Ethos of a Catholic School

On 30 October the Anscombe Centre is organizing an "ETHOS" conference in Oxford on the role of ethics, science, and religion in Catholic schools. The poster is here. I will not be able to attend, but it seems a good opportunity to reflect on the theme that is under debate.

The ethos of a school refers to its moral environment, the sense of belonging to a community of shared values and ideals. The word ethos originally meant “custom”, or “habit”, or “character”; the ethos is determined by the way we treat each other and behave towards each other. It depends on the quality of our attention and respect for one another. It supports and stimulates both imagination and intellectual inquiry but is distinct from both. It may be
expressed in a mission statement, but that can be no more than a point of reference. Ethos requires us actually to behave, not just to speak, in accordance with the faith and intelligence we profess. It is a matter of the “spirit”, rather than the “letter”. 

In an article for the Catholic Herald on 5 October 2012, Tim Gardner OP chooses these words from the Declaration on Christian Education by the Second Vatican Council to express the ethos of a Catholic school:

“a special atmosphere animated by the Gospel spirit of freedom and charity, to help youth grow according to the new creatures they were made through baptism as they develop their own personalities, and finally to order the whole of human culture to the news of salvation so that the knowledge the students gradually acquire of the world, life and man is illumined by faith” (n. 8).

How can we tell if a school has this “Catholic ethos”? It comes from the presence of a certain spirit within the community, which shows itself in different ways, from an almost tangible mood or atmosphere through to various concrete signs, such as the close integration of liturgy, prayer, and religious instruction with the rest of school life, the moral example set by teachers, encouragement given to charitable activity, interest in the life of each pupil, care for those with special needs, and so on.

The Catholic ethos radiates from the liturgy and the sacraments but extends throughout the community and the work of the school. This even affects what is taught and the way it is taught. The Incarnation is not some piece of historical information that, once communicated, can be forgotten while we turn our minds to geography or biology or mathematics. If true, it changes everything, even the way we view the cosmos. It alters the way every subject is taught as well as the relationships between them. It connects them severally and together to our destiny, to the desire of our hearts for union with infinite truth – what used to be called, and perhaps still should be, the saving of our souls. Once that lesson is learned, there are no “boring” subjects. Nothing can be ugly or pointless unless we make it so.  

To some it may sound excessively pious to say so, but a Catholic ethos is essentially Marian, and the “atmosphere” of a Catholic school will tend to be redolent of the Holy Family, since this is the educational environment in which Our Lord himself grew to maturity. It is the work of the Catholic school to help bring Christ to birth and to maturity in each member of the community, and to that extent to help extend the ethos of the Holy Family throughout the world. This is only possible with the grace of the sacraments, making possible the living presence of Christ himself.

Details of the conference follow:

A conference on the role of ethics, science and religion in Catholic schools: The Anscombe Centre is delighted to announce a conference for teachers and school leaders on Tuesday 30th October (10am - 4pm), at St Gregory's Catholic School, Oxford OX4 3DR. This presents an excellent opportunity to encourage an authentic, reasoned, and persuasive account of faith in education, supporting teachers and, ultimately, students.

Three speakers from national centres of excellence in the worlds of education, Catholic bioethics and science and religion will deliver presentations. Fr Tim Gardner OP, Prof David Albert Jones, and Rev Dr Andrew Pinsent will focus on the educational worldview involved in Catholic schools, relating this to practice and the formation of a schoolwide ethos. There will be opportunities for discussion, and for involvement in our follow-on project: consulting with us on a book we are publishing on these themes.

The conference could be used as an INSET day, for those who organise INSET days, or more generally as a day for all who are interested in what it means in practice and theory for an educational institution to have a religious ethos.

Online bookings can be made here: http://goo.gl/X29dW. The cost of the event is £80, which includes refreshments and lunch. Places are limited. Free parking is available at St Gregory's. Please book asap. For more information contact the Anscombe Centre at admin@bioethics.org.uk or on 01865 610 212.

