Dissertations / Theses: 'Catholic'

1

McClain, Lisa Renee. "As one in faith : the reconstruction of Catholic communities in Protestant England, 1559-1642 /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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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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Tse, Wing-chiu Edmund. "Catholicism in post-Mao China perceptions of the Hong Kong Catholic community since the 1980s /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35313043.

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Preus, Jacob A. O. III. "Contemporary Roman Catholic approaches to non-Catholic religions." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Noseda, Mary. "Belonging: the case of immigrants and the Australian Catholic Church." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/d59c8aca7776a7e0d40f2d1a935901436988e14d987040a35b11a993cf1cd52c/1028963/65033_Noseda_2006_Belonging_the_case_of_immigrants_1_.pdf.

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The aim of this thesis is to ascertain the extent and nature of belonging to the Australian Catholic Church as experienced by immigrants. This experience of belonging was ascertained through the quantitative study of the National Church Life Survey of 2001 and to a lesser extent the Catholic Church Life Survey of 1996. Both surveys were conducted with attenders at a particular Sunday Eucharist and hence measured the experiences only of Catholics who attend Church. This quantitative study was complemented with a qualitative study of a small group of Vietnamese Catholics who were members of a particular parish. The importance of belonging to a religious tradition is that it provides an aspect of an individual's identity. Identity is many-faceted and formed and reformed in the context of belonging, whether that belonging is to people such as family or to groups of people such as fellow members of a religious tradition. In the process of migration and settlement, the set of primary groups to which an individual belongs is at best disrupted and at worst, lost. Belonging to a religious tradition may provide a constancy of belonging in the immigrant's life when all other aspects of belonging are being renegotiated during settlement in the host country. In the case of the Catholic Church in Australia, there has been some debate about whether or not the Church has been welcoming of immigrants but little testing of immigrants' experience of being welcomed and enabled to belong to the Church. The National Church Life Survey provided a unique opportunity to examine the extent and nature of belonging as experienced by immigrant Catholics. Since all respondents to the survey were asked their birthplace, comparisons could readily be made between the experiences of Australian-born Catholics and those Catholics who were born elsewhere.;Since nearly 3,000 respondents completed surveys in Italian or Vietnamese, comparisons could also be made between these respondents and those who responded to the survey in English. Finally, comparisons were made between the small group of Vietnamese parishioners who engaged in the qualitative research, and other groups of Catholics. The comparisons were made between all the groups on the issue of belonging. In the survey there was a particular question that asked respondents about their experience of belonging, but there were other questions that indicated the nature of belonging of respondents, and these were used in the analysis. The results of the analyses show that on almost all measures, immigrants belong to the Church to a greater extent than Australian-born Catholics. Immigrants attend Sunday Eucharist in greater proportion than Australian born Catholics. Immigrant Catholics participated more in devotional activities, they reported a greater degree of satisfaction with their faith life and they hold more orthodox beliefs than Australian-born Catholics. However, they did participate less in parish roles and groups than did the Australian-born Catholics. Whilst it may be concluded that this participation is limited because of the barrier of language, the results of this research indicate that this is not the only barrier to participation. Even those immigrants who responded to the English language survey did not participate in parish roles and groups to the extent that Australian-born Catholics did. Further research may be able to ascertain whether cultural barriers outside the scope of this work determine the level of participation of immigrants. This research concludes that since the Second World War, Catholic immigrants have 'done the work' of belonging to the Australian Catholic Church. They have done this despite the 'benign neglect' of the Church itself and they represent in fact the Church's 'most Catholic' members.

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Pandolfo, Nadia. "Truth and Conflict in the Catholic Church: Catholic Jewish Dialogue." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/143.

