Constitutional Jurisprudence of Law and Religion: Privacy V
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Virtues and Vices to Luke E
CATHOLIC CHRISTIANITY THE LUKE E. HART SERIES How Catholics Live Section 4: Virtues and Vices To Luke E. Hart, exemplary evangelizer and Supreme Knight from 1953-64, the Knights of Columbus dedicates this Series with affection and gratitude. The Knights of Columbus presents The Luke E. Hart Series Basic Elements of the Catholic Faith VIRTUES AND VICES PART THREE• SECTION FOUR OF CATHOLIC CHRISTIANITY What does a Catholic believe? How does a Catholic worship? How does a Catholic live? Based on the Catechism of the Catholic Church by Peter Kreeft General Editor Father John A. Farren, O.P. Catholic Information Service Knights of Columbus Supreme Council Nihil obstat: Reverend Alfred McBride, O.Praem. Imprimatur: Bernard Cardinal Law December 19, 2000 The Nihil Obstat and Imprimatur are official declarations that a book or pamphlet is free of doctrinal or moral error. No implication is contained therein that those who have granted the Nihil Obstat and Imprimatur agree with the contents, opinions or statements expressed. Copyright © 2001-2021 by Knights of Columbus Supreme Council All rights reserved. English translation of the Catechism of the Catholic Church for the United States of America copyright ©1994, United States Catholic Conference, Inc. – Libreria Editrice Vaticana. English translation of the Catechism of the Catholic Church: Modifications from the Editio Typica copyright © 1997, United States Catholic Conference, Inc. – Libreria Editrice Vaticana. Scripture quotations contained herein are adapted from the Revised Standard Version of the Bible, copyright © 1946, 1952, 1971, and the New Revised Standard Version of the Bible, copyright © 1989, by the Division of Christian Education of the National Council of the Churches of Christ in the United States of America, and are used by permission. -
Keynote Address Orrin G
BYU Law Review Volume 2015 Article 3 Issue 3 Varieties of Secularism, Religion, and the Law April 2015 Keynote Address Orrin G. Hatch Follow this and additional works at: https://digitalcommons.law.byu.edu/lawreview Part of the First Amendment Commons, and the Religion Law Commons Recommended Citation Orrin G. Hatch, Keynote Address, 2015 BYU L. Rev. 585 (2016). Available at: https://digitalcommons.law.byu.edu/lawreview/vol2015/iss3/3 This Conference Proceeding is brought to you for free and open access by the Brigham Young University Law Review at BYU Law Digital Commons. It has been accepted for inclusion in BYU Law Review by an authorized editor of BYU Law Digital Commons. For more information, please contact [email protected]. HATCH.FIN (DO NOT DELETE) 1/16/2016 2:46 PM Keynote Address by Senator Orrin G. Hatch 21st International Law and Religion Symposium Brigham Young University, J. Reuben Clark Law School October 5, 2014 It is my privilege to be with you for the 21st annual International Law and Religion Symposium. I am humbled to be added to the list of distinguished scholars and jurists from around the world who have given this address in the past. This is an unsettled and unsettling time for religious liberty. Both at home and abroad, religious liberty is under attack. What was once a broad consensus here in the United States that religious freedom deserves special protection has crumbled. Indeed, President Obama and his administration have taken positions that, at best, treat religious liberty as simply an ordinary consideration and, at worst, are openly hostile to religious liberty. -
Religion and the Secular State in Israel
NATAN LERNER Religion and the Secular State in Israel I. INTRODUCTION The general rapporteurs on Religion and the secular State write in their Introduction that the focus of their work would be to determine how different States interact with religion through law and other institutions.1 They also point out that the relations between State and religion “depend on a number of factors closely linked to the history, culture and social structure of each country.”2 In few cases this dependence and linkage are so obvious as in the case of the State of Israel. This writer attempted to summarize the religious, political and constitutional history of Israel in an article published about two years before the preparation of this report. 3 Since the article‟s publication, there have been very few changes or innovations in the relationship between State and religion in Israel, but those that are relevant will be mentioned. I shall try to follow as much as possible the guidelines of the general rapporteurs and the structure of their questionnaire. This report deals exclusively with the situation in the State of Israel, and not with the territories under Israeli administration as a consequence of the 1967 Six Days War. On 14 May 1948, following the 1947 United Nations resolution on partition of the territory under the Mandate of Great Britain,4 the State of Israel was established as a sovereign “Jewish and democratic state,”5 partially fulfilling the program of the Zionist movement, created in 1987.6 But the sixty-one-year-old State sees itself, in terms of history, as the successor of the Jewish State that existed in the same region two millennia earlier. -
