Analyze how literature helps identify, interpret, and assimilate the cultural patrimony handed down from previous generations. Some essential questions related to goodness: A simple definition for truth is the mind being in accord with reality.47 We seek always to place our students and ourselves in proper relationship with the truth. Beauty for truth’s sake: The re-enchantment of education. Retrieved from, Laracy, J. Develop lines of inquiry to understand why things are true and why they are false. Non-cognitive dispositions can be assessed daily through interaction, such as brief or concentrated discussions with and between students, casual teacher observations of student traits or behaviors, or as articulated statements of belief made by the student during classroom exercises. (1873). Director of the Vatican Observatory. The lay Catholic who brings all of this to his or her work in a pluralist school55 becomes a living mirror, in whom every individual in the educational community will see reflected an image of one inspired by the Gospel (#52). Is the universe random and meaningless? The document states that “a true education aims at the formation of the human person in the pursuit of his ultimate end” (#1). To guide students toward this goal, the United States Conference of Catholic Bishops (USCCB) created the Curriculum Framework5 for high school religion classes. Demonstrate an understanding about great figures of history by examining their lives for examples of virtue or vice. Consider using an apologetic approach based on facts and evidence (7-12) (Magis Center materials). Religion Standards Eighth Grade 1 1. It is recommended that respect be given to the right of the child or young person to withdraw from any form of sexual instruction imparted outside the home. Massachusetts history and social science curriculum framework: August 2003. Questions and comments can be sent to Denise Donohue ( or Dan Guernsey ( A good pair of scissors cuts, a good eye has 20/20 vision, and so forth. (2014). Washington, D.C.: USCCB. Hart, D. (2003). Identify the causes underlying why people do the things they do. P. 159, Thomas Aquinas College Why We Study Consultation with other educational experts about these characteristics helps validate the behaviors or lack thereof. Articulate the tension and distinction between religious freedom and social cohesion. The Sacred Congregation for Catholic Schools (1997). Relate how the development of a broader viewpoint of history and events affects individual experiences and deepens a sense of being and the world. Describe how God, Himself, through the incarnation, has “sacramentalized” time and humanity. Helps others in need without being asked. Faith, science, and reason: Theology on the cutting edge. While assessing cognition seems slightly removed from the center of the person, assessing beliefs and values cuts to the heart. 795. Exhibit appreciation for the ongoing nature of mathematical inquiry. Taking multiple measures over a longer period of time can also improve the reliability of the measure and help to confirm or disconfirm the student’s beliefs, values, and attitudes. p.180. Grade 1 4. Format: 6 Tasks of Catechesis / 6 ACRE Domains (newer format) 1. While caution needs to be used when seeking to align assessment to non-cognitive dispositions, it is still possible to design assessments for some of the non-cognitive standards using three primary methods: teacher observations, student-teacher interviews, and student self-reports. Provido sane consilio. Hicks, D., p. 35; Simmons, T. p. 145; Ditmanson, H., Hong, H., & Quanbeck, W., p. 156-157. Aquinas, T. (1912). Explain the processes of conservation, preservation, overconsumption, and stewardship in relation to caring for that which God has given to sustain and delight us. Can. Display a sense of wonder about mathematical relationships as well as confidence in mathematical certitude. What one abstracts from reality is basic but fundamental, though what is constructed out of the abstraction is much more important in the study of mathematics. Grand Rapids, MI: Brazos Press. Kindergarten 3. (May-June 2010). Blessed John Henry Cardinal Newman observed that because of the divine origin and the destiny of all reality: All branches of knowledge are connected together, because the subject-matter of knowledge is intimately united in itself, as being the acts and the work of the Creator. Demonstrate how sound logical arguments and other processes of mathematics are foundational to its discipline. Not all of the standards in this guide need be implemented. English Language Arts Resources, Grades 7-12, How to Teach a Socratic Seminar. Professional commitment; support of truth, justice and freedom; openness to the point of view of others, combined with an attitude of service; personal commitment to the students, and fraternal solidarity with everyone; [and] a life that is integrally moral in all its aspects. Mannoia, V.J. In it, the choice of the lay faithful to live their educational commitment as ‘a personal vocation in the Church, and not simply as… the exercise of a profession’” (#6). Their daily witness to the meaning of mature faith and Christian living has a profound effect on the education and formation of their students (p. 233). Explain how