No description available.

The Headteacher in the English Catholic School faces forces vis a tergo resulting from the specific historic interplay of State and Church which, themselves play into dominant ontotheologies (such as managerialism, assessment, productivity, 'success' criteria and curriculum design). This thesis, adopting an autoethnographic approach, which places particular emphases upon the identities of Headteacher-Researcher1, (as well as other identities including that of Catholic-father-husband-employee and convert to Catholicism) seeks to express these challenges. Second, it seeks to examine and so move some way towards their possible exploration with the aporia providing a particular focus upon a number of cul-de-sacs in practice. This serves as a basis for re-thinking and taking responsibility for pathways required for aspects of practice. Identifying an on-going tension existing between authenticity – understood as 'mattering' - and inauthenticity, the latter is marked by the potential 'non-mattering' of the human being in favour of some other 'process' or 'goal' consonant with the logics and economy of metaphysical technologies. Such 'non mattering' - associated with what is described as in this thesis as alienation - represents a lack of such integration; the lack of authority ('mattering') to oneself or to the other. Alienation as it affects the young, the context of this Headteacher-Researcher, is frequently expressed as their being caught within the 'tectonic plates' of late modernity: a 'violence' within which the individual 'wins' or 'loses' as seemingly unyielding cultural narratives drive against each other akin to the geological violence at the root of this metaphorical expression. While a thesis that seeks to open horizons beyond the delimiting effects of empiricism, such grounds for alienation are outlined early on as, together with the reflective practice and philosophical approach of this author, they constitute the basis for this thesis. The second play of authenticity for the purpose of this thesis refers to the authenticity (or inauthenticity) of the education in which the Catholic Headteacher (including this Researcher-Author) is engaged. To what extent is the educational programme centred on the individual, as against the assessment criteria? To what extent is education parcelled into silos such that it is deprived not only of its intellectual interrelatedness, but also its moral, or at least, affective content? This is particularly acute in an educational culture dominated by assessment, and with a Church-State compact increasingly feeling the strain arising from, inter alia, an increase in secularism and a decrease in the common memory of the rationale for the 1944 settlement. This thesis finds the current proclamations of Catholic education necessary but insufficient to equip the young to navigate the tectonic plates of late modernity and, by way of contribution, suggests an approach informed by the mid twentieth century Jesuit theologian, Bernard Lonergan and the contemporary Belgium Catholic philosopher-theologian, Lieven Boeve. In Lonergan, informed by his reading of Heidegger, we see an attempt to focus not merely on education-as-(utilitarian)-knowledge-acquisition, but rather education as formation – as combining the confluence of traits consonant with what he terms 'conversion' – including the easily forgotten realisation that to study is to be involved in an ethical practice. In applying Boeve to the Catholic school, one sees a recognition that, rather than teaching subjects well (where 'well' means 'hitting the performance measure') and (separately) teaching religion well, the Catholic School should be equipping the young with a Catholic hermeneutic by which they can critically assess a pluralistic – often hostile- world into which they are, to use Heidegger’s evocative language, thrown; its 'truths', 'traditions' and 'axioms'. This is increasingly the case as potential vacuums of 'meaning' produce fertile ground for those who would wish to impart a (potentially pernicious) new narrative on the young. In arguing instead for a pro-recontextualizing School – informed by the new and more radical vision of Catholic education evolved heretofore- this thesis takes the Lonergan-Boeve insight further in the use of aporia revealing (opening up) those unalterable fault lines to which both the Headteacher and her student must engage.

The research stems from the researcher’s own experience of establishing an ethos in a Voluntary Controlled Church of England Primary School, and a desire to find out how other heads have developed theirs. Using a case study approach, the research asked heads to explain their personal values, and if and how they used these to establish their school’s ethos. The data generated has provided a detailed description of each school and multiple perspectives of the head teacher’s influence upon their school. The case consisted of six Voluntary Controlled Church of England Primary schools in rural Essex. Five semi-structured interviews took place in each school, one with the head teacher, followed by interviews with two teachers and two members of the support staff. An observation in each school looked for evidence of the ethos through all aspects of the setting, including the use of indoor and outdoor areas, the content of displays, and the interaction between the pupils and the adults. Each school’s most recent inspection reports from Ofsted and the Statutory Inspection of Anglican and Methodist Schools were scrutinized for references to school ethos, and values, which could contribute towards the data collected in each school. The analysis of the data supports research literature, which highlights the important role of an effective head teacher. The knowledge that has also emerged is the dichotomy faced by some head teachers: whether their personal values serve as a guide to the underpinning of their school values or whether they adopt professional values that support the Christian distinctiveness of the school, even when these are at variance to their own personal beliefs. These embedded values support the development of the ethos in their schools. This research has provided new insights into the development of the school ethos and encourages heads to reflexively consider how their personal values impact upon their school.

No description available.

