In this Book

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

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  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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