Catholic Education Research Articles

가톨릭계 대학의 역량 개념 설정에 관한 고찰 - 가톨릭 교육의 목적과 사명을 바탕으로

This study aims to conceptualize the purpose and mission of Catholic education as Catholic Competencies and to expand it by integrating the values of Catholic education into the competency areas that form the basis of the domestic university curriculum, in order to examine whether the competency concepts established by Catholic Universities, which account for half of private universities, align with their inherent identity. To this end, a literature study was conducted, focusing on official Vatican documents of the Catholic Church, to extract and structure Catholic Competencies from the purpose and mission of Catholic education. The results indicate that the purpose of Catholic education is first, to nurture genuine and complete individuals; second, to educate the most noble and capable citizens; and third, to contribute to humanity by interpreting academic disciplines through the eyes of faith. To achieve these objectives, Catholic schools bear the mission of practicing holistic education and evangelization, and Catholic educators perform their duties based on a sense of vocation as their apostolate. The components of Catholic Competencies include a sense of vocation, evangelization competency, character competency, and Common Good competency. To explore how these Catholic Competencies relate to the competencies established by domestic Catholic Universities, two target universities were selected and analyzed. The findings reveal that the components of Catholic Competencies are reflected in the competency areas, educational philosophy, educational objectives, and ideals of graduates of Catholic Universities. However, there is a need for a more proactive exploration and concretization of competency concepts to embody the fundamental mission and diverse identity of each university. This study is significant as the first research combining Catholic values and competencies, and it anticipates expansion into various case studies on Catholic Competencies in the future.

PEMBEKALAN TENTANG KURIKULUM MERDEKA BELAJAR BAGI GURU DAN TENAGA KEPENDIDIKAN KATOLIK SE-PAROKI WINI DAN WEKFAU DI KEUSKUPAN ATAMBUA

Paulo Freire’s concept of liberal education is still not implemented in the world of education in developing countries. Educational actors still adhere to the banking system to oppress students. This study raises a social correlation between educators and students called school family kinship. The education curriculum needs to be used as an indicator of success in terms of the intelligence of the children. The curriculum has continued to transform since 1947 to 2022 but has not found its identity. Now, the independent learning curriculum is intensively grounded, but there are gaps between regions and between socio-economic groups in terms of learning quality. The implementation of the independent learning curriculum is considered not to have a significant positive effect in the outermost and marginalized areas. Therefore, the old pattern called banking system of education is still used. Students are considered empty piggy banks that must be filled by the teacher. Teachers are still recognized as the all-knowing in knowledge that must be poured into the brains of students. As a result, students can only follow what is transferred by the teacher. This is the basis for the author to try to provide briefings to Catholic teachers and education personnel in Wini and Wekfau parishes regarding the implementation of an independent curriculum in Catholic Schools. This study uses qualitative methods with observation techniques carried out in coastal parishes (Wini) and in the mountains (Wekfau) in terms of geographical location to find out the similarity of perceptions of the independent curriculum. This study applies a qualitative method with observation techniques carried out in the coastal parish (Wini) and in the mountains (Wekfau) in terms of geographical location to find out the similarities in perceptions of the implementation of the independent curriculum in two different areas.

CHILD-FRIENDLY SCHOOLS IN BUILDING GENERATIONS POSITIVE CHARACTER THROUGH CHARACTER TEACHERS

By having a positive character, a person will feel his presence in the family, work, and community environment. Students who are the next generation of the nation are formed through the learning process from their families and the surrounding environment, including schools and educators with all their facilities. As educators, teachers are individuals who are sued and imitated, and they play an essential role in building the positive character of students. Child-friendly schools are the government's efforts to support the overall development of children to facilitate the achievement of educational goals and emphasize the importance of a conducive and supportive learning environment to build students' character values so that they have a positive character because they have a positive character is an advantage that is reflected in good nature and attitude, the ability to interact well with anyone, having strong morals, empathy, honesty, kindness, discipline, optimism, resilience, and good self-control. In supporting the government's efforts to create child-friendly schools, the Medan Catholic Education Council-Keusukan Agung has equipped teachers at the kindergarten, elementary, and junior high school levels, participated in child-friendly school seminars, with the theme "building a generation with the positive character through teachers with character", so that teachers realize that they must have a positive character. They can build their students with positive character Because a person's character will be formed through the learning process throughout his life, including in the school environment.

