Relevant bibliographies by topics / Catholic social teaching

Academic literature on the topic 'Catholic social teaching'

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Published: 4 June 2021
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Journal articles on the topic "Catholic social teaching"

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Oldmixon, Elizabeth A., and William Hudson. "When Church Teachings and Policy Commitments Collide: Perspectives on Catholics in the U.S. House of Representatives." Politics and Religion 1, no. 1 (March 14, 2008): 113–36. http://dx.doi.org/10.1017/s1755048308000060.

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AbstractThis article investigates the influence of religious values on domestic social policy-making, with a particular focus on Catholics. We analyze roll call votes in the 109th Congress and find that Catholic identification is associated with support for Catholic Social Teaching, but both younger Catholics and Republican Catholics are found less supportive. In followup interviews with a small sample of Catholic Republicans, we find that they justify voting contrary to Church teaching by seeing its application to most domestic social issues as less authoritative than Church moral teachings on issues like abortion.
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Miller,, Amata. "Catholic Social Teaching." Journal for Peace and Justice Studies 3, no. 2 (1991): 51–70. http://dx.doi.org/10.5840/peacejustice1991324.

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Hellwig, Monika K. "Catholic Social Teaching." Journal of Catholic Social Thought 1, no. 1 (2004): 7–16. http://dx.doi.org/10.5840/jcathsoc2004112.

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Coote, Nicholas. "Catholic Social Teaching." Social Policy & Administration 23, no. 2 (August 1989): 150–60. http://dx.doi.org/10.1111/j.1467-9515.1989.tb00507.x.

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Sullins, D. Paul. "Catholic Social Teaching." Catholic Social Science Review 8 (2003): 243–64. http://dx.doi.org/10.5840/cssr2003817.

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Curran, Charles E. "Catholic Social and Sexual Teaching: A Methodological Comparison." Theology Today 44, no. 4 (January 1988): 425–40. http://dx.doi.org/10.1177/004057368804400403.

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“My purpose is to examine the ethical methodology employed in two different kinds of official - Catholic moral teachings and to point out the clear differences between the methodologies. … The contemporary official Catholic teaching on social issues with its relationality-responsibility model recognizes significant gray areas. … In the contemporary official Catholic teaching on sexual issues, there is little or no mention of such gray areas.”
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Service, Ryan. "Peacebuilding and Catholic Social Teaching." Journal of Catholic Social Thought 19, no. 1 (2022): 175–77. http://dx.doi.org/10.5840/jcathsoc202219113.

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Korten, David C. "Catholic Social Teaching and Globalization." Journal of Catholic Social Thought 2, no. 1 (2005): 209–20. http://dx.doi.org/10.5840/jcathsoc20052110.

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Crosby, Michael. "Catholic Social Teaching and Globalization." Journal of Catholic Social Thought 2, no. 1 (2005): 235–48. http://dx.doi.org/10.5840/jcathsoc20052112.

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Wall, Barbara E. "Perspectives on Catholic Social Teaching." Journal of Catholic Social Thought 3, no. 1 (2006): 217–19. http://dx.doi.org/10.5840/jcathsoc20063117.

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Dissertations / Theses on the topic "Catholic social teaching"

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Cahill, Christopher L. "Engineering ethics and Catholic social teaching." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Hummel, Ellen. "Catholic social teaching an integrative course /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Huckle, Kiku E. "Which Catholic voters are "good" Catholics? a foundational comparison of voters' issue position and prioritization with Catholic social justice teaching /." Click here for download, 2010. http://proquest.umi.com.ps2.villanova.edu/pqdweb?did=2013968851&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Stojić, Damir. "The principles of Catholic social teaching on minority rights." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p029-0702.

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Piccinin, Antonella. "Catholic public reason: John Rawls and catholic social teaching: from Vatican II to Pope Francis." Doctoral thesis, Luiss Guido Carli, 2017. http://hdl.handle.net/11385/201122.

