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.

No período em que a Igreja Católica vivia um processo conhecido como romanização, no Brasil começaram a surgir Faculdades e Universidades Católicas. Adjetivadas, tais instituições de ensino superior implicavam a alocação de recursos os mais variados por parte do aparelho eclesiástico, pois a qualificação atribuída era acompanhada da expectativa de um desempenho específico dentro do mais amplo processo de romanização. Este artigo objetiva abordar o contexto eclesial da época e, nele, a compreensão da Igreja acerca da sua relação com a (...) sociedade recifense, tendo como viés a atuação da Universidade Católica de Pernambuco, na cidade, e sua correspondência ao cenário estabelecido. Para escrevê-lo o autor fez revisão da literatura e pesquisa nos arquivos da própria UNICAP e da Vice-província do Brasil Setentrional da Companhia de Jesus; além disso, recorreu a depoimentos orais de ex-alunos e ex-professores. A análise empreendida permite afirmar que, em sua trajetória inicial, a Universidade correspondeu ao ser católico, se ele for entendido como sintonia com o modelo eclesial predominante na Igreja e ao papel dele decorrente. Palavras-chave : Igreja católica. Modelos eclesiais. Educação.During the period of time in which the Catholic Church experienced a process known as Romanization, there began to emerge Catholic colleges and universities in Brazil. Once having received the adjective Catholic, these institutions of higher education demanded of the ecclesiastic apparatus the allocation of the most varied resources, because the attributed qualification was accompanied by the expectancy of a specific performance inside the most ample process of Romanization. This article aims at accosting the ecclesiastic context of the time and, in it, the Churche’s understanding of its relationship with Recife’s society, taking as bias the acts of the Catholic University of Pernambuco (UNICAP) in the city and its correspondence to the established scenario. To write it, the author revised the literature and research in the archives of the UNICAP itself and of the vice-province of Northern Brazil of the Society of Jesus; furthermore, he analyzed the oral testimony of former students and teachers. The analysis undertaken allows us to affirm that during its initial steps the university fulfilled the exigencies made for being Catholic, if this term was being understood as being in tune with the ecclesiastic model predominant in the Church at the time and the role corresponding to it. Keywords : Catholic Church. Ecclesiastic models. Education. (shrink)

Dolores Dooley Clarke describes how the course in medical ethics at University College, Cork is structured, how it has changed and how it is likely to change as time goes on. Originally, the students seemed to view it as an intrusion 'to be tolerated' in their programme of 'strictly medical' studies. However, having moved on from that and away from the lecturer always being a Roman Catholic priest as well as a member of the Philosophy Department, the students now (...) appear to view it as producing a stimulus for a new interest in the area of ethics for physicians. This seems to have come about through the more extensive participation of students in researching and presenting issues of medical ethics. (shrink)

This was one of SCSS President, Stephen M. Krason’s “Neither Left nor Right, but Catholic” columns that appear monthly at his blog site and in Crisismagazine.com and The Wanderer. This column discusses the problems of guaranteeing free higher education at state universities and colleges that was especially promoted by Senator Bernie Sanders in his campaign for the Democratic presidential nomination in 2016, and which is likely to continue as a political issue in the years ahead.

The university as the pluralistic forum is not a picture of what a Catholic university is but a picture of what it is gradually, painfully becoming.

The truth-conditional theory of sense holds that a theory of truth for a natural language can serve as a theory of sense: if knowledge of a theory of truth for a language L is sufficient for understanding utterance of L-sentences, the T-sentences of the theory 'show' the sense of the uttered object-language sentences. In this paper I aim to show that indexicals create a serious problem for this prima facie attractive theoretical option. The so-called 'instantiation problem' is that a truth-theory (...) for indexical languages needs to contain universal statements that show how the reference of indexicals depends on features of the utterance context. Now one can deduce from such statements T-sentences that do not show the sense of an indexical sentence on an occasion of use. I survey proposed solutions to the instantiation problem by Evans and Sainsbury and, unfortunately, find them all wanting. Perhaps there is nothing like the sense-giving truth-condition for an indexical sentence. (shrink)

