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Before her death in 1964, Madeleva Wolff, CSC (Congregation of the Holy Cross), was recognized as one of American Catholicism's most extraordinary women. Known as an educator who founded the School of Sacred Theology (the first and, for more than a decade, the only institution to offer graduate degrees in theology to women) Madeleva was also renowned as a scholar, mystical poet, and the author of more than twenty books. Educated at Berkeley and Oxford, she participated in the Catholic Revival of the early part of the twentieth century and established a center of Christian culture and educational innovation at Saint Mary's College, Notre Dame, where she was president for twenty-seven years. Her friendships with C.S. Lewis, Thomas Merton, Jacques Maritain, Charles Du Bos, and Clare Boothe Luce, among others, put her in touch with a wide range of Christian intellectuals. As a spokeswoman for the education of women and an advocate for the improvement of the status of women in the church, Madeleva anticipated the women's movement of the late 1960s and the reforms of Vatican II by more than a generation. This biography tells her compelling story and sheds new light on the history of a religious life and religious communities, as well as women's education, writing, and lives.
Longing for an Absent God unveils the powerful role of faith and doubt in the American literary tradition. Nick Ripatrazone explores how two major strands of Catholic writers--practicing and cultural--intertwine and sustain each other. Ripatrazone explores the writings of devout American Catholic writers in the years before the Second Vatican Council through the work of Flannery O'Connor, J. F. Powers, and Walker Percy; those who were raised Catholic but drifted from the church, such as the Catholic-educated Don DeLillo and Cormac McCarthy, the convert Toni Morrison, the Mass-going Thomas Pynchon, and the ritual-driven Louise Erdrich; and a new crop of faithful American Catholic writers, including Ron Hansen, Phil Klay, and Alice McDermott, who write Catholic stories for our contemporary world. These critically acclaimed and award-winning voices illustrate that Catholic storytelling is innately powerful and appealing to both secular and religious audiences. Longing for an Absent God demonstrates the profound differences in the storytelling styles and results of these two groups of major writers--but ultimately shows how, taken together, they offer a rich and unique American literary tradition that spans the full spectrum of doubt and faith.
Drawing from the folklore and scripture of other cultures, as well as her own monastic tradition, Sister Joan Chittister develops a spirituality that understands what it means to be human and the importance of seeing others for what they truly are—sacred. Centered around twelve questions—from "What does it mean to be enlightened?" to "How is caring for the earth spiritual?"—Becoming Fully Human reveals that no matter our color, economic or social status, or religion, we are all dealing with the same human desires, fears, needs, feelings and hopes. Coming to see the heart of the other allows us to see our own, which in turn leads us to live lives dedicated to respect, holiness, balance, and peace.
Examining undergraduate education from the point of view of a philosopher of communication, Ronald C. Arnett takes a positive view of higher education during a time when education is being assailed as seldom before. Arnett responds to this criticism with convincing support of the academy reinforced by his personal experiences as well as those of others scholars and teachers. Arnett's book is an invitation to converse about higher education as well as a reminder of the potential for dialogue between teacher and student, dialogue that the author defines as a "willingness to enter conversation about ideas," to maintain relationships through differences, and to ask value questions. Arnett see education as more than the dispensing of information. He emphasizes the importance of character development as well as the the development of relationships between students and teachers. Arnett stresses the importance of honesty and integrity in students, teachers, and administrators, and he insists that education should focus more on the good of the entire school than on the individual. Arnett does not offer this book as the truth about education nor as a "how to teach" manual. Rather, he regards it as an attempt to understand education from a communication perspective and as a reminder of the positive and constructive aspects of teaching. The book is based on Arnett's belief that educators who care about ideas and people not only improve education but also benefit the community.