Based on the author's previous fundamental-theological work on 'a theology of interruption' and his practical experiences as head of Catholic education in Flanders (Belgium), Lieven Boeve explores how Catholic schools can reconfigure their identity in a context that is profoundly transformed by the processes of secularisation and pluralisation. After elaborating on the way in which the Catholic dialogue school project has taken concrete shape in Flanders, Boeve explains the theological, social, empirical and ecclesial background of the project. He also provides examples of mission texts, a variety of good practices, empirical data, and a strategy to implement an integral and coherent identity policy at school. He concludes the book by formulating a number of challenges, as well as some advice for the future of Catholic education in Europe. So doing, he argues that the project of the Catholic dialogue school offers a both contextually plausible and theological legitimate recontextualisation of the Catholic identity of schools in the current post-Christian and post-secular European context.

Theology, Interreligious Dialogue, Education