In lieu of an abstract, here is a brief excerpt of the content:Walking the Bodhisattva Path/Walking the Christ PathU.S. Conference of Catholic BishopsCatholics and Buddhists brought together by Dharma Realm Buddhist Association, the San Francisco Zen Center, and the United States Conference of Catholic Bishops (USCCB) met 20-23 March 2003 in the first of an anticipated series of four annual dialogues. Abbot Heng Lyu, the monks and nuns, and members of the Dharma Realm Buddhist Association hosted the dialogue (...) at the City of Ten Thousand Buddhas in Talmage, California. The community had transformed their Confucius Hall into a chapel, with a large, newly constructed wooden cross on a wall above an altar facing out from a raised platform, so the Catholic delegation would have a space for worship. A special poster announcing the theme of the conference, "Walking the Bodhisattva Path/Walking the Christ Path," showing a Buddhist dharma wheel at one foot of a bridge and a Celtic cross at the other foot, had been created by the hosting community.The daily schedule for the dialogue did not interfere with the monastic routine at the City of Ten Thousand Buddhas, which included early morning chanting (4:00-5:00 am), daily rituals in the Buddha Hall, and the single large meal for monastics before noon to which all participants were invited. Catholics and Buddhists meeting in the dialogue began each day with an optional forty-five minutes of quiet sitting together in the monastery meditation hall, each following their own form of meditation and prayer. There was a Eucharist on Friday and Saturday evenings for the Catholics and to which the Buddhists were invited, and additional meals of breakfast and supper throughout the meeting at the City's Jyun Kang Restaurant.Fourteen Buddhists and fourteen Catholics participated in the formal discussions. Each participant spoke on what it means to them to follow Christ or the way of the Bodhisattvas or enlightened beings. In addition to speaking, each participant distributed a short passage, usually from a traditional text, on this topic. Several passages from Master Dogen's Shobogenzo and the Gospel of John were among those shared by the group. Other passages shared were taken from the Avatamsaka Sutra and the Shurangama Sutra and from the other gospels and the writings of Zen master HakuinZenji, the Dalai Lama, Korean Zen Master I-sahn Hye-yeon, the teachings of Master [End Page 247] Hsuan Hua, Shantideva, Origen, St. Ignatius, St. Benedict, the author of The Cloud of Unknowing, St. John of the Cross, and Chiara Lubich. A minute of silence separated the fifteen-minute segments for each presentation. With so large a group, most of the time in the formal sessions involved listening to series of presentations; however, during discussion periods the participants asked several challenging questions of one another.Some participants noted the tension they felt between belonging to a particular religious group and the need to let go of any consequential narrowness. The goal of the discussion was to promote understanding of the differences and similarities between Christianity and Buddhism. At one point, the participants noted several concerns about mutual enrichment: whether Buddhist methods can be separated from Buddhism and Christian methods from Christianity, and what specific aspects of Christian practice truly enrich Buddhists and which Buddhist practices likewise enrich Christians. Several times participants discussed their understanding of terms such as transformation, grace, the incarnation and the passion of Jesus, discernment of spirits, prayer, Buddha-nature, and related terms. There was consensus that Buddhists and Catholics can practically help one another regarding mental cultivation and religious precepts. They expressed this consensus in their choice of the topic forthe next dialogue, "Transformation of Hearts and Minds: Chan/Zen-Catholic Approaches to Precepts."The group agreed to reconvene in 2004 to respond to six presentations, three from each side, on different aspects of this topic.Chairing the sessions were Rev. Heng Sure for the Dharma Realm Buddhist Association, Rev. Taigen Dan Leighton for the San Francisco Zen Center, and Bishop John Webster for the United States Conference of Catholic Bishops. Their three organizations are the sponsors of the Northern California Chan/Zen-Catholic Dialogue. Chan and Zen are respectively the Chinese and Japanese terms for the meditation school... (shrink)