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A dispute between Cardinal Joseph Ratzinger and Walter Kasper beginning in the 1960s reveals two competing worldviews within the contemporary Roman Catholic Church with regard to Catholic-Jewish relations: An ontological approach, represented by Ratzinger, which understands the truth to be eternal, unchanging and handed down from above, and a historicalphenomenological approach, represented by Kasper, which understands human experience as dynamically shaping conceptions of the truth. These competing worldviews hold further theological implications (anthropological, Christological, soteriological, ecclesiological, and missiological) in terms of how Catholics approach and understand their relationship with Judaism. This thesis will argue that because Kasper’s worldview is more open to the experience of the religious other, it has proved more beneficial to the Catholic-Jewish dialogue process and, therefore, represents a better articulation of the directives of Vatican II, which mandates all Catholics to renounce hatred and anti-Semitism and to engage in friendly dialogue and theological enquiry with Jews in order to “further mutual understanding and appreciation.” The thesis will further argue that the Catholic Church, on the whole, is trending toward the historicalphenomenological worldview and away from the ontological worldview, most noticeably in its relation with the Jews. The election of Pope Francis in 2013 is the best example of this trend as his magisterial teachings and publications thus far indicate that his worldview is more in line with Kasper’s historical-phenomenological approach than with Ratzinger’s ontological approach.

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Goodnough, Angelique Montgomery. "A treasure buried| Catholic college students' experience of Catholic identity." Thesis, St. Thomas University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265113.

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For almost one million college students in the United States, the Catholic university is Church. This study describes the experience of students at three Catholic universities. A work of Practical Theology, these reflections offer an opportunity for examination of the ecclesiology of the university not only in the liturgical sense but in the relational sense as a community of the faithful. It contains a full explication of Catholic and non-Catholic students’ description of their experience of Catholic identity at three metropolitan Catholic universities, how that experience was evoked in the process of interpretive theological reflection, and the themes that have emerged from those reflections. The themes most emphatically expressed on all three campuses were community, relationship, and service. The students describe their experiences in the chapel, the classroom, the dormitory, and the offices of administration and financial aid.

Students in this reflection expressed an expectation that their personal interactions with faculty, staff, and administration, as well as their prayer and worship practices, would be different at a Catholic university. When these interactions did not meet their expectations, it was the university as Catholic that had failed. The failure was, in student Rachel’s words because “you can’t just call yourself Catholic and not do anything about it.” For these students, everyone on the university campus is seen as a part of the university’s Catholic identity because for them the university is Church, both in the liturgical and ecclesial sense. The insights gained have value for Catholic institutions committed to an ongoing conversation on what it means to be Catholic.

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Feehan, Mona-Lee Marie Brophy. "Catholic marriage preparation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34451.pdf.

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9

Ossewarde, Marinus Richard Ringo. "Tocqueville's Catholic liberalism." Thesis, London School of Economics and Political Science (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270861.

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10

Luniw, Paul. "The reception of Orthodox into the Catholic Church and reception of Catholics into the Orthodox Church." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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11

D'Antonio, William V. "American Catholics: Persisting and Changing: Morning Session. Persistence and Change in the Catholic Landscape." The Church in the 21st Century Center at Boston College, 2011. http://hdl.handle.net/2345/bc-ir:103716.

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12

Selzer, Eric. "The triumph of the Catholic Committee : the Irish Catholic Campaign, 1790-1793." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/29357.

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The overall aim of this study is to reawaken interest in the frequently overlooked and misunderstood popular political campaign of the Irish Catholic Committee between 1790 and 1793. The first chapter will present the primary topics to be addressed, including membership, motivation, methodology, and character of the Irish Catholic organisation. The second chapter will relate the historical background of the penal era in eighteenth-century Ireland and the evolution of Irish Catholic activism in the decades immediately prior to the 1790s. Chapter three will cover the campaign’s gradual and hesitant beginnings, while chapters four and five will describe the critical months between September 1791 and December 1792, when the Catholics of Ireland received the parliamentary franchise, and will consider the historical legacy of the Catholic Relief Act of 1793. Finally, chapter seven will provide a thorough analysis of the character of the Irish Catholic Committee, asking whether the Committee can most accurately be characterised as either a sectarian, radical, or patriotic political organisation. The intended outcomes of this dissertation will be both the effective reintroduction of the Catholic Committee to eighteenth century Irish historiography, replacing it alongside other contemporary popular political groups such as the Society of United Irishmen, and, additionally, the important rediscovery of the voice of secular, eighteenth century Ireland, a perspective which has repeatedly been neglected or underappreciated by historians investigating the political events surrounding the Catholic question of eighteenth century Ireland.

