Bibliography

The relative distributions (percentages) shown for the four subgroups (Secularising, Reconfessionalising, Recontextualising and Christian Values Education) are derived from responses to a wide range of questions from across the survey. They should not be read as results of the Melbourne Scale questions.

The background arrows indicate tendencies within the subgroups, showing common shifts from one subgroup into another. Respondents in Reconfessionalisation, Recontextualisation and Secularisation tend to go further into those subgroups, while those in Christian Values Education tend to shift to either Reconfessionalisation or Secularisation. The challenge for schools is to support the shift into Recontextualisation.

These tendencies have been identified in the extensive survey data gathered to date. The table in the middle of the page disaggregates the subpopulation data and, in a different way, again compares the current survey round with the previous survey round. The pie graphs in the table will represent diocesan primary or secondary school data since 2011, depending on which data are relevant to your school.

The ideal is for Recontextualisation to be the largest subgroup.

The Subpopulations data is helpful in a number of ways:

1.

2.

3.

4. Comparisons between the current survey and the school’s previous survey are found in the table in the middle of the page.

Comparing past and present scores among the various respondent groups indicates change over time.

Subpopulations provide a glimpse of the current reality and are read in conjunction with the detailed data available in Sections C.1–C.4.

Examining which subgroups have decreased and which have increased provides information about the changes in attitude regarding Catholic school identity that have been taking place in the recent past and may help determine the direction the school could take in the future.

E: Features of Catholic Education

This graph represents the degree to which the students and adults (staff and parents) in the school would like to see more or less of the eleven selected features of Catholic schooling. The middle position is E: Features of Catholic Education ‘Okay’; bars to the right indicate a desire or openness to develop the feature further while bars extending This graph represents the degree to which the students and adults (staff and parents) in the school to the left indicate that respondents want less of this feature in their school. would like to see more or less of the eleven selected features of Catholic schooling. The middle position is ‘Okay’; bars to the right indicate a desire or openness to develop the feature further while When analysing these features of Catholic education, school leadership might consider what it is about a bars extending to the left indicate that respondents want less of this feature in their school. given feature that makes it more or less desirable to particular cohorts of respondents. In this way, a desire for ‘less’ of any one feature might prompt a review that looks at different ways of communicating When analysing these features of Catholic education, school leadership might consider what it is about a given feature that makes it more or less desirable to particular cohorts of respondents. In all that is particular to the Catholic faith, while promoting relevance, plausibility and meaningfulness for this way, a desire for ‘less’ of any one feature might prompt a review that looks at different ways of all learners. communicating all that is particular to the Catholic faith, while promoting relevance, plausibility and meaningfulness for all learners. A note of caution: high levels of support for features such as ‘involvement in social justice projects’, ‘openness to diversity’and ‘ecological awareness’ may represent a more ethically orientated or universal A note of caution: high levels of support for features such as ‘involvement in social justice projects’, position, rather than a specifically Catholic preference. While important aspects of what it means to be a ‘openness to diversity’ and ‘ecological awareness’ may represent a more ethically orientated or universal position, rather than a specifically Catholic preference. While important aspects of what it means to be a typical Catholic school, these three features may at times reflect a more secular, typical Catholic school, these three features may at times reflect a more secular, Colourful School tendency. Positive responses to ‘religious education and formation of students’, ‘celebrating faith Colourful School tendency. Positive responses to ‘religious education and formation of students’, together’, ‘prayer at school’ and ‘using the Scriptures at school’, however, may point to a position that ‘celebrating faith together’, ‘prayer at school’ and ‘using the Scriptures at school’, however, may counters possible secularising tendencies. point to a position that counters possible secularising tendencies. It is important that the Features of the Catholic School be read in conjunction with the data represented in It is important that the Sections C and D. Features of the Catholic School be read in conjunction with the data represented in Sections C and D.

Figure 20: Features of the Catholic school Figure 20: Features of the Catholic school

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The following table reflects the results of personal positions concerning four characteristics. More will The following table reflects the results of personal positions concerning four characteristics. More will be be gained from an analysis of this data by comparing it with the eleven characteristics of the Catholic gained from an analysis of this data by comparing it with the eleven characteristics of the Catholic school, school, as in Figure 20 above. as in Figure 18 above. Both Both Church Praxis Church Praxis and and Personal Prayer Life refer specifically to individual (personal) practice and Personal Prayer Life refer specifically to individual (personal) practice and are rich are rich sources for dialogue. sources for dialogue. Look for significant percentages in green and red, and what they could mean in the context of Look for significant percentages in green and red, and what they could mean in the context of your school. your school. A strong prayer life is foundational to a strengthened Catholic identity. A strong prayer life is foundational to a strengthened Catholic identity.

Figure 21: Personal positions reflecting four religious practices Figure 21: Personal positions reflecting four religious practices

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Bibliography

Boeve, L 2007, God Interrupts History: Theology in a Time of Upheaval, Continuum, London, New York.

Boeve, L 2002, Interrupting Tradition: An Essay on Christian Faith in a Postmodern Context, Louvain Theological and Pastoral Monographs 30, Peeters, Leuven.

D’Orsa, J & D’Orsa, T 2010, Explorers, Guides and Meaning Makers: Mission Theology for Catholic Educators, John Garratt Publishing, Melbourne.

Francis (Pope) 2013, Evangelii Gaudium (The Joy of the Gospel).

Hutsebaut, D 1996, ‘Post-Critical Belief a New Approach to the Religious Attitude Problem’, Journal of Empirical Theology, 9 (2), 48–66.

O’Loughlin, F 2012, This Time of the Church, Garratt Publishing, Mulgrave.

Pollefeyt D & Bouwens, J 2014, Identity in Dialogue: Assessing and enhancing Catholic school identity. Research methodology and research results in Catholic schools in Victoria, Australia, Christian Religious Education and School Identity 1, LIT-Verlag, Berlin.

Ricoeur, P 1967, The Symbolism of Evil, trans. Emerson Buchanan, Beacon, Boston.

Second Vatican Council 1965, Nostra Aetate (Declaration on the relationship of the Church to Non-Christian Religions).

Wulff, DM 1991, Psychology of religion: Classic and contemporary views, Wiley, New York.