Veritatis Gaudium
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The Development of Sacrosanctum Concilium Part 2 Or, How to Grok
The development of Sacrosanctum Concilium Part 2 - a presentation by Seán O’Seasnáin on becoming familiar with Vatican II and the Liturgy with a focus on Chapter 4 of What Happened at Vatican II by John W. O’Malley The Lines Are Drawn - The First Period (1962) or, How to grok Sacrosanctum Concilium (SC) while avoiding moonbats and wingnuts from the vantage point of a young Irish friar in formation at the time of Vatican II The four aggiornamento modernization principles identified by John W. O’Malley p140f 1) ressourcement 2) adaptation 3) episcopal collegiality and 4) active participation (Ch.4 of What Happened at Vatican II) are correctly described by O’Malley as fundamental and traditional principles. In a harsh and pedantic review of What Happened at Vatican II the late Richard John Neuhaus, on one hand gives O’Malley back-handed compliments for his balanced analysis, and in the next sentence rushes in to castigate him with misleading accusations of presenting the ‘discontinuity’ perspective of the council. Neuhaus writes dismissively: “What Happened at Vatican II is a 372-page brief for the party of novelty and discontinuity. Its author comes very close to saying explicitly what is frequently implied: that the innovationists practiced subterfuge, and they got away with it” [10]. I would have to credit Neuhaus with providing a reminder here of how appropriate the ‘moonbat’ and ‘wingnut’ designations are when it comes to critiques of Vatican II and the liturgy. He writes: “In the decades following the council, many liberals made no secret of their belief that aggiornamento was a mandate for radical change, even revolution. -
The Centrality of the Holy Sacrifice of the Mass at Christendom College
THE CENTRALITY OF THE HOLY SACRIFICE OF THE MASS AT CHRISTENDOM COLLEGE The Church teaches that the Eucharist is “the source and summit of the Christian life”1 and that the celebration of the Mass “is a sacred action surpassing all others. No other action of the Church can equal its efficacy.”2 That is why “as a natural expression of the Catholic identity of the University. members of this community . will be encouraged to participate in the celebration of the sacraments, especially the Eucharist, as the most perfect act of community worship.”3 Those central truths are taught and lived at Christendom College, a “Catholic coeducational college institutionally committed to the Magisterium”4 of the Church, in the following ways: The Celebration of the Sacred Liturgy The Holy Sacrifice of the Mass • Mass is offered frequently: twice daily Monday through Thursday, three times on MONDAY (Friday), twice on Saturday, and once on Sunday (the day on which we gather as one family). • Mass in the Roman Rite is celebrated in all the ways offered by the Church: in the Ordinary Form in both English and Latin, and in the Extraordinary Form from one to three times per week, as circumstances permit. • The Ordinary Form of the Mass is celebrated with the solemnity appropriate to each feast, utilizing worthy sacred vessels and vestments, and drawing upon the Church’s rich tradition of chant, polyphony, and hymnody. • The Ordinary Form of the Mass is celebrated reverently and with rubrical fidelity. • No classes or other activities are scheduled during Mass times. • The majority of the College community attends daily Mass regularly and with great devotion. -
2020-2021 Bulletin
2020-2021 BULLETIN His Eminence Cardinal Blase Cupich, S.T.D. Archbishop of Chicago Chancellor Rev. Brendan Lupton, S.T.D. President Table of Contents Introduction……………….…………………………….………… 3 Mission and Objectives…………….……………………………... 3 Degree Programs…………………………….…………………… 5 Baccalaureate in Sacred Theology (S.T.B.)………….……….. 6 Admission Requirements………………………………… 6 Program Requirements………………………………….. 7 S.T.B. Core Curriculum …………………………………. 7 Topics of S.T.B. Exam ..………………………………… 8 Licentiate in Sacred Theology (S.T.L.)……..…..…………… 13 Admission Requirements….…………………………… 13 Length of Program and Residency Requirement……….. 14 Program Requirements………………………………… 15 Licentiate Thesis……………..………………………… 17 Course Descriptions…………………….……………….. 19 Reading List for S.T.L. Exam………….………………… 23 Doctorate in Sacred Theology (S.T.D.)