In this article I will examine the purchase and opening of Lyndhurst College in 1852 and its contribution to early Catholic education in Sydney. In a previous article, I discussed the establishment of St Mary's Seminary by Archbishop John Bede Polding in 1836. Lyndhurst College was another Benedictine school set up by Polding in Sydney that gave students of wealthier Catholics the opportunity to prepare for the church, university and the civil service.

Two challenges facing Archbishop John Bede Polding after arriving in Sydney in 1835 were providing for the spiritual needs of Catholics in the colony and managing their affairs in a way that attempted to guarantee a good working relationship with the government. It became apparent to Polding that education was fundamental in developing both these areas. Polding regarded education as a means of social advancement, beneficial to those 'on the lower steps of the social scale'. He wanted a (...) 'native race of priests and statesmen, of lawyers and physicians, of solicitors, and sailors, and artists'. He sought to emulate Downside Abbey's approach to education in Australia; specifically in the field of secondary education that would 'transcend the mere bread-and-butter preoccupations of the masses and prepare an 'elite' from among whom the offices of Church and state could eventually be filled'. Polding's goal was to create schools that would provide a Catholic education for its students founded on the principles of Benedictine ideals. But, as Francesca Fitz-Walter argues, it was the colonial conditions of the time that placed obstacles on Polding's expression of the Benedictine ideal in education. Given that the colonial conditions of the time imposed restrictions on the expression of the Benedictine ideal, Polding still maintained that a lifelong education was significant in developing in the student the ability to make an informed Christian response to whatever circumstance might emerge in the life of that person. (shrink)

Melbourne trams are always an education. On a cool mid-winter evening, I travelled the short distance from the city centre to the Australian Catholic University precinct. I had already formulated my thoughts for this article, when I overheard the following conversation between three young people in their late teens or early twenties as we approached ACU's St Patrick's campus.

Collected essays from a symposium on the prominent issue of conscience and how it is related to Catholic education.

In lieu of an abstract, here is a brief excerpt of the content:The Three Pillars of Catholic EducationArchbishop Salvatore CordileoneIntroductionOn February 13, 1999, then-Cardinal Joseph Ratzinger visited St. Patrick's Seminary and University in Menlo Park, California. He gave a lecture entitled, "Faith and Culture." Pope St. John Paul II had only back in September of the previous year published his momentous encyclical Fides et Ratio. Purposely placing his own remarks under the umbrella of that encyclical, Cardinal Ratzinger used the (...) opportunity at St. Patrick's Seminary to discuss the growing relativism which was even at that time eroding our culture.He began his lecture by using an example from C. S. Lewis's great work The Screwtape Letters. The future Pope remarked:This book consists of fictional letters from a senior devil who is giving advice on how best to proceed to one beginning in the work of leading men astray. The younger devil has expressed concern to his superior that especially intelligent people, in particular, might read the books of wisdom of the ancients and might thus come upon the track of the truth. Screwtape calms him by pointing out that the "Historical point of View," with which the intellectuals of the Western world have fortunately been inculcated by the devils, means in fact that "when a learned man is presented with any statement in an ancient author, the one question he never asks is whether it [End Page 7] is true. He asks who influenced the ancient writer, and how far the statement is consistent with what he said in other books, and what phase in the writer's development, or in the general history of thought, it illustrates, and how it affected other writers," and so on.1The startling truth is that now, almost twenty-five years later, what Cardinal Ratzinger articulated back in 1999 has only crystallized. In almost every area of our culture, the notion of truth has receded due to the acidic encroachment of relativism. As a culture we have given up on any hope of finding truth and instead consigned reality to something that is determined by the individual. We see the extent to which this relativism has taken hold of our culture in the now-famous words of Supreme Court Justice Anthony Kennedy: "At the heart of liberty is the right to define one's own concept of existence, of meaning, of the universe, and of the mystery of human life."2 In this breathtaking statement, Justice Kennedy seemingly makes irrelevant the entire history of Western civilization. The irony, of course, is that it is precisely the course of Western philosophy and thought which has steered the culture in such a direction that it could produce a Supreme Court justice who would articulate such a bewildering statement. For we do not, nor can we, exist in a philosophical vacuum. And such is the great irony of this moment that we occupy—it is on the ash heap of Western civilization that relativists stand attacking the very history which brought them to be there in the first place.Given this sad reality, we can see Cardinal Ratzinger's criticism from 1999 as a clarion call, and as prophetic in describing what has transpired in the decades since. The complete dominance of relativism in all its forms demands that we return to the primacy of truth. But it is not only unfettered relativism that necessitates this return to truth. The return to the splendor of truth becomes all the more important for us as Christians. As the First Letter of St. Peter makes clear, the Christian is to purify his soul by obedience to the truth (1 Pet1:22). And in the Gospel of St. John, we are told that Christ is the true Light who enlightens all, and who gives the power to become children of God to those who receive him (John 1:9–11).In this vein, I would like to present what I believe is the strength of Catholic education and the need to restore a truly Catholic vision. To this end, I believe Cardinal Ratzinger was correct in his forecast of the repercussions of bracketing out truth from our culture. While the broader repercussions of... (shrink)

