In this Book

Catholic Social Learning
summary
The canon for Catholic social teaching spreads to six hundred pages,yet fewer than two pages are devoted to Catholic social learning or pedagogy. In this long-needed book, Roger Bergman begins to correct that gross imbalance. He asks: How do we educate (lead out) the faith that does justice? How is commitment to social justice provoked and sustained over a lifetime? To address these questions, Bergman weaves what he has learned from thirty years as a faith-that-does-justice educator with the best of current scholarship and historical authorities. He reflects on personal experience; the experience of Church leaders, lay activists, and university students; and the few words the tradition itself has to say about a pedagogy for justice.Catholic Social Learning explores the foundations of this pedagogy, demonstrates its practical applications, and illuminates why and how it is fundamental to Catholic higher education. Part I identifies personal encounters with the poor and marginalized as key to stimulating a hunger and thirst for justice. Part II presents three applications of Catholic social learning: cross-cultural immersion as illustrated by Creighton University's Semestre Dominicano program; community-based service learning; and the teaching of moral exemplars such as Dorothy Day, Rev. Martin Luther King Jr., and Archbishop Oscar Romero. Part III then elucidates how a pedagogy for justice applies to the traditional liberal educational mission of the Catholic university, and how it can be put into action.Catholic Social Learning is both a valuable, practical resource for Christian educators and an important step forward in the development of a transformative pedagogy.

Table of Contents

  1. Title Page, Copyright Page
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  1. CONTENTS
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  1. PREFACE
  2. pp. vii-x
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  1. ACKNOWLEDGMENTS
  2. pp. xi-xiii
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  1. PART I. FOUNDATIONS
  2. p. 1
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  1. 1. Personal Encounter: The Only Way
  2. pp. 3-20
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  1. 2. Ignatian Pedagogy and the Faith That Does Justice
  2. pp. 21-38
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  1. 3. Teaching Justice After MacIntyre: Toward a Catholic Philosophy of Moral Education
  2. pp. 39-56
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  1. PART II. APPLICATIONS
  2. p. 57
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  1. 4. Immersion, Empathy, and Perspective Transformation: Semestre Dominicano, 1998
  2. pp. 59-76
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  1. 5. ‘‘We Make the Road by Stumbling’’: Aristotle, Service-Learning, and Justice
  2. pp. 77-91
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  1. 6. Meetings with Remarkable Men and Women: On Teaching Moral Exemplars
  2. pp. 92-116
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  1. PART III. INSTITUTION AND PROGRAM
  2. p. 117
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  1. 7. Education for Justice and the Catholic University: Innovation or Development? An Argument from Tradition
  2. pp. 119-136
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  1. 8. Aristotle, Ignatius, and the Painful Path to Solidarity: A Pedagogy for Justice in Catholic Higher Education
  2. pp. 137-162
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  1. NOTES
  2. pp. 163-182
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  1. REFERENCES
  2. pp. 183-194
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  1. INDEX
  2. pp. 195-203
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