Describes the efforts of Cornelia Peacock Connelly to establish Roman Catholic teacher training schools and schools for poor, working girls in England. Questions whether or not religious education within a specific tradition can be liberating or merely socialization. Concludes that both liberation and socialization were the result of her efforts.…

Explores the sense in which U.S. Catholic schools can be considered a faith community by administering questionnaires to 1,204 Catholic school students. Compares attitudes and mass attendance of practicing and nonpracticing Catholics, non-Catholics, and their parents. Correlates student mass attendance with positive attitudes toward Catholic…

Provides an extensive recounting of a colloquium convened at the Institute for Christian-Jewish Studies in Baltimore, Maryland. The colloquium brought together Catholic and Jewish educators from the northeastern United States for six intensive, two-day sessions over a period of nearly three years. Discusses the development and implementation of…

Explores three characteristics of the Catholic tradition that offer students ways to become more attentive to role of faith in their lives. These include the juxtaposition of faith and reason, the movement towards inclusivity, and an understanding of sacrament as the mediation of the Divine through bodiliness. (MJP)

Analyzes Catholic education between 1920 and 1950 by reviewing the intellectual and cultural context which shaped its development; identifying its philosophical and theological assumptions; and examining differences between conservatives and progressives on educational practice. (CFR)