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The aim of this dissertation is to demonstrate the ways in which the Roman Catholic vision concerning ‘public reason’ presents some pertinent perspectives in contemporary political theory and debate. As part of this overarching objective, the dissertation presents an in-depth theoretical discussion and analysis of Rawls’ political theory on Public Reason, particularly in the context of contemporary political problems within Western societies regarding the issue of religion in the public sphere. In this broad context, the relationship between religion and politics will serve as a central focus of this dissertation, particularly in terms of civil society and the public sphere. The dissertation then establishes linkages between these theoretical concepts and Catholic Social Teaching, underpinned by the aim of proposing a substantial interpretation of Catholicism as a ‘reasonable comprehensive doctrine’. The purpose is to offer a delineation of the essential elements of Catholic Social Teaching that are relevant for the issue of the public participation of the church in the public-political square. This is done with the view to address questions of how the Church can theoretically and practically participate in this sphere, offering publicly-acceptable ‘justifying reasons’: namely a ‘Catholic Public Reason’. The dissertation will explicitly confirm the possibility of religious support for Rawlsian liberalism and demonstrate that Catholicism is not necessarily incompatible with it. Nevertheless, the dissertation will conclude by arguing that Catholicism generally is not compatible with liberalism from an ideological perspective, evidenced by ideological tensions. Thus, although it is suggested that some dialectical tensions remain, political liberalism, at least in its Rawlsian form, is neither hostile or unfriendly to the presence of religion in the public sphere, as many have traditionally assumed, and Rawls’ public reason – whose aim is not to exclude religion – is actually more welcoming than it is considered by its critics.
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Maloney, Megan. "Comparative perspectives on capitalism Robert Heilbroner and Catholic social teaching /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Quinly, Neil. "Response to Mission: Students' Experience of Catholic Social Teaching in an Inner City Catholic Elementary School." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/562.

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This qualitative case study begins with the reasoning that a central concern and mission of the Catholic Church is social justice. Catholic schools, as institutions of the Church, are intentional in responding to this central concern and mission. This study attempted to explore how schools fulfill this mission, and in so doing, how students experience three identified principles of Catholic social teaching. This qualitative case study suggests that the school's response to mission will be found in the students' experience. This qualitative case study conducted a thorough review of the literature and research pertaining to Catholic social teaching, the history and purpose of inner city Catholic schools, and the Catholic school as a community. The researcher employed the use of observations, focus group interviews, and document review to investigate the research question: How do students in an inner city Catholic elementary school experience three essential principles of Catholic social teaching: Life and dignity of the person; Call to family, community, and participation; and Preferential option for the poor and the vulnerable? The methodology for this study was designed as socially committed research, to provide a way of knowing for both researcher and participants.
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Stimpson, Dennis. "Beyond ethical reflections : neo-liberalism, idolatry and Canadian catholic social teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54287.pdf.

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Duffy, Gavan James, and n/a. "The Worker in Catholic Social Thought: An Historical Analysis." Griffith University. School of Theology, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070719.100813.

