Examines aspects of Catholic education from a Canadian perspective. States that all Catholic schools should have a vision that is: (1) grounded in history; (2) shaped by a strong Catholic identity; (3) shared and guided by servant-leadership (supporting each other professionally and personally); and (4) inspired by hope (instilling values and…

Discusses ways in which Catholic schools can reflect on the Catholic vision and identity within the institution. Reminds Catholic educators that the Catholic vision includes personal and societal transformation in the light of the Gospel. Suggests particular consideration is due the areas of leadership training, social justice, and spiritual life.…

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)

Offers suggestions for ways in which Catholic educators can set priorities for developing religious education programs. Recommends visual symbols of Catholicism in each classroom, required prayer, a sacred place on campus, spiritual retreats for students, and reaching out to students. Also suggests that students be required to invest hours in…

Discusses the National Catholic Education Association's (NCEA) Assessment of Catechesis Religious Education (ACRE), what specifically is being measured, and the process put in place during item and assessment development to maximize the quality and suitability of its results. Describes religious education domains and key concepts measured. (CJW)

Discusses character education in public schools, focusing on Montgomery County Public Schools (MCPS) in Maryland. States that MCPS has established a policy that requires all schools to implement a character education program, and reviews the implementation of this program--dubbed Building Esteem in Students Today--at one of MCPS's schools,…

Contends that it is important to ask the correct questions pertaining to academic programming, professional development, learning environments, and Catholic identity before setting goals for the next academic school year. Lists seven questions that might help Catholic school administrators better prepare their school for the near future. (CJW)

Describes programs enacted in public schools in response to the "personalism" period of the 1960s, which emphasized self-fulfillment over moral responsibility. Discusses the federal government's involvement in alleviating violence in public schools, and compares schools of the 1990s with those of the previous two decades, stating that…

Reviews the history of the Association of Catholic Colleges and Universities (ACCU), from its inception in 1899 to the present. Highlights World War I as a turning point for ACCU because of an increased impetus to improve the schools and their enrollments. States that near the middle of the century, Catholic higher education joined the mainstream,…

Argues that the primary responsibility of school boards is to ensure that the school remains dedicated to its mission and to help integrate the school's values and mission into day-to-day operations. Presents a framework for assessing the integration of school mission, focusing on the overlapping stages of articulation, education, integration,…

Discusses the mission of Catholic schools to resolve tensions between American culture and Christian values, as indicated by students' fascination for money and lack of empathy for Christ-like suffering. Argues that technology has both positive and negative consequences and urges educators to encourage students to develop their spiritual lives.…

Asserts that development of moral character is basic to the mission of the Catholic school and is a commitment that public schools cannot make to their students. Defines character as "that lasting and distinctive part of the inner person that governs behavior through informed choices and good habits." Emphasizes teaching the Bible, and…

Contends that Catholic educators have a proven and lasting program to guide character building in their students. States that the basis for this important moral development is teaching good habits, and that the values presented in the Gospel are integrated into all curriculum areas, providing opportunities for students and faculty to reflect,…

Presents an interview with Cardinal William Keeler, Archbishop of Baltimore, on the exploitation of sex and violence in communications, and the Church's concern about contemporary media. Discusses specific topics such as violence on television, pornography, and what families and parishes can do to combat media's negative effects on society. (EMH)

Outlines 50 years of evolutions in higher education to demonstrate changes in methodology, curriculum, and campus life. States that the most important "change" in higher education is the college's goal to transform lives. (VWC)