Church youth work is the activities and programs organized by churches for young people. These activities aim to contribute to the religious, spiritual and social development of young people. Church youth work brings young people together and supports them in areas such as religious education, spiritual development, community service, leadership development and active participation in the religious community. It is seen that youth work, which was previously a part of family work, has been organized as a different (...) field of work over time. Churches carry out activities in this field through an organizational structure called youth ministry. Churches generally have a certain systematic and work program in their youth work. Most churches organize their youth programs according to the relevant educational levels. Churches tend to create smaller sub-groups within the youth program and divide young people by grade level. These divisions are usually at the middle and high school level, but youth groups extend to university students and are often referred to as "college and career". Higher education seems to be emphasized in youth work. Many theological faculties offer different postgraduate programs to meet various needs. The quality of youth work is largely determined by the academic studies conducted in this field. Practical theology, which is established as an academic discipline in faculties of theology, both provides the theoretical background that shapes the practice of these studies and provides training to train qualified personnel in the field. The approach to youth ministry can vary, taking into account the different views on the subject, the places where this ministry is provided and the characteristics of people. There are different paradigms in church youth work, especially for young people living in cities. These are called traditional, liberal, activist and prophet-centered youth paradigms. Another pillar of church youth work is spiritual counseling services. Recently, churches have started to employ professional spiritual counselors. Spiritual counseling, a concept that emphasizes the Christian cultural origins of counseling, is now included in youth work. Spiritual counseling is seen as a professional guidance fed by religious and spiritual sources. Church spiritual counselors listen to the problems faced by young people, support them and try to understand them. Spiritual counselors provide guidance based on religious teachings and values to support the personal development of young people. Spiritual counseling conducted by churches can take various forms. These include individual counseling, group counseling, family counseling, online counseling, retreats and workshops. The personnel who carry out the youth work of the churches are also called youth leaders. Accordingly, it is seen that various leadership models in the literature are discussed in this context. Some leadership models that are thought to inspire youth work are: Servant leadership, ethical leadership, spiritual leadership and transformational leadership. In this research, these leadership models are discussed in the context of church youth work. This research aims to reveal the basic approaches and principles in this field by focusing on the studies in the context of non-formal religious education in Catholic Churches. Although it varies from region to region or from church to church, the main problem of this study is to examine the youth work of the Catholic Church in the context of non-formal religious education in general. The research data were obtained through document analysis method. On this occasion, it is thought that this study will also be useful in the context of a comparative evaluation of non-formal religious education in our country. (shrink)

In this essay, I engage the foreseeable consequences for the future of humanity triggered by Emerging Technologies and their underpinning philosophy, transhumanism. The transhumanist stance is compared with the default view currently held in many academic institutions of higher education: posthumanism. It is maintained that the transhumanist view is less inimical to the fostering of human dignity than the posthuman one. After this is established, I suggest that the Catholic Church may find an ally in a transhumanist (...) ethos in a two-fold manner. On the one hand, by anchoring and promoting the defense of “the human” already present in transhumanism. On the other, rethinking the effectiveness of the delivery of sacraments in a humanity heavily altered by these technologies. (shrink)

