Language: English

Published: Minneapolis, Minnesota: Jola Publications, 1993

Language: English

Published: Minneapolis, Minnesota: Jola Publications, 2001

Edition: 2nd ed.

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: As Pope Francis challenges Catholics to become missionary disciples, Church members have the opportunity to shape the institutions that influence our youth by empowering laypeople to model the faith with love and enthusiasm. Many within the Church have recognized a need to re-vitalize Catholic schools as enrollment continues to decline and teachers and students come from increasingly secular backgrounds. Catholic schools today are also experiencing increases in numbers of non-Catholic students and staff. A persistent question involves the meaning of “Catholic” in “Catholic schools.” In an increasingly plural society, what distinct ethos do we offer to our own people but also to society? In this context of crisis the purpose of this ministry project was to offer hope of galvanizing a Catholic ethos for a particular school, the Franciscan Montessori Earth School (FMES). The genesis of the project lies in the culture of the Montessori pedagogy, but its tools may be helpful to other Catholic schools. The project sought to form the lay staff at FMES in the Catholic ethos, with a focus on dialogue and communion, to become more aware of God’s love in the educational process and open more space in the daily life of the school for spiritual development. Given that the school community is composed of people from diverse religious or non-religious backgrounds who also value and respect Montessori pedagogy, the linchpin of the project was the pedagogy—a way of entrance to understanding a Catholic vision of education. The research showed an openness to the idea of spiritual development, growth in understanding the Catholic vision of the pedagogy that gives the school its particular charism, and willingness to try new concrete practices that acknowledge the spiritual needs of young people and adults alike. The project also revealed a hesitancy among staff about religious elements of spiritual development even as they were open to considering the role of interreligious dialogue at a Catholic school. The project opened up new ideas for fostering Catholic identity in a way that respects religious differences.

Language: English

Published: Washington, D.C., 2022

Language: English

Language: English

ISSN: 0044-0728

Abstract/Notes: This chapter emphasises the importance of teachers consciously trying to live together harmoniously for themselves as opposed to merely modelling behaviours. It highlights the teachers’ intrinsic commitment to pursuing Learning To Live Together Harmoniously both for themselves and for their students. It encourages questioning if schools need to be just learning centres for children or if they can be restructured as learning spaces for everyone, spaces for community living, and spaces for experimenting with different ways of living and being. It exemplifies some of these alternatives and finds that the schools had several supportive systems for teachers, including those for autonomy, dialogue, collaboration, reflection, meditation, action on issues of social justice, and ethos of harmony.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6

Abstract/Notes: This paper discusses the implications of using life history methodology in teacher research. By examining teachers’ life stories within a cultural and historical context the researcher and teacher, in collaboration, construct a life history. Biographical material based on the personal and professional aspects of being a teacher were collected from eight Montessori teachers in Sweden. Empirical data included interviews, diaries, written narratives and discussions. Theoretical and philosophical issues raised in conjunction with the biographies included counterconcepts such as traditional educational theory/critical reflection and continuity/change within the profession. Specific issues were raised in regard to students, parents, the work situation, etc. Valuable insights were gained concerning the changing roles of teachers in contemporary educational contexts. The voices and visions of teachers should thus be able to contribute to a deeper understanding of the role of the teacher and by so doing lead to improvements within the profession as a whole.

Language: English

Language: English

Language: English