Catholic Higher Education Bibliography
A TLTC Blog
There is a vast literature on the philosophy, history and purpose of Catholic education, and the challenges that it faces. This bibliography represents only a sample of publications that I – as a novice in the subject – found helpful in gaining a general understanding. I focus mainly on recent works that address contemporary challenges, but include a few key older works to provide historical background and a trajectory of both continuity and change. Many additional publications are summarized in the first chapter of d’Souza (2016). In addition to the general challenges for higher education (primarily associated with the market economy, see Section One), commonly-referenced issues include dealing with “modernity” and religious pluralism; defining and being true to a Catholic identity; tension between “conservative” and “liberal” Catholic educators; competition with secular institution for students, prestige and funding; the diminishing role of the humanities and theology; the relationship between the Church and the university; academic freedom; reestablishing higher education as an individual and social good, and insufficient student and faculty development aimed at understanding and supporting Catholic missions.
D’Souza, M. O. (2016). A Catholic philosophy of education: The church and two philosophers. Montreal: McGill-Queens University Press.
This book discusses Catholic education in the light of documents from the Church’s Congregation for Catholic Education (CCE) and the writings of Jacques Maritain and Bernard Lonergan. It is rather heavy reading, but very insightful and relevant, especially for Praxis participants. Continue reading “The Church and Two Philosophers”
Topping, R. N. S. (2015). Renewing the mind: A reader in the philosophy of Catholic education. Washington DC: Catholic University Press.
This is a compendium of writings on education ranging from the classical (including Plato, Aristotle, Augustine and Aquinas) to the recent, primarily (although not exclusively) from a Catholic perspective. The nearly 40 entries can be read as a continuum or as selections. Topping provides a brief introduction, further reading and study questions for each selection, which make this very useful as a teaching text. Continue reading “Renewing the Mind”
Newton, R. R. (Ed.) (2015). American Catholic higher education in the 21st century: Critical challenges. Chestnut Hill, MA: Linden Press at Boston College.
This edited volume contains papers from a 2013 symposium that discussed four critical issues in Catholic higher education: strengthening the Catholic intellectual tradition; personal and religious formation of students; the relationship of Catholic colleges to the Church; and preparing future leaders of Catholic post-secondary institutions. Continue reading “Critical Challenges”
Orji, C. (2013). The Catholic university and the search for truth. Winona, MN: Anselm Academic.
Orji asks “is there a “Catholic Intellectual Tradition” (CIT)?”, and if so, what is it? He notes people (including Catholic “intellectuals”) are confused about it. Is CIT independent of the “magisterium” (revealed truth) and the official philosophy of the Church or can it include other philosophies? Is it “too Catholic” or “not Catholic enough”? Continue reading “The Search for the Truth”
Bergman, R. (2011). Catholic social learning: Educating the faith that does justice. New York: Fordham University Press.
This book discusses Catholic social teaching, especially active service learning, as an element of Catholic education, in accordance with the Catholic commitment to social justice and the poor.
Collins, P. M., & John, P. (2010). A twentieth-century collision: American intellectual culture and Pope John Paul II’s idea of a university. Lanham, Md: University Press of America.
The first chapter gives a history of “American Philosophy in the 20th Century” (its “narrowing of scope” and separation of faith and reason), which is interesting, but the second chapter “Teaching Philosophy in a Catholic University according to John Paul II” is the most relevant. It is an interesting complement to the majority of authors who see theology as the central and unifying science. Continue reading “A Twentieth-Century Collision”
Haughey, J. C. (2009). Where is knowing going? The horizons of the knowing subject. Washington, D.C: Georgetown University Press.
The opening to the preface — “this study is addressed to those who are educated enough to wonder if they are really educated” — seems directed to those of us struggling to familiarize ourselves with the Catholic intellectual tradition It is largely a positive book, seeing much good in the faculty already in place. Continue reading “Where is Knowing Going?”
MacIntyre, A. C. (2009). God, philosophy, universities: A selective history of the Catholic philosophical tradition. Lanham, Md: Sheed and Ward Book/Rowman & Littlefield.
MacIntyre poses three “internal philosophical challenges” to belief in an omnipotent God: the problem of evil, the independence of human beings, and the problem of describing God within the limits of language. A common theme throughout the book is thus the problem of reconciling “philosophical truth” arrived at by reason and “revealed truth” based on scripture. Continue reading “God, Philosophy, Universities”
Byrnes, J. T. (2002). John Paul II & educating for life: Moving toward a renewal of Catholic educational philosophy. New York: P. Lang.
Most of the book is devoted to the views and work of Karol Wojtla, who served as Pope John Paul II from 1978-2005. Byrnes reviews developments in the Catholic philosophy of education since Vatican II (1962-65, beginning under Pope John XXIII and closing under Pope Paul VI) attempted to reconcile Catholic teaching with modernity. Continue reading “Educating for Life”
Sullivan, R. E. (2001). Higher learning & Catholic traditions. Notre Dame, Ind: University of Notre Dame Press.
This edited volume derives from papers delivered at a 1999 conference sponsored by the Erasmus Foundation, which aims to “build bridges between the apparently disconnected worlds of Catholic thought and secular scholarship” (xi). Continue reading “Higher Learning and Catholic Traditions”