Enhancing Religious Identity: Best Practices Rrom Catnolic Campuses
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Enhancing Religious Identity: Best Practices rrom Catnolic Campuses Content made available by Georgetown University Press and Digital Georgetown Content made available by Georgetown University Press and Digital Georgetown Enhancing? Religious Identity: Best Practices irom Catnolic Campuses Edited by John R. Wilcox and Irene King Foreword by Monika K. Hellwig Georgetown University Press / Washington, D.C. Content made available by Georgetown University Press and Digital Georgetown Georgetown University Press, Washington, D.C. © 2000 by Georgetown University Press. All rights reserved. Printed in the United States of America 10 987654321 2000 This volume is printed on acid-free offset book paper. Library of Congress Cataloging-in-Publication Data Enhancing religious identity : best practices from Catholic campuses / edited by John R. Wilcox, Irene King. p. cm. Includes bibliographical references and index. ISBN 0-87840-813-4 (acid-free paper)—ISBN 0-87840-814-2 (pbk. : acid-free paper) 1. Catholic universities and colleges—United States. 2. Catholic Church— Education (Higher)—United States. I. Wilcox, John R. (John Richard), 1939- II. King, Irene. LC501 . E53 2000 378'.0712'73—dc21 00-026368 Content made available by Georgetown University Press and Digital Georgetown Dedication To the memory of a passionate advocate of Catholic identity and best practices: Monsignor I. Brent Eagen (1929-1997) Vice President for Mission and Ministry University of San Diego Content made available by Georgetown University Press and Digital Georgetown Content made available by Georgetown University Press and Digital Georgetown Contents Dedication v Acknowledgments x Foreword xi Monika K. Hellwig Preface Religious Identity: A Critical Issue in Catholic Higher Education xv John R. Wilcox Overview: Defining a Catnolic University Introduction 1 Irene King What Is a Great Catholic University? 4 Richard A. McCormick, SJ. What Is Meant by a "Catholic" University? 12 Michael J. Lavelle, SJ. The Sides of Catholic Identity 18 James H. Provost Leadership and tne Board of Trustees Introduction 27 Irene King The Moral Core of Trusteeship 36 David H. Smith Conflicting Basic Duties 56 David H. Smith Content made available by Georgetown University Press and Digital Georgetown viii Contents Centered Pluralism: A Report of a Faculty Seminar on the Jesuit and Catholic Identity of Georgetown University 69 Bruce Douglass Integrating Mission into the Life of Institutions 91 Mary M. Brabeck, Otherine Neisler, and Nancy J. Zollers Hiring Faculty for Mission: A Case Study of a Department's Search 106 Joseph J. Feeney, S.J., Owen W. Gilman, Jr., and Jo Alyson Parker Is Jesuit Education Fulfilling Its Mission? 112 Vincent J. Genovesi, SJ. The Integrity of a Catholic Management Education 115 Michael J. Naughton and Thomas A. Bausch The Faculty ana the Disciplines Introduction 143 Irene King Catholic Higher Education: A Strategy for Its Identity 158 John C. Haughey, SJ. The Catholic University Project: What Kind of Curriculum Does It Require ? 166 Stephen J. Heaney Ethics and Religion in Professional Education: An Interdisciplinary Seminar 175 James L. Heft, SM. Academic Freedom and the Catholic University: One Generation after Land O'Lakes 200 Michael Hollerich Teaching Sociology in the Catholic University: Conflict, Compromise, and the Role of Academic Freedom 211 William J. Kinney Catholic Studies at Catholic Colleges and Universities 218 Thomas M. Landy Catholic Studies at the University of St. Thomas 226 DonJ. Briel Content made available by Georgetown University Press and Digital Georgetown Contents ix Graduate Business Faculty in the Catholic University 235 Raymond N. MacKenzie Theology and the Integration of Knowledge 241 Terence L. Nichols In the Beginning Was the Word 250 Glenn A. Steinberg Student Lire Introduction 257 Irene King Paradigms of Justice and Love 264 Patrick H. Byrne University-Community Collaborations: Shaping the Vision of Catholic Higher Education 282 Karen Caldwell, Mary Domhidy, Sharon Homan, and Michael J. Garazini, S.J. Measuring Moral Development: A College-Wide Strategy 292 Margaret G. Kender Meeting Religious Diversity in a Catholic College 302 Joan Penzenstadler Behavior to Consciousness ... A Paradigm Shift 315 Paul Stark, SJ. Strategies for Change Introduction 335 Irene King A Most Promising Road to Take: The Values Program Process 339 Donald J. Kirby, SJ. Promoting an Ethical Campus Culture: The Values Audit 355 John R. Wilcox and Susan L. Ebbs Index 365 Content made available by Georgetown University Press and Digital Georgetown Acknowledgments e would like to thank the Lilly Endowment, particularly Sister Jeanne Knoerle, SP, for supporting the publication of Enhancing