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Openness to faith as a disposition for teachers in Catholic schools
Horner, Robyn Pollefeyt, Didier Bouwens, Jan Brown, Teresa Jacobs-Vandegeer, Christiaan Heaney, Maeve-Louise Buchanan, Michael
Horner, Robyn
Pollefeyt, Didier
Bouwens, Jan
Brown, Teresa
Jacobs-Vandegeer, Christiaan
Heaney, Maeve-Louise
Buchanan, Michael
Abstract
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.
Keywords
teacher dispositions, Catholic school identity, faith as disposition, Enhancing Catholic School Identity Project, Catholic dialogue school
Date
2020
Type
Journal article
Journal
International Journal of Practical Theology
Book
Volume
24
Issue
2
Page Range
231-251
Article Number
ACU Department
School of Theology
Faculty of Theology and Philosophy
Faculty of Theology and Philosophy
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Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled