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)

Agrees that strong dissent by a teacher with church teachings is undesirable in a high school classroom. Suggests that "reserved dissent" (i.e., admission of personal doubts and concerns not precluding possible assent or appreciation of a doctrine's good points) can be a positive influence and lead to valuable class discussions. (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)

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

Asserts that, for catechists, being a "faith sharer" is more important than merely imparting knowledge. Presents guidelines that may assist catechists in developing a program that builds both knowledge and character: (1) teach responsibility; (2) encourage self-discipline, independently and as a community; and (3) care for others. (EMH)

Discusses St. John Baptist de La Salle and his belief that teachers were called by God, through baptism, to view their role in the life of the school as a ministry, not just as a job. Suggests "Lasallian schools" as a model for preparing teachers to touch the minds and hearts of children entrusted to them. (VWC)

Urges Catholic schools and parish centers to take an immediate, honest, and proactive response to AIDS education; accept adolescents as a high-risk group presenting unique challenges for AIDS education; and adopt a moral stance rooted in gospel values. Proposes an ongoing agenda for AIDS education. (DMM)

Offers information from a study of anorexia nervosa patients, discussing the behaviors and attitudes that characterize this group. Considers related social, cultural, and environmental factors. Suggests that educators voice concerns to the disturbed student and his/her parents in a simple and frank manner and encourage seeking professional medical…

Examines the obligations placed upon Catholic educators by the pervasiveness of television. Describes "The Media Mirror," a Christian-value-oriented student guide to television viewing, that seeks to develop an understanding of television's role and influence, foster constructive use of television, and clarify Christian values as…

Proposes guidelines for Catholic religious educators to distinguish between acceptable and unacceptable theological pluralism, and infallible and non-infallible religious teachings. Considers personal theological competence to be essential in dealing with dissenting ideas in the classroom. (DMM)

Addresses the crisis in health care, considering costs, lack of access, and system ineffectiveness. Reviews "Setting Relationships Right," the Catholic Health Association's proposal for health care reform. Advocates educators' awareness of children's health needs and health care reform issues and support for the Every Fifth Child Act of…

Examines the place of liturgical music in Catholicism. Discusses the importance of music in worship, of music education in Catholic schools, and of efforts to include music in the curriculum. Suggests that expert guidance in evaluating liturgical music is required to assist those who may lack music literacy. (13 citations) (AJL)

Suggests that young people seeking intimacy often settle for sex and need to be guided toward discovering healthy, unselfish intimacy. Discusses an approach to sex education founded on Christian sexual values. (PAA)