Catholic School as a Model of Interaction Between Church and State in Italy

The article deals with the phenomenon of Catholic schools as a model of interaction between the Church and the State in Italy. The objective of work is to consider the principle of “equality” as an alternative state option in education. The author concludes that the “equification” of Catholic and public schools in 2000 did not de facto give Italians the opportunity to choose freely the type of education for their children – a principle enshrined in the Italian Constitution. With the reduction of state subsidies, some “equal” schools are forced to close. The State's policy towards such schools is criticised by the Catholic Church and by Catholic public opinion, which rightly consider what is happening in view of the conflict between secular and religious culture. Christian principles, study of European culture, recognition of the dominant role of the family, centrality of the person, education in the spirit of solidarity, priority of collective values on individualism, respect for diversity, including those linked to disability – these fundamental principles of the Catholic educational project are appreciated by Italians who would like to raise their children in the respect of the Christian cultural tradition. The author concludes that in the context of globalisation, secularism, the state monopoly on education, Catholic education continues to be perceived by some Italians as the most important component of national identity.

Sejarah Perkembangan Sistem Pendidikan Di Filipina

The history of the development of the education system in the Philippines, which reflects the nation's long journey through various cultural influences and colonialism. Starting from the informal education that existed in pre-colonial societies, this article outlines the significant changes that occurred with the arrival of Spanish colonialists in the 16th century, who introduced a formal education system with a focus on Catholic teachings. Furthermore, the transition to a modern education system occurred under American colonial rule in the early 20th century, where English was introduced as the language of instruction and democratic values were promoted. This article also explores the challenges facing the Philippine education system post-independence, including efforts to create inclusive and relevant education. With an in-depth analysis of these various phases of development, this article aims to provide a better understanding of the dynamics of education in the Philippines and its impact on society today.

IMPLEMENTASI MODEL PEMBELAJARAN STAD DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA KATOLIK SISWA SMP ST YOSEPH MEDAN

This research aims to analyze the implementation of the STAD (Student Teams Achievement Division) learning model in improving student learning outcomes in Catholic Religious Education at St. Yoseph Middle School, Medan. The study was conducted at St. Yoseph Middle School using a qualitative approach. A total of 10 informants, consisting of teachers, students, and educational staff, were selected as primary data sources. Data were collected through direct observation, in-depth interviews with informants, and documentation of learning activities. The findings indicate that the application of the STAD model enhances student motivation, active participation in group discussions, and their understanding of Catholic religious teaching material. Interaction and collaboration within groups encourage students to express their opinions more confidently and assist each other in comprehending the material. However, challenges such as differing levels of understanding among group members can be addressed through teacher guidance. This research demonstrates that the STAD learning model is effective in creating an interactive learning environment and improving students' learning outcomes in Catholic Religious Education.

The Authority of the Saints as a Model and Example to Follow According to Pope Francis

From the moment a person chooses certain religious principles and begins to shape their relationship with God, the development of a religious personality begins. In religious education, authorities and personal models are necessary, and they help a person better understand the need to live according to principles and values. Therefore, in order for a person to grow and mature in their religiosity, they need appropriate authorities and models. Pope Francis in the Apostolic Exhortation entitled “Gaudete et Exsultate. On the call to holiness in the contemporary world” (April 9, 2018) draws special attention to holiness as a category that is not abstract, not impersonal, but true and real. Holiness is always connected with a person; it is a vocation to be an authority and a model that they become for other believers. Saints become true authorities for us and help in educating others. When writing the Exhortation, Pope Francis was aware of the importance of an example in the process of shaping the character of every person and their upbringing. The Holy Father closely links authority as a personal model with the vocation to holiness. Francis understands authority in the catechetical sense. This model is understood as moral perfection, and it is adherence to Christ himself. Therefore, in addition to the persons of Jesus and Mary, there are other authorities and models in Catholic education. We make reference to such people who wanted to imitate Christ as perfectly as possible in their lives. These are the saints, the blessed, as well as people who, by the example of their lives, are worthy of imitation: parents who raise their children; working men and women; sick, elderly people; and consecrated persons. The transmission of appropriate and valuable authorities and models is necessary in the upbringing of not only children and youth, but also adults.

