Catholic universities should include faith and science dialogue
This is the opinion of Br. Denys Janiga, OSB, a monk of St. John’s Abbey and a Benedictine Fellow at SJUfaith
On Jan. 25, 1959, Pope John XXIII announced the 21st ecumenical council of the Roman Catholic Church, referred to as Second Vatican Council or Vatican II. The Council ran from 1962 to 1965. Four sessions were held, each lasting between eight and 12 weeks. Participation included lay people, religious and priests. Catholic cardinals, patriarchs and bishops numbered between 2,000 and 2,500 from around the world. One precedent at the Council was the inclusion of Protestants, Orthodox and other non-Catholic observers. Another was the inclusion of women.
The output of the Council was significant. A total of 16 documents were produced: four Constitutions, nine Decrees and three Declarations. The subject of this week’s column is the Declaration on Christian Education, known by its Latin name Gravissimum Educationis. While it looks at education in a broad manner, it also deals with Catholic universities.
The Declaration begins with the principle that all peoples have an inalienable right to education. It goes on to state that, “true education aims at the formation of the human person in the pursuit of [their] ultimate end and of the good of the societies of which [they are members] and in whose obligations” as adults, they will share. As mentioned last week, formation of the human person is a key aspect of Catholic education.
The Declaration also posits that education should contribute to the common good; this means that the intellectual and spiritual formation involves moral obligations to others. Such moral obligation tempers education from being merely about self-fulfillment. This is why the Declaration mentions that education at Catholic universities should contribute to both the Church and Society.
Like the last two articles, this document contends that the variety of disciplines taught at a Catholic university should have some autonomy to pursue their own principles and methods, but that the partnership between faith and reason/science must always be reflected on. Faith and reason involves a dialogue.
One point the Declaration makes that speaks to declining enrollment and the increase in international students is “that Catholic colleges and universities be conveniently located in different parts of the world, but in such a way that they are outstanding not for their numbers but for their pursuit of knowledge.” The pursuit of knowledge itself is prioritized over quantity. Moreover, low-income students coming from beyond the US—for example, the global south—should have funding made available to them based on merit. Finances should not be a barrier.
Perhaps a general point about education can be made that forms the impetus behind the Declaration. A truly Catholic education can be counter-cultural. The dignity of human life, care for creation and social justice are faith commitments that position students formed at Catholic universities to address issues like climate change, inequality and ethical issues in science and technology. How do these Catholic principles show up in your classes? How might your major contribute to the common good?
Next week will be the last article on universities and will look at pressures Catholic universities are dealing with today.