………….....……….… 35 Admission Requirements…………………………………. 35 Program Requirements…………………………………...... 36 Dissertation ………………………………………...…..… 37 General Information Admission Policies and Procedures……...…….………..……… 40 Transfer of Credits ……..………….…………..……………… 40 Academic Integrity…………………………….……....………. 40 Grading System………………………………...……………… 41 Financial Policies …..………………………….….…………… 42 Expenses Not Covered ...………….……………………… 42 Housing on Campus……………..……………….………… 42 Administration and Faculty ……………………………..……… 43 Introduction On September 30, 1929, the Sacred Congregation of Seminaries and Universities (now known as the Congregation for Catholic Education) established a Pontifical Faculty of Theology at the University of Saint Mary of -
EDUCATION the GLOBAL COMPACT Today Too, Children Are a Sign
THE PONTIFICAL ACADEMY OF SOCIAL SCIENCES 6-7 February 2020 | Casina Pio IV | Vatican City EDUCATION THE GLOBAL COMPACT Today too, children are a sign. They are a sign of hope, a sign of life, but also a “diagnostic” sign, a marker indicating the health of families, society and the entire world. Wherever children are accepted, loved, cared for and protected, the family is healthy, society is more healthy and the world is more human. POPE FRANCIS MASS IN MANGER SQUARE, BETHLEHEM, MAY 2014 CONCEPT NOTE The work of education is cultivating the signs Concentrated poverty, unchecked climate First, basic primary and secondary education in school is the antonym of curiosity: it is boredom of healthy, flourishing, and engaged children. change3, the globalization of indifference, an remains an elusive mirage for millions of and disengagement. In the Platonic sense, education endeavors to extreme form of which is modern child slavery, children. Approximately 263 million children and Everywhere more is asked of education. It is nurture logic (truth), ethics (goodness), and thwart the opportunities for the flourishing of youth are not enrolled in primary and secondary the Camino Real for development and a driver aesthetics (beauty). In the words of the Holy children. Indeed they represent a significant schools. For those who are enrolled, the little of wellness. The data suggest that education— Father Pope Francis, “The mission of schools is undertow towards meeting the millennial education – especially in the form of literacy, almost any form that nurtures and supports basic to develop a sense of truth, of what is good and development goals of reaching universal basic will be vital but perhaps not enough to thrive to literacy and deep reading—generates powerful beautiful. -
“ Male and Female He Created Them ”
CONGREGATION FOR CATHOLIC EDUCATION (for Educational Institutions) “ MALE AND FEMALE HE CREATED THEM ” TOWARDS A PATH OF DIALOGUE ON THE QUESTION OF GENDER THEORY IN EDUCATION VATICAN CITY 2019 INTRODUCTION 1. It is becoming increasingly clear that we are now facing with what might accurately be called an educational crisis, especially in the feld of affectivity and sexuality. In many places, curricula are being planned and implemented which “allegedly convey a neutral conception of the per- son and of life, yet in fact refect an anthropology opposed to faith and to right reason”.1 The disorientation regarding anthropology which is a widespread feature of our cultural landscape has undoubtedly helped to destabilise the family as an institution, bringing with it a tendency to cancel out the differences between men and women, presenting them instead as merely the product of historical and cultural conditioning. 2. The context in which the mission of education is carried out is charac- terized by challenges emerging from varying forms of an ideology that is given the general name ‘gender theory’, which “denies the difference and reciprocity in nature of a man and a woman and envisages a society with- out sexual differences, thereby eliminating the anthropological basis of the family. This ideology leads to educational programmes and legislative enactments that promote a personal identity and emotional intimacy rad- ically separated from the biological difference between male and female. Consequently, human identity becomes the choice of the individual, one which can also change over time”.2 3. It seems clear that this issue should not be looked at in isolation from the broader question of education in the call to love,3 which should offer, 1 Benedict XVi, Address to Members of the Diplomatic Corps, 10 January 2011. -