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Ugochukwu, L. C., and n/a. "Catholic education in practice : a case study of a Catholic high school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.161949.

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An aspect of Australian education is the continued presence of the Catholic schools including those in the Archdiocese of Canberra and Goulburn. They have continued to be a significant part of Australian education after decades of ups and downs. The question today is not whether Catholic schools will survive but rather how effective they will be despite the changes which have taken place over the last few decades. Catholic schools still aim to provide all the elements of a State education, and in addition, to offer them within a Catholic setting. They have tried to create an environment that will continue to reflect the cultural values of its members. The Theses is on Catholic Education in Practice: A Case Study of a Catholic High School in the A.C.T. The Theses is based on historical and analytical approach. The results of a case study involving random sampled students, their parents/guardians and teachers in a Catholic High School in the A.C.T. sets out to investigate what factors still attract them to the Catholic school despite the significant changes that have taken place since Catholic education was introduced into Australia. By examining these three groups of people who are directly involved in Catholic schools, it is hoped that a more balanced assessment of the extent to which ideals and practices of Catholic education have been retained. The results show that students attend Catholic schools for a variety of reasons including academic and religious and because of the traditional approach to areas such as discipline. The religious values continue to be an important part of the school which makes it distinctively Catholic, but the integration is not as pervasive as previous due to the change in the nature of staff and students at the school.

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Stanger, Elizabeth Ann. "The Catholic Women's Network." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28486.

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The Catholic Women's Network was formed in 1984 and continues to be an active and thriving group. Since its founding in 1984, however, it has gone through two generations of women who are quite different from each other and consequently have different expectations of the group. Initially the Network was formed to be a local support group for Catholic women who were feeling alienated from the Catholic Church and were finding it increasingly hard to continue to participate in it. Since 1987, the group has changed its membership and its function. Rather than functioning as a support group for women who attend Church it is now one part of a network of alternative forms of Catholic life available in the diocese. This thesis describes the two generations of the Catholic Women's Network and accounts for the group's evolution by examining broader historical trends within Roman Catholicism and Catholic feminism: a shift in understanding of what it means to be the Church, inaugurated by the Second Vatican Council (1962-1965); and a move away from liberal feminism and its demand for the inclusion of women in the Church's clerical hierarchy toward a Marxian analysis of Church structures and the concomitant development of Womenchurch, a network of small feminist Catholic groups devoted to transforming the Church into a community of co-equal participation.
Arts, Faculty of
Sociology, Department of
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15

Sunderland, Jordan. "Alexander Campbell anti-Catholic /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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16

To, Tai-fai Peter, and 杜泰輝. "An urban "Catholic" space." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31984162.

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To, Tai-fai Peter. "An urban "Catholic" space." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25956401.

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18

Holland, Mary Griset. "The British Catholic press and the educational controversy, 1847-1865." New York : Garland, 1987. http://catalog.hathitrust.org/api/volumes/oclc/16900946.html.

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McGrath, Michael Peter Mark. "The price of faith : the Catholic church and Catholic schools in Northern Ireland." Thesis, London School of Economics and Political Science (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301115.

