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The pandemic has disrupted internships and student teaching in Pennsylvania’s teacher education programs. Teacher educators in K-4 Professional Development School partnership between Penn State and the State College Area School District have taken an inquiry stance to empower interns to navigate learning to teach during these times.

An education professor at Penn State is utilizing her understanding of child psychology — as well as her sewing skills — to help protect children in her community by appealing to their imaginations.

Royole is known for being the first to show off a flexible phone, and at CES 2020, it has an Alexa-based smart speaker with a wraparound touch-screen display and a smart notebook that translates your handwriting into typed text.

A partnership works to create and implement a district-wide NGSS-aligned science curriculum and instructional model.

In the wake of falling reading scores on the test known as the Nation's Report Card, 12 major education groups are calling on schools to adopt evidence-based reading instruction.

As schools apply more scrutiny to the methods and materials they use to teach early reading, educators and parents in some states have started to form new advocacy efforts—trying to pressure states and districts to adopt new approaches to teacher training and evaluating materials.

The National Education Policy Center and Education Deans for Justice and Equity released a joint statement on Thursday, claiming that "there is no settled science of reading."

A tweet from the former president about education's role in addressing inequality and lack of opportunities drew split reactions and a chance to review his record and where K-12 stands in the political sphere.

As the wife of former President George H.W. Bush, she used the bully pulpit of her office as first lady to advance the issue on behalf of both for children and parents.

There's no one-stop shop to get everything you need from education policy, politics, and practice, writes academic Deven E. Carlson.

California, which has a mixed history when it comes to evidence-based reading instruction, has a plan to use federal funds for literacy programs that some say are out of sync with the science.

Calls to fully fund the nation's main special education law resound on the campaign trail, but a complex array of factors make that an elusive goal.

A new research study, released just a few days before the U.S. military killed a top Iranian military commander and escalated international tensions, looked at connections between sudden national security crises and education policymaking in Washington.

CNA Staff, Apr 20, 2020 / 10:40 am (CNA).- The cathedral of the Archdiocese of Cape Town, South Africa, was vandalized on Saturday and the tabernacle desecrated. In a statement on the incident, issued on Sunday, an auxiliary bishop of the diocese requested prayers from the faithful and donations to help feed the poor of Cape Town. 

“It is with great sadness and alarm that we confirm the news that has been doing the rounds on Social Media that the Cathedral has been vandalized,” said a message from Bishop Sylvester David, OMI, published Sunday, April 19. David is an auxiliary bishop of the Cape Town archdiocese. 

Bishop David said that various sacred objects had been stolen in the course of the break-in including “a ciborium, a pyx, four silver candelabra, a gold plated chalice, and two gold plated patens.” Money was also taken from the votive offering box, he said.

In addition to the robbery and damage, and more concerning to the Church, the vandalism included Eucharistic desecration.

“The consecrated hosts from the ciborium have been left inside the tabernacle but the host from the pyx has been removed,” said David. “There has been desecration.” 

The vandalism of St. Mary’s Cathedral occurred sometime of the early hours of Saturday, April 18. The damage was reported to the Cape Town Central Police when it was discovered the following day by the cathedral caretaker. 

South African media reported that in addition to the thefts, vandals ripped the tabernacle door off the hinges, and tore up carpets. Media reports estimated that the damage to the cathedral was more than R100,000, approximately $5,400 USD. 

This was the second time the cathedral has been targeted for a break-in.

Bishop David acknowledged that while the archdiocese was itself the victim of a crime, the acts of vandalism and desecration meant that “reparation has to be done,” and that each parish church of the archdiocese would be sent special prayers to offer.

“We request that all the faithful in the Archdiocese to join with the Cathedral parishioners and to engaged in the prayer which will be sent out to the Parish priests for distribution. It is important that the entire local Church engage in this as the Cathedral is the Mother church,” he said. “This prayer does not replace other daily prayers but supplements them.”

Due to the ongoing COVID-19 outbreak, the Archdiocese of Cape Town suspended the public celebration of Mass on March 17.

