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This book highlights the model of contemplative Catholic school leadership as an influence on faith-formation cultures within the Catholic school, and it demonstrates the impact of cultural factors on Catholic identity formation. By integrating reflection and Catholic values with a leader’s decision-making process, the model described in this volume seeks coherence between the leader’s faith beliefs and their behaviors. Including five unique, international case studies, this research emphasizes the character of the school leader—including faith identity—as the principal architect of the school’s culture.
This book covers theoretical aspects of Catholic Religious Education in schools and examines them from multiple theoretical and contextual perspectives. It captures the contemporary academic and educational developments in the field of Religious Education while discussing in detail the challenges that Religious Educators face in different European, Asian, African, Australian, American and Latin American countries. The edited collection investigates how to pass on a Catholic heritage as a “living tradition” in diversely populated schools and communities. In this way it explores and asserts the proper identity of Catholic Religious Education in dialogue with Catechetics and with the wider discipline of Religious Education. As the different articles of this publication demonstrate - through a series of interesting and critical points of view - Catholic Religious Education is confronted with many challenges from the risk of marginalization to the confusion produced by a religious indifferentism leading to a strictly comparative or neutral method in the study of religions. It is essential to take into account in our research perspectives that Catholic Religious Education is not only a subject but also a mission in the light of the diakonia of truth in the midst of humanity H.E. Cardinal Zenon Grocholewski, Prefect, Congregation for Catholic Education, Holy See, Vatican City Religious education teachers cannot by themselves overcome the ills of society, but religious education...can help to create better citizens of the world as some authors argue throughout this collection. could not ask more from such timely and provocative collection. It is a gift to the profession and to Catholic Religious Education. Prof. Gloria Durka, Fordham University, New York, NY, USA
References to 1836 journal articles, dissertations, and books published since 1970. Also contains foreign-language titles. Focuses on literature dealing with the theoretical and practical relationships between religion and mental health. Classified arrangement. Each entry gives bibliographical information and abstract. Author, subject indexes.
The history of religious life in the Catholic Church has been filled with change: periods of membership growth and decline, shifts in the types of ministries, and changes in the ethnic and socioeconomic backgrounds of the men and women who join. Today, as the numbers of new members diminish, some say that the very future of religious life is in jeopardy. What is the state of religious life in the United States today? Which institutes are increasing in membership and which are decreasing or ceasing to exist? From what ethnic and socioeconomic populations are they drawing their members? What new religious institutes and ecclesial movements are being founded and how successful are they? What influences a young man or woman to consider religious life today? How are religious from other countries shaping religious life here as they come to the US to minister? Many of these questions can be addressed by data from studies of religious life in the US which the Center for Applied Research in the Apostolate (CARA) has conducted over the last ten years. The impact of the individual's family dynamics and educational experience before their entrance into religious life is examined here, as well as the influence of an increasing number of Catholic volunteer programs. The emergence of lay associates in religious institutes and the birth of new religious institutes since Vatican Council II in the United States are investigated as new ways of living religious life. The increase in the number of sisters and priests studying and ministering in the United States from other countries is examined for its impact on religious life. The authors' findings yield valuable recommendations for religious institutes and vocation directors who wish to attract new members.
Has teaching left you stressed, frustrated, or even discouraged? In Teach Uplifted you'll discover how to... Renew your passion for teaching by finding joy and peace in Christ Teach with joy even in difficult circumstances Banish anxiety and learn to trust God instead But be warned: This is not a collection of light, fluffy, feel-good stories. These powerful devotions will completely transform the way you view your life, your classroom, and your relationship with God.
This work addresses Lasallian pedagogical spirituality, defined as the dynamic integration of foundational convictions, basic operative commitments, and consistent practices permeating the teaching dimensions of schools that claim the heritage of St. John Baptist de La Salle and the Brothers of the Christian Schools. The dissertation examines the content of Lasallian pedagogical spirituality and proposes measures for realizing its vitality within Lasallian school life. Particular pedagogical characteristics, components of an overall pedagogical spirituality, are present in the original charism of St. John Baptist de La Salle. The basic operative commitments that underlie those characteristics ought to be integrally realized in a pedagogy that claims to be Lasallian and wholly incorporated in the formation of Lasallian educators. There are three sequential parts to the dissertation: 1) an overview of the St. John Baptist de La Salle's context and personal history, 2) an overview of his literature followed by an analysis of aspects of Lasallian pedagogical spirituality evidenced in that literature according to five pedagogical elements: the teacher, the student, the teacher/student relationship, the activity of teaching, and the school in general, and 3) a contemporary articulation of the Lasallian basic operative commitments that characterize his spirituality today, along with their implications for the formation of Lasallian educators Extrapolating from the life and writings of De La Salle, ten Lasallian operative commitments are proposed. The commitments are presented in the form of attributes that may be applied to Lasallian institutions and their pedagogical components: 1) centered in and nurtured by the life of faith, 2) trusting providence in discerning God's will, 3) with creativity and fortitude, 4) through the agency the Holy Spirit, 5) incarnating Christian paradigms & dynamics, 6) with practical orientation, 7) devoted to education, accessible and comprehensive, 8) committed to the poor, 9) working in association, 10) expressing a lay vocation. The dissertation concludes by presenting teacher formation structures and strategies for introducing Lasallian operative commitments and by providing a Lasallian Mission and Vision Statement.
This book provides analysis of a variety of biblical narratives and texts which are the vehicle for the expression, articulation and performance of diverse identities in the Indian context and is the first attempt to do so for a global audience of scholars and students. From pan-Indian social problems attributed to caste, class and gender inequality, to specific North Eastern tribal settings, Dalit struggles in rural Andhra Pradesh and the experience of Christian autorickshaw drivers in urban Chennai, the book explores the diverse geographical, cultural, social, economic and linguistic settings in which the Bible is encountered. The holistic and multidisciplinary approach to Biblical studies adopted broadens the field beyond textual exegesis. Encounters with the Bible are revealed in diverse chapters impacted by contexts of caste realities, the history of Indian Christianity, colonial and post-colonial frameworks and educational institutions. Full use is made of 'vernacular' texts and traditions including oral and written cultural, folk tale, literary and auto/biographical narratives in Tribal, Dalit and British colonial settings. Diversity of method is championed through including sociological analysis of Indian social realities, qualitative fieldwork techniques and a kaleidoscope of visual and sensory environments with over 30 photographs. The book celebrates and promotes diversity in Indian biblical studies, creativity and sometimes conflicting perspectives. Encountering Diversity in Indian Biblical Studies will be of interest to students, scholars and researchers working on post-colonial biblical studies and diversity in Christianity, particularly in the Indian context.
Nov. issue includes Proceedings of the annual meeting.