Relevant bibliographies by topics / Catholic School Renewal

Academic literature on the topic 'Catholic School Renewal'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Catholic School Renewal"

1

Knorn, Bernhard. "Theological Renewal after the Council of Trent? The Case of Jesuit Commentaries on the Summa Theologiae." Theological Studies 79, no. 1 (February 23, 2018): 107–27. http://dx.doi.org/10.1177/0040563917744653.

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As part of the Catholic reform after the Council of Trent, the Jesuits Francisco de Toledo, Gregorio de Valencia, and Gabriel Vázquez further developed the theological innovations of the School of Salamanca. Their commentaries on the Summa Theologiae (ca. 1563–1604) are marked by a creative retrieval of Aquinas and other theological sources as well as by openness toward current questions. This new method of theological argumentation related past authorities and articulations of the faith more effectively to the present, in order to better preserve the ecclesial community through time.
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Brasó, Jordi, and Xavier Torrebadella Flix. "Pedagogías comparadas. De la Escuela del Mar y Pere Vergés a la Escuela 26 de enero (1943) y Enric Gibert." Revista Española de Educación Comparada, no. 36 (July 1, 2020): 146. http://dx.doi.org/10.5944/reec.36.2020.26995.

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The objective of this article is to compare two antagonistic pedagogical models such as the beginnings of Escuela del Mar (1922), directed by Pere Vergés, and Escuela 26 de enero (1943) directed by Enric Gibert, in full francoism. The centers, in Barcelona, were in contact with nature.The first was located on the Barceloneta beach, and the second in the Guinardó neighborhood, where it is still located. From a methodology focused on the analysis of dimensions and study variables, differences, and similarities of the two centers in the initial moments of their creation are highlighted. For this, the treatment of primary documentary sources –periodic and non-periodic publications– has been used, together with the analysis of images of the time. Secondary sources contextualize all argumentative text. It is proved that both models promoted a way in principle hygienic-medical to see education, although in the case of Escuela del Mar there appeared a philosophy related to the students and the ideas of the New School and, instead, to Escuela 26 de enero, although there are also glimpses of pedagogical renewal activities, there is a Catholic and authoritarian model of submission of the child and, in short, of indoctrination, much more significant.
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Brage Camazano, Joaquín. "La no renovación de contrato a los profesores de religión en las escuelas públicas por falta de idoneidad canónica : autonomía de las Iglesias y aconfesionalidad del Estado vs. derechos fundamentales del trabajador : comentario a las SSTC 38/2007 y 128/2007)." Teoría y Realidad Constitucional, no. 20 (July 1, 2007): 633. http://dx.doi.org/10.5944/trc.20.2007.6775.

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In this work, the author comments critically a recent case-law of the Constitutional Court about the cases in that the Administration doesn’t renew the yearly contract to a teacher of Catholic religion in public schools because the Bishop didn’t nominate him for that academic year because he failed to consider him a suitable teacher of religion, in part even on the basis of aspects related to his private life. In the Decision 38 of 2007, the Constitutional Court analyzes in abstract the compatibility with the Constitution of the Concordat which allows that «non renewall» of contract and it considers that this is in accordance with the Constitution but the Court lays down the demands that derive of the fundamental rights of the teacher and which should be kept in mind by the judges when enforcing this regulation to the concrete cases. In the Decision 128/2007, the Courth itself reviews a first concrete case of application of this doctrine. The Court gives great deference to the religious opinion of the Bishop when the «non renewal» is based on religious motivations in order to respect the collective freedom of religion.
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Sencio, MSLT, Florence C., and Celo I. Magallanes. "Emotional Intelligence and Resilience of High School Teachers in Diocesan Schools in Antique." Philippine Social Science Journal 3, no. 2 (November 15, 2020): 105–6. http://dx.doi.org/10.52006/main.v3i2.255.

