Posted on

What Does It Mean to be a Catholic School Student?

Thomas wished for “Nothing but You, Lord:” Father Chris shared this homily today with Fenwick students at an all-school Mass.

By Fr. Christopher Johnson, O.P., Fenwick High School

Let’s pretend for a moment that you stumbled across a magic lamp in the attic of your grandmother’s house.  A magic lamp seems like a probable thing to find among other mementos and items from yesterday.  After finding this lamp, you rub it, a genie pops out and offers you one wish.  What will you ask for? All “A’s” for this semester and every semester to come? Admission into your dream college? Fame? Wealth? The opportunity to play or perform your favorite activity at the professional level? A successful marriage with perfect children?

What about a relationship with God?  

There is a story about St. Thomas Aquinas that describes him as fervently praying in the chapel of his priory one evening, in front of the crucifix. The crucifix suddenly began to speak, and Jesus tells Thomas that he has written well of Jesus and the faith. Jesus then asks what Thomas would like as a reward.  Thomas responds, “Non nisi te domine.” “Nothing but You, Lord.” 

Think about that. St. Thomas could have asked for anything he desired — a long life, good health, to be well known and well liked by people, to become the smartest person in all of human history, you name it.  Yet he says that he simply wants to be known and loved by God.  

Isn’t that amazing?

Can we honestly answer that God is the number one priority in our lives? 

Does he rank ahead of our desires for success — be it academic, extracurricular, familial, career?

Does God rank ahead of all our relationships? Whether they be romantic, familial or friendship?

Does he rank ahead of our desire for fame, wealth and esteem? 

Nothing but You, Lord. 

It’s Catholic Schools Week

This week the U.S. Catholic Church celebrates Catholic Schools Week. It is fitting that we celebrate our brother, Thomas, today since he is the patron saint of students.

What does it mean to be a Catholic school student? What does it mean to be a Catholic school? It means more than just wearing uniforms, or celebrating Catholic Schools Week each year with pajama day, field trips and class parties, as you may have done at your Catholic grade school.

St. Thomas Aquinas: the patron saint of students.

Catholic education is more than that. As Carl mentioned, St. Thomas was known for both his deep intellectual knowledge, but also his spiritual wisdom. We are called to pursue the same thing as Fenwick Friars. May you not only learn about math, science, writing, reading, history, economics and so forth during your time as a Friar. I pray that you also learn what it means to love God and to be loved by Him.  

Any student at any school can learn to add, subtract, read, write and memorize. That should be a given for anyone who has the opportunity to attend school. But most students do not have the opportunity to learn as Carl did — to ask the big questions — “What is the meaning of life?” “Who am I?” “What is my place in the world?”  The questions that reason and intellect alone cannot answer.

I pray that you have the opportunity at Fenwick to not only learn math, business, economics, science and the like, but to consider how people are to be treated. After you graduate from college and begin to work in business or any other industry, may you view the world through a Catholic lens. Consider the questions of:

Do you pay them a fair wage?
Do you allow them to have time off to be with their families?
Do you see Christ present in them day in and day out?
Do you treat your customers fairly and not cheat them?
Do you take care of the Earth — not polluting it or exploiting it?
Instead, being a good steward of what God gave us.

I hope that you do not leave Fenwick simply glad that you got into a good college; won a state championship in your activity; were involved with some successful organizations; and proud of all you learned. 

Success inside the classroom and in the community is a good thing. Likewise with setting oneself up for good opportunities in the future. But that cannot be it. 

Keep God in your life

I hope you leave Fenwick with an understanding of who you are in light of your relationship with your Creator. God loves you and has given you an immortal soul. He has formed you in His image and likeness, and nothing can change that.

He has also made all your classmates and loves them more than you can imagine. They too share in God’s image and likeness.

Look to your left … to your right ….

All the people you see are God’s beloved children and deserve respect, compassion and love. The same goes for all those you encounter throughout the rest of your life. Treat them as such.

