies, and enriches all other forms of catechesis. Furthermore, in places where anti-religious legislation endeavors even to prevent education in the faith, and in places where widespread unbelief or invasive secularism makes real religious growth practically impossible, "the church of the home" remains the one place where children and young people can receive an authentic catechesis. Thus there cannot be too great an effort on the part of Christian parents to prepare for this ministry of being their own children's catechists and to carry it out with tireless zeal. Encouragement must also be given to the individuals or institutions that, through person-to-person contacts, through meetings, and through all kinds of pedagogical means, help parents to perform their task: the service they are doing to catechesis is beyond price.