Openness to Faith as a Disposition for Teachers in Catholic Schools
In the Catholic Church, which includes in its mission the provision of school education, the significant rise of “no religion” in Western societies prompts serious new questions about how this mission can be lived out. An important response can be found in the Enhancing Catholic School Identity Proj...
| Authors: | ; ; ; ; ; ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
De Gruyter
[2020]
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| In: |
International journal of practical theology
Year: 2020, Volume: 24, Issue: 2, Pages: 231-251 |
| Further subjects: | B
faith as disposition
B Catholic school identity B Katholische Schulidentität B Glaube als Disposition B Teacher dispositions B Catholic dialogue school B Dispositionen der Lehrer B Enhancing Catholic School Identity Project B Katholische Dialogschule |
| Online Access: |
Presumably Free Access Volltext (Verlag) Volltext (doi) |
| Summary: | In the Catholic Church, which includes in its mission the provision of school education, the significant rise of “no religion” in Western societies prompts serious new questions about how this mission can be lived out. An important response can be found in the Enhancing Catholic School Identity Project, which provides empirical evidence of the lived faith dispositions of members of Catholic school communities and recommends the enhancement of Catholic school identity through the recontextualisation of faith in dialogue. We argue that the dispositions of teachers are a vital factor in the development of a Catholic Dialogue School. Using aggregated data in Australia, we illustrate the importance of a teacher disposition that is intentionally and explicitly open to Catholic faith. Durch die wachsende Zahl konfessionsloser Menschen in westlichen Gesellschaften sieht sich das römisch-katholische Privatschulwesen dazu herausgefordert, neue Wege zur Erfüllung seines religiösen Bildungsauftrags zu finden. In Australien leistet das „Enhancing Catholic School Identity Project“ einen wichtigen Beitrag hierzu. Die hier vorgestellte Studie untersucht, wie stark persönliche Glaubenshaltungen unter den Schulangehörigen verbreitet sind und stellt die Bedeutung einer dialogischen und kontextbezogenen Auseinandersetzung mit dem Glauben heraus. Der Offenheit der Lehrkräftekommt dabei eine Schlüsselrolle zu, wie die empirische Untersuchung zeigen konnte. |
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| ISSN: | 1612-9768 |
| Contains: | Enthalten in: International journal of practical theology
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| Persistent identifiers: | DOI: 10.1515/ijpt-2019-0044 |