To listen to Father Chris’s homily, please click or tap the above video link, then fast-forward to the 15:40 time stamp.
Continue reading “What Does It Mean to be a Catholic School Student?”
Posted on

Knowledge, Wisdom and Faith

By Fenwick Student Preacher Carl Lukas ’22 (Riverside, IL)

Good morning everyone. My name is Carl Lukas, and I am a member of the Class of 2022. We gather here today to honor Saint Thomas Aquinas, who is a highly revered Dominican friar and scholar. He is probably the best-known Dominican in the Catholic Church, and his influence is seen throughout Fenwick. There is a statue of him on a staircase, he is depicted on stained glass in the chapel, and his image appears in numerous classrooms. 

It is evident that Aquinas is important in the church, but it can be difficult to see how his life is relevant to us in the 21st century. Thomas Aquinas lived in the 13th century and spent his life composing philosophical and theological works. He wrote of improving our relationship with God through our intellect, and he is instrumental in clarifying the teaching of the Catholic faith in a concise and systematic manner as well as promoting the importance of the Eucharist. Through Aquinas’s teachings, we can learn more about ourselves and the world around us, allowing us to strengthen our faith. 

I recently finished my first-semester World Religions course with Mr. Mulcahy. I was fascinated by the different religions across the world and what they believed. I learned about how different world faiths seek to guide their members in living a good life. I learned about Islam’s solution to the problem of pride, and how Hindus work towards breaking out of a cycle of rebirth. Through this class, I discovered that from the start of human history, we have always been searching for answers that cannot be found through the use of our senses and reason. The use of our senses and faculty of reason are useful in coming to understand the world around us. However, there are some questions that cannot be answered with human intellect alone. Rather, to make sense of the dilemmas we need something different, which we call wisdom. 

Wisdom and knowledge are usually mistaken. The two words are often used interchangeably. However, there is a difference between the two. Knowledge can be gained somewhat easily. We go to classes every day and gain new knowledge on a variety of topics. We are then tested on these topics and sometimes let them slip out of our minds. We can know many different things, yet it is hard for us to understand why we need to know them. 

This is where wisdom comes in. Having wisdom is being able to apply your knowledge in your life. We can go on autopilot and learn new knowledge without having to truly understand why we are learning it. 

Wisdom is different from knowledge

However, to gain wisdom we must understand the world around us to apply our knowledge. This is why it was important to me to learn as much as I can about the world, including the beliefs of other traditions. All traditions are seeking an answer to a similar question but approach it differently. The desire to seek knowledge outside of simple academic knowledge is naturally sought after throughout the world. Now that I understand more about what others believe, I can strengthen my own beliefs by understanding the impact we have on each other. I am able to strengthen my faith by questioning the essence of my beliefs. 

To listen to Carl preach, please click or tap on the video link above, then fast-forward to the 1:27 time stamp.
Continue reading “Knowledge, Wisdom and Faith”
Posted on

Conscience Bound

A Reflection on law for the Feast of St. Thomas Aquinas.

By Br. Joe Trout, O.P.

As we celebrate Thomas Aquinas today, I think it is safe to say that only a small minority of Americans have read anything he wrote. To be fair, his writing is dense and dry. Some of it is only available in Latin. But I would also be willing to bet that a much larger portion of our population has come across one of his claims: laws which contradict the natural and eternal law are unjust and should not be followed. Martin Luther King, Jr. cites Aquinas in his “Letter from Birmingham Jail” (see image below) to explain why segregation laws are unjust and should not be followed. In 1963 this was a profound, counter-cultural and necessary message. (Every time I teach it, I do find a little bit of joy from seeing the ideas of a fellow Dominican used as one step towards making the world a better place.)

Given the events since the murder of George Floyd, the current fears of war with Russia, and the push to get people further into space, one could be forgiven for thinking that it’s still 1963. MLK’s writing certainly remains profound for us today. However, I think our time needs to be reminded of the basics which MLK took for granted. We need to read a little more deeply and remember the rest of what Aquinas wrote about the law (something MLK clearly did while getting his doctorate in systematic theology). Unjust laws are the footnote — they are not the main focus of legal theory. In a world where the claim that “an unjust law is no law at all” is thrown around right and left, the modern revolutionary is the one who respects authority. 