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In our globalized society, understanding emotions and developing resilience can help us move adeptly through the current challenges and future ones. Emotional intelligence is the capacity of individuals to understand their emotions and those of other people. It is an ability to label and adjust emotions appropriately, use and manage behavior and relationships, and help them adapt to environments. On the other hand, resilience refers to an individual's capacity to maintain and renew themselves, particularly in the presence of stressors; that is, they can withstand stressors without manifesting psychological dysfunction. Teaching is regarded as among the most stressful jobs today. Knowing how to cope despite setbacks or barriers, or limited resources is a must for teachers; otherwise, they will easily quit or give up. Hence, the paper describes the level of emotional intelligence and resilience of high school teachers of a Diocesan Catholic School in Antique during the School Year 2019-2020. Additionally, it measures the differences in the level of emotional intelligence and resilience when grouped according to demographic variables. The study also explores the relationship between emotional intelligence and resilience of teachers.
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Donnelly, Caitlin, and Jeanette McKevitt. "We need to talk about managerialism: On the importance of values dialogue and renewal within Catholic schools." Policy Futures in Education 14, no. 8 (November 2016): 1078–90. http://dx.doi.org/10.1177/1478210316679037.

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van Heijst, Annelies. "The Disputed Charity of Catholic Nuns: Dualistic Spiritual Heritage as a Source of Affliction." Feminist Theology 21, no. 2 (December 17, 2012): 155–72. http://dx.doi.org/10.1177/0966735012462841.

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In several European countries former pupils of Catholic nuns have made accusations of physical and emotional abuse. Feminist scholars have tended to perceive nuns as heroines because of their authority and their contribution to raising the social status of women. But there is also a darker side to convent education. Committees established by national governments have identified systemic factors leading to abuse in educational institutions. This article argues that these factors should include a feminist theological explanation: a dualistic, sacrificial spirituality underpinned the Rules of charitable orders and influenced the nuns’ blurred understanding of what constitutes humane treatment. Supporting evidence is drawn from testimonies of privileged pupils of convent boarding schools in the 1910s, from stories of ex-nuns who fled the convent, and from nuns who openly acknowledged the problem during Post Vatican II renewal when at last they were able to revolt against their spiritual value-systems.
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Duda, Henryk. "Semiotyczne ograniczenia zakresu modernizacji dawnych przekładów biblijnych." Poznańskie Studia Polonistyczne. Seria Językoznawcza 25, no. 2 (April 8, 2019): 31–44. http://dx.doi.org/10.14746/pspsj.2018.25.2.2.

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The most important translations of the Bible into Polish, i.e. the Catholic Jakub Wujek Bible (1599) and the Protestant Gdańsk Bible (1632) were written at the end of the reformation period and were renewed and used in catholic churches and protestant communities until the first half of the 20th century. The reprints were systematically updated. In the 20th century the need to translate again the Holy Scripture into Polish was recognized. There were a few attempts at that in the second half of the previous century. They were always accompanied by heated debates which referred to the need of new translations as well the ways translators adopted to render in Polish selected books, sentences or even words. A religious text functions in a specific system of a higher level, i.e. religion. Religion is understood here as a culture text according to the Tartu-Moscow Semiotic School. Owing to this interpretation, religion has its own language built onto natural language. Text in natural language constitutes only a fragment of a bigger sign entity. To put it most simply, since a natural text is a subcomponent of a semiotic religious text, any change introduced in the former disrupts the coherence of cultural meaning on a higher level. Because of “a secondary modeling system” (a term coined by Yuri M. Lotman) the language of religious texts is always a bit archaic. This very modeling system prevents the propellers of modernization from a more thorough linguistic update of old biblical translations in Poland and, more often than not, does not let translators depart too far from the translation tradition. Translated by Agnieszka Bryła-Cruz
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Duda, H. "Semiotic Limitations in the Modernization of Old Translations of the Bible." Critique and Semiotics 38, no. 2 (2020): 52–69. http://dx.doi.org/10.25205/2307-1737-2020-2-52-69.