A Comparative Analysis of European Islamophobia: France, UK, Germany, Netherlands and Sweden
A COMPARATIVE ANALYSIS OF EUROPEAN ISLAMOPHOBIA: FRANCE, UK, GERMANY, NETHERLANDS AND SWEDEN Engy Abdelkader, JD, LL.M. TABLE OF CONTENTS I. WHAT DO EUROPEANS THINK OF ISLAM AND MUSLIMS? .......................................31 A. France ...................................................................................................31 B. United Kingdom ....................................................................................33 C. Germany ...............................................................................................36 D. Netherlands ...........................................................................................37 A. Sweden ..................................................................................................39 II. THE ROLE OF RELIGION AND PROTECTIONS EXTENDED TO FREEDOM OF RELIGION .40 B. United Kingdom ....................................................................................42 C. Germany ...............................................................................................43 D. Netherlands ...........................................................................................43 E. Sweden ..................................................................................................44 III. RELIGION, LAW AND SOCIETY ............................................................................45 A. France ...................................................................................................45 1. Hate Crimes ..........................................................................................45 -
Religion As a Virtue: Thomas Aquinas on Worship Through Justice, Law
RELIGION AS A VIRTUE: THOMAS AQUINAS ON WORSHIP THROUGH JUSTICE, LAW, AND CHARITY Submitted by Robert Jared Staudt A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctorate in Theology Director: Dr. Matthew Levering Ave Maria University 2008 1 TABLE OF CONTENTS INTRODUCTION CHAPTER ONE: THE CLASSICAL AND PATRISTIC TRADITION CHAPTER TWO: THE MEDIEVAL CONTEXT CHAPTER THREE: WORSHIP IN THE WORKS OF ST. THOMAS AQUINAS CHAPTER FOUR: JUSTICE AS ORDER TO GOD CHAPTER FIVE: GOD’S ASSISTANCE THROUGH LAW CHAPTER SIX: TRUE WORSHIP IN CHRIST CONCLUSION BIBLIOGRAPHY ABBREVIATIONS 2 INTRODUCTION Aquinas refers to religion as virtue. What is the significance of such a claim? Georges Cottier indicates that “to speak today of religion as a virtue does not come across immediately as the common sense of the term.”1 He makes a contrast between a sociological or psychological evaluation of religion, which treats it as “a religious sentiment,” and one which strives for truth.2 The context for the second evaluation entails both an anthropological and Theistic context as the two meet within the realm of the moral life. Ultimately, the study of religion as virtue within the moral life must be theological since it seeks to under “the true end of humanity” and “its historic condition, marked by original sin and the gift of grace.”3 Aquinas places religion within the context of a moral relation to God, as a response to God’s initiative through Creation and 4 Redemption. 1 Georges Cardinal Cottier. “La vertu de religion.” Revue Thomiste (jan-juin 2006): 335. 2 Joseph Bobik also distinguished between different approaches to the study of religion, particularly theological, philosophical, and scientific, all of which would give different answers to the question “what is religion?.” Veritas Divina: Aquinas on Divine Truth: Some Philosophy of Religion. -
From the Catechism of the Catholic Church, Second Edition Person, Nature, & Human Flourishing Aquinas College, Nashville, Tennessee March 9, 2020
From The Catechism of the Catholic Church, Second Edition Person, Nature, & Human Flourishing Aquinas College, Nashville, Tennessee March 9, 2020 NOTE: To check the footnotes, please refer to a printed copy of the Catechism or an on-line version. THE VIRTUES 1803 "Whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellence, if there is anything worthy of praise, think about these things."62 A virtue is an habitual and firm disposition to do the good. It allows the person not only to perform good acts, but to give the best of himself. The virtuous person tends toward the good with all his sensory and spiritual powers; he pursues the good and chooses it in concrete actions. The goal of a virtuous life is to become like God.63 I. THE HUMAN VIRTUES 1804 Human virtues are firm attitudes, stable dispositions, habitual perfections of intellect and will that govern our actions, order our passions, and guide our conduct according to reason and faith. They make possible ease, self-mastery, and joy in leading a morally good life. The virtuous man is he who freely practices the good. The moral virtues are acquired by human effort. They are the fruit and seed of morally good acts; they dispose all the powers of the human being for communion with divine love. The cardinal virtues 1805 Four virtues play a pivotal role and accordingly are called "cardinal"; all the others are grouped around them. They are: prudence, justice, fortitude, and temperance. -
