The unit of work on God and People in Creation can belocated through the above pages

Hopefully this site can enlighten and prove a helpful resource for anyone teaching this topic.

Cheers!

(VII) Contributions to a good life! Finally an honorable seed through honorable teachings and directions (schooling), will lead to a most honorable end!! The teacher’s promotion of Christian Ethics, morals and beliefs in a student will play a vital role in the direction a student will undertake… As the Catechisms conclude; 2231 some forgo marriage in order to care for their parents or brothers and sisters, to give themselves more completely to a profession, or to serve other honorable ends. They can contribute greatly to the good of the human family. Through correct Catholic Teachings may God direct us in a noble manner towards a life of honour and respect in order that we may resist temptation that will lead to condemnation in order to join all the holy angels and Saints before the glory of the beatific vision and all rewards of the Eternal Salvation!

(VI) Promotion of Christian Educators in the workforce! 2229 As those first responsible for the education of their children, parents have the right to choose a school for them which corresponds to their own convictions. This right is fundamental. As far as possible parents have the duty of choosing schools that will best help them in their task as Christian educators. 2230 Parents should be careful not to exert pressure on their children in the choice of a profession.  This necessary restraint does not prevent them – quite the contrary from giving their children judicious advice, particularly when they are planning to start a profession. Teachers must never cease to direct their students in the path of Christian lifestyles, morals and beliefs. The teachers must direct their students towards a rightful workforce just as Parents direct the children ‘to a school for them which corresponds to their own convictions’

(V) Respect and honorable guidance2227 Children in turn contribute to the growth in holiness of their parents. Each and everyone should be generous and tireless in forgiving one another for offenses, quarrels, injustices, and neglect. Mutual affection suggests this. The charity of Christ demands it. 2228 Parents’ respect and affection are expressed by the care and attention they devote to bringing up their young children and providing for their physical and spiritual needs. As the children grow up, the same respect and devotion lead parents to educate them in the right use of their reason and freedom. Teaching is a constant continuum, learning never ceases, just as the teachers were once students, the students will soon become teachers. The teacher’s role in this situation is to be understanding of the students’ morale, experience and events in life! Everyone deserves respect, and parents (teachers) must always address and direct their children (students) from faults and misbehavior towards the light and path of honour! Only through earning respect can you gain respect!

(IV) Students must be directed to God! 2226 Parents have the mission of teaching their children to pray and to discover their vocation as children of God. The Teacher must pray in life, live what they teach, therefore by doing so they build a stronger influential character and influence students direction towards prayer life! Only through prayer in whatever form you may pray, whether it be contemplative, intercessory etc can students truly be guided toward the path of righteousness! Without prayer individuals will undergo actions that will divert them from the eternal salvation.

(III) Peer and Media Pressure2224 Parents should teach children to avoid the compromising and degrading influences which threaten human societies.Peer pressure is a constant battle in every child’s life whether at home classroom, playground, local footy game or even at the comfort of ones own bathroom… Magazines, T.V, radio, friends, class clown, bullies, models etc.. Teachers as caretakers of the students must be at full alert when handling this situation as it may be the means to a persons end… Therefore a teacher must present the catholic stance on morality, ethics and beliefs before the pressures of the ‘Hemorrhaging society’ (St Mk 5:25) bleeds upon yet another individual… If this society does bleed however only Christ himself can cease the bleeding and make this hemorrhaging society walk again ‘Talitha cumi!!!!’

(I) Education of children being primordial and inalienable- 2221 must extend to their moral education and their spiritual formation. “The role of parents in education is of such importance that it is almost impossible to provide an adequate substitute.” The right and the duty of parents to educate their children are primordial and inalienable. (II) Obedience to the father in heaven-2222 Parents must regard their children as children of God and respect them as human persons. Showing themselves obedient to the will of the Father in heaven, they educate their children to fulfill God’s law

Schools are so often been classified as the ’second home’ for the students… In every home there must be guardians/parents to children; this being the case Teacher’s are viewed as the children’s parent and students as their children. Students are at school 5 days a week for 8-10 hours daily, which leave 4-5 hours of ‘home time’ for students before they are required to sleep in order to function in an optimal manner the day after. This being the case the teachers must accept the role and classifications of being caretakers of these students and live up to the Catholic Church’s teaching on the role of parents at home, in this case school. The Catechism of the Catholic Church states in a myriad of way the role of the parent (teachers) in respect to their children (students). These roles will be revealed in the following posts..

I have an interesting article, from 2005, with some figures about the Catholic School System. Hope you will “enjoy” reading it.

 A Perth Marist Brother who lectures at Edith Cowan University last month delivered a report that claimed almost all students who graduate from Catholic education regard the Church as irrelevant.

The Archdiocesan Record newspaper reported that Br Luke Saker’s study suggested that the extent to which Catholic schools in WA are “fulfilling the reasons for which they were established – the Catholic education of students – is open to question”.

The paper says that the conclusions of Dr Saker’s survey of 133 Edith Cowan University students – all of them graduates of Catholic schools in WA – studying units that will enable them to teach in Catholic schools in this State, pose fundamental questions for those trying to teach students religious education.

The news comes as a revision of Religious Education texts for all students from Years 1 to 10 is close to completion, while the search has begun for teachers who will teach RE on a full-time basis. (See VISTA 2) Only 12.8% of those surveyed attend Sunday Mass regularly, even though most (55.6%) strongly agreed or agreed that their overall religious education program influenced their religious development.

The Mass-attendance figure appears to be more or less in line with figures discovered in parishes by the National Church Life Survey conducted in 2001, which indicates a serious decline after leaving school.

Mass attendance among those in the 25-29 age group stood then at just 5.6%, for those in the 30-34 group it was 7.5% and for those aged 35-39 it was 12.1%.

None of the students regularly avail themselves of the Sacrament of Reconciliation; 82% rarely or simply never participate in it. For these students, Reconciliation was described by Dr Saker in his study as “the forgotten Sacrament.”

On the other hand, Dr Saker reported, when students have the reasons for the Church’s teachings and position on a number of issues explained to them in university classes, they often express surprise that they have never heard such explanations before.

Despite the sobering statistics, Dr Saker also found that students do not feel hostile to their experience of religious education and many feel that it enabled them grow. They also report their experience of Catholic education as generally positive.

But the problems for the Church and Catholic educators emerged most clearly in the ‘litmus’ test areas of acceptance or otherwise of Church moral teachings, six of which were studied by Dr Saker: Marriage and divorce The majority of students (47.2%) believed that the Catholic Church’s teaching on marriage and divorce was not “relevant to today’s world.”

The majority of students (77.4%) disagreed that the use of contraception was sinful and that every sexual act must be open to procreation.

Sunday Mass obligation The majority of students (62.4%) did not agree that missing Mass on Sunday was sinful, nor did they agree with the Church’s teaching on Sunday Mass.

The majority of students (69.9%) agreed with the Church’s teaching on when life begins and that the abortion of an unborn child is murder, but believed that a woman should be able to kill her child if the child is conceived by rape.

The majority of students (59.4%) did not accept that sexual intercourse outside marriage was sinful or (66.2%) that homosexual acts were sinful.

The majority of students (67.7%) agreed that the Pope has the power to make statements on behalf of the Church, but disagreed that when the Pope makes excathedra statements he speaks infallibly.

The news is moderately better when it comes to students’ perceptions of what they were taught and how they felt about their classes.

Nearly 52% of students surveyed strongly agreed or agreed that their RE classes aroused interest among senior students, while 58.6% did not see their classes as a waste of time.