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This thesis examines three major themes of Catholic education in Northern Ireland. Firstly, the thesis analyses the Catholic authorities' efforts to maintain clerical control of Catholic schools in Northern Ireland from 1921 to the Education (Northern Ireland) Order of October 1993, concentrating upon the events surrounding the major education laws of 1923,1925,1930,1947 and 1968, and the Orders - in - Council of 1989 and 1993. The thesis also estimates the financial and educational price paid by Northern Ireland's Catholics to maintain a network of autonomous denominational schools. Secondly, the thesis assesses the impact of the 'Gaelic' features of Catholic schools upon education policy, to determine whether national issues influenced the decisions of either the Catholic authorities or the devolved government. Thirdly, the thesis studies the Catholic authorities' response to the success of the campaign in recent decades for integrated schools, educating Catholic and Protestant children in 'shared schools'. The thesis relies upon five major sources; the records contained in the Public Record Office of Northern Ireland, the Catholic Church's archives for the Down and Connor diocese, the debates of the Northern Ireland and United Kingdom Parliaments, the newspapers reports of the Irish News and the Belfast Telegraph, and the Ministry of Education's Annual Reports

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20

Thomason, Emily C. "Catholic Transtemporality through the Lens of Andrea Pozzo and the Jesuit Catholic Baroque." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596048028639872.

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21

Neal, Joan F. "A framework for pastoral leadership in the third millennium." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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22

Pratchler, Joan. "Exploring the subjectivity of lay Catholic women administrators in Catholic schools, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30538.pdf.

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Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.

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Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals. Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas. Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards. This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions. This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.

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Taylor, Charles 1931, and Robert P. Imbelli. "Revitalizing the Catholic Intellectual Tradition on Catholic University Campuses: A Conversation with Charles Taylor." The Church in the 21st Century Center at Boston College, 2011. http://hdl.handle.net/2345/bc-ir:103728.

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Woods, Gillian. "Catholic semiotics in Shakespearean drama." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442890.

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Heimann, Mary Elizabeth. "English Catholic devotion 1850-1914." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334082.

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Connelly, Camryn. "Hiring Leaders in Catholic Schools." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638153.

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In the Archdiocese of Los Angeles, principals are often ill prepared for the demands of the job. According to Baxter (2012), every year in the Archdiocese approximately 30 principal vacancies are filled. Many of the Pastors who hire for these vacancies do not have an educational background, nor do they have much experience in hiring practices. With the increase of lay educators leading Catholic schools, not only are competent principals needed, but principals who can be Pastoral, educational, and managerial leaders (Manno, 1985). To increase the probability of hiring strong candidates for the principal vacancies in schools across the Archdiocese of Los Angeles, a hiring protocol is needed to standardize the process, while encouraging collaboration and input from multiple stakeholders. This case study implemented and evaluated a hiring protocol at one school site within the Archdiocese of Los Angeles. The protocol was designed to help Catholic schools hire qualified principals, and its development was guided by previous research on effective hiring procedures for such positions. The case-study data collected provides insight into the benefits and of using this specialized hiring protocol while also identifying potential changes to further strengthen the protocol. The results of the case study will be shared with the Department of Catholic Schools in the Archdiocese of Los Angeles to provide a framework for a principal hiring protocol that can be used at all school sites.

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28

Duffy, Hugh. "Liberal education and Catholic theology." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:5719.

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The purpose of this thesis is to analyse and explain the intimate connection that exists between liberal education and Catholic theology. This is done by analysing the changing patterns of interconnections in the historical and on-going relationship between both. The thesis comprises nine chapters. The first two chapters outline the general principles governing the study. The next two chapters deal with the history of the relationship between liberal education and Catholic theology, beginning with the early apologists via Augustine and culminating in Aquinas' scholastic synthesis. This part of the study describes the synthesis which took place from early Christianity until the fifteenth century. The second part of the thesis deals with the separation of liberal education and Catholic theology, which began during the Reformation, and is discussed in Chapters Five and Six. The consequences of this separation which led to the establishment of a secular system of liberal education, divorced from theology, during the Enlightenment, is analysed in Chapter Seven. The final two chapters of the thesis (Chapters Eight and Nine) deal with the 'Catholic Reaction' to the reformed rational system of liberal education, and the 'Rediscovery' of the comprehensive tradition of liberal education, brought about by the historic revival of Catholic scholarship, initiated by Pope Leo XIII.

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Hurst, Mary. "Byron and the 'Catholic Persuasion'." Thesis, University of Liverpool, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433018.