Carroll, Sandra Review of: Intentional faith communities in catholic education: Challenge and response, by Gerald A. Arbuckle, Strathfield, NSW: St Pauls, 2016, pp. 218, $29.95.

The new Christian humanism is not about concepts and theories. It is a mystical experience of the centrality of Jesus Christ, of His face of mercy, of love given and delivered. Love is the gift that we must accept and respond to with love, especially with an ethic of love that makes us stand in solidarity with nature, with each other, and with the poor in a special way. We are a gift that is communicated. We must use the resources (...) of science, technology, and educational advances without fear, but always looking at human beings as the goal of our action. Everything is summarized in an integral ethic of loving care, in which women are experts and especially women religious in the church . (shrink)

The paschal mystery holds a place of prominence in the lives of Catholics, both theologically and pastorally. Given its prominent theological and ecclesial place since the Second Vatican Council, this article examines the place and role of the paschal mystery for Catholic education. With the move from a ‘classicist world view to historical mindedness,’ the thought of Bernard Lonergan is employed – particularly his understanding of the person as subject and his law of the cross – as a (...) means to frame the relationship between the paschal mystery and Catholic education. (shrink)

The most prevalent modes of philosophy, educational theory, and philosophy of education currently extant in the United States represent a pronounced departure from the fundamental patterns of the Greek-Jewish- Christian tradition. Among the noteworthy characteristics of the more popular trends is a tendency toward the denial of, or an indifference regarding, the existence of a Transcendent Being. This feature alone has effected a radical departure from the scholarly traditions which are characterized by investigations into the relationships between theology and (...) philosophy. This factor, in turn, bears potentially strong influence upon the theory and practice of education. Partially in order to promote the revivification of a heritage not unrelated to that of many early American intellectual leaders, the main purpose of this paper is to exemplify the structure and an aspect of the substance of a theology-philosophy of Catholic education in accord with a selected passage from A New Catechism: Catholic Faith for Adults. The theological-philosophical dimension of this structure is represented by a developmental process entailing three stages of progression: from human love through an awareness of the “God of the philosophers” to belief in Christ. It is shown how theological and philosophical elements of this process bear upon the importance of early childhood religious education as well as of Catholic education somewhat more broadly conceived. It is noted that, although the theological-philosophical foundations allow for numerous options in education, there are bounds within which the direction of this education must be retained. The current importance of this kind of investigation lies in 1) the fundamentally empiricist approaches in philosophy of education so prominent today, 2) the inability of empiricist philosophies to confront prescriptive values in an authentically rational fashion, and 3) the necessity of a theological-philosophical approach for the Christian who wishes to think rationally about prescriptive values, and to formulate the kinds of educational plans which will prove to be effective in promoting authentic human happiness. Brief references to the practical efficacy of theoretical conceptions, and to teacher education, conclude the paper. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE IMPACT OF VER/TATIS SPLENDOR ON CATHOLIC EDUCATION AT THE UNIVERSITY AND SECONDARY LEVELS* CARDINAL PIO LAGHI Prefect of the Sacred Congregationfor Catholic Education INTRODUCTION T HE TOPIC which has been proposed to me, "The Impact of Veritatis Splendor on Catholic Education at the University and Secondary Levels,'' requires a note of clarification with regard to the word impact. When this Encyclical Letter (...) of Pope John Paul II appeared, it was received with much comment, both positive and negative, on the part of the press and the other media. This is one aspect of the topic proposed : to trace in a synthetic way a picture of the reactions which the document stirred. Such would certainly be an interesting study, but I would perhaps be led to traverse much terrain before arriving at the nucleus of what I feel is my duty to say to you. I shall limit myself, therefore, to commenting on two positive reactions appearing in Italian newspapers immediately after the publication of the Encyclical. The first was in the well-known Roman newspaper, Il Tempo, under the title, "An Act of Consistency in an Epoch of Doubt." It states: "If lighthouses had been moved every month, the sailors in the night would have seen the ships of history dashed against the rocks; and no voyager would have reached his homeland again if the North Star, within the Zodiac, had to obey vacillating positions of fashions and ideologies.... The papal document stirs discussions.... Nevertheless it is very much of current interest. While many ships finish on the rocks because they have * This paper was originally presented at the Forum on Catholic University Education at Duquesne University in Pittsburgh, 3 November 1995. 1 2 CARDINAL PIO LAGHI sailed following fireflies instead of lighthouses and while the ruling classes have shipwrecked for having chosen compasses that lie, there is abroad a need to see the permanence of certain values recognized in the midst of all that changes, the necessity of an ethical nucleus linked to principles of the human person, honesty, freedom and responsibility." This is a positive reaction, then, which welcomes the Encyclical as a text which says things that have to be said, giving basic directions for a journey, and stating the things no one dares to speak but of which everyone knows the necessity in daily living. This is also the substance of another comment on the Encyclical that I think it would be useful to cite. Carlo Bo, a university professor and a well-known figure in Italian intellectual life, writes: "Modern culture no longer has objective criteria for distinguishing good from evil,'' and he adds, "John Paul II has fought against Communism in defense of freedom; now he criticizes Western culture, which makes of freedom an absolute value.... The exaltation of freedom leads to ethical relativism, against which the Pope raises his voice." Agreement and basic approval are transparent in these lines, but the title under which they appear is "A Call to Order." Immediately the image is evoked-negative to the sensitivities of our times-of a commander intent on imposing order on his soldiers. The heart of the problem perhaps, at least with regard to the teaching of moral theology in the Catholic context, is in the clear perception of the need for an unchanging point of reference, of a lighthouse for the voyage, and at the same time the fear of speaking of this need, of making it the subject of reflection, communication, and teaching. There is a kind of widespread fear which keeps us at a distance from the truth, from the permanent foundations of human acting, from the objective and the universal; a fear which is perhaps the principal cause on account of which so great a part of contemporary humanity risks dying of thirst while standing before a spring of cool water. In order not to appear authoritarian or negative, one keeps silent, does not speak, expresses oneself in a partial or even an erroneous way with regard to all that is most necessary for life. It would be difficult not to see in this a problem which is typically an educa- THE IMPACT OF VERITATIS SPLENDOR 3... (shrink)

