DOCSLIB.ORG

Global Catholic Education Report 2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Global Catholic Education Report 2020 Global Catholic Education Report 2020 Quentin Wodon Achievements June 2020 and Challenges at a Time of Crisis Global Catholic Education Report 2020 Abstract Disclaimer Catholic schools serve 62.2 million This report was written by the students globally at the preschool, author in a personal and volunteer primary, and secondary levels. As the capacity, and not as part of his largest non-governmental school employment with the World Bank. The network in the world, the schools author is a Lead Economist with the play an important role in efforts to World Bank and, as part of his achieve SDG4, especially in low- volunteer work, a Project Manager income countries. This report with OIEC and a Distinguished documents some of the contributions Research Affiliate with the Kellogg of Catholic schools globally, as well as Institute at the University of Notre some of the challenges they face in Dame. The views expressed in the the context of the current COVID-19 report are those of the author only crisis. The potential impacts of the and need not represent the views of crisis and responses implemented by the World Bank, its Executive Catholic schools globally are Directors, of the countries they documented considering both represent. Similarly, the views in the developing and developed countries. report need not represent those of OIEC or the Kellogg Institute. Suggested Citation Copyright Wodon, Q. 2020. Global Catholic © 2020 Quentin Wodon. Education Report 2020: Achievements Work published under the Creative and Challenges at a Time of Crisis. Commons Attribution 3.0 IGO license Rome: International Office of Catholic (CC BY 3.0 IGO) http://creativecommon Education. s.org/licenses/by/3.0/igo. Cover photo: Students in a Catholic school in Burundi. © Kellogg Institute, University of Notre Dame. Global Catholic Education Report 2020 Acknowledgments This report builds on recent work by The idea for the report emerged from the author published among others in discussions with Philippe Richard at Educatio Catholica, Estudios sobre OIEC and colleagues at the University Educación, International Journal of of Notre Dame. The work benefited Education Law & Policy, International from discussions with colleagues at Studies on Catholic Education, Journal the World Bank and data collected by of Catholic Education, Journal of the author with OIEC from Catholic Higher Education, Review of representatives of national Catholic Faith & International Affairs, and an education associations. The editorial for a Caritas in Veritate statistical annex builds in part on Foundation report. Special thanks to data collated from annual statistical the Journal of Catholic Education for yearbooks of the Church by students permission to summarize in Chapters at the University of Notre Dame under 2 and 3 a more detailed analysis the guidance of TJ d'Agostino and published earlier in the journal. Mike Szopiak. Any errors or omissions are those of the author alone. Special Thanks Global Catholic Highlights Education Report 2020 Achievements: Contributions of Catholic Schools Student enrollment in K12 Catholic schools: 62.2 million (2017) Top 15 Countries Students (million) 0 10 20 30 Pre-primary Primary Secondary Africa (44.69%) Americas (17.95%) Asia (21.4%) Europe (13.8%) Oceania (2.17%) Selected contributions of K12 Catholic schools Economic contributions Budget savings for states of US$ 63 billion (PPP) in 38 countries Contribution to human capital wealth (measured as the present value of the future earnings of the labor force) of US$12 trillion Contributions to education systems Comparatively good student performance in many countries Parental choice likely to contribute to higher enrollment Contributions to communities Emphasis on values and integral human development Respect for faith with many children from other faiths enrolled "We need to place at the center of the educational action the person in her full integrity. To this end, the educator must be competent, qualified, and at the same time rich in humanity, capable of mingling with the students in order to promote their human and spiritual growth." Pope Francis, June 2019 message to OIEC's World Congress participants in New York. Global Catholic Highlights Education Report 2020 Challenges: COVID-19 Crisis Impacts and Responses Survey of national Catholic