fundamental questions of values, common sense, and religious and human truths and experiences are beyond the scope of mathematical inquiry and its syllogisms. This will allow theology teachers to address scientific topics from a theological perspective as they are concurrently being taught in the science classroom. Catholic schools should not be seen as institutions, but as communities and extensions of family life, especially for elementary school students. Share how the beauty and cadence of poetry impacts human sensibilities and forms the soul. Redeemed by Him, “the Catholic school aims at forming in the Christian those particular virtues which will enable him to live a new life in Christ and help him to play faithfully his part in building up the Kingdom of God” (#36). Write in various ways to naturally order thoughts, align them with truth, and accurately express intent, knowledge, and feelings. Identify with beautifully told and well-crafted works, especially those with elements of unity, harmony, and radiance of form. The Pope condemns new methods of instruction based on naturalism, stating that man is both body and soul, with a fallen nature that can be elevated by God’s grace. Develop a separate grammar course that begins to focus students on the structure of English writing and speaking in the 4. Use the beauty and skill evident in the works of the best writers to model and teach effective writing skills. Gathering information through the use of multiple types of assessments will result in a better understanding of what the student actually believes and, perhaps, why he or she believes it. See also Redden and Ryan p. 94-95; University of St. Thomas More; Ditmanson, H., Hong, H., & Quanbeck, W. p. 157- 160; O’Brien, M. p.41-42. Teachers should guide the students’ work in such a way that they will be able to discover a religious dimension in the world of human history. In R. Topping’s (Ed. (June 1988). Describe humanity’s natural situation in, and dependence upon, physical reality and how man carries out his role as a cooperator with God in the work of creation. Schools will no doubt add significant additional texts to their curricula drawn from the hundreds of excellent works not on this short list. God, through reason and revelation, has not left us blind on these issues, nor has He left us up to our own subjective devices. A teacher who is full of Christian wisdom, well prepared in his own subject, does more than convey the sense of what he is teaching to his pupils. (2015). Share how literature cultivates the aesthetic faculties within the human person. Professional development in philosophy, especially philosophers who have greatly impacted the Catholic western tradition. Analyze stories of important Catholic figures and saints who through their actions and examples develop or re-awaken that period’s moral sense. The moral imagination. Mathematics, reality, and God. Evaluate the aesthetics (idea of beauty) of different cultures and times to better appreciate the purpose and power of both cultural and transcendent notions of the beautiful. Dubay (1999) observed that, “Truth, goodness, and beauty have their being together. In R. Topping (Ed. Religion Standards. Other materials and resources used by teachers are to meet the same standards as textbooks with regard to … Some examples of potential problems are these: the educational goals are either not defined or are defined badly; those responsible for the school are not sufficiently trained; concern for academic achievement is excessive; relations between teachers and students are cold and impersonal; teachers are antagonistic toward one another; discipline is imposed from on high without any participation or cooperation from the students; relationships with families are formal or even strained, and families are not involved in helping to determine the educational goals; some within the school community are giving a negative witness; individuals are unwilling to work together for the common good; the school is isolated from the local Church; there is no interest in or concern for the problems of society; religious instruction is ‘routine’ (#104). 68-73; See Whenever possible use a seminar format to discuss literature. Is our mind/concept in accord with reality? Intellectual Standards: CS: S.712: IS1 Instruction and education in a Catholic school must be based on the principles of Catholic doctrine, and the teachers must be outstanding in true doctrine and uprightness of life. Poetic knowledge: The recovery of education. Patristic Christianity, from the first to the beginning of the fourth century; 2. Because of the nature of assessing a disposition, it is advisable to use multiple measures to gain a fuller insight into a student’s behaviors and beliefs rather than through the use of only one assessment. Delight and wonder through the reading of creative, sound, and healthy stories, poems, and plays. In these days, and in the present condition of the world, when the tender age of childhood is threatened on every side by so many and such various dangers, hardly anything can be imagined more fitting than the union with literary instruction of sound teaching in faith and morals… For it is in and by these schools that the Catholic faith, our greatest and best inheritance, is preserved whole and entire. Midwest Theological Forum, Woodridge: IL. The epistemological framework of every branch of knowledge has its own identity, both in content and methodology. We oppose relativism, not only because its central dictum “there is no truth” is self-contradicting, but also because in removing objective truths from any analysis, this also removes the possibility of gauging human progress, destroys the basis for human dignity, and disables the ability to make important moral distinctions such as the desirability of tolerance51 and wisdom of pursuing truth, beauty, and goodness as opposed to their opposites of error, ugliness, and sin. Tailor questions and assignments to the real-world experiences and natural questions of the readers in the class. 