Important Church Writings…
Important Church Writings… Official documents of the Catholic Church have evolved and differentiated over time, but commonly come from four basic sources: 1) Papal documents, issued directly by the Pope under his own name; 2) Church Council documents, issued by ecumenical councils of the Church and now promulgated under the Pope's name, taking the same form as common types of papal documents; and 3) Bishops documents, issued either by individual bishops or by national conferences of bishops. The types of each are briefly explained below. Not all types of documents are necessarily represented currently in this Bibliography. The level of magisterial authority pertaining to each type of document - particularly those of the Pope - is no longer always self- evident. A Church document may (and almost always does) contain statements of different levels of authority commanding different levels of assent, or even observations which do not require assent as such, but still should command the respect of the faithful. The Second Vatican Council, speaking through Lumen Gentium (The Dogmatic Constitution on the Church) identified as many as four different kinds of authority (n. 25). Those affirmations of the Second Vatican Council that recall truths of the faith naturally require the assent of theological faith, not because they were taught by this Council but because they have already been taught infallibly as such by the Church, either by a solemn judgment or by the ordinary and universal Magisterium. So also a full and definitive assent is required for the other doctrines set forth by the Second Vatican Council which have already been proposed by a previous definitive act of the Magisterium. -
The Impact of the Apostolic Constitution 'Veritatis Gaudium'on
2 STUDIA NAD EDUKACJĄ Słowa kluczowe: Veritatis gaudium, zapewnianie jakości, interdyscyplinarność, tworzenie sieci 154 Keywords: Veritatis gaudium, Quality Assurance, interdisciplinarity, networking Riccardo Cinquegrani Warszawskie Studia Teologiczne DOI: 10.30439/WST.2020.1.8 XXXIII/1/2020, 154-163 Riccardo Cinquegrani PONTIFICIA UNIVERSITÀ GREGORIANA, RZYM, WłOCHY AVEPRO, WATYKAN THE IMPACT OF THE APOSTOLIC CONSTITUTION „ VERITATIS GAUDIUM” O N THE CONCEPT OF QUALITY IN ECCLESIASTICAL HIGHER EDUCATION INSTITUTIONS The Apostolic Constitution Veritatis gaudium introduces various elements of novelty. These affect a series of areas that can be analyzed from two interpreta- tive viewpoints: one could be defined as system-related, the other content-related. These two terms are intended to define the impact that VG will have on the whole of the Holy See’s Higher Education System on the one hand, and, on the other hand, effectively “what” will be changed. Before diving into the details of this analysis, certain contextual questions should be asked: 155 THE IMPACT OF THE APOSTOLIC CONSTITUTION „ VERITATIS GAUDIUM” Does VG mark a “revolution” of the system, or an “evolution”? Does it represent a continuation, discontinuation, or change of direction in rela- tion to previous texts? Is it prevalently a “policy document” or “binding” in nature? Are the changes it introduces profound or superficial? The thesis that this brief document sustains is based on three pillars that seek to answer the questions above: – VG constitutes a definite continuity -
Education for Ministry Since Vatican Ii T
Theological Studies 45 (1984) EDUCATION FOR MINISTRY SINCE VATICAN II T. HOWLAND SANKS, S.J. Jesuit School of Theology at Berkeley HEN POPE John XXIII announced the convocation of an ecumenical Wcouncil on January 25,1959, it was certainly unexpected but it was not without preparation. Although not foreseeing a council, theologians, historians, Scripture scholars, and liturgists had been researching and writing on issues long before they came to fruition and exploitation in the documents of Vatican II. The very first document completed by the Council, the Constitution on the Sacred Liturgy, articulated the felt needs and the insights of a vigorous liturgical movement which had been growing for decades before the Council. We need only recall the work of such scholars as Josef Jungmann, Virgil Michel, Gerald