Why Is A Catholic Education Important?
Why Choose Catholic Education? Faith-permeated curriculum develops the whole child by teaching and nourishing them physically, mentally, socially, and spiritually. Students learn the importance of service, commitment, dedication, and self-discipline. This helps build their character and encourages academic success.
A focus on moral and ethical values — including the value of service to others — helps kids learn integrity, compassion, and sensitivity.Students are challenged to make the world a better place by making Christ-like decisions every day — not with the goal of earning praise, but because it’s the right way to live.The Golden Rule of treating others how you’d like to be treated is a core value in our schools, as is the fundamental belief that all people are created equal.Students learn to respect all belief systems, and to appreciate the diversity of the people, cultures, and religions of the world.
Every child is unique and loved by God. In our schools, they find the guidance, resources, and encouragement they need to reach their individual potential. You can read more about the benefits of Catholic education on the website. : Why Choose Catholic Education?
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- 1 Why is being in a Catholic school important?
- 2 What makes Catholic faith unique?
- 3 Why are Catholic values important?
- 4 What is the importance of Catholicism and the role it played in the lives of the characters in Tartuffe?
- 5 What are the virtues of Catholic education?
- 6 What is the Catholic life philosophy?
- 7 Who pays for Catholic schools in England?
- 8 What are the beliefs of Catholic religion?
Why is being in a Catholic school important?
Why Catholic Education? | Diocese of Sacramento Knowing the Lord Jesus, walking with Him, studying with Him, serving with Christ, and sharing the table of the Lord Jesus is what prepares a person to be His witness to the world. – Bishop Jaime Soto, Roman Catholic Diocese of Sacramento Why do children go to school? You’re probably thinking, “That’s obvious.
- To learn, of course!” But is academic knowledge, alone, the end goal of the learning experience? What if the educational process could deliver on more than just one outcome? A Catholic education is a one-of-a-kind learning experience because it focuses on more than just academics.
- We believe that nurturing the entire person in mind, body, and spirit is necessary for a happy, healthy, and balanced life.
Catholic Schools provide children with the invaluable opportunity to expand their knowledge, explore their passions, create community, strengthen their sense of self and come to know God all in one place. Explore a few of the many reasons a Catholic School is the best choice for your child’s education:
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What makes Catholic faith unique?
Beliefs and Traditions – Among the unique features of the teaching and doctrines of Roman Catholicism is the belief in the supremacy of the Papacy and the celebration of the seven sacraments. The church develops the doctrine that on matters of faith and practice the official teachings of the Pope are infallible.
The Catholic Church teaches that it is the one true church founded by Jesus. The sacraments are a foundational part of Catholic belief and practice. They make up portions of the worship service. They are meant to assist the believer in overcoming temptations to sin and wanderings from the teachings of the church.
The sacraments not only mark important occasions in the life cycle, like birth and marriage and death, but also point to devoted daily Christian living.
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What is the importance of Catholic education in the Philippines?
The CEAP represents the interests of Catholic educational institutions in national and international fora; fosters unity of action with other organizations in educational matters; and assists members, particularly those in mission areas to achieve common and specific aims.
The CEAP is commissioned to advance and promote the teaching function of the Catholic Church. It contributes towards the attainment of the objective “the total development of the human person,” through a Catholic orientation in accordance with the norms of the Church, consistent with national development goals as expressed in the Philippine Constitution.
The CEAP promotes religious instruction as an essential element of Catholic education, thereby contributing towards character formation and citizenship building. Moreover, it strives to respond to social, political, moral and other critical issues based on consultations with the different regions and calls for the collective action of its members when the situation so requires.
- CEAP is a non-stock, non-profit organization.
- It is represented in the Coordinating Council of Private Educational Associations (COCOPEA), Private Education Assistance Committee – Fund for Assistance to Private Education (PEAC-FAPE), and the various Technical Working Groups and Committees of national government agencies working for the interest of the private schools.
It is a member of the Association of Foundations and networks with many other non-government organizations. It is affiliated with the International Office of Catholic Education (Office Internationale de l’Enseignement Catholique-OIEC) and with the International Federation of Catholic Universities.
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Why is Catholic education valuable and necessary in Ontario today?
The nature of Catholic education There has been in recent weeks much focus and discussion on Ontario’s strong publicly funded school system. Catholic schools are an integral part of that system, supported by 2.4 million Catholic ratepayers and the province’s three major political parties.
What is missing from the current provincial discussion is information about the nature of Catholic education. These schools offer education in the Catholic tradition to hundreds of thousands of students who reflect Ontario’s diverse cultures and ethnic groups. Every school day, some 670,000 young people make their way into 1,650 English and French Catholic schools that dot our province, in large and small, urban and rural centres.
Whatever else awaits them in these schools, the intention of their parents and of Catholic school trustees and educators is that these young people find themselves in the distinctive learning environment of a Catholic Christian community. The first message relayed to these young people is that each one of them is worthwhile, possesses great dignity and is of infinite value.
- They learn that this comes to them ultimately because they reflect in their lives the image and the mystery of God, who is at the heart of the world they inhabit and for which they are responsible.
- They learn this throughout all aspects of the curriculum — not just the religious education and family life courses.