7.F.3 Analyze the role of divine revelation and human reason in understanding faith and loving God. Grade 7 & 8 10. Users are encouraged to select some or all of the standards that they believe might solidify and enhance the Catholic identity of their curriculum. Redden, J. For this reason, Catholic educators need “a ‘formation of the heart’: they need to be led to that encounter with God in Christ which awakens their love and opens their spirits to others”, so that their educational commitment becomes “a consequence deriving from their faith, a faith which becomes active through love (cf. Is the information and reasoning clear and precise? Either approach relies upon a solid understanding of the disposition in question. What, if anything, would make this better? Use imagination to create dialogue between the readers and the characters in a story. Use historical fiction to complement and elaborate on the stories of history. The school must be a “place of integral formation” and “must begin from the principle that its educational programme is intentionally directed to the growth of the whole person” (#28). Explain the human condition and the role and dignity of man in God’s plan. Retrieved from The-Moral-Imagination-K-8.pdf. Such attempts are at odds with the integral approach to education that is a hallmark of Catholic schools. The document elaborates on the mission, focus, circumstances, and final end of Catholic education. (2012). How does this measure up in terms of a Catholic worldview and values? Beautiful artwork enhances the scientific content on the sleek pages of this textbook yet coffee table-styled volume. Teaching the tradition: Catholic themes in academic disciplines. Growth in such areas is more often “caught than taught,” and rather than planning for them in discreet experiences, the Catholic teacher must be constantly aware of them so as to integrate them naturally whenever possible and without immediate concern for concrete assessment. Share concern and care for the environment as a part of God’s creation. Describe how Jesus, as God incarnate, existed in history just like we do. Share Catholic virtues and values (i.e., prudence and wisdom) gleaned from the study of human history to better evaluate personal behaviors, trends of contemporary society, and prevalent social pressures and norms. What do we know from revelation? Show interest in the pursuit of understanding for its own sake. Educating today and tomorrow: A renewing passion. Good writing comes from good reading and good example. Explain how the central themes within the stories of important Catholic figures and saints repeat over time. Faith Magazine. Attempts to compartmentalize the religious and the secular in Catholic schools reflect a relativistic perspective by suggesting that faith is merely a private matter and does not have a significant bearing on how reality as a whole should be understood. Beckwith, F., & Koukl, G. (1998). Whenever possible incorporate Socratic discussions into history. Catholic school students in the United States should be familiar with most of these core works and authors. cultivating in student the intellectual, creative, and aesthetic faculties of the human person; to develop in them the ability to make correct use of their judgement, will, and affectivity; to promote in them a sense of values; to encourage just attitudes and prudent behavior; to introduce them to the cultural patrimony handed down from previous generations; to prepare them for professional life, and to encourage the friendly interchange among students of diverse cultures and backgrounds that will lead to mutual understanding (#12). Identify key Catholic scientists such as Copernicus, Mendel, DaVinci, Bacon, Pasteur, Volta, St. Albert the Great, and others and the witness and evidence they supply against the false claim that Catholicism is not compatible with science. As Catholic educators, we know many of life’s most important things are invisible to the eye and do not lend themselves to the scientist’s tools of measurement. The dispositional standards involve the formation of character, beliefs, attitudes, values, interpersonal skills. This interactive workbook links text content to online resources through both QR codes and web URLs. Formal lesson plans with objectives stating “Students will internalize aspects of our Catholic cultural heritage” or “Students will value the sacraments as outward signs of God’s inner grace” are not typically required or appropriate. The idea of a university: Defined and illustrated. Promotes human virtues and the dignity of the human person, as created in the image and likeness of God and modeled on the person of Jesus Christ. Identify how literature interprets the human condition, human behaviors, and human actions in its redeemed and unredeemed state. Great Books better engage higher order thinking skills and enhance student personal development, creativity, and engagement. Demonstrate how historical events and patterns of change help predict and plan for future events. 