Volume 9, Number 2
December 2005
Table of Contents
Editors' Comments (p. 133)
Thomas C. Hunt, Ronald J. Nuzzi
Articles
Incarnational Immersion-Based Learning in Cultural Contexts: A Charity Model
John Trokan
College of Mount St. Joseph
(pp. 134-151)
The Religious Pastoral Studies and Behavioral Sciences Departments of a Midwestern college have collaborated in offering academic courses in theology and anthropology that include service immersion experiences with people of diverse cultures in South Dakota, North Carolina, New Mexico, Kentucky, and Honduras. This paper explores the incarnational dimension of immersion experiences between native peoples and college students. Using a contextual theology model, students and faculty from various social science and religious studies disciplines reflect with native people on the historical and contemporary elements of their culture and spirituality. This paper discusses the historical development of the immersion courses, methodology, curriculum design, student learning objectives and outcomes, incarnational value formation in Sisters of Charity charisms, and future directions.
Responses From the Field (pp. 152-158)
John Civille
Holy Family Parish, Middletown, Ohio, University of Dayton
Mary Beckman
University of Notre Dame
Brian M. Green
University of St. Thomas, St. Paul, Minnesota
Focus Section
Introduction (p. 159)
Gerald M. Cattaro
Fordham University
Education for Peace and Justice
John L. Elias
Fordham University
(pp. 160-177)
This article explores theoretical and practical issues related to education for peace and justice. It briefly presents educational theories of Plato, Aristotle, John Dewey, and Paulo Freire, recent papal and conciliar teachings, and the work of prominent religious educators. The power of education for aiding in justice and peace education is shown through guiding principles, curricular and methodological arrangements, ways of handling controversial issues, and the effective use of the arts.
John Lancaster Spalding (1840-1916): A Catalyst for Social Reform
Lucinda A. Nolan
The Catholic University of America
(pp. 178-197)
The life and work of John Lancaster Spalding focused on the importance of Catholic ideals of life and education in the development of the human person and society in order to fit them to the high purpose of participating in God’s reign on earth and preparation for humanity’s ultimate end—eternal life with God. Following a brief biographical introduction, this article addresses the central themes of Bishop Spalding’s social thought and proposes that his attempts to articulate a Catholic perspective on social justice issues of his time were among the earliest in the United States. The article concludes by focusing on the importance of the role of education in Spalding’s social thought and proposes some implications for the teaching of peace and justice today.
Religious Education in the Prophetic Voice: The Pedagogy of Eileen Egan
Linda L. Baratte
College of Saint Elizabeth, New Jersey
(pp. 198-214)
This article offers an overview of the life and work of Eileen Egan, a contemporary and passionate Christian leader whose values can inform religious education today. Peace educators, social activists, service learning directors, and Catholic political leaders have much to learn from her example and zeal.
Justice Education as a Schoolwide Effort: Effective Religious Education in the Catholic School Michael P. Horan
Loyola Marymount University
(pp. 215-229)
This essay describes and analyzes one successful justice education program flowing from community service, and demonstrates how such a program in Catholic school responds to several important “calls” to Catholic educators. These “calls” are issued by (a) the needs of the learners and the signs of the times, (b) official documents of the Church about the mission of the Catholic school and the faith growth of youth, and (c) a creative reading of history and contemporary expression of religious education that involves cooperation among all teachers and all subject areas in the school. The essay begins with a description of the justice education program at St. Pius XIII School, comprised of Grades 7 through 12. [The school is a fictional construct; it does not exist as one entity, but is the amalgam of the experiences of good practices in several schools.] Following the description is a treatment of each of the “calls” to which this effective justice education program responds.
Review of Research
Leadership Role Expectations and Relationships of Principals and Pastors in
Catholic Parochial Elementary Schools: Part 2
Duane F. Schafer
Diocese of Spokane, Washington
(pp. 230-249)
This review examines several topics that inform many struggles currently experienced in the relationship between a canonical pastor and the principal of the parochial elementary school. Drawing on current research, this review examines various leadership theories, including the popular servant leadership model, and proceeds to a discussion of role expectations, role conflict, and role ambiguity.
Book Reviews
Imagining Numbers (pp. 250-252)
By Barry Mazur
Reviewed by Brian Anderson
How Movies Helped Save My Soul: Finding Spiritual Fingerprints in Culturally Significant Films (pp. 252-256)
By Gareth Higgins
Reviewed by J. Christian Beretta, OSFS
Investing in Children, Youth, Families, and Communities: Strengths-Based Research and Policy (pp. 256-258)
Edited by Kenneth I. Maton, Cynthia J. Schellenbach, Bonnie J. Leadbetter & Andrea L. Solarz
Reviewed by James M. Frabutt