Catholic education views human life as an integration of body, mind and spirit. Rooted in this vision, Catholic education fosters the search for knowledge as a lifelong spiritual and academic quest. The expectations of Catholic graduates, therefore, are described not only in terms of knowledge and skills, but in terms of values, attitudes and actions.
In a society where conflicting values pull young people in all directions, Catholic schools speak words about the sacredness of life, the beauty of love, the dignity of work and the importance of family. These teachings offer guideposts for human behaviour that flow from the Ten Commandments and the message of the Gospel.
Young people hear of honouring their parents and of parents honouring their children. A consistent life ethic encourages them to see the relationship among all the world’s peoples, especially the marginalized and the disadvantaged. Our students are taught to opt for the protection of life at all stages, to avoid the wrongness of bullying, to support the need for just social structures and to decry the folly of war.
Putting these lessons into practice is a formative part of a Catholic education. Our students are expected and encouraged to participate in a variety of community service projects to help the less fortunate in their communities. Outreach projects to less developed countries or those areas affected by natural or man-made disasters are a hallmark of the Catholic school curriculum.
Our schools hold out to our young people the sacredness of promises and the meaning of fidelity, particularly in marriage and the family. They learn the value of truth and respect for the beliefs of other people. They learn this within the context of a curriculum focused on academic excellence.
- This pursuit of academic excellence has been a hallmark of Catholic education from its inception.
- The goal of Catholic schools is and always has been to help all our students, whatever their unique gifts, talents and challenges, to achieve their full potential and to experience success.
- Through the dedication and hard work of some 43,000 teachers and administrators, Catholic schools today are a vital part of the success story of Ontario’s publicly funded education system.
Our schools and school boards consistently meet or exceed provincial expectations in student achievement and program delivery. Many Catholic school boards have numbered among those showing the highest improvement rates as measured by the provincial testing program.
- In addition, our Catholic schools and educators have been widely recognized as innovators in providing excellent integrated programs and services for students with special needs.
- We are not suggesting that graduates of these schools and the educators within them escape the weaknesses and woundedness that are part of human life.
These young people are exposed, however, to a view of the human journey that offers meaning and direction. Ontario’s Catholic schools have maintained that their distinctive educational approach offers an ongoing contribution not only to Catholic children and their families but to society as a whole.
Graduates of Catholic schools are active and often outstanding contributors to public life in Ontario. As leaders and workers in politics, business, arts, education, health care and volunteer services, they make meaningful and important contributions to improving their communities. Without a doubt, Catholic education is embedded in the very social fabric of Ontario.
(Murray is president and Stunt is executive director of the Ontario Catholic School Trustees’ Association.) Unlike many media companies, The Catholic Register has never charged readers for access to the news and information on our website. We want to keep our award-winning journalism as widely available as possible.
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What is your philosophy of Catholic education?
Philosophy of Catholic Education The words of Pope Benedict XVI succinctly express the essence of Catholic education: Education is integral to the mission of the Church to proclaim the Good News. Address to Catholic Educators, Catholic University of America, April 2008 Our mission is to provide Catholic education which inspires and prepares students to learn, to work, to live fully, to serve God, and to serve one another. Furthermore, we provide a Christ-centred environment and an exemplary education to each and every student within the framework of the Gospel and the traditions of the Catholic Church.
- We meet the academic and social needs of our students precisely because we integrate curriculum with faith, life, and culture.
- We live our faith throughout the entire school day and we incorporate our faith in all subjects.
- Through this educational arrangement, students are encouraged to determine and develop their God-given talents and reach academic success.
There are many values we nurture within our school community. Reverence, which includes tolerance and inclusiveness, is one of them. For Catholic Secondary Schools, curriculum is best described as a worldview, shaped by conversation about life’s meaning and purpose.
- It is a distinctive worldview committed to educating the soul.
- Holy Cross Catholic Secondary School prides itself on forming the whole person, educating them in the faith, celebrating and proclaiming that faith through the Church’s liturgical, especially, sacramental, life and, through the affirmation of the inherent dignity and worth of all people, especially the weakest among us, reinforcing the call and capacity of all to contribute to the common good and the transformation of the world.
It is the critical task of a Catholic High School to integrate all aspects of human knowledge, through all areas of the curricula, in the light of our faith and Catholic Tradition, and to promote the growth of Christian virtue (cf. Ontario Catholic School Graduate Expectations, Institute for Catholic Education, 1999).
And while religion must not be confined to religion classes, it is essential that it be imparted in a systematic manner, providing for the gradual formation of conscience in fundamental virtues, particularly faith, hope and charity. All educational systems are an extension of the home, and also an integral part of the community and should therefore reflect their needs.
The school must also do more than teach children to acquire skills and knowledge; it must guide the learner’s total development – spiritual, intellectual, physical, social, emotional, and cultural; in all of these areas the child is considered to be unique.
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Are Catholic schools better in UK?
The government says faith schools are the most desirable in the country. But the evidence shows otherwise Faith schools in England are academically “little or no better than any other schools”, and pushing for their expansion is unlikely to boost social mobility, an education think tank has warned.
- Catholic education officials have disregarded the report, however, arguing that the research is based on incorrect figures and “bears no resemblance” to their schools.
- The EPI report, entitled Faith Schools, Pupil Performance and Social Selection, follows – lifting the current cap of 50 per cent.
- This is based on the assumption that children perform better in selective schools, with faith schools currently topping the league tables across the country in terms of results.