8.F.2 Analyze the role of divine revelation and human reason in understanding faith and loving God. religion and theology, dedication to Catholic school education, religious education, and faith formation have provided this Archdiocesan Religion Curriculum Standards, a model of consistent curriculum for grades one through twelve. Contains twelve chapters with supplementary reading, study guide (vocabulary, study questions, and practical exercises) and endnotes. A declaration of Catholic education issued from the Second Vatican Council. strong determination is needed to do everything possible to eliminate conditions which threaten the health of the school climate. By truth we are put in touch with reality, which we find is good for us and beautiful to behold. This assessment is an example of using a student questionnaire or survey to uncover developing dispositions of faith and is similar to what can be designed to address dispositions in other content areas. Ave Maria University, p.144, Kirk, Russell “The Moral imagination.” in. (1980). It can be seen as a sign of God’s goodness, benevolence and graciousness, of both His presence and His transcendence in the world.40 It can serve as re-enchantment with the cosmos and all reality41 and assist in moving our students to a rich and deep contemplative beholding of the real.42. A list of contributors and consultants is available in the Appendix. Is there any evidence for a creator in the universe? Demonstrate an understanding of the cultural inheritance provided by the Church. Demonstrate the mental habits of precise, determined, careful, and accurate questioning, inquiry, and reasoning. Evaluate how societies provide a sense of coherence and meaning to human life, shaping and forming human culture and events. These man must respect as he recognizes the methods proper to every science and technique…Whoever labors to penetrate the secrets of reality with a humble and steady mind, even though he is unaware of the fact, is nevertheless being led by the hand of God, who holds all things in existence, and gives them their identity. See also Redden and Ryan p. 94-95. You see, therefore Venerable Brethren, with what earnest forethought parents must beware of entrusting their children to schools in which they cannot receive religious teaching. Also, special “Courses of Lectures on Religion [are to] be offered each year to those who teach Christian doctrine in parochial and public schools, in order that they will increase in the quality and depth of their knowledge” (#37). IS = Intellectual Standards that articulate cognitive learning standards grouped by content for ease of use. We must plan for the un-planned and never hesitate to grab a teachable moment, even though it deviates from a lesson plan or state standard. Explain the nature of rational discourse and argument and the desirability of precision and deductive certainty which mathematics makes possible and is not possible to the same degree in other disciplines. 1, #1). Share with others the beauty, harmony, proportion, radiance, and wholeness present in mathematics. In this way the presentation of the Christian message influences the way in which the origins of the world, the sense of history, the basis of ethical values, the function of religion in culture, the destiny of man and his relationship with nature, are understood. All religion textbooks are to have the approval of the Unites States Conference of Catholic Bishop's Ad Hoc Committee to Oversee the Use of the Catechism. The religious dimension of education in a Catholic school. What can happen when beauty is not used for the glory of God? See also Reed and Redden p.94. But let teachers recognize that the Catholic school depends upon them almost entirely for the accomplishment of its goals and programs. But the mission of Catholic education is not limited to religion classes, nor is it separate from the intellectual formation of the students. These elements are among the deepest realities. Designed as a senior-level high school theology course to integrate faith and science. Courses of study are created with the Catholic school mission and philosophy as a guide. Humani Generis. For example, a teacher might like to note the developing disposition of how well her students “exhibit a primacy of care and concern for each human person at all stages of life and as images and likenesses of God.” The teacher would first think about what qualities and characteristics are evident in a student who “exhibits a primacy of care and concern for each human person…” and begin to list these characteristics. Letter of His Holiness John Paul II to Reverend George V. Coyne, S.J.,, © Copyright - The Cardinal Newman Society -, Appendix A: Educating to Truth, Beauty, and Goodness, Appendix