Faith and Reason in Catholic Education: Philosophical Foundations for Holistic Formation
Keywords:
Catholic education, faith and reason, holistic formation, philosophy of education, moral development, intellectual growthAbstract
This article explores the integral relationship between faith and reason within the framework of Catholic education, emphasizing their philosophical foundations in fostering holistic human formation. Drawing on the rich tradition of Catholic thought—from the works of St. Augustine and St. Thomas Aquinas to contemporary Catholic educators—the paper examines how the harmony between faith and reason serves as a foundation for personal, moral, and intellectual development. It argues that a balanced integration of theological and philosophical perspectives not only enhances critical thinking and spiritual depth but also promotes the formation of individuals who are intellectually competent, ethically grounded, and socially responsible. The study highlights the necessity of reaffirming this relationship in today’s educational context, where secularism and relativism often challenge the coherence of truth, meaning, and purpose in education.
References
[1] T. H. Groome, Will There Be Faith? A New Vision for Educating and Growing Disciples. San Francisco, CA: HarperOne, 2011.
[2] John Paul II, Fides et Ratio (Faith and Reason). Vatican City: Libreria Editrice Vaticana, 1998.
[3] J. O’Higgins-Norman, “Catholic Education and the Challenges of Pluralism,” Int. Stud. Cathol. Educ., vol. 4, no. 1, pp. 7–20, 2012.
[4] J. Sullivan, Catholic Education: Distinctive and Inclusive. Dordrecht: Kluwer Academic Publishers, 2000.
[5] Vatican Council II, Gravissimum Educationis (Declaration on Christian Education). Vatican City: Libreria Editrice Vaticana, 1965.
[6] Augustine, Confessions, H. Chadwick, Trans. Oxford: Oxford University Press, 1991.
[7] T. Aquinas, Summa Theologica, Fathers of the English Dominican Province, Trans. New York: Benziger Bros., 1947.
[8] J. J. Convey, Catholic Schools in the United States in the 21st Century: Importance in Church Life, Challenges, and Opportunities. Washington, DC: National Catholic Educational Association, 2012.
[9] T. H. Groome, Educating for Life: A Spiritual Vision for Every Teacher and Parent. Allen, TX: Thomas More, 1998.
[10] T. Lickona, Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books, 1991.
[11] A. MacIntyre, After Virtue: A Study in Moral Theory, 3rd ed. Notre Dame, IN: University of Notre Dame Press, 2007.
[12] J. Sullivan, Catholic Education: A Distinctive Tradition in a Pluralistic Society. Dordrecht: Kluwer Academic Publishers, 2001.
[13] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qual. Res. Psychol., vol. 3, no. 2, pp. 77–101, 2006.
[14] J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th ed. Thousand Oaks, CA: Sage Publications, 2014.
[15] S. Kvale and S. Brinkmann, InterViews: Learning the Craft of Qualitative Research Interviewing, 2nd ed. Thousand Oaks, CA: Sage Publications, 2009.
[16] M. Q. Patton, Qualitative Research and Evaluation Methods, 3rd ed. Thousand Oaks, CA: Sage Publications, 2002.
