Catholic education and a new Christian humanism

Gerald Grace has throughout his body of work examined the interface of Catholic virtues and the challenges to them with ever-shifting contemporary educational policy developments.1 He has remained an unwavering advocate of these perennial virtues in Catholic education, which can be located broadly under the concept of Christian humanism and include the preferential option for the poor (education for all); contributing to the common good; the importance of solidarity and community around the education mission and academic education as a means, not an end. Last, he considers the formation of the whole person as vital work of Catholic schools and the essentialness of the role of school leaders and teachers in this regard, who lead by example living virtuous lives, reflecting a sacramental vision articulated in this chapter.