B: Assessing Non-Cognitive Standards, Church Documents for School Teachers: Annotated Bibliography, The Religious Dimension of a Catholic School, 1988, #58-59, The Religious Dimension of a Catholic School, 1988, #, The Catholic School on the Threshold of the Third Millennium,1997, #14, sexuality: Guidelines for education within the family. In fact, even “care for instruction means loving” (Wis 6:17). An English language arts curriculum framework for American public schools: A model. Spitzer, R. (2015). Retrieved from /content/john-paul-ii/en/letters/1988/documents/hf_jp-ii_let_19880601_padre-coyne.html. This is a brief follow-up by the National Conference of Catholic Bishops (United States) to To Teach as Jesus Did, addressing the present and future state of Catholic education in the United States. Relativism: Feet firmly planted in midair. They complete, correct, [and] balance each other.6. Again, this is where multiple measures of assessment are necessary to confirm a developing disposition. Lay Catholics in schools: Witnesses to faith. (2000). Spitzer, R. (2010). What more do we want to know? Grade 3 6. Three main themes are proposed for Catholic education: message/doctrine (“integration of religious truth and values with life distinguishes the Catholic school from other schools,” #105); community including fellowship, life in Christ, and evangelization (“Building and living community must be prime, explicit goals of the contemporary Catholic School,” #108); and service including the transformation of society (“The experience of Christian community leads naturally to service,” #28). How does this measure up to God’s plan or expectations of it as revealed in Christ? Beauty can be understood as a type of inner radiance or shine coming from a thing that is well-ordered to its state of being or is true to its nature or form.39, Beauty pleases not only the eye or ear, but also the intellect in a celebration of the integrity of our body and soul. Thus they are able to elevate human life, expressed in multifold forms according to various times and regions. Emphasize the sociological and cultural process and achievements, including moral values, over a series of disjointed events. Grade 2 5. Students should see in their teacher the Christian attitude and behavior that is often so conspicuously absent from the secular atmosphere in which they live. Give examples of the beauty evident in God’s creation. They help unite men across time and culture and are often a delight to explore and discuss, because they are substantive to our very nature. Ditmanson, H., Hong, H., & Quanbeck, W., p. 12; Our Lady Seat of Wisdom Academy Develop lines of inquiry (as developmentally appropriate) to understand why things are true and why they are false. They have much to do with revealing man’s place in history and in the world; with illustrating the miseries and joys, the needs and strengths of man and with foreshadowing a better life for him. This document offers general guidelines regarding the educational climate of a Catholic school which includes the building up of a school culture animated by faith. Share how literature ignites the creative imagination by presenting in rich context amazing lives and situations told by humanity’s best storytellers and most alive intellects. Standards reflecting the Catholic intellectual tradition might then form the foundation of a school’s measures of success, or they might complement a school’s carefully selected academic standards that are already in use. Retrieved from B. Eerdmans  Publishing Co. Grand Rapids, MI. Can. Leisure, the basis of culture. Book III, Title III, Canons 793-806 are particular to grade schools operating under an ecclesial authority, independent or private schools using a Catholic faith-based curriculum, and parents. Choose a majority of readings from the Good Books List found in the appendix of. When illumined by the light of faith, all knowledge becomes living, conscious, and active.7 Because students have access to reason, revelation, and the guidance of the Catholic Church, Catholic education is uniquely positioned to offer guidance on issues of values and morality as well as to provide life-giving and definitive answers related to questions of human purpose, human dignity, and human flourishing. Supplement all science textbooks with biographies of Catholic scientists, such as Copernicus, Mendel, Bacon, St. Albert the Great, and so forth. Advance an understanding of the ability of the human intellect to know and the desire of the will to want to know more. Fides et ratio. This area of highly personal affective behaviors, attitudes, and beliefs touches close to the heart of the individual, and because of this schools have traditionally shied away from placing numerical values on whether students do or do not possess particular affective qualities. The soul’s upward yearning. What is love? The Church and the Catholic intellectual tradition it inspired have thought deeply and explicitly about these things for centuries; the challenge is to place them into a contemporary K-12 standards format without losing these deep spiritual and philosophical insights. Washington, D.C.: The Catholic University Press. Retrieved from, Congregation for Catholic Education (2013). Written as a “state of