ABSTRACT
During the final quarter of this century, information technologies have changed the traditional Catholic school. Mullin wrote that “new information is being discovered so fast that it is probable that a student (as well as his teacher) will know a smaller percentage of all human knowledge when he graduates than when he entered secondary school.“2 Church literature on education since the Second Vatican Council echoes this same concern:
Recent years have witnessed an extraordinary growth in science and technology; every object, situation, or value is subjected to a constant critical analysis. One effect is that our age is characterized by change; change that is constant and accelerated, that affects every last aspect of the human person and the society that he or she lives in. Because of change, knowledge that has been acquired and structures that have been established are quickly outdated; the need for new attitudes and new methods is constant.’
