Reading+10



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Reading 10: Shimabukuro, G. (2000). Teaching and learning in the Catholic school: Grounded in sacred soil.

"The essence and beauty of Catholic education, since the paradigmatic shift brought about by Vatican II is to promote the growth of the individual, the development of the whole person. This call to formation of the whole person in students is one with far- reaching implications for curriculum and instruction in the Catholic school. It places special emphasis upon learner outcomes, but in the balanced context or a faith community that insists upon the continuous formation or the teacher4and subject matter that is organized relevantly to the wholistic development of the student" (p. 113).

“Involving teachers in dialogue about their philosophies on an ongoing basis is necessary to ascertain the extent to which the school philosophy is actualized in classrooms” (p.116).

“[T]he distinctiveness of the Catholic approach, according to Church authors, remains solidly in the integration of faith and values with life throughout each aspect of the curriculum” (p.117).

“Educational research strongly supports the correlation between the self concept of a student and his or her school success. This implies that a //nurturing// classroom climate, a classroom community that cooperatively strives for success for each of its members, is essential to student learning. Moreover, church authors consistently have emphasized that the primary role of the teacher is that of a community-builder” (p. 118).

“The Catholic dimension of the school finds its roots in each teacher's commitment to spiritual growth. Intrinsic to the Catholic approach is the perception that the teacher’s identity includes that //of minister,// of one who possesses a //vocation// to Catholic education” (p.119).

“[S]uccessful community building hinges upon a positively oriented teacher-leader, particularly one who routinely fosters his or her spiritual and psychological growth and professional skills development” (p.119).

“The formation of the //whole child is// clearly a key Catholic pedagogical concept, echoed throughout the documents //on// education. Commitment to this worthy goal necessitates that the planned curriculum, its delivery, as well as student assessments, be designed in a diversified manner with the intent of meeting the learning needs of each student” (p.126).

" 'Intellectual development and growth as a Christian go forward hand in hand. As students move up from one class into the next, it becomes increasingly imperative that a Catholic school help them become aware that a relationship exists between faith and human culture' " (p. 117 from p.51 //The Religious Dimension of Education in a Catholic school//, 1988). “In order to begin to create a community in the classroom, the teacher must assess three vital areas: him- or herself: the social forces that encroach upon the school community and his or her students within their individual contexts” (p.118). “A shared vision for the school does not imply that everyone must think alike, which would reduce the school to an institution whose administration controls the thinking and beliefs of its members. It does mean that members individually, consciously, decide to participate in a //vision// that they //have// helped to create. A functional Catholic school community depends upon the creative input of its members” (p.116).