By Kenneth Garcia (auth.)
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Extra resources for Academic Freedom and the Telos of the Catholic University
Nothing in nature is purely material”; everything is infused with spirit.
Learning, then, is a continuum through which we seek knowledge of different aspects of the one reality, the entire natural-divine continuum, if you will. We begin with natural sciences because they focus on physical objects in the world and are readily understandable to the student. To study physical objects, we abstract them from their surroundings, from all the other things to which they are related, so as to better focus on the essence and function of the object at hand. Mathematics abstracts lines, numbers, and shapes from physical objects and focuses only on those abstractions.
Because of these shortcomings, and the poor academic quality of Catholic colleges and universities in general, many Catholic educators rebelled against the Catholic educational system following the Second Vatican Council. In chapter 6, “The Consequence of Caesar’s Gold,” I focus on some of the dramatic changes—both positive and negative—in Catholic colleges and universities following the Second Vatican Council. On the positive side, the Council called on Catholics to engage modern thought and culture, and to collaborate with their non-Catholic peers for the betterment of society.