education associations (171 respondents from 31 countries) Risk of large decline in enrollment (%) Distance learning via internet (%) Share expecting Distance learning via decline of at least 10% internet (%) 0 20 40 0 25 50 75 100 Developed countries Africa Other developing countries Developed countries Africa Other developing countries Planning to adapt curriculum (%) Planning remedial education (%) Share planning to Share planning adapt the curriculum remedial education (%) (%) 0 25 50 75 0 25 50 75 Developed countries Africa Other developing countries Developed countries Africa Other developing countries Rebuilding back better Improving pedagogy in the classroom to end the learning crisis Considering blended learning by combining distance and face-to-face learning Ensuring sustainability through country-specific appropriate positioning "Teaching is a deep responsibility. It is like a calling, a commitment. As a Franciscan, I believe that it is by giving that you are able to receive. As teachers, we should try to do our best. We have the power to transform society." Peter Tabichi, Global Teacher Prize Winner, October 2019 interview with Quentin Wodon. TABLE OF CONTENTS Foreword ii Introduction 1 Chapter 1: Measuring the Contributions of Catholic Schools 3 Introduction 3 Trends in Enrollment 5 Key Findings on Enrollment Trends 6 Economic Contributions 9 Contributions to Economic Systems 10 Contributions to Communities 11 Conclusion 12 Chapter 2: COVID-19 Crisis and Responses in Developing Countries 14 Introduction 14 Immediate Impacts and Responses 15 Impacts of the Crisis 15 Potential responses 17 Short to Medium Term Impacts and Responses 18 Impacts of the Crisis 18 Potential responses 20 Conclusion 23 Chapter 3: COVID-19 Crisis and Responses in Developed Countries 24 Introduction 24 Immediate Impacts and Responses 25 Impacts of the Crisis 25 Potential responses 27 Short to Medium Term Impacts and Responses 30 Impacts of the Crisis 30 Potential responses 34 Conclusion 37 Conclusion 39 References 40 Statistical Annex: Country Profiles 48 i FOREWORD Less than a year ago, close to 600 series, documents the potential impacts of the participants from more than 80 countries crisis on Catholic schools and their students, as participated in OIEC’s World Congress in New well as responses being implemented by York to share their experiences and aspirations schools to help students and their families cope on how to educate to fraternal humanism in with the crisis. The analysis is based in part on order to build a civilization of love. data collected from OIEC’s members – the Today, such exchanges are not feasible national Catholic education associations that anymore as travel between countries, and in manage more than 220,000 schools globally, many cases within countries, has come to a serving more than 62 million students at the standstill. The COVID-19 crisis has been preschool, primary, and secondary levels. devastating, leading to countless illnesses and There is no magic solution to the deaths. It is affecting communities all over the challenges faced by Catholic schools and their world. It is also a threat for Catholic schools. students in the current context. Ensuring that As is the case for students in other students can learn, and schools can thrive will schools, students in Catholic schools are being require special commitment and efforts. affected by school closures. Many do not have At OIEC’s World Congress held in New the means at home to engage in distance York in June 2019, participants made learning. In Africa, access to the internet commitments for Catholic schools globally in 8 remains rare, especially at home. Many children areas: (1) For a new format of education, may also suffer from hunger as they may not adapted to change, and grounded in a culture of benefit any more from school lunches. Many dialogue; (2) For a Christian identity of the are also likely to be affected psychologically. For school, based in an evangelical root; (3) For an example, the risk of exposure to violence at inclusive school, open to all and especially to home is increasing in many settings. When the outskirts; (4) For training of leaders and schools reopen, special efforts will be needed to teachers adapted to contemporary educational ensure that children, and especially those form realities; (5) For quality education, inspired by disadvantaged schools, are ready to learn again. the Gospel and oriented towards the While