100 Jahre »Vierteljahrsschrift für wissenschaftliche Pädagogik«, ein zweifacher Transformationsprozess

Abstract 100 Years of a Quarterly Journal on Scientific Pedagogy: A Twofold Transformation Process This article traces the path taken by the journal over the past century, emphasizing the shift both within the relationship between the church and science and within the discipline itself. Founded as an organ of church policies in the service of Catholic pedagogy, its focus shifted – partially encouraged by the Second Vatican Council – to continuously reviewing the claims of validity made by scientific pedagogy. In its current form, the journal serves as a discursive platform that is open to a variety of theoretical references.

Pope Francis, Dignitas Infinita, and an Evolving Catholic Anthropology: Doctrinal Implications

Dignitas Infinita highlights “the indispensable nature of the dignity of the human person in Christian anthropology” and warns of “ambivalent ways in which the concept is understood today.” Among those “ambivalent ways” are plural definitions of human dignity in official Catholic teaching. There is ambivalence in definitions of Catholic sexual human dignity and Catholic social human dignity, which lead to inconsistencies in the foundation and justification of moral doctrine. In this article, we first present Catholic definitions of social and sexual human dignity. Second, we explain Pope Francis’s anthropological nuances that provide an alternative definition of human dignity, which we label holistic human dignity. Third, we evaluate and describe the harm deriving from statements in the document and by Pope Francis, a harm that results from inconsistent definitions of human dignity in doctrinal teaching.

The Interweaving of Love and Truth: Bernard Lonergan, Intellectual Conversion, and the Synodal Process

This article explores the relatively theoretical question of what contribution academic theology is making to the synodal process and how this interaction might deepen in the years to come. It stresses the importance of what it calls foundational theological questions, employing the thought of the Jesuit philosopher and theologian Bernard Lonergan to define this term. It traces how a slow awareness of the importance of such questions, and an explicit attention to the question of theological method that is related to this, began emerging in the Second Vatican Council. It then suggests that such questions have come closer to the center of attention in the synodal process launched by Pope Francis. It proposes that the synodal process in the future will benefit by making further use of the thought of Lonergan. It leaves to a further study the question of how clarifying foundational and methodological questions in theology might have consequences for Catholic education in general.

Faith and Reason: Reinventing Scholasticism in Postmodern Philippine Catholic Education

This paper aims to present the necessity of a new scholastic movement as an intellectual and religious movement and to reinvent it in the context of 21st Century Philippine Catholic Education. This reinvention of Scholasticism aims to design a curriculum for Senior high school students in order to equip them in understanding and defending the Catholic Faith and Teachings. Since the Catholic Church is facing the problems given by postmodernism and atheism, there is a need for another scholastic movement to counter these problems. This paper uses in-depth and comprehensive analysis of texts related to reinvention of scholastic movement in the 21st Century. The researcher used Purposive Sampling technique to carefully select the articles based on their relevance to the reinvention of scholastic movement. This paper uses updated and relevant research papers for analysis. In addition, to argue that there is a need for a new scholastic movement in Philippine Catholic education, the Hegelian dialectic was used, the idea of history repeating itself became the start point of this paper to argue that this is philosophical sound and valid. This paper examines the necessity of the 21st Century Philippine Catholic Education to the reinvented scholastic movement and it also offers a comprehensive curriculum design to reinvent scholasticism in education. Since, it aims to craft a curriculum which is anchored to apologetics and scholasticism, this proposed curriculum can equip the students to be effective Christians who will defend the church and its teachings. With this, the Religious Education for Grade 11 and Grade 12 will be a strong foundation of Catholic Faith in the 21st Century Philippine Education for Catholic schools.

