We Are One Body: The Challenge of Envisioning and Sustaining Catholic Identity in Catholic Schools of the Twenty-First Century

Edie, Frederick P

Wallen, MaryAnn

2020-02-21T15:57:20Z

2020-02-21T15:57:20Z

2018

Duke Divinity School

Doctor of Ministry

More than four centuries ago, Christian explorers and missionaries brought the Catholic faith to the New World of the Americas and opened the door for what would become one of the strongest, most successful and most respected educational structures in the history of our nation – the American Catholic School System. In spite of decades of opposition from other religious denominations and civil authorities, the Catholic school system continued to flourish and deliver to its students a rigorous academic curriculum integrated with Catholic doctrine, moral values and sound discipline. These schools were able to withstand their struggles and thrive because they followed the mandate of Jesus Christ to “go and teach all nations.” Theirs was a sacred mission to which they dedicated themselves with a full heart, mind, body and soul.

Changes in culture and the secularization of Western society have reduced the number of Catholic schools in operation today, but they have not diminished their commitment to providing a faith-based education for their students regardless of their diverse religious traditions, races, ethnicities and academic aptitudes. Catholic education continues to thrive in America today because of the dedication of educators and parents who recognize its value and who work tirelessly to ensure its success.

This thesis will examine, then, the distinct nature of a Catholic school beginning with the unique identity which forms the heart of every school as a faith community that is dedicated to the spiritual, social and personal growth and development of the students and adults who gather there. Without a true sense of its particular identity and mission, no Catholic school can survive or succeed. What is meant by this “identity,” and what are the factors that contribute to or detract from its integration into the life of the school? These are questions that we will explore and seek to answer. Recognizing the importance of building a strong faculty who appreciates and accepts the responsibilities of their vocation and who are committed to being role models of faith and Christian values to their students, I have developed and included a six-month course of professional development which could be implemented in individual schools who desire such a program. This course comprises chapter four of this work.

In the completion of this thesis, I have done extensive research into the philosophy and practice of Catholic education, but I have also drawn on my own experiences as a woman of faith who is deeply committed to my vocation as a Catholic school educator. Personal insights which I have gained by teaching on both the elementary and secondary levels as well as through my own professional development have contributed to this work and may be found throughout. In the end, this thesis has been a labor of love through which I have learned a great deal about my own profession and faith; but it is my sincere hope that it has been much more. If the observations which I have made and the recommendations which I have set forth can inspire even one school to carefully examine its own identity and recommit its collective energies to strengthening the very character which makes it Catholic, then this work will be successful far beyond its original purpose as an academic work.

https://hdl.handle.net/10161/20196

Religious education

Catholic Identity

Secondary Schools

We Are One Body: The Challenge of Envisioning and Sustaining Catholic Identity in Catholic Schools of the Twenty-First Century

Dissertation