most schools will reopen, some safeguarding of the Common House; (6) For a may not. Catholic schools are particularly at positive and constructive presence in risk, especially when they rely on tuition from international organizations; (7) For the design of parents for their operating costs. The economic tools and resources adapted to the objective of crisis is severe, affecting the ability of many preservation of the Common House inspired by parents to keep their children in the schools. Laudato Si; and (8) For work through networks Some children may shift to public schools. and formal education around child protection. Worse, some may drop out of school, especially These commitments remain valid today. in low- and lower-middle income countries
Load more

Recommended publications
  • The Challenge and Promise of Catholic Higher Education: the Lay President and Catholic Identity
    Marquette University e-Publications@Marquette Dissertations (2009 -) Dissertations, Theses, and Professional Projects The hC allenge and Promise of Catholic Higher Education: The Lay President and Catholic Identity Kathy Ann Herrick Marquette University Recommended Citation Herrick, Kathy Ann, "The hC allenge and Promise of Catholic Higher Education: The Lay President and Catholic Identity" (2011). Dissertations (2009 -). Paper 155. http://epublications.marquette.edu/dissertations_mu/155 THE CHALLENGE AND PROMISE OF CATHOLIC HIGHER EDUCATION: THE LAY PRESIDENT AND CATHOLIC IDENTITY by Kathy A. Herrick, B.S., M.S.E. A Dissertation submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Milwaukee, Wisconsin December 2011 ABSTRACT THE CHALLENGE AND PROMISE OF CATHOLIC HIGHER EDUCATION: THE LAY PRESIDENT AND CATHOLIC IDENTITY Kathy A. Herrick, B.S., M.S.E. Marquette University, 2011 Twenty years after Ex Corde Ecclesiae, the papal proclamation that defined the relationship between the Catholic Church and Catholic institutions of higher education, these institutions continue to seek ways to strengthen their Catholic identities. As they do so they are faced with a declining number of religiously vowed men and women available to lead them. An institution‘s history is often linked to the mission of its founding congregation. As members of the congregation become less actively involved, the connection of the institution‘s mission to the founding congregation and their particular charism is likely to be less visibly evident. Additionally, the role of the American university president today is viewed by many to be an almost impossible job.
    [Show full text]
  • Sustainability and Catholic Higher Education: a Toolkit for Mission Integration
    Sustainability and Catholic Higher Education: A Toolkit for Mission Integration C M Association of Y CM MY Colleges and Universities CY CMY K Table of Con T e n T s Introduction 1 Defining Sustainability for a Catholic Audience 4 PRAY 5 LEARN 8 ASSESS 14 ACT 19 ADVOCATE 26 Conclusion and Resources for Catholic Colleges and Universities 29 Appendix: Catholic Mission and Sustainability Assessment Toolkit 31 There is much to celebrate on Catholic college and university campuses as environmental sustainability is increasingly seen as a core value in Catholic higher education. All across the country, Catholic colleges and universities are actively working to reduce their carbon emissions and energy consumption, integrate sustainability into their curricula, and foster ecological awareness across their campus communities. Yet while many Catholic schools have successfully taken steps to integrate sustainability into their institutions, we believe more can to be done to ensure that these efforts are thoroughly grounded in Catholic mission and identity. Toward that end, we are pleased to share with you “Sustainability and Catholic Higher Education: A Toolkit for Mission Integration.” Sustainability and Catholic Higher Education: A Toolkit for Mission Integration has been made possible by a grant to the Association of Catholic Colleges and Universities from the Catholic Coalition on Climate Change. Cover ImAges • Student with wheelbarrow image (above) courtesy of the Catholic Student Center at Washington University in Saint Louis (CSC) • Boardroom image courtesy of the Catholic Health Association of the United States (CHA) • Mural image courtesy of the CSC, © Leah Nixon, www.leahnixon.com. Used with permission.• Young girl in Darfur image © Paul Jeffrey, KairosPhotos http://kairosphotos.photoshelter.com.
