Preliminary Schedule:
Conference Schedule
Thursday, July 28__________________________________
|
1:00 – 3:00 |
Registration, Dana Center |
|
3:00 – 3:50 |
Concurrent Session 1, Dana Center Dr. Horton & Dr. Waterman-Ward |
|
5:00 |
Eucharist, Abbey Church |
|
6:30 |
Dinner, Davison Hall |
|
7:30 – 8:30 |
Plenary Forum: Recollections of the Beatification, Discussion on Teaching Newman, Davison Hall, Dr. Robert C. Christie, Moderator |
|
8:30 |
NAA Sponsored Social |
Friday, July 29_____________________________________
|
7:00 – 8:30 |
Breakfast, Davison Hall |
|
8:30 – 9:20 |
Concurrent Session 2, Dana Center Dr. Blum & Dr. Martin |
|
9:40 – 10:30 |
Concurrent Session 3, Dana Center Dr. Olson & Dr. Arthur |
|
10:50 – 11:40 |
Concurrent Session 4, Dana Center Dr. Miller & Ms. Galiunas |
|
12:00 – 2:00 |
Lunch, Davison Hall, Break |
|
2:00 – 2:50 |
Concurrent Session 5, Dana Center Rev. Norris & Mr. Delio |
|
3:10 – 4:00 |
Concurrent Session 6, Dana Center Dr. Penaskovic & Dr. Jubilis |
|
5:00 |
Eucharist, Abbey Church |
|
6:30 |
Banquet, Davison Hall |
|
7:30 |
Open Mike Plenary Session, Davison Hall |
|
8:30 |
Hospitality with Cash Bar |
Saturday, July 30___________________________________
|
7:00 – 8:30 |
Breakfast, Davison Hall |
|
8:30 – 9:15 |
Conventual Mass, Abbey Church |
|
9:30 – 10:20 |
Concurrent Session 7, Dana Center Sr. Dietz & Rev. Nichols |
|
10:30 – 11:20 |
Concurrent Session 8, Dana Center Dr. Huff & Rev. Morgan |
|
11:30 – 12:20 |
Concurrent Session 9, Dana Center Rev. Fortin & [2nd speaker has cancelled] |
|
12:30 |
Lunch, Davison Hall, and Departure
|
For a map of the Saint Anselm campus, visit: http://www.anselm.edu/Documents/campus-map.pdf
Conference Thematics: Our eighteen presentations explore sundry sides to the Conference theme. Some situate Newman vis-à-vis others: Sir Robert Peel, Pope Benedict XVI, and the Benedictine tradition itself. Additional presentations examine influences on him such as from the cities of Rome and Oxford. Not surprisingly, Idea of a University gets scrutinized: the roles of theology and of the church’s superintending function, the cultivation of mind in liberal education, to mention a few analyses. The dynamics of tutorial education and of residential colleges, the place of catechetics – all these presentations and others await us at the 2011 Conference.
Presenters and Topics:
Dr. James Arthur
University of Birmingham, England
Newman and His Educational Projects
Newman’s educational endeavors, both those during his Anglican years in institutions of the Established Church and also those he initiated for his new co-religionists after he became a Roman Catholic, are surveyed. To the former he gave new impetus and to the latter he found himself in uncharted waters. Some people were not as ready to receive his educational initiatives as he was to offer them.
Dr. Christopher O. Blum
Thomas More College of Liberal Arts, Merrimack, New Hampshire
The Promise of Newman's Collegiate Ideal for the Renewal of Contemporary Higher Education
Recent attempts to vindicate the professor’s role in higher education presuppose the model of university professor as a researcher of a specialized discipline. Newman depicts the professor’s role within the context of Christian life. Newman offers the tutorial mode of teaching as an alternative view of the professor’s role.
Mr. David Delio
Catholic University of America, Washington, DC
Newman, Peel and the Allure of Secular Education
Sir Robert Peel and Newman are compared and contrasted. Peel’s views on education shifted from a Tory/High Church stance to a more secular/Broad Church stance and invited rejoinders from Newman (e.g., Tamworth Reading Room and, later, the 1852 Discourses on University Education). At stake are competing visions for modern educational pedagogy.