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The most important translations of the Bible into Polish, i.e. the Catholic Jakub Wujek Bible (1599) and the Protestant Gdańsk Bible (1632) were written at the end of the reformation period and were renewed and used in catholic churches and protestant communities until the first half of the 20 th century. The reprints were systematically updated. In the 20 th century the need to translate again the Holy Scripture into Polish was recognized. There were a few attempts at that in the second half of the previous century. They were always accompanied by heated debates which referred to the need of new translations as well the ways translators adopted to render in Polish selected books, sentences or even words. A religious text functions in a specific system of a higher level, i.e. religion. Religion is understood here as a culture text according to the Tartu-Moscow Semiotic School. Owing to this interpretation, religion has its own language built onto natural language. Text in natural language constitutes only a fragment of a bigger sign entity. To put it most simply, since a natural text is a subcomponent of a semiotic religious text, any change introduced in the former disrupts the coherence of cultural meaning on a higher level. Because of “a secondary modeling system” (a term coined by Yuri M. Lotman) the language of religious texts is always a bit archaic. This very modeling system prevents the propellers of modernization from a more thorough linguistic update of old biblical translations in Poland and, more often than not, does not let translators depart too far from the translation tradition.
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9

Stuckey, Roy. "Ensuring Basic Quality in Clinical Courses." International Journal of Clinical Legal Education 1 (July 18, 2014): 47. http://dx.doi.org/10.19164/ijcle.v1i0.131.

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<p>This article describes some of the features of clinical course design that are essential for ensuring basic educational quality. It does not attempt to be thorough. A number of years ago, I served on a committee that began discussing whether it is possible to come up with “indicia of quality” that could be used to measure the quality of a clinical program or course. The question that framed the issue was “If someone wanted to determine whether one school’s professional skills program is likely to be better than another school’s program, what elements should be examined?” The committee not only guessed that it was possible to define those elements, we also believed that it could be accomplished without a great deal of trouble. Though I still think it is possible to define indicia of quality, we were wrong that it would be easy. Our initial effort foundered fairly quickly. From time to time others renewed the effort, only to abandon the project, with one exception. Sandy Ogilvy, a law professor at Catholic University School of Law in Washington, D.C., is making the most serious effort to date to describe “indicia of quality” for clinical programs.</p>
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Giménez Martínez, Miguel Ángel. "Great projects and crude realities." History of Education Review 44, no. 2 (October 5, 2015): 186–202. http://dx.doi.org/10.1108/her-11-2013-0020.

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Purpose – The purpose of this paper is to analyze the circumstances that have conditioned the development of education in Spain from the enlightenment to the present day. Design/methodology/approach – Multidisciplinary scientific approach that combines the interpretation of the legal texts with the revision of the doctrinal and theoretical contributions made on the issue. Findings – From the beginning of the nineteenth century, the history of education in Spain has been marked by constant fluctuations between the reactionary instincts, principally maintained by the Catholic Church and the conservative social classes, and the progressive experiments, driven by the enlightened and the liberals first, and the republicans and the socialists later. As a consequence of that, the fight for finishing with illiteracy and guaranteeing universal schooling underwent permanent advances and retreats, preventing from an effective modernization of the Spanish educative system. On the one hand, renewal projects promoted by teachers and pedagogues were inevitably criticized by the ecclesiastical hierarchy, obsessed with the idea of preserving the influence of religion on the schools. On the other hand, successive governments were weak in implementing an educational policy which could place Spain at the level of the other European and occidental nations. Originality/value – At the dawn of the twenty-first century, although the country has overcome a good part of its centuries-old backwardness, increasing economic difficulties and old ideological splits keep hampering the quality of teaching, gripped by neoliberal policies which undermine the right to education for all. The reading of this paper offers various historical clues to understand this process.
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Dissertations / Theses on the topic "Catholic School Renewal"

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Watkins, Simon A. C., and res cand@acu edu au. "An Exploration of How Some Staff Members Perceive Catholic School Renewal in Some Primary Schools in the Catholic Diocese of Rockhampton." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp106.11092006.

