Since at least the 1960s, responding to changes both in the world and in the Church the project of Catholic university education in the United States and elsewhere has undergone a significant alteration in structure, and subsequently of its own sense of identity, purpose, and mission. Concerns about the integrity of Catholic universities both as Catholic and as university abound and have done for some time. Providing a brief review of some of the existing literature, (...) this paper argues that the contemporary discussion regarding identity and mission for Catholic colleges and universities suffers from a decidedly modern inability to the address first order questions. This failure to properly treat questions pertaining to metaphysics render Catholic institutions of higher learning locked within the superficial plane in terms of how they address their own sense of identity and mission. In response to this, this paper argues that there exists within the Catholic tradition adequate metaphysical richness that can and should more faithfully ground the essence of the Catholic college or university. Drawing on the metaphysical work of such figures as David L. Schindler and others, the author argues that a relational ontology, characterized by an understanding of the metaphysics of gift can not only save the project of Catholic university education but is in fact central to its mission. (shrink)

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.

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)

본고의 목적은 고전의 가치를 지닌 존 헨리 뉴먼의 『대학의 이념』이 다루고 있는 중요한 주제들을 요약해서 소개하고, 이를 통해서 오늘날 한국 가톨릭대학교들의 현실을 진단함과 동시에 미래의 발전 전망들을 가늠해보는 것이다. 본론의 첫째 부분은, 뉴먼이 다루고 있는 주제들 중에서 오늘날 여전히 시의성을 지니고 있는 네 가지 주제들을 소개하는 것이다: 가톨릭대학교의 설립목적, 학문으로서의 신학의 통합적 역할, 자유교양교육의 중요성, 가톨릭 인본주의에 입각한 교회의 의무. 이어서 둘째 부분에서는, 뉴먼의 저서에 대한 현대 미국의 대학교육자들의 견해를 소개하는 것인데, 이는 오늘날 대학의 문제 역시 세계화의 맥락에서 반성될 수 (...) 있는 것이기에 우리 현실을 진단하는데 참고하기 위한 것이다. 마지막으로는, 이상의 내용을 토대로 해서 필자가 생각하기에 한국의 가톨릭대학교들이 비전을 세움에 있어서 고려해야 할 사항들을 열거하였다: 가톨릭대학교의 정체성을 드러내는 통합적 비전과 차별성, 교육의 중요성, 교양교육과 전문교육 사이의 균형, 대학의 연구 기능이 실천적인 문제들과 연관성을 확보하는 일, 온라인 교육의 확장 추세와 관련해서 양적 성장보다는 내실화를 기하는 일의 중요성 등이 그것들이다. 결론에서는, 재정건전화의 가능성과 가톨릭대학인들 사이의 연대에 대해서 일언하였다. (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)

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)

Father Sokolowski advances two theses. The first is that "faculty members who teach theology . . . have a particularly strategic role to play in working out a successful harmony between the university and the Church and between faith and reason." The second is that "in the current controversies about the university and the magisterium, the Church has put itself and its own authority at a disadvantage because of the comprehensive revision of the liturgy that was carried out (...) after the Second Vatican Council . . . [That is], the way the academic world looks at Church authority has been influenced by changes in the Church's liturgy.". (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)

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)

While the Catholic Church has taken a number of steps to create a safe environment for children, its largely procedural approach to the sexual abuse crisis leaves a lot to be desired. If the Catholic Church wants to identify and counteract the elements that precipitated this crisis, it needs to enlist Catholic universities and parents, as universities possess the intellectual resources to understand the crisis in its full depth and breadth and parents are the most capable protectors (...) of children in the Catholic Church. Empowering these two constituencies and relying on them to lead child protection efforts represent the best chance to overcome a legacy of pain and distrust and to create a Church that is nurturing and safe for its children. (shrink)

This article, which was originally presented at the annual conference of the Venerable John Henry Newman Association at Villanova University in July 2005, examines the “religious formation” of students at the Catholic University of Ireland as presented by Newman in his university sermons and discourses. Newman wanted the students to develop not only intellectually, but also religiously and morally. He saw tutors as critical to this process of formation.

With its June 2004 statement Catholics in Political Life, the United States Conference of Catholic Bishops opened an important and far-reaching discussion about how Catholic individuals ought to comport themselves in political life, and-indirectly-about how Catholic institutions-including Catholic law schools-ought to decide whether or not to give awards, honors, or platforms to those whose views about key moral and political issues may differ from the views expressed in the teachings of the Catholic Church. On the (...) basis of a simple and straightforward reading of the 2004 statement, it might appear that the bishops wanted to say that no Catholic institution-and thus no Catholic law school-should give awards, honors, or platforms to those who endorse or promote views that differ from the fundamental moral teachings of the Church. An important part of the statement plainly declares: "The Catholic community and Catholic institutions should not honor those who act in defiance of our fundamental moral principles. They should not be given awards, honors or platforms which would suggest support for their actions." A few moments of reflection will reveal, however, that the issue here is somewhat more complicated than what one might infer from a simple and straightforward reading of the statement. The aim of the present paper is not to settle the question of whether and how a Catholic law school ought to give awards, honors, or platforms to certain individuals or groups. Instead, the aim is to begin articulating some of the underlying conceptual issues that perhaps ought to be addressed in preparation for answering the further question of whether and how a Catholic law school ought to give awards, honors, or platforms to certain individuals or groups. (shrink)