Sr. Kathleen Dietz, FSO
International Centre of Newman Friends, Erie, Pennsylvania
Blessed John Henry Newman: The University in Idea
After a brief biographical look at Newman, an overview is given of Newman's understanding of a university, with some emphasis on the role of theology in the university.
Rev. John R. Fortin, O.S.B.
Saint Anselm Abbey, Manchester, New Hampshire
John Henry Newman and Benedictine Ideals of Education: A Cautionary Tale
Recent studies (e.g., Robinson, Heisey) suggest Newman’s indebtedness to the ideals of Benediction education. That Newman had a respect for the Benedictine tradition is evident from his two famous essays of the late 1850s. But caution is needed. Was Newman reading the Rule and Benedictine history from an educational perspective or from the monastic perspective that, apparently, Benedict had in mind?
Ms. Amelia Galiunas
St. Clare of Assisi Catholic School, Houston, TX
The Thinking, Teaching, and Learning Church: Blessed John Henry Cardinal Newman's Ecclesiological Model
The relationship between Newman’s idea of education and his ecclesiology is explored. The well-formed intellect that proper education begets is to be at the service of the church. Educated laity are essential to the health of the church and to the proper functioning of the threefold office (prophet, priest, and king), without which the dynamics of “equipoise” cannot be reached and maintained.
Dr. Joseph M. Horton, Ed.D
Saint Anselm College, Manchester, New Hampshire
Exploring Newman's Vision of the Residential College: The Place of Formation in the Process of Education
Above all, a university is a special place, a milieu for learning. The presentation will examine Newman’s idea of the residential college as a special place from which emanates a culture that begets a formation of mind. No part of the university is neutral; every task and human contact in this special place serves some educational purpose.
Dr. Peter A. Huff
Xavier University, Cincinnati, Ohio
The Cardinal, the Prophet, and the Curriculum: John Henry Newman and Joseph Smith on the Renewal of Christian Education
Despite the obvious religious differences between Newman and the Mormon prophet, Joseph Smith, there are commonalities in their views of education in terms of the goals, methods, scope and the value of church-sponsored education. The research behind the presentation seeks to make a contribution to the burgeoning enterprise of the Mormon-Catholic dialogue.
Dr. Mark Jubulis
Gannon University, Erie, Pennsylvania
Echoes of Newman's Theory of Knowledge in Pope Benedict's Critique of Contemporary European Civilization
After exploring Newman’s view of the unity and coherence of knowledge, which necessitates the inclusion of theology, the presentation critiques the one-sided emphases of technocratic and utilitarian approaches, not unlike the papal critique of modern European culture that more and more excludes Christianity. The pope and Newman share parallels in their critiques of the secular viewpoint.
Dr. Charlotte Joy Martin
Mount Mercy University, Cedar Rapids, Iowa
University Education as Trojan Horse for the Common Good
Many expect universities to manufacture specialists for the workplace, lest graduates today not succeed in securing suitable work. But Newman refused to focus his university vision on professional education. How are we to interpret Newman for today’s culture of highly specialized jobs but, still, a culture needing thoughtfulness and spirit?
Dr. Edward Jeremy Miller
Gwynedd Mercy College, Gwynedd Valley, Pennsylvania
The Church Superintends the Work of a Catholic University: How is Newman to be Understood?
One is tempted to understand the famous sentence in Discourse Nine as control by the church. If so, Newman’s advice would be anathema to the modern academy and, curiously, out of step with other observations he makes about the university being free to govern itself. How, then, does one properly understand this curious verb that Newman used?
Deacon Stephen Morgan
St. Benet's Hall, University of Oxford, England
The Oxford Origins of Newman's Educational Thought in Idea of a University
The essential components of Newman’s famous book were already present by 1830 in Newman’s thinking. The components derive from the Anglican Oxford of that period. Although Newman had in mind some idealized and romanticized views of the university’s past, they contributed significantly to the ethos underpinning his later writings.