D'Orsa, Therese This passage is a kind of a signature statement of the author of Matthew as gospel writer and as Christian educator. Matthew's Gospel was written in a very demanding context following the fall of Jerusalem and the destruction of the temple, a situation of chaos and exile for the community, about a half-century on from the death of Jesus. In the circumstances, Matthew's meaning-making task as leader within his community was daunting. What he was about was a task (...) not dissimilar to that confronting Catholic educators today. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and (...) made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Today’s pluralist and multicultural society raises questions about how to teach religiously and ethnically diverse students in Catholic schools. A Catholic Philosophy of Education addresses these challenges by examining the documents from the Roman Congregation for Catholic Education alongside the writings of Jacques Maritain and Bernard Lonergan. Mario D’Souza proposes a contemporary formulation for a Catholic philosophy of education in which the ideals of Catholicism form the basis for the mission of the (...) class='Hi'>Catholic school. Drawing on the Church’s educational documents, and informed by Maritain and Lonergan, D’Souza explains how the unifying anthropology of Catholic education enables Catholic schools to serve amidst diversity by avoiding the extremes of religious exclusivism and fundamentalism, on the one hand, and relativism and individualism, on the other. He explores the aims of Catholic schools in relation to students, teachers, and society, and the relationship between goodness, discipline, and knowledge. He argues that students must be educated for personal and communal freedom and authenticity, and to strive for the common good, suggesting how a Catholic philosophy of education can provide the framework for such personal and communal transformation. Essential reading for new and experienced Catholic educators, A Catholic Philosophy of Education demonstrates that Maritain and Lonergan have much to offer in service of an education that is liberating, instructive, illuminating, and integrative. (shrink)

Gender equality continues to be important because it strengthens society. One of the efforts to promote gender equality in Indonesia is gender equality education. For Catholics in Indonesia, the existence of the 2013 Curriculum Ethics and Catholic Education (PAK Kurtilas) had a strategic role in mainstreaming gender equality education. This research used library sources to research these textbooks with adequate ethical and multicultural analysis. Here, information was conveyed through a qualitative approach through annotations and descriptive data (...) on the texts studied. According to this study, the curriculum offers instructional materials on the value of gender equality in intercultural education, which used the critical discourse analysis (CDA) technique. The textbook analysis also recommended using gender-responsive learning approaches and methods so that students could comprehensively understand the material on gender equality.Contribution: This article uses a textual analysis with a religious socio-ethical viewpoint. This study could help to solve social problems through theological education. (shrink)

Florentino Ameghino was probably the most important naturalist in nineteenth-century Argentina, being a self-taught palaeontologist, whose theories rivalled the most advanced of the time in Europe and the United States. On top of his vast palaeontological discoveries, Ameghino’s fame came from his theory of the origin of the human species in the Argentine Pampas, published in 1880. The idea of Ameghino’s followers was to create a place of secular pilgrimage for the new Argentine nation to honour their own secular hero (...) or saint, as Ingenieros had called him. A few accusations by the local Catholic Church were posed with Ameghino’s followers denying them. The education of the nation was one of the greatest concerns that Catholics had, and some saw in the positivist liberal position a rejection of the education on the virtues required for the building of a nationally educated society in Argentina for the twentieth century. -/- . (shrink)

Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, Youth and (...) Sport of Ukraine, in the 2011/2012 school year, about 40% of schools are covered by the teaching process of the relevant subjects. However, a few important issues remain, the solution of which is urgent in order to further improve the situation in educational and educational progress of state initiatives. (shrink)

These studies of Catholic higher education reflect the current passion for self-examination and self-criticism through social surveys in the United States. The main terms of reference are the American norms which claim to be religiously neutral; the treatment of the problems confronting Catholic education solely in the context of American society, is reflected in the absence of references in the footnotes or bibliographies to the relevant European literature. The main focus is on the shape and quality (...) of undergraduate education, though the research findings and the issues discussed have implications for the whole range of Catholic education from parochial primary schools to research-centred schools of graduate studies. Most of the research projects on which the conclusions are based were designed in the late ‘fifties and reflect that era’s preoccupation with the nature of the Authoritarian Personality and the relationship between closed minds and firmly held belief-systems, a preoccupation to which the ‘brain washing’ techniques used in Korea and the power of MacCarthyism doubtless contributed. In Catholic circles Monsignor Tracy Ellis’s criticism of the poor standard of scholarship within the colleges and the poverty of the Catholic contribution to American intellectual life made a remarkable impact. (shrink)