Tag: religion (page 1 of 4)

The Catholic Church in the US

Some say the Catholic Church is in decline and yet others say it is a Church in hospice. It is true the U.S. Church has experienced about a 3% decline in the last ten years confirmed by two massive PEW studies … and a decline in religious vocations, but don’t be too quick to rush to judgement without carefully considering the data. Most of the Church closures are old inner-city parishes where the demographics are changing. Many of these inner city parishes were established in close proximity in the late 1800’s as each was founded to minister to a particular immigrant population – Irish – Italian – Polish etc. Today, 49% of Catholic adults have a graduate college degree, make an above average income and very few experience protracted periods of unemployment. And, most do not live in the inner cities.

Catholics in the suburban parishes are doing just fine … and there has been no aggregate decline in the number of baptized Catholics who routinely attend Mass in the last 50 years. All these demographics correlate neatly with Catholic fertility rates … the aggregate baptized Catholic population fluctuates over decades between 23% to 27% of the U.S. population.

Catholic schools continue to maintain a presence in the inner cities to serve the urban poor and often the new immigrant population because they are Catholic and education is a path to breaking a cycle of poverty.

Raising Catholic Kids

In a world filled with chaos, it’s important to make certain that your children are raised with Catholic beliefs. The traditional church has been around for many years, and Catholicism continues to be a prominent religion in the country and the world. Although it isn’t easy to live a devoutly Catholic life, it is important to give your children the ability to make proper decisions based upon the teaching of Jesus Christ.

One of the hardest concepts for children to understand is that their religion somewhat defines who they are. There are churches popping up all over the place that are typically more technologically advanced and upbeat, so these churches definitely attract new people. Some of the teachings at these churches may be different than the Catholic faith, so you must raise your children with the proper respect and knowledge for other people and religions.

When parenting your child in the faith, you need to become involved in the church yourself. Take the time to volunteer to show your child how important it is to help the church to succeed. As a giver of your time and talents, your child will better understand that the church is more than a building, it is a community.

You should also take the time to teach your child about the sacraments, what they mean, and when he or she will receive each one. This gives your child something to work for and look forward to. This religion is rooted in tradition, and that can make it difficult for children to truly enjoy mass and religious education classes, but preparing for sacraments and acknowledgement definitely help children stay the course.

Parenting your children in the ways of the faith helps them to understand morality. Many parishioners cannot recite every book of the bible, but they usually understand the meaning of being a Christian better than anyone. The children take the time to study the analogies that Jesus made for God throughout his life. Every parable tells a story. If you really want your child to appreciate the faith, you should dissect these stories down to the most basic principles.

Make certain that your child participates fully with Sunday school classes and takes the time to do something special for others. Helping at a food pantry, getting church prepared, or even altar serving are great ways for kids to learn more about the work they’re doing for God.

Parenting is a difficult job, but you can survive it all with the help of the church. It can be difficult for your children to abide by the rules of the church, but hold them accountable because they will be better adults than you ever imagined. Peer pressure can make things difficult, but you have your parish family there for you when you need them.

Read more about your religion, get involved with your children at church, and donate weekly to teach your kids the value of the sacrifice that Jesus made for us.

Three New Principals Glad to Be Coming ‘Home’

By DAN PIETRAFESA
This post is from Catholic New York, make sure to check them out for more excellent work like this!

Anna Ramirez-Adam is returning home, Kate McHugh is staying home and Lawrence Cooke feels at home after a 30-year detour.

Ms. Ramirez-Adam, Ms. McHugh and Cooke met with CNY as three of the 25 new principals at schools in the archdiocese for the 2016-17 school year.

Ms. Ramirez-Adam and Ms. McHugh will be principals in Manhattan at St. Elizabeth’s School and The Epiphany School, respectively. Cooke will be in the Bronx at Immaculate Conception.

