What Makes a College Catholic?
Colleges and universities throughout the country share much in common… students and faculty, curriculum and co-curricular programs, etc. However, there are also significant differences between institutions … differences related to size (large universities and small colleges), educational focus (research institutions and liberal arts universities), types of students (commuter schools and residential campus; undergraduate, graduate and non-traditional students), and types of programs (liberal arts and sciences, pre-professional or technical).
One clear point of distinction for Ohio Dominican University is the fact we are a Catholic university rooted in our Dominican tradition. There are many Catholic colleges and universities throughout the world that share their commitment to universal Catholic values and principles. However, Catholic colleges and universities often differ in their historical tradition and sponsorship (Dominican, Jesuit, Franciscan, Marianist, etc.).
One of the responsibilities of a Catholic university is to make sure that we are true to our Catholic identity … that our Catholic values permeate our campus and are clearly reflected in both our curriculum and programs and in our service and activities. A recent essay by Fr. William C. Graham entitled, “Seven Approaches That Make A College Catholic,” offers an interesting perspective.
His first idea is that “we must teach our students that life is messy.” He argues that we live in an ambiguous world where we are constantly confronted with questions. Our students need to be able to live with a certain lack of clarity rather than looking for clear lines of distinction and an unambiguous world of black and white. Graham contents that ambiguity is consistent in higher education where academic freedom is and should be valued.
His second approach is that “we must teach students to distinguish one voice from another.” Not all voices are the same or of equal value. Our students need to be able to think and to judge, to discern in a world of tolerance and diversity.
Graham also argues that “we must be active in guiding students through the study of scripture.” The search for truth that takes place at a Catholic college must include a knowledge of the Gospels and sacred scripture. Further, our students must develop their abilities of interpreting scripture in responsible and intellectual ways.
His fourth point is that “we must stress the importance of the sacraments, especially baptism, the Eucharist and reconciliation.” As Catholics, we must develop a love and appreciation for the grace we receive through the sacraments … the love of Christ in the Eucharist and the forgiveness of sin though baptism and reconciliation.
Graham continues by contending that “we must teach our students Church history.” The perspective gained by the study of the history of the Church helps us understand that there have been many periods where there has been distress, conflict, confusion and growth. Our history helps us to better understand and appreciate today’s world and the future.
The sixth point is that “we must instruct students in and promote the practice of Catholic social teaching.” The responsibility of promoting justice is fundamental for Catholics and a Catholic university. Our students must understand their responsibilities as well as gaining their education.
Graham’s final point is that “we must be for our students the very person of Jesus.” We must model the values and behaviors that are central to our faith and at the core of the formation of our students.
Catholic colleges and universities welcome people of all faith and traditions into the common search for truth and an educational environment that is respectful and welcoming. But we have a responsibility to be true to our Catholic identity. Graham provides an interesting way to understand the meaning of Catholic in higher education.
I wonder if you agree with Graham’s perspective. I wonder if you see his approach as alive and well at Ohio Dominican University.