Special issue dedicated to reveiwing aspects of Catholic training in French schools. (DS)

Responds to an article on St. Thomas Aquinas College's Great Books Curriculum (EJ 240 962). Endorses the program's aims of using Great Books as a means to truth, not as an end in themselves, but feels that the approach is too narrow and too reliant upon authority and that it fails to develop complex thinking and knowing methods. (DMM)

States that, in Catholic schools, the Gospel mission--teaching the Gospel of Jesus to students--should be present in all aspects of the athletic experience. Asserts that encouraging participation in athletics, developing a moral-based athletic program, and properly supervising sports teams are all key elements in the excellence of Catholic…

A new educational theology is developing in the Catholic school system. This new perception is the result of six strands of thought which are discussed here. Perceiving this theology enables the persons, to the Church, and to the whole human community. (Author/RK) Catholic teacher to recognize the nature of his ministry as service to

Argues that instruction in literature, the sciences, philosophy, and social interaction, in as much as it is part of the process of humanization, is important to the mission of the Catholic Church. (DMM)

Asserts that schools can be academically excellent as well as authentically Catholic by employing both academic and faith-based methods of teaching. Cites three main areas responsible for student achievement: student ability, family background, and effective organization. Describes research supporting higher achievement in Catholic schools than in…

Asserts that it is time to formalize the practices involved in integrating values into Catholic education. Presents the six-step Educational Community Opportunity for Stewardship (ECOS) system and the Catholic Education Community manual as vital components in preparing teachers for values integration. Presents conceptual and organizational…

Discusses assessment within the realm of Catholic education. States that assessment should not be limited to testing, and that there are other methods of student evaluation that are intrinsic to the classroom environment. Asserts that opportunities to exhibit excellence need to be given by teachers, and that assessment is a celebration of this…

Explains that service learning began as a way to help provide students with a better sense of civic and social responsibility, and has developed into a process enabling students to feel more connected with their communities. Lists benefits from enrollment in service-learning programs, including enhanced self-esteem, leadership abilities, spiritual…

Born an Episcopalian in New York, Elizabeth Ann Bayley (1774-1821), married (1794) William Magee Seton (1768-1803). Blessed with three daughters (Anna Maria, Rebecca, and Catherine Charlton, called "Kit") and two sons (William and Richard), the couple briefly enjoyed the comforts of social status and prosperity. They opened their arms to…

Australian Catholic schools are enjoying extensive popularity, with schools in general experiencing maximum enrolment capacities. The irony in this phenomenon is that Catholics are being attracted to non-Catholic schools, and many non-Catholics are seeking enrolment in Catholic schools. Moreover, the vast majority of Catholics in Catholic schools…

This publication features highlights of the major findings made by delegates to a meeting of the National Congress of Catholic Schools, held in Washington, D.C. in November, 1991. Divided into three chapters, the first chapter provides background information and explains the process by which the National Congress of Catholic Schools acts. The…

This booklet is a summary of the goals and objectives the school office regards as the focus for its 3-year plan, AD'74 or the Archdiocesan Design for the Future. The contents include: "Organic Curriculum," which presents the goals and subgoals for Catholic heritage, personalized learning, interdisciplinary content, community-wide resources,…