- While pupils in primary and secondary faith schools do achieve better results overall, these tables do not take into account social background, the report warns.
- Experts also suggest such schools have a higher proportion of children with high prior attainment, scoring more highly in Early Years tests.
- Once this level of high prior attainment was taken into account, faith schools performed little or no better than non-religious schools at primary level, it was reported.
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- “These findings show that, while encouraging more faith schools to open may help the government to meet its requirements to provide sufficient school places, the proposed policy is unlikely to yield school places that are of a significantly higher quality than that offered by non-faith schools”, the report said.
- “Furthermore, given that faith schools on average admit fewer pupils from disadvantaged backgrounds than non-faith schools, there is a risk that these small gains would come at the price of increased social segregation.”
- Around one in 10 faith secondary schools were said to be “at least as socially selective as the average grammar school”, although there was “considerable variation in the level of social segregation between individual schools”.
- At primary level, faith schools were on average only slightly more socially selective than other high performing schools.
- A spokesperson for the Catholic Education Service commented: “This research bears no resemblance to the on-the-ground experience of Catholic schools, nor does it bear any resemblance to the actual facts.
“The 2016 Catholic Schools Census is the most accurate representation of Catholic schools in England. It finds that Catholic Schools educate 21 per cent more pupils from ethnic minority backgrounds than the national average, and in Catholic primary schools, almost 40 per cent more pupils from the poorest households.
- “The ability to open more Catholic schools will answer the demand of tens of thousands of parents of all social backgrounds who wish for their child to have a Catholic education.”
- Faith schools currently account for around one third of all state-funded schools in England.
- Responding to the report, British Humanist Association Chief Executive Andrew Copson said the report “confirms that alleged academic superiority is a myth”.
- “Allowing religious selection in admissions to state faith schools is often justified by lauding their academic performance,” he said.
- ” also demonstrates that Government aspirations to improve social mobility will be harmed not helped by their planned expansion of faith schools, which are in any case a disaster for religious segregation and community cohesion.”
- A Department for Education spokesperson said: “Our proposals to expand the choice of good school places available to parents will help more young people, irrespective of their background, have the chance to go as far as their talents will take them.
- “Faith schools are a vital part of this – they are among the best schools in the country and places are in high demand.
- “That’s why we want to remove the ineffective faith cap to establish even more good schools, while introducing new measures to improve inclusivity and diversity.”
: The government says faith schools are the most desirable in the country. But the evidence shows otherwise
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Why are Catholic values important?
Catholic Social Teaching – Catholic Community Services and Catholic Housing Services of Western Washington The Catholic Church has a history of social teaching that goes back centuries and provides a compelling challenge for living responsibly and building a just society.
Modern Catholic Social Teaching, rooted in Scripture and articulated through a tradition of written documents, has evolved over time in response to the challenges of the day. It is the foundation of the mission and values of and the, The following are several of the key themes that are at the heart of our Catholic social tradition.
Life and Dignity of the Human Person The Catholic Church proclaims that human life is sacred and that the dignity of the human person is the foundation of a moral vision for society. This belief is the foundation of all the principles of our social teaching.
We believe that every person is precious, that people are more important than things, and that the measure of every institution is whether it threatens or enhances the life and dignity of the human person. Call to Family, Community, and Participation The person is not only sacred but also social. How we organize our society in economics and politics, in law and policy directly affects human dignity and the capacity of individuals to grow in community.
Marriage and the family are the central social institutions that must be supported and strengthened, not undermined. We believe people have a right and a duty to participate in society, seeking together the common good and well-being of all, especially poor and vulnerable people.
- Rights and Responsibilities The Catholic tradition teaches that human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met.
- Therefore, every person has a fundamental right to life and a right to those things required for human decency.
Corresponding to these rights are duties and responsibilities–to one another, to our families, and to the larger society. Preferential Option for the Poor A basic moral test is how our most vulnerable members are faring. In a society marred by deepening divisions between rich and poor, our tradition instructs us to put the needs of poor and vulnerable people first.
The Dignity of Work and the Rights of Workers The economy must serve people, not the other way around. Work is more than a way to make a living; it is a form of continuing participation in God’s creation. If the dignity of work is to be protected, then the basic rights of workers must be respected—the right to productive work, to decent and fair wages, to the organization and joining of unions, to private property, and to economic initiative.
Solidarity We are one human family whatever our national, racial, ethnic, economic and ideological differences. We are our brothers’ and sisters’ keepers, wherever they may be. Loving our neighbor has global dimensions in a shrinking world. At the core of the virtue of solidarity is the pursuit of justice and peace.
Pope Paul VI taught that “if you want peace, work for justice.” The Gospel calls us to be peacemakers. Our love for all our sisters and brothers demands that we promote peace in a world surrounded by violence and conflict. Care for God’s Creation We show our respect for the Creator by our stewardship of creation.
Care for the earth is a requirement of the Catholic faith. We are called to protect people and the planet, living our faith in relationship with all of God’s creation. This environmental challenge has fundamental moral and ethical dimensions that cannot be ignored.
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What are three important Catholic beliefs?
Catholics believe the words remembered in The Apostles Creed: “I believe in God, the Father almighty, creator of heaven and earth. I believe in Jesus Christ, his only Son, our Lord, who was conceived by the Holy Spirit, born of the Virgin Mary, suffered under Pontius Pilate, was crucified, died, and was buried; he descended to the dead.
