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Catholic Education: Distinctive and Inclusive CATHOLIC EDUCATION: DISTINCTIVE AND INCLUSIVE JOHN WILLIAM SULLIVAN Thesis submitted to the University of London for the Degree of PhD Institute of Education 1998 r (LONOIN) tft1V. Catholic Education: Distinctive and Inclusive ABSTRACT The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic woridview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness? How far can distinctiveness and inclusiveness (in the context of Catholic education) be reconciled? An extended commentary on key Roman documents about Catholic education is provided. This is related to the particular context of Catholic schools in England and Wales, where an ambivalence in the purposes of Catholic schools is indicated and a way for them to avoid the ambivalence by being both distinctive and inclusive is suggested. The study works at the interface between Christian (and more specifically Catholic) theology, philosophical analysis and educational theory and practice with regard to the raison d'etre of Catholic schools. Through a retrieval and application of the notion of 'living tradition' it is shoii that within Catholicism there are intellectual resources which enable Catholic schools to combine distinctiveness with inclusiveness, although there will be limits on the degree of inclusiveness possible. In the face of criticisms of their potentially inward-looking role in a pluralist society, it is argued that Catholic schools contribute to the common good. The argument should enhance clarity about purpose for Catholic educators in England and Wales. It also has implications for Catholic schools elsewhere and for other Christians and for people of other religions in the practice of their oit forms of faith- based education. (ii.) Acknowledgements My first close encounter wlth dedicated, painstaking scholarship was m the special subject history class of Dr John Watt (Church and State in the Age of Dante) at Hull University (1969-70). His gentle and humble teaching gave me an initial and endunug enthusiasm for further study and a desire to research the implications of central religious ideas for the wider community and for institutional life. He would have been surprised, but I hope not unhappy about, some of the fruits of his labour and the evidence of his example as shown in my attempt to combine critical appreciation and creative appropriation of the Catholic tradition in exploring a problematical relationship between apparently conflicting emphases within it and the practical implications of these, even though the century, geographical location and particular social activity studied here are quite different from his own specialist areas of interest. This thesis is dedicated to him in grateful memory of his example and inspiration. Dr Patrick Sheny guided me through a research thesis (M.Litt) at Lancaster University. I learnt a great deal from him, not only from his broad and deep knowledge (lightly held) about philosophy and theology, but also about disciplined study and the craft of wiitin& Dr Kevin Williams, Dr Bernadette O'Keeffe and Julie Clague commented on early drafts of different chapters with penetration and insight. I benefited much from their suggestions. I am grateful to St Mary's University College for their support, both financial and institutional, which enabled this project to be carried out. Thanks are also due to all those teachers whose engagement with me in inservice activities over the last four years has provided a testing ground for some of the ideas explored here. Any nuances which can be detected in my treatment of key notions owe much to the probing questions and challenging observations made by teachers, the quality of whose work - so often unrecognized - I have been privileged to witness. Dr Priscilla Chadwick, as my initial supervisor, offered constructive criticism and support throughout the early stages of this thesis. Her detailed knowledge of church- state relationships in the sphere of education, her familiarity with the burdens and possibilities of school leadership and the depth of the scholarship underpinning her ecumenical Christian commitment have helped me to be aware of - and I hope to have avoided - at least some possible defects, oversights, and imbalances. Throughout the whole period of study for this thesis Dr Teny McLaughlin has volunteered generous, detailed, constructive and pertinent advice. This has been a great boost to morale as well as exerting a beneficial influence on the development of the thesis. He has provided a model of how to combine clanty and penetrative depth in critical analysis in the teasing out of relevant issues: I am still striving to move a little nearer the standard