To be clear, I am not arguing that all laws are just or that we should be blindly subservient to the government. Nor am I saying we shouldn’t protest. It can be a powerful way to create needed change. Civil disobedience will always be necessary as systems will always be flawed as long as humans run them. My claim is merely that we have talked about the exception so much that we have forgotten the norm.

What is the norm?

Consider this: Before I graduated from college in Indiana, I got three speeding tickets, each costing about $150. One was for going 78 mph in a 65 zone, another for going 68 in a 60 (my cruise control was set at 63) and the last was for going 58 in a 55. Students laugh when I share this. Most of them don’t even know what the speed limit on 290 is. They certainly cannot imagine a world where going 10 miles over the speed limit on the highway matters. To be fair, Chicago does have norms for “safe” driving — they just don’t match the written laws. Can you imagine Chicago without any traffic norms at all? I wouldn’t leave the priory! 

Brother Trout

Or look at our use of alcohol. Each year in Moral Theology we discuss whether alcohol can contribute to our happiness; and students have some excellent reflections on the formation of friendships, the dangers of alcoholism, the horrors of drinking and driving, the goodness of simple pleasures in moderation, etc. Then we push it further: “Can it be good for a teenager to drink alcohol?” Invariably students bring up concerns about healthy neurological development. Rarely does anyone say, “No, it’s better for me to follow the law than to drink with my friends.”

Aquinas, on the other hand, insists we have a moral obligation to learn from and obey laws. Always. As MLK correctly explains, he does not argue that we don’t have a moral obligation to follow bad laws — he argues that unjust laws are not laws at all. This is a bizarre claim at first. He isn’t saying that they don’t actually exist or that no one passed them. He is saying that an unjust law fails to meet the necessary criteria for something to count as a law. Might does not make right. A law is “an ordinance of reason for the common good, made by him who has care of the community, and promulgated.”1 Laws are supposed to teach us how to be part of a harmonious society. They help us to be good. For example, school-zone speed limits count as laws because they structure our driving practices around the goal of protecting children. They are made by a legitimate authority and are very clearly posted for drivers to see. Following such a law is simply a good thing to do — individually and communally we benefit from the harmony such a law creates. 

If a law isn’t actually directed to achieving a reasonable good (a major topic in its own right, which I have to set aside here), it’s an abuse of power and not a law. A law limiting families to one child is oppression, not law. However, a lot of laws have good reasons of which people aren’t aware or with which they disagree. We are not all experts. It’s important to hold government leaders accountable for creating good laws, but that’s also a lot of work. Sometimes I do just need to trust that a law has a good reason even if I don’t understand it. 

None of this tells us how to respond to unjust laws. Should we follow them? Aquinas’s answer is, unsurprisingly, nuanced.2 If the law is directly contrary to clear natural goods or divine goods, then do not follow it; they will not lead you to any form of goodness. Breaking these is the right choice. MLK explains why masterfully: “All segregation statutes are unjust because segregation distorts the soul and damages the personality. It gives the segregator a false sense of superiority and the segregated a false sense of inferiority.” Following such a law clearly adds to the destruction of human dignity individually and communally. 

About those COVID-19 protocols …

But laws can fail to be real laws in other ways. A secret law isn’t a real law — if it isn’t promulgated, one can’t learn anything from it. A law could aim at a good goal but fail to accomplish it because the law is based on false assumptions or insufficient evidence. A government can overstep its authority. Do we have any obligation to follow a misguided law? According to Aquinas, yes, these “unjust laws” often do bind our consciences. Why? Because disregard for authority damages society and that should never be taken lightly. Something is still gained from following them even if it isn’t ideal. I think the American drinking age fits here. I disagree with 21 as the drinking age and think it should be lowered. But I don’t regret following it when I was in high school and college, and I encourage students to do so, too. There is much to be said for learning how to listen to authority even when authority is somewhat wrong. 