“They all have the academic credentials to do well,’’ said Steven Virgadamo, associate superintendent for leadership. “We looked for highly credentialed individuals who not only have educational experiences but life experiences and have demonstrated leadership potential. They not only see themselves as educational leaders but as ministers of the Church.”

Ms. Ramirez-Adam is returning to the school and parish where she took religious education classes and made her first Holy Communion as well as began her teaching career. She earned bachelor’s and master’s degrees in education from the City College of New York and holds a doctorate in education from Nova Southeastern University in Florida.

Ms. Ramirez-Adam taught at St. Elizabeth’s for seven years and at SS. Philip and James School in the Bronx for seven years before serving as a teacher, assistant principal and principal in Florida for 27 years. She was principal at St. Joseph’s School in Palm Bay for 10 years and St. Catherine’s School in Sebring for five years.

“It’s very exciting for me to go back and continue to strengthen the education at St. Elizabeth, help these children grow into life-long learners and realize religion is not just a subject but is our faith,’’ Ms. Ramirez-Adam said.

Ms. McHugh, who has a bachelor’s in chemistry from the College of the Holy Cross, earned a master’s in chemistry and general science education from New York University and a master’s in education with a major in administration and supervision, Catholic leadership program, from Fordham University.

She started as a science teacher at The Epiphany School in 2001 before serving as dean of students, 2004-2007; guidance teacher, 2005-2008; and vice principal, 2007-2016.

“I went to Epiphany, and my husband went to Epiphany. We were in the same class,’’ Ms. McHugh said. “Our siblings all went there. Starting in September, both of our children will be attending Epiphany. It’s always been a part of our lives, and it’s really exciting to start another chapter of that relationship with the school.

Ms. McHugh is a founder of Epiphany’s Stars for Service community service program and alumni committee.

“One of the biggest pieces of school’s success is the family feeling,’’ she said. “I think everyone comes together to worship, to study and to socialize. It’s really a second home for so many people. For that, the children stay and the teachers stay.”

Cooke was in sales management, marketing, consulting and business management before becoming a teacher in 2007 at St. Joseph’s High School, a girls’ school in Brooklyn. He volunteered at St. Joan of Arc parish in Queens as a catechist, men’s prayer group facilitator and lector.

“I always wanted to be in education. I just took a 30-year detour in business,” Cooke said. “I’ve done volunteer work with my church and youth organization related to the Catholic church over the last 20 years.’’

Cooke believes his background in business, teaching and volunteering at his parish has prepared him for his new position.

“Now I’m a lead teacher and a lead spiritual adviser,” he said. “I’m very excited about it. This is not a job. This is a vocation and one I had worked very hard in my life to do. This is where I want to be and my placement at Immaculate Conception is a privilege and a calling. It’s where God has placed me.’’

14 Tips To Help Teachers Maintain The Beauty And Luster of  a Vocation as a Catholic School Teacher.

For the next month teachers and school leaders will be preparing to welcome young scholars and saints in formation at Catholic Schools throughout the country. Forming Saints and Scholars is hard work, I hope and pray that our Catholic school leaders and teachers will be rewarded greatly for the days and nights they spend toiling in the ministry I like to call Our Father’s Business.

 

Last week I had the opportunity to welcome new teachers to the to their ministry in a Catholic school  – many of them will be first time teachers. I spoke to them about the Trinitarian aspects of a Catholic School and how successful Catholic schools are about relationships – relationships – relationships.  By the time the day was done, the cohort of new teachers adopted a  mantra of “Not Under my Watch.” Imagine several hundred new Catholic school teachers being asked:

 

  • Will it be said that in your classroom children were denied an opportunity to encounter the Risen Christ?

 

  • Will it be said that the test scores of your children declined during the 2015-2016 school year?

 

  • Will students in your classroom withdraw from school because parents are dissatisfied with your willingness to partner with them on behalf of their child’s education?

 

And all responding with an unequivocal – “Not Under My Watch.”