he exemplifies. My principal intellectual debts are owed to Dr Paddy Walsh and Professor Denis Lawton, my supervisors throughout the middle and final stages of the work. They have provided constant encouragement at the same time as they have challenged me to claii1y the nature, scope and implications of the study. Our intellectual sparring, whether we reached agreement or agreed to differ, together with their helpful comments on various versions of the text, always cast light on the issues at stake, the concepts under scrutiny and deficiencies in my argument. There would have been many more of the last of these without their guidance. I have been enormously enriched by, and I have greatly enjoyed the benefit of, the breadth of their expertise, the shrewdness of their comments and the kindness of their approach. (iv) Contents Page Chapter One: Distinctiveness and Inclusiveness: Creative Tension or Incomnatibility? 1 1.1 Two imperatives 4 8 1.2 The managerial imperative 1.3 Resolving the tension through living tradition 15 21 1.4.1 Entering the conversation: between Arthur and Bryk 30 1.4.2 Taking up position : proximity and distance Notes and references for chapter one 3' ChaDter Two : The Context of Catholic Education 48 48 2.1 National Context 53 2.2 Factors for change 60 2.3 Theological developments 2.4 The need for clarity about distinctiveness 62 67 2.5 Types of distinctiveness 70 2.6 A personal summary of a Catholic view of education 71 2.7 Key features of Catholicism Notes and references for chapter two 77 Chapter Three: Distinctive Components in Catholic Education 92 3.1.1 Declaration on Christian Education 93 3.1.2 The Catholic School 95 3.1.3 Catechesi Tradendae 102 3.1.4 Lay Catholics 105 3.1.5 The Religious Dimension 107 109 3.1.6 Piioritising themes 3.2. Interconnectedness 110 120 3.3.1 Von Hiigel 3. .3.1 Our need of the non-religious dimensions 123 126 3.3.3 Friction 129 3.3.4 Church affiliation and inclusiveness Notes and references for chapter three 133 Chapter Four : Distinctive Woridview 147 147 4.1 Sharedviewoflife 4.2 Newman and Christian Education 152 (v) 155 4.3 Religion in education: marginal or central? Integral Development 157 4.4 161 4.5 Identity and Character 167 4.6 Individuality : Personhood & Otheniess 173 4.7 God's Image 4.8 Vocation 175 180 4.9 Conclusion Notes and references for chapter four 183 Chanter Five : Inclusiveness and Exclusiveness 194 195 5.1.1 Inclusive and exclusive language 5.1.2 Inclusiveness normative from a Christian perspective 197 199 5.1.3 Differentiation 5.1.4 Inclusiveness : influences and constraints 202 5.1.5 The Gospel imperative for inclusiveness 206 and its challenge for Catholic schools 5.1.6 Inclusiveness as an educational virtue 212 221 5.2.1 Exclusiveness on educational grounds 224 5.2.2 Compatibility and tension between Catholic and liberal principles 5.2.3 Wine, water and acid: exclusiveness as protective of integrity 227 231 5.2.4 Dangers of exclusiveness 233 5.3 Conclusion Notes and references for chapter five 234 Chapter Six : Living Tradition 244 6.1 Criticisms of holistic approach 245 6.2 Living Tradition 249 6.3 Blondel and Living Tradition 254 6.4 Educational Implications 260 6.5 Conclusion 266 Notes and references for chapter six 268 Chapter Seven : Catholic Schools and the Common Good 275 7.1 Catholic schools & contemporaly society : some concerns 276 7.2 Church-world relationship 279 7.3 Catholic understanding of the common good 287 7.4 Catholic Schools and the common good 292 7.4.1 Outcomes and Popularity 293 7.4.2 Safeguarding role of Catholic schools 298 7.4.3 'Constitutive' communities 301 (v 303 7.5 Conclusion Notes and references for chapter seven 305 Charaer Eight : Conclusion 318 319 8.1 Main findings 321 8.2 Unity and interconnectedness of the thesis 8.3 An agenda for Catholic schools 327 328 8.4 Further research needed 328 8.5 From promulgation to reception Notes and references for chapter eight 331 Appendix one: Compliance or Complaint: Some difficulties regarding teachers in Catholic schools 333 333 A. 1 Expectations 338 A.2 Obstacles to meeting these expectations 342 A.3 Upholding ethos while maintaining tolerance Notes and references for Appendix one 344 Appendix two: Avery Dulles 347 Bibliography 351 CHAPTER ONE Distinctiveness and Inclusiveness: incompatibility or creative tension? This thesis is about Catholic education. In particular, its focus is Catholic schooling in the public sector in late twentieth century England and Wales. This means that I omit treatment of those contexts other than schooling which also provide opportunities for educating Catholics in their faith.' The crucial roles of the family and the parish in Catholic education are not addressed.
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