Church youth work is the activities and programs organized by churches for young people. These activities aim to contribute to the religious, spiritual and social development of young people. Church youth work brings young people together and supports them in areas such as religious education, spiritual development, community service, leadership development and active participation in the religious community. It is seen that youth work, which was previously a part of family work, has been organized as a different field of work (...) over time. Churches carry out activities in this field through an organizational structure called youth ministry. Churches generally have a certain systematic and work program in their youth work. Most churches organize their youth programs according to the relevant educational levels. Churches tend to create smaller sub-groups within the youth program and divide young people by grade level. These divisions are usually at the middle and high school level, but youth groups extend to university students and are often referred to as "college and career". Higher education seems to be emphasized in youth work. Many theological faculties offer different postgraduate programs to meet various needs. The quality of youth work is largely determined by the academic studies conducted in this field. Practical theology, which is established as an academic discipline in faculties of theology, both provides the theoretical background that shapes the practice of these studies and provides training to train qualified personnel in the field. The approach to youth ministry can vary, taking into account the different views on the subject, the places where this ministry is provided and the characteristics of people. There are different paradigms in church youth work, especially for young people living in cities. These are called traditional, liberal, activist and prophet-centered youth paradigms. Another pillar of church youth work is spiritual counseling services. Recently, churches have started to employ professional spiritual counselors. Spiritual counseling, a concept that emphasizes the Christian cultural origins of counseling, is now included in youth work. Spiritual counseling is seen as a professional guidance fed by religious and spiritual sources. Church spiritual counselors listen to the problems faced by young people, support them and try to understand them. Spiritual counselors provide guidance based on religious teachings and values to support the personal development of young people. Spiritual counseling conducted by churches can take various forms. These include individual counseling, group counseling, family counseling, online counseling, retreats and workshops. The personnel who carry out the youth work of the churches are also called youth leaders. Accordingly, it is seen that various leadership models in the literature are discussed in this context. Some leadership models that are thought to inspire youth work are: Servant leadership, ethical leadership, spiritual leadership and transformational leadership. In this research, these leadership models are discussed in the context of church youth work. This research aims to reveal the basic approaches and principles in this field by focusing on the studies in the context of non-formal religious education in Catholic Churches. Although it varies from region to region or from church to church, the main problem of this study is to examine the youth work of the Catholic Church in the context of non-formal religious education in general. The research data were obtained through document analysis method. On this occasion, it is thought that this study will also be useful in the context of a comparative evaluation of non-formal religious education in our country. (shrink)

"A deeply thoughtful articulation of an enduring and appealing ideal. It is an ideal with a resonance beyond the world of Catholic higher education for all in the academy who still respond to the beckoning vision of the ultimate unity of all human knowing and who view it, indeed, as a necessary inspiration if we are to succeed in according to our intellectual activities the sort of seriousness and moral significance they properly deserve." —Francis Oakley, President Emeritus, Williams College (...) "There is a real need, indeed an absolute necessity, for a Catholic university that is true to its religious values. By so being, it makes other, non-Catholic institutions that much better." —E. Gordon Gee, Chancellor, Vanderbilt University "Dean Roche has done a rare thing. He has articulated a sharp and clear Catholic theology of Christian higher education. What has been implicit in the practice of great Catholic universities has now been made explicit in this fine essay." —Robert Benne, author of _Quality with Soul: How Six Premier Colleges and Universities Keep Faith with Their Religious Traditions_ "Catholic identity will mean nothing in the world of higher education if it lacks a genuine _intellectual_ dimension. Mark Roche understands that fundamental fact, tackles the problem directly, and deals with it cogently." —Philip Gleason, author of _Contending with Modernity: Catholic Higher Education in the Twentieth Century_. (shrink)

Higher education is in flux, and one of the challenges it faces is to relate education, research, and training. So far as Catholic institutions are concerned, there is also the fundamental issue of what it means to be Catholic. Leaving aside matters of history and religious observance, this bears in large part on issues of educational philosophy. This essay sets these matters within a historical context, considering Confucius, Augustine, and Aquinas, while focusing on nineteenth-century British discussions of education (...) by Herbert Spencer, Mathew Arnold, J. S. Mill, and J. H. Newman, and then engaging challenges posed in recent times by Richard Rorty and others to the very idea of humanistic knowledge and understanding. This returns the discussion to what might be the distinctive contribution of Catholic colleges and universities, and to the suggestion that they should promote a sense of the Godly, the sacred, and the gracious. (shrink)