After the unification process of 1918, in the former Hungarian State schools Romanian language was introduced as a teaching language. Consequently, the Hungarian as a teaching language was solely pre- served in the vocational schools. The governments showed little understanding toward the minorities’ vocational schools, aiming rather at the unification of the scholar system. The Roman Catholic Church sustained and administrated hundreds of elementary and secondary schools, many of them having a multi-secular history. Based on the documents from (...) the churches’ archives, this study presents the efforts of the Roman Catholic Church to preserve and maintain all these schools. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Scandal: The Catholic Church and Public Life by Angela SenanderMara Kelly-ZukowskiScandal: The Catholic Church and Public Life Angela Senander collegeville, mn: liturgical press, 2012. 184 pp. $14.95.Angela Senander’s short book on scandal is valuable for scholars and non-scholars alike. She demonstrates how scandal, whose etymology is “stumbling block” (to one’s faith or trust), has been employed by the church as a catalyst and (...) as a rationalization for many decisions. She ultimately concludes that, ironically, many attempts to eliminate threats of scandal have historically caused even greater scandals, as best illustrated in the Roman Catholic Church’s institutional attempt to avoid scandal in the case of clerical sexual abuse (25).Senander begins with a sociological analysis of scandal’s four components: the act, the agent, the announcer, and the audience. This sociological analysis, offered with biblical texts to illustrate each component, provides the background for her discussion of various “sources of scandal,” including divisions within the Church, certain Church teachings, and the Church’s public stance when confronted with scandal.Her main focus is to examine these “obstacles to faith” from a theological and catechetical perspective. She begins with Aquinas, who defines scandal as “something less rightly done or said that occasions another’s spiritual downfall” (15). She notes his observation that not only can one’s wrong actions tempt another to sin but so can actions that only appear wrong, even if fundamentally good (15). This latter category Aquinas attributes to either the malice or ignorance of the audience, labeling it “passive” scandal, and urging education of the ignorant to combat it (17).Senander points out that the description of scandal by both Trent and Vatican II has slightly changed because of such events as dissension over Humanae Vitae; legalization of abortion, divorce, and euthanasia; and cases of clerical sexual abuse. The wording of the Catechism shifted from the traditional “word or deed” to “attitude or behavior.” In response, Senander raises the problems of how one could know another’s “attitude” and the possibility of indicting the agent for another’s malice in misinterpreting potentially good acts as scandalous (e.g., making Jesus responsible for leading the Pharisees into temptation by proclaiming the kingdom of God).Each of Senander’s considerations relating to scandal could serve as the basis for much lengthier treatises. For example, she challenges the Catechism’s endorsement of withholding truth to avoid scandal (27), and questions the [End Page 219] possibility that Pope John Paul II’s changes to the profession of faith—requiring assent to the Church’s definitive doctrine, including the non-ordination of women—might itself prove a stumbling block to many Catholics (37–38). In other chapters, Senander surveys pertinent issues such as religious liberty, homosexuals in the priesthood, and pacifism, arguing that in each case, paradoxically, attempts to avoid scandal can actually cause them. All actions—and even attitudes—can appear as “scandalous” to those opposed to them.Senander concludes with a call to “hope” as the only healthy response for the proliferation of scandals, real or fabricated. This hope necessitates reliance on love, which no attempt to avoid scandal should violate. Thus, one might emphasize fidelity to Catholic teaching without demonizing those who dissent. Such a love would also respect the conscience of the individual (espoused by the Church) and would appreciate the good that the dissenters might do in their personal quest to seek God.One might argue that certain issues could have been explored a bit more, most notably the question of the culpability of the “audience” and “educational” remedies. But on the whole, the book raises important questions about a contemporary and perennial topic and is a fascinating read, also setting the stage for important work that might be pursued by scholars in the future.Mara Kelly-ZukowskiFelician CollegeCopyright © 2016 Society of Christian Ethics... (shrink)

Despite the classic patriarchy of the Roman Catholic church, American Catholic nuns entered into patriarchal bargains that latently gained them access to resources and status within the system. By means of educational advancement and professional careers, encouraged by the male hierarchy as necessary to performing the works of the church, nuns gained both informal power in the system and an awareness of their disadvantaged position. This article analyzes the shifts that have occurred in these bargains during (...) the past 40 years in terms of the submerged networks of feminist consciousness that have existed in Catholic convents for decades. The article concludes with a description of the current crisis occurring within religious orders as they experience a decline in membership and rapidly increasing median ages of members. (shrink)

