‘Interpreting the tradition’: a research report

Abstract

In October 2012 John Sullivan published an article in this journal entitled ‘Catholic Education as Ongoing Translation’ (2012, International Studies in Catholic Education 4 (2): 200–207). In it, he argued that the tradition of the Church needs to be kept alive by an ongoing process which matches ‘the logos of the message … and the pathos of the recipients’ (203). He referred to the ‘endlessly unfinished nature of translation’ (204) that adapts to contemporary culture and in turn is acted upon by that culture. My research project among head teachers of Catholic secondary schools in one diocese indicates that translating the Catholic tradition for young people is a central challenge for Catholic educators. What emerges from the research is that Catholic head teachers are at a threshold where the tradition of the Church meets the culture of contemporary youth. In the process of translating, Catholic head teachers are inevitably engaged in interpretation, trying to fuse the past and the present in ways which are of necessity both creative and pragmatic, drawing on their own spiritual capital to ensure that the Church maintains its links with young people.

Keywords:

• translation
• spiritual capital
• identity

Notes on contributor

Richard Wilkin is head teacher of Brentwood Ursuline Convent High School. He has recently been awarded his Doctorate in Education from London University's Institute of Education.

Notes

1. The reading and rereading of interview transcriptions allows themes to emerge from the material, rather than rigidly imposing a structure on them from the outset.

2. The popularity of terms such as ‘Catholic values’ and ‘Gospel values’ may suggest that their meaning is generally known and accepted, but this is not necessarily the case. What is the connection, for example, between Catholic values and Catholic doctrine? Perhaps the language of values mirrors the use of ‘spiritual’ in preference to ‘religious’: to some a useful means of expressing inclusivity, to others a language so broad as to lack real meaning or substance.

3. The absence of a coordinated, national programme of professional development for Catholic head teachers puts a heavy responsibility on dioceses, many of which lack the resources to supply such training.

4. For a similar finding, see Grace (2002, 217–219).

5. This argument has been developed at length in Charles Curran's (1987) book, Faithful Dissent.