All posts tagged: Catholic education

The Catholic Resistance to Corporatized College

In 1986, Stanley Hauerwas wrote an essay with the long title, “How Christian Universities Contribute to the Corruption of Youth: Church and University in a Confused Age,”[1] reminiscent of the accusation against Socrates, but ultimately siding with the Athens of our day. This came to mind as I was recently teaching Marx’s Manifesto and reflected upon our academic penchant for turning Marx outward rather than towards our own sacred cows, so to speak. What should we find were we to turn his critique against the realm of higher education as many of us experience it today? We need not be Marxists of the orthodox persuasion, of course, but at least use him as a jumping off point. Some thin description of the college experience is necessary first. Somewhere in the United States, let us say Idaho, a young person receives to great joy their college acceptance letter and, close on its heels, a letter regarding either discounts to tuition or loans which will sum to a rather large number by the end of their college …

Discipleship Isn’t as Exciting as Youth Ministry Makes It Seem

At first glance, ministry to young people in the United States is flourishing. In high school youth ministry, American Catholics attend national programs including the National Catholic Youth Conference (NCYC), the Steubenville and Lifeteen conferences, and mission trips. Young adult ministry, although underfunded, is active in many American dioceses. Over the course of a year, young adults can attend frequent theologies on tap, go on a pilgrimage to the Holy Land or walk the Camino, attend weekly Mass with one’s peers, and go to World Youth Day. To a disinterested observer, the path toward renewing youth and young adult ministry is nothing more radical than investing even more in such programming. The success of such ministry, at the same time, carries the seeds of its own destruction. Ministry to young people in the United States relies almost entirely on the transformative power of events. The individual is personally moved through an encounter with a colossal number of young people actively practicing faith such as at NCYC; a walk on the Camino, which produces a religious …

The Catholic Imaginings of Jimmy Buffett

This little song sort of combines a hangover cure and fourteen years of Catholic education into a song; it’s a little bit weird, but it sort of works out.[1] Jimmy Buffett, the king of “drunk Caribbean rock and roll music,” may seem like an unlikely person to be an example of the Catholic imagination. In his music, merchandise, restaurants, and resorts, Buffett revels in escapism and pleasure, giving license to hedonsim and letting it run amok. He has accrued a tremendous amount of wealth through these endeavors and cultivated a devoted following, known as Parrotheads. Indeed, he would seem to be the Evangelist for just the kind of leisure recently criticized by Paul Griffiths. Buffett peddles the side of leisure (otium) decried by St. Augustine too in his City of God as delight in “lazy inactivity” (iners vacatio).[2] Buffett’s incredible success, however, bespeaks in his fans an instinctual dissatisfaction with the demands of modern work and a desire to get away, to escape and have a good time, to have fun. Jimmy Buffett has been …

Catholic Education and the Market’s Technocratic Paradigm

  I was recently in Scotland for a meeting of the Association of Catholic Institutes of Education (ACISE). As an organization, ACISE focuses on the interrelationship between religion and education primarily within European society. As a body, it exists to respond to the so-called “technocratic paradigm” that seems to have attached itself to educational institutions throughout the world. Such a technocratic paradigm reduces the act of education to learning outcomes and goals provided by the state, forgetting to form students in the dispositions of wonder, hope, critical inquiry, and a religious humanism that has marked the Western educational patrimony for generations. As an American interloper in the conversation, I experienced a bit of cultural disorientation. The American system of education has so radically separated religion and the state that it was nearly inconceivable for me to imagine a world in which the state determined the religious curriculum of the school. Yet, throughout Europe, as secularization continues particularly among the social elite, there is a sense that religious education is under attack by the state itself. …

MacIntyre on What is Sinking Catholic Education

There is a university chapel in Washington State that always makes me think it could be easily converted into a low-key Starbucks café. It would not be the most architecturally interesting Starbucks, but it would do. It would make money. The university that houses the chapel is well-known for stressing its identity as formed by a brand name religious order, rather than being “Catholic.” I used to think this distinction was hyperbole, rather than actual practice. But then a friend told me that an acquaintance of his who is a recruiter for that very university tells its recruits that the university “is x, and not Catholic.”[1] I’ve withheld names because there is no reason to single out an institution when this pattern is all too familiar in Catholic universities.[2] I mention this because Tim O’Malley briefly proposed in “Letting the Imagination Out to Play” that the rejuvenation of the Catholic liturgical imagination will take place through Catholic institutions of higher education: Yes, of course, the Church needs to put aside money to this process. To …