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30

Kruska, Richard. "Financial Models in Catholic Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/258.

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Catholic education is at a crossroads in the United States, as rising tuition costs present significant challenges to many families’ financial resources. At the very least, affording a Catholic education calls for a reprioritization of expenses. However, in many cases, high tuition costs leave parents with no recourse but to remove their children from Catholic schools. As costs and tuition climb, only those with significant financial resources will be able to attend Catholic schools. Hence, maintaining the foundational mission of Catholic education, namely to provide access to education for the poor and oppressed, threatens to become impossible due to the inadequate revenue from tuition-dependant financial models used by Catholic school administrations. Thus, Catholic schools need a critical rethinking of their financial model in order to make Catholic education accessible to all. In order to address the financial crisis in Catholic education, it is first important to understand the various forces that influence the funding of Catholic schools. This study addresses this need by asking the question: “What are the current financial models of Catholic education?” Based on a review of the current literature, and including data from a survey of current Catholic diocesan superintendents, this study defines the current financial models used in contemporary Catholic schools in the U.S. by asking the following questions: What are the parameters or conditions of the model? Who are the beneficiaries of the model? What is the social goal or purpose of the model? What is the strength of the model? What are the weaknesses of the model? Through a summary of the survey findings, recommendations begin to emerge that are presented in the following three categories: (a) a need for a purposeful, strategic, comprehensive intentionality in the application of the various financial models available, (b) a need to reframe the leadership model for financing Catholic schools, and (c) a need to review and update the current decentralized model in Catholic education.

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Connelly, Camryn Marie. "Hiring Leaders in Catholic Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/198.

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In the Archdiocese of Los Angeles, principals are often ill prepared for the demands of the job. According to Baxter (2012), every year in the Archdiocese approximately 30 principal vacancies are filled. Many of the Pastors who hire for these vacancies do not have an educational background, nor do they have much experience in hiring practices. With the increase of lay educators leading Catholic schools, not only are competent principals needed, but principals who can be Pastoral, educational, and managerial leaders (Manno, 1985). To increase the probability of hiring strong candidates for the principal vacancies in schools across the Archdiocese of Los Angeles, a hiring protocol is needed to standardize the process, while encouraging collaboration and input from multiple stakeholders. This case study implemented and evaluated a hiring protocol at one school site within the Archdiocese of Los Angeles. The protocol was designed to help Catholic schools hire qualified principals, and its development was guided by previous research on effective hiring procedures for such positions. The case-study data collected provides insight into the benefits and of using this specialized hiring protocol while also identifying potential changes to further strengthen the protocol. The results of the case study will be shared with the Department of Catholic Schools in the Archdiocese of Los Angeles to provide a framework for a principal hiring protocol that can be used at all school sites.

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Casey-Stoakes, Coral Georgina. "English Catholic eschatology, 1558-1603." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/266215.

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Early modern English Catholic eschatology, the belief that the present was the last age and an associated concern with mankind’s destiny, has been overlooked in the historiography. Historians have established that early modern Protestants had an eschatological understanding of the present. This thesis seeks to balance the picture and the sources indicate that there was an early modern English Catholic counter narrative. This thesis suggests that the Catholic eschatological understanding of contemporary events affected political action. It investigates early modern English Catholic eschatology in the context of proscription and persecution of Catholicism between 1558 and 1603. Devotional eschatology was the corner stone of individual Catholic eschatology and placed earthly life in an apocalyptic time-frame. Catholic devotional works challenged the regime and questioned Protestantism. Devotional eschatology is suggestive of a worldview which expected an impending apocalypse but there was a reluctance to date the End. With an eschatological outlook normalised by daily devotional eschatology the Reformation and contemporary events were interpreted apocalyptically. An apocalyptic understanding of the break with Rome was not exclusively Protestant. Indeed, the identification of Antichrist was not just a Protestant concern but rather the linchpin of Reformation debates between Catholics and Protestants. Some identified Elizabeth as Jezebel, the Whore of Babylon. The Bull of Excommunication of 1570 and its language provided papal authority for identifications of Elizabeth as the Whore. The execution of Mary Queen of Scots was a flashpoint which enabled previously hidden ideas to burst into public discourse. This was dangerous as eschatology and apocalypticism was a language of political action. An eschatological understanding of contemporary events encouraged conspiracy. The divine plan required human agents. Catholic prophecy and conspiracy show that eschatology did not just affect how the future was thought about but also had implications for the present. This thesis raises questions about Catholic loyalism which other scholars have also begun to challenge. Yet attempts to depose or murder the monarch was not the only response which could be adopted. Belief that one was living in the End also supported what this thesis terms ‘militant passivity’. Martyrs understood their suffering as a form of eschatological agency which revealed and confirmed the identities of the Antichrist and the Whore. The Book of the Apocalypse promised that they would be rewarded at God’s approaching Judgement and the debates of the Reformation would be settled by the ultimate Judge. As martyrs came to symbolise the English Catholic community, it came to understand itself eschatologically. This thesis argues that acknowledging the eschatological dimensions of Catholic perception and action helps us to re-think the nature of early modern English Catholicism.