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This thesis examines directly the development of Catholic social teaching in respect of the rights and duties of the worker. Beginning with the Old Testament, the thesis compares the attitude of the Hebrew people as expressed in Scripture to those who performed the tasks associated with the crafts or with labour. This shows how the attitude of the Hebrews to workers, in comparison with the attitude of surrounding peoples, was ameliorated by their belief in a just God who spoke to them in Scripture and through the prophets. In its examination of the New Testament, the thesis extracts gospel references to the worker and extracts from the Epistles, particularly from the Pauline texts, on the subject. The changes in attitude to the worker as expressed in the New and Old Testaments are noted. Next examined are the writings of the Church Fathers and their application to the worker. It can be seen from this examination that the early Church Fathers, whilst not directly developing a body of teaching in respect of the worker, developed a philosophical platform for its later development. It will be shown how the teachings of the Church Fathers, in their application of teaching of Jesus in the Gospels to the prevailing attitudes of Roman society contributed to the further amelioration of the condition of slaves in the later Empire. When speaking of the worker in Greco-Roman society, one is in effect speaking about the institution of slavery. The thesis then discusses the further changes in attitude to the worker that followed the decline of imperial authority in the west. It examines the role of the Church and its teaching regarding the dignity of the human person and the place of work in the scheme of redemption, and how it had an ameliorating effect on the treatment of slaves in the various Barbarian kingdoms which arose in the west following the extinguishing of Roman authority. The thesis argues that it was the influence of Christianity which ultimately led to the evolution of the condition of slavery as it was known in the Roman Empire and Carolingian period, to that of the serfdom of the Middle Ages. Next discussed is the 'Guild System' of regulating and controlling the crafts. The Guilds were a society, in part co-operative but mainly composed of private owners of capital whose corporation was self governing, and was designed to check competition between its members in order to prevent the growth of one at the expense of the other. The thesis examines how the Guilds functioned and explains why some Catholic writers such as Hilaire Belloc and Gilbert Keith Chesterton regarded the Guilds as an excellent example of the practical application of Christian principles to work and economics. The thesis then examines the effects of the Reformation and the rise of liberal capitalism from the Guild system and how they both contributed to its decline. Following the decline of the Guild system and the onset of liberal capitalism, society came to be divided into two classes, the capitalist class, and the proletariat. This thesis examines how this development occurred and the factors which contributed to it. It shows how the division of society into capitalist and proletariat, haves and have-nots, resulted in the development of a class war and the antagonism between capital and labour. The thesis shows how under the liberal capitalist system, the conditions of the working class came to resemble in the words of Leo XIII, 'a yoke, almost of slavery'. Next developed and analysed is the manner in which the antinomy between capital and labour gave birth to the philosophy of Marxism in 1848 following the publication of the Communist Manifesto by Karl Marx and Freidrich Engels. It shows how the development of these two antagonistic classes was viewed by the Church as an aberration or distortion of the social order and how in response to the rise of the philosophy of Marxism, Leo XIII countered with his great social encyclical Rerum Novarum, promulgated on the 15th May 1891, which was to earn him the title of 'The Workers' Pope'. The thesis then deals sequentially with the social teachings and encyclicals of Popes Pius XI, Pius XII, John XXIII, Paul VI and John Paul II. All of these Popes, in some way, expanded upon and developed the social teaching of the Church regarding the workers. In many ways it could be said that the later encyclicals have 'fleshed out' Rerum Novarum. During this period, numerous advances have been made in the fields of technology and there has been a considerable improvement in the conditions and wages of workers. In its consideration of the social encyclicals since Rerum Novarum, this thesis discusses the way in which the Popes have developed and expanded Catholic social teaching in respect of the workers as changes in technology and various structural changes to the financial system threw up new and complex challenges to the creation of a just social order in which the dignity and the rights of workers are fully respected. It is shown how the Popes since Leo XIII have confronted the injustices associated with these developments and detailed recommendations for action, some of which would be viewed by many as quite radical. Later in this thesis deleterious effects upon the rights of workers of global neo-liberal capitalism are identified. It is demonstrated that in the early years of the twenty-first century, there are already signs that some of the less desirable traits of laissez faire or liberal capitalism, are once again rearing their heads. This is seen in such developments as the 'hollowing out' of the middle class and the concentration of wealth in fewer hands. It is also seen in the slow but sure erosion of the working conditions of workers and in their level of remuneration. It is seen in developed countries, in the trend towards longer working hours and the increasing casualisation of the workforce. This thesis shows that in the context of the world economy, a gap continues to widen between the developed and undeveloped nations, whilst inequitable trade agreements tend to confine the developing nations to the status of providers of raw materials to the industrialised world, an inequity, which, more often than not finds itself imposed upon the working men and women of the developing nations in the form of long hours, low wages and poor conditions. It is a tenet of this thesis that the social teaching of the Church directly the challenges and confronts the philosophy of neo-liberal capitalism and its associated philosophy of globalism in respect of the attaining of a just distribution of the world's goods, the dignity of work and the mutual dependence of capital and labour.
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Duffy, Gavan James. "The Worker in Catholic Social Thought: An Historical Analysis." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365484.