Additionally, David requested that those who are able make a donation to the Archdiocese of Cape Town’s account in order to provide food for the poor. 

“We wish to thank you for the many expressions of the faith especially during this difficult time of the shutdown and wish you a meaningful Easter season,” he said. 

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

Matteo Ricci College (MRC) is one of eight schools and colleges that form part of Seattle University, a Catholic institution conducted by the Society of Jesus. 

With the Humanities as its core, MRC offers three degrees: a Bachelor of Arts in Humanities (BAH), a Bachelor of Arts in Humanities for Leadership (BAHL), and a Bachelor of Arts in Humanities for Teaching (BAHT). 

Mission of MRC

MRC educates teachers and leaders for a just and humane world. The study of Western culture is the surest place to begin. Pseudo-educators claim it’s a waste of time.   Yet, the facts don’t lie.  We are the beneficiaries of Greco-Roman culture preserved, reinterpreted, and handed down through the Catholic Church’s medieval monastic tradition and continued through the Italian Renaissance. To be human is to be in a story, and to forget one's story leaves a person without a present identity, without a past and without a future.  At MRC, cultural history is taught so that students can draw moral lessons from it.  Those who don’t learn from these lessons are condemned to repeat and relive them.    

With the small class size at MRC, professors can take a personal interest in each student.  In this environment conducive to learning, a close collaboration between student and professor is pursued.   This encourages greater participation in class. Shouldn’t MRC be the envy of most serious students?  You would think so. 

What’s in a Name? 

MRC is named after the 16th - century Jesuit priest Matteo Ricci (1552-1610) who spent his adult life as an educator and missionary in China.  At that time, the doors of the Chinese empire were closed to foreigners from the West.   It was Ricci who brought Western civilization to China, and Chinese literati reciprocated by sharing with him their ancient and venerable culture.  For him, inculturation was a reality centuries before the term was invented. He founded the modern Chinese Catholic Church.  

Ricci astonished the Chinese because he loved them. An authority on so many subjects and disciplines—mathematics, astronomy, apologetics, literature, popular catechesis, poetry, art and music—he brought this treasury of gifts to his mission. His intellectual gifts were prodigious: a photographic memory, linguistic ability to speak flawless Chinese, ingenuity to write maps, assemble clocks, read the stars.  As if this weren’t enough, Ricci had a keen ear for music and reportedly sang with great sweetness.   This “wise man from the west” is recognized as “the most cultivated man of his time and one of the most remarkable and brilliant men of history.”  

Known throughout the realm as Li-Ma-T’ou, this missionary scholar remains the most respected and beloved foreign figure in Chinese culture. Some in the Chinese government view him as the “Second Founder of Modern China.”  

This is the man after whom MRC is named.  He is its model of a complete liberal arts education cast in the Jesuit mold.

Student Protest against the Curriculum of MRC

In May, some two hundred enrolled students at (MRC) staged a week-long sit-in objecting to the core curriculum: The focus on Western culture and values was declared irrelevant. Studies in Western Civilization had failed to serve the academic interests of these students. 

The students demanded of the administration that the classic core curriculum in the Humanities be discarded in favor of a new program of studies to reflect special interest groups of race, class, gender, and disability.  Additionally, they demanded that only qualified faculty be hired to teach courses that reflected their interest in identity group studies of race, class, gender, and disability. The Dean of the MRC was to be fired.

Student demands focused on “dissatisfaction, traumatization, and boredom,” that is, “the Humanities program as it exists today” which “ignores and erases the humanity of its students and of peoples around the globe.”  . . . “We are diverse, with many different life experiences, also shaped by colonization, U.S., and Western imperialist, neo-politics, and oppression under racist, sexist, classist, heteronormative and homophobic, transphobic, queerphobic, ableist, nationalistic, xenophobic systems which perpetuate conquest, genocide of indigenous peoples, and pervasive systemic inequities.”

Students spoke of oppression perpetrated by the Administration:  “The first manifest demand is a complete change in the curriculum from a Whiteness-dominated curriculum to a non-Eurocentric interdisciplinary curriculum.  If the (MRC) is unable to tackle these requirements, we demand that it be converted into a department so as to be accountable to another college.”   