Today’s pluralist and multicultural society raises questions about how to teach religiously and ethnically diverse students in Catholic schools. A Catholic Philosophy of Education addresses these challenges by examining the documents from the Roman Congregation for Catholic Education alongside the writings of Jacques Maritain and Bernard Lonergan. Mario D’Souza proposes a contemporary formulation for a Catholic philosophy of education in which the ideals of Catholicism form the basis for the mission of the (...) class='Hi'>Catholic school. Drawing on the Church’s educational documents, and informed by Maritain and Lonergan, D’Souza explains how the unifying anthropology of Catholic education enables Catholic schools to serve amidst diversity by avoiding the extremes of religious exclusivism and fundamentalism, on the one hand, and relativism and individualism, on the other. He explores the aims of Catholic schools in relation to students, teachers, and society, and the relationship between goodness, discipline, and knowledge. He argues that students must be educated for personal and communal freedom and authenticity, and to strive for the common good, suggesting how a Catholic philosophy of education can provide the framework for such personal and communal transformation. Essential reading for new and experienced Catholic educators, A Catholic Philosophy of Education demonstrates that Maritain and Lonergan have much to offer in service of an education that is liberating, instructive, illuminating, and integrative. (shrink)

In this essay I examine how compulsory military service and the Roman Catholic Church uphold and perpetuate an inadequate notion of masculinity in South Korea. I argue that the militaristic and Catholic definitions of masculinity significantly and pejoratively affect Korean culture. To unlearn these definitions, I propose an educational "readjusting" program that denounces any unjust discrimination on the basis of sex and gender.

This article traces opposition to women's contraceptive rights moving from the role of St Augustine and Thomas Aquinas to the modern day role of the Vatican. Traditional views of women and sexuality have been challenged by modern feminism but Catholicism is still pursuing a global crusade against abortion, birth control, and redefinitions of the family that might include homosexual couples. This means opposing sex education curricula and opposition to state funding for family planning assistance. But the Catholic crusades (...) against women's reproductive rights have generated rebellion among some Catholics worldwide. This is led by Catholics for a Free Choice and the SeeChange campaign. (shrink)

The aim of the article is to present the preparation of the unsighted and visually impaired children for the First Communion and for their first confession. Blind and visually impaired children whose case is discussed in this article, are, according to the medical standards, described as unsighted; these children attend specialist educational centres. The first part of the article presents the conditions of their preparation for the First Holy Communion and for the first Sacrament of Penance and Reconciliation, emphasising the (...) influence of the visual impairment on their cognition and communication. The next part of the article shows the steps of the theoretical preparation, with a particular emphasis on the theological issues presented during the religious education classes. Further parts of the article present the steps of the practical preparation, which mainly takes place in the church and in the chapels. The finally presented issue concerns the cooperation between the priests and catechists with the parents of these children. Contribution: The research presented in the article significantly contributes to the Pastoral Theology, mainly in the field of pastoral care of children with disabilities. (shrink)

In his research, the author focuses on the role played by Joseph Slipy in spiritual and religious education and the unification of the Ukrainian Greek Catholic Diaspora, as he affirmed understanding of the role and place of Ukrainian religious art and enlightenment as an indispensable component of the Eastern Christian tradition.

While experimental philosophy has fruitfully applied the tools and resources of psychology and cognitive science to debates within epistemology, metaphysics, and ethics, relatively little work has been done within philosophy of religion. And this isn’t due to a lack of need! Philosophers of religion frequently rely on empirical claims that can be either verified or disproven, but without exploring whether they are. And philosophers of religion frequently appeal to intuitions which may vary wildly according to education level, theological background, (...) etc., without concern for whether or not the psychological mechanisms that underwrite those intuitions are broadly shared or reliable. In this chapter, I explore some of the fruit and possibilities for the emerging field of experimental philosophy of religion. First, in Section 1, I will elucidate some of the historical grounding for experimental philosophy of religion. Then in Section 2, I briefly consider how the tools and resources of experimental philosophy might be fruitfully applied to a seminal topic within philosophy of religion, namely, the problem of evil. In Section 3, we’ll sketch some broader applications of experimental philosophy of religion. (shrink)

Global citizenship is a positive outcome often associated with participation in study abroad. One essential building block of global citizenship is a sense of empathy toward those of other cultures. This paper proposes a study of variables that may increase intercultural empathy and global citizenship due to a study abroad experience. Proposed variables contributing to intercultural empathy include integration with the host culture, program duration, the economic and cultural distance of the host country, and the incorporation of guided reflection and (...) cultural study in the program content. The proposed study aims to provide guidelines that can be used in designing future study abroad programs to increase students’ sense of individual social responsibility. (shrink)

Collected essays from a symposium on the prominent issue of conscience and how it is related to Catholic education.