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This thesis examines directly the development of Catholic social teaching in respect of the rights and duties of the worker. Beginning with the Old Testament, the thesis compares the attitude of the Hebrew people as expressed in Scripture to those who performed the tasks associated with the crafts or with labour. This shows how the attitude of the Hebrews to workers, in comparison with the attitude of surrounding peoples, was ameliorated by their belief in a just God who spoke to them in Scripture and through the prophets. In its examination of the New Testament, the thesis extracts gospel references to the worker and extracts from the Epistles, particularly from the Pauline texts, on the subject. The changes in attitude to the worker as expressed in the New and Old Testaments are noted. Next examined are the writings of the Church Fathers and their application to the worker. It can be seen from this examination that the early Church Fathers, whilst not directly developing a body of teaching in respect of the worker, developed a philosophical platform for its later development. It will be shown how the teachings of the Church Fathers, in their application of teaching of Jesus in the Gospels to the prevailing attitudes of Roman society contributed to the further amelioration of the condition of slaves in the later Empire. When speaking of the worker in Greco-Roman society, one is in effect speaking about the institution of slavery. The thesis then discusses the further changes in attitude to the worker that followed the decline of imperial authority in the west. It examines the role of the Church and its teaching regarding the dignity of the human person and the place of work in the scheme of redemption, and how it had an ameliorating effect on the treatment of slaves in the various Barbarian kingdoms which arose in the west following the extinguishing of Roman authority. The thesis argues that it was the influence of Christianity which ultimately led to the evolution of the condition of slavery as it was known in the Roman Empire and Carolingian period, to that of the serfdom of the Middle Ages. Next discussed is the 'Guild System' of regulating and controlling the crafts. The Guilds were a society, in part co-operative but mainly composed of private owners of capital whose corporation was self governing, and was designed to check competition between its members in order to prevent the growth of one at the expense of the other. The thesis examines how the Guilds functioned and explains why some Catholic writers such as Hilaire Belloc and Gilbert Keith Chesterton regarded the Guilds as an excellent example of the practical application of Christian principles to work and economics. The thesis then examines the effects of the Reformation and the rise of liberal capitalism from the Guild system and how they both contributed to its decline. Following the decline of the Guild system and the onset of liberal capitalism, society came to be divided into two classes, the capitalist class, and the proletariat. This thesis examines how this development occurred and the factors which contributed to it. It shows how the division of society into capitalist and proletariat, haves and have-nots, resulted in the development of a class war and the antagonism between capital and labour. The thesis shows how under the liberal capitalist system, the conditions of the working class came to resemble in the words of Leo XIII, 'a yoke, almost of slavery'. Next developed and analysed is the manner in which the antinomy between capital and labour gave birth to the philosophy of Marxism in 1848 following the publication of the Communist Manifesto by Karl Marx and Freidrich Engels. It shows how the development of these two antagonistic classes was viewed by the Church as an aberration or distortion of the social order and how in response to the rise of the philosophy of Marxism, Leo XIII countered with his great social encyclical Rerum Novarum, promulgated on the 15th May 1891, which was to earn him the title of 'The Workers' Pope'. The thesis then deals sequentially with the social teachings and encyclicals of Popes Pius XI, Pius XII, John XXIII, Paul VI and John Paul II. All of these Popes, in some way, expanded upon and developed the social teaching of the Church regarding the workers. In many ways it could be said that the later encyclicals have 'fleshed out' Rerum Novarum. During this period, numerous advances have been made in the fields of technology and there has been a considerable improvement in the conditions and wages of workers. In its consideration of the social encyclicals since Rerum Novarum, this thesis discusses the way in which the Popes have developed and expanded Catholic social teaching in respect of the workers as changes in technology and various structural changes to the financial system threw up new and complex challenges to the creation of a just social order in which the dignity and the rights of workers are fully respected. It is shown how the Popes since Leo XIII have confronted the injustices associated with these developments and detailed recommendations for action, some of which would be viewed by many as quite radical. Later in this thesis deleterious effects upon the rights of workers of global neo-liberal capitalism are identified. It is demonstrated that in the early years of the twenty-first century, there are already signs that some of the less desirable traits of laissez faire or liberal capitalism, are once again rearing their heads. This is seen in such developments as the 'hollowing out' of the middle class and the concentration of wealth in fewer hands. It is also seen in the slow but sure erosion of the working conditions of workers and in their level of remuneration. It is seen in developed countries, in the trend towards longer working hours and the increasing casualisation of the workforce. This thesis shows that in the context of the world economy, a gap continues to widen between the developed and undeveloped nations, whilst inequitable trade agreements tend to confine the developing nations to the status of providers of raw materials to the industrialised world, an inequity, which, more often than not finds itself imposed upon the working men and women of the developing nations in the form of long hours, low wages and poor conditions. It is a tenet of this thesis that the social teaching of the Church directly the challenges and confronts the philosophy of neo-liberal capitalism and its associated philosophy of globalism in respect of the attaining of a just distribution of the world's goods, the dignity of work and the mutual dependence of capital and labour.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Theology
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Books on the topic "Catholic social teaching"

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Catholic social teaching. New London, Ct: Twenty-Third Publications, 2009.