The research documented in this thesis took place against a background of concern for the wellbeing of children, the educational standards being achieved in schools and questions about the purpose of education itself, particularly within a Christian framework. The focus of the research was an ethnographic study into the factors influencing the development and nurture of children’s spirituality in a Church of England Primary School where faith, belief and spirituality are explored as part of the educational experience of pupils. All schools are expected to provide opportunities for children’s spiritual development according to the 1944 Education Act, which replaced the term “religion” with the term “spiritual”. For Anglican Church Schools such provision is perceived to be a priority. However, because they are church schools within a state system they are subject to the differing expectations of a dual inspection system. This creates certain tensions and a degree of complexity for the schools. Beginning with a focus on the potential contribution that Philosophy for Children could make to children’s spirituality, the study broadened its scope to take account of the larger questions and concerns (outlined above) which were impacting on the potential for schools to offer opportunities for spiritual development to children during their primary school experience. The case study is analysed using Bernstein’s pedagogic theories and models to elucidate the “double tension” which exists for Anglican Church Schools as they seek to achieve high academic standards and provide opportunities to explore spirituality both of which are central to the mission of church schools. This tension was evidenced in the leadership style, language and pedagogy operating within the case study school. The study concludes that recognising this tension seems to be a prerequisite for supporting church schools as they seek to fulfil their mission within the current educational climate.

Thesis (M. Ed.)--University of South Africa, 2002.

This study addresses the question of church schools’ compatibility with the tradition of liberal education and the extent to which these schools contribute to intolerance in society. Critics of church schools argue that the religious foundation of church schools contributes little to their academic success and that any school with a similar pupil intake will be academically successful. Critics therefore advocate removal of church schools from the English education system. However, using the evidence in the relevant literature, research studies, and eighty Church of England and Roman Catholic schools’ prospectuses, this study argues that church schools understand and express their nature as: (i) denominational; (ii) voluntary-aided; and (iii) comprehensive. This understanding is crucial to the schools’ approach to their role of providing pupils with skills necessary to live in all forms of society. The skills provided in church schools stem from the Christian understanding of Man as made in the image of God to share in, and provide stewardship for, the created order. In conclusion, this study rejects the argument that church schools: (i) contribute to intolerance in society; (ii) indoctrinate pupils; and (iii) undermine pupils’ autonomy for the following reasons: 1. The schools provide Christian education which accepts differences in human nature and prepares individuals to live in diverse communities. 2. Christian education is incompatible with coercion and manipulation. 3. Christian education provides opportunity for pupils either to accept or to reject the Christian faith or teaching.

No description available.

Η μελέτη αυτή, εκπονήθηκε με βασικό σκοπό αφενός να πραγματευτεί κριτικά και να ερευνήσει στο χώρο της Εκκλησιαστικής Εκπαίδευσης το προφίλ, τις στάσεις, τις αντιλήψεις, και τις επαγγελματικές επιλογές των μαθητών της ως μελλοντικών αποφοίτων όπως αυτά διαμορφώνονται από την παρεχόμενη εκπαίδευση στη βάση της υπαγορευόμενης εκπαιδευτικής πολιτικής αφετέρου να διαπιστώσει το βαθμό επίτευξης των στόχων της ως προσφερόμενης παιδείας. Ακολουθώντας την έρευνα επισκόπησης αναζητήθηκαν και αποτυπώθηκαν το προφίλ, οι στάσεις, και οι αντιλήψεις σε ολόκληρο τον μαθητικό πληθυσμό της Εκκλησιαστικής Εκπαίδευσης πανελληνίως. Στην έρευνα συμμετείχαν όλοι οι μαθητές των Εκκλησιαστικών Γυμνασίων και Λυκείων της χώρας κατά τη σχολική χρονιά 2011-2012. Παράλληλα εξετάστηκαν οι επαγγελματικές επιλογές των μαθητών και το πώς αυτές επηρεάζονται από τα προηγούμενα και όλα αυτά εντός της ασκούμενης εκπαιδευτικής πολιτικής σε κάθε έκφανση της μαθητικής ζωής. / This study, conducted with a view to both basic hawker critically and to explore the field of ecclesiastical education profile, attitudes, perceptions and career choices of students as future graduates as they are formed from the training provided at the base of motivated educational policy on the other to determine the extent to which the objectives of education as offered. The survey involved all students of Church Ηigh schools during the school year 2011-2012. Following the investigation review was sought and reflected profile, attitudes, and beliefs across the student population of ecclesiastical education throughout Greece. At the same time examined the career choices of students and how they are influenced by the past and all those within the educational policy practiced in every aspect of student life.

This research investigates and discusses missionary education in South Africa in general, and in the Bushbuckridge (BBR) area in particular, during the period 1910-1973. It also investigates and highlights how missionaries from various church denominations from Europe and the United States of America, spread the Word of God in South Africa. This research reveals that they founded and provided educational assistance to illiterate Black people. in order to enable thein to read the Bible, as effective means of realising their goals of Christianisation, evangelisation and civilisation. This study also finds that mi.ssionaries in the BBR offered Black people education in matters of industry. manual skills and farming, at their mission stations and mission schools, as a strong means of not only providing them with job skills and knowledge, but also preparing them for possible future self-employment and promoting their economic development and that of the community at large. This investigation indicates that missionary education removed out Black culture and traditional religious beliefs, and inculcated Western culture and Christian religious belief. Missionary education atso inculcated civilised habits of cleanliness, obedience, loyalty, patience, punctuality, tidiness, subordination, submissiveness, trustfulness and a sound attitude to work, industriousness, perseverance, respect and a sense of humour amongst Black people, as characteristic of Christianisation, and Christian evangelisation and civilisation. After a thorough investigation and discussion of missionary education, in South Africa· in general, and in the BBR area in particular, several recommendations and proposals are formulated, in order to advance the purpose of this research. / Educational Studies / M. Ed. (History of Education)