Ellard, and Martin Hellriegel to remind us of the contributions of the liturgical movement to the resultant document of Vatican II. Similar background work had been done in other areas such as Scripture, historical theology, ecumenism, and religious freedom. This being the case, why do we look back after twenty years and see the Second Vatican Council as the beginning of an era? Because, even though the major themes and emphases of Vatican II may have had their origins prior to the Council itself, the adoption by the Church universal of these themes and their official articulation served to legitimate the results of prior movements and thereby gave a huge impetus to their practical implementation. The rapid introduction of the vernacular in the liturgy (although it had been called for by liturgists for some time) took place only following the promulgation of the Constitution on the Sacred Liturgy, and it was followed by a general liturgical reform far more massive than the leaders of the liturgical movement could have foreseen or hoped for. -
Sunday, May 14 Fifth Sunday of Easter
SUNDAY , M AY 14 FIFTH SUNDAY OF EASTER Congratulations to our 2017 First Communicants! Samuel James Aamot Nicholas Charles Earl Ahrendt Madeleine Louise Berthiaume Peter Alexander Brownell Katelyn Patricia Campbell Seth Michael Capistrant Margaret Ann Coyne Savannah Paige Culbertson Sarah Grace Dettloff Thomas Ronald Draganowski Maria Christiana Calma Duggan James Michael Ekern Isaac Thomas Ekern Gregory John Feeney Ava Noelle Flood Augustine Timothy James Hartwell Caleb Matthew Michael Heffron Maria Faustina Ives Victoria Isabel Jaimes Joseph MatthewJunkert Olivia Gianna Kane Jenna Margaret Koontz Jane Marie Kuwata Luke Daniel Macdonald Anthony Joseph McNamara Henry Nicholas Misenor Mark Joseph Moriarty Samuel James Oglesbee Amaya Teresa Perez Thomas Augustine Plasch Thomas Aquinas Reandeau Rocco Pio Rinaldi Maria Janet Schaeffer Lukas Craig Scherping Simon William Scott Cyprian Patrick Slattery Anthony Gerard Steiner Joseph Timothy St. Martin Darren Salvador Valento Payasha Lucy Vang Ignatius Christian Athanasius Washburn Gemma Rose Weisbecker Madeline Marie Wernet Brianna Yang Seraphim Yang 535 Thomas Ave. | Saint Paul, Minnesota 55103 | 651.925.8800 | www.churchofsaintagnes.org PASTOR’S COLUMN TODAY AT SAINT AGNES Dear Brothers and Sisters in Christ, The Church of Saint Agnes wishes all mothers of the parish a Happy and Blessed Mother’s Day. Having discussed the role of key stakeholders for the school CHORALE & ORCHESTRA NOTES in Appendix A, we now turn our attention to essential prac- Charles Gounod, Messe Solennelle (Saint Cecelia) (1855) tices Saint Agnes School will commit itself to in support of our Philosophy of Education. The music for this Mass is sponsored by Dr. Linda Long in honor of Rev. James S. Stromberg APPENDIX B: Specific Commitments in Service of Our Mis- Composer Charles Gounod (1818-1893) was a practicing sion Catholic who as a youth contemplated becoming a priest. -
1 Mount Mercy University: Mission
MOUNT MERCY UNIVERSITY: MISSION ~~~Reflect, Engage, Serve, Live VISION ~~~~A Catholic, Mercy University VALUES ~~~ Lifelong learning and education of the whole person, ~~Pursuit of truth and dignity ~~Commitment to students, ~~Justice – Gratitude – ~~Hospitality – Service The Mount Mercy University Brand Promise We are the regional Catholic, Mercy University that promises students of diverse backgrounds, ages and faiths a challenging, practical education that inspires them to discover knowledge, build community and lead courageous lives. “The successful candidate must demonstrate a willingness to support Mount Mercy’s mission as a Catholic university providing student-focused education in the spirit of the Sisters of Mercy. Mount Mercy University welcomes those of different faiths and is committed to excellence in education and community service.” 