By Sr. Joan L. Roccasalvo, C.S.J.

“It’s back to school,” the many ads remind us.  The noble work of education will soon begin anew.  

The word, educate, from the Latin educere, means to lead out of. Educators worthy of the name lead their students out of the darkness of ignorance to the light of truth, knowledge and wisdom. 

The Catholic Philosophy of Education

To realize its Divine mission, the Church has developed a view of education that claims the right over all other agencies to make final decisions about the education of its youth. 

There are several principles of the Catholic philosophy of education that mark it with distinction.  With the obvious age-appropriate adaptations, they affect all ages and academic levels. 

Belief in a Personal God

First, that belief in a personal God is essential to all Catholic thinking in any and every phase of human activity. This includes formal education which proclaims Jesus as its primary Exemplar.  It follows that the Church rejects any philosophy of education or position that sacrifices the eternal and supernatural to the temporal and natural (V.P. Lannie, “Catholic Education IV,” The New Encyclopedia 5: 168).

Academic Excellence

Second, Catholic education imparts far more than amassing facts and information.  Scholarship and faith belong together, the whole person, seeking ultimate Truth, Goodness, and Beauty.  Students should be taught to wonder at the goodness and truth surrounding them. Catholic education builds character. It develops in its students a Catholic moral compass and a Catholic sensibility to understand how society and democracies function. The curriculum’s first order of business is academic formation and excellence. Students must learn correct grammar and use language skillfully, even artfully. This means reading well, writing with imagination, precision and power, and speaking the country’s predominant language correctly. It is typically true that whoever uses the right word thinks precisely and persuasively as in the famous Hopkins’ poetic line, “The world is charged with the grandeur of God.” 

English is a difficult language to master, but it must be said that immigrants to this country often learn to speak better English than those who are born here. In the musical, “My Fair Lady,” the character of Henry Higgins sings, “Why Can’t the English Teach Their Children How to Speak.”  He lampoons Americans’ mutiliation of English with the line, “Well, in America, they haven’t used it in years.” A playful jab, but jab it is.

Catholic and Christian Humanism

Third, in Catholic humanism, God is found not just in the sacred but also in the secular where Christian values and virtue can be uncovered.  The religious and the profane are mutually inclusive, “charged with the grandeur of God.” Whatever is human is inherently Christian.  No enterprise, no matter how secular, is merely secular for we live in a universe of grace and promise. 

The humanities are associated with depth, richness, feelings, character and moral development. This is why the literary and refining arts are so important.  Their purpose is to impart wonder and enjoyment, sensitize the feelings of students and eventually influence their behavior.  The humanities are intended for all students and not just for the elite.

The Student and the Educator

Fourth, St. Thomas Aquinas puts it concisely: Education is a lifelong process of self-activity, self-direction, and self-realization. The child is the center of attention, the “principal agent,” in the educational process. 

The instructor is the “essential mover” who teaches by the witness of his or her example and consistently brings to their lessons a high degree of preparedness. The teacher’s role is critical to Catholic education (Ibid).  The students’ real life situations initiate the process of learning.   Educators lead their students out beyond their life setting—their Sitz-im-Leben.  Experience teaches students to discover for themselves by engaging the five senses. This includes, for example, making or doing beautiful art forms or listening to beautiful music. Affectivity must be channeled in socially-accepted ways. For the most part, “Rap” culture exalts anti-social affectivity.

In his apostolic exhortation, “Evangelii nuntiandi,” Pope Paul VI reflected: “Today students do not listen seriously to teachers but to witnesses, and if they do listen to teachers, it is because they are witnesses.”  

Catholic educators teaching in public schools can adapt Catholic principles to the public school curriculum especially when these are also embraced by other faith-traditions.    

The Benedict Effect

At his papal election in 2003, why did Joseph Cardinal Ratzinger take the papal name Benedict?  It was the Benedictine monks, who, systematically and comprehensively, rebuilt Europe after the barbaric invasions of Rome in the 5th century. Some European leaders refuse to acknowledge Europe’s Christian roots and, specifically, the Church’s role in building on Greco-Roman culture, Christianizing it, and handing it on to future generations. At a time when Europe was cast in darkness, the Church led it out of the darkness; the Church was Europe’s light. Not opinion, but fact.

St. Benedict, the Benedictine Order, and the Monastic Centuries

In the middle of the sixth century, a small movement changed the landscape of the European world.  Benedict of Nursia (480-547) introduced a new way of life and thinking that has brought vitality to contemporary men and women. He laid the foundation of Benedictine monastic life with his monks first at Subiaco and Rome, and then at Monte Cassino.  

Benedict composed his Rule of disciplined balance that fostered order and peace.  If “pray and work” (ora et labora) was the Benedictine motto, the way to live it was through beauty, piety, and learning.  Every monastery was built on an expansive tract of land, and  eventually, it became a miniature civic center for the townspeople.  One could say that the monks sacralized the landscape.  

