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Catholic Higher EducationA Culture in Crisis$
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Melanie M. Morey and John J. Piderit

Print publication date: 2006

Print ISBN-13: 9780195305517

Published to Oxford Scholarship Online: May 2006

DOI: 10.1093/0195305515.001.0001

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Faculty and Students Engaging the Catholic Intellectual Tradition

Faculty and Students Engaging the Catholic Intellectual Tradition

Chapter:
(p.91) 4 Faculty and Students Engaging the Catholic Intellectual Tradition
Source:
Catholic Higher Education
Author(s):

Melanie M. Morey

John J. Piderit (Contributor Webpage)

Publisher:
Oxford University Press
DOI:10.1093/0195305515.003.0004

This chapter discusses the first of the major themes to emerge from research data: how senior administrators understand the Catholic intellectual tradition, and the role it plays in the academic life of their institutions across all disciplines. It looks at various issues such as Catholic cultural illiteracy, hiring for mission, and the role of theology and philosophy in the curriculum. Desired characteristics of faculty, be they Catholic or non-Catholic, at Catholic institutions are identified. The heart of a university is academic content and, to be genuinely Catholic, Catholic institutions have to emphasize their academic content in an appropriate way. Philosophy may have been the central content welcomed by students at Catholic institutions in the first half of the 20th century. An important issue is what the modern “Catholic content” ought to be. The major threats to Catholic cultural inheritability and distinguishability in the academic sector are examined. The implications of present practice within all four collegiate models for the vitality of Catholic culture in the academic sector are also explored. Finally, the chapter suggests strategic approaches to enhance distinguishability without posing a market threat to inheritability.

Keywords:   Catholic, intellectual tradition, strategies, hiring for mission, academics, theology, philosophy, inheritability, distinguishability

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