 

Teaching is a noble profession! Nobility includes in its meaning the very notion of beautiful. Therefore, noble work is beautiful work. But what is beautiful can be sullied. While working at the University of Notre Dame’s Alliance for Catholic Education Program I was often presented with opportunities to talk to new Catholic school teachers. Below are some of the thoughts I would share with them in an attempt to help each new teacher maintain the beauty and luster of his/her own vocation as a Catholic school teacher. I share them here today so that Catholic school leaders across the country can use as appropriate and share with new teachers.  Some of the thoughts might be good for veteran teachers to hear again as well.

 

  1. Stay close to the Lord. Throughout your career, you will experience crises of confidence, exasperation, frustration, unreasonable parents, troubled students, bad classes, poor liturgies. You will be misquoted, misrepresented and for some periods of time, mistrusted. But you will also get the unparalleled gift to see the world with wonder again, through the eyes of young people. You will be made a confidante by a young person seeking advice, feel the joy of a weak student who does well on an assignment, cheer for your students in athletic contests, beam with a near parents’ pride as your students graduate. To keep yourself rooted, to keep your ideas fresh, to be the kind of faithful person our young people need to see firsthand, stay close to the Lord, both in your daily prayer and in the reception of the sacraments. If you do, the Lord will bless you in your work and you will go to bed each night exhausted, but with a smile on your face. 
  2. Be yourself. If you’re young, you’ve probably never been called Mister Jones or Miss Smith, and that will take some getting used to.  But you can be yourself within this role. I have never agreed with the maxim “Don’t let them see you smile until Thanksgiving.”  The fact is, students respond better to authenticity. It’s OK to laugh at something the students say which is amusing—in fact, it’s quite disarming to them. It’s OK to let the students see you having fun. 
  3. Admit your mistakes and learn from them. Zero in on your strengths, not your weaknesses. (Remember — nobody’s perfect!) Principals also suffer from human frailty and need time to learn. School leaders need to be supported not weakened by behavior which is destructive to the Catholic School community.
  4. Remember, it’s not about you; it’s about the students. So learn how to spell the word “concupiscence”. Concupiscence is a tendency to put yourself first. Only divine grace enables us to rise above it. But unless you declare war on it, you are bound to succumb to the illusion that teaching is all about you.
  5. Be professional. Model desired attitudes and behavior. Make sure you dress in professional attire. Remember that you teach students first, and then you teach whatever academic discipline you learned. You are a role model for the children and partner with the parents in the formation of each child.  
  6. Empower your students and engage them in the teaching/learning process.  Listen — both to what the kids are saying and to what they’re not saying. Make sure  that assessments are frequent and fair, that work is graded in a timely fashion, and that classes are well prepared and taught from beginning to end  – every minute matters!
  7. Don’t “go it alone.” Get to know all the teachers in your school and make friends with the cooks, custodians, aides, and secretaries. We are all formators of children, just each with a different role to play. Volunteer to share projects and ideas, and don’t be afraid to ask others to share their ideas with you. Understand that the learning process involves everyone — teachers, students, colleagues, and parents — and get everyone involved. Seek the advice of your colleagues, share your frustrations with them, and ask questions. Remember we are promised that whenever two or more are gathered in His name that he will be with us to enlighten and guide us.
  8. Dive in! Don’t be a person who clocks in at 7:30 and clocks out at 4 each day. Come to afterschool activities. Nothing connects you with your students faster than to be able to say “Nice hit,” or “great singing,” or “I was impressed with your artwork at the show.” You can’t be at everything; but make a point some days to just stop in at after school care to say hello.  You’ll see kids in a whole new light, and I think you’ll enjoy it, too.
  9. Consider your roll book a prayer book – Pray for your students and their families. Your most important work is to bring a piece of heaven into the classroom with you.
  10. Think before you speak; if you do, you won’t speak very often, for there is a great deal to think about in education. Have the courage to try something else if what you’re doing isn’t working.
  11. Thirty plus years from now, your students will not remember all that you taught them, but they will remember who you were and how you treated them You have a choice to become a minister of justice or an angel of peace. Be an angel of peace.
  12. All the knowledge we give our students is in vain if they receive it without knowing they are good and loved by God. Each day is an opportunity to channel the divine love. Don’t waste an opportunity to do so. Every minute counts!
  13. Keep a journal and take pictures. Some highly regarded Catholic school teachers share excerpts from their journal and images from the week with parents in a weekly email blast.
  14. Remember that a good day is not necessarily smooth, painless and hassle free.

