The Making of Teaching Catholic Social Justice Across the Disciplines
It began with a question from one of my theology students: “Sir, how can we make social justice real when all we have are textbooks?” The question lingered long after class ended. It was not one born of cynicism, but of longing — a longing to connect faith to life. That moment became the spark for what would later evolve into Teaching Catholic Social Justice Across the Disciplines.
For more than two decades, I taught theology in a university classroom where students from different programs — nursing, education, business, engineering — wrestled with the same moral challenge: how to integrate Catholic values into their professional lives. I saw their hunger to make faith relevant, and I saw teachers struggling to bridge the gap between spiritual formation and academic content. Slowly, I realized that Catholic education must go beyond knowledge transmission. It must form consciences and inspire compassionate action. It was from this conviction that the book was born.
At the heart of this journey lies the Catholic Social Teaching principle of solidarity. The Compendium of the Social Doctrine of the Church defines solidarity as a “firm and persevering determination to commit oneself to the common good” (no. 193). Solidarity challenges us to see others not as strangers or competitors, but as brothers and sisters. In education, this means cultivating a pedagogy that encourages empathy, responsibility, and shared mission — where learning becomes a participation in God’s vision for justice and peace.
Writing this book was an act of solidarity — with teachers searching for meaning, students yearning for connection, and schools striving to live their Catholic identity in concrete ways. I wanted to offer something more than theory: a set of living models teachers could adapt, grounded in real classrooms and real communities. Each chapter emerged from conversations with educators who dared to teach beyond the textbook, who saw their subjects as opportunities to awaken moral imagination.
One of the key teaching models featured in the book is the “Circle of Connection” approach. It begins with the conviction that every subject — whether mathematics, literature, or science — can illuminate human dignity. Teachers start by asking: “Whom does this lesson affect? Whose lives are touched by this reality?” From there, students are guided to discover the web of relationships that link their learning to the wider world. For instance, a science class might explore environmental degradation not just as an ecological issue, but as a moral one — reflecting on how pollution impacts the poor. This kind of integrative learning forms what I call a spiritual empathy for the world.
Another model, the “Justice Reflection Journal,” invites students to write weekly reflections connecting Catholic Social Teaching themes to their subjects. A student in economics might write about ethical consumption; a nursing student might reflect on the dignity of patients. Over time, these journals become testimonies of transformation — showing that when faith enters the classroom, learning becomes a journey of conversion. This model arose from my own classroom experience, where I saw how even short, sincere reflection exercises could awaken in students a deep sense of mission.
As I wrote the book, I was also deeply inspired by the Church’s call for a “new humanism in education.” Pope Francis’ Global Compact on Education reminds us that “we cannot build the future without educators who are open, creative, and aware of the heart of the human person.” This vision guided every chapter — each model is not only pedagogical but pastoral, helping teachers form students as whole persons: thinkers, believers, and servants.
The process of writing also became personal. It brought me back to my own parents, whose humble work as a carpenter and a househelper taught me the dignity of labor. Their example was my first lesson in solidarity. They showed me that justice begins at home — in small acts of faithfulness and love. The book, in many ways, is my offering to educators who labor quietly for the same justice that animated my family’s story.
Looking back, I realize that Teaching Catholic Social Justice Across the Disciplines is not just a book — it is a movement toward reawakening Catholic education’s moral soul. It is a call for teachers to see themselves not only as transmitters of knowledge but as co-builders of God’s kingdom through their daily teaching. Solidarity, then, is not an abstract principle; it is the heartbeat of education that transforms both teacher and student.
Reflection for Teachers: How does the principle of solidarity shape your teaching? In what ways can you accompany your students — not only in their learning but in their growth as persons of faith and justice?
This post is part of the mini-series “Teaching Catholic Social Justice Across the Disciplines.” To view all posts in the series, click here.
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