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Educators in the Catholic Intellectual Tradition

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Educators in the Catholic Intellectual Tradition EDUCATORS IN THE CATHOLIC INTELLECTUAL TRADITION EDUCATORS IN THE CATHOLIC INTELLECTUAL TRADITION Edited by John L. Elias and Lucinda A. Nolan SACRED HEART UNIVERSITY PRESS FAIRFIELD, CONNECTICUT 2009 Copyright 2009 by the Sacred Heart University Press All rights reserved. Except for brief quotations in a review, this book, or parts thereof, must not be reproduced in any form without permission in writing from the publisher. For information, contact the Sacred Heart University Press, 5151 Park Avenue, Fairfield, Connecticut 06825 Parts of the chapters “John Lancaster Spalding: Prelate and Philosopher of Catholic Education.” by Lucinda A. Nolan, “Thomas E. Shields: Progressive Catholic Religious Educator,” by John L. Elias, and “Sister M. Rosalia Walsh and the Parish Catechetical Apostolate,” by Lucinda A. Nolan, appear in essays by the respective authors in the Christian Educators of the Twentieth Century online project. Parts of “Sister M. Rosalia Walsh and the Parish Catechetical Apostolate,” by Lucinda A. Nolan, also appear in an article by the author in Religious Education 102 (2007): 314-27. Parts of the chapter “George Johnson: Policy Maker for Catholic Education,” by John L. Elias ,appear in an article by the author in Religious Education 104 (2009). Parts of the chapter “Mary Perkins Ryan: Visionary in Modern Catholic Religious Education,” by Ann M. Heekin, appear in an article by the author in Religious Education, 103 (2008): 196-217. Library of Congress Cataloging-in-Publication Data Educators in the Catholic intellectual tradition / edited by John L. Elias and Lucinda A. Nolan. p. cm. Includes bibliographical references and index. ISBN 978-1-888112-18-4 1. Catholic Church—Education. 2. Catholic teachers—United States—Intellectual life. 3. Catholic intellectuals—United States. I. Elias, John L., 1933- II. Nolan, Lucinda A., 1947- LC485.E38 2009 370.088’282—dc22 2009024659 This book is dedicated to the lifelong work of Gerard S. Sloyan, priest, professor, scholar and friend, whose unquenchable search for knowledge, love for the Church, and enduring sense of hope have guided countless religious educators into the new millennium. Contents Introduction John L. Elias and Lucinda A. Nolan 1 John Lancaster Spalding: Prelate and Philosopher of Catholic Education Lucinda A. Nolan 20 Edward Pace: Pioneer Psychologist, Philosopher, and Religious Educator John L. Elias 49 Thomas E. Shields: Progressive Catholic Religious Educator John L. Elias 75 George Johnson: Policy Maker for Catholic Education John L. Elias 103 Virgil Michel: Prophet of Liturgical Education and Reform Jacqueline Parascandola 131 Sister M. Rosalia Walsh and the Parish Catechetical Apostolate Lucinda A. Nolan 162 viii Contents Jacques Maritain and His Contribution to the Philosophy of Catholic Education in America Luz M. Ibarra 189 Neil G. McCluskey: A Public Voice for Catholic Education Harold D. Horell 219 Mary Perkins Ryan: Visionary in Modern Catholic Religious Education Ann M. Heekin 245 Shaping the Christian Century: The Vision of Gerard Sloyan Philip A. Franco 271 References 297 Contributors 319 Index 321 Preface e have written this book to assist educators in understanding Whow the Catholic faith and intellectual tradition have been and might continue to be handed on in an open and critical manner. After an introduction that highlights the work of educators in the first nineteen hundred years of Christianity, we treat a selection of twentieth- century American Catholic educators who have added to this rich tradition. We have chosen to include Jacques Maritain of France in this volume because of his many years of teaching and lecturing in this country and the influence his writings have had on the development of a Catholic philosophy of education in the United States. Both of us as well as the other contributors to this book have been associated, as professors or graduates, with the Graduate School of Religion and Religious Education of Fordham University, Bronx, New York. We offer special thanks for bringing this book to completion to David Coppola of Sacred Heart University, a dear friend and colleague. We thank Sid Gottlieb of the Sacred Heart University Press for handling countless editing and publishing details. James Morgan offered his characteristically fine work in editing the manuscript. We are also most appreciative of Edna Paulson’s excellent work on the index for the book. We thank our colleagues at Fordham University and The Catholic University of America for the rich intellectual climate they have provided. We are especially grateful to our spouses, Eleanor Flanigan and Robert Nolan and our adult children: John’s Rebecca and Chris, Rachel and Russ, and