On the third day he rose again; he ascended into heaven, he is seated at the right hand of the Father, and he will come to judge the living and the dead. I believe in the Holy Spirit, the holy Catholic Church, the communion of saints, the forgiveness of sins, the resurrection of the body, and the life everlasting.
Amen.” This is based on the teaching of the Apostles. It was written in the 4th Century CE, it gives a summary of key catholic beliefs about the following:
the oneness of God and the Trinity the incarnation of Jesus Christ as the Son of God the meaning of the crucifixion, resurrection and ascension of Jesus the person and work of the Holy Spirit the Church as the Body of Christ the Communion of Saints sin and the means of salvation judgement and the world to come
During their time at Sacred Heart pupils will have the opportunity to participate in liturgies centred around these key beliefs. They will also have the opportunity to be part of the celebration of mass which is the key liturgical action in the Catholic church.
Here we are following Jesus’ command to “do this in remembrance of me” after taking and blessing the bread and wine at the last supper. The celebration of mass is central to the Catholic faith. Eucharist Derived from the Greek word meaning ‘thanksgiving’, the focus is on the sacrifice of Christ on the cross and the re-enactment of the Last Supper of Jesus.
The highpoint of the Eucharist is the receiving of the body and blood of Christ in Holy Communion. Liturgy This is a form of worship which commemorates and celebrates a particularly important event or time of the year in the calendar of the church. Mass This is the common name for the celebration of the Last Supper of Jesus or Eucharist.
- The word comes from the Latin word missa which means to be sent (a mission).
- Those who attend mass are given the ‘Mission’ to take the Word of God to all people and Christ, who they have received in Holy Communion, to all people.
- Reconciliation This is commonly known as ‘confession’ in the Catholic Church.
The penitent confesses their sins, makes a firm commitment to change their life and through the priest, receives the grace and forgiveness of God.
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Catholic Social Teaching (CST) offers a way of thinking, being and seeing the world. It provides a vision for a just society in which the dignity of all people is recognised, and those who are vulnerable are cared for. It consists of an interrelated body of Catholic social thought and principles which can be used to reflect on and guide how we relate to one another in our local and global communities.
- The perspective and principles of Catholic Social Teaching are a rich heritage, developed as the Church has engaged with key social issues throughout history.
- Catholic Social Teaching includes insight from the Scriptures, as well as understanding from the thinking, reflections and lived experience of people throughout the life of the Church.
“An authentic faith – which is never comfortable or completely personal – always involves a deep desire to change the world, to transmit values, to leave this earth somehow better than we found it.” (Pope Francis, Evangelii Gaudium) The tradition of Catholic Social Teaching encourages a process of:
Looking at the social justice issues as they affect society – SEE Understanding what is happening and why it is happening – JUDGE Discerning the actions needed to respond – ACT
There a number of key principles (below) which inform this process of reflection.
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What CEAP means?
Definition/Introduction – During the Fifth Annual Meeting of the American Venous Forum 1993, John Porter suggested a classification for venous disease, just like the TNM (tumor/node/metastasis) classification for cancer. In 1994, the American Venous Forum created a classification system to aid universally uniform diagnosis and comparison of chronic venous disorders.
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What is the importance of Catholicism and the role it played in the lives of the characters in Tartuffe?
LitCharts The Catholic Church plays a hugely important role in the lives of Tartuffe’s characters. To them, it represents traditional aspects of religion, such as piety, charity, and faith. Further, because the Church was so powerful in seventeenth-century France, it takes on added significance, representing order and obedience.
- Tartuffe uses the power of this symbol in order to manipulate the characters around him, especially Orgon, who is completely taken in by his religious charade.
- Tartuffe is ostentatiously charitable, humble, and pious, taking on aspects associated with the Church in order to seem like a representative of the Church itself.
The connection that Tartuffe creates between himself and the Church makes him extremely dangerous. As long as he is linked to this powerful symbol, the characters working against him cannot fully defeat him. Only when the King himself declares Tartuffe a hypocrite, at last severing Tartuffe’s ties to the Church, does he cease to be dangerous to Orgon and his family.
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Is Catholic education good?
Why Catholic Schools Do Well Parents are often unaware of the significant advantages offered by Catholic schools. We’ve all seen the barrage of headlines. Low test scores. Declining graduation rates. Drugs, bullying and fighting. It can all be a little disheartening.
But for the nearly 4,000 students in the Peoria area who attend 13 Catholic elementary schools and Notre Dame High School, the future could not be brighter. Their parents have chosen to put them in these schools for some not-so-obvious reasons. It is handy shorthand to think parents want a Catholic education for their children, but that is seldom true.
When you dig deeper, you discover they want something they associate with Catholic living: a strong moral center, a feeling of personal worth, character, integrity, compassion and caring for others. The CARA Institute at Georgetown University recently confirmed that “strong moral values” is the top reason parents choose to send their child to a Catholic school.
- Another study at the University of Pennsylvania confirms that “success is not the number-one priority for most parents.
- We’re much more concerned about our children becoming kind, compassionate and helpful.” When people in 50 countries were asked to report their guiding principles in life, the value that mattered most was not academic achievement, but caring.