    [Show full text]
  • Us Catholic Schools and the Religious Who Served in Them Contributions In
    364 ARTICLES U.S. CATHOLIC SCHOOLS AND THE RELIGIOUS WHO SERVED IN THEM CONTRIBUTIONS IN THE 18TH AND 19TH CENTURIES RICHARD M. JACOBS. O.S.A. Villanova University This article, the first in a series of three articles surveying the contributions of the religious to U.S. Catholic schooling, focuses upon their contributions during the 18th and 19th centuries. ith the colonists establishing a life for themselves on North American Wsoil, the Spanish Franciscans commissioned friars to minister in the New World. In 1606, the first band of friars opened the first Catholic school in the New World, located in St. Augustine, Florida, dedicating it "to teach children Christian doctrine, reading and writing" (Kealey, 1989). Not long afterward, other religious communities followed in these pioneering Franciscans' footsteps. Over the next 294 years—an era during which the colonies revolted against the crown to become the United States of America, citizens fought a civil war to abolish slavery, and millions of Catholic immigrants journeyed from the Old World to the New World—the successors of these pioneering religious contributed mightily to establishing Catholic schooling in the United States. The religious not only staffed schools, they educated the poor and marginalized, solidified the schools' institutional purpose, and provided students with effective values-based instruction. Furthermore, they estab- lished teacher preparation programs to better assure quality teaching for the young. Catholic Education: A Joumal of Inquiry and Practice. Vol. 1, No. 4, June 1998, 364-383 <'Jl998 Catholic Education: A Journal of^ Inquiry and Practice Richard M. Jacobs, O.S.A./CATHOLIC SCHOOLS AND RELIGIOUS WHO SERVED 365 STAFFING CATHOLIC SCHOOLS As the number of Catholic schools gradually increased, providing teachers became a more pressing need.
    [Show full text]
  • What Worx: Measuring the Impact of Faith-Based Service and Social
    WHAT WORX: MEASURING THE IMPACT OF FAITH-BASED SERVICE AND SOCIAL JUSTICE PROGRAMS ON CATHOLIC YOUTH 1 A JOINT PROJECT OF THE LILLY FAMILY SCHOOL ON PHILANTHROPY AND THE CENTER FOR FAITHJUSTICE TABLE OF CONTENTS Acknowledgements………………………………………………………………………………………………………………………….. 3 Study Highlights……………………………………………………………………………………………..……………………………….. 5 Introduction………………………………………………………………………………………………….………………………………….. 6 Background Information…………………………………………………………………………….…………………..……………….. 7 Catholic Disaffiliation………………………………………………………………………………………………………………….. 7 Youth, Faith, & Service………………………………………………………………………….…………………………………….. 8 Center for FaithJustice……………………………………………………………………………………………………………..….. 8 Sample Information………………………………………………………………………………………………………………...……….. 11 Alumni………………………………………………………………………………………………………………………..……………….. 12 Parents…………………………………………………………………………………………………………………………………….….. 12 Results……………………………………………………………………………………………………………………………………………… 13 Faith……………………………………………………………………………………………………………………………………………. 13 Service………………………………………………………………………………………………………………………………………… 17 Social Justice………………………………………………………………………………………………………………………………. 20 The Intersection between Faith, Service, and Social Justice………………………………………………………... 24 Parent Survey……………………………………………………………………………………………………………..……………….. 26 Implications……………………………………………………………………………………………………………………………….……… 28 Conclusion……………………………………………………………………………………………………………………………………….. 29 References……………………………………………………………………………………………………………………………………….. 30 Appendices……………………………………………………………………………………………………………………………………….
    [Show full text]
  • Report to the USCCB on Catholic Higher Education Programs in Support of Catholic Schools
    Report to the USCCB on Catholic Higher Education Programs In Support of Catholic Schools Prepared by: Lorraine A. Ozar, Ph.D., Director of the Andrew M. Greeley Center for Catholic Education School of Education, Loyola University Chicago (Chair) Martin Scanlan, Ph.D., Associate Professor of Education, Marquette University Visiting Faculty Researcher, Barbara and Patrick Roche Center for Catholic Education Lynch School of Education, Boston College (Data Director) Gail Donahue, Ph.D., Director of the Academy of Catholic Educators Notre Dame of Maryland University (Task Force Member) Susan Ferguson, M.S., Director of the U.D. Center for Catholic Education School of Education and Health Sciences, University of Dayton (Task Force Member) Thomas Kiely, M.A,., MALS, Director of the Institute for Catholic Leadership Marquette University (Task Force Member) Mary Jane Krebbs, Ph.D., Associate Dean of the School of Education, Executive Director of the Institute for Catholic Schools School of Education, St. John's University New York (Task Force Member Table of Contents Introduction ............................................................................................ 