Abstract
Increasingly, Canadian Catholic education is identified according to theological and denominational distinctiveness. In the past, however, Catholic education was grounded upon an unambiguous philosophy of education, one that recognized education and teaching as primarily philosophical activities. Today, there is a noticeable absence of an identifiable Catholic philosophy of education, an absence that is particularly conspicuous in the pluralist and multi-faith makeup of Canada. In such a context, relying upon theological distinctiveness is insufficient. What is unique about Catholic education? What are some of the reasons that have led to the abandoning of a distinctively Catholic philosophy of education? Can such an education defend itself without identifying its unique philosophical and pedagogical principles? These, among others, are some of questions and issues of this paper.
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