The stagnation of leadership in Catholic religious universities in Indonesia

This study demonstrated the connection between leadership and the underdevelopment of the Catholic Pastoral College (Sekolah Tinggi Pastoral Katolik (STPK)). This qualitative study was conducted in five STPKs located in Malang, Semarang, Pontianak and Medan. It involved leaders of four parties: (a) the Bishop; (b) the Directors of Catholic Education representing the Government; (c) members of the Ministry of Religious Affairs representing the Indonesian Catholic Church; (d) representatives of the management of the Colleges alongside teachers. Data was collected via Google forms, focus group discussions, and in-depth interviews with the Bishop, government, chairperson and foundation of STPK. The research findings revealed that: the elements of leadership are ineffective and lack coordination and cooperation with bishops and the government; the cultural influence of the Catholic hierarchy is strong; an effective pattern of communication relations is not established; and human resources are not yet professional. This report advised that a higher education commission be established to facilitate the formation of a collaborative task force to address critical challenges and ensure that STPK remains adaptable to changing times. Thus, the efforts and aspirations to transform STPK into a high-quality and competitive educational institution take shape.

Transnational Discourses of Masculinity and Desire in Les Cenelles , an Afro-Creole Anthology of Romantic Poetry in French

This article contextualizes Les Cenelles and its poets of French expression in the shifting historical landscape of mid-nineteenth-century New Orleans, examining the formative roles of gender-segregated Catholic education, patriarchal order, and racial discourses in the first known African American literary anthology. The author then provides close feminist readings of the anthology’s figurations of masculine desire in the cultural context of plaçage – diverse formations of extra-legal liaisons between Creole women of colour and white lovers or ‘protectors’. Through this detour, the poets ultimately express their layered spatialized desire for another mother – la mère France . The Catholic fraternity constituted in and through the poetic anthology as a communal literary object thus contests overlapping American socio-economic formations operating to the exclusion and oppression of its authors. It actualizes collective contention not only through textual performances of masculine rage and mourning, but also through transatlantic affiliation with French Romantic literary conventions and canon.

Leonardo Franchi, Thomas Shields and the Renewal of Catholic Education

Leonardo Franchi, <i>Thomas Shields and the Renewal of Catholic Education</i>

The Implementation of LAUDATO SI as the Embodiment of Integral Ecology in Atma Jaya Yogyakarta University

The wrong paradigm towards self and others leads humans to individual pride and collective egoism. Technocratic and mechanical views can obscure human dignity, because humans are considered as objects and usability values only. Anthropocentric, mechanistic and technocratic paradigms make individuals alienated from others, both with each other, as well as with other creatures and entities. This research aims to explore the Encyclical Laudato Si and its implementation in Atma Jaya Yogyakarta University (UAJY). As a university, UAJY plays an important role in creating a catholic education that respects human dignity, the value of interconnectedness and builds an integral ecology. The results of the research are expected to be more effective in realising the encyclic in Atma Jaya Yogyakarta University. This research uses a qualitative method, and the approach used was a mixture of library research and field research. The material object of the research is policy, while the formal object is moral philosophy.

Sabbath, Contemplative Time, and Liturgical Listening

As we explore listening practices in global Catholicism, we have an opportunity to learn from spiritual traditions and their wisdom about stillness, receptivity, rest, and attention. This article focuses on Sabbath in dialogue with Jewish and Christian writings, particularly with regard to the dignity of work, sacred time, and receptive relationship to God and all of creation. Considering Catholic teachings on Sunday and Sabbath, I develop the idea of liturgical listening, arguing that the Eucharistic assembly can be a formative space for cultivating practices of listening together.