1 Mount Mercy Mission Statement (Reflect, Engage, Serve, Live) Mount Mercy is a Catholic University providing student-focused baccalaureate and graduate education in the spirit of the Sisters of Mercy. As a Catholic university founded and sponsored by the Sisters of Mercy, Mount Mercy welcomes women and men of all beliefs to join our community in the pursuit of baccalaureate and graduate education and service to those in need. Mount Mercy College promotes reflective judgment, strategic communication, the common good and purposeful living through a core curriculum, liberal arts and professional majors and student development programs. We strive for excellence in accomplishing our mission through our four interdependent goals: Using reflective judgment The abilities to think clearly and carefully, argue coherently and evaluate competing truth claims critically are fundamental to a college education.1 Reflective judgment requires a knowledge of basic fact, examination and evaluation of assumptions, adequate justification for drawing a conclusion and understanding implications of drawing that conclusion. -
C.Doctorales 19
THE JURIDICAL DETERMINATIONS OF MATERIAL AND FORMALLY CATHOLIC EDUCATIONAL INSTITUTIONS* ANDRÉS LIGOT CANTORIA SUMARY. INTRODUCTION. I. CATHOLIC EDUCATIONAL INSTITUTIONS IN THE LIGHT OF THE 1983 CODE OF CANON LAW. A. Introduction. B. The context of the Canons on Education- al Institutions. C. The Work of the Reform. 1. Preliminary Work. 2. The 1977 and the 1980 Schemata on Schools. a) The Title of the Section. b) The Role of the Conferences of Bishops. c) The Meaning of a Catholic School. D. The Promulgated Text: Canon 803. 1. Catholic Schools in a Formal Sense. a) Schools that are «ipso facto» formally Catholic. b) Schools recognized in writing as Catholic by a Church authority. 2. Catholic Schools in fact (reapse catholica). E Conclusions. II. POST CODICIAL CONSID- ERATIONS ON CATHOLIC EDUCATIONAL INSTITUTIONS. A. Introduction. B. Post-Codicial Magisterium: The Apostolic Constitution Ex Corde Ecclesiae by Pope John Paul II. 1. An Overview. 2. Key Provisions. a) Relationship to Existing Law and Extent of its Ap- plication. b) Episcopal Conferences: Ordinationes. c) Application to Universities. d) The Nature of a Catholic University. e) Other Key Provisions. C. Doctrinal and Canonical Issues raised by Canon 803 and its application to materially and formally Catholic ed- ucational institutions. 1. The Juridical Dimension of Catholic Identity of Educational Institutions. 2. Practical Applications of the Juridical Determinations of Catholic Educa- tional Institutions. D. Chapter Conclusions. CONCLUSIONS. BIBLIOGRAPHY. INDEX. INTRODUCTION For a long time, something was considered «Catholic» if it was in the hands of Bishops, priests or religious. Now that works are being assumed more and more by the laity by virtue of their baptismal commitment, the criteria have * Director de la Tesis: Prof. -
The 171St Annual Report of the Catholic Education Service
The 171st Annual Report of the Catholic Education Service ‘And looking up to heaven, he sighed and said to him, “Ephphatha,” that is,“Be opened.”’ Mark 7:34 (Liturgy from Education Sunday 2018) Catholic Education Service Supporting Catholic Education Since 1847 39 Eccleston Square London SW1V 1BX 020 7901 1900 www.catholiceducation.org.uk Contents The CES Management Committee 3 Foreword 4 About the CES 5 Catholic Education in England and Wales 7 Education Policy 11 Religious Education 13 Public Affairs 15 Legal Support 18 Higher Education 21 Wales 23 Finance 25 2 The CES Management Committee for 2018 Chairman The Most Reverend Malcolm McMahon OP KC*HS Archbishop of Liverpool The Right Reverend Terrence Drainey Bishop of Middlesbrough The Right Reverend David McGough Auxiliary Bishop for the Archdiocese of Birmingham The Right Reverend Marcus Stock Bishop of Leeds The Right Reverend Alan Williams SM Bishop of Brentwood The Very Reverend John Weatherill Mrs Kate Griffin 3 Foreword I am delighted to introduce the Annual Report of the Catholic Education Service for 2018. This report outlines the essential work that the CES has undertaken and highlights the importance of the CES in promoting the views of the Bishops to the Government and other national agencies, as well as supporting Catholic education in England and Wales. 2018 has been another successful year for Catholic edu - cation. On the education policy front, following the launch of Formatio in 2017, we saw the first national conference for Catholic Teaching Schools held, and it was extremely well attended. Additionally, as part of our role to promote Catholic education to those in power, we wrote to every English MP, providing them with an information pack about all the Catholic schools in their constituency.