R. JARED STAUDT, Ed., Renewing Catholic Schools: How to Regain a Catholic Vision in a Secular Age. Washington, DC: The Catholic Education Press, 2020. pp. 147. ISBN-13 978-1949822045. Reviewed by Marc TUMEINSKI, Anna Maria College, Paxton, MA 01612.  

I recommend studying this relatively brief text which lays out a clear and compelling call for ongoing renewal of Catholic schools, laid out in terms of mission, vision, Catholic identity, curriculum and pedagogy. While focused on primary (elementary) and secondary Catholic education, the text has relevance for Catholic colleges and universities. The authors make a larger point that a renewal of Catholic education would have broad benefits not only for Catholic schools but could contribute also to an overall revitalization of contemporary education.

One of the strengths of the book is that the chapters are written by different authors with varied experiences and roles in Catholic education. The book also incorporates a useful set of footnotes as well as a bibliography and an author and topic index. This material includes excellent suggestions for further reading.  

Overall, the book is divided into three main sections: a turning point for Catholic education; teaching the Catholic vision throughout the curriculum; and implementing a renewed vision of education. Each section includes multiple chapters. The chapters cover subjects such as tips for teachers, suggestions for forming school community, a review of ‘classical’ approaches to education, vignettes and lessons from four different Catholic schools which have gone through processes of renewal, and suggestions to interested readers for next steps.   

The text opens with an analysis of positive and negative ‘signs of the times’ surrounding Catholic education. While understandably brief, given the aim of the book, the interested reader is pointed to fuller analyses for further study and additional detail. Unsurprisingly, the text notes the overall decline in the number and size of Catholic schools as well as of Catholic students. The authors are also rightly concerned about any Catholic schools which allow themselves to be “dominated by curricula, methods, teacher-licensing requirements, state standards, and the obsession with quantitative testing” so widespread in public education (p. 31). Accordingly, the authors call on Catholic schools to prioritize a renewal of mission, derived from the Church rather than government mandates, in support of helping students to know Christ and to live a flourishing life. The authors recommend shaping the culture of the Catholic school by building on shared beliefs, goals and ‘space;’ and by developing integrated curriculums informed by the fulness of truth and drawing upon faith and reason in proper relationship. Several authors note the value of fostering formation of faculty, staff and administrators; as well as the importance of friendship among faculty and staff.  

The authors invite consideration of the question of what is truly distinctive about Catholic education. Reflections on the lives and work of St. Elizabeth Ann Seton and St. Basil Moreau are particularly instructive. A key premise of the book is that Catholic education should build upon a Catholic anthropology which acknowledges a sacramental reality.   

Thoughtful discussions of relevant teaching from John Paul II and Benedict XVI run throughout the book, which made the relative gap in references to Francis (just one in the index) all the more surprising. I would recommend that readers look also at texts by Francis, such as addresses to the Congregation for Catholic Education, as well as the Vademecum and Instrumental laboris associated with the Global Compact on Education.   

Overall, this book would serve as an excellent text to study and discuss with a group comprised of both Catholic school faculty and administrators.