The new Christian humanism is not about concepts and theories. It is a mystical experience of the centrality of Jesus Christ, of His face of mercy, of love given and delivered. Love is the gift that we must accept and respond to with love, especially with an ethic of love that makes us stand in solidarity with nature, with each other, and with the poor in a special way. We are a gift that is communicated. We must use the resources (...) of science, technology, and educational advances without fear, but always looking at human beings as the goal of our action. Everything is summarized in an integral ethic of loving care, in which women are experts and especially women religious in the church . (shrink)

The phrase "identity in difference" has been regarded by some thinkers as a matter of mere mystery-mongering. How can differences nevertheless be identical? The phrase is transparently absurd.

In Hume's dialogue with the Hobbesian-Mandevillian "selfish system" of morals, Hume seems to reject its conclusions in morals, but accept them in politics. No skeptic of moral claims like Mandeville, Hume sought to ground objective moral standards in his moral sentiment philosophy, yet, like Mandeville, Hume argued that in political life human beings act based largely on self-interest and a limited generosity. I argue that Hume, however, is ultimately ambivalent about the selfish system's conclusions in politics. He puts forth both (...) a nonmoral and a moral solution to the problem of cohesion in modern liberal states. First, he agrees with the selfish system's nonmoral tactic of channeling the self-interest of citizens through well-constructed institutions toward salutary ends. Second, arguing that the first solution is insufficient for the health of a political regime, Hume seeks to expand the limited moral sense of citizens through moral and aesthetic education and through an empowerment of local politics. Hume's second solution is a means within liberalism to combat its own tendencies toward the dissolution of communal ties and the creation of conditions ripe for the emergence of "sensible knaves.". (shrink)

Florentino Ameghino was probably the most important naturalist in nineteenth-century Argentina, being a self-taught palaeontologist, whose theories rivalled the most advanced of the time in Europe and the United States. On top of his vast palaeontological discoveries, Ameghino’s fame came from his theory of the origin of the human species in the Argentine Pampas, published in 1880. The idea of Ameghino’s followers was to create a place of secular pilgrimage for the new Argentine nation to honour their own secular hero (...) or saint, as Ingenieros had called him. A few accusations by the local Catholic Church were posed with Ameghino’s followers denying them. The education of the nation was one of the greatest concerns that Catholics had, and some saw in the positivist liberal position a rejection of the education on the virtues required for the building of a nationally educated society in Argentina for the twentieth century. -/- . (shrink)

Scholars have recently argued that Friedrich Schiller makes a signal contribution to republican political theory in his view of “aesthetic education,” which offers a means of elevating self-interest to virtue. However, though this education is lauded in theory, it has been denigrated as implausible, irresponsible, or dangerous in practice. This paper argues that the criticisms rest on a faulty assumption that artistic objects constitute the sole substance of this “aesthetic education.” Through a reading of Schiller’s work throughout (...) the 1790s, I make the case that this “education” occurs also through an encounter with the “moral beauty” of individual exemplars. This interpretation fits with Schiller’s republican allegiances, saves Schiller’s project from political irrelevance, and enriches Schiller’s contribution to contemporary republican political theory. However, I argue that Schiller was attentive to the dangers of this “aesthetic education” in his play Wallenstein, in which Schiller dramatizes the tragic relationship between individual exemplar and political order. (shrink)