Classical Conversations

A wide community of home-centred educators based at Classical Conversations combine the classical methods of learning with a biblical worldview. In this connection I was due to participate in a radio show called Leigh at Lunch hosted by Leigh Bortins, talking about the two books advertised on the left. Technical difficulties prevented it happening as originally scheduled, and it will now take place in the New Year. Details will be announced. I am looking forward to it.

What's wrong with higher education

An impressive American analysis, along with proposals for radical reform, all grounded in the classical humanistic tradition, by Robert C. Coons – "Dark Satanic Mills".

In Virginia, the Bigotry of Crude Expectations

Recently (or not so recently by the time I'm posting this), the state of Virginia was granted a waiver from NCLB requirements. This has been a relief for many, but it's also caused further stress, in that it exchanges one yoke for another. Fairfax County, for example, had no plans to evaluate their teachers according to the standardized test scores of their students, but now is being required to due to conditions of the waiver.

However, because the goals in the waiver application for some children are lower than for others, there have also been cries of low expectations and racism. Virginia has since re-written their goals. Certainly, we should not have one set of expectations for one set of children and a lower one for another set simply based on their socio-economic status or race--the outcry is understandable. 

But, to me, those folks have got their eyes on the wrong prize. If boosting scores on low-quality multiple choice tests is their greatest educational goal for Virginia's children, then they've got very low and crude expectations in the first place, and our schools and our children will only rise so high as the low and crude expectation that have been set.

This past summer, I finally read Linda Darling-Hammond's great work, The Flat World and Education. From that, it's clear that Virginia schools also need "adequate funding and equitable opportunities to learn" and "intelligent, reciprocal accountability:"

In the current prevailing paradigm in the United States, accountability has been defined primarily as the administration of tests and the attachment of sanctions to low scores. Yet, from the perspective of children and parents, this approach does not ensure high-quality teaching each year, nor does it ensure that students have the courses, books, materials, supports services, and other resources they need to learn. In this paradigm, two-way accountability does not exist: Although the child and the school are accountable to the state for test performance, the state is not accountable to the child or school for providing adequate educational resources.

Furthermore, test-based accountability schemes have sometimes undermined education for the most vulnerable students, by narrowing curriculum and by creating incentives to exclude low-achieving students in order to boost test scores. Indeed, although tests can provide some of the information needed for an accountability system, they are not the system itself. Genuine accountability should heighten the probability of good practices occurring for all students, reduce the probability of harmful practice, and ensure that there are self-corrective mechanisms in the system--feedback, assessments, , and incentives--that support continual improvement. 

If education is to actually improve and the system is to be accountable  to students, accountability should be focused on ensuring the competence of teachers and leaders, the quality of instruction, and the adequacy of resources, as well as the capacity of the system to trigger improvements. In addition to standards of learning for students, which focus on the system's efforts on meaningful goals, this will require standards of practice that can guide professional training, development, teaching, and management at the classroom, school, and system levels, and opportunity to learn standards that ensure appropriate re sources to achieve desired outcomes. (p. 301)

In Virginia, many make the mistake of using "achievement" and "test scores" interchangeably, as if that's all achievement is. What about research papers, essays, and creative and analytic writing? What about works of art and musical performances? What about science projects, spelling bees, reading olympics, robotics contests, debate clubs, student government, conflict resolution, and mini-UN? What about vocational education? What about teacher-generated assessments and tests? What about looking at the education of ALL of Virginia's children like this Virginia superintendent does? Oh right, subjects beyond reading and math are not important, especially not for low-income children and children of color who need to get their math and reading test scores up before they can engage in rich and meaningful learning. For sub group students, it's "test scores" as "achievement" first and only. 

As long as policy makers and pundits continue to conflate "achievement" with "test scores," and as long as the public accepts that, the achievement gap will remain. As long as opportunity and equity gaps remain, so will the achievement gap. Excluding students who struggle to score high enough on low-quality standardized tests from participating in rich and meaningful learning and making test scores the currency of our public education system is the lowest expectation of all.