Volume 1, Number 3
March 1998
Table of Contents
Editors' Comments (p. 251)
William F. Losito, Joseph F. Rogus
Articles
The Catholic University in Modern Academe: Challenge and Dilemma
James Turner
University of Notre Dame
(pp. 252-262)
How can the Catholic university reconstruct itself to bring the resources of Catholic tradition to bear on our common task of rebuilding the house of learning? The Catholic university needs to inhabit the domain of secular learning and Christian knowledge. The participation of Catholic intellectual and universities in the postmodern dialogue will benefit the entire intellectual community.
Agostini v. Felton and the Delivery of Title I Services in Catholic Schools
Charles J. Russo, Allan G. Osborne, Jr., Gerald M. Cattaro & Philip DiMattia
University of Dayton, Snug Harbor Community School, Fordham University, & Boston College
(pp. 263-274)
The Supreme Court’s recent decision in Agostini v. Felton is its most important case involving Catholic schools since the landmark 1971 ruling in Lemon v. Kurtzman. In Agostini, a closely divided Court took the unusual step of overturning its 1985 decision in Aguilar v. Felton, which prohibited the on-site delivery of Title I services to students enrolled in religiously affiliated nonpublic schools. In light of the potential ramifications of Agostini, this article reviews the Court’s rationale in detail before reflecting on how Agostini might affect the delivery of educational services under Title I and the Individuals with Disabilities Educational Act to students in Catholic schools.
Religion and Schools in Canada
Frank Peters
University of Alberta
(pp. 275-294)
The constitutional and statutory frameworks within which education operates in Canada are significantly different from those in other countries. This paper describes some of the key features of Canadian education, particularly those relating to Catholic schools. It examines the relationship between the religious community and the educational structures in Canada over the years, with a particular emphasis on recent events, and identifies some of the key historical factors in that development. A number of developments which appear to indicate a move to a more secular form of education, and which are creating considerable tensions for Catholic educators, are also discussed.
The Catholic Elementary School Curriculum: Elements of Coherence
Merylann “Mimi” J. Schuttloffel
The Catholic University of America
(pp. 295-305)
This study investigates those characteristics of the written curricula for selected diocesan elementary schools that distinguish the curricula as uniquely Catholic. Findings from the study indicate the presence of three values that serve as common themes: 1) acquiring Catholic faith knowledge; 2) engaging in Catholic faith practices; and 3) recognizing from a holistic perspective the multiple needs of students. The different approaches or “looks” of the curricula examined represent a variety of curriculum development approaches on a continuum of centralization/decentralization.
Focus Section
Values and Identity in Jewish Education
Rabbi Michael A. Paley
United Jewish Appeal - Federation of Jewish Charities of Greater New York
(pp. 306-321)
This article identifies a set of values to guide the development of an ideal Jewish school; it then specifies a series of recommended organizational, curricular and instructional practices to address these values. The preface establishes the rationale for rethinking the substance and form of Jewish education in the United States.
Values and Identity in Catholic Education: A Response to Rabbi Michael A. Paley
Joseph M. O’Keefe, SJ
Boston College
(pp. 322-333)
Continuing the Conversation
Introduction (p. 334)
William F. Losito
Continuing the Conversation About Character
James R. Biddle
University of Dayton
(pp. 335-340)
Review of Research
Inter-Faith Scholarship About Religiously Affiliated Schools, Colleges, and Universities
Joseph M. O’Keefe, SJ
Boston College
(pp. 341-345)
Book Reviews
Response to Reviews of The Outrageous Idea of Christian Scholarship (pp. 346-348)
George M. Marsden
Liberation Theology and Critical Pedagogy in Today’s Schools: Social Justice in Action
(pp. 348-350)
By Thomas Oldenski
Reviewed by Edward van Merrienboer, OP
Parish School: American Catholic Parochial Education From Colonial Times to the Present
(pp. 350-352)
By Timothy Walch
Reviewed by Robert A. Teegarden
Distinctive Qualities of the Catholic School (2nd ed.) (pp. 352-355)
By Edwin J. McDermott, SJ
Reviewed by Maria Ciriello, OP