By Philip Gleason
How did Catholic faculties and universities care for the modernization of schooling and the increase of study universities? during this booklet, Philip Gleason bargains the 1st finished examine of Catholic larger schooling within the 20th century, tracing the evolution of responses to an more and more secular academic method. at first of the century, Catholics permitted modernization within the organizational sphere whereas resisting it ideologically. confident of the reality in their non secular and highbrow place, the restructured Catholic faculties grew swiftly after global warfare I, dedicated to instructing for a "Catholic Renaissance." This spirit of militance carried over into the post-World struggle II period, yet new currents have been additionally stirring as Catholics started to glance extra favorably on modernity in its American shape. in the meantime, their schools and universities have been being remodeled through carrying on with development and professionalization. by means of the 1960's, alterations in church instructing and cultural upheaval in American society strengthened the interior transformation already below means, developing an "identity difficulty" which left Catholic educators doubtful in their function. Emphasizing the significance to American tradition of the expansion of schooling in any respect degrees, Gleason connects the Catholic tale with significant nationwide tendencies and ancient occasions. by means of situating advancements in larger schooling in the context of yank Catholic inspiration, Contending with Modernity presents the fullest account on hand of the highbrow improvement of yank Catholicism within the 20th century.
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Extra resources for Contending With Modernity: Catholic Higher Education in the Twentieth Century
Graduate education, too, was being introduced in Catholic institutions; but consideration of its development is best postponed for a later chapter. Catholic educators did not, of course, undertake this organizational modernization simply because they wanted to be up-to-date. On the contrary, most 21 22 Confronting Modernity as the Century Opens of them were deeply conservative on matters methodological and curricular; they certainly did not regard being modern as a virtue to be sought for its own sake.
This interpretation is easily the Awaking to the Organizational Challenge 27 most frequently encountered evidence that Catholics were exquisitely sensitive to mobility aspirations in those days. Even the memorial to the archbishops alluded to the "social prestige" factor, and J. "21 This kind of "disloyalty" struck some Catholic observers as particularly reprehensible in view of the need for educated lay leadership, which everyone in the Catholic community seemed to be talking about in the early years of the century.
3 Although the president of Georgetown denied that Murphy's strictures applied there, he conceded that the general state of Catholic collegiate education was "almost chaotic," and another Jesuit writer admitted that one might easily mistake the beginning-level students in a Jesuit college for sixth-graders. At Jesuit Loyola College in Baltimore, college students were still being marched Awaking to the Organizational Challenge 23 to classes along with boys in the prep department until a threatened withdrawal by the "college men" (as they were henceforth called) resulted in reforms in 1907.
Contending With Modernity: Catholic Higher Education in the Twentieth Century by Philip Gleason