Monastic Schools

Of the many contributions the Benedictine monks made to European culture, education remained a prominent value. In the Middle Ages, education was conducted within the confines of the monastery by monks, and later, by nuns.  They offered religious and general education to youth who intended to enter the monastic or clerical life and to youth who were preparing for public life.  They lived at home.  Young children of six or seven years of age were taught the basics. The majority, especially potential monks and nuns, were taught to read Latin, writing, chant, arithmetic, and learning how to read time on the sundial. The main text was the Psalter.  From the eighth century onward, students were taught the seven liberal arts, the trivium, grammar, logic, and rhetoric, and the quadrivium, arithmetic, astronomy, geometry, and music.  The ideal monastery of the Benedictine Order was that of Saint Gall in present-day Switzerland where the town flourished around the monastery.

In our century, Catholic education continues to flourish across the world in developed and in developing countries.

Conclusion: Catholic Education in the United States

The Encyclopedia of Catholicism asserts that “throughout history, there is likely no more compelling instance of Catholic commitment to education than the school system created by the U.S. Catholic community.  The story of American Catholicism goes back to the very first Catholic settlers in the New World.” 

Despite the various declarations of freedom in early American history, anti-Catholicism prevailed through groups such as the Know-Nothing Society of the 1850s.  They existed to eradicate Popery, Jesuitism, and Catholicism.  

Between 1840 and 1900, at least sixty European religious orders of women and men were teaching in this country’s parochial schools. 

Conclusion

Finally, the philosophy of Catholic education integrates several aspects of the faith into the curriculum but always in age-appropriate ways: Biblical tradition, Early Christian Church plus heresies and the results,  Spirituality and prayer, Liturgy,  Doctrine, Ecumenism:  a study of the world religions and the Third World.

Today, apologetics is needed more than ever to defend the Church against old and new approaches to anti-Catholicism.  Our students should be taught the art and skill of civil debate—to learn the principles, internalize them, anticipate opposing views, and then defend the principles. 

(This précis of the philosophy of Catholic education has been presented in its ideal conception and not necessarily as it exists with the integrity described.)

By Bishop Arthur Serratelli

In February 1915, only six months after the beginning of World War I, Lancet, a British medical journal, used for the first time the expression “shell shock.” This newly coined expression was used to describe the feeling of helplessness that soldiers felt after exposure to constant bombardment. The term was new, but not the reality. After every war, soldiers return from combat, suffering “shell shock.” 

Watching their comrades mowed down by enemy fire or left maimed and strewn on the battlefield, combatants become immune to feelings of connectedness and concern. Today, this phenomenon is becoming an epidemic. We are constantly being bombarded by bad news. The catastrophic and inhumane events that interrupt our everyday life are causing many people to escape from the brutality by becoming shell shocked. 

Terrorist attacks in Belgium, Syria, Africa, and in England; daily violence on the streets of Chicago, New York, Paterson; the massacre of our children in their schools and of believers in their churches, synagogues and mosques; the interminable disputes and rancor over immigration; allegations of racism and sexism; the incessant reporting of scandals, present and past!  Moment by moment these evils confront us. So fast does news travel that one story stumbles over the other with images of the dead, the wounded, the homeless imprinted on our minds. These problems do not admit of simple solutions. And, since we are more aware of them today than in the past and yet less able to find solutions, many, left numb and disillusioned, drift into apathy.  

In addition, newspapers, blogs and TV commentaries flash before us cause after cause, such as global poverty and climate change. “Every cause seems urgent, but nobody has the time, the energy, or the information necessary to make an impact. Knowing all the ways in which the world is flawed in a very real, raw, up-close kind of way without the ability to make any sort of important change is perhaps the most unwelcome symptom of the digital age” (Jamie Varon, “Generation apathy: How internet outrage is making us all numb and hopeless,” August 20, 2015).

Some Christians have drunk the hemlock of apathy. They are becoming more and more indifferent to evil in the world and, sadly, more and more detached from religion. Unconnected. Not invested. Religion may be good; but, when it comes to God, they have hung up a “Do Not Disturb Sign.” For them, weddings, funerals, First Communions, Confirmations, if even celebrated, are mostly social occasions. 

Apathy within the Church is far more devastating than outside the Church. The Church is the sign and sacrament of salvation for the world. It is an instrument in God’s hands. But if the instrument is dull and listless, it hinders God’s activity. When people become apathetic, something more is needed than telling them to be kind and compassionate. Such preaching falls on deaf ears and hardened hearts. What is needed today is the bold proclamation of the kerygma, that is, the love of God given us in the death and resurrection of Jesus.  

God is not apathetic. He is intensely passionate about his relationship with us and his world. He is the lover who pursues his beloved. He never gives up on us, despite our sins. He woos us back to himself (cf. Hosea 2:11). He did not turn his back on the evil of our world, but sent his Son to be our Redeemer.

 “God so loved the world that he gave his only-begotten Son” (Jn 3:16). In the death and resurrection of Jesus, God’s love is a fact. In Jesus, God has begun the work of forgiving sins and recreating the world. And, he gifts us with the Holy Spirit so that, together with him, we make all things new. We are not helpless. We are not alone. Apathy makes people murmur a half-silent “No” to the world in which we live. But, faith in Jesus Crucified and Risen makes us shout a resounding “Yes” to God’s work of the New Creation. Faith is the antidote to apathy.


 

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