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For the last forty years, since the end of the Second Vatican Council, the Catholic Church has been committed to renewal. In Queensland, Catholic schools have responded to this commitment by undertaking cyclical renewal processes since the early 1980s. The focus of this research was the process of Catholic School Renewal in the Catholic Diocese of Rockhampton, Queensland, Australia. The review of the literature focused on literature relating to school effectiveness and school improvement internationally and nationally, as well as Catholic School Renewal in Queensland generally and the Catholic Diocese of Rockhampton specifically. The following research questions focused the research design: 1. How is the process of Catholic School Renewal a source of potential growth? 2. How does the process of Catholic School Renewal ensure quality Catholic education? 3. How is the process of Catholic School Renewal a useful quality assurance tool? The epistemological stance adopted for the research was constructionism. The research paradigm adopted was interpretivism with social interactionism as the selected orientation. As case study is congruent with an interpretivist tradition of research it was adopted as a useful way of gaining insight into the perspectives of the participants. The case was comprised of some staff members who worked in one of four Catholic primary schools situated in three of the four regions of the Catholic Diocese of Rockhampton. Data collection took the form of semi-structured interviews and a survey questionnaire with the data being analysed using the constant comparative method. The study concluded that the process of Catholic School Renewal in the Diocese of Rockhampton is a useful quality assurance tool which helps to ensure quality Catholic education. Whether or not the process is a source of growth is dependent on a number of factors, paramount among which is the approach and ability of the Regional Supervisor of Schools. There were six major recommendations arising out of the research. These related to: 1. Ensuring the Regional Supervisor of Schools has certain attributes and knowledge. 2. Inservicing school staff on the purpose and nature of Catholic School Renewal. 3. Providing External Validation Team members with adequate inservice. 4. Permitting more involvement of the school principal in the process. 5. Initiating a review of the process of Catholic School Renewal in the Catholic Diocese of Rockhampton. 6. Rockhampton Catholic Education continuing to use the process.
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Books on the topic "Catholic School Renewal"

1

Catholic Church. Congregatio pro Institutione Catholica. The religious dimension of education in a Catholic school: Guidelines for reflection and renewal. Ottawa, Ont: Canadian Conference of Catholic Bishops, 1988.

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Catholic Church. Congregatio pro Institutione Catholica. The religious dimension of education in a Catholic school: Guidelines for reflection and renewal. Ottawa: Canadian Conference of Catholic Bishops, 1988.

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Catholic Church. Congregatio Pro Institutione Catholica. The religious dimension of education in a Catholic school: Guidelines for reflection and renewal. London: Catholic Truth Society, 1988.

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4

Patrick, Hart, ed. The school of charity: The letters of Thomas Merton on religious renewal and spiritual direction. San Diego: Harcourt Brace Jovanovich, 1993.

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Patrick, Hart, ed. The school of charity: The letters of Thomas Merton on religious renewal and spiritual direction. New York: Farrar, Straus, Giroux, 1990.

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Goethals, Jozef J. I never really left: Journey of a priest, missionary, and lay teacher through 50 years of Vatican II. Baltimore, MD: Otter Bay Books, 2012.

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Book chapters on the topic "Catholic School Renewal"

1

Fincham, David. "Toward the Renewal of Spiritual Capital: A Contemporary Challenge for Headteachers in Catholic Schools in England." In Irish and British Reflections on Catholic Education, 145–57. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_12.

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"Stories of Successful Renewal." In Renewing Catholic Schools, 107–24. Catholic University of America Press, 2020. http://dx.doi.org/10.2307/j.ctv1b9f60t.13.

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McGuinness, Margaret M. "Northern Settlement Houses and Southern Welfare Centers: The Sisters of Our Lady of Christian Doctrine, 1910–1971." In Roman Catholicism in the United States, 173–92. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823282760.003.0009.