What Students at MRC Seek

If MRC students are seeking social justice and equality for all, if they are to make sense of this complex world, they ought to study the Humanities. If they are curious about how other cultures have learned to develop feelings of compassion, tolerance, respect, empathy, they ought to study the Humanities. If they are curious about how creative other people can be, if students are determined to live in a democracy of free citizens, the Humanities should be studied. Without the Humanities, democracy would not exist.  

The Crisis of Higher Education

In this country, we are experiencing an intellectual crisis that has already affected our work force, our politics, and our culture.  Western civilization, the human culmination of centuries of learning is under attack by an identity-driven student population exemplified by the protesters at MRC.  Whereas many academic leaders fail to uphold the purpose of teaching Western civilization, the faculty at MRC values it.  Whereas academic leaders don’t believe that the Humanities have any fundamental influence on their students, the faculty at MRC is invested in it.  Shared values—this is what brings the world together.  

MRC is not alone in promoting a Humanities core curriculum. Many non-sectarian and private colleges proudly offer a core curriculum around which other subjects are framed. At least twenty-five colleges and universities in the United States offer the Great Books tradition to their undergraduates. These books are part of the great conversation about the universal ideas of cultures and civilizations, always related to ethical and religious values. 

Many educators believe that nearly half of college graduates show no measurable improvement in knowledge or critical thinking. They speak and write incorrectly; they do not read.  Their constant companions? Electronic devices with accompanying head sets. Weaker academic requirements, greater specialization in the departments, a rigid orthodoxy and doctrinaire views on liberalism are now part of the university’s politics and cultural life.  

Clash of Goals

If the demands of these special interest groups—race, class, gender, and disability, were met, MRC would cease to exist. A program of identity studies clashes with the raison d’être of a college named after Matteo Ricci, a name synonymous with the richest of classic studies.   

The student protesters are demanding to be extricated from the program that distinguishes itself in the pantheon of Catholic higher education.  

Who would be so foolish as to look down on, much less protest, such a rich curriculum that prompts the most influential employers to hire MRC’s crême de la crème? 

Let the disgruntled students go elsewhere with their partisan interests and narrow viewpoint.  They lose.

Ricci Speaks to College Students

Matteo Ricci has left us several proverbs that can inspire college students.  But not just college students:  

 “Man is a stranger in this world.”

 “The virtuous person speaks little.”

“Time past must be thought of as gone forever.  Don’t waste time.”

“True longevity is reckoned not by number of years but according to progress in virtue.  If the Lord of Heaven grants me one day more of life, He does so that I may correct yesterday’s faults; failures to do this would be a sign of great ingratitude.”

The canonization of Father Matteo Ricci, S.J. ranks high on the ‘to-do list’ of Pope Francis whose high regard and love for him are well known.  This is the Servant of God, Matteo Ricci, S.J.

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By Bishop Arthur Serratelli

In The Innocents Abroad, published in1869, Mark Twain humorously narrates his travels thorough Europe and the Holy Land. He goes out of his way to praise the great hospitality that Catholic priests offered to any pilgrim traveling through 19th century Palestine. They readily welcomed all, whether they came “in rags or clad in purple.” Twain was pleasantly surprised by this, because, as he readily confesses, he had been “educated to enmity toward everything that is Catholic.” Enmity toward everything Catholic! Not a thing of the past.

Most recently, the hatred was aimed at one of the most charitable and benevolent group of individuals in this country, the Knights of Columbus. During the Senate Judiciary Committee’s review of Omaha-based lawyer Brian C. Buescher for the position of judge on the United States District Court for the District of Nebraska, Senators Mazie Hirono, a democrat from Hawaii, and Kamala Harris, a democrat from California, grilled Buescher on his membership in the Knights of Columbus. In their questions, they boldly gave voice to an anti-Catholic prejudice in our society.

