By J. Sullivan
How coherent is the declare that Catholic schooling is either targeted and inclusive? this question, so the most important, either for the sufficient articulation of a raison d'être for Catholic faculties around the globe and in addition for the promoting in their fit functioning, has no longer hitherto been addressed severely. right here it gets penetrating research and confident solution in a entire remedy that integrates theological, philosophical and academic views. The argument attracts on wide-ranging scholarship, delivering new insights into the relevance for Catholic schooling of thinkers whose paintings has been rather missed. the development in knowing of the way specialty pertains to inclusiveness is underpinned by means of the author's long adventure of educating and management in Catholic colleges; it truly is extra educated through his prolonged and carrying on with discussion with Catholic educators in any respect degrees and in lots of varied countries.
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261. 264. 32 Alexandra Klaushofer, quoting Charles Taylor in 'Faith Beyond Nihilism: The Retrieval of Theism in Milbank and Taylor', The Heythrop Journal, vol. 40, no. l42. 362. 367. 59). 60) the failure to engage in a sustained dialogue about the content of the guidance documents on education that have been issued by Rome in the thirty-five years since closure of the Second Vatican Council. An important exception to this lack of engagement is Gini Shimabukuro. See Shimabukuro, A Call to Reflection: A Teacher's Guide to Catholic Identity for the 21st Century, Washington, DC, The National Catholic Educational Association, 1998.
Many of the skills outlined in educational management literature, if sensitively employed with intelligent attention to context and to purpose, do enhance the quality of learning and assist in harnessing the talents of each for the good of all. But too great a readiness to map out performance indicators, programmes of study, attainment targets, development plans, and the scaffolding of competencies required at various stages throughout the teaching profession 10 can lead to specifications which are too elaborate, leave too little to chance, reduce the possibility of appropriate reciprocity and interaction between teachers and learners and slip too easily into conceiving of education as a technique requiring merely one-way transmission.
The influences they seek to shield their children from are influences they shun themselves as a threat to the only life worth Iiving. 33 36 CHAPTER2 Equally important, how far (within Catholic education) may internal restrictions (for example, relating to pupil admissions, staff appointments and promotion, curriculum content, or constraints on criticism, debate or behaviour) be imposed in the interests of maintaining a way of life in its integrity without contradicting the very ethos being espoused?