Law and Religion: the Challenges of Christian Jurisprudence, 2 U
University of St. Thomas Law Journal Volume 2 Article 14 Issue 2 Spring 2005 2005 Law and Religion: The hC allenges of Christian Jurisprudence John Witte Jr. Bluebook Citation John Witte, Jr., Law and Religion: The Challenges of Christian Jurisprudence, 2 U. St. Thomas L.J. 439 (2005). This Article is brought to you for free and open access by UST Research Online and the University of St. Thomas Law Journal. For more information, please contact [email protected]. UNIVERSITY OF ST. THOMAS LAW JOURNAL SPRING 2005 VOLUM ..: 2 NUMBER 2 Symposium Can the Seamless Garment Be Sewn? The Future of Pro-Life Progressivism Law and Religion: The Challenges of Christian Jurisprudence John Witte, Jr. Fides et Justitia ARTICLE LAW AND RELIGION: THE CHALLENGES OF CHRISTIAN JURISPRUDENCE JOHN WITTE, JR. * LEGAL POSITIVISM AKD THE RISE OF INTERDISCIPLIKARY LEGAL STUDY "The better the society, the less law there will be. In Heaven there will be no law, and the lion will lie down with the lamb .... In Hell there will be nothing but law, and due process will be meticulously observed."1 So wrote Grant Gilmore to conclude his Ages of American Law. Gilmore crafted this catchy couplet to capture the pessimistic view of law, politics, and society made popular by the American jurist and Supreme Court Justice Oliver Wendell Holmes, Jr. (1841-1935). Contrary to the conventional por trait of Holmes as the sage and sartorial "Yankee from Olympus,"2 Gil more portrayed Holmes as a "harsh and cruel" man, chastened and charred by the savagery of the American Civil -
Religious Education Towards Justice: What Kind of Justice Is to Be Taught in a Christian Context?
education sciences Article Religious Education towards Justice: What Kind of Justice Is to Be Taught in a Christian Context? Monika Bobbert Seminar für Moraltheologie, The University of Münster, Münster 48149, Germany; [email protected] Academic Editors: Judith Könemann and James Albright Received: 11 August 2016; Accepted: 7 February 2017; Published: 21 February 2017 Abstract: Education is a human right. It prepares human beings for life, helps to develop individual abilities and opens up social opportunities—e.g., earning one’s own living. Religion interprets our human existence in connection to a transcendental dimension. Religion can also influence moral values and behavior. The Christian religion established a basis for social life, and thus deals with religious and moral justice. As the Christian faith is understood as the identity of the qualities of love of God, of your neighbor and even of your enemy, it has to look for justice in the world. Modern Christian ethics does unfold interpersonal and global justice for all people and tries to give good reasons for moral claims. Religious education in a Christian context has to answer the question of what kind of justice is to be taught and by what means justice, as a goal of education, can be reached within such a setting. This article will unfold, from an ethical point of view, what kind of knowledge and competence teachers must have and what kind of goals can be followed with regard to their pupils or students. The results of this reflection imply certain pedagogical methods and means and exclude others—although it is not possible to go more deeply into a pedagogical discussion. -
Lesson 28 – the Cardinal Virtue of Justice
Lesson 28 – The Cardinal Virtue of Justice What is a virtue? What is the virtue of Justice? What does Justice demand? What is the difference between Justice and Charity? What are the three types of Justice? What are man’s rights? What is the relationship between Justice and Rights? I. THE HUMAN VIRTUES 1804 Human virtues are firm attitudes, stable dispositions, habitual perfections of intellect and will that govern our actions, order our passions, and guide our conduct according to reason and faith. They make possible ease, self-mastery, and joy in leading a morally good life. The virtuous man is he who freely practices the good. The moral virtues are acquired by human effort. They are the fruit and seed of morally good acts; they dispose all the powers of the human being for communion with divine love. The cardinal virtues 1805 Four virtues play a pivotal role and accordingly are called "cardinal"; all the others are grouped around them. They are: prudence, justice, fortitude, and temperance. "If anyone loves righteousness, [Wisdom's] labors are virtues; for she teaches temperance and prudence, justice, and courage." 64 These virtues are praised under other names in many passages of Scripture. 1807 Justice is the moral virtue that consists in the constant and firm will to give their due to God and neighbor. Justice toward God is called the "virtue of religion." Justice toward men disposes one to respect the rights of each and to establish in human relationships the harmony that promotes equity with regard to persons and to the common good. -
Race, the Law, and Religion in America
