Offers brief summaries of contributions made by several of Christopher Columbus's contemporaries, including Nicholas Cusa, Leonardo da Vinci, Michelangelo Buonarroti, Nicholas Copernicus, Johannes Gutenberg, Sir Thomas More, Desiderius Erasmus, and John Colet. Urges modern Catholic educators to learn from these risk takers and visionaries. (DMM)

Assesses the current status of catechesis and religious education in Australian Catholic schools and parishes. Notes recent efforts and offers suggestions for improving religious education in those settings. (DMM)

Traces changes in the content and instructional methods of catechesis from the early centuries of Christianity, when the focus was on evangelization, to the twentieth century. Reviews the influences of developmental psychology and social consciousness on modern catechetical renewal. Considers the educational needs of the twenty-first century. (DMM)

Defines socialization and its three stages. Looks closely at the process of organizational socialization, focusing on the reciprocal nature of socialization, the process of cultural learning, factors influencing institutional identification, and research needs. Considers ways in which organizational socialization can benefit Catholic educators.…

Uses the Archdiocese of New York to illustrate the Catholic Church's successes and failures in religious education. Discusses the archdiocese's efforts to reduce widespread ignorance of the teachings of the Second Vatican Council, including a community needs assessment and a weekend Synod. Highlights religious education needs. (DMM)

Reviews the steps Catholic colleges and universities will have to implement, and the related legal difficulties, if Catholic bishops adopt the draft norms of "Ex Corde Ecclesiae," the Papal constitution on higher education. The unwillingness of Catholic institutions, as corporate entities, to do so is seen as a potential barrier to…

Reviews the proposals of Paul DeHart Hurd for improving science education in elementary schools, while ensuring that it is compatible with the goals of Catholic education. Suggests relating science to life situations, exploring broad applications of the scientific method, and making science instruction a process of discovery. (DMM)

Explores changes that have taken place in the Catholic Church's understanding of the concepts of "religion" and "faith." Discusses the effects of these changes on the ministry of religious education. Makes suggestions concerning the development of a suitable environment and atmosphere for approaching religious education within…

Describes how the Diocese of Dallas overcame the logistical problems serving as obstacles to the widespread use of the Catholic Television Network in instruction at St. Pius X Elementary School. Looks at equipment needs, fund raising, staff development, technical considerations, and benefits. (DMM)

Mary Hatwood Futrell, President, National Education Association; Gorden M. Ambach, President, University of the State of New York; Marian Wright Edelman, President, Children's Defense Fund; Rene C. Gonzalez, Office of Educational Research and Improvement; and Nancy Reagan identify students' noninstructional needs. (DMM)

Urges parents and teachers to face the topic of death realistically and naturally, discussing how and when the subject should be raised with children. Considers forms of grief, age differences in children's understanding, theological explanations, and the importance of helping children name/describe their feelings and allowing them to grieve. (DMM)

Asks whether Machiavelli or St. Benedict of Nursia provides the better model for school administration and student discipline. Finds Benedict's teachings, which stress love, prudence, and the avoidance of extremes, better suited to the traditions and spirituality of Catholic education. (DMM)

Examines the implications of the bishops' pastoral, "The Challenge of Peace," for Catholic schools and analyzes issues and problems in responding to the pastoral. Recommends clarification of philosophical positions, development of archdiocesan guidelines, varied teacher in-service opportunities, and global concept development. (DMM)

Suggests that religion teachers develop mentor-friend relationships with their students, as characterized by being available to students outside of class, sharing oneself in a personal way, expressing interest in the student's life, and sharing faith. Discusses acceptable and unacceptable types of relationships. (DMM)

Discusses various meeting points between student and teacher, focusing on academic, moral, and affective relationships. (DMM)