In his recent bestseller, The Road to Character, author David Brooks talked about the value of character being a commitment to family, faith and community. “About once a month, I run across a person who radiates an inner light,” he writes. “These people can be in any walk of life.
- They seem deeply good.
- They listen well.
- They make you feel funny and valued.
- You often catch them looking after other people, and as they do so, their laugh is musical and their manner is infused with gratitude.
- They are not thinking about what wonderful work they are doing.
- They are not thinking about themselves at all These people have achieved an unfakeable inner virtue, built slowly from specific moral and spiritual accomplishments.” Teaching What’s Taught At Home These are the things parents believe they receive from a Catholic school—the same reasons the unchurched, as well as parents from many other religions, choose Catholic schools.
When it comes to raising their child, many parents look at the teachers at Catholic schools as partners, trusting they are teaching the same values in school as they teach at home. Catholic schools focus on instilling character so students make the right choices, no matter what their friends or others might say.
They provide the freedom to explore aspects of the world not found in state-mandated lesson plans; they incorporate spirituality into every aspect of the curriculum; and their teachers and leaders are held to a higher standard of professionalism, morals and ethics, both in and out of the classroom. That may sound lofty, but the results are impressive.
Research at Harvard University indicates that Catholic school students have higher levels of civic engagement and knowledge, and are more politically tolerant and supportive of civil liberties. In a 2011 study, Notre Dame Professor David Campbell reported that “historically, public schools have been celebrated as the exemplars of civic education, while Catholic schools were often thought to provide an inferior form of training in democratic citizenship.
But now, scores of empirical studies have confirmed that some forms of private schools—specifically Catholic schools—are more successful than their public counterparts in inculcating students with democratic values.” It’s hard to imagine a greater public good than that! Catholic school students are less likely to have their marriages end in divorce; they vote more often; and for what it’s worth, they also earn more money throughout their lifetime.
The widespread institution of “service hour” requirements in Catholic schools over the last two decades has helped to create an entire generation of generous, socially-minded adults ready to help their community. An Academic Edge But what about academic performance in Catholic schools? Here is where the story shocks nearly everyone. Nearly all Peoria-area Catholic elementary schools have some variation of preschool for three- and four-year-olds. This is not daycare—this is preschool, where children first learn “how to learn” and form positive attitudes toward school.
- It is also likely to be the school where they will spend the next eight or nine years, and where a cohort of young mothers will form a lasting, supportive social network.
- This “family” support is one of the real strengths of Catholic education.
- By the time Catholic school students reach the fourth grade, they are often a grade or two ahead of their public school counterparts, with such a significant lead that other schools find it difficult to catch up.
Data from the 2014 Iowa Assessments indicate that by the time these students reach eighth grade, they are achieving three to four years above grade level—a remarkable testament to the power of a Catholic school education. According to the U.S. Department of Education, Catholic school students consistently score higher on advanced achievement tests, and by eighth grade, they outscore their public school counterparts in mathematics by a full 13 points.
And every year for the past two decades, Catholic school eighth-graders have outscored public schools in reading by 20 points. Where Minority Students Thrive The impact of Catholic education on minority students is equally remarkable. What D.E. York found in her groundbreaking study was that the more “at risk” a student was, the greater the relative improvement that occurred.
She also found that minority students were far more likely to take rigorous classes, graduate on time and attend college. In one six-year stretch at Peoria Notre Dame High School, every single minority student graduated and went on to college. “If you’re serious about education reform, you have to pay attention to what Catholic schools are doing,” said Joseph P.
- Viteritti, a professor of public policy at Hunter College, who has edited four books on the subject.
- They’ve been educating urban kids better than they’re being educated elsewhere.” The academic advantage students accrue in Catholic elementary schools is well documented, but it is high school that really starts to change their lives.
In today’s world, a high school diploma is almost mandatory if an individual is going to survive, much less thrive. All over the country, nearly 100 percent of Catholic high school students graduate; for public schools, that number is 78 percent. The disparity widens even more when considering college attendance, with 84.9 percent of Catholic high school graduates attending four-year colleges, more than double the rate of public schools.
- This number rises to 97 percent when the criterion is “some post secondary education.” Catholic school students do better, and the research literature is replete with reasons.
- William Jaynes, education professor at California State University, found that Catholic schools “have fewer behavioral problems than their counterparts, even when adjusted for socioeconomic status, race and gender.” That translates into fewer gangs, less drugs and greater racial harmony.
Jaynes believes Catholic schools “have higher expectations of students and encourage them to take hard courses,” adding that they subscribe to the notion that “students are often capable of achieving more than they realize.” Many Catholic elementary students in the Peoria area matriculate to Notre Dame High School—one of the best in the state. It’s interesting to note that not all students in Peoria’s Catholic schools are, in fact, Catholic. They welcome all religions, including the unchurched and unaffiliated—commonly referred to as “nones,” which account for nearly 20 percent of adults and one third of millennials, according to the Pew Research Center.
- The irony is that many Catholic kids are attending public schools and falling behind, while many non-Catholics are attending Catholic schools and excelling.
- Heading For College It’s true that most kids educated in Catholic schools go on to college.
- While it may not be for everyone, individuals with a college degree are paid more—much more—than those without one.
Degree-holders now earn 80 percent more than their peers with just a high school diploma, up from about 40 percent more in the late 1970s. According to a recent MIT study, the return on investment in education, from elementary school to college, exceeds the historic return on practically any conventional investment, including stocks, bonds and real estate.