If Aquinas is right on this point, we have a lot to ponder when it comes to COVID protocols. One might generously call them a rough draft of what an ideal pandemic response would be. Revisions keep coming and everyone wants to supply their own peer-edit. Whether these protocols actually accomplish the goal or not, they are a real attempt to care for the common good of society; conscience demands that we prioritize this. The problem is that the right means to the end isn’t crystal clear. Aside from the novelty of this virus itself, there are tons of unintended consequences to every choice and many social goods that seem to fight against each other (i.e. physical health, mental health, economic health). Like many people, I have gone down rabbit holes reading about the efficacy of various safety measures. But I’m not an expert and I’m not in charge, so I have stopped researching. Sometimes we all just need to trust others and do what we were asked to do.  

Other times you do need to push back. I think I would really struggle to strictly enforce masks if I were a kindergarten teacher. Some protocols do seem to have gone too far, and I understand the argument that those measures are too harmful to children for us to follow them. However, I do not see any similar argument for teenagers and adults. Even if it turns out that wearing a mask while I taught for the last year and a half did little to stop the spread of COVID (which I can’t totally rule out), I am sure Aquinas would tell me I did the right thing by complying. Being part of a harmonious whole and prioritizing public health is a good thing even if we did it badly. It significantly outweighs some facial discomfort. 

Laws can be wrong. My understanding of Aquinas could be wrong. Aquinas himself could be wrong. All of this is possible, and we’d be a bit foolish to think otherwise. We’d also be foolish to mistake the exception for the norm and critique laws more than we follow them. If we want to live well, find joy in society and one day enter into eternal joy with God, it’s time to remember the goodness of obedience. If it turns out everyone in charge was wrong, I hope we all have the humility to pray as Christ did: “Forgive them, Father, for they know not what they do.”

  1. Summa Theologiae, I-II, Q90, A4

See Summa Theologiae, I-II, Q 96, A4

Posted on

Faith, Logic and St. Thomas Aquinas: the Great Dominican

“To say we have faith does not mean we automatically understand everything. It means we have the confidence to know God will help us understand.”

By Caroline Darrow ’21

Hello, my name is Caroline Darrow. Usually, I am the girl in the white gown sitting in the tiny chair next to Father, so you may not recognize me right now. But don’t worry I’ll be back there soon.

As I was trying to write this reflection for the Feast of Saint Thomas Aquinas, I wrote three different versions, but all of them felt like I was leading a kumbaya circle. So, I did the typical Fenwick procrastination, I did other homework instead.  Nevertheless, as I attempted to complete my pre calc homework while at the same time contemplating Aquinas, I realized it is very hard to think about faith and logic in the same instance. However, Aquinas’ own teachings can help with this conundrum.

“Logic can clarify faith, while faith can prevent mistakes of logic.”

Caroline Darrow (of Clarendon Hills/Notre Dame School)

One of Aquinas’ most influential teachings was his study of the relationship between faith and reason. Throughout time, there has been a struggle as how to combine knowledge gained from revelation with knowledge gained from the observation of the natural world around us. Aquinas viewed both of these as compatible with each other as they both had been created by God. Logic can clarify faith, while faith can prevent mistakes of logic. In other words, using our logic we are able to reason through and clarify teachings of faith in order to fully comprehend what God is trying to tell us.  Faith keeps our morals in check, while at the same time teaching us things we cannot observe through our senses, as we observe a society in which humans are susceptible to other worldly perspectives.

In addition to being a Preaching Team member, Ms. Darrow (far right) serves as an acolyte at Fenwick masses.

What does it truly mean to seek God in faith and reason? Each day, we pray before classes in which we never speak about God. You most likely won’t contemplate Catholic teachings while solving logarithms, but you will have times when you question aspects of your faith because to say we have faith does not mean we automatically understand everything, it means we have the confidence to know God will help us understand. To aid in understanding, we must combine both our faith and logic to come to the best conclusion. God has instilled faith and logic in our lives, and it is our job to find a way to follow Aquinas, embracing both ways to gain knowledge in order to follow the path God has sent us on.

Continue reading “Faith, Logic and St. Thomas Aquinas: the Great Dominican”
Posted on

Who Is God? Perhaps More Importantly, Who Isn’t He?

