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The article discusses a lecture by Professor Noah Feldman on the constitutional revolution regarding religion in public schools. It delves into historical cases, such as the Cincinnati school board's decision in 1869 to remove Bible reading and prayer from public schools, and recent cases like Carson v. Makin and Kennedy v. Bremerton. These cases challenge the traditional separation of church and state, potentially leading to government funding for religious schools and the allowance of prayer in schools. The article also touches on the social, economic, and educational implications of these legal developments, highlighting the complex and evolving nature of the issue. [Extracted from the article]

Lithuanian-American Roman Catholic parochial elementary schools are integral to the cultural heritage of the United States, representing crucial pieces in the puzzle of Lithuanian architecture and education history. At the beginning of the twentieth century, when non-Russian religious and secular education in Lithuania was prohibited, a network of Lithuanian Catholic schools already existed in the United States. Lithuanian Catholic parishes began to emerge at the turn of the nineteenth and twentieth centuries when some Catholic urban minorities received the right to establish national parishes. A distinctive architectural feature of this period was the combined church-school building, funded and often constructed by communities themselves. Today, some of these buildings are used by other confessional or ethnic communities according to their primary purpose, sometimes they are repurposed, while others remain neglected or have been demolished. [ABSTRACT FROM AUTHOR]

This study aimed to describe the implementation of the spiritual leadership of the monks in Catholic schools. The research method used is a descriptive qualitative approach. The research design used a multi-site study conducted at three Catholic Junior High Schools in Malang, East Java, Indonesia. Results show that in developing spiritual leadership in Catholic schools, school principals are imbued with Christian leadership, namely servant leadership, discipleship leadership and pastoral leadership. The application of Christian leadership has a positive impact on the formation of the personalities of teachers and employees as well as strengthening the character of students. [ABSTRACT FROM AUTHOR]

Research in recent decades examining the correlates of educational outcomes highlights the role of religiosity in students’ academic progress and achievements. An increasing number of recent studies in the field of education confirm this hypothesis, the one of the positive influences of religiosity on behavior and attitudes with a positive effect on the achievement of educational goals and academic results. As such, denominational schools are also under the attention of many researchers who observe differences between these religious schools and other, non-religiously affiliated schools. The sociological literature even speaks of a „religious school effect”, inspired by the original idea of the „Catholic school effect”, stressing that beyond the impact of individual religiosity on school outcomes, mediated mainly by attitudinal and psychosociological effects, there are also moderators at the institutional level resulting from the specificity of denominational schools. In the present study we test these two hypotheses simultaneously by modeling the learning averages of a large sample of 8th graders in Bihor County, Romania, using simple linear regression. Our results confirm what we have already found in previous studies, namely that personal religiosity has a positive effect on learning outcomes, while a separate effect at the institutional level cannot be shown. [ABSTRACT FROM AUTHOR]

Copyright of Antíteses is the property of Universidade Estadual de Londrina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prudentia Iuris is the property of Pontificia Universidad Catolica Argentina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The culture of inquiry in moral thought had already introduced the method of eliciting judgement about images and stories through open-ended questions in the first third of the 20th century. In our research, we investigated the moral reasoning of students. We sought to answer how pupils in public, Catholic, and Waldorf schools judge moral dilemmas in fictional stories. Students' (N=1144) responses to single-choice selective closed-ended (yes or no?) and open-ended (why?) questions about the reason for their choice were used to judge the decisions of the characters in three realistic, believable, age-appropriate stories. In the first story, taking unlawful advantage was accepted most by public school students and least by Catholic school students. In the second story, the actors' solution method was rejected mainly by Waldorf students, with social justification. In the third story, there was no significant difference between the perceptions of the school models' pupils, with a similar pattern of rejection. The results are only valid for Hungary. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In a context of renewed conflict between the secular political, on the one hand, and the ecclesiastical institutions and the Catholic world as a whole, on the other, in the summer of 1907 the «Collegio Civico» of Varazze is at the centre of a major scandal: the Salesian fathers entrusted with its management are accused of sexually abusing their students as part of broader satanic and unpatriotic rituals. This article aims to investigate the reaction of the Salesians to this shocking affair, which consists not only of a strenuous defense of their reputation, but also of a courageous and pragmatic investigation of the moral situation and internal workings of their houses and institutes, guided by a firm will to know and eradicate abuses. [ABSTRACT FROM AUTHOR]

The article discusses the language translator Walter Shewring whose prose translation of the poetic collection "Odyssey" written by Homer has been widely appreciated. Shewring's Hellenism is underdescribed by comparison with his claims for a true path. He proposed that Christian Latin should be taught in Catholic schools as simpler and more useful, with classical Latin reserved for the few students who would pursue it.

The Education (Scotland) Act 1872 offered the different Christian denominational schools the opportunity to transfer their schools and become non-denominational Board schools. This option was rejected by the Catholic and Episcopal churches. There were serious anxieties about issues such as the loss of denominational status and the proposal that religious instruction and observance was confined to the beginning and/or end of the school day to facilitate the conscience clause. Retaining the schools was a courageous move especially as there were very serious financial implications in the continued support for school buildings, resources and teacher salaries. There were many serious challenges for the teachers, pupils, parents and congregations (providing funds for the schools) that are addressed in the article. This article provides an examination of the Catholic and Episcopal schools in the lead up to the act, the reaction of the two churches to the Act and the consequences of the non-transfer of the schools. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)