Through the stories of early Dominicans and contemporary Dominican interpretations of those stories, Chrys McVey offers insights into a truly Dominican approach to education and the intellectual life. Originally given in January of 2009 at Ohio Dominican’s Aquinas Convocation, this article was published in the Centennial Edition of Dominican Studies (Aug 2011).
To give a flavor of the talk, here are some of Chrys' conclusions in his own words:
This article gives a short and powerful summary of how three key Dominican principles—pursuing truth, speaking truthfully, and being true to one another—are integral to the life of a healthy Dominican educational institution. It was given as the convocation address at Aquinas Institute of Theology in St. Louis, MO at the start of the school year in 2011.
Dominican Studies Centennial Edition (August 2011) is the third journal published by the Center for Dominican Studies at Ohio Dominican University. This issues features a collection of addresses given over the years at Ohio Dominican that address the intellectual life and Dominican charism as connected to higher studies. This is the complete issues, including the articles, the dedication, and photographs. Individualarticles are also available separately in the library.
Miscamble worries in this article that Catholic universities are loosing their distinctiveness. His solution is to hire more faculty members who are Catholic to maintain a critical mass of Catholics leading the university.
This is a very short but good exposition of what constitutes a "liberal education" and why it is so important for the modern world. Though written in the United States in 1959, it has a timeless quality that still rings true today.
This 1991 apostolic constitution on Catholic universities sets down the Church's understanding of the role of a Catholic university in the life of the Church and in the world. The first half of the document speaks about the balance between fidelity to the teachings of the church and the freedom required to advance knowledge. The second half sets out the framework of a canonical relationship between a university, its faculty, and the local bishop.