 

Catholicism’s Impact on the History of Education

In today’s day and age, when it is easy to both take a Catholic education for granted, and, at the same time, potentially harbor feelings of persecution of faith in education, it is important to remember and appreciate the tumultuous history of public education and Catholic education.

While learning and passing on knowledge is intrinsically wired into the brain of all humankind, and there have been teachers and students as long as man has walked on this Earth, the history of formal education in the Western world is much shorter than the history of man, and it is firmly grounded, from the beginning, in Christianity.

Even in Ancient Rome, long considered the intellectual empire of education the pre-Middle Ages world, there is little record of anything indicating free and available education. Only the elite of Roman wealth and society could expect a complete education, and education in this time was seen as more of a status symbol of wealth and leisure time than it was as a practical concern. For a large portion of the Ancient World, literacy was reserved for religious scholars and scribes, and classes or schooling were largely absent. For years, those without wealth and status in cultures from from Israel to China primarily educated themselves by apprenticing in a trade or devoting themselves to religion. Prior to the Middle Ages, India had the most developed and publicly-available education from around 1500 BC to 600 BC, but as the caste system developed it became far more discriminatory.

It wasn’t until during the early Middle Ages that the monasteries of the Roman Catholic Church  became the centres of education and literacy. Evidence of classes and schools in monasteries as the forerunners to the later idea university can be found dated as far back as the early 6th century, a full century before Islam created The University of al-Qarawiyyin which is the oldest existing continually operated university in the world in the latter part of the 7th century.

Free education for the poor was officially mandated by the Church in 1179 when it decreed that every cathedral must assign a master to teach boys too poor to pay the regular fee; parishes and monasteries also established free schools teaching at least basic literacy skills. This was the basis from which all of modern education has sprung, world-wide.

The first American schools founded by the colonists in the 17th century are not actually the first American schools, as the history of Catholic education in the United States is actually older than the United States itself. Religious education was brought to these shores by Spanish missionaries accompanying explorers and conquistadors, and were followed shortly thereafter by French compeers.

Even though English Catholics founded Maryland as a Catholic colony in 1634, and most colonies were founded by Christians and Catholics seeking religious freedoms from the Anglican church, it took some time for Catholic education to take root widely. The end of the Revolutionary War saw the real growth of Catholic schools in America, with Georgetown University being founded in 1789, just a few short years later.

The Catholic education established in the United States saw hard times hard times and a simultaneous boom in the 1840’s when Horace Mann worked to create a statewide system of professional teachers and “common schools” rather than the private schools that had existed before. Mann believed that education should be available to all, and the movement quickly gained strength. Many states began passing “compulsory attendance” laws. No one person did more for public education in the minds of the American people.

However, Horace Mann was also a Presbyterian minister, was also establishing curriculum and ideology for these public schools that drastically shifted education towards a Protestant one, and required that the King James Bible be used in schools. Catholic teachers who refused to participating in the reading of the King James Bible were often dismissed from their teaching positions, and Catholic children in public schools were often bullied and shunned, Tensions built so high in the 1840’s that they began causing riots and violence, with the most severe being the May 3, 1844 riot in Philadelphia that destroyed dozens of Irish Catholic immigrant homes, with Catholic schools and churches being burned to the ground.