“Though they use the same word ‘God,’ they really have no idea what Aquinas means when he uses the word ‘God.’”

By Brother Joseph Trout, O.P.

Who is God? Much of theology at Fenwick revolves around this question. Who is the God of Abraham, the God of Moses, the God-man Jesus? What does it mean to interact with this God? They are big questions, and the answers have significant impact on our lives of faith. It makes a big difference if we think that:

  • A) God tested Abraham with the sacrifice of Isaac just to see if he will do literally anything God asks no matter the cost, or
  • B) God tested Abraham to develop Abraham’s confidence in the true goodness of God who will honor his promises (descendants through Isaac) even when it seems completely contradictory to present experience.

Is God demanding beyond our comprehension, or good when it seems impossible? Is faith about blind obedience or profound trust in goodness? Personally, I find hope in the latter and not the former. Most times I read the news I need to be reminded that God truly is good though it just doesn’t seem to be the case in the world.

Christians need to wrestle with these kind of questions both for our relationship with God and our proclamation of Christ. Who is this God we stake our lives on? Who is this God that promises to save us?

However, there is perhaps a more fundamental question for today’s world: Who ISN’T God? What is God not? These are essential questions for a scientific age that dismisses God as superstitious explanation for inexplicable realities by our inferior ancestors. Is God really just our answer for what we don’t understood? Aquinas’ proofs are actually the opposite: God is the explanation behind what we do understand. God is the grounding of science beyond science itself. He is the logos — the very meaning of all existence and truth.

This topic pervades the videos of Bishop Barron. Many conflicts over science and religion come from people using totally different definitions of God. He astutely points out that the God rejected by Christopher Hitchins and Richard Dawkins is also rejected by Aquinas and the wealth of Catholic history. We simply don’t mean the same thing when we talk about God.

Click here to view one video where Barron jumps straight into the issue.

As the season of Lent is kicking off, one spiritual purification to consider is not a moral one, but a theological one. Watch some videos by Barron or other Catholic theologians to get rid of the “Golden Calves” we build up. They aren’t just money and power but misunderstandings of the Way, the Truth and the Life. Ponder again what God we don’t believe in, and look again to the Cross and Resurrection of Christ to see exactly what God we cling to in faith.

This is the third post in our series of reflections on the work of Bishop Robert Barron, upcoming recipient of the Lumen Tranquillum (“Quiet Light”) Award. You can find the first and second posts here:

Continue reading “Who Is God? Perhaps More Importantly, Who Isn’t He?”

Posted on

Grooming Some of Fenwick’s Students to be Philanthropists in the Future

A philanthropic program for teenagers can contribute to our “mutual future social infrastructure,” writes Dr. Lordan.

By Gerald Lordan, PhD.

Fenwick seniors Ethan Seavey (left) and Isaiah Curry with mentor Justin Lewis (standing).

The Future Philanthropist Program (FPP) is an adolescent leadership-training program sponsored by the Oak Park-River Forest Community Foundation, which invests $25,000 annually into community social-service agencies that provide programs for adolescents. Fenwick has five students presently participating in the program: Isaiah Curry ’19, Camille Luckett ’19, Aimee Morrissey ’20, Roger Rhomberg ’20 and Ethan Seavey ’19.

As the only high school in the United States sponsored by Dominican Friars, Fenwick is sui generis (unique). We want our Ministry to be a valued local anchor, a visible metropolitan resource and a recognized national lighthouse for our Thomist Educational Philosophy.  Every high school in the United State has a contractual obligation to the state legislature which chartered it to train patriotic citizens and literate workers. In addition to those legal obligations, Fenwick, as a Thomist School, has a covenant obligation with the Supreme Being to train moral servant leaders. To that end our curriculum includes Speech, Moral Theology, the Christian Service Project and the Kairos retreat.

Those lessons our students learn in the classroom, such as in Speech class, are important. Even more important are those lessons which our students learn inside the building but outside of the classroom, such as liturgy assemblies in the Auditorium. The most important lessons our students learn, such as Kairos, are taught to them outside of the building. Adolescent leadership training is an important component to the Fenwick Thomist experience.

