By Philip Gleason
How did Catholic schools and universities take care of the modernization of schooling and the increase of study universities? during this e-book, Philip Gleason deals the 1st accomplished examine of Catholic better schooling within the 20th century, tracing the evolution of responses to an more and more secular academic procedure. firstly of the century, Catholics approved modernization within the organizational sphere whereas resisting it ideologically. confident of the reality in their non secular and highbrow place, the restructured Catholic schools grew swiftly after global warfare I, dedicated to instructing for a "Catholic Renaissance." This spirit of militance carried over into the post-World conflict 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 by means of carrying on with progress and professionalization. through the 1960's, alterations in church educating and cultural upheaval in American society strengthened the interior transformation already below means, growing an "identity hindrance" which left Catholic educators doubtful in their objective. Emphasizing the significance to American tradition of the expansion of schooling in any respect degrees, Gleason connects the Catholic tale with significant nationwide traits and old occasions. via situating advancements in larger schooling in the context of yank Catholic concept, Contending with Modernity presents the fullest account to be had of the highbrow improvement of yankee Catholicism within the 20th century.
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Additional info for Contending With Modernity: Catholic Higher Education in the Twentieth Century
As we have already seen, the Americanist controversy escalated from the level of practical disagreement over policy to become a bitter battle over abstruse points of theology. And the organizational and structural issues to be discussed later had theoretical dimensions as well. Indeed, we shall find that organizational and ideological factors interact throughout the story of twentieth-century Catholic higher education in this country. But the distinction helps in organizing that story itself. So, after this brief glance at two early ideological episodes, let us turn to a more extended examination of organizational changes.
38 There is no reason to quarrel with the consensus view of recent writers that the Modernist crisis had seriously damaging long-range effects on the intellectual development of American Catholicism. Coming as they did on the heels of Americanism, Pascendi and the campaign of repression it sanctioned did more than cut off progressive tendencies in philosophy, theology, and biblical studies. They also placed a premium on intellectual caution and discouraged American Catholics from venturing out on new lines of thought.
John A. Haaren, a school principal from Brooklyn who helped organize these programs for teachers, regarded the Summer School, along with the founding of the Catholic University and the publication of theCatholicEncyclopedia (190714), as "the three greatest events in [recent] American Catholic history ... "29 Enthusiasm for the Summer School and the demand for women's colleges left little doubt that ambitious Catholic young people were eager for higher education, and that many preferred to seek it under Catholic auspices.