This tension against Catholicism in public education created a demand for private Catholic schools, and in 1852 the First Plenary Council of Baltimore urged every Catholic parish in the country to establish it’s own Catholic school for that very reason.

Growth of the Catholic school system grew until 1920, and then the growth became explosive, with an all-time high in the mid 60’s. The mid 1960’s saw 4.5 million elementary school students enrolled in private Catholic schools, with a further million in high-schools, which began a blossoming need for Catholic universities.

Though we are seeing a decline recently from the years that were the peak of enrollment, it is no doubt that Catholicism, and the drive to educate the world in faith and higher learning for centuries, has made our culture what it is today.

Spring and Catholic Schools

It’s Spring!

It’s no coincidence that Lent and Spring are at the same time. Both are times of change. There is evidence from nature that Spring is here. New life is sprouting all around us. As Spring brings about changes so does the season of Lent. Lent has the potential to bring about changes and new life in our inner selves. We are called to fast, give alms and pray so that God can create us anew. The same transformation that we see taking place in nature can take place within ourselves. As the bareness of the trees, the flowerless fields and the cold air will burst forth into the beauty of Spring, so will our sometimes barren spirits, cold hearts and failed attempts be transformed into the New Life of Christ. It is for this that He died and rose again.

Blessed Cardinal John Henry Newman

This month would have been the 215th birthday Of Blessed Cardinal John Henry Newman. One of the first teachers to tackle the modern and utilitarian problems facing Catholic Education, Cardinal Newman was originally an evangelical Oxford University academic and priest in the Church of England. He became later drawn to the high-church of Anglicanism. “Newman provides a much-needed educational vision today as an attractive alternative to the shapeless, relativistic and uninspiring alternatives of so many contemporary universities,” said Paul Shrimpton, who teaches at Magdalen College School, Oxford, and specializes in the history of education. “His practice and example will appeal to those who value the idea of a liberal [arts] education, those interested in the education of the whole person and those with an interest in the idea of a faith-based college or university.”

 

While it may be hyperbole to say that he foresaw most of the problems that are facing Catholic colleges and universities today, there is a reason and insight in Newman’s writing that is still applicable to this day. While there are many who are aware of his writings, not as many know about the true devotion he had to the vision of an authentic Catholic education.  He was instrumental in the founding of the Catholic University of Ireland, which has evolved into the University College of Dublin, the largest university in Ireland.

 

Anti-Catholicism was central to British culture at the time, ever since the Protestant Reformation. In order to educated the public, Newman took the initiative and booked the Birmingham Corn Exchange for a series of public lectures. He decided to make their tone popular and provide cheap off-prints to those who attended. These lectures were his Lectures on the Present Position of Catholics in England and they were delivered weekly, beginning on 30 June and finishing on 1 September 1851.

 

In total there were nine lectures:

 

  • Protestant view of the Catholic Church
  • Tradition the sustaining power of the Protestant view
  • Fable the basis of the Protestant view
  • True testimony insufficient for the Protestant view
  • Logical inconsistency of the Protestant view
  • Prejudice the life of the Protestant view
  • Assumed principles of the intellectual ground of the Protestant view
  • Ignorance concerning Catholics the protection of the Protestant view
  • Duties of Catholics towards the Protestant view

 

-which form the nine chapters of the published book.

 

Andrew Nash describes the Lectures as: “an analysis of this [anti-Catholic] ideology, satirising it, demonstrating the false traditions on which it was based and advising Catholics how they should respond to it. They were the first of their kind in English literature.”

 

John Wolffe assesses the Lectures as: “an interesting treatment of the problem of anti-Catholicism from an observer whose partisan commitment did not cause him to slide into mere polemic and who had the advantage of viewing the religious battlefield from both sides of the tortured no man’s land of Littlemore.”

