Volume 7, Number 3
March 2004
Table of Contents
Editors' Comments (p. 293)
Ronald J. Nuzzi, Thomas C. Hunt
Articles
The Courage to Lead
James L. Heft, SM
University of Dayton
(pp. 294-307)
This article explores the relationship between courage and leadership as it applies to Catholic educators. Scripture, literature, contemporary leadership theory, and modern culture are used in the development of an approach to leadership that is both theologically sound and culturally relevant. The author criticizes popular views of leadership, especially the work of Stephen Covey, in articulating a Catholic worldview and a functional leadership theory for Catholic educators.
Tradition and Innovation at Catholic Universities: Ideas From the Bernard Lonergan
Donna Teevan
Seattle University
(pp. 308-319)
This article discusses applications of Lonergan’s thinking on tradition and innovation to the world of Catholic education. Even now, at the beginning of the 21st century and 20 years after his death, it is worthwhile to explore his understanding of tradition and innovation, with attention to how it related to the Catholic intellectual culture of his own time, and more importantly, how it might contribute to an understanding of the identity of Catholic educational institutions in today’s period of great transition. In recent years, faculty members and administrators at Catholic universities have been engaged in many discussions about the Catholic intellectual tradition and Catholic higher education. Most of the attention in these conversations has gone to the issue of what it means to be Catholic. The next step is to explore what it means to have a tradition. Thus, this essay examines the usefulness of one leading 20th century Catholic intellectual’s approach to tradition as it relates to Catholic education in general and to Catholic universities in particular.
The Good Under Construction and the Research Vocation of a Catholic University
Patrick H. Byrne
Boston College
(pp. 320-338)
Responding to challenges questioning the possibility of distinctively Catholic higher education, this article seeks to establish an integrated vision for Catholic universities. Relying on the works of Philip Gleason, Ignatius of Loyola, and Bernard Lonergan, the author provides a framework for the important research function of Catholic universities and conceives the mission of Catholic institutions of higher education as contributing to the ongoing, creative, and redemptive work that is ultimately God’s plan for humanity.
Focus Section
The Hidden Civic Lessons of Public and Private Schools
David Sikkink
University of Notre Dame
(pp. 339-365)
Curriculum theory has long acknowledged the presence of a hidden curriculum in schools. Whereas the formal curriculum is explicit and documented, the hidden curriculum involves those attitudes, experiences, and learnings that are largely implicit and unintended. This article compares the hidden civic lessons found in public and private schools. Catholic and other private schools have measurable organizational strengths that socialize students into participation in public institutions more effectively than public schools.
The Importance of Religion in Adolescents’ Lives
Barbara Schneider, Holly Rice & Lisa Hoogstra
The University of Illinois at Chicago & The University of Chicago
(pp. 366-389)
This study examines the importance and relative impact of religious behaviors in the development of adolescents. The links among adolescents’ positive emotional and behavioral outcomes, religious practices in the home, and extracurricular activities at school are explored.
Review of Research
Time-of-Day Effects on Human Performance
Carolyn B. Hines
University of Southern Indiana
(pp. 390-413)
The course of study of time-of-day effects on human performance has not been an easy one to chart, with many findings that seem to be in opposition. This review examines the difference between group and individual differences with regard to time-of-day effects; time-of-day effects in individuals; morningness-eveningness as an individual characteristic; morningness-eveningness in adolescents; effect of time of day on cognition and academic performance; time-of-day effects on intelligence, testing, and academic achievement; the effect of matching individuals to their preferred time on academic achievement; and motivation as a primary confounding variable in time-of-day preference/academic performance studies. Other possible confounding variables and procedures in testing time-of-day effects are also briefly examined.
Book Reviews
Leadership in Catholic Education: Hope for the Future (pp. 414-416)
Edited by Deirdre J. Duncan & Dan Riley
Reviewed by Timothy J. Ilg
Issues in Education: The Development of Catholic Education in the Diocese of Galveston-Houston (pp. 417-418)
By Georgia B. Kimmey
Reviewed by Beth A. Burau