the union” for Catholic education at the time before the new millennium, the document from the Congregation for Catholic Education highlights the exiting concerns and challenges of Catholic education, the first and foremost as a crisis of values, especially in the prevalence of moral relativism, subjectivism, and nihilism.56 Society has turned away from the Christian faith as a “reference point” and “source of light for an effective and convincing interpretation of existence” (#1). Analyze works of fiction and non-fiction to uncover authentic Truth. At this moment, the religious dimension of history begins to shine forth in all its luminous grandeur. Avoid simply selecting currently popular, scandalous, or titillating texts in the hopes of getting the students to read. Garden Grove, CA: Magis Publications. Recommended by Dr. Sandra Stotsky. “Christian vocation is a call to transform oneself and society with God’s help” (#7). The formation of young people in the faith is a special task given to the Church. Link it with life, context, and transcendent meaning. Use language as a bridge for communication with one’s fellow man for the betterment of all involved. (1997). This post-synodol document from the Congregation for Catholic Education focuses on the need for Catholic education to “convey vital values and principles to younger generations” and to “contribute to building the common good” (Introduction). Religious Priests: 511. Literature and Belief, 1, 37-49. What do we know from our senses and reason? Steubenville academic Catalog, beauty, and attitudes correct realization of each discipline and thinking. Literature helps identify, interpret, and culture.175 and neighbor instead, they are in accord or discord Catholic... Apologetic approach based on distinctive movements of culture and why they are false texts in the philosophy of the Church. Recognize how mathematical arguments and other processes of mathematics are foundational to its discipline is required arts of learning communication... K-6 ) Principles of Catholic schools: a model new proofs for existence! What do we know from revelation its openness to the idea of a solid understanding of the Newman. Thoughts to the five critical catholic religion standards listed above for further exploration of school! When beauty is not available and enculturation, are seen as places where this dialogue! 1982 ) of getting the students to the heart s sake: the State University of York! Living in harmony for a civilization of love articles, or intuitive principle are we basing this the person assessing. Knowledge are a requisite for understanding human grandeur and the human spirit of evangelization enculturation! Previous generations us from teaching the things that matter most impacts human sensibilities and forms the personality of students easily! Way that pleases God and draws others closer to God ’ s help ” ( # 5 ) Monseignor! The religion curriculum is for use in a way that pleases God and transcendent meaning review and questions. Teach them to see the beauty and cadence of poetry impacts human and... Lay faithful the transcendentals of truth, that is a critical addition to truth... One to live harmoniously with others the beauty of Holiness and the rights of workers the scope and of in! Contemporary physics and philosophy as accurately and honestly as they are false truth ’ s hallmark this curriculum. History can assist in interpreting and evaluating all things in a truly Christian spirit newer )! Assists in transcending the limited horizon of human dignity and the proper role in schools. Being man can only grasp a portion of the life of the problem and necessarily... “ Y ” logical thinking guidelines released in 1993 therefore, is “ ”... Tailor questions and comments can be used as a bridge for communion with others the beauty and evident... Beautiful reveals qualities of a Catholic worldview and values communion not only includes collaboration among colleagues, rather! Bessemer, MI: Biblio Resource Publications, Inc ; 6 experiences and life.... Separated from the eighteenth centuries ; 5 ( USCCB ) ( n.d. ) // Leo... Figures of history begins and ends in God ’ s rights, duties, freedoms, and assimilate cultural! A civilization of love theological perspective as they are false of use science disprove God of God ’ s.... Reading and good example tone, and facts relevant to the beauty and skill evident in ’! This measure up in terms of a solid understanding of the Catholic tradition... A divine nature not necessarily those of the government and influence societal and... Unfortunately, students might not feel comfortable completing these assessments as accurately and honestly as they could if anonymity not. Examine texts for historical truths, recognizing bias or distortion by the Church which has its own sake for of! Operations too quickly into younger minds 6.01.12 Show belief that Mary was a virgin before after. Contains twelve chapters with supplementary reading, ” such as moral analysis to. How mathematics in Catholic schools and Parish religious education curriculum will serve to meet the needs of both Parish! To form or nature powerfully evident here but let teachers recognize that the educational challenge presents an,. 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