 

The poet Aubrey de Vere was, at the time, another lecturer appointed by Newman. De Vere stated, “I was pained by the very humble labours to which Newman seemed so willingly to subject himself. It appeared strange that he should carve for thirty hungry youths, or sit listening to the eloquent visitors. Such work should have fallen on subordinates, but their salaries it was impossible to provide.”

 

Much of his work focused on the importance of Catholic education and the importance it plays on the health of the Church itself. Many Catholic institutions today owe their practices to Newman, as do the Popes, and how they guide education throughout the years.

 

Catholic Education Available to All

From Vatican City, the Pope spoke on the current state of education. According to His Holiness, there is a current failure of the system in the way that schools interact with families and states that leads to a selective education of the wealthy or intelligent. He used the word “supermen” to describe the children that are lucky enough to come from the privileged background that allows for a non-secular education.

 

“Behind this, there is always the ghost of money. Always.” Pope Francis said of education. “It has become too selective and elitist. It seems that only those people or persons who are at a certain level or have a certain capacity have the right to an education.” (According to this article from US News, a year at the average Catholic primary school typically runs about $5,330. That number goes up to $9,790 for middle and high school. The average cost for one year of tuition at a Catholic college averages $26,300. The average Christian school, on average, cost $7,960 a year for an elementary student and $16,520 for a secondary student)

 

This statement took place in a conference marking the 50th anniversary of the Second Vatican Council’s Declaration on Christian Education and the 25th anniversary of “Ex Corde Ecclesiae,” St. John Paul II’s apostolic constitution on Catholic universities and was followed up with an off-the-cuff question and answer session taking questions from administrators and faculty

 

When asked what makes a school “truly Christian”, the pope responded saying that Christian education is not  just about providing catechesis, but also requires education in “human values”, especially the value of transcendence. Education that favors the tangible like test scores and profitability and ignores the spiritual dimension of existence is “the biggest crisis” in education. “We must prepare hearts so the Lord can manifest himself,” which requires an education that strives to reflect “the fullness of humanity that has this dimension of transcendence,” he said. Educators must work to restore the broken “educational alliance” that has a tendency to put profits before people. “This is a shameful global reality,” the Pope said. “It is a reality that leads us toward a human selectivity that, instead of bringing people together, it distances them; it distances the rich from the poor; it distances one culture from another.”

Educators, he continued, “are among the worst-paid workers: what does this mean? It means that the state simply has no interest. If it did, things wouldn’t go that way. The educational alliance is broken. And this is our job, to find new paths.”

 

The Pope called for people to educated the poor and the marginalized, even if that meant cutting staff or other expenses at some of their schools in wealthier neighborhoods. “They have something that youth from rich neighborhoods do not through no fault of their own, but it is a sociological reality: they have the experience of survival, of cruelty, of hunger, of injustice. They have a wounded humanity. And I think about the fact that our salvation comes from the wounds of a man injured on the cross.”

 

And the Pope isn’t wrong. Many college-prep Catholic high schools boast records of 99% of their students go on to college, which is an astounding fact that could change the future for a kid from an under-served community. The wealth of U.S. Catholics is documented by sociologists as rising all the time, and a lot of that affluence has been attributed to -at least in part- to Catholic education.

 

And this is not a new refrain that we are hearing, either. During an April 2008 visit to Washington, Pope Benedict XVI encouraged people to make schools accessible to all by opening our wallets and getting creative in how we finance schools: “It provides a highly commendable opportunity for the entire Catholic community to contribute generously to the financial needs of our institutions. Their long-term sustainability must be assured. Indeed, everything possible must be done in cooperation with the wider community to ensure that Catholic schools are accessible to people of all social and economic strata. No child should be denied his or her right to an education in faith, which in turn nurtures the soul of a nation.”

 

Secular Criteria for Colleges Can’t Tell the Whole Story

With a recent article published by Newsmax on the top 40 Traditional Catholic and Jesuit Colleges in America, some debate has been raised on the topic of secular college standards versus faith being the defining factor in choosing a school. Managing editor of the Newman Guide to Choosing a Catholic College, Adam Wilson, argues that a college’s Catholic identity should be of paramount concern.