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This chapter focuses on “the sisters,” members of women's religious communities (“nuns,” strictly speaking, were members of cloistered communities; most U.S. sisters pursued active vocations outside monastic settings). These “women religious” were surely the most conspicuous signs of Catholic presence in the Unites States from the Civil War era through the 1960s. Members of women's religious communities taught millions of parochial school students; others provided social services to immigrants and the poor. The Sisters of Our Lady of Christian Doctrine—among dozens of communities responding to the needs of immigrants—adapted the settlement house tradition founded by secular reformers with whom they shared many concerns with one fundamental difference: a sacramental worldview inspiriting apostolic work for personal rebirth and social renewal.
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Lamberti, Marjorie. "Confessional Schooling and School Politics in the Imperial Era." In State, Society, and the Elementary School in Imperial Germany. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195056112.003.0008.

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A reaction against Falk’s school policy was inevitable when a Conservative belonging to the Pomeranian landowning nobility took over the Ministry of Education in July 1879. During his first months in office, Robert von Puttkamer made several highly publicized gestures to communicate to the nation his disapproval of the school reforms and his intention to end the Kulturkampf in the school system. In September 1879 he used the occasion of a reply to a petition signed by more than 400 priests in the dioceses of Miinster and Paderborn to announce a policy of reconciliation. He declared, “I wish nothing more fervently than to be able to grant to the clergy of the Christian churches an effective role in the supervision of the elementary school.” He pleaded with the Catholic clergy “not to succumb to the mistaken notion that the policy of the state is to be hostile or indifferent to the beneficial influence of the church on the instruction and moral and religious education of the youth.” Once their resistance to the May Laws ceased, he promised to reinstate them in their former local school inspection offices. Another signal of the oncoming reaction was Puttkamer’s dramatic intervention in the school conflict in Elbing, a city in the province of East Prussia, where the municipal council decided to organize an interconfessional school system in 1875. Ignoring the objections of the Catholic minority, city officials carried out the first phase of the reform in 1876 with the opening of four interconfessional schools for girls. The Catholic parents protested this change and the forthcoming merger of the confessional schools for boys in a petition addressed to Falk in April 1877. Their petition remained unanswered, and only after they renewed their appeal in February 1879 did the minister request a report from the district governor in Danzig. The report arrived in Berlin on July 28, apparently held back until after Falk left office. The district government informed the new minister that “the Catholics in Elbing harbor a great distrust toward the interconfessional school, which the city government itself has provoked because it has constantly shown a conspicuous contempt toward all demands made on the school system from a church and confessional standpoint.”
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Ganje, Alina. "Kazakhstan." In Christianity in South and Central Asia, 43–51. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474439824.003.0003.

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Sunni Islam and Russian Orthodoxy had historically cultivated a tolerant co-existence in Kazakhstan. Protestantism first arrived in the late nineteenth and early twentieth centuries, with Lutherans, Baptists, Adventists, and Mennonites. Catholic presence, stemming from Franciscan monks in the thirteenth century, flourished with large numbers of Polish exiles, and Catholic German and Latvian immigrants. The Russian Revolution brought religious persecution and during decades of communist rule the country suffered a loss of identity. In 1991, Kazakhstan was declared an independent secular state; however, the loss of a state ideology led to renewed interest in religion and/or new moral and social communities. Since 1991, the Orthodox denomination has undergone a revival. While legislation targeted extremism, the law in practice had a negative impact on both Islamic and Christian communities, restricting religious freedom. This has led to a decline in religious organisations, dropping between 2011 and 2014 by around one-quarter. Still, Protestant churches outnumber Russian Orthodox churches by more than two to one. However, the ROC holds meetings with the government to discuss its spheres of activity in Kazakhstan. Given the state’s limitations on religious expression, literature and teaching in school, the future of religious freedom in Kazakhstan remains uncertain.
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