Fr. Guy Nicholls, C.O.
The Birmingham Oratory, England
Cardinal Newman's Understanding of Conscience and its Formation in the Human Person
Conscience is both an implanted reality, something “given” in our natures, and it is also a reality susceptible to growth and “due formation.” Newman saw one of the most important contributions of education being directed to conscience’s latter aspect. In his educational projects, Newman’s aim was carefully calibrated to the particular needs and character of the young at various stages of their development.
Fr. Thomas Norris
Maynooth, Ireland
Doctrine and Experience: Their Interplay in a Systematically Doctrinal Catechesis According to Blessed John Henry Newman
The CCC quotes Newman four times, and Newman’s Journey (life and writings) is like a hermeneutical key to holding together in proper balance and mutual influence the two major aspects of any catechism: its doctrinal content and its experiential invitation to live the Christian life.
Dr. Randy Michael Olson
Saint Michael's College, Colchester, Vermont
An Investigation into the First Principles Underlying Newman’s Idea of a University
The place of theology among the academic disciplines and the nature of liberal education constitute the two distinct aspects of Idea. It is in later discourses dealing with the cultivation of intellectual virtue that the First Principle governing Idea is lodged, and only by virtue of that first principle may the institutional look of the earlier discourses as a catalogue of disciplines make sense as a proper curriculum.
Dr. Richard Penaskovic
Auburn University, Auburn, Alabama
J.H.N. on the Cultivation of the Intellect
No more would memorizing make someone into a philosopher than would simply acquiring knowledge make one educated in Newman’s view. The key to education is the cultivation of the intellect for its own sake and without any further view in mind. The presentation will scan Newman’s writings for a proper description of how cultivation of mind ought to happen and ends with suggesting its relevance for contemporary educators.
Dr. Bernadette Waterman-Ward
University of Dallas, Texas
Educated at Rome: How the City Taught Newman
John Henry Newman studied for the priesthood in Rome. However, he did more than take seminary courses. The art and culture of Rome were an education of another sort for him. From the notional understanding of the Church of the early fathers, gained by reading their writings, he entered into the material culture and tradition of the early Church, and his education became real in ways that we can see in his writings.
Dr. James Arthur
University of Birmingham, England
Newman and His Educational Projects Newman’s educational endeavors, both those during his Anglican years in institutions of the Established Church and also those he initiated for his new co-religionists after he became a Roman Catholic, are surveyed. To the former he gave new impetus and to the latter he found himself in uncharted waters. Some people were not as ready to receive his educational initiatives as he was to offer them.
University of Birmingham, England
Newman and His Educational Projects Newman’s educational endeavors, both those during his Anglican years in institutions of the Established Church and also those he initiated for his new co-religionists after he became a Roman Catholic, are surveyed. To the former he gave new impetus and to the latter he found himself in uncharted waters. Some people were not as ready to receive his educational initiatives as he was to offer them.
Dr. Christopher O. Blum
Thomas More College of Liberal Arts, Merrimack, New Hampshire
The Promise of Newman's Collegiate Ideal for the Renewal of Contemporary Higher Education Recent attempts to vindicate the professor’s role in higher education presuppose the model of university professor as a researcher of a specialized discipline. Newman depicts the professor’s role within the context of Christian life. Newman offers the tutorial mode of teaching as an alternative view of the professor’s role.
Thomas More College of Liberal Arts, Merrimack, New Hampshire
The Promise of Newman's Collegiate Ideal for the Renewal of Contemporary Higher Education Recent attempts to vindicate the professor’s role in higher education presuppose the model of university professor as a researcher of a specialized discipline. Newman depicts the professor’s role within the context of Christian life. Newman offers the tutorial mode of teaching as an alternative view of the professor’s role.
Mr. David Delio
Catholic University of America, Washington, DC
Newman, Peel and the Allure of Secular Education Sir Robert Peel and Newman are compared and contrasted. Peel’s views on education shifted from a Tory/High Church stance to a more secular/Broad Church stance and invited rejoinders from Newman (e.g., Tamworth Reading Room and, later, the 1852 Discourses on University Education). At stake are competing visions for modern educational pedagogy.