3 Executive Summary of Findings in Four Domans Mission and Catholic Identity: Catholic Higher Education Programs ......... 8 Governance and Leadership: Catholic Higher Education Programs .......... 10 Academic Excellence: Catholic Higher Education Programs ................... 12 Operational Vitality: Catholic Higher Education Programs ..................... 15 Catholic Higher Education
    [Show full text]
  • The Holy See's Teaching on Catholic Schools (2006)
    Print an Article: The Holy See’s Teaching On Catholic Schools Page 1 of 11 The Holy See’s Teaching On Catholic Schools ARCHBISHOP J. MICHAEL MILLER, C.S.B The Holy See, through its documents and interventions, whether of the Pope or of other Vatican offices, sees in Catholic schools an enormous heritage and an indispensable instrument in carrying out the Church's mission in the third Christian millennium. Ensuring their genuinely Catholic identity is the Church's greatest challenge. Thank you very much for your kind invitation, extended through Frank Hanna and Alejandro Bermudez, to address you this afternoon on a subject of such vital importance to the future of the Church and the nation. It is a pleasure to be with a group so dedicated to the cause of Catholic education, and, especially in making Catholic schools available to those whose economic means might otherwise deprive them of one of the Church's most valuable resources for building up the Body of Christ. Right from the days of their first appearance in Europe, Catholic schools have generously served the needs of the "socially and economically disadvantaged" and have given "special attention to those who are weakest." The vision set out by the Second Vatican Council confirmed this age-old commitment: the Church offers her educational service in the first place, the Fathers affirmed, to "those who are poor in the goods of this world or who are deprived of the assistance and affection of a family or who are strangers to the gift of faith." The Solidarity Association, with its providential name which embodies the heritage of our beloved Pope John Paul II, is inserted in the long tradition of St.
    [Show full text]
  • The Identity of American Catholic Higher Education: a Historical Overview
    Garrett/IDENTITY OF AMERICAN CATHOLIC HIGHER EDUCATION 229 REVIEW OF RESEARCH THE IDENTITY OF AMERICAN CATHOLIC HIGHER EDUCATION: A HISTORICAL OVERVIEW MATTHEW GARRETT Loras College American Catholic higher education has faced and overcome challenges, both from American higher education and Vatican Church officials, in its long and rich history. Georgetown College’s founding in 1789 was the first of several Catholic higher education institutions created in the late 18th and early 19th centuries. The 20th century brought the challenges of accrediting agencies and mixed communi- cation with The Vatican, including Pope John Paul II’s (1990) Ex Corde Ecclesiae. This document attempts to clarify the nature of a Catholic institution’s identity. merican Catholic higher education has a rich tradition distinct from Aother denominations. Catholic higher education takes shape in numer- ous institutions, has traditionally been independent from Church authorities in governance, finances, and intellectual initiative, and was slow to accept coeducation (Burtchaell, 1998). Catholic higher education’s initial purpose was to prepare future clergy. This evolved into educating the Catholic laity and to its current secular structure. Today’s Catholic colleges differ in governance, mission, and students. Scholars are debating whether Catholic universities are losing their identity. Rittof (2001) describes the concept of Catholic identity as the most “preva- lent and dominant” (p. 1) issue in American Catholic higher education. This article will provide a historical overview of American Catholic higher education, including a chronological account of important related Church documents. The article will also provide a literature review on how a Catholic institution’s identity is defined. EARLY AMERICAN CATHOLIC HIGHER EDUCATION The first American Catholics settled in Maryland and Pennsylvania in the late 1600s.
