John L. Elias

Reflections on the Vocation of a Religious Educator.

This article is the author’s reflection on forty years as a religious educator. Vocation reveals itself to be the distinctive life and work of an individual in so far as it contributes to the service of others in community and society. Vocation has both an individual and a social meaning; it can be viewed in religious or secular terms. It is characterized by commitment, sacrifice service, and passionate devotion. Through a number of scenarios, the author’s vocation is revealed in a number of distinctive ways: instructor and spiritual guide, adult educator, critical pedagogue, builder of faith sharing communities, social educator, mentor, and loving friend.

WHATEVER HAPPENED TO CATHOLIC PHILOSOPHY OF EDUCATION

Abstract The purpose of this article is to describe the eclipse of a distinctive Catholic philosophy of education. The article presents an analysis of the neo‐Thomistic philosophy of education. Second, it speculates on the reasons for its rapid decline in the past three decades. The article concludes with a sketch of a contemporary Catholic educational theory, based on the work of Bernard Lonergan, a Jesuit philosopher‐theologian, and Paulo Freire, the Brazilian Catholic educator.

Inter-cultural Education and Religious Education, 1940–1960

Abstract This article describes the inter-cultural education movement in the United States in the years 1940 to 1960. Drawing on material found in Religious Education and other sources, it focuses in a special way on the contribution that religious educators made to this movement. The article presents the social analyses made by religious educators, the stated theoretical bases for their engagement, and a description of noteworthy practices in inter-cultural education and religious education. The article concludes that this movement paved the way for the somewhat broader movement that began in the 1960s and continues to this day.

Catholics in the REA, 1903-1953.

Abstract This article describes the involvement of Roman Catholics in the Religious Education Association during the first 50 years of its existence. It examines attitudes of Protestants toward Catholics expressed in journal articles, convention speeches, and archival material. It presents the contributions of Roman Catholics at conventions and in journal articles during this period. The article contends that Roman Catholics deepened involvement in the REA went a long way to making the association a multifaith organization. The history also documents changes in Roman Catholic viewpoints and emphases over the period of these 50 years from an exclusive concern with schooling to a broader view of the educational mission of the church and from education in an authoritarian and dogmatic spirit to one slightly more open to outside influences and cautiously willing to cooperate with other religious groups.

Religious Education of Older Adults: Historical Perspectives.

This article presents a number of historical themes that are relevant to emerging efforts in the religious education of older adults. Drawing on themes in Jewish, Christian, Confucian, and other world religions the author indicates that religious bodies have shown respect for the elderly, especially for their abilities as teachers and counselors. Older adults have pursued learning either by living in close connection with religious communities or in separate institutions under the sponsorship of religious bodies. Religious traditions have urged study and contemplation as suitable activities for their older members. The increased numbers of older adults in religious bodies is a problem that can be turned into educational challenge and opportunity.

Philosophical Reflections on Dialogue

In this chapter, the author considers the nature of dialogue, its risks, limitations, and processes. Philosophical discourse on dialogue is reviewed and its relationship to interreligious dialogue and education is suggested. The author draws selectively on the extensive tradition of Western philosophers who have written about dialogue as a method for arriving at knowledge and truth.

Education in Time of War: George Johnson and the Commission on American Citizenship of the Catholic University of America

Abstract Times of war are times of crisis for theologians and educators. This article examines how Msgr. George Johnson, the vice president of the Religious Education Association and the most prominent Catholic educator in the 1930s and 1940s, dealt with the ethical and educational issues surrounding U.S. involvement in the Second World War. It argues that Johnson skillfully balanced the demands of patriotism with that of critical citizenship and commitment to Catholic theological and educational principles.

Book Reviews : Lawson, K. H. Philosophical Concepts and Values in Adult Education. Not tingham, England: Barnes and Humby, Ltd., 1975, 113 pp. £2.25 (approx.

Professor Lawson has written a pioneering work in the philosophy of adult education. His book is a clear and careful analysis of certain key concepts in adult education: definition, needs-meeting programs, learning situations, student-centered learning, personal development, and political adult education. His approach is that of the analytic philosopher who attempts to elucidate the meaning of concepts, clarify the nature of justifications, and point out language confusions. The work is the first full-scale treatment of the