Here in Peoria, the need for a college-educated workforce is critical. Caterpillar is in need of engineers; OSF demands talented nurses and doctors; the Ag Lab requires dedicated scientists, and the University of Illinois, Bradley, Robert Morris, Illinois Central College and Midstate are in search of instructors, researchers and other professionals.
The Peoria-area Catholic school system has met this challenge by partnering with AdvancED, the world’s largest educational accrediting organization. Accreditation by AdvancED ensures the Diocese’s school improvement efforts are aligned with a rigorous set of research-based quality standards verified by an external review team.
Parents often ask, “Can I afford to send my child to a Catholic school?” My response is always the same: “Can you afford not to?” All parents want what is best for their children, and are willing to sacrifice to provide the best opportunities for their family. Quite often, young parents are unaware of the significant advantages offered by Catholic schools.
However, a tour of a Catholic school classroom promises a fulfilling experience: Smartboards and computers. Small class sizes with exceptional teachers who provide individual attention. Solid, often superior academics. Discipline and a sound spirituality.
- A place where teachers are expected to teach and students are expected to learn.
- Peoria’s Catholic schools don’t usually make the headlines, and that’s okay.
- They simply provide their students with the best tools to fulfill their future roles as good citizens, productive and caring employees, competent professionals, and daughters and sons that will make their parents—and all of us—very proud.
iBi Jerry Sanderson is associate superintendent of the Diocese of Peoria. Tagged : Why Catholic Schools Do Well
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Why is it important for Catholics to care for the world?
Catholic Christians, Jews and Humanists all believe that protecting and preserving the environment for future generations is important. For Catholics and Jews this belief is based on the biblical belief that God has created humans as stewards to rule the earth.
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What are the Catholic expectations?
Catholic Graduate Expectations The Graduate is expected to be:
A discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of God’s presence through word, sacrament, prayer, forgiveness, reflection and moral living. An effective communicator who speaks, writes and listens honestly and sensitively, responding critically in light of gospel values. A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good. A self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential. A collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of all and contributes to the common good. A caring family member who attends to family, school, parish, and the wider community. A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.
~ adapted from the : Catholic Graduate Expectations
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What are the virtues of Catholic education?
HUMAN FLOURISHING, VIRTUES AND CHARACTER EDUCATION Catholic Christianity has a particular set of virtues – excellences of character – that it prizes, these are the eight virtues outlined in this document: faith, hope, love, justice, solidarity, temperance, courage and practical wisdom.
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What does the Pope say about Catholic education?
Pope Francis sends a message to the Secretary General of the International Office of Catholic Education upholding the role of Catholic education to promote dialogue in the service of humanity. By Linda Bordoni Catholic education programmes and resources must give voice to a Word that surpasses and transcends us, Pope Francis writes in a message to a conference held by the International Office of Catholic Education (OIEC), and must form individuals in their integrity, creating bridges of dialogue between people of all faiths.
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What is the Catholic life philosophy?
What is the Meaning of Life? Our purpose is to become most fully ourselves, to reach our full potential and to thrive. The meaning of life is love, from God and through us. The following is a summary of the epilogue in my book,, What is the meaning of life? People love this question, and they love to ask it of me when they find out that I am a student of philosophy.
- Of course, as a student of philosophy, I can never just give a straight answer.
- I have to do what my training in philosophy has taught me to do: ask obnoxious questions to the point where the asker gives up in frustration.
- But if anyone had the stamina to stick with the analysis of this question, he might find a treasure.
First of all, one of the most important parts of any discussion is the definition of terms. What do the words mean? When we say “meaning” in the question at hand, what does that word mean? We can’t avoid using it, and we see that “meaning” points to some content, some idea or reality.
- The meaning of the word “dog” is either the idea of dog that I can think in my mind or else a real dog in the world.
- So, to what reality does life point? The fact of life, and in particular the fact of my life, has something important to tell me.
- What is it? Well, here is the shocking fact: I don’t have to exist.
I did not create myself, and I do not sustain my own existence. Nothing that has been created can create itself or keep itself existing. There was a time when I did not exist. The rock bottom foundation of my life is the fact that I exist, and that is not something that I actively maintain in myself.
- The meaning of my life is whatever causes my existence. As St.
- Thomas Aquinas has so logically shown, all existence leads us back to nothing less than God Himself, He who is not just something else that exists, but He who is the very act of existence itself.
- It is impossible for us to conceptualize God, let alone imagine exactly what it means for God to be Necessary Being, but it is enough for us to know that, in the end, God is the root cause of our existence and our life.
The lover’s declaration, “I am nothing without you,” is literally true only when we say it to God. Since God is wholly free, He does not have to create. You and I do not have to be, yet God wills our existence. And since my existence is the fundamental good upon which all other goods depend, God’s willing of my existence is love.
- The existence of anything is good for it.
- Love is the willing of the good.
- If something exists, God loves it.
- The meaning of the fact that I have life and exist is that God loves me.
- The meaning of life is God’s love.
- Just as the word “dog” is a sign of the idea in my mind, my life is a sure sign of God’s love for me.
I realize that most people probably don’t have this kind of idea in mind when they ask about the meaning of life. I imagine that most people don’t really have much of an idea of anything when they ask the question. They just like asking it and don’t really expect to get an answer.
