Roger Bergman
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780823233281
- eISBN:
- 9780823241736
- Item type:
- book
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823233281.001.0001
- Subject:
- Religion, Religion and Society
The canon for Catholic social teaching spreads to six hundred pages, yet fewer than two pages are devoted to Catholic social learning or pedagogy. This book begins to correct that gross imbalance. It ...
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The canon for Catholic social teaching spreads to six hundred pages, yet fewer than two pages are devoted to Catholic social learning or pedagogy. This book begins to correct that gross imbalance. It asks: How do we educate (lead out) the faith that does justice? How is commitment to social justice provoked and sustained over a lifetime? To address these questions, the book weaves what has been learned from thirty years as a faith-that-does-justice educator with the best of current scholarship and historical authorities. The book reflects on personal experience; the experience of Church leaders, lay activists, and university students; and the few words the tradition itself has to say about a pedagogy for justice. This book explores the foundations of this pedagogy, demonstrates its practical applications, and illuminates why and how it is fundamental to Catholic higher education. Part I identifies personal encounters with the poor and marginalized as key to stimulating a hunger and thirst for justice. Part II presents three applications of Catholic social learning: cross-cultural immersion as illustrated by Creighton University's Semestre Dominicano program; community-based service learning; and the teaching of moral exemplars such as Dorothy Day, Rev. Martin Luther King Jr., and Archbishop Oscar Romero. Part III then elucidates how a pedagogy for justice applies to the traditional liberal educational mission of the Catholic university, and how it can be put into action.Less
The canon for Catholic social teaching spreads to six hundred pages, yet fewer than two pages are devoted to Catholic social learning or pedagogy. This book begins to correct that gross imbalance. It asks: How do we educate (lead out) the faith that does justice? How is commitment to social justice provoked and sustained over a lifetime? To address these questions, the book weaves what has been learned from thirty years as a faith-that-does-justice educator with the best of current scholarship and historical authorities. The book reflects on personal experience; the experience of Church leaders, lay activists, and university students; and the few words the tradition itself has to say about a pedagogy for justice. This book explores the foundations of this pedagogy, demonstrates its practical applications, and illuminates why and how it is fundamental to Catholic higher education. Part I identifies personal encounters with the poor and marginalized as key to stimulating a hunger and thirst for justice. Part II presents three applications of Catholic social learning: cross-cultural immersion as illustrated by Creighton University's Semestre Dominicano program; community-based service learning; and the teaching of moral exemplars such as Dorothy Day, Rev. Martin Luther King Jr., and Archbishop Oscar Romero. Part III then elucidates how a pedagogy for justice applies to the traditional liberal educational mission of the Catholic university, and how it can be put into action.
Melvyn Hammarberg
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199737628
- eISBN:
- 9780199332472
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199737628.003.0009
- Subject:
- Religion, Religion and Society
All young men between 19 and 25 years of age are urged to submit their “papers” to their local Church leaders in order to go on a two-year mission on behalf of the Church, if they are worthy. About ...
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All young men between 19 and 25 years of age are urged to submit their “papers” to their local Church leaders in order to go on a two-year mission on behalf of the Church, if they are worthy. About one-third of age-eligible men go. A similar decision opens for young women at age 21, but without the obligatory sense. About ten percent of age-eligible young women go on an 18-month mission. Going on a mission may delay schooling, the beginning of a career, or marriage. These young missionaries-to-be undertake a worthiness interview with their ward bishop and stake president before receiving an official invitation from the First Presidency. The Provo, Utah, Missionary Training Center (MTC) is now one of several to which they may be assigned. The training may be either “foreign” or “stateside,” lasting from three to eight weeks depending on language needs. The new missionary guide, titled “Preach My Gospel,” focuses on five core lessons for teaching by the heart and by the SpiritLess
All young men between 19 and 25 years of age are urged to submit their “papers” to their local Church leaders in order to go on a two-year mission on behalf of the Church, if they are worthy. About one-third of age-eligible men go. A similar decision opens for young women at age 21, but without the obligatory sense. About ten percent of age-eligible young women go on an 18-month mission. Going on a mission may delay schooling, the beginning of a career, or marriage. These young missionaries-to-be undertake a worthiness interview with their ward bishop and stake president before receiving an official invitation from the First Presidency. The Provo, Utah, Missionary Training Center (MTC) is now one of several to which they may be assigned. The training may be either “foreign” or “stateside,” lasting from three to eight weeks depending on language needs. The new missionary guide, titled “Preach My Gospel,” focuses on five core lessons for teaching by the heart and by the Spirit