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Sullivan, John William. "Catholic education : distinctive and inclusive." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.

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The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic worldview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness? How far can distinctiveness and inclusiveness (in the context of Catholic education) be reconciled? An extended commentary on key Roman documents about Catholic education is provided. This is related to the particular context of Catholic schools in England and Wales, where an ambivalence in the purposes of Catholic schools is indicated and a way for them to avoid the ambivalence by being both distinctive and inclusive is suggested. The study works at the interface between Christian (and more specifically Catholic) theology, philosophical analysis and educational theory and practice with regard to the raison d'etre of Catholic schools. Through a retrieval and application of the notion of 'living tradition' it is shown that within Catholicism there are intellectual resources which enable Catholic schools to combine distinctiveness with inclusiveness, although there will be limits on the degree of inclusiveness possible. In the face of criticisms of their potentially inward-looking role in a pluralist society, it is argued that Catholic schools contribute to the common good. The argument should enhance clarity about purpose for Catholic educators in England and Wales. It also has implications for Catholic schools elsewhere and for other Christians and for people of other religions in the practice of their oit forms of faithbased education.

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Moreland, Anna Bonta, and Joseph Curran. "New voices in Catholic theology:." The Church in the 21st Century Center at Boston College, 2013. http://hdl.handle.net/2345/bc-ir:103961.

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Listen to Anna Moreland and Joe Curran, editors of the new book, New Voices in Catholic Theology, as they share the profound influence of theologian Michael Buckley, S.J. on their scholarship, while presenting some of the best original work being done in theology today

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35

Schlossman, Beryl. "Joyce's catholic comedy of language /." Madison ; London : University of Wisconsin press, 1985. http://catalogue.bnf.fr/ark:/12148/cb34923288d.

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36

Gautier, Mary 1952. "American Catholics: Persisting and Changing: Morning Session. Parish life and Catholic education: a changing institutional landscape." The Church in the 21st Century Center at Boston College, 2011. http://hdl.handle.net/2345/bc-ir:103721.

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37

Hollis, Lanny Keith. "Catholic Sschools and Student Academic Performance: Does the Urban Catholic School Experience Mitigate Ethnoracial Disparity?" Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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Hollis, Lanny K. "Catholic schools and student academic performance Does the urban catholic school experience mitigate ethnoracial disparity? /." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Mar. 11, 2010). Includes bibliographical references (p. 252-291). Available online via the OhioLINK ETD Center and also available in print.

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Stacey, Jennifer June. "Ordination of Women in the Catholic Church: With Emphasis on the Plight of Catholic Women." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/15361.