Catholic University of America, Washington, DC
Newman, Peel and the Allure of Secular Education Sir Robert Peel and Newman are compared and contrasted. Peel’s views on education shifted from a Tory/High Church stance to a more secular/Broad Church stance and invited rejoinders from Newman (e.g., Tamworth Reading Room and, later, the 1852 Discourses on University Education). At stake are competing visions for modern educational pedagogy.
Sr. Kathleen Dietz, FSO
International Centre of Newman Friends, Erie, Pennsylvania
Blessed John Henry Newman: The University in Idea After a brief biographical look at Newman, an overview is given of Newman's understanding of a university, with some emphasis on the role of theology in the university.
International Centre of Newman Friends, Erie, Pennsylvania
Blessed John Henry Newman: The University in Idea After a brief biographical look at Newman, an overview is given of Newman's understanding of a university, with some emphasis on the role of theology in the university.
Rev. John R. Fortin, O.S.B.
Saint Anselm Abbey, Manchester, New Hampshire
John Henry Newman and Benedictine Ideals of Education: A Cautionary Tale Recent studies (e.g., Robinson, Heisey) suggest Newman’s indebtedness to the ideals of Benediction education. That Newman had a respect for the Benedictine tradition is evident from his two famous essays of the late 1850s. But caution is needed. Was Newman reading the Rule and Benedictine history from an educational perspective or from the monastic perspective that, apparently, Benedict had in mind?
Saint Anselm Abbey, Manchester, New Hampshire
John Henry Newman and Benedictine Ideals of Education: A Cautionary Tale Recent studies (e.g., Robinson, Heisey) suggest Newman’s indebtedness to the ideals of Benediction education. That Newman had a respect for the Benedictine tradition is evident from his two famous essays of the late 1850s. But caution is needed. Was Newman reading the Rule and Benedictine history from an educational perspective or from the monastic perspective that, apparently, Benedict had in mind?
Ms. Amelia Galiunas
St. Clare of Assisi Catholic School, Houston, TX
The Thinking, Teaching, and Learning Church: Blessed John Henry Cardinal Newman's Ecclesiological Model The relationship between Newman’s idea of education and his ecclesiology is explored. The well-formed intellect that proper education begets is to be at the service of the church. Educated laity are essential to the health of the church and to the proper functioning of the threefold office (prophet, priest, and king), without which the dynamics of “equipoise” cannot be reached and maintained.
St. Clare of Assisi Catholic School, Houston, TX
The Thinking, Teaching, and Learning Church: Blessed John Henry Cardinal Newman's Ecclesiological Model The relationship between Newman’s idea of education and his ecclesiology is explored. The well-formed intellect that proper education begets is to be at the service of the church. Educated laity are essential to the health of the church and to the proper functioning of the threefold office (prophet, priest, and king), without which the dynamics of “equipoise” cannot be reached and maintained.
Dr. Joseph M. Horton, Ed.D
Saint Anselm College, Manchester, New Hampshire
Exploring Newman's Vision of the Residential College: The Place of Formation in the Process of Education Above all, a university is a special place, a milieu for learning. The presentation will examine Newman’s idea of the residential college as a special place from which emanates a culture that begets a formation of mind. No part of the university is neutral; every task and human contact in this special place serves some educational purpose.
Saint Anselm College, Manchester, New Hampshire
Exploring Newman's Vision of the Residential College: The Place of Formation in the Process of Education Above all, a university is a special place, a milieu for learning. The presentation will examine Newman’s idea of the residential college as a special place from which emanates a culture that begets a formation of mind. No part of the university is neutral; every task and human contact in this special place serves some educational purpose.
Dr. Peter A. Huff
Xavier University, Cincinnati, Ohio
The Cardinal, the Prophet, and the Curriculum: John Henry Newman and Joseph Smith on the Renewal of Christian Education Despite the obvious religious differences between Newman and the Mormon prophet, Joseph Smith, there are commonalities in their views of education in terms of the goals, methods, scope and the value of church-sponsored education. The research behind the presentation seeks to make a contribution to the burgeoning enterprise of the Mormon-Catholic dialogue.