FPP’s leadership affirms the symbiotic relationship between our school and the community. “The Future Philanthropists Program is proud to have partnered with Fenwick High School for the last nine years to teach juniors and seniors the art, science and business of philanthropy,” says program coordinator Karen Tardy. “Our Fenwick students are always eager and very engaged in the program, and they work hard to made a difference in our communities through grant-making, fund-raising and volunteering.  We appreciate the commitment Fenwick has made to the Future Philanthropists Program and their help in creating the leaders of tomorrow.”

FPP participants make a two-year commitment to attend monthly dinner meetings with a small affinity peer group and an adult mentor. Student members of the affinity groups come from Fenwick, Trinity and Oak Park-River Forest high schools. Community leaders share their observations about the past, present and future of our community with the students who, in turn, identify the most critical needs of adolescents in the community. They then solicit grant proposals from community service agencies to address these needs. The students award $25,000 in grant funds provided by the OPRFCF to implement the most promising proposals. Students then conduct field investigations to determine the effectiveness and efficiency of the proposal implementation.

We hope this early life experience will encourage future philanthropists to stay within the community during their adult years to donate their talent, time and treasure to the advance the quality of life in the community where our Ministry has flourished.

Fenwick and the Village of Oak Park

Oak Park would not be Oak Park, and Fenwick would not be Fenwick, without one another. Fenwick, celebrating its 90th year in 2019, has flourished in the Oak Park/River Forest Community for these past nine decades. The school’s architects carved an Oak Park shield carved in stone above our front door on Washington Blvd. It is our intention to be a valued local anchor, a visible metropolitan resource and, as I mentioned before, a recognized national lighthouse for the Thomist educational philosophy.

The presence of vibrant parochial educational institutions, such as Trinity and Fenwick, was an important part in the community’s continuity and evolution. John Gearen ’32, an alumnus from the Class of 1932 (and the school library’s namesake) was a racial inclusive, and the late John Philbin, who sent his children to Fenwick, was a sexual-orientation inclusive. Both men were Fenwick Community leaders who served as Village President. Former Village Clerk Ginny Cassin also was a Fenwick parent. Oak Park is the garden in which we have blossomed.

Fenwick turns 100 in 10 more years. It is our intention to thrive and not just to survive in the next 100 years. It is interesting to note that the Fenwick Hispanic ethnicity enrollment is 17% of the student body. Our institution could be a magnet to attract the next great demographic evolution of Oak Park.

Continue reading “Grooming Some of Fenwick’s Students to be Philanthropists in the Future”

Posted on

‘Death to Self:’ Bishop Barron’s Calling Began at Fenwick

By John Paulett, Fenwick Theology Teacher

Editor’s note: Monday, January 28, is the feast day of Saint Thomas Aquinas, priest and doctor of the Catholic Church and patron of students.

Three years ago Bishop Barron (left) reconnected with Fr. Thomas Poulsen, O.P., his former teacher at Fenwick.

Readers interested in exploring the excellent videos of Bishop Robert Barron, the recipient of the Lumen Tranquillum Award from Fenwick High School this year, might start with the short presentation he gives on the man he describes as his hero: St. Thomas Aquinas. The bishop explains how it was at Fenwick, when he was 14 years old, that a theology teacher first introduced him to St. Thomas Aquinas. He describes it as a “bell-ringer” event and goes on to explain how it changed the course of his life. He seems to suggest that this seminal moment led him, through the grace of God, into the priesthood.

Besides his description of the encounter in his freshman theology class, there is another deep Fenwick link in Barron’s explanation of Aquinas. He lists three ideas, which he believes characterize the thought and teaching of Thomas. It is interesting to note how closely the three themes he describes resemble three main ideas characteristic of a Fenwick education. Many high schools talk about the “grad at grad,” or what a graduate will know and be. I would suggest that these three concepts, reflective of the teaching of St. Thomas Aquinas, might be a good description of a Fenwick student after four years on Washington Boulevard.

