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1.
This study aims to define the extent of, and causes for, the decline of the Wesleyan educational effort in England in the twentieth century. In 1902 the Church had 738 schools, but these rapidly declined throughout the century, with only 28 remaining in 1996. The establishment of these schools during the nineteenth century had been largely for the protection of Wesleyan children, with a denominational mistrust of the proselytism in both Anglicanism and Roman Catholic institutions. This study aims to show how far this mistrust continued into the twentieth century and estimates the influence of growing ecumenism on the Church’s decision to allow its own elementary schools to disappear. Nevertheless, this is an important subject, reflecting the declining influence of all churches on wider society in the twentieth century, as well as the increasing need to form church alliances to counter growing secularism in a post‐Christian era.  相似文献   

2.
Roman Catholic schools represent an important sector in Hong Kong's education system, both in terms of number and historical significance. As in many colonies in other periods of history, the Roman Catholic Church, in addition to other Christian Churches, had a partnership relationship with the colonial government in the provision of education in Hong Kong. Was there any change in this relationship during the political transition to 1997? Did the prospective return of Hong Kong to the People's Republic of China (PRC) affect Catholic educational policies? This article examines these two questions in relation to the experience of other places in the world and in relation to the special nature of the Catholic Church in Hong Kong, namely its link with the Vatican and its relations with China where Church schools no longer exist.  相似文献   

3.
Until comparatively recently, the survival and success of Church of England and Roman Catholic schools within the English dual system was not given much attention by liberal commentators. However, the general popularity of faith schools among parents and their particular role within current government policy has encouraged the Church of England to reassess the role of its schools on a strategic level, using a model that resembles the one long established in Catholic education. Possible consequences of such a reassessment for those working within these schools are discussed, using contrasting liberal views to explore the identified issues.  相似文献   

4.
ABSTRACT

Religion in Britain is in overall decline and ‘no religion’ is growing, but one-third of schools in the State sector in England and Wales are ‘schools with a religious designation’ (‘faith schools’). Historically, these were Protestant and Catholic Church schools, but new faith schools have been established by Churches and other faiths. Governments of all parties have encouraged this development, chiefly on the grounds of increased parental choice and improved quality.

The research presented here provides evidence about the operation of faith schools in the English city of Leicester in 2016, particularly from the perspective of those choosing a school. The main objectives are (1) to indicate the diversity of faith schools, (2) to show how they present themselves to those looking for a school: their admission requirements and level of educational attainment and (3) to reflect on the claim that faith schooling offers more and better choice and quality. Leicester is selected for its size and diversity; it is small enough to study with the resources available to us and is one of the most multi-ethnic and multifaith urban areas in England. Research was carried out between February and July 2016 and offers a snapshot from that year.  相似文献   

5.
This research aims to look at how a group of primary head teachers’ in the North West of England perceive the Catholic nature of their schools and how they give their account of Catholic education for twenty-first century Britain. They go on to describe their feelings about the mission of their school. The head teachers’ views of how they identified their school’s Catholicism are critiqued in the light of Catholic Church teaching on the nature of Catholic schools and compared to academic and theological models of Catholic education.  相似文献   

6.
A distinctive characteristic of the education system in Northern Ireland is that most Protestant and Catholic children attend separate schools. Following the partition of Ireland the Protestant Churches transferred their schools to the new state in return for full funding and representation in the management of state controlled schools and non-denominational religious instruction was given a statutory place within such schools. The Catholic Church retained control over its own system of voluntary maintained schools, initially receiving only 65% of capital funding; however all grant-aided schools in Northern Ireland are now eligible for full funding of running costs and capital development. This paper highlights the emergence of a small number of integrated schools since the 1980s. Catholic and Protestant parents have come together as the impetus for these schools and this presents an implicit challenge to the status quo of church involvement in the management and control of schools. In practical terms the integrated schools have had to develop more inclusive arrangements for religious education, and legislation that permits existing schools to 'transform' into integrated schools also presents new challenges for the society as a whole.  相似文献   

7.
The impact of faith schools on the performance and progress of their pupils has been studied using data from the National Pupil Database (NPD). The value‐added analysis was carried out using multilevel modelling, controlling for prior attainment as well as a range of background variables, including ethnicity, sex, eligibility for free school meals (FSM), alternative measures of deprivation based on census information, special educational needs (SEN) and English as an additional language (EAL). The analysis confirmed that all faith schools, in particular, Roman Catholic and Church of England schools, made slightly more progress with their pupils than non‐faith schools. It also showed that pupils with SEN attending faith schools performed better at key stage 2 than pupils with SEN in non‐faith schools.  相似文献   