Xavier University, Cincinnati, Ohio
The Cardinal, the Prophet, and the Curriculum: John Henry Newman and Joseph Smith on the Renewal of Christian Education Despite the obvious religious differences between Newman and the Mormon prophet, Joseph Smith, there are commonalities in their views of education in terms of the goals, methods, scope and the value of church-sponsored education. The research behind the presentation seeks to make a contribution to the burgeoning enterprise of the Mormon-Catholic dialogue.
Dr. Mark Jubulis
Gannon University, Erie, Pennsylvania
Echoes of Newman's Theory of Knowledge in Pope Benedict's Critique of Contemporary European Civilization After exploring Newman’s view of the unity and coherence of knowledge, which necessitates the inclusion of theology, the presentation critiques the one-sided emphases of technocratic and utilitarian approaches, not unlike the papal critique of modern European culture that more and more excludes Christianity. The pope and Newman share parallels in their critiques of the secular viewpoint.
Gannon University, Erie, Pennsylvania
Echoes of Newman's Theory of Knowledge in Pope Benedict's Critique of Contemporary European Civilization After exploring Newman’s view of the unity and coherence of knowledge, which necessitates the inclusion of theology, the presentation critiques the one-sided emphases of technocratic and utilitarian approaches, not unlike the papal critique of modern European culture that more and more excludes Christianity. The pope and Newman share parallels in their critiques of the secular viewpoint.
Dr. Charlotte Joy Martin
Mount Mercy University, Cedar Rapids, Iowa
University Education as Trojan Horse for the Common Good Many expect universities to manufacture specialists for the workplace, lest graduates today not succeed in securing suitable work. But Newman refused to focus his university vision on professional education. How are we to interpret Newman for today’s culture of highly specialized jobs but, still, a culture needing thoughtfulness and spirit?
Mount Mercy University, Cedar Rapids, Iowa
University Education as Trojan Horse for the Common Good Many expect universities to manufacture specialists for the workplace, lest graduates today not succeed in securing suitable work. But Newman refused to focus his university vision on professional education. How are we to interpret Newman for today’s culture of highly specialized jobs but, still, a culture needing thoughtfulness and spirit?
Dr. Edward Jeremy Miller
Gwynedd Mercy College, Gwynedd Valley, Pennsylvania
The Church Superintends the Work of a Catholic University: How is Newman to be Understood? One is tempted to understand the famous sentence in Discourse Nine as control by the church. If so, Newman’s advice would be anathema to the modern academy and, curiously, out of step with other observations he makes about the university being free to govern itself. How, then, does one properly understand this curious verb that Newman used?
Gwynedd Mercy College, Gwynedd Valley, Pennsylvania
The Church Superintends the Work of a Catholic University: How is Newman to be Understood? One is tempted to understand the famous sentence in Discourse Nine as control by the church. If so, Newman’s advice would be anathema to the modern academy and, curiously, out of step with other observations he makes about the university being free to govern itself. How, then, does one properly understand this curious verb that Newman used?
Deacon Stephen Morgan
St. Benet's Hall, University of Oxford, England
The Oxford Origins of Newman's Educational Thought in Idea of a University The essential components of Newman’s famous book were already present by 1830 in Newman’s thinking. The components derive from the Anglican Oxford of that period. Although Newman had in mind some idealized and romanticized views of the university’s past, they contributed significantly to the ethos underpinning his later writings.
St. Benet's Hall, University of Oxford, England
The Oxford Origins of Newman's Educational Thought in Idea of a University The essential components of Newman’s famous book were already present by 1830 in Newman’s thinking. The components derive from the Anglican Oxford of that period. Although Newman had in mind some idealized and romanticized views of the university’s past, they contributed significantly to the ethos underpinning his later writings.
Fr. Guy Nicholls, C.O.