They just want to be like, “What’s the meaning of life? Whoa, man. That’s deep.” But, as always, when definitions are given and careful rational thought is applied, sense can be made. If people have anything in mind, they usually mean something a little more like, “What is my purpose in life? What am I here for?” This is a different question, but the foregoing analysis is still helpful here.
When I reflect on my existence, I realize that I do not exist as fully as I can. I am not really fully alive. I have not reached my full potential. Jesus loves me, this I know, and he wants what is good for me. I want what is good for me. What is good? Wholeness of being.
What grabs my attention at this point is the fact that both good philosophy and Catholic teaching converge on this point when looked at from a certain angle. Our purpose is to become most fully ourselves, to reach our full potential, or to thrive. Those are all ways of saying the same thing. In the context of Catholicism, we can phrase it this way: to love and to be loved, or to be a saint.
The meaning of life is love, from God and through us. It is the fundamental human vocation, “for man is created in the image and likeness of God who is himself love” (Catechism of the Catholic Church, 1604). : What is the Meaning of Life?
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Can non Catholic go to Catholic school UK?
From Wikipedia, the free encyclopedia In the United Kingdom, there are many ‘local authority maintained’ (i.e. state funded) Roman Catholic schools, These are theoretically open to pupils of all faiths or none, although if the school is over-subscribed priority will be given to Roman Catholic children.
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Who is the top Catholic in the UK?
Archbishop of Westminster – Nichols in Westminster Cathedral Nichols was appointed the eleventh Archbishop of Westminster by Pope Benedict XVI on 3 April 2009, and solemnly installed on 21 May 2009. The diocese, the principal see of the Church in England and Wales, serves 472,600 Catholics.
- It was reported that Benedict XVI personally selected Nichols for the post after the Congregation for Bishops failed to reach a consensus.
- In the time leading up to the appointment, Nichols’ name had been repeatedly mentioned as a possible successor to Cardinal Cormac Murphy-O’Connor, and his name was the only one to be on both ternas, or shortlist of candidates submitted to the Congregation for Bishops.
A group of English Catholic bishops, as well as a member of parliament, had even expressed their concerns of promoting Nichols to Westminster to the Apostolic Nuncio, Faustino Sainz Muñoz, citing the archbishop’s ambition. In his decision to accept the “daunting” role of Archbishop of Westminster, Nichols said he “just swallowed hard and said ‘yes.'” He succeeded Cardinal Murphy-O’Connor, who reached the mandatory retirement age of 75 in 2007.
Cardinal Murphy-O’Connor described his successor as “competent, compassionate, and experienced.” As expected, Nichols was elected President of the Catholic Bishops’ Conference of England and Wales by unanimous acclamation on 30 April 2009. He received his second pallium from Pope Benedict XVI in Rome on 29 June 2009, the Feast of Saints Peter and Paul,
He was appointed a member of the Congregation for Bishops on 16 December 2013 by Pope Francis, On 19 February 2014. he was appointed a member of the Congregation for the Oriental Churches, Nichols wrote to Pope Francis offering his resignation as archbishop as of his 75th birthday on 8 November 2020, as is customary ; however, Pope Francis asked him to continue in his functions.
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Who pays for Catholic schools in England?
Are faith schools funded by the government? – Faith schools, as discussed above, are almost entirely funded by the state, unless they are private schools. This means that they are funded by taxes from all UK citizens, even if their children do not attend school.
Some schools are funded by the local authority, and some directly by the government. This depends on what type of school they are. However, they are all funded based on taxation, and therefore by public money. Free schools and academies are funded directly by national government in England, and therefore have no connection to their local authority.
These schools are usually part of multi-academy trusts, who control the curriculum, share teachers, and make general decisions about the running of their schools. They have more control over their day to day running than other types of school. Voluntary Aided and Voluntary Controlled schools are funded by local government, which allows local education boards to have more say on how they run and are controlled.
They are also often expected to pay more of their capital costs, even if the school is run in a building already owned by the faith group they represent. This cost is usually 10% but can vary based on the area. If the school is expected to pay part of their capital funds, or requires more money for any reason, they may choose to fundraise from parents to raise this money.
This is the same in non-faith schools, so is expected by most parents when sending their child into education. For more information, check out this governmental guide,
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What are the beliefs of Catholic religion?
Sacraments – The seven sacraments are ways in which bishops or priests intercede with or bring grace from God to ordinary people. These are the rites of baptism; confirmation; first Eucharist; penance or reconciliation; anointing of the sick; holy orders for ordained ministers (bishops, priests, and deacons); and marriage.
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What were some of the religious effects of the Reformation?
Who were some of the key figures of the Reformation? – Reformation, also called Protestant Reformation, the religious revolution that took place in the Western church in the 16th century. Its greatest leaders undoubtedly were Martin Luther and John Calvin,
- Having far-reaching political, economic, and social effects, the Reformation became the basis for the founding of Protestantism, one of the three major branches of Christianity,
- The world of the late medieval Roman Catholic Church from which the 16th-century reformers emerged was a complex one.