8.
A review of research on US Catholic education reveals that race is not treated as an important area of analysis like class and gender. Black Catholics are rarely studied in education let alone mainstream writings. This article examines the social and educational history of blacks in the US Catholic Church and the dual reality of inclusion and exclusion within a Church and its schools. This paper focuses on the intersection of the Church and Black Catholic schools as enduring institutions of opportunity for Black families and their communities. This paper unearths the shared values, assumptions and beliefs about African American Catholics quest for literacy. The article uses Black Theology as a frame to explain how the intersections of culture, history and religion influence meaning and educational decision-making. African Americans pursued Catholic education for two reasons. First, they sought to be educated which both advanced their individual freedom but vastly improved their community’s economic, social, and political standing. Second, they inserted their own unique cultural and social experiences into Catholic schools which espoused service and academic excellence. Black Catholic schools well-defined values and academic excellence is still viewed by African Americans as places of hope and opportunity for students of color.  相似文献   

9.
The Catholic laity currently faces some concerns that are of importance to its future. The current decline and ageing of clergy affects the availability of sacraments and leadership. Moreover, the plurality of views among Catholics on ordination, ethical issues and Church governance suggests that controversy may accompany concurrent increased lay involvement. Finally, in recent years theorists have argued that the traditional establishment of clergy and laity as distinct categories unhelpfully sustains the laity in a passive role. So if the Catholic school wishes to respond to these challenges, it would be prudent to have some awareness of how Catholic school adolescents are currently establishing themselves within the Church. This paper uses semi-structured interviews with 16 Catholic high school students to focus on the questions of (1) what images and expectations adolescents have of the laity; and (2) how they respond to the fact of an ageing and declining clergy. These questions are coordinated so that conceptualising about the laity leads to indicating participants’ assumptions about the basis for any action in the Church, thus illuminating how one might think about Catholic education contributing to ecclesial structures.  相似文献   

10.
Despite there being significant numbers of state maintained Catholic schools in England, they have until recently proved to be of interest only to a minority of researchers, usually those directly involved in their promotion. New Government initiatives encouraging further diversity in the provision of schools have proved controversial and, in reopening the religious debates of the 19th and early 20th centuries, have prompted interest in the academic performance of Church schools. This paper takes a longitudinal approach in reviewing information already in the public domain, as well as presenting new evidence based on national examination performance data. Standards of academic attainment at Key Stage 4 in Catholic schools compare favourably with national norms. Such schools are particularly effective with more socially disadvantaged pupils and, as such, appear to offer much to the common good of society. Further areas for research are suggested.  相似文献   

11.
The initial focus of this research centred on a study of the extent to which government legislation and action since 1965 has threatened or eroded the Catholic Church's influence over its schools within the maintained sector [1]. However, it became clear that this focus was based on the assumption that the Catholic Church in England and Wales had a clear set of educational principles which were not only distinct from those of the state but involved different policy outcomes. Moreover, during the course of the study, evidence emerged which indicated that the Church had not given as much attention to the principles underlying its educational policy as it had to the maintenance and numerical expansion of the schools themselves. It was also realised that the nature of Catholic education cannot be determined solely by examining the Church's official documents. Whilst official Church pronouncements indicate what Catholic education ought to be, they may not correspond to a reality of what a particular Catholic community has made of Catholic education. Therefore, this paper examines some of the beliefs and attitudes of a sample of Catholics involved in Catholic schooling.  相似文献   

12.
ABSTRACT

In the early twentieth century in the United States, Roman Catholic schools grew in number and became increasingly regulated by state departments of education. This led to the increased influence of public school reform movements in Catholic schools. Some Catholic educators questioned these movements, while others embraced them. Educational measurement strategies, such as IQ and standardised testing, gained support from women religious orders and congregations, who made up the majority of the Catholic teaching force. For pragmatic reasons, they saw some value in the promises of modern educational science for teaching and learning. This practice, however, put them at odds with some of the beliefs and values of their Church. This study demonstrates how Catholic sister teachers attempted to shape the debate on the introduction and use of reform strategies like IQ and standardised testing. It also examines how Catholic sister teachers made use of Catholic beliefs and values to make arguments in favour of IQ and standardised testing in Catholic schools. Using agreed upon Catholic religious tenets and working within their gendered reality, Catholic sister teachers demonstrated how they tried to convince their colleagues, male and female, to come to an understanding around the use of educational measurement.  相似文献   

13.
拜占廷帝国末期,为换取西方的军事援助,拜占廷皇帝多次向罗马教皇提出东西方教会合并。但由于拜占廷与西方存在着严重的宗教矛盾和民族矛盾,加上教皇权威下降等因素,东西方教会合并难以付诸实践。同时,在教会合并问题上的分歧还加剧了拜占廷帝国内部的社会分化。  相似文献   

