THREE ESSENTIAL FEATURES OF CATHOLIC EDUCATION
THREE ESSENTIAL FEATURES OF CATHOLIC EDUCATION AND HOW THESE FEATURES SHOULD INFLUENCE WHAT TEACHERS TRY TO ACHIEVE
The history of Catholic instruction in England is long and disruptive. Throughout the old ages, many Catholics have fought to continue a system of instruction that is clearly Catholic despite ill will and resistance. Today, that system is good established and Catholic pedagogues continue to endeavor to guarantee that Catholic instructions remains genuinely Catholic. This is an backbreaking undertaking in the face of the economic and cultural challenges that all schools, but peculiarly faith schools, must cope with. Despite these challenges, there are several of import characteristics that make Catholic instruction clearly Catholic, and which should stay evident in the manner that instructors in Catholic schools approach their functions as purveyors of a clearly Catholic trade name of instruction. One of these characteristics is a committedness to bring forthing rehearsing Catholics by transfusing Catholic values. A 2nd characteristic is the proviso of chances to take part in Acts of the Apostless of worship. Finally, a 3rd characteristic of clearly Catholic instruction is the elaborate instruction of Catholic philosophy in Religious Education lessons.
One of the important intents of Catholic instruction is the proviso of instruction for Catholic students, which enables them to accomplish both their faculty member and religious potency. Catholic schools seek to bring forth rehearsing Catholics who demonstrate a life committedness to Catholic values. Many Catholics feel strongly that Catholic kids can merely accomplish this in a Catholic school. The strength of this feeling is expressed clearly in the undermentioned statement:
“But nil short of a Catholic school for Catholic kids under
Catholic instructors in a Catholic atmosphere will run into our peculiar
need.” ( Winham, 1951, p. 17 )
While non all Catholic schools are staffed wholly by Catholic instructors, non-Catholic instructors and staff are about ever required to show their support for the Catholic ethos of the school in order to procure employment. In a Catholic school, advancing a committedness to Catholic values is accomplished by nearing all countries of school life from a Catholic position. Teachers play an instrumental function in bring forthing Catholic citizens by doing Catholic values apparent in the schoolroom instruction of their capable affair and their personal interactions with pupils. Teachers should near their academic topics with Catholic values in head, non merely in topics where the connexions are obvious, such as Religious Education ( RE ) and PSHE, but in all topics. History lessons can foreground the predicament of Catholics through the centuries, while scientific discipline lessons can further an grasp of the natural universe as an ordered merchandise of God’s creative activity. Teachers can besides pattern Catholic values in the manner that they treat both students and other instructors with regard and attention, taking an active involvement in their lives. Even the procedure of subject can exemplify Catholic values in the signifier of confession, penitence, forgiveness and rapprochement.
The 2nd component that is cardinal to keeping the typical trade name of Catholic instruction is regular engagement in Acts of the Apostless of worship. Through take parting in multitudes, supplications and spiritual assemblies, students are taught how to idolize as Catholic persons and go cognizant of their topographic point in the cosmopolitan Church. In a society where many do non idolize God and others worship God in non-Catholic ways, Catholic pupils can see firsthand what it means to idolize as a Catholic in a school atmosphere. They become cognizant of the religious beat of the twelvemonth through detecting Feast yearss and the form of the mass as they experience it alongside their equals and instructors. Teachers can advance a deeper apprehension of what it means to idolize as a Catholic by explicating any parts of the worship service that have non been understood to their categories. They can back up students who want to take part in the act of worship and seek to happen ways for them to utilize their gifts, whether they sing, play an instrument, read a transition of Bible or aid in the helping of the Eucharist. Further, Catholic instructors who live in the parish are likely to see some students at mass and can reenforce the positive connexions with Catholic worship in those meetings. The relationships that begin in the schoolroom addition strength when bolstered by interactions in a different context of Catholic worship. Weaving the Catholic school with Catholic mass begins to make a sub-culture of Catholic worship in the lives of students, particularly when supported by populating within a Catholic household. It is populating in this sort of sub-culture, with academic, religious and personal experiences, that will efficaciously bring forth devoted Catholic persons ( Hornsby-Smith, 1978 ) .
A 3rd characteristic that is indispensable to Catholic instruction is direction in Catholic philosophy and the stance of the Catholic church on controversial issues, peculiarly in the instruction of R.E. Explicit direction and common duologue provides Catholic young person with the chance to research such issues at a degree they can understand. This is of import if they are to genuinely have their religion. Subjects such as creative activity, positions on matrimony and household life, wealth and poorness, and outlooks about personal behavior and piousness can all be addressed at a elaborate degree that is non ever possible in a church scene ( Watton, 1997 ) . Teachers are important to this procedure as the pedagogues who will take immature people through the elaboratenesss of these philosophies and happen out what issues need to be clarified for them. Catholic philosophy may besides be addressed by instructors in other topics, such as history, geographics and even athletics. As one Catholic text edition provinces:
“Catholic instructors are required to learn the Catholic religion to Catholic
pupils and should guarantee that the Catholic instruction is included in
category discussions” ( Watton, 1997, p. V ) .
In decision, three of the characteristics that are cardinal to any instruction that seeks to be Catholic are bring forthing pupils who have been instilled with Catholic values, giving direction in worship by supplying chances for worship within the school scene, and learning the Catholic philosophy in RE and other topics. Teachers have a important function to play in all three of these enterprises and should non merely advance these purposes, but model active Catholicism in their professional and personal lives. The Catholic school can be the perfect complement to household and mass in furthering persons who will be devoted Catholics all of their lives:
“The natural complement of the Catholic household is the Catholic school.
Here the turning kid can have the necessary spiritual direction
in a true Catholic environment, given by instructors who themselves
believe and rehearse their religion. Furthermore, the kid learns to populate its religion
and rehearse it in day-to-day life, for ‘A Catholic school is far more than a topographic point
where certain definite instruction is given ; it is a topographic point, or instead a group of
people, where a definite faith is being lived. . . .’” ( Tucker, 1968, p. 6 )
Hornsby-Smith, Michael ( 1978 ) Catholic Education: The Unobtrusive Partner, London: Sheed and Ward
Tucker, Bernard, Ed. ( 1968 ) Catholic Education in a Secular Society, London: Sheed and Ward Stagbooks
Watton, Victor W ( 1997 ) Catholic Christianity Today: Teacher’s Handbook, London: Hodder and Stoughton
Winham, Rev. Dr. G ( 1951 )Two Common Expostulations,in The Case for Catholic Schools, London: The Catholic Education Council for England and Wales