Early-Modern Irish Catholics exiled on the European continent are known to have often held prominent academic positions in various important colleges and universities. This paper investigates the hitherto unknown Scholastic legacy of the Dublin-born Jesuit John Austin (1717–84), a famous Irish educator who started his career teaching philosophy at the Jesuit college of Rheims in 1746–47, before returning to the country of his birth as part of the Irish Mission. These manuscript lecture notes provides us first-hand knowledge about (...) the content of French Jesuit education in the middle of the eighteenth century, which does not correspond to its classical reputation of ‘Aristotelian’ scholasticism opposed to philosophical novelties. While stitching to a traditional way of teaching, Austin introduces positively elements from Descartes, Malebranche, Locke and Newton into the curriculum. The present paper focuses on his conception of philosophical certitude (certitudo), which he considered a necessary condition for the possibility of philosophical knowledge. (shrink)

At a poignant juncture early in Brideshead Revisited, Sebastian, after briefly recounting for Charles his family's rather checkered performance with regard to its Catholicism, remarks, "I wish I liked Catholics more." When Charles replies, "They seem just like other people," Sebastian rebukes him: "My dear Charles, that's exactly what they're not ... It's not just that they're a clique-- as a matter of fact, they're at least four cliques all blackguarding each other half the time--but they've got an entirely different (...) outlook on life; everything they think important is different from other people. They try and hide it as much as they can, but it comes out all the time. It's quite natural, really, that they should. But you see it's difficult for semi-heathens like ... me." Outsiders are often distracted and even mesmerized by the blackguarding. In discussions of the elusive "Catholic character" we have come to expect comments like, "You can't even agree among yourselves what 'Catholic' means; is it any wonder that the rest of us get edgy when we hear of efforts to reinforce the Catholic character of Notre Dame?" Larry's paper helps us to understand a bit better both the significance of these internal disagreements and the fervor with which they are carried on. As he suggests, a true catholicity is marked by a kind of "coincidence of opposites," a plurality within a unity, or perhaps better, a creative anarchy within fixed limits, a volatile mixture of the hierarchical and the charismatic, of the stabilizing and the spontaneous, of St. Peter and St. Paul. Chesterton characterized it as an equilibrium in which the duelling opposites are allowed to become exaggerated just short of the point where the one would wipe out the other: "St. Francis, in praising all good, could be a more shouting optimist than Walt Whitman. St. Jerome, in denouncing all evil, could paint the world blacker than Schopenauer.. (shrink)

Philosophy at KUL seems to be omnipresent, for - similarly as at the medieval university - it fulfilled and still fulfils the propaedeutic functions. Students from all the faculties must gain philosophical culture much more thoroughly than at other Polish universities. Thereby we refer to the ancient ideal of philosophy as an alma mater of all other scientific disciplines, and express the fact that the university cares that the students of all the departments could better perceive the specific character (...) of their own discipline against a historical and methodological background. Now the most important thing is that at KUL one sees in philosophy an inspiring, ordering and integrating foundation of an outlook shaped by young people. They take up various studies and at the same time undertake the most beautiful effort to form themselves. In like manner, „unfortunately", the students of all the faculties from the very beginning had to and have to take an exam in the basic philosophical issues, including especially history of philosophy and ethics, and also the disciplines developing formal skills, like logic or methodology. (shrink)

One defining element of life in any Catholic educational institution, whether it be primary, secondary, or tertiary, is the focus on pastoral care for staff and students. This paper provides a distinctly Catholic definition of the term ‘pastoral care’ and briefly examines the theological foundations that underpin this concept, particularly, in relation to its application in the Catholic university. The paper traces the motif of pastoral care through the Scriptures and, building on insights from St. Pope John (...) Paul II’s Apostolic Constitution on Catholic Universities, Ex Corde Ecclesiae (1990) and the broader theological anthropology of the Vatican II Council. The paper highlights that pastoral care is not something of an extrinsically added offering to students in a Catholic educational institution, but rather something intrinsically built into its fabric. (shrink)

From sex abuse scandals to the treatment of adjunct professors, universities are mired in thorny ethical questions. In this book, Keenan exposes the problems that arise from the lack of professional ethics in the college environment, then proposes concrete solutions for issues ranging from athletics and adjuncts to tuition and salaries.

