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Catholics, Ethics, Church Related Colleges, Institutional Mission, Reflection, Intellectual Development, Teacher Education, Humanism, Moral Values, Instructional Leadership, Educational Administration, and Religious Factors

Catholic colleges and universities educate thousands of teachers and school administrators every year to be at the forefront of teaching and leading. The mission and vision of Catholic colleges and universities is unique in higher education while sending their graduates forth into every sector of the wider world. We explore the contribution of the Catholic intellectual tradition (CIT) for colleges of education at Catholic colleges and universities. In this particular piece, we mine the tradition's emphasis on contemplation to cultivate and inform a practice of reflection for aspiring educators.

Catholic Schools, Catholics, Church Related Colleges, Institutional Mission, Religious Factors, Integrity, Anthropology, Religious Education, Teaching Methods, English Literature, Secondary School Students, Creative Teaching, Christianity, Foreign Countries, United Kingdom (England), and United Kingdom (Wales)

Catholic schools and colleges are finding it increasingly difficult to maintain and sharpen their distinctiveness in a climate of secularism, indifference to religion and the shortage of practising Catholics. This article argues that one method of bolstering Catholic schools' mission integrity is to highlight one important feature of its identity -- theological anthropology -- and shows how curriculum delivery outside Religious Education syllabuses might contribute to its teaching. I take examples from two popular set texts in A-level English Literature to highlight how they might be used creatively to stimulate discussion of a defining feature of personhood within the Christian tradition, "imago Dei."

Christianity, Health Services, Nursing Education, Patients, Nurses, National Organizations, Spiritual Development, Universities, Experiential Learning, Catholics, Teaching Methods, Reflection, College Faculty, Clergy, College Students, Church Related Colleges, Foreign Countries, Standards, Travel, Churches, Program Descriptions, Connecticut, and France

Nurses are expected to provide spiritual care to patients. Even though standards provided by accreditation organizations, national nursing organizations, and the national RN licensure examination outline the expectation that nurses are to offer spiritual care to patients, the provision of spiritual care is often limited owing to time constraints and a lack of education. This article shares how the Lourdes Pilgrimage is offered to Fairfield University nursing students to provide an experiential learning opportunity to promote the understanding of spiritual care. Achievement of spiritual outcomes through the Lourdes Pilgrimage experience are assessed through reflective writings, debriefing sessions with the sponsor, faculty, and priests, as well as oral and visual presentations to the student body.

CATHOLICS, CONSCIENCE, DIGITAL technology, SOCIAL sciences education, HUMAN behavior, RELIGIONS, and SOCIAL science research

Public Schools, School Administration, Democratic Values, Educational Change, Educational Legislation, Educational Policy, Cross Cultural Studies, Foreign Countries, Administrative Organization, Epistemology, Comparative Education, Global Approach, Catholics, Political Attitudes, Elementary Secondary Education, Brazil, and Spain

Democratic management as a way of organizing the public school can be translated in its contemporary historicity as a collective action that demands changes in the autocratic and hierarchical structure of the school unit. In this article, we analyze the process of constructing legislation on democratic school management in contexts of local educational reforms, based on Brazilian and Spanish cases. Methodologically, we understand educational legislation as documents that incorporate discourses with legitimate authority, especially of the State, and that spread conceptions of the world as a result of disputes over hegemony in the field of educational policies. In terms of results, our study points out that throughout the process of producing legislation for the democratic management of schools, the two countries showed advances and setbacks regarding the specification of the school actors who should participate in decision-making processes, as well as the instances of participation in school management.

Educational Philosophy, Protestants, Catholics, Teaching Methods, Comparative Analysis, Historians, Teacher Educators, Scientists, Foreign Countries, and Germany

Three fundamental scientific works on the pedagogy of Comenius will be considered from new perspectives. These are the works of the East German comeniologist Franz Hofmann and the two West German comeniologists, Klaus Schaller and Andreas Lischewski. Germany has produced numerous scientific analyses of Comenius since 1945, but these three habilitation theses were selected for comparative analysis because their authors gained an international reputation as comeniologists through these works. By illuminating the different views of Comenius, new aspects of his world view and pedagogy can be carved out. Differences arise not only due to certain peculiarities of Comeniology between East Germany and West Germany, but also between Protestant and Roman Catholic interpretations. Each of the three works describes the pedagogy of Comenius from its own perspective. Hofmann wrote as a historian of pedagogy and at the same time as a teacher-trainer who passes on the intellectual heritage to a younger generation of pedagogues; Schaller wrote as a pedagogue and philosopher who provided a philosophical deepening of Comenius' pedagogy; Lischewski, as a younger scientist, undertook a scientific-critical effort to delve into the hidden theoretical structure of Comenius' work. A look at the three works shows that there are still unresolved questions despite the renewed upswing in Comenius research since the 20th century

Church Related Colleges, Catholic Schools, Catholics, LGBTQ People, Social Bias, College Students, College Faculty, School Personnel, Experience, Sexual Orientation, School Role, School Policy, Religious Factors, College Environment, Language Usage, Classroom Environment, Social Attitudes, Dormitories, Religion, and Beliefs

