Loading in 2 Seconds...
Loading in 2 Seconds...
Perspective on the use of the construct ‘Catholic identity’ for Australian Catholic schooling. Some sociological background to the interest in institutional religious identity:- What drives the interest in identity?
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Some sociological background to the interest in institutional religious identity:-
What drives the interest in identity?
Examples of factors precipitating institutional identity anxiety. Some comments on implications for the discourse on Catholic school identity.
Signposting comments on the literature and practice related to Catholic identity of schools.
Some proposed ideas/themes that could be given more emphasis in the discourse on the Catholic identity of Catholic schools
The Enhancing Catholic School Identity Project
Final theological reflection: Identity issues in the New Testament communities and with the historical Jesus
What drives the interest in identity?
Examples of factors precipitating institutional identity anxiety. Some comments on implications for the discourse on the Catholic identity of schools.
1. Times of crisis or institutional failure:2. A new or reconstituted institution:3. Change in institutional leadership:4. Challenging comparisons with other institutions:5. Image consciousness related to advertising:6. Confusing personal identity issues with institutional identity, and confusing expectations for different contexts:7. Creating executive coordinating positions to address identity related issues:
Go to the automatic slogan generating application on the Internet
The online Advertising slogan generatorhttp://thesurrealist.co.uk/slogan.cgidraws on a multitude of many marketing examples to give you the very best.
* Theological qualities of Catholicism* Distinctiveness and inclusiveness* Catholic curriculum and pedagogy* Key religious leadership roles in schools* Catholic educational leadership* Evangelisation (New evangelisation) and mission of the church* Responding to the challenge of secularisation* Distinctive religious charism* Liturgy and prayer
* Student response to institutional Catholic identity * Measuring and assessing Catholic identity
* Brief summary of the 3 scales for interpreting the profiles of thinking about Catholic identity
* General comment
* Lieven Boeve’s theology of interruption and re-contextualisation
* Re-contextualisation of Catholic identity: A process going back to Pope John XXIII.
* Re-contextualisation and the Lombaerts-Pollefeyt theory for classroom religious education
•Propose the faith to students and teachers who are unfamiliar with it, but nonetheless receptive for it.
•Promote transcendent belief and a Catholic faith identity.
•Offer resistance against relativism and secularisation.
•Take away suspicion, scepticism and fear.
•Give existing values and norms a religious foundation.
•Provide solidarity and community with their deeper religious meaning.
•Make a re-contextualised Christian belief meaningful and redeeming for today’s young generation.
“Today’s world, the needs made plain in the last fifty years, and a deeper understanding of doctrine have brought us to a new situation ... It is not that the Gospel has changed, it is that we have begun to understand it better. Those who have lived as long as I have ...were enabled to compare different cultures and traditions, and know that the moment has come to discern the signs of the times, to seize the opportunity and to look far ahead.” (Pope John XXIII, 1963).
“. . develop your culture with wisdom and prudence, retaining the freedom to criticise what may be called the ‘cultural industry’ remaining all the while deeply concerned with truth … faith will ask culture what values it promotes, what destiny it offers to life, what place it makes for the poor and the disinherited with whom the Son of Man is identified, how it conceives of sharing, forgiveness and love. “(Pope John Paul II, 1984 )
Responding to the signs of the times; Making Catholicism more relevant to the contemporary world; Critical dialogue between faith and culture (inculturaltion); Questing for social justice; Christian humanism and humanistic psychology; Addressing the real personal and spiritual needs of people; Christian praxis; Raising critical consciousness; Critical interpretation and evaluation of culture etc.
1. Acknowledge the complexity of ‘Catholic identity’ by avoiding generic use of the term by itself and by specifying the component sub-identities that can more meaningfully be addressed.
2. Focusing on the relationships between personal identity development and institutional identity – cultural meanings as identity resources.
3. Focusing on what it means to educate in identity. Catholic school as an educational centre of Catholic culture that resources the spirituality and identity development of young people, both through and beyond Catholic religious heritage.
4. More attention to the basis for Catholic school identity in the joint partnership between Church, state and parents as semi-state schools with religious sponsorship. Giving attention to the contribution that Catholic schools make to the common good and to the education of Australian citizens.
* Religious identity concerns for the early believers in Jesus as Christians gradually differentiated themselves from being a sect within Judaism.
The question: “Who is the true Israel?” was an institutional identity issue ever since. What constitutes authentic Catholic identity has to be reworked again and again in different times and different cultures in ways that are faithful to the New Testament vision.
* The historical Jesus studies and reconstruction what the historical Jesus was like, by contrast with the post-Easter Christ of faith.
Jesus was vitally concerned with the religious identity issues that marginalised the ‘little people’ of his time; and his provocative words and actions on these issues heightened the opposition to him that eventually led to his assassination .
What would he have thought about enhancing institutional religious identity. Probably “very little”.
He was more focused on mission than on institutional religious identity – more on what we do rather than what we look like.