14.
ABSTRACT

Regardless of what method is chosen for formal religious education, the fundamental principle of all catechetical activity in the Catholic Church is fidelity to the Word of God and the concrete needs of the faithful. This article will argue, however, that fidelity to the Word of God falls short of the requirements of the Catholic Church in the three religious education curriculum schemes that dominate current religious education in Australia and England and Wales. Utilising a set of ‘best practice’ principles drawn from documents of the Catholic Church and developed by the author in an unpublished doctoral thesis this article identifies and describes practices which misrepresent and distort Scripture. In its own terms, good hermeneutics should be a priority for Catholic religious education. This article reveals significant hermeneutical problems with prominent Catholic religious education programmes in three countries.  相似文献   

15.
This paper discusses the manner in which the Roman Catholic Church in Ireland attempted to impose denominational control on the system of vocational education introduced by the state in 1930. Considerable research on education has been conducted within the period in question; however, the area addressed in this paper has been largely neglected by scholars in the field. The position of the Roman Catholic Church in Ireland is examined in the context of Church–state relations within Europe with particular reference to the issue of control in education. The paper argues that the Roman Catholic Church in Ireland sought denominational control over vocational education through the introduction of various amendments to legislation dealing with the system.  相似文献   

16.
The Catholic school system in the United States is undergoing significant changes in size, populations served and the funding models which have traditionally supported such schools. The closing of many schools in urban areas in the last 10 years in conjunction with the rising costs of schooling suggests that unless a new approach to funding schools is developed, the future of Catholic education in the United States is seriously threatened and with it the American Church. This article explores the link between traditional sources of funding Catholic schools and the increased role of federal and state funds. The rise of Charter Schools has added a significant model for Catholic schools to emulate in regarding future sources of funding. Three strategies for future funding are explored with an emphasis on the development of Faith-based Charter Schools and the development of ‘Catholic’ Charter Schools.  相似文献   

17.
:西方教会系基督教所属的天主教、东正教、新教三大教派。西方教会在华购置地产的依据是中法 186 0年《北京条约》(中文本 )、186 5年柏乐德密协议与 1895年教会内地置产协议。其中《北京条约》(中文本 )中的教会置产内容乃是当时担任翻译的法国传教士擅自增添的 ,因而不具有法律效力。清政府就教会置产问题与法国进行过多次交涉。“索还天主堂旧址”是传教士掠夺中国人民财产的特殊置产活动。各教会在华置产的规模和数量相差悬殊 ,方式及用途迥然各异 ,对近代中国社会的影响也各不相同  相似文献   

18.
Despite there being significant numbers of state maintained Catholic schools in England, they have, until recently, proved to be of interest only to a minority of researchers. Government initiatives to promote greater scrutiny and accountability through the publication of school test and examination results have generated interest in their academic performance from proponents and critics. Early attempts by government to compare school performance using ‘raw’ examination and test scores were severely criticised. Newly introduced ‘Contextualised Value Added’ measures, when correctly applied, have largely overcome the deficiencies of earlier datasets. This paper presents new CVA performance data provided by Ofsted that may help the debate about Catholic school effectiveness to progress. Possible reasons for the CVA findings are explored and further areas for research are suggested.  相似文献   

19.
Throughout the first half of the twentieth century control over their schools was central to the sense of a Catholic identity for English Catholics, and its defence was a priority of their bishops. The 1944 education act threatened the financial viability of these schools. Between 1942 and 1944 the divided and uncertain response of the Catholic Hierarchy of England and Wales to the state’s proposals for educational reform opened the way for the intervention of lay catholics into the education debate. The Sword of the Spirit movement is commonly remembered as the central organization for lay initiative in Church affairs. However, for Catholics and for participants in the education debate the organization known as the Catholic Parents’ and Electors’ Association (CPEA) was far more significant. From local initiatives in Ilford, south‐east London, and Bradford, in the north, between 1940 and 1942, the CPEA expanded, until by 1944 it could claim a nationwide membership running into tens of thousands, as well as the enthusiastic support of the Catholic press. It engaged in vigorous political activity, in most cases without the sanction of clerical authority. To some extent the movement troubled Catholic authority as much as the education issue itself. With the re‐establishment of authority, following the appointment of a new cardinal‐archbishop of Westminster the movement foundered but was by no means extinguished. It embodied the extending power within the Catholic community of an urban middle class, related to, but increasingly distinct from, the growing Catholic professional elite exemplified by the growth of the Newman Association. The CPEA could be harnessed by the clerical leaders of the Catholic community, but its history indicates the social, psychological and political stresses attendant on educational change in a minority community.  相似文献   

20.
The publication in 2011 of This is Our Faith (TIOF), the Catholic Church in Scotland's syllabus for religious education in Catholic schools, is a significant contribution to wider debates on the appropriate conceptual framework for religious education. Recent teaching of the Holy See has suggested that religious education in Catholic schools should adopt a scholastic shape and serve as a complement to catechesis. In TIOF, pedagogy, assessment issues and the relationship between cognitive and affective approaches to learning are merged in the context of a distinct faith tradition. TIOF's adoption of a catechetical vision of religious education shows how local churches can adapt Catholic teaching to their own circumstances.  相似文献   

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