The Analysis of the Educational Patterns of Groups Which Hold Traditional Ideas and Values: A Content Analysis of Two Diocesan Newspapers
Abstract
I. THEORETICAL FORMULATIONOne of the social facts which most characterizes modern times is rapid social change. America, both the creature and creator of much of this change, represents a challenge to those traditional values and institutions which exist side by side with the most blatantly new arrivals on the American scene. The Catholic Church in America, both as new and as old as any American social system, is involved , for better or for worse, in this process of social change. Like any other social system in this complex called "America," the Church influences and is influenced by change and by those systems around her.It is in this social flux that the Church has taken it upon herself to educate Her children through a complex of educational institutions which extend from the kindergarten to the university. She has accepted the obligation to impart secular as well as sacred knowledge.Through the study of the Catholic press, educational patterns of Catholic groups will be studied as one aspect of the groups' general response to strains endured in times of rapid social change. Two types of response to change will be formulated. The first type of response to these inevitable changes is one of rejection. Key social changes are dejected by some Catholic groups because they threaten patterns which the group defines as important and necessary. Strain and conflict become the focus of the groups' response to the new patterns. Since education is a key formal means of training the youth and of inculcating ideas, values and sentiments, the educational practices become defensive and protectionist.
Subject Area
Sociology|Spirituality|Social structure|Theology|Education|Religion
Recommended Citation
Pinto, Leonard J., "The Analysis of the Educational Patterns of Groups Which Hold Traditional Ideas and Values: A Content Analysis of Two Diocesan Newspapers" (1959). ETD Collection for Fordham University. AAI28673374.
https://research.library.fordham.edu/dissertations/AAI28673374
