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Conclusion [ journal of Religion and Society.Vol.6,2011]
Merys, Gina
Merys, Gina
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Merys, Gina
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Intellectual dialogue
reflection
truth
research ethics
reflection
truth
research ethics
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n2011-14.pdf
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"But the dialogue does not end with the intellectual life of faculty. Curricular change for students to engage and continue the Catholic Intellectual Tradition is just as, if not more, important to the survival of the Catholic university. As mentioned especially in Cochran’s essay, university students often find engagement with the surrounding communities through service. Whether this move to service is sparked by a move toward alleviating suffering, by a commitment to humanity, by a notion of doing one’s part to help others, or through a particular notion of good citizenship, it is a move that is mostly disconnected from the student’s intellectual pursuits. If, however, a student ties his or her commitment to service with an understanding of underlying societal, political, economic, and scientific issues that create situations that end in a need for service, and a reflective process that provides space for that student to understand the larger systems at work as well as his or her own role in those systems, that student learns a broader, deeper, and more nuanced approach to intellectual pursuits in all areas of his or her study. Not only does this type of rigorous study link students into the Catholic Intellectual Tradition, but also it assists students into becoming more aware of the consequences of all types of actions as well as into becoming more knowledgeable and action-oriented citizens. As Buckley states, “Deep care without concomitant skills and knowledge leads only into enthusiasms. From this appreciation must come an educated awareness of what these students can do with their lives and with their education to better the human condition” (122)."(pg 104)
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2011
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With permission of the license/copyright holder