Religious Iden- tity. We also wish to oflfer special thanks to Manhattan College Provost Weldson Jackson, and Lauren Ryan, class of 2000, both of whom pro- vided invaluable help in the final stages of assembling this anthology. Our gratitude also goes to Heidi Giovine, Public Information Officer at Manhattan College, for her very careful editing of the manuscript, as well as to John Samples, Gail Grella, and Deborah Weiner at Georgetown University Press. John R. Wilcox Irene King Content made available by Georgetown University Press and Digital Georgetown Foreword Monika K. Hellwig' 1 he Catholic universities and colleges of the United States are a unique experiment in the history of the Church. Their numbers alone have made them a major factor in the study and handing on of the Catholic intellec- tual and cultural tradition. The particular structure these institutions de- veloped in the American context uniquely qualifies them to undertake that task. The American four-year undergraduate curriculum, with its tradition- ally strong general education component, has allowed Catholic under- graduate programs to put in place as part of a liberal arts core a sequence in philosophy and theology for all students. This is not the case in the Eu- ropean university structure, which takes students after gymnasium or sixth form directly into full-time study of a professional field. In former British Commonwealth countries, Catholic programs of higher education are few and usually integrated into state universities, thus having to ac- commodate themselves to secular curricular requirements. In many de- veloping nations Catholic universities and postsecondary colleges teach mainly non-Christians, communicating moral and spiritual values cer- tainly, but not the Catholic tradition. Hence, where philosophy and theology are taught outside the United States, they are taught not as the integrating factor in a liberal education but as a specialization. Moreover, they are taught largely to students studying to become clergy. The particular pattern of American Catholic higher education is an im- portant asset for the world church, and for world culture at large. Yet there are many forces militating against the integrity of this heritage. What is little understood outside higher education is the multiple ac- countability that rules any American institution of higher education. *Monica K. Hellwig is executive director of the Association of Catholic Colleges and Univer- sities. Content made available by Georgetown University Press and Digital Georgetown xii Foreword There is the charter by which the state allows the institution to grant de- grees and to make certain claims. There are the articles of incorporation specifying the obligations of boards of directors, which are enforceable by the civil courts. There are the standards and criteria of regional accredit- ing bodies, both those that accredit the institutions and those that ac- credit particular programs or departments, all of which can grant or deny academic standing. There are hiring, nondiscrimination, contract, and real property laws at the federal and state levels governing many of the ac- tivities of the institutions. There are building codes and zoning laws. There is the constitutional requirement of separation of church and state, which affects religiously sponsored institutions in many ways. All these operate independently from the desires and requirements of students and their parents, the sponsoring religious congregation and the hierarchic Church, and the intrinsic, substantive requirements of the Catholic intel- lectual tradition. The pressure from these many forces combines with another powerful influence. Most professors in Catholic institutions of higher education have had their own education at the doctoral level in the large state uni- versities. The expectation and understanding of scholarship in these insti- tutions is ruggedly secular and usually based on narrow specialization. With such a formation many professors come to Catholic campuses with great good will and interest but little experience of an approach to schol- arship that integrates a spiritual focus. Those already deeply engaged in their field know that evaluation by their peers is generally based on publications in peer-reviewed journals. These are likely to publish highly specialized studies in which the author contributes an expertise not shared by others. In these ways the larger academy itself tends to militate against a focused, integrated liberal arts education that enables students to engage in deeper dialogue with the culture in which they have been raised. Given these many challenges, it is little wonder that since the 1960s American Catholic colleges and universities have been struggling to real- ize the potential of their Catholic roots. Their