The Birmingham Oratory, England
Cardinal Newman's Understanding of Conscience and its Formation in the Human Person Conscience is both an implanted reality, something “given” in our natures, and it is also a reality susceptible to growth and “due formation.” Newman saw one of the most important contributions of education being directed to conscience’s latter aspect. In his educational projects, Newman’s aim was carefully calibrated to the particular needs and character of the young at various stages of their development.
The Birmingham Oratory, England
Cardinal Newman's Understanding of Conscience and its Formation in the Human Person Conscience is both an implanted reality, something “given” in our natures, and it is also a reality susceptible to growth and “due formation.” Newman saw one of the most important contributions of education being directed to conscience’s latter aspect. In his educational projects, Newman’s aim was carefully calibrated to the particular needs and character of the young at various stages of their development.
Fr. Thomas Norris
Maynooth, Ireland
Doctrine and Experience: Their Interplay in a Systematically Doctrinal Catechesis According to Blessed John Henry Newman The CCC quotes Newman four times, and Newman’s Journey (life and writings) is like a hermeneutical key to holding together in proper balance and mutual influence the two major aspects of any catechism: its doctrinal content and its experiential invitation to live the Christian life.
Maynooth, Ireland
Doctrine and Experience: Their Interplay in a Systematically Doctrinal Catechesis According to Blessed John Henry Newman The CCC quotes Newman four times, and Newman’s Journey (life and writings) is like a hermeneutical key to holding together in proper balance and mutual influence the two major aspects of any catechism: its doctrinal content and its experiential invitation to live the Christian life.
Dr. Randy Michael Olson
Saint Michael's College, Colchester, Vermont
An Investigation into the First Principles Underlying Newman’s Idea of a University The place of theology among the academic disciplines and the nature of liberal education constitute the two distinct aspects of Idea. It is in later discourses dealing with the cultivation of intellectual virtue that the First Principle governing Idea is lodged, and only by virtue of that first principle may the institutional look of the earlier discourses as a catalogue of disciplines make sense as a proper curriculum.
Saint Michael's College, Colchester, Vermont
An Investigation into the First Principles Underlying Newman’s Idea of a University The place of theology among the academic disciplines and the nature of liberal education constitute the two distinct aspects of Idea. It is in later discourses dealing with the cultivation of intellectual virtue that the First Principle governing Idea is lodged, and only by virtue of that first principle may the institutional look of the earlier discourses as a catalogue of disciplines make sense as a proper curriculum.
Dr. Richard Penaskovic
Auburn University, Auburn, Alabama
J.H.N. on the Cultivation of the Intellect No more would memorizing make someone into a philosopher than would simply acquiring knowledge make one educated in Newman’s view. The key to education is the cultivation of the intellect for its own sake and without any further view in mind. The presentation will scan Newman’s writings for a proper description of how cultivation of mind ought to happen and ends with suggesting its relevance for contemporary educators.
Auburn University, Auburn, Alabama
J.H.N. on the Cultivation of the Intellect No more would memorizing make someone into a philosopher than would simply acquiring knowledge make one educated in Newman’s view. The key to education is the cultivation of the intellect for its own sake and without any further view in mind. The presentation will scan Newman’s writings for a proper description of how cultivation of mind ought to happen and ends with suggesting its relevance for contemporary educators.
Dr. Bernadette Waterman-Ward
University of Dallas, Texas
Educated at Rome: How the City Taught Newman John Henry Newman studied for the priesthood in Rome. However, he did more than take seminary courses. The art and culture of Rome were an education of another sort for him. From the notional understanding of the Church of the early fathers, gained by reading their writings, he entered into the material culture and tradition of the early Church, and his education became real in ways that we can see in his writings.
University of Dallas, Texas
Educated at Rome: How the City Taught Newman John Henry Newman studied for the priesthood in Rome. However, he did more than take seminary courses. The art and culture of Rome were an education of another sort for him. From the notional understanding of the Church of the early fathers, gained by reading their writings, he entered into the material culture and tradition of the early Church, and his education became real in ways that we can see in his writings.