Cindy’s, Robert and Marine, Lesley and Mike and Kevin, all of whom continue to bring so much joy to our lives. x Preface During the writing of this book, both of us were blessed and inspired by the births of first grandchildren: for John, Julia Violet Elias Dodson; for Cindy, Noah Xavier Giovannelli. Perhaps this book might inspire their parents, Christopher Dodson and Rebecca Elias, and Lesley and Michael Giovannelli, as well as other parents and educators in their task of nurturing the coming generations in religious faith. John L. Elias Fordham University Lucinda A. Nolan The Catholic University of America Introduction JOHN L. ELIAS AND LUCINDA A. NOLAN he Catholic intellectual tradition is both rich and varied. It is a Tliving tradition that continues not only as a body of work, but as a way of “doing things that is the outcome of centuries of experience, prayer, action and critical reflection” (Hellwig 2000, 3). Included within this tradition are works of history, theology, literature, philosophy, and social science. The artistic tradition is replete with architects, novelists, poets, artists, and playwrights. In fact there is no area of human endeavor and culture that does not find expression within the Catholic intellectual tradition. A distinctive feature of this tradition is Cardinal Newman’s ideal of “the integration of the arts and sciences by the believing mind under the guiding light of theology” (McCool 2000, 39). Within this vibrant tradition there are also works that reflect deeply on ideas and practices of education and pedagogy. This is not surprising, since the Catholic Church has always placed a high value on the development, maintenance, and growth of its tradition as it is handed down from generation to generation. One of the primary tasks of any religious body is to introduce new generations to the lore and practices of its life as well as sustain individuals throughout their lives. This education in the faith takes place in many venues, customary theologies, philosophies, and practices that are a part of the Catholic intellectual tradition and the means of handing it on. This book contains a collection of studies of prominent educators who have made significant contributions to handing on the Catholic intellectual tradition in the United States. These men and women have enriched this tradition by careful attention to educational theories and methods that find their origin in the Jewish and Christian past. Ancient 2 John L. Elias and Lucinda A. Nolan Israel was assiduous in handing on the Torah or Law, the prophets dramatically called people back to the practices of the covenant, and the sages gave practical advice for everyday living. The Acts of the Apostles and the Letters of Paul chronicle the careful attention to safeguarding and transmitting teachings in the early apostolic Christian communities. The Catholic intellectual tradition in education embraces a rich heritage garnered from its Jewish and Greek roots; the early apostolic communities; the writings of the patristic age, scholastic philosophers and theologians; Renaissance humanists; educators in religious orders of men and women; popes; Cardinal Newman; and Thomistic philosophers such as Jacques Maritain and Etienne Gilson. Contributors to this tradition in the past three centuries have been mainly European scholars. However, in the past two centuries educators in the United States have made notable contributions to the task of handing on the Catholic intellectual tradition. When examined closely, it becomes evident that United States educators have made significant contributions. In an era that has witnessed the emergence of Catholic Studies programs in U.S. Catholic colleges and universities and discussions about the Catholic identity of all Catholic institutions, it is necessary to identify these key contributors as well as the nature and parameters of their influence on Catholic education. However, before turning to this task we review in brief some of the more significant educational developments in the Catholic intellectual tradition. The Emergence of the Catholic Intellectual Tradition in Education Preaching and teaching as forms of education make up a great deal of the Christian Scriptures. Jesus was a rabbi (teacher), a prophet, and a sage. He sent his chosen apostles and disciples on teaching missions. The Acts of the Apostles is largely a description of the preaching and teaching of Peter and Paul, as well as other disciples of Jesus. Paul’s letters to the Churches reflect the deep concern of early Christians for educating in the faith and sustaining the newly formed communities in the Christian way of life. The Pastoral Letters assign particular importance to orthodoxy in teaching, the handing on of right or correct teachings. INTRODUCTION 3 The Church of Alexandria made a profound contribution
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