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NAPCIS Teacher Certification Program Study Guide for Pope Pius XI’s Divini illius Magistri Why did Pope Pius XI write this encyclical? What does he propose to teach in this encyclical? What cautions toward modern education contributed to writing this encyclical? Explain the connection between education and man’s last end. What are the essential aspects of Christian education? Explain each. Describe the three necessary societies. To whom does education belong pre-eminently? Explain why and how this is so. Discuss the rights of the family and the state regarding education. To what are parents’ rights to educate subordinate? Explain education vis a vis the Church’s mission to all mankind. What are the state’s rights and responsibility toward education? What principles that were outlined by Leo XIII in Immortale Dei and Sapientiae Christianae contribute to our understanding of the relationship between Church and state? Explain the relationship and harmony between Faith and reason. What is “false naturalism”? Is sex instruction a moral possibility for schools and classrooms? What is co-education? Is it a true option? What are the obligations and responsibilities of families and parents? What is the Christian educational environment? Trace the historical origin of the school. To whom is it subsidiary and complementary? What does distributive justice require for schools? What makes a school, properly speaking, a Catholic school? Describe the good teacher. What challenges are posed by the world to education? What is the true Christian? What are the fruits of Christian education? Divini illius Magistri Outline I Preamble: [1] Christ, the Divine Master; the Pope, his representative on earth; they love children and will treat of the Christian education of youth (1) II Introduction: [2-10] A The Problem in Brief (2-6) B The Solution in Brief (7-10) III Those Who Must Educate [11-57] A Social Activity of Education; Three Necessary Societies: Family, State, Church (11-14) B Pre-eminence of the Church, Her Titles: Magisterium and Mother (15-17) C Rights of the Church (18-24) D The Church’s