- Over the centuries the church, particularly in the office of the papacy, had become deeply involved in the political life of western Europe,
The resulting intrigues and political manipulations, combined with the church’s increasing power and wealth, contributed to the bankrupting of the church as a spiritual force. Abuses such as the sale of indulgences (or spiritual privileges) by the clergy and other charges of corruption undermined the church’s spiritual authority. More From Britannica Christianity: Reformation The Reformation of the 16th century was not unprecedented. Reformers within the medieval church such as St. Francis of Assisi, Valdes (founder of the Waldensians ), Jan Hus, and John Wycliffe addressed aspects in the life of the church in the centuries before 1517.
In the 16th century Erasmus of Rotterdam, a great humanist scholar, was the chief proponent of liberal Catholic reform that attacked popular superstitions in the church and urged the imitation of Christ as the supreme moral teacher. These figures reveal an ongoing concern for renewal within the church in the years before Luther is said to have posted his Ninety-five Theses on the door of the Castle Church, Wittenberg, Germany, on October 31, 1517, the eve of All Saints’ Day —the traditional date for the beginning of the Reformation.
( See Researcher’s Note,) Martin Luther claimed that what distinguished him from previous reformers was that while they attacked corruption in the life of the church, he went to the theological root of the problem—the perversion of the church’s doctrine of redemption and grace,
- Luther, a pastor and professor at the University of Wittenberg, deplored the entanglement of God’s free gift of grace in a complex system of indulgences and good works.
- In his Ninety-five Theses, he attacked the indulgence system, insisting that the pope had no authority over purgatory and that the doctrine of the merits of the saints had no foundation in the gospel.
Here lay the key to Luther’s concerns for the ethical and theological reform of the church: Scripture alone is authoritative ( sola scriptura ) and justification is by faith ( sola fide ), not by works. While he did not intend to break with the Catholic church, a confrontation with the papacy was not long in coming.
In 1521 Luther was excommunicated ; what began as an internal reform movement had become a fracture in western Christendom. The Reformation movement within Germany diversified almost immediately, and other reform impulses arose independently of Luther. Huldrych Zwingli built a Christian theocracy in Zürich in which church and state joined for the service of God.
Zwingli agreed with Luther in the centrality of the doctrine of justification by faith, but he espoused a different understanding of the Holy Communion, Luther had rejected the Catholic church’s doctrine of transubstantiation, according to which the bread and wine in Holy Communion became the actual body and blood of Christ.
According to Luther’s notion, the body of Christ was physically present in the elements because Christ is present everywhere, while Zwingli claimed that entailed a spiritual presence of Christ and a declaration of faith by the recipients. Another group of reformers, often though not altogether correctly referred to as “radical reformers,” insisted that baptism be performed not on infants but on adults who had professed their faith in Jesus.
Called Anabaptists, they remained a marginal phenomenon in the 16th century but survived—despite fierce persecution—as Mennonites and Hutterites into the 21st century. Opponents of the ancient Trinitarian dogma made their appearance as well. Known as Socinians, after the name of their founder, they established flourishing congregations, especially in Poland, Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now Another important form of Protestantism (as those protesting against their suppressions were designated by the Diet of Speyer in 1529) is Calvinism, named for John Calvin, a French lawyer who fled France after his conversion to the Protestant cause.
In Basel, Switzerland, Calvin brought out the first edition of his Institutes of the Christian Religion in 1536, the first systematic, theological treatise of the new reform movement. Calvin agreed with Luther’s teaching on justification by faith. However, he found a more positive place for law within the Christian community than did Luther.
In Geneva, Calvin was able to experiment with his ideal of a disciplined community of the elect. Calvin also stressed the doctrine of predestination and interpreted Holy Communion as a spiritual partaking of the body and blood of Christ. Calvin’s tradition merged eventually with Zwingli’s into the Reformed tradition, which was given theological expression by the (second) Helvetic Confession of 1561.
The Reformation spread to other European countries over the course of the 16th century. By mid century, Lutheranism dominated northern Europe. Eastern Europe offered a seedbed for even more radical varieties of Protestantism, because kings were weak, nobles strong, and cities few, and because religious pluralism had long existed.
Spain and Italy were to be the great centres of the Catholic Counter-Reformation, and Protestantism never gained a strong foothold there. In England the Reformation’s roots were both political and religious. Henry VIII, incensed by Pope Clement VII ‘s refusal to grant him an annulment of his marriage, repudiated papal authority and in 1534 established the Anglican church with the king as the supreme head.
In spite of its political implications, the reorganization of the church permitted the beginning of religious change in England, which included the preparation of a liturgy in English, the Book of Common Prayer, In Scotland, John Knox, who spent time in Geneva and was greatly influenced by John Calvin, led the establishment of Presbyterianism, which made possible the eventual union of Scotland with England.
For further treatment of the Reformation, see Protestantism, history of, For a discussion of the religious doctrine, see Protestantism, The Editors of Encyclopaedia Britannica This article was most recently revised and updated by Adam Augustyn,
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Is Ateneo a Catholic school?
A unique identity –
- Ateneo de Manila is proudly Filipino, devotedly Catholic, and uniquely Jesuit.
- Its holistic, liberal, and humanistic learning and formation stems from its Jesuit roots, the manifestation of a 500-year-old educational tradition.
- It is a Catholic institution, dedicated to upholding the Faith, and fulfilling the Church’s mission to serve the last, the least, and the lost.
- And it is a Filipino institution, proud of its rich heritage and significant role in nation-building, its daughters and sons contributing to its social, cultural, economic, and political life.