Published online by Cambridge University Press: 18 March 2013
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8 This purpose is reflected in an emphasis on character formation, which was featured strongly in the literature of Catholic universities and colleges prior to the 1960s; see Gallin, Alice O.S.U., Negotiating Identity, Catholic Higher Education Since 1960 (Notre Dame: University of Notre Dame Press, 2000), 1.Google Scholar
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12 O'Brien, 8.
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16 Ibid., 83. Gallin reports that in 1970 the College and University Department of the National Catholic Education Association set up a special task force to consider “the purpose and identity” of Catholic Colleges and Universities.
17 “The Catholic University in the Modern World,” College Newsletter [of the National Catholic Educational Association] 35 (March 1973): 4; for the entire thirteen page document see http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/39/3c/8e.pdf (accessed 15 May 2008). In preparation for the Second Congress, the Sacred Congregation for Catholic Education invited the member institutions of the International Federation of Catholic Universities to elect delegates. Forty delegates representing twenty-three nations participated in the congress held on 22–29 November 1972 at the Vatican.
18 Apostolic Constitution Ex Corde Ecclesiae (15 August 1990), http://www. vatican.va/holy_father/john_paul_ii/apost_constitutions/documents/hf_jp-ii_apc_15081990_ex-corde-ecclesiae_en.html (accessed 15 May 2008).
19 Orsy, Ladislas, “Comment on ‘A Canonical Commentary on Ex Corde Ecclesiae’ by James H. Provost,” in Langan, John P. SJ, ed., Catholic Universities in Church and Society, A Dialogue on Ex Corde Ecclesiae (Washington: Georgetown University Press, 1993), 149.Google Scholar
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25 Ibid., 62–63 and passim. (Franciscan University of Steubenville, Ohio, with over 2,000 students, is the largest immersion institution of higher learning.)
26 This statistic was compiled by the Association of Catholic Colleges and Universities in 2006 and is available at http://www.accunet.org/i4a/pages/Index.cfm?pageID=3513#students (accessed 18 May 2008).
27 Ibid., 64–65. This type of institution is the most common and includes Villanova University on the east coast and Loyola Marymount University on the west.
28 Ibid., 65–66. Georgetown University in Washington, DC is the most prominent of the cohort institutions.
30 “Meeting with Catholic Educators: the Address of Benedict XVI” at The Catholic University of America (Washington, DC), 17 April 2008, http://www.vatican.va/holy_father/benedict_xvi/speeches/2008/april/documents/hf_ben-xvi_spe_20080417_cath-univ-washington_en.html (accessed 20 May 2008). Benedict XVI does not attribute the Catholic identity of Catholic universities and colleges to statistics (student or faculty), but rather to making every Catholic educational institution a place “to encounter the living God who in Jesus Christ reveals his transforming love and truth.”
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35 Pressures to meet the requirements of accrediting bodies for professional degrees contributed to this. Fortunately, after discussion, the faculty voted in favor of a curriculum that included a creative arts requirement.
36 For more on this point, see Ross, Susan A., “Women, Beauty, and Justice: Moving Beyond von Balthasar,” Journal of the Society of Christian Ethics, 25 (2005): 79–98.Google Scholar
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