Bishop Barron first explains in the video that Aquinas believed there was one truth. He explains that people of Thomas’s time (we might note of our time as well) often thought there were two truths — scientific and religious. Aquinas refused to accept that. He knew that there could be only one truth. If science and religion seemed to be in conflict, there was a problem in either the scientific or the theological method. More thought and study were required.

‘Dominicans are not afraid of reason; we embrace it.’

Barron calls St. Thomas Aquinas his hero.

At Fenwick, we sometimes express this same idea as, “Don’t leave your brain at the door of the church (or the theology classroom.)” It is a characteristic of Dominican education to apply rigorous study and thought to every aspect of our education, including our religious belief. We are not afraid of reason; we embrace it. We are convinced that reason and critical examination will lead to the Creator, not contradict creation.

And so we teach Fenwick students to question, to wonder, and to apply the lessons they learn from science and philosophy to their faith. Bishop Barron reassures us that Aquinas had no fear of reason. Neither should we.

Radical Humanism

Secondly, Barron describes the Thomistic understanding that we are contingent beings. This is a fancy way of saying that we depend on something else for our existence. That thing that is the First Cause, what does not depend on anything else for its existence, is what we call God. It was this explanation of the Proofs of the Existence of God that first rang the bell of 14-year-old Bob Barron. [A Western Springs resident, he transferred to Benet Academy in Lisle.]

I often say to myself, “There is a God and it is not me.” When we recognize that we are dependent on a power beyond ourselves (12-step programs would call it a Higher Power,) we are on the path to faith. We begin this journey with the destruction of self-centeredness and ego. Christian theology calls it “death to self.” In the gospel of John, Jesus tells us, “Unless a grain of wheat falls into the ground and dies, it remains alone. But if it dies, it produces great fruit.”

Continue reading “‘Death to Self:’ Bishop Barron’s Calling Began at Fenwick”

Posted on

If Geese Flock, How Will Your Child React?

Being a kid today is not easy. But then again, it never was, which is why Catholic schools such as Fenwick teach both ‘résumé virtues’ and ‘eulogy virtues.’

By John Paulett

Mr. Paulett is a Golden Apple-winning Moral Theology Teacher at Fenwick.

One of our graduates, currently a student at a university in Indiana, sent me a copy of an article she wrote for the college publication. Her essay told about a college student being transported to the hospital for excessive consumption of alcohol.

“’Four guys carried this kid downstairs limb by limb and they sat him down, and he could barely sit in the chair, and we tried to wake him up, but he was unconscious,’ (a witness) said.”

The article, written on October 10th, stated that, “21 students were hospitalized for alcohol consumption in the fall semester of last year, 20 students have already been hospitalized in the first half of the fall semester this year.”

I am a parent as well as a teacher, and I know these are frightening stories to read. They remind us that young people often face situations that are new and uncertain. Young people can make bad decisions, sometimes because pressures take the place of good judgment.

When I think about young people confronted by difficult choices, it brings to mind a dramatic incident from 2009. On January 15th of that year, minutes after takeoff, US Airways flight 1549 struck a flock of geese. The collision happened at 3:27:11. The plane’s pilot, Captain Chesley Sullenberger (Sully, they called him,) radioed a Mayday call at 3:27:33. At 3:31 p.m., less than five minutes later, the pilot landed the plane in the Hudson River. His recognition of the problem, creation of a plan, and execution of the action happened in minutes. Like most people, I found the Captain’s ability to solve the problem and land the plane in such a short time almost unbelievable. (Actor Tom Hanks portrays him in the 2016 motion picture, “Sully.”)

Captain Chesley Sullenberger

I read an interview with Sullenberger in which he was questioned about his ability to act so well so fast. He said, “I had to very quickly come up with a paradigm of how to solve even this problem.”

His response reminds me of what happens in Catholic education. Continue reading “If Geese Flock, How Will Your Child React?”

Posted on

Fenwick’s Vision Is Keen and Full of Life

Guided by Jesus, our brother, and St. Thomas Aquinas, our students’ minds want to know and their wills want to love.

By Fr. Richard LaPata, O.P., President Emeritus of Fenwick High School

Father LaPata is a 1950 graduate of Fenwick.