Hirono accused the Knights of having “taken a number of extreme positions.” And, what are those extreme positions to which she is so vehemently opposed? The Catholic teaching on marriage as a union established by God. The sanctity of human life. The rights of a child in the womb to take his or her place at the banquet of life. For many, when it comes to birthing a child, only a woman has rights. And, when it comes to marriage, only what an individual wants matters. In their eyes, God’s design for his creation cannot limit the freedom of anyone to choose as they wish. 

Holding to what the Catholic Church has always taught, according to their line of questioning, now disqualifies someone from public office. In effect, both senators were applying a religious test as a qualification for public office. Responding to this blatant attack on a man’s religion, on January 17, 2018, the United States Senate unanimously passed the resolution that disqualifying a member of the Knights of Columbus for a federal office actually violates the Constitution of the United States. Article VI of the Constitution states that “no religious test shall ever be required as qualification to any office or public trust under the United States.”

Sadly, this recent attack on Catholicism is not an isolated incident. Last September, Senator Dianne Feinstein expressed serious concern about the qualifications of Amy Barrett for a judgeship on the 7th Circuit. Feinstein is an unflinching supporter of abortion. It was no surprise that she zeroed in on Barrett’s position on Roe v. Wade. Because Barrett is a practicing Catholic who faithfully holds to Catholic teaching on this and other hot button issues, Feinstein remarked “in your case, professor…the dogma lives loudly within you, and that’s of concern when you come to big issues that large numbers of people have fought for years in this country.” Clearly, the Senator sees no place for what the Catholic Church teaches on major moral and societal issues. 

It is becoming more and more obvious that the Catholic Church is being targeted as the public enemy of our society. Talk shows and news media attack the Catholic position on the right to life as misogyny and the Catholic teaching on marriage as intolerance and hatred. One can only wonder why those States that are investigating the Catholic Church on its record of protecting children are not looking into other public institutions. Why is there not a comparable investigation into their own school systems or other religious groups? Is the terrible crime of child abuse limited only to Catholics? Today’s media would even have people believe that abuse of minors is becoming more frequent within the Church. Patently false. But, too often facts do not matter when a villain is needed.

Those who advocate for the radical autonomy of the individual find in the Church an indomitable opponent. The Catholic Church stands firm in her teaching on contraception, abortion, stem cell research, in-vitro fertilization, marriage and divorce. The Church teaches that every choice that touches on the gift of life and the beauty of marriage is judged by a law higher than the autonomy of the individual. And, for this reason, today’s secularists judge Catholics as public enemies to the good of the society they wish to construct. A society without God. A society without a future.

Almost every day, a politician or teacher or public speaker is lambasted for a statement that is judged to be homophobic, misogynistic, racist or anti-Semitic. In some cases, not even an apology can save their careers. Yet, a free pass is given by society to any anti-Catholic view or statement. Someone can make an insulting or slanderous remark about Catholics, Catholic teachings or the Church herself and emerge unscathed. In his essay on The Significance of Jacksonian Democracy, historian and Harvard professor Arthur Schlesinger, Sr., himself not a Catholic, made the often cited assertion that anti-Catholic prejudice is “the deepest bias in the history of the American people.” According to Baylor University professor Philip Jenkins, anti-Catholic prejudice is “the last acceptable prejudice.”
 

OM brings starter schools to families in poor rural areas, benefiting both pupils and teachers in Bangladesh.

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The Indianapolis archbishop has ordered Catholic high schools in the city to dismiss teachers who are married to someone of the same sex, or sever ties with the archdiocese.

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The House appropriations committee voted Wednesday to advance a bill providing a slight funding increase for the U.S. Department of Education, bringing overall funding to about $71 billion.

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Projects in Dover, Georgetown, Harrington, Laurel, Milford, Seaford, Smyrna and Wilmington Eligible For Funding DOVER — The Delaware State Housing Authority is accepting applications through December 15 for large project grants through the Downtown Development District Program. The grants provide up to 20 percent rebates on qualified real property investments in one of the eight […]

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His decades of work as an editor, publisher, and thought leader helped elevate the national conversation about education at a pivotal time for public policy.

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But adding some active management is probably best.

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News.