The PUC in São Paulo is a college of the Church and keeps the catholic identity. In the academic range, the university preserves its identity, ensures its autonomy in relation to the good of the Church and maintains a dialogue with society. Gospel values should be preserved for an efficient and mature scientific reflection. This article indicates the Apostolic Constitution of the Supreme Pontiff John Paul II, about the catholic universities, and presents the instruction on the Ecclesial (...) Vocation of the theologian of the Congregation for the Doctrine of the Faith. In fact, what is the contribution of the catholic university to society? What is the relationship between Revelation and Reason as an authentic and mature scientific reflection in PUC SP? How to understand catholic identity and university’s autonomy? (shrink)

But for us who are fifty years removed from these courses, they present in the clearest way possible what requirements we must still follow in order to determine what an origin or principle is. Indeed, “principle” is a word that Merleau-Ponty uses repeatedly in the courses. For Merleau-Ponty, the principle must be conceived neither as positive nor negative, neither as infinite nor finite, neither as internal nor external, neither as objective nor subjective; it can be thought neither through idealism nor (...) realism, neither through finalism nor mechanism, neither through determinism nor indeterminism, neither through humanism nor naturalism. What makes this principle so problematic for Merleau-Ponty is that none of these concepts and modes of thought can grasp the “residue,” or in more accessible terms, the “contingency” in which nature consists. Nature is contingent insofar as it is not a “reservoir” of possibilities. Instead, nature is hollowed out, a hollow that nevertheless presents in relief what is necessary for nature to be filled in. Even more, nature is, for Merleau-Ponty, eternally hollowed out, which gives it the sense of inertia, solidity, obstinancy, a sense of life as eternally self-regenerating, even a sense of “eternal return”. Here, however, we would have to raise a question: Does this conception of nature or life truly take account of finitude understood through the phenomenon of death? Unlike Heidegger, Merleau-Ponty, it seems, has no answer to this question.-Leonard Lawlor, The University of Memphis. (shrink)

Scholarship in Heideggerian philosophy can be broadly differentiated into three groups, which evolved in the European and Anglo-American discourses after WWII, namely, first a transcendental (idealist Kantian) approach; second, an Aristotelian approach; and third, a Christian approach to Heidegger’s analytic of Dasein and his fundamental ontology. All of these basic positions are a result of Heidegger’s philosophy on his way to Being and Time (1927) which he developed both in his broad ranging and fascinating lecture courses in Freiburg, where he (...) taught as Husserl’s assistant between 1917 and 1923, and in Marburg, where he taught between 1923 and 1927 (before he returned to Freiburg in 1928 as Husserl’s successor). Interestingly, the analytic reception of Heidegger focuses on Heidegger’s main work Being and Time, whereas the European and “Continental” discourse is oriented towards larger issues, which include philosophical anthropology, theology, hermeneutics, and the history of philosophy. McGrath’s study belongs to the theologically motivated studies on Heidegger’s phenomenology and ontology and thereby contributes to the recent renewed interest in Heidegger’s early philosophy, which arose after his early lecture courses were published in his Collected Works and after it became clear that Heidegger’s way to Being and Time (and his later thinking) not only was heavily influenced by Scholasticism, especially by Duns Scotus, but also by Augustine, Eckhart, and Luther, all of which took effect before Heidegger encountered Husserl’s phenomenology, Neo-Kantianism or Aristotle’s philosophy. The greatness of Being and Time is indeed a result of the ingenious transformation of all these sources into something new. (shrink)

This little book which is a sequel to "Cartesianism" is not written for professional philosophers. Its less ambitious purpose is to initiate undergraduate students of Catholic Universities and Colleges, who are engaged in the study of scholastic philosophy, into a knowledge of the fundamental principles of those numerous systems that have contributed to the chaos of modern thought from the time of Descartes to the present day.