Hardly a day goes by when some institution, business, or government isn’t asked to share its “vision.” Fenwick is no different. It is important that our school be called upon to offer its vision to the public. The only difference is that we have a theological vision. And what exactly is it?

First of all, the Gospel tells us that Jesus has come to bring life and to bring it more abundantly. Because Fenwick has as its mission to continue the ministry of Jesus, it is our responsibility to bring not only “life,” but abundant life to our students. How do we as an educational institution do that? In other words, how do we become life-giving?

Well, St. Thomas Aquinas reminds us that human life consists in an intellect and a free will and in the exercise of these faculties. It is in the development and use of the mind to know and a will to love that we experience our human life. God’s grace, building and supporting these powers, is able to bring it abundantly. And so the vision we have of Fenwick is its ability to actualize to the fullest every student’s ability to know and love, always supported by an underlying Christian Faith.

Do we fully succeed at every moment to realize this vision in each student? Perhaps there may be times when we fall short, but the vision is always there and will always remain.

Posted on

The Philosophy of Education

By Gerald F. Lordan, O.P., Ph.D., Social Studies Teacher and Faculty Mentor

There are five principal educational philosophies in America:

  1. the Idealism of Plato
  2. the Realism of Aristotle
  3. the Experimentalism of Dewey
  4. the Existentialism of Sartre
  5. the Thomism of Aquinas

Philosophy is the love of wisdom. A philosopher seeks to ask the right question — and not to give the right answer. Philosophy has three principal questions: a) What is real? (metaphysics), b) What is true? (epistemology), and c) What is good? (axiology)

The axiological question is so broad that it often is divided into two subsections: What is right? (ethics) and What is beautiful? (aesthetics)

Approximately 90% of American children attend public schools. They are usually taught under more than one of the first four philosophies. Approximately 10% of American children attend private schools. Of that amount, about nine of ten are in parochial schools, and some 90% of them are in Roman Catholic schools. These children are usually taught under Thomism.

The private-sector students who do not attend a parochial school usually attend an independent school. These schools usually have a focus on either Idealism or Existentialism. I believe those schools which focus on one philosophy better serve their children. Furthermore, it is my opinion that those schools which focus on Thomism best serve their children.

Here’s Why

In the Chicago metropolitan area, we have schools which are examples of all five educational philosophies. The curriculum model of an Idealist-philosophy school is Scholar Academic. The Scholar Academic School trains the next generation of academic discipline scholars – that is chemists, poets, mathematicians, etc. Students are valuable for what they know.

The curriculum model of a Realist-philosophy school is Social Efficiency. The Social Efficiency School trains the next generation of workers – that is engineers, accountants, architects, actuaries, librarians, etc. Students are valuable for what they do.

The curriculum model of an Experimentalist-philosophy school is Social Reconstruction. The Social Reconstruction School trains the next generation of change agents dedicated to the advancement of a democratic, capitalist, political-economic order. Students are valuable for what they believe.

The curriculum model of an Existentialist-philosophy school is Human Development. The Human Development School prepares the next generation of self-actualized individuals. Students are valuable for the people they may become.

The curriculum model at Fenwick is Thomism. Fenwick prepares the next generation of virtuous servant leaders of society. Students are valuable as human beings with the potential to be full of God’s grace. There are neither superiors nor inferiors in a Thomist-philosophy school, but rather superodinates and subordinates. They are trained to be members of the Hero Generation.

The Hero is the poor boy or girl made good; the person on horseback who rides into a polis, a city, in the midst of anarchy, a situation in which there is bad government by the many with mob rule and wildness in the streets – a scenario in which nobody’s life, liberty and property are safe. The Hero says, “I know what to do. I have a plan. Follow me.” The Hero inspires the people and leads society to serenity.

About the Author

 

Gerald Lordan

Dr. Lordan is entering his 27th year of teaching at Fenwick. Originally from Massachusetts, Lordan completed his under-graduate studies at Northeastern University and received a master’s degree in elementary education from the University of Maryland. He earned his Ph.D. in curriculum and instruction from Boston College.