The modern mantra of “equality, diversity and inclusion” (EDI) is proclaimed with alacrity in the corporate and education worlds. This is an important agenda, if understood correctly, but the phrase is often used to close down rather than open up discussions.
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I remember the scene clearly: it was just after midnight and the house lights were switched on in the auditorium of the Teatro Argentina in Rome. Moving from stage lighting to the lighting of the whole house was meant to affirm the role of the audience in the dawning of a democratic process in Eumenides, the third play in Aeschylus’ The Oresteia cycle, as a vote is cast on Orestes’ charge. Is he guilty or innocent? Athena, then, declares the theatre to be a court crowded with people. Sadly, while the lights revealed the glories of the theatre’s internal box features, it also revealed how the seats had emptied during the performance. As the show ran so late, many of the spectators had to leave early to catch public transport.
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This is the second of two posts on how Catholic economists see their work. The posts are published in celebration of World Catholic Education Day on May 26, 2022, and within the context of the Global Compact on Education called for by Pope Francis. Quentin Wodon is a Lead Economist at the World Bank and a Distinguished Research Affiliate with the College of Business at Loyola University New Orleans.
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Part I of this post looks at the background to this subject. It is the first of two posts on how Catholic economists see their work. The posts are published in celebration of World Catholic Education Day on May 26, 2022, and within the context of the Global Compact on Education called for by Pope Francis.
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In the interview with Professor Grace mentioned in Part I of this post, I asked him about the areas where he believed more research was needed. He suggested three main areas: (i) Catholic Education and service for the Poor; (ii) the effectiveness of the spiritual, moral and social cultures of Catholic schools; (iii) the education and formation of Catholic school leaders and teachers. These themes are echoed by his friends and colleagues in interviews conducted over the last six months that are available in a compilation from the Global Catholic Education project. The interviews are organized around the following questions:
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This is the first of two posts forming a tribute to Professor Gerald Grace who retired late last year. This post is an interview with Quentin Wodon who is a lead economist at the World Bank
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St. Mary’s University is launching a new degree programme. It is coming to the end of its validation process and will be formally “on the books” from February. Students will be able to join the programme from September 2022, but they can apply now. For the next month, we are currently advertising it “subject to validation” as the regulations require. The programme is probably unique in the UK. It will be called: “MA in Social Justice and Public Service”.
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There is increasing pressure on Christian organisations to disinvest from fossil fuel industries, but there is surprisingly little discussion about whether this is a good idea.
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Globally, there are 1,400 Catholic universities. They make a substantial contribution to the intellectual life of the Church. However, there are few Catholic higher education institutions in the UK. There is a reason for this. After the hierarchy was restored in England and Wales, the focus was on building schools and then churches without much thought being given to higher education. Indeed, most of our Catholic higher education institutions evolved from teacher training colleges.
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We have posted before about the late scholastics: The late scholastics, universal human rights and discrimination and other posts on this blog on human rights, globalisation, interest and property rights have incorporated their profound impact.
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