    [Show full text]
  • Catholic Schools and Catholic Social Principles A
    CATHOLIC SCHOOLS AND CATHOLIC SOCIAL PRINCIPLES A COMPARATIVE STUDY OF AUSTRALIA, ENGLAND AND WALES, AND THE UNITED STATES OF AMERICA by John A. Dwyer Thesis Presented in Fulfilment of the Regulations of the University of London for the Degree of Doctor of Philosophy (PhD) University of London Institute of Education November 1991 Abstract This thesis questions to what extent Catholic schools in Australia, England and Wales, and the United States are being able to form their pupils in Catholic social principles today. Catholic schools, because of what they are and of what they purport to be, must always be open to questions of authenticity. Over recent years there has been a steady and subtle, but very significant, increase in the role of governments in non-government education in Australia, England and Wales and the United States. There is concern that non-government schools, particularly Catholic schools, may be becoming unwitting and complacent vehicles of government policy, whether it be a Labour government in Australia, a Conservative government in England and Wales, or a Republican government in the United States. The thesis examines the nature of this government intervention in Catholic schools in these countries over recent years, and considers whether such intervention has been antithetical to the school's capacity to develop the pupils in a sound understanding of Catholic social justice principles. It looks at reasons why Catholic schools in these countries today have difficulty reconciling their aims for social justice with prevailing government's economic and social policies. It is a comparative study, to see how an analysis of such developments in England, Wales and the United States can illuminate these issues in Australia.
    [Show full text]
  • The Social Effects of Catholic Education
    THE SOCIAL EFFECTS OF CATHOLIC EDUCATION Andrew M. Greeley Peter H. Rossi Leonard J. Pinto This survey was made possible by funds granted by The Carnegie Corporation of New York. The statements made and views ex- pressed are solely the responsibility of the authors. NATIONAL OPINION RESEARCH CENTER University of Chicago Preliminary Report No. 99-A September, 1964 ACKNOWLEDGMENTS This study was made possible by a grant from the Carnegie . Corp or at ion. The national advisory committee that helped in the design of the questionnaire was composed of Anthony Downs, Joseph Fichter, Charles Glock, Bernard Lazerwitz , Gerhard Lenski , John Hotchkin , William McManus , Robert McNamara , Lloyd Morrisett James O' Gara, Michael Schlitz, George Shuster, and Marshal Sklare. Sampling was directed by Seymour Sudman, field work by Galen Gockel coding by Carol Bowman, and data processing by Harold Levy and Patrick Page. Richard Jaffe, assistant director of NORC, super- vised the budgeting o the survey, and Fansayde Calloway acted as office manager. Among our colleagues at NORC who provided special assistance were Jaoob J. Feldman , James A Davis, Norman M. Bradburn, Seymour Warkov, John W. C. Johnstone, and Joe Spaeth. Research assist- ance at various times was provided by James Squyres, James Vanecko John Denvir, and Daniel FarrelL. The final draft was edited by Eleanor Nicholson, -iii';" .. .. .. .... ... ..... .... ... ..... ....'. ..... ..... ... '? ..... ..... ...... ..... .. ..... ... .... ..... ..... ....... ......... ....... .. ...... TABLE OF CONTENTS Page ACKNOWLEDGMENTS iii LIST OF TABLES vii INTRODUCT ION Chapter I. WHO WENT TO CATHOLIC SCHOOLS? . II. RELIGIOUS BEHAVIOR III. RELIGIOUS KNOWLEDGE AND ATTITUDES IV. WERE CATHOLIC . SCHOOLS t DIVISIVE' CONCLUSION APPENDICES A. SW'PLEMENTARY TABLES ON RELIGIOUS BEHAVIOR A METHODOLOGICAL NOTE ON STANDARDIZATION A METHODOLOGICAL NOTE ON SAMLING AND FIELD WORK 103 THE QUESTIONNAIRE LO;9.
    [Show full text]
  • Catholic and Public School Classroom Commonalities Richard T
    Journal of Catholic Education Volume 19 | Issue 1 Article 3 September 2015 When Did It Begin? Catholic and Public School Classroom Commonalities Richard T. Ognibene Siena College, [email protected] Follow this and additional works at: http://digitalcommons.lmu.edu/ce Part of the Other Education Commons Recommended Citation Ognibene, R. T. (2015). When Did It Begin? Catholic and Public School Classroom Commonalities. Journal of Catholic Education, 19 (1). http://dx.doi.org/10.15365/joce.1901032015 This Article is brought to you for free with open access by the School of Education at Digital Commons at Loyola Marymount University and Loyola Law School. It has been accepted for publication in Journal of Catholic Education by the journal's editorial board and has been published on the web by an authorized administrator of Digital Commons at Loyola Marymount University and Loyola Law School. For more information about Digital Commons, please contact [email protected]. To contact the editorial board of Journal of Catholic Education, please email [email protected]. Catholic and Public School Classroom Commonalities 27 Catholic and Public School Classroom Commonalities: A Historical Perspective Richard Ognibene, Siena College Catholic educational historians have noted that although preserving Catholic iden- tity has been a constant in the mission of Catholic schools, their curriculum and in- structional practices have evolved in ways similar to that of public schools, enabling Catholic parents to select schools that are both faith based and modern. Because there is an absence of information about when and how this change in Catholic education began, this article documents its origin in the 1940s, when Catholic educators joined a public school reform movement called life adjustment education.