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1961-, Massaro Thomas, and Shannon Thomas A. 1940-, eds. American Catholic social teaching. Collegeville, MN: Liturgical Press, 2002.

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E, Curran Charles, and McCormick Richard A. 1922-, eds. Official Catholic social teaching. New York: Paulist Press, 1986.

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Catholic social teaching and movements. Mystic, CT: Twenty-Third Publications, 1998.

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Bishops, Catholic Church Ontario Conference of Catholic. 100 years of Catholic social teaching. Toronto: Ontario Conference of Catholic Bishops, 1991.

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A catechism of Catholic social teaching. Kansas City, MO: Sheed & Ward, 1987.

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Charles, Rodger. An introduction to Catholic social teaching. Oxford: Family Publications, 1999.

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Pennock, Michael. Catholic social teaching: Learning & living justice. Notre Dame, Ind: Ave Maria Press, 2007.

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Höffner, Joseph. Christian social teaching. Köln: Ordo Socialis, 1996.

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Greaney, Michael D. Social justice betrayed: The misinterpretation of Catholic social teaching. St. Louis, Mo: Central Bureau, CCVA, 2000.

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Book chapters on the topic "Catholic social teaching"

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McKinney, Stephen J. "Catholic Social Teaching, Catholic Education and Religious Education." In Global Perspectives on Catholic Religious Education in Schools, 393–403. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_32.

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Maskulak, Marian. "Edith Stein and Catholic Social Teaching." In Women in the History of Philosophy and Sciences, 15–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91198-0_2.

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Cassel, Douglass. "Mining, Catholic social teaching, and international human rights." In Catholic Peacebuilding and Mining, 133–54. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003094272-10.

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Sobreviñas, Alellie B., and Gemma Tulud Cruz. "Migrant Remittances, Development, and Catholic Social Teaching." In Catholicism in Migration and Diaspora, 89–102. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282310-9.

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Kuo, Wen-ban. "The Implementation of Catholic Social Teaching in Taiwan." In The Catholic Church in Taiwan, 151–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6668-9_8.

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Melé, Domènec. "Catholic Social Teaching on the Social Responsibility of Business." In The Routledge Companion to Corporate Social Responsibility, 99–109. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003152651-11.

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Ballano, Vivencio O. "Introducing Catholic Social Teaching and the Role of Sociology in the Catholic Church." In A Sociotheological Approach to Catholic Social Teaching, 21–55. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7075-7_2.

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Melé, Domènec. "Virtues, Values, and Principles in Catholic Social Teaching." In International Handbooks in Business Ethics, 153–64. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-007-6510-8_9.

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Yuen, Mary Mee-Yin. "Justice and Human Dignity in Catholic Social Teaching." In Solidarity and Reciprocity with Migrants in Asia, 37–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33365-2_3.

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Melé, Domènec. "Virtues, Values, and Principles in Catholic Social Teaching." In Handbook of Virtue Ethics in Business and Management, 1–13. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-6729-4_9-1.

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Conference papers on the topic "Catholic social teaching"

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Ohanian, Michelle. "A Semester of Service-Learning and Catholic Social Teaching in Philadelphia." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890519.

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Matejka, Des. "Project-Based Learning in Online Postgraduate Education." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2773.

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The Faculty of Education at Australian Catholic University offers an online postgraduate course that focuses on the use of e-learning tools to facilitate changes in thinking, teaching and learning. It incorporates project-based learning techniques that require participants to learn how to apply selected ICT and e-learning tools to improve learning within their workplace. This has been based upon ongoing evaluations to determine ways in which experience with information and communications technology (ICT) and e-learning tools bring about a change of perspectives about their own teaching. Through identifying factors that inhibit, as well as promote their learning, the program focuses upon learning about ICT and e-learning tools to inform participants about their own teaching. This paper discusses how the implementation of an online postgraduate course has helped to facilitate a problem-based approach that provides a social construction for learning, by allowing the sharing of resources, discussion of approaches about implementation issues and the showcasing of final student projects.
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Graskemper, Michael David. "A BRIDGE TO INTER­RELIGIOUS COOPERATION: THE GÜLEN­JESUIT EDUCATIONAL NEXUS." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/aeaf6717.