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This thesis makes a case for the ordination of women in the Roman Catholic communion. It begins by researching the active place of women in the ministries of the early church, and attempts to show how celibacy for religious, priestly ordination for men only, and the near exclusion of women from sacramental actions developed in the western church. It then addresses the current debate about women's ordination, showing how the Protestant churches are well in advance of the Catholics in granting women clerical appointments, even bishoprics, and revealing what is holding matters up theologically and ecclesiastically for Rome. A chapter on the situation in the Marquesan Islands, where women have been the traditional priests, and liturgical adjustments have taken this into account, suggests the Catholic Church can at least begin to take initial steps towards change; but Mrs Stacey argues in the end for serious (and long-awaited) transformations that will allow women into the priestly role.

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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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Hilliard, Marie T. "State Catholic conferences a canonical analysis of two constitutions and bylaws /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Kelly, Augustine. "The vernacular devotional literature of the English Catholic community, 1560-1640." Thesis, University of St Andrews, 2001. http://hdl.handle.net/10023/2651.

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The Catholic community of post-Settlement England relied upon devotional literature to sustain the faith of individuals who were generally deprived of the sacraments and contact with Catholic clergy. Increasingly, these books were used not only to promote Catholic spirituality, but to encourage greater fidelity and loyalty to the Catholic church. The genre is represented by texts which vary greatly and which accommodated a wide and disparate audience with different devotional requirements and even with varying degrees of attachment to the Catholic faith. The period was one of tremendous religious literary activity on the Continent and those who were involved in the production and distribution of Catholic literature drew heavily upon the spiritual books which were issuing in such great numbers from the commercial presses in France and the Netherlands. Translating the devotional works of the spiritual masters of the day proved to be a tremendously effective way of providing English readers with books of orthodox devotion, while at the same time drawing the isolated community into the wider world of Catholic renewal. Providing Catholic devotional texts to a persecuted audience under tremendous pressure to conform very often drew that audience into the fray of controversy and the quarrel of religious disputation. The line between devotion and controversy was thin and often crossed, and devotional books were frequently used as a method of promoting not only Catholic spirituality, but Catholic loyalty as well. Thus, these books, like other devotional artefacts, were considered dangerous to the religious - and political - stability of England. In the contemporary situation these devotional books were clearly regarded as effective tools for maintaining Catholicism in England, both by those who produced them and by those who sought to destroy them. The study of these books can help us to appreciate that important role and the place of devotional literature in the wider context of confessional conflict.

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Rowland, Charles H. "The responsibility of a diocese for the actions of its priests' sexual misconduct canonical implications /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Meriwether, Stephen Aloysius. "Use of the name "Catholic" according to the 1983 Code of canon law canons 216, 300, 803, [section] 3 and 808 /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Gomori, Marcus. "An extended reflection on the history of the Eastern Catholic Church in the United States and the challenges facing its mission and possible future in the twenty-first century (Ruthenian jurisdiction)." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Gordon, Robert J. "Evangelization towards an effective methodology for an economically depressed African-American context /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Spencer, Michelle. "Mary, Mary quite submissive, an analysis of Catholic teaching in the lives of practising Catholic women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0008/MQ38412.pdf.

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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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Coughlan, Pat. "The mission of the Catholic school and role of the principal in a changing Catholic landscape." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/c7f38c50bc0e767a6976560545bd11afd5d93d9266936931d41cd57f3e947936/1966106/64832_downloaded_stream_57.pdf.

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This research explores the mission of the Catholic school and the role of the principal in a changing Catholic landscape. The context of this research is set within a Catholic landscape of radical change. Declining allegiance to institutional Church and disintegration of parishes as a focal point for sacramental and community life are indicative of paradigmatic shifts in understandings of Catholic life. In spite of these changes, Australian Catholic schools continue to enjoy widespread popularity and steady growth in enrolments (McLaughlin, 2005; Smith, 2007). This changing Catholic landscape has implications for the way in which the Catholic school seeks to fulfil its mission and for the role of the Catholic school principal...

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Tse, Wing-chiu Edmund, and 謝詠超. "Catholicism in post-Mao China: perceptions ofthe Hong Kong Catholic community since the 1980s." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35313043.

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Dissertations / Theses on the topic 'Catholic'

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