Catholic Social Teaching: The Foundation For Education Policy And Practice

Abstrak

Education commodification has changed the education paradigm into an economic commodity in the industrial market. The most significant impact is the destruction of the fundamental values of education and the dignity of the human person. This study explores the contribution of Catholic Social Teaching (CST) as a foundation for education policy and practice. The method used in this study is a literature study. The study was conducted comprehensively using literature from Church documents, philosophical sources, and research journals published in the last 15 years. The study is analytical-inductive, i.e., looking for fundamental principles from experience, and synthetic-deductive, i.e., applying principles to observable phenomena. There are two findings; first, the three main principles of CST, namely human dignity, the common good, and preferential options for the marginalized, must be given full attention. Second, integrating CST into education involves the components of educational institutions, curriculum, and students. The integration emphasizes respecting the three main principles of CST. By focusing on the three main principles, education can become a means of development that serves the market and supports the formation of the human person in all aspects (multidimensional) and a just, equal, and sustainable society.