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The Gülen movement’s educational mission is, at its core and in its praxis, remarkably simi- lar to the centuries-old Jesuit educational tradition. It can be argued that both educational movements are united in a shared mission today –a deep concern for the spiritual freedom of the individual and a commitment to the betterment of the world. Both movements seek to instil values such as honesty, dedication, compassion and tolerance. To achieve this goal, students are offered a narrative of the past as a foundation on which to build an understanding of the modern world. Furthermore, they are educated holistically – in ethics and social justice as well as the sciences – what Gülen calls a ‘marriage of mind and heart’. This paper focuses on four shared values of education: commitment, responsibility, virtue and service. Within this framework, themes found in the Gülen educational movement, such as the Golden Generation and the concept of hizmet, are compared to similar Jesuit notions such as A.M.D.G., cura personalis, and ‘Men and Women for Others’. Differences and nu- ances are also addressed in the paper. The discussion aims to highlight the importance of values-oriented education in the modern world. The Gülen–Jesuit educational nexus is one positive bridge to inter-religious understanding and, importantly, collaborative action. The educational endeavors associated with the Turkish-Muslim Gülen movement have popu- larized, possibly more than any other facet of the group, Fethullah Gülen’s mission to prom- ulgate and cultivate an individually transformative Islam in the modern world. As the teach- ers and business partners of the Gülen movement continue to work to form conscientious, open-minded and just students in different cultures across the world, they will continue to be challenged and influenced by a myriad of different perspectives, religions, and socio-political groups; and, in turn, they will succeed in positively influencing those same cultures, as they have in many cases already. Of the many groups with which the Gülen movement has inter- acted in its ever-expanding intercultural milieu, this paper will focus on one: the educational charge of a Roman Catholic religious order called the Society of Jesus, a group more com- monly known as the Jesuits. This paper shows that the educational mission of the Gülen movement is, at its core, remark- ably similar to the mission of the centuries-old Jesuit Catholic educational tradition. In fact, it can be argued that the Gülen and Jesuit educational missions are, in theory and in praxis, united in a shared mission today; one that is rooted in a deep concern for the spiritual free- dom of the individual and dedicated to the betterment of the world. In analyzing this shared mission, this paper aims to discuss the importance of values-oriented education; particularly by addressing how the Gülen-Jesuit educational nexus can act as one positive bridge to inter- religious understanding and, importantly, cooperation and action in our transitioning world. In order to achieve this end, this paper begins with a short analysis of each movement’s back- ground with regard to education. Afterwards, the each movement’s notion of religious educa- tion is discussed. Finally, the focus turns to the mission themes the educational movements have in common. While there is a plethora of shared mission traits from which one could choose, for practical purposes this paper uses as its foundation for comparison four themes distilled by William J. Byron, S.J., from a mission statement from Georgetown University, the Jesuit university in Washington, D.C., which reads: Georgetown seeks to be a place where understanding is joined to commitment; where the search for truth is informed by a sense of responsibility for the life of society; where academic excellence in teaching...is joined with the cultivation of virtue; and where a community is formed which sustains men and women in their education and their conviction that life is only lived well when it is lived generously in the service of others (Byron 1997, 653). The first of these themes is a commitment to the understanding that God works in the world through people. The second is a responsibility to raise individual students to act justly in and for the world. The third is virtue, with the understanding that the way to achieve the mission of these schools is through educating students to be morally upright. Finally, the fourth theme is the need to be actively engaged in service to make the world a more peaceful, tolerant and just place to live. Commitment, responsibility, virtue, and service are, significantly, foundational for not only Jesuit schools, but Gülen schools as well.
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Reports on the topic "Catholic social teaching"

1

Stine, Anthony. Catholic Social Teaching and Sustainable Development: What the Church Provides for Specialists. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7476.

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