Race, the Law, and Religion in America Oxford Research Encyclopedia of Religion Race, the Law, and Religion in America Michael Graziano Subject: Religion and Politics, Religion in America Online Publication Date: Sep 2017 DOI: 10.1093/acrefore/9780199340378.013.501 Summary and Keywords The history of race, religion, and law in the United States is a story about who gets to be human and the relevance of human difference to political and material power. Each side in this argument marshaled a variety of scientific, theological, and intellectual arguments supporting its position. Consequently, we should not accept a simple binary in which religion either supports or obstructs processes of racialization in American history. Race and religion, rather, are co-constitutive. They have been defined and measured together since Europeans’ arrival in the western hemisphere. A focus on legal history is one way to track these developments. One of the primary contradictions in the relationship between religion and race in the U.S. legal system has been that, despite the promise of individual religious free exercise enshrined in the Constitution, dominant strands of American culture have long identified certain racial and religious groups as a threat to the security of the nation. The expansion of rights to minority groups has been, and remains, contested in American culture. “Race,” as Americans came to think about it, was encoded in laws, adjudicated in courts, enforced through government action, and conditioned everyday life. Ideas of race were closely related to religious and cultural assumptions about human nature and human origins. Much of the history of the United States, and the western hemisphere of which it is part, is linked to changing ideas about—even the emergence of—a terminology of “race,” “religion,” and related concepts. -
Thomas Aquinas: Integrating Faith and Reason in the Catholic School
Doyle/THOMAS AQUINAS: INTEGRATING FAITH AND REASON 343 FOCUS SECTION THOMAS AQUINAS: INTEGRATING FAITH AND REASON IN THE CATHOLIC SCHOOL DENNIS M. DOYLE University of Dayton The Second Vatican Council, social upheaval, and quickly changing cultural norms were a part of the fabric of life in the 1960s. Values and beliefs held firmly for generations were called into question. Faith, once solid, appeared to some Catholics to turn fluid and doubtful. Though now well over seven centuries old, the work of Thomas Aquinas can itself be understood and appreciated as a response to the demands of philosophical challenges that threatened tto make things fall apart. By his fitting together of faith and reason, Aquinas’ intellectual approach can serve as a inspiration for educators, especially those at the high school level. n the 1960s, Catholic high school teachers in the United States impressed Iupon their students the importance of literature and science as well as the Catholic faith. There was not thought to be any contradiction between faith and the best that literature and science had to teach. There was a sense of there being something very Catholic about this ultimate lack of opposition between religious and secular knowledge. Students were taught a kind of rev- erence for literature and for science. The message was broadcast distinctly that Catholics were to respect intellectuals and to avoid the narrow-minded- ness of some other types of Christians. The 1960s also brought on, however, a widespread confusion concerning how religious teaching and secular knowledge fit together. On an existential level, no matter what teachers were trying to tell them, students had to make a choice between the Baltimore Catechism on the one hand and the modern world on the other. -
Growing in Virtue
BHCDSB_Growing_Virtue:Layout 1 6/29/11 12:17 PM Page 1 Growing in Virtue Brant Haldimand norfolk CatHoliC distriCt sCHool Board 322 Fairview Drive, P.O. Box 217 Brantford, ON N3T 5M8 t 519.756.6369 E [email protected] www.bhncdsb.ca Excellence in Learning ~ Living in Christ Acknowledgements A special thanks to the following who devoted their passion and energy to creating and supporting this work. Writers Kathleen Evans, Principal, Holy Trinity Catholic High School, Simcoe Laurence McKenna, Religion Teacher, St. John’s College, Brantford Linda Mooney, Chaplaincy Leader, Holy Trinity Catholic High School, Simcoe Marian O’Connor, Secondary Program Consultant, BHNCDSB Reviewers Sharon Boase, Chaplaincy Leader, St. John’s College, Brantford Carolyn Boerboom, Teacher, St. Gabriel School, Brantford Mary Gallo, Principal of Program, Secondary, BHNCDSB Sean Roche, Religion Teacher, Assumption College School, Brantford Joyce Young, Religion and Family Life Consultant, BHNCDSB Trish Kings, Superintendent of Education, BHNCDSB Fall, 2011 Forward The Brant Haldimand Norfolk Catholic District School Board's Mission Statement provides us with direction for the work in our Catholic Schools. On a daily basis, "we provide faith formation and academic excellence." Our Catholic faith is infused in all we do. The Ontario Ministry of Education has introduced its Character Development Initiative. This has provided Catholic School Boards with the unique opportunity to highlight and celebrate what has always been a central component and tradition to Catholic schools: Catholic virtues. I am very pleased to present our Board's new foundational document on Virtues Education, which will act as an excellent resource for teachers, principals and curriculum writers.