Situated in increasingly pluralizing cultural contexts, Catholic schools face the challenge of recontextualizing their identity in a culturally plausible and theologically legitimate way. To this end, across Victoria, Australia, the Enhancing Catholic School Identity Project (ECSIP) has developed a suite of empirical instruments that provide an in-depth analysis of a school's current - as well as desired - identity in a statistically reliable way. The results are discussed in this book. After describing and interpreting the results, the empirical insights lead to well-informed recommendations aimed at the identity development of Catholic schools, with a normative preference for the Recontextualizing Dialogue School model as the way to enhance Catholic identity in a context of diversity. In this manner, ECSIP supports on-going processes of (self-) assessment that form the basis for continuing dynamics of (self-) improvement of the identity of Catholic educational institutions. (Series: Christian Religious Education and School Identity - Vol. 1) [Subject: Religious Studies, Christianity, Catholicism, Education, Australian Studies]
Situated in increasingly pluralizing cultural contexts, Catholic schools face the challenge of recontextualizing their identity in a culturally plausible and theologically legitimate way. To this end, across Victoria, Australia, the Enhancing Catholic School Identity Project (ECSIP) has developed a suite of empirical instruments that provide an in-depth analysis of a school's current - as well as desired - identity in a statistically reliable way. The results are discussed in this book. After describing and interpreting the results, the empirical insights lead to well-informed recommendations aimed at the identity development of Catholic schools, with a normative preference for the Recontextualizing Dialogue School model as the way to enhance Catholic identity in a context of diversity. In this manner, ECSIP supports on-going processes of (self-) assessment that form the basis for continuing dynamics of (self-) improvement of the identity of Catholic educational institutions. (Series: Christian Religious Education and School Identity - Vol. 1) [Subject: Religious Studies, Christianity, Catholicism, Education, Australian Studies]
The Holocaust casts a heavy shadow over the twenty-first century. The Nazi extermination camps radically call into question the very foundations of Christianity, modernity and the postmodern world. This book challenges and critically reconstructs ethics and theology by bearing witness to the victims, as well as shining a light on the perpetrators and bystanders, thus providing the basis for a renewed Christian understanding of good and evil for our time. The result is a comprehensive and interdisciplinary post-Holocaust ethics and theology, charting questions at the heart of a new synthesis: our concepts of God, the human person and the (post)modern world, as well as our understanding of ecology, politics, education, sacred texts, Christology, interreligious dialogue, forgiveness and reconciliation and eschatology. The central idea running through the twenty-one chapters of this volume is that the commandment "not to grand posthumous victories to Hitler" is an ongoing and often demanding task that calls for complexity, compassion and renewed commitment to transcendence in all and everything.
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