Just under 35% of students strongly agreed they would attend if their RE classes were voluntary. Related to students’ needs While 52.7% of students strongly agreed or agreed that they gained a lot from their classes only 12.1% strongly agreed or agreed that the classes were taken seriously by senior students.

In an interview with Record journalist Jamie O’Brien, Dr Saker said he estimates that 90% of students emerging from the Catholic schools system in the state are not practising their faith.

The Bachelor of Education students had all completed at least their final two years of secondary education in a Catholic school; most had spent their entire education until university level in the Catholic system and were currently in their first or second year of teaching studies at ECU when surveyed, with a view to teaching in Catholic schools when they graduated.

Group Project  • No Comments

Group Project Web 2.0

Working together using this wiki

Think of this wiki as a shared online whiteboard. Our entire group can share information using this wiki, making your research accessible to everyone. Notice how you can add comments to a page, see what people have changed, and edit all the text. There is a group responsibility to ensure that the quality of our Web 2.0 Project is up there with the best knowledge available.

Group members

• Allan
• Kathryn

Overview of Web 2.0

Web 2.0 is essentially an increasing range of software that supports a variety of technologies for open and collaborative communication, learning and creativity.

It consits of

1. A Platform

• This is browser based – e.g. Internet Explorer or Firefox. (Firefox is preferred because it is free and open software in a constant state of development (Web 2.0), whereas Explorer is owned and comes out in a fixed form and then has updates and upgrades on an irregular basis (Web 1.0))
• It operates on open and collaborative principles
• Communications are the key applications

2. Social Networking

• Personalised and open collaborative knowledge spaces
• Access people as well as knowledge
• Copyright issues exist and have to be dealt with and replaced with a Creative Commons culture
• This is beyond the normal formalities of the classroom and can take place anywhere at any time

3. Read/Write Web

• People are consurmers of content and services
• People and publishers of content and services
• Such people are called Produsers

4. What makes Web 2.0

• Blogs
• Wikis
• Social Tagging – bookmarking, Tag Clouds
• Sharing sites
• Podcasts
• Mashups
• Aggregators
• Ubiquitous connectivityAnd Kathryn added all these others.    

 How to Develop a pbwiki and general thoughts

PB Wiki

·                                 A wiki is an easy-to-use web page that multiple people can edit. It’s like a shared whiteboard online. Don’t worry about getting IT support or installing any software. We handle all of that. You just start typing and get an online classroom in about 5 minutes.

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·                                 Why use PBwiki? No HTML experience required. Create a syllabus, share it with your students, and let them write collaborative essays online. Create online Powerpoint-like presentations right from your wiki.

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·                                 Who else is using PBwiki?We host over 135,000 wikis and thousands of others have used PBwikis for their classrooms, from elementary schools to Stanford and Harvard.

o                                                        http://mrlindsay.pbwiki.com is Mr. Lindsay’s beautiful classroom wiki, where he demos his students’ work with book reviews, poems, stories, and tons of other resources. It’s a wiki run “by the students, for the students.”

o                                                        http://cas100b.pbwiki.com is another excellent educational wiki. You’ll note the project proposals, class notes, and different sections for different classes.

o                                                        http://epochewiki.pbwiki.com is the Penn State English 15 course, which is required for all freshman English students at Penn State.

PBwiki can help you engage with your audience PBwiki provides educators an easy way to post class room material online and gives students the ability to collaborate through the internet. Check out our video on how PBwiki is helping educators educate.Can’t access YouTube? Check out our video through TeacherTube’s site here: PBwiki helping educators educate.

Also, be sure to check out the rest of our videos and see what educators are saying about us. See the rest of our PBwiki Educator Videos.

Background Paper references and details on how to set up the Wiki are available on

http://pbwiki.com/edu.pb

A tutorial instruction page ins available in pbWiki

http://ndnetworked.pbwiki.com/FrontPage

Our Web 2.0 Wiki is up and running at

http://ndnetworked.pbwiki.com/ED2033-Web-2