By J. Sullivan
How coherent is the declare that Catholic schooling is either exact and inclusive? this question, so an important, either for the sufficient articulation of a raison d'être for Catholic colleges world wide and in addition for the advertising in their fit functioning, has now not hitherto been addressed severely. right here it gets penetrating research and positive answer in a complete remedy that integrates theological, philosophical and academic views. The argument attracts on wide-ranging scholarship, supplying new insights into the relevance for Catholic schooling of thinkers whose paintings has been particularly ignored. the improvement in knowing of ways specialty pertains to inclusiveness is underpinned via the author's long event of training and management in Catholic faculties; it's additional expert through his prolonged and carrying on with discussion with Catholic educators in any respect degrees and in lots of various countries.
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Additional info for Catholic Education: Distinctive and Inclusive
5 This way of considering the two imperatives only relocates the problematical nature of their relationship; it does not dissolve it. I shall therefore continue to refer to the polarity in the terms 'distinctive' and 'inclusive'. Furthermore, from the point of view of the teaching act, communication and receptivity, like distinctiveness and inclusiveness, are correlative terms: one implies the other. We can distinguish, logically, if not chronologically, two phases in this correlation. First, as a teacher, my communication requires not only clarity about something distinctive and particular on my part, but also a receptivity from others, an openness on the part of my pupils.
1 Despite their current healthy attendance figures, popularity with parents and record of securing a very high incidence of positive inspection reports, 2 I believe that Catholic schools may well be weakened, both in the effective implementation of their mission and in their self-advocacy, by a failure to acknowledge and to resolve an internal ambivalence in their philosophy and purposes. This leads to confusion about the goals of Catholic schools and to lack of clarity when dealing with criticisms of them.
For an assessment of past achievement and tasks ahead for Catholic schools in Australia, see John McMahon, Helga Neidhart & Judith Chapman (eds), Leading the Catholic School, Richmond, Victoria, Spectum Publications, 1997 and Ross Keane & Dan Riley (eds), Quality Catholic Schools, Archdiocese of Brisbane, 1997. 37. 69-70. 28 V. A McClelland, as quoted by McLaughlin, op. 70. 29For assessments of recent difficulties and progress and of choices to be made and priorities to be addressed in US Catholic schools, see James Youniss and John Convey, Catholic Schools at the Crossroads, New York, Teachers College Press, 1999; Youniss, Convey and McLellan (eds), The Catholic Character of Catholic Schools, University of Notre Dame Press, 2000; Thomas Hunt, Thomas Oldenski and Theodore Wallace (eds), Catholic School Leadership, London, Falmer Press, 2000.