Two challenges facing Archbishop John Bede Polding after arriving in Sydney in 1835 were providing for the spiritual needs of Catholics in the colony and managing their affairs in a way that attempted to guarantee a good working relationship with the government. It became apparent to Polding that education was fundamental in developing both these areas. Polding regarded education as a means of social advancement, beneficial to those 'on the lower steps of the social scale'. He wanted a (...) 'native race of priests and statesmen, of lawyers and physicians, of solicitors, and sailors, and artists'. He sought to emulate Downside Abbey's approach to education in Australia; specifically in the field of secondary education that would 'transcend the mere bread-and-butter preoccupations of the masses and prepare an 'elite' from among whom the offices of Church and state could eventually be filled'. Polding's goal was to create schools that would provide a Catholic education for its students founded on the principles of Benedictine ideals. But, as Francesca Fitz-Walter argues, it was the colonial conditions of the time that placed obstacles on Polding's expression of the Benedictine ideal in education. Given that the colonial conditions of the time imposed restrictions on the expression of the Benedictine ideal, Polding still maintained that a lifelong education was significant in developing in the student the ability to make an informed Christian response to whatever circumstance might emerge in the life of that person. (shrink)

In this article I will examine the purchase and opening of Lyndhurst College in 1852 and its contribution to early Catholic education in Sydney. In a previous article, I discussed the establishment of St Mary's Seminary by Archbishop John Bede Polding in 1836. Lyndhurst College was another Benedictine school set up by Polding in Sydney that gave students of wealthier Catholics the opportunity to prepare for the church, university and the civil service.

Today is dedicated to the remembrance of the Holy Innocents, who were victims of a state sponsored terrorist attack at the very beginning of the Christian era. We believe this is an appropriate spiritual time to review and question the moral judgement of the Catholic Bishops of the United States of America that our nation's war on the people of Afghanistan is just. We do this in a spirit of fidelity to the teachings of the Catholic Church (...) and to the charism bequeathed to us as Catholic Workers by our founders, the Servants of God Peter Maurin and Dorothy Day of New York. Our statements, questions, and conclusions may seem startling to you, they may make you uncomfortable. This is because we come to you, not as the rich and powerful, but as the weak, poor, and powerless. (shrink)

No período em que a Igreja Católica vivia um processo conhecido como romanização, no Brasil começaram a surgir Faculdades e Universidades Católicas. Adjetivadas, tais instituições de ensino superior implicavam a alocação de recursos os mais variados por parte do aparelho eclesiástico, pois a qualificação atribuída era acompanhada da expectativa de um desempenho específico dentro do mais amplo processo de romanização. Este artigo objetiva abordar o contexto eclesial da época e, nele, a compreensão da Igreja acerca da sua relação com a (...) sociedade recifense, tendo como viés a atuação da Universidade Católica de Pernambuco, na cidade, e sua correspondência ao cenário estabelecido. Para escrevê-lo o autor fez revisão da literatura e pesquisa nos arquivos da própria UNICAP e da Vice-província do Brasil Setentrional da Companhia de Jesus; além disso, recorreu a depoimentos orais de ex-alunos e ex-professores. A análise empreendida permite afirmar que, em sua trajetória inicial, a Universidade correspondeu ao ser católico, se ele for entendido como sintonia com o modelo eclesial predominante na Igreja e ao papel dele decorrente. Palavras-chave : Igreja católica. Modelos eclesiais. Educação.During the period of time in which the Catholic Church experienced a process known as Romanization, there began to emerge Catholic colleges and universities in Brazil. Once having received the adjective Catholic, these institutions of higher education demanded of the ecclesiastic apparatus the allocation of the most varied resources, because the attributed qualification was accompanied by the expectancy of a specific performance inside the most ample process of Romanization. This article aims at accosting the ecclesiastic context of the time and, in it, the Churche’s understanding of its relationship with Recife’s society, taking as bias the acts of the Catholic University of Pernambuco (UNICAP) in the city and its correspondence to the established scenario. To write it, the author revised the literature and research in the archives of the UNICAP itself and of the vice-province of Northern Brazil of the Society of Jesus; furthermore, he analyzed the oral testimony of former students and teachers. The analysis undertaken allows us to affirm that during its initial steps the university fulfilled the exigencies made for being Catholic, if this term was being understood as being in tune with the ecclesiastic model predominant in the Church at the time and the role corresponding to it. Keywords : Catholic Church. Ecclesiastic models. Education. (shrink)