Lesbian, gay, bisexual, and queer students at Catholic colleges and universities face a campus climate rife with sexual orientation microaggressions, subtle or covert expressions of hostility the impact from which can compound over time. In this case study, I draw from interviews with 14 students, 12 faculty, and 6 staff members from one Catholic university their experiences with microaggressions. Participants indicated that sexual orientation microaggressions were common on their campus, like other colleges and universities, and the university did not have a systematic method for addressing this problem. The Catholic affiliation of the university shaped microaggressions uniquely, especially in instances where influential actors felt Church teaching needed to be more explicitly represented in LGBQ-related programming. Microaggressions are an affront to LGBQ people's inherent dignity; this study lends support to the efforts of educators at Catholic schools who are concerned with ensuring an inclusive, safe learning environment

Educational Practices, Catholics, Churches, Religious Factors, Teaching Methods, Educational Change, Dialogs (Language), and Multilingualism

This paper explores the educational practices of the Syriac Antiochene Maronite Catholic Church in the United States towards Maronite children and adults. The paper proposes, to a large extent, that the current educational forms have led to an uncritical obedience to the ecclesial tradition. These forms are: Qurbono (liturgy), catechetical texts, storytelling, and communal modeling. Part one of the paper contextualizes the conversation and describes the four educational forms practiced within the tradition. Part two argues for a refashioning of the educational forms so that they are consistent with a more dialogical and multi-linguistic approach. This is achieved through the practice of being prophetically obedient and placing the current educational practices of the group in direct conversation with prophetic literature. It offers a renewed vision of pedagogy and curriculum for Maronite Religious Education in the United States. The aim is to accompany and guide the Maronite people towards a Prophetic Obedience to this ancient tradition in a revitalized form.

Religious Education, Catholics, National Standards, Catholic Schools, Ethics, Reports, Educational Quality, Educational Policy, Foreign Countries, United Kingdom (Wales), and United Kingdom (England)

The Commission on Religious Education's Final Report, "Religion and Worldviews: The Way Forward, a national plan for RE" (https://www.commissiononre.org.uk/wp-content/uploads/2018/09/Final-Report-of-the-Commission-on-RE.pdf, 2018), has been given a mixed reception by advocates and leaders of Catholic education in England and Wales. The reasons why such a significant education provider might take a hesitant stance to the findings of the Commission on Religious Education is deeply intriguing and stands in need of careful scrutiny. After presenting a brief summary of both the importance and content of the Final Report, a summary of the Catholic response to it will be presented. Then this paper will offer an analysis and some likely explanations for the form and content of this response. Finally, it will be argued that on theological and ethical grounds a far more positive and detailed response could have been offered to the Final Report in order to help bring about the much needed recommendations that the Commission on Religious Education called for.

COVID-19, Pandemics, Hunger, Catholic Schools, School Closing, Poverty, Disadvantaged Youth, Access to Computers, Church Role, Catholics, Food, At Risk Persons, Family Needs, Student Needs, Access to Education, Technology Uses in Education, Religion, Foreign Countries, and United Kingdom

Covid-19 and the subsequent worldwide lockdowns have had a major impact on families and school education. The lockdowns have highlighted and exacerbated the disadvantages experienced by those children who suffer from child poverty. This article focuses on food insecurity and the digital divide, or digital exclusion, and argues that these have emerged as very pressing issues during lockdowns for children suffering from child poverty. The article provides an outline of the response of the Catholic Church and Catholic schools, primarily in the United Kingdom. There have been some concerted efforts to address food insecurity by providing food and food vouchers for children and vulnerable families. It has proved more problematic to address digital exclusion and the article argues that for those children who experience digital exclusion, this can effectively mean exclusion from the religious education, religious life, community and the pastoral and spiritual support that is normally offered by the Catholic school.

Religious Education, Teacher Attitudes, Religious Factors, Student Characteristics, Anxiety, Psychological Patterns, Teacher Responsibility, Catholics, Science and Society, Pilot Projects, Curriculum Development, Tests, and Controversial Issues (Course Content)

This article reports a seed corn pilot study that presents a moment of the collective consciousness of an RE department in the midst of curriculum change. It records their concerns about the impact of increased content on depth in a new exam course, and the particular consequence this has for the kind of learning happening around texts. It reveals concerns about the representation of religion in the curriculum, the distance between that representation and teachers' perceptions of pupils' spiritual and religious lives. It also identifies teachers' sense of fear and guilt about the challenge of fulfilling their duties to pupils, the secular authorities and the Catholic authorities, and reveals insights around the question of science and religion. In this single focus group, the collective consciousness of an RE department captures and illuminates many key issues of significance in RE today.

Volunteers, Public Education, Private Education, Adolescents, Young Adults, Values, Citizenship Education, Parochial Schools, Individual Differences, Religion, Catholics, Protestants, Religious Organizations, Nonprofit Organizations, Community Organizations, and Churches

Previous studies offer evidence that U.S. public and private high schools differentially influence volunteerism in adolescence. However, these studies are typically cross-sectional and only consider whether the individual volunteered or not. We address patterns of volunteering from adolescence into adulthood and the kind of volunteering activity in which individuals engage. We also theorize that distinctive civic values within public and private schools together with their respective organizational ties to other civic organizations channel students into particular volunteering activities. Relying on a longitudinal, nationally representative sample of U.S. adolescents, we track volunteering from adolescence into young adulthood and identify the types of volunteering activities in which respondents engage. Results demonstrate that the likelihood of volunteering changes through the life course, and students from different schooling backgrounds systematically sort into specific volunteering activities as our theories predict.