By Terence McLaughlin, Joseph O'Keefe
This selection of essays via American and British authors discusses how the tools and problems with Catholic education have gotten of accelerating curiosity to non-Catholic colleges - as a result of the Catholic approach to education being perceived as extra humane.
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Extra resources for Contemporary Catholic School: Context, Identity And Diversity
1988) High School and Beyond: Administrative and Teacher Survey (1985), Data file users’ manual, Washington, DC, Office of Educational Research. NATIONAL CENTER FOR EDUCATION STATISTICS (NCES) (1982) High School and Beyond 1980 Sophomore Cohort First Follow-up (1982), Data file user’s manual, Washington, DC, National Center for Education Statistics. NATIONAL CENTER FOR EDUCATION STATISTICS (1984) Bulletin, February. NATIONAL CENTER FOR EDUCATION STATISTICS (1987) Digest of Educational Statistics, Washington, DC, Government Printing Office.
In terms of the Catholic schools we studied, school life comprises a tradition of thought, rituals, mores and organizational practices that both invites students to reflect on this systematic body of thought and to immerse themselves in a communal life that seeks to live out its basic principles. The aim of this type of schooling is to nurture in students the feelings, experiences, and reflections that can help them apprehend their relations to all that is around them—both the material world and the social world, both those who have come before and those who will come after.
A similar concept is used by Booth (1985) in his analysis of the truncated rhetoric employed in modern science. C. (1985) ‘Systematic wonder: The rhetoric of secular religions’, Journal of the American Academy of Religion, 53, pp. 677–702. E. B. (1993) Catholic Schools and the Common Good, Cambridge, Harvard University Press. E. M. (1990) Politics, Markets and America’s Schools, Washington, DC, Brookings Institution. N. L. C. (Ed) Handbook of Research on Teaching, 3rd ed. New York, Macmillan, pp.
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