Catholic Culture in the Classroom

Last summer I took a course on Catechesis and how to approach the work of sharing the Gospel through education. At some point during the course I was confronted with the question, “What is the culture of my classroom?” I’ve been thinking about it ever since. Initially, I thought about the experience my students have in my class, the generally positive student evaluations I receive, the comfortable relationships I have with the vast majority of my students. Then I thought about what my classroom actually looks like and how that informs the cultural milieu of the class: plenty of crucifixes, icons, and religious art, some Notre Dame swag (pennants and such), and half the Ignatius Press catalog on my bookshelf. Then I realized I have a rather shallow understanding of culture. In Truth and Tolerance, Pope Emeritus Benedict XVI said that culture “has to do with perceptions and values. It is an attempt to understand the world and the existence of man with it . . . guided by the fundamental interest of our existence.”[1] …

Telling the Story in Teaching Religion

My constant beef with middle school religion textbooks: There is no story. They just contain a hodge-podge of information strung together. Even when a particular grade level’s book has a theme, the chapters still follow each other like a gaudy striped scarf instead of a tapestry that weaves a picture. In one unit of seventh grade, the chapters cover giving alms and St. Francis, the Eucharist, the two great commandments, and then the raising of Lazarus. Now, these are all areas ripe for discussion, which I would love to share with my seventh grade students. However, a random bunch of topics is not memorable. It is not relevant. It leads to students asking questions like, “Am I ever going to need to know any of this?” and “Why are we learning this?” and “How do we even know any of this is true, anyway?” At the beginning of Unit 3 (not ideal, but better late than never) I finally attempted to give all three grades some context. I talked about the story of salvation: God’s …

The Catholic Imagination in the Classroom

My students have grown accustomed to their senses being bombarded with stimulation. They find it difficult, as do I, to cut off from the noise of the fast-paced world swirling around them. Too often, the media that falls in their lap, or rather pops up on their screen, is less than hopeful. It portrays a cold world where nothing is certain, only hard facts and “science” can be trusted, and faith must be kept at arm’s length, as all superstitions should. This worldview, in my opinion, is causing an existential crisis among our students before they even enter high school. This environment does nothing to help me as a teacher of theology to nourish the Catholic imagination of my students, a task I feel is at the center of my work as a catechist. In this world, a sacramental view is seen as foolish at best and willful ignorance at worst. This hermeneutic of skepticism makes it nearly impossible for conventional approaches to catechesis to break through the noise and open their eyes and ears …

Catholic Higher Education and the New Evangelization

Today courses in Catholic theology are supposed to be characterized by the New Evangelization. My contention is supported by two basic lines of evidence. First, magisterial teaching strongly testifies to the necessity of teaching theology with an evangelical orientation, including Vatican II’s Gravissimum Educationis, several documents issued by the Congregation for Catholic Education, and Pope Emeritus Benedict XVI’s 2008 address to Catholic educators. These sources demonstrate that professors working in Catholic institutions of higher education are supposed to explain the rationale for Church teaching in the classroom. Second, I briefly outline and discuss the results from a questionnaire that I sent out to at least one theologian at every Catholic college and university in the Unites States. The results of this questionnaire indicate some hesitations about my proposal. I exposit these challenges under five broad headings and offer rebuttals to their concerns in the light of Catholic teaching. Magisterium, Universities, Evangelization One of the most important documents for understanding the role of Catholic education in the modern world is Vatican II’s Gravissimum Educationis. This Declaration …

Jesus Christ with a crown on a blue background (in stained glass)

To Think with Christ the King

As a teacher at Bishop McNamara High School in Forestville, Maryland (as well as an alumnus of the [reliably, allegedly hallowed] Class of 2000), I was pleased to receive in my box the other day a twelve-page booklet titled “At Bishop McNamara High School, We Choose to Think with Christ.” To provide some background information, “To Think with Christ” is our school’s motto, and this independent clause within the booklet’s title was featured prominently on the front cover. The booklet was accompanied by an invitation to contribute financially to the advancement of the institution, but that worthwhile expectation is ancillary to what ultimately drew me in. As I read through the booklet, particularly enthused by the myriad ways in which our students are actively involved in charitable service initiatives to the community both within and beyond the school, the words “To Think with Christ” continued reverberating in my heart. Indeed, it is through serving the broader community that we in Catholic education have the prospect of engaging in Christian outreach and thereby underscoring access to …