ABSTRACT
The Second Vatican Council gifted us an unapologetic, confident and committed vision of Catholic education which sought to synthesise a life of learning and a life of faith in all those it served (see Gravissimum Educationis , 1965 n. 1, n. 8). Acknowledging the developments in education and psychology at the time, it cautioned that a Catholic philosophy should be taught not purely through didactic education but through inference, implication, atmosphere and ethos ( Gravissimum Educationis , 1965 n. 8). Chesterton, just six years earlier, prefigured this: ‘Every part of that education has a connection with every other part. If it does not all combine to continue to convey some general view of life it is not education at all’ (Chesterton, 1959 p. 167), and the extensive human and financial resources lavished upon it are in vain.