Background: Midwives are required to make ethical decisions with the support of respective codes of professional ethics which provide a framework for decision making in clinical practice. While each midwife should be ethically aware and sensitive to the ever-changing issues within reproduction, few empirical studies have examined the views of student midwives in relation to reproductive ethical dilemmas. Objective: The aim of this study was to explore midwifery students’ reactions to a number of ethical dilemmas relating to women’s experiences of (...) reproductive decision making. Design: A series of focus groups were conducted with midwifery students who were asked to discuss five culturally significant scenarios including issues of knowledge acquisition regarding methods of family planning, removal or insertion of an intrauterine device, and abortion. Setting: A University in Turkey was the setting for this study. Participants: Purposeful sampling was adopted which resulted in five focus groups with a total of 57 midwifery students. Ethical considerations: The study was reviewed and granted formal ethical approval by an ethical committee at the Faculty of Health Science in Atatürk University. The head of the Faculty of Health Science approved the investigation. The participants received both oral and written information about the study and they gave their consent. Results: Five themes were identified from the analysis of the focus group data related to all five scenarios. These themes were ‘the right to information’, ‘choice and protection’, ‘parental rights and welfare of the women’, ‘make a decision’ and ‘women rights and sexual abuse’. Conclusion: This study has shown that while students respected women’s choice, they also expressed great ambivalence in some situations when personal values conflict with dominant societal beliefs and professional ethics. A focus on ethics education to include human rights is suggested as a means to enable students to explore their own social-value judgements, and as a means to limit the possible development of ethical confusion and moral distress. (shrink)

This paper describes a community event organized in response to the appropriation and overreliance on the psychiatric patient “personal story” within mental health organizations. The sharing of experiences through stories by individuals who self-identify as having “lived experience” has been central to the history of organizing for change in and outside of the psychiatric system. However, in the last decade, personal stories have increasingly been used by the psychiatric system to bolster research, education, and fundraising interests. We explore how (...) personal stories from consumer/survivors have been harnessed by mental health organizations to further their interests and in so doing have shifted these narrations from “agents of change” towards one of “disability tourism” or “patient porn.” We mark the ethical dilemmas of narrative cooptation and consumption, and query how stories of resistance can be reclaimed not as personal recovery narratives but rather as a tool for socio-political change. (shrink)

van der Velden, Matthew In the context of twenty-first-century Australia, Catholic secondary colleges are facing an ever-dwindling number of student enrolments coming from a Catholic background. Students that identify themselves as members of the Roman Catholic Church occupy a wide spectrum of positions along the faith and sacramental journey of the Catholic tradition. In Catholic colleges around Australia, there are a number of Catholic students, sometimes referred to as 'cradle Catholics', who received all (...) of the sacraments of initiation during their childhood, through either sacramental programs attached to their Catholic primary schooling or catechesis sessions provided by their parish. However, there are also a large number of Catholic students who have not received all of the sacraments of initiation, often only receiving baptism as an infant. Additionally, at Catholic colleges there can also be a large number of students who are members of other faith communities, such as Anglicans and members of other Protestant Churches, whose baptism is recognised by the Roman Catholic Church, yet are unable to fully participate in the sacramental opportunities provided by their school, such as the Eucharist and reconciliation. The Rite of Christian Initiation of Adults is a powerful process for supporting students such as these to access a more fully formed Catholic faith and sacramental life. (shrink)

The paper examines the impact of the Nigerian education and the extent to which it contributes towards the promotion of peace and justice with specific reference to Catholic schools. The paper argues that the role of Catholic Church in providing education has immensely contributed to the growth and development of education in Nigeria. Due to the church‟s focused intervention, approximately 649 elementary schools, 384 secondary schools and 16 tertiary institutions have been established in (...) Nigeria. Relying on documentary method of data collection and descriptive analytic approach, this study explains that Catholic schools have a significant role towards achieving a peaceful and equitable society in Nigeria. The article recommends more engaged efforts by other non-state institutions towards the building of developed educational institutions that will help in promoting peace and justice in Nigeria. (shrink)