 

“Students must weigh all options, including a school’s selection of majors, its location, post-graduation job success rate, class size, and student-to-faculty ratio.” Says Newmax, but then it also goes on to say that legacy and influence are subjective criteria compared to statistics like student retention rates. While these factors are great to take into consideration, do they accurately portray the Catholic structure of the college and the ideals that it espouses?

 

A Newsmax rep spoke with The Cardinal Newman Society to explain “that special consideration was given to “institutions that allow students to give back or care for others while growing spiritually,” but that they ultimately “wanted the list to feature exceptional institutions that ‘strike the perfect balance between integrating faith and reason with a rigorous academic education.’” Only one of the universities in the Newsmax ratings is recommended by the Newman Society for its commitment to a faithful Catholic education. Georgetown University, on the Newsmax list as the number two top Catholic college has actually had a canon law petition filed against it due to the numerous Catholic identity abuses, demanding that the university either remove it’s Catholic affiliation or take significant steps to restore the Catholic identity it once held.

 

So where should you look to for a college that is based in spirituality but also hits the academic criteria desired for success of the students? Keeping in mind that it is not just a college of faith that is important, and if they adhere to what the Church envisions for Catholic universities, but also that the students will enroll in institutions that aim to strike the perfect balance between integrating faith and reason with a rigorous academic education. The legwork here mainly falls to you. The United States Conference of Catholic Bishops has compiled a list of Catholic Colleges and Universities in the United States that gives you a base to jump of from, and everyone looking into a Catholic institution should read the apostolic constitution on Catholic universities, Ex corde Ecclesiae. It is important that the institutions and bishops in the United States are understanding and using the application of that document to bring their identity in line with the Church’s vision. The only way you can know if the needs of the college are aligned with the needs of your family and your faith is to ask the important questions yourself. Class size and student retention, while important factors to consider, simply are not representative of the ideals of a college or it’s ability to nourish a student’s faith. Campus ministry and residence life, as well as the faculty and percentage of Catholic students in attendance are all integral to the process.

 

As Pope Benedict XVI addressed to Catholic educators in 2008 where the Holy Father stated that “Catholic identity is not dependent upon statistics.” Instead, Catholic identity “demands and inspires much more: namely that each and every aspect of your learning communities reverberates within the ecclesial life of faith. In this way, our institutions make a vital contribution to the mission of the Church and truly serve society,” he continued. “They become places in which God’s active presence in human affairs is recognized and in which every young person discovers the joy of entering into Christ’s ‘being for others.’”

 

Pope Francis at World Congress on Catholic Education

Steven Virgadamo shares some of Pope Francis words from an address to the delegates  at the World Congress on Catholic Education held in Rome on November 18-22, 2015.

At the World Congress on Catholic Education, Pope Francis suggested that education cannot be reduced to just the transmission of ideas and that we must find new ways to help young people develop their capacity to think, to make, and to love.

He went on to say……

“A good educator risks teaching his students how to walk on their own.” And…

“You cannot speak of Catholic education without speaking about humanity, because the Catholic identity is precisely that God became man. Educating people in the faith isn’t just about giving catechesis but instead about helping young people to understand reality and discover transcendence. For me, the biggest crisis in education from the Christian perspective is this closing off transcendence. We have closed ourselves to transcendence.

With regard to whom Catholic schools must serve, he said….

 

“The most needy have to experience a rigorous value based education as these children have experienced something better off kids haven’t: suffering. They have something that youths in more rich neighborhoods don’t have. It isn’t their fault. It’s a sociological reality. They have the experience of survival, and also of cruelty, and also of hunger, and also of injustice. Their humanity is wounded. The reality is you understand better from the peripheries than from the center, because in the center you are always covered, you’re always defended.”

Thank you for reading!

Steve Virgadamo