Relationship Stability in a Polish Cultural Setting: A Moderated Mediation Model of Acceptance of Transcendence, Sanctification, and Religious Literalism

This cross-sectional study involved 470 Polish, Catholic (90%), married (67%), or unmarried cohabiting (33%) individuals (237 women and 233 men) and is the first to examine whether and how two dimensions of individual religiousness (inclusion vs. exclusion of transcendence (IT) and symbolic vs. literal interpretation (SI)) as assessed by the Post-Critical Beliefs Scale are associated with the participants’ perceived stability of their marriages/intimate unions. As expected, greater affirmation of God’s existence as real (i.e., higher inclusion of transcendence) and greater literal interpretation of religious doctrines (i.e., lower symbolic interpretation) were each associated with greater perceived stability of marital/cohabiting unions. Also as expected, the former pathway was mediated by sanctification for both types of couples. However, the mediation pathway from the IT and from sanctification to relationship stability was markedly stronger for those with more literal views of religious doctrine only for married couples, and this complex moderator effect was not found for cohabiting couples. The findings imply that Polish individuals with a firmer belief that God exists and a more literal belief in Catholic teachings are more likely to view their intimate partnership as sanctified, which, in turn, is associated with a lower risk of union dissolution.

Training On Making Learning Videos For High School Students To Improve Critical Thinking Skills

Critical thinking is an important skill that students must possess in order to objectively analyze learning issues and make decisions about learning. Critical thinking can be enhanced through the creation of educational videos relevant to Catholic religious education. The goal of this training is to conduct a workshop on creating educational videos for students to improve their critical thinking skills. To achieve this training goal, the community service program involving faculty and students is designed in five sessions:1. Training socialization.2. Explaining the concept of improving critical thinking skills through training on creating educational videos.3. Training on creating educational videos. 4. Practice creating Catholic Religious Education (PAK) instructional videos. 5. Evaluation of the training implementation to assess the students' knowledge development. The training on the creation of educational videos includes the collection of feedback from the participants on the video creation process in order to improve the critical thinking skills of the students. The goal of this training is for students to be able to create educational videos that enhance their critical thinking skills. The impact of this training is that students will gain knowledge about creating educational videos and show an improvement in critical thinking skills in the process of creating engaging videos that are consistent with the characteristics of PAK learning.

DESKRIPSI PEMAHAMAN TOLERANSI BERAGAMA SISWA KATOLIK KELAS XII SMA KOLESE DE BRITTO

Religious tolerance in De Britto High School, Yogyakarta has been developed through curricular and cultural approaches. Religiosity education as a model of religious education in De Britto High School is considered as curriculum approach for tolerance. This approach is supported by several interreligious activities for tolerance conducted by Campus Ministry, such as, interreligious live-in and visiting religious communities. As a Catholic school, De Britto is deeply influenced by Catholic values. This is show in their visions and missions, activities and teachers. One of the interesting facts is that both of the religiosity education teachers are Catholics which certainly influence the way of understanding tolerance. This research aims at describing how students at De Britto High School perceive and understands religious tolerance. To collect the data, researcher employs on observation, interview and Focus Group Discussion. This research uses purposive sampling with some criteria to select informants, such as, Catholic students of class XII, who are active in learning process, and have a broad and open perspective. Based on the data analysis, researcher found three themes. First, tolerance is understood dynamically as both active and passive. Passive tolerance is understood as non-interference tolerance where people are staying in their ghettos. Meanwhile, active tolerance refers to collaboration for common good. Second, tolerance is part of Catholic education influenced by Jesuit perspective which has been the main vision in De Britto High School as a Jesuit school in Yogyakarta. Third, tolerance is part of interreligious dialogue.

Faith Inside an Immanent Frame

Those who are charged with the responsibility of governing, leading or teaching in Catholic schools at this time are challenged by questions which go to the heart of their school’s mission. How is it possible for the mission of the Catholic school to be realised in a culture that is increasingly secularising? What is the secularising context and how is religious belief still possible today? These are questions of profound significance also for the families who seek a Catholic education for their children. Charles Taylor’s analysis of our secular age provides a foundation for addressing these questions as do findings from the Enhancing Catholic School Identity (ECSI) research. Whilst the secularising context is sometimes painted as the enemy of Catholic education, it is presented here as being the context in which Catholic schools must realise their mission and this cultural context, like any cultural context, has elements which support the mission and elements which impede it. The following key concepts from Taylor’s analysis are reviewed because of their relevance for Catholic schools: the Expressivist Age, the Cross-Pressured context and the Immanent Frame. The Post-Critical Belief Scale from the ECSI research is also reviewed, as a key finding is that Post-Critical Belief is the only viable option for faith in a secularising context.