It is only in the years since Vatican II that the new thinking about Catholic education has crystalised into shape. Vatican II and New Thinking about Catholic Education provides an opportune moment to take stock of the impact of Vatican II on Catholic education.
This volume considers the various ways in which Vatican II and its teaching on education has been received and engages with the challenges and testing times that beset faith-based education in the twenty-first century. With insights from an international range of leading and influential advocates of Catholic education, the volume demonstrates the differing contexts of Catholic education and explores the ways in which Vatican IIs teaching on education has been received over the past four or five decades.
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| Introduction |
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1 | (10) |
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PART I Vatican II on Catholic education |
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11 | (26) |
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1 Vatican II and new thinking about Catholic education: Aggiornamento thinking and principles into practice |
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13 | (10) |
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2 Speaking up for Gravissimum Educationis |
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23 | (14) |
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PART II International perspectives on Catholic education since Vatican II |
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37 | (84) |
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3 An Australian perspective on Vatican II and Catholic education |
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39 | (16) |
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4 Belgium: New thinking on Catholic education fifty years after Vatican II |
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55 | (17) |
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5 France: Vatican II and Catholic education |
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72 | (10) |
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6 England: Vatican II and Catholic education |
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82 | (14) |
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7 Catholic schools in Glasgow and caring for the needs of those who are poor |
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96 | (16) |
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8 Catholic schooling in Wales fifty years after Vatican II |
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112 | (9) |
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PART III Theological and philosophical perspectives on Catholic education and Vatican II |
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121 | (50) |
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9 Catholic education in the light of Vatican II: Anthropology and Catholic education |
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123 | (13) |
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10 A philosopher's perspective on Vatican II's new thinking on Catholic education: A response to Dermot Lane's Catholic education in the light of Vatican II |
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136 | (10) |
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11 A theologian's perspective on Vatican II's new thinking on Catholic education |
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146 | (13) |
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12 Theology and education |
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159 | (12) |
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PART IV Practical perspectives on Catholic education and Vatican II |
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171 | (34) |
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13 A Bishop's perspective on Vatican II and Catholic education in England and Wales |
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173 | (11) |
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14 The future of Catholic education in England and Wales: A personal reflection |
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184 | (10) |
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15 The practical realities of Catholic education in the post-Vatican II world: `Walking the razor's edge' |
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194 | (11) |
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PART V Vatican II and the Catholic university |
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205 | (34) |
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16 Reflections on fifty years of church teaching on universities (from Gravissimum Educationis to Ex Corde Ecclesiae) |
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207 | (8) |
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17 Relative autonomy and the Catholic university |
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215 | (24) |
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236 | (3) |
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| Notes on contributors |
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239 | (6) |
| Index |
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245 | |
Dr Sean Whittle is a member of Heythrops Institute of Religion and Society as a Post-doctoral Research Fellow. Prior to taking up this fellowship Dr Whittle completed his doctoral studies at the highly regarded Institute of Education, now part of UCL. He defended a thesis on the theory or philosophy of Catholic education. His first book A theory of Catholic education (Bloomsbury 2014) presents a robust philosophy of Catholic education that draws heavily on insights from Karl Rahner. In this book Whittle controversially argues in support of a non-confessional theory of Catholic education. Alongside his role as an academic at Heythrop, he works part time as an RE teacher at Gumley House Convent School FCJ in London. He is a happily married lay member of the Catholic church.
