By J. Sullivan
How coherent is the declare that Catholic schooling is either special and inclusive? this question, so an important, either for the sufficient articulation of a raison d'être for Catholic colleges around the globe and in addition for the promoting in their fit functioning, has now not hitherto been addressed seriously. the following it gets penetrating research and optimistic answer in a finished therapy that integrates theological, philosophical and academic views. The argument attracts on wide-ranging scholarship, providing new insights into the relevance for Catholic schooling of thinkers whose paintings has been rather missed. the development in knowing of the way uniqueness pertains to inclusiveness is underpinned by means of the author's long adventure of educating and management in Catholic faculties; it really is additional trained via his prolonged and carrying on with discussion with Catholic educators in any respect degrees and in lots of diversified countries.
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Extra resources for Catholic Education: Distinctive and Inclusive
42 By Presses Universitaires de France, Paris, from 1995 onwards. The frrst two of nine projected volumes have appeared so far. CHAPTER2 DISTINCTIVENESS AND INCLUSIVENESS: INCOMPATIBILITY OR CREATIVE TENSION? In bringing into a sharper focus the two polarities sketched out in Chapter One, I shall concentrate on Catholic schooling in the public sector. This means that I omit treatment of those contexts other than schooling which also provide opportunities for educating Catholics in their faith. Among these might be included sermons, liturgy, missions, catechesis, sodalities, sacramental participation, religious literature, pilgrimages, scripture study and other forms of adult and higher education.
This feature I call 'managerialism'. As part of my critique of managerialism, I emphasise the central importance for education of some overarching 'story', which gives it a sense of direction and guiding values. Third, in building on the Catholic 'story,' I signal my employment, later on in this book, of the notion of 'living tradition' as a possible way of resolving the tension between distinctiveness and inclusiveness. Fourth, two contrasting responses to the current condition of Catholic education are considered in order to clarify further the parameters of the problem being addressed and the stand-point being adopted here.
This aspect of Catholicism acknowledges its own shortcomings, mistakes and sinfulness, its pilgrim status of still being 'on the way' and therefore its incompleteness, and, in parallel with this, it seeks to be attentive to the workings of the Holy Spirit beyond its 'borders'. As a result, it embraces liturgical variety, welcomes cultural pluralism, seeks harmony between different perspectives, recognises the spiritual truths and values inherent in other Christians and in other religions and encourages free and constructive dialogue with people of other persuasions.