Boston College's Boston Priests : an account of Boston College men who became priests of the Archdiocese of Boston, 1877-1993 /

"September 1993."

Church music regulations for the archdiocese of San Francisco /

Mode of access: Internet.

Verlagskatalog von Ferdinand Schöningh in Paderborn : Erster nachtrag.

Mode of access: Internet.

Die provinzialrechte der fürstenthümer Paderborn und Corvey in Westphalen, nebst ihrer rechtsgeschichtlichen entwickelung und begründung aus den quellen dargestellt.

Mode of access: Internet.

History of the archdiocese of Boston in the various stages of its development, 1604 to 1943 ...

I. 1604-1825: pt. I. Catholic people and Catholic priests in colonial New England, by J. E. Sexton. pt. II. The organized Catholic church in Boston from its beginnings to the end of Bishop Cheverus' reign, by J. E. Sexton.--II. 1825-1866: pt. III. The diocese under Bishop Benedict Joseph Fenwick, S. J. (1825-1846) by R. H. Lord. pt. IV. The diocese under Bishop Bernard Fitzpatrick (1846-1866) by E. T. Harrington.--III. 1866-1943: pt. V. The archdiocese of Boston under the Most Reverend John Joseph Williams (1866-1907) by R. H. Lord. pt. VI. The archdiocese of Boston under His Eminence William cardinal O'Connell (1907-1943) by R. H. Lord.

Abortion demonstrations in front of Catholic Archdiocese on Madison Avenue

General note: Title and date provided by Bettye Lane.

Reverend Carol Linda Anderson, First Episcopal Woman Ordained Priest of the NYC Archdiocese

General note: Title and date provided by Bettye Lane.

Abortion demonstrations in front of Catholic Archdiocese on Madison Avenue

General note: Title and date provided by Bettye Lane.

Das Bistum Paderborn 1. Die Zisterzienserabtei Bredelar

Die Zisterzienserabtei Bredelar wurde 1196 von Mönchen des Klosters Hardehausen, dem ersten Zisterzienserkloster auf westfälischem Boden, ins Leben gerufen. Es existierte bis zu seiner Aufhebung im Jahre 1804. Das neugegründete Kloster versuchte sich im territorialen Gefüge des Herzogtums Westfalen, des Bistums Paderborn, der Grafschaft Waldeck, der Landgrafschaft Hessen und kleinerer Landesherrschaften eine sichere und weitgehend unabhängige Position zu verschaffen. Im Dreißigjährigen Krieg erlitt das Kloster so schweren Schaden, dass das Ordensleben nahezu zum Erliegen kam. Schon kurze Zeit später begann der rührige Abt Absalon Heuck mit dem Wiederaufbau. Auch der Siebenjährige Krieg bedeutete für Bredelar schwierige Zeiten. 1787 brannte das Kloster fast bis auf die Grundmauern ab und wurde bis 1800 in einfacherer Form wieder aufgebaut. In seiner Hochzeit im 13. und 14. Jahrhundert unterhielt Bredelar ein Skriptorium, aus dem bedeutende illuminierte Bibelhandschriften und theologische Werke hervorgegangen sind. Die umfangreiche Bibliothek des Kosters umfasste zuletzt an die 1350 Bände. Mit dem Band zur Zisterzienserabtei Bredelar legt der Autor, Helmut Müller, den ersten Band zum Bistum Paderborn im Rahmen der Germania Sacra vor. Nach dem bewährten Reihenschema wird die Geschichte des Klosters dargestellt und schließt sich den bereits vorliegenden Bänden zu westfälischen Klöstern, wie z.B. dem Benediktinerkloster Liesborn oder dem Zisterzienserkloster Marienfeld, an.

Klaus Prange: Erziehung als Handwerk, Studien zur Zeigestruktur der Erziehung, Paderborn / München / Wien / Zürich: Schöningh 2012 [Rezension]

Rezension von: Klaus Prange: Erziehung als Handwerk, Studien zur Zeigestruktur der Erziehung, Paderborn / München / Wien / Zürich: Schöningh 2012 (192 S.; ISBN 978-3-506-77547-4; 24,90 EUR)

Roland Reichenbach / Norbert Ricken / Hans-Christoph Koller (Hrsg.): Erkenntnispolitik und die Konstruktion pädagogischer Wirklichkeiten (Schriftenreihe der Kommission Bildungs- und Erziehungsphilosophie in der Deutschen Gesellschaft für Erziehungswissenschaft). Paderborn: Schöningh 2011 [Rezension]

Rezension von: Roland Reichenbach / Norbert Ricken / Hans-Christoph Koller (Hrsg.): Erkenntnispolitik und die Konstruktion pädagogischer Wirklichkeiten (Schriftenreihe der Kommission Bildungs- und Erziehungsphilosophie in der Deutschen Gesellschaft für Erziehungswissenschaft). Paderborn: Schöningh 2011 (179 S.; ISBN 978-3-5067-6984-8)

Alfred Schäfer: Irritierende Fremdheit, Bildungsforschung als Diskursanalyse. Paderborn: Schöningh 2011 [Rezension]

Rezension von: Alfred Schäfer: Irritierende Fremdheit, Bildungsforschung als Diskursanalyse, Paderborn: Schöningh 2011 (326 S.; ISBN 978-3-5067-7103-2)