    [Show full text]
  • Lent Means Following Jesus Church Teachings Center Section Supplement by CINDY WOODEN and DON CLEMMER
    50¢ February 17, 2008 Volume 82, No. 07 www.diocesefwsb.org/TODAY Serving the Diocese of Fort Wayne-South Bend TTODAYODAY’’SS CCATHOLICATHOLIC Planning a wedding? Special supplement shares Lent means following Jesus church teachings Center Section Supplement BY CINDY WOODEN AND DON CLEMMER FORT WAYNE, VATICAN CITY (CNS) — Lent is a time for the practice of authentic religion and turning back to the person of Jesus Christ, with whom forgive- Meet Brother Roy ness is found, Bishop John M. D’Arcy said in his Ash Wednesday homily on Feb. 6 at the Cathedral of the Black Faithful series continues Immaculate Conception. The Gospel reading was the Page 5 admonition by Jesus not to make a public show of reli- gion. “This beautiful Gospel can be described as authentic religion,” Bishop D’Arcy said, “religion of the heart.” Authentic religion has to be from the heart, the Hospitality at St. bishop noted, saying it must be between a person and God, a God who is clearly revealed in the person of Mary’s Jesus Christ, especially Christ on the cross. A sacred space for those need- “Repentence is turning toward a person, toward someone,” said the bishop. ing human contact He spoke of how St. Paul was first dedicated to scrupulous observation of external religion, a burden Page 10 for him, before feeling purified and lifted up by the love of another, the person of Jesus Christ. “You could say he personalized redemption,” Bishop D’Arcy said of St. Paul’s conversion, noting that Paul was moved to write, “He delivered himself DON CLEMMER Vices and Virtues up for me, even for me.” Father James Stoyle, right, distributes ashes alongside Bishop John M.
    [Show full text]
  • Catholic Education and the African-American Community
    DOCUMENT RESUME ED 399 614 EA 027 847 AUTHOR Chineworth, Mary Alice, Ed. TITLE 'Rise In' Shine: Catholic Education and the African-American Community. INSTITUTION National Catholic Educational Association, Washington, D.C. REPORT NO ISBN-1-55833-177-8 PUB DATE 96 NOTE 102p. AVAILABLE FROMNational Catholic Educational Association, 1077 30th Street, N.W., Suite 100, Washington, DC 20007. PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Blacks; *Catholic Schools; Cultural Pluralism; Curriculum Development; *Educational History; Elementary Secondary Education; Leadership; *Religious Education; *Social History IDENTIFIERS *African Americans ABSTRACT African-Americans have been present in Catholic schools since their beginnings in the United States. The six essays in this book examine Catholic education from the perspective of the African-American Catholic. The essays underscore the continued challenge for continuing Catholic schools in the African-American community. They include:(1) an overview of African-American Catholic culture and history, by Dr. Giles A. Conwill;(2) suggestions for transforming the curriculum for inclusion, by Sr. Eva Regina Martin, SSF; (3)a philosophy of black religious pedagogy, by Dr. Joseph A. Brown, SJ;(4) an examination of evangelization and spirituality in the African-American Catholic experience, by Therese Wilson Favors and Beverly A. Carroll;(5) African-American leadership in Catholic education, by Dr. Loretta M. Butler; and (6) descriptions of model schools, by Beverly A. Carroll. References accompany each article. Samples of gospel reflections and accompanying African proverbs are offered in the fourth essay. (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document.
    [Show full text]