[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-430520-105":59,"doc-detail-430520-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-catholic-intellectual-tradition-in-the-catholic-university","The Catholic Intellectual Tradition in the Catholic University","","The chapter examines how the Catholic intellectual tradition can be sustained within Catholic universities amid rising ecumenical scholarship and shifting academic priorities. It raises concerns that increasing breadth may sacrifice depth, that higher education may fail to achieve real integration in a pluralistic society, and that institutions risk losing their distinctive identity. It links these threats to trends in technology, economic change, culture, and secular expectations, arguing that institutions must actively preserve their heritage and foundational 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concerns does the chapter raise about Catholic universities today?","Question",{"text":112,"@type":113},"It questions whether depth of knowledge is being sacrificed for breadth, whether integration of knowledge is being abandoned, and whether Catholic identity is at risk of being lost.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the chapter connect the breadth-versus-depth issue to humanities education?",{"text":117,"@type":113},"It argues that expanding post-secondary education can lower expectations and reduce personal intellectual exchange, which impoverishes study in the humanities and may turn religious education into longer schooling rather than critical discernment.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors does the chapter cite as sources of identity erosion?",{"text":121,"@type":113},"It points to rapid changes in communication technology, economic upheaval and retraining needs, political reshaping of alliances and priorities, cultural 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document was orlginally published in Examining the Cathollc Intellectual Tradltlon,edited by Anthony J.Cernera andOliver J.Morgan,⑨2000,Sacred Heart University Press,All rlghts reserved.Except for brlef quotations,this book chapter,or parts thereof,must not be reproduced in any form without permlsslon in writing from the publisher.For information,contact the Sacred Heart University Press,5151 Park Avenue,Falrfleld,Connecticut 06825-1000.  \nThe Catholic Intellectual Tradition in the Catholic University-by Monika K.Hellwig  \nWe are in an age of increasing ecumenical activity In scholarship and in university circles.For example,Scripturescholarship has become almost totally inter-denominational.Traditions in sacred music have continuously borrowed fromone another,as have conventional representatlons in the visual arts.Catholic programs in philosophy now have on theirrequired reading lists books that were formerly listed in the Index of Forbldden Books and therefore inaccessible to Catholicstudents through normal channels.Recent trends in the study of literature have tended to abandon any claim to a canon ofrequired classics.The study of history and of religion now addresses many cultures and languages.  \nIn the midst of this,several questions arise.First of all,is depth of knowledge being sacrificed for the sake of breadth?Inuniversity studies,especially at the undergraduate level,this is no idle question.Secondly,are we abandoning effortstowards the integratlon of knowledge?Thirdly,are we in danger of losing our distinctive identity?Catholic unlversities andcolleges,responsible more than any other body for the care and continuity of the Catholic intellectual tradition,areparticularly chalenged by these three questions.  \nThe first of these questions,about the risk of losing depth,has exercised educators in the broader higher education fieldfor some time.The extension of post-secondary education to a much larger proportion of the population has meant inmany cases lowered expectations and less personal intellectual exchange between professors and students.While thls maybe quite efficient in technical fields,it Impoverishes study In the humanities.It may be reducing higher education slmply tolonger schooling.Because religiously motivated schools of alltraditions are concerned with assimllatlon of culture andcritical discernment about values,this trend to the less personal in favor of the more technically eficlent is damaging tothe essential fabric of religious higher education.  \nThe question about sacrificlng depth for breadth is closely related to the second question,namely,whether we areachieving any integration in higher education.It has been fashionable,even in Catholic circles,to say that integratlon ofstudies is no longer possible in a pluralistic society,that each student must find some sort of personal balance orr:integration,but that it cannot be found in the planning of programs and curricula.Clearly,this is not a problem if educationis seen as a matter of acquiring certain specialized skills and the means of access to Informatlon.If education is seen aspreparation for life and for societal responsibilities,the lack of integration is disastrous because there is no foundation formaking serious declsions about lifestyle,social participation,career goals,and so forth.Religiously sponsoredinstitutionscannot surrender the task of integration.  \nThe third questlon is whether we are in danger of forgetting and losing our identity.This risk is built into the pattern ofcontemporary developments in communication technology.It is caused in part by rapid sequences of change in theeconomy,upsetting employment patterns,calling for quick retraining of large numbers of the newly unemployable.It is afunction of the political restlessness and reshaping of the world's alliances and balance of power with consequent shifting ofwhat needs to be kn","cbCaibYD7Sq1xXHN","https://ap.wps.com/l/cbCaibYD7Sq1xXHN","pdf",76811,"English","# The Catholic Intellectual Tradition in the Catholic University\n## Context and emerging ecumenical trends\n## Risks: sacrificing depth for breadth\n## Risks: abandoning integration of knowledge\n## Risks: losing distinctive identity\n## Preserving Catholic intellectual heritage","[{\"question\":\"What concerns does the chapter raise about Catholic universities today?\",\"answer\":\"It questions whether depth of knowledge is being sacrificed for breadth, whether integration of knowledge is being abandoned, and whether Catholic identity is at risk of being lost.\"},{\"question\":\"How does the chapter connect the breadth-versus-depth issue to humanities education?\",\"answer\":\"It argues that expanding post-secondary education can lower expectations and reduce personal intellectual exchange, which impoverishes study in the humanities and may turn religious education into longer schooling rather than critical discernment.\"},{\"question\":\"What factors does the chapter cite as sources of identity erosion?\",\"answer\":\"It points to rapid changes in communication technology, economic upheaval and retraining needs, political reshaping of alliances and priorities, cultural preferences for the new, and the subtle pressure of secular expectations in academia.\"}]","The Catholic Intellectual Tradition in the Catholic University | PDF",1790653052]