Jens Oliver Krüger: Pädagogische Ironie – Ironische Pädagogik, Diskursanalytische Untersuchungen. Paderborn: Schöningh 2011 [Rezension]

Rezension von: Jens Oliver Krüger: Pädagogische Ironie – Ironische Pädagogik, Diskursanalytische Untersuchungen, Paderborn: Schöningh 2011 (227 S.; ISBN 978-3-506-77062-2)

Cristina Allemann-Ghionda: Bildung für alle, Diversität und Inklusion. Internationale Perspektiven. Paderborn / München / Wien / Zürich: Ferdinand Schöningh 2013 (261 S.) [Rezension]

Rezension von: Cristina Allemann-Ghionda: Bildung für alle, Diversität und Inklusion. Internationale Perspektiven. Paderborn / München / Wien / Zürich: Ferdinand Schöningh 2013 (261 S.; ISBN 978-3-506-77308-1)

From the cathedral to the classroom : the emergence of new discourses on religious education

In 2009, Religious Education is a designated key learning area in Catholic schools in the Archdiocese of Brisbane and, indeed, across Australia. Over the years, though, different conceptualisations of the nature and purpose of religious education have led to the construction of different approaches to the classroom teaching of religion. By investigating the development of religious education policy in the Archdiocese of Brisbane from 1984 to 2003, the study seeks to trace the emergence of new discourses on religious education. The study understands religious education to refer to a lifelong process that occurs through a variety of forms (Moran, 1989). In Catholic schools, it refers both to co-curricula activities, such as retreats and school liturgies, and the classroom teaching of religion. It is the policy framework for the classroom teaching of religion that this study explores. The research was undertaken using a policy case study approach to gain a detailed understanding of how new conceptualisations of religious education emerged at a particular site of policy production, in this case, the Archdiocese of Brisbane. The study draws upon Yeatman’s (1998) description of policy as occurring “when social actors think about what they are doing and why in relation to different and alternative possible futures” (p. 19) and views policy as consisting of more than texts themselves. Policy texts result from struggles over meaning (Taylor, 2004) in which specific discourses are mobilised to support particular views. The study has a particular interest in the analysis of Brisbane religious education policy texts, the discursive practices that surrounded them, and the contexts in which they arose. Policy texts are conceptualised in the study as representing “temporary settlements” (Gale, 1999). Such settlements are asymmetrical, temporary and dependent on context: asymmetrical in that dominant actors are favoured; temporary because dominant actors are always under challenge by other actors in the policy arena; and context - dependent because new situations require new settlements. To investigate the official policy documents, the study used Critical Discourse Analysis (hereafter referred to as CDA) as a research tool that affords the opportunity for researchers to map and chart the emergence of new discourses within the policy arena. As developed by Fairclough (2001), CDA is a three-dimensional application of critical analysis to language. In the Brisbane religious education arena, policy texts formed a genre chain (Fairclough, 2004; Taylor, 2004) which was a focus of the study. There are two features of texts that form genre chains: texts are systematically linked to one another; and, systematic relations of recontextualisation exist between the texts. Fairclough’s (2005) concepts of “imaginary space” and “frameworks for action” (p. 65) within the policy arena were applied to the Brisbane policy arena to investigate the relationship between policy statements and subsequent guidelines documents. Five key findings emerged from the study. First, application of CDA to policy documents revealed that a fundamental reconceptualisation of the nature and purpose of classroom religious education in Catholic schools occurred in the Brisbane policy arena over the last twenty-five years. Second, a disjuncture existed between catechetical discourses that continued to shape religious education policy statements, and educational discourses that increasingly shaped guidelines documents. Third, recontextualisation between policy documents was evident and dependent on the particular context in which religious education occurred. Fourth, at subsequent links in the chain, actors created their own “imaginary space”, thereby altering orders of discourse within the policy arena, with different actors being either foregrounded or marginalised. Fifth, intertextuality was more evident in the later links in the genre chain (i.e. 1994 policy statement and 1997 guidelines document) than in earlier documents. On the basis of the findings of the study, six recommendations are made. First, the institutional Church should carefully consider the contribution that the Catholic school can make to the overall pastoral mission of the diocese in twenty-first century Australia. Second, policymakers should articulate a nuanced understanding of the relationship between catechesis and education with regard to the religion classroom. Third, there should be greater awareness of the connections among policies relating to Catholic schools – especially the connection between enrolment policy and religious education policy. Fourth, there should be greater consistency between policy documents. Fifth, policy documents should be helpful for those to whom they are directed (i.e. Catholic schools, teachers). Sixth, “imaginary space” (Fairclough, 2005) in policy documents needs to be constructed in a way that allows for multiple “frameworks for action” (Fairclough, 2005) through recontextualisation. The findings of this study are significant in a number of ways. For religious educators, the study highlights the need to develop a shared understanding of the nature and purpose of classroom religious education. It argues that this understanding must take into account the multifaith nature of Australian society and the changing social composition of Catholic schools themselves. Greater recognition should be given to the contribution that religious studies courses such as Study of Religion make to the overall religious development of a person. In view of the social composition of Catholic schools, there is also an issue of ecclesiological significance concerning the conceptualisation of the relationship between the institutional Catholic Church and Catholic schools. Finally, the study is of significance because of its application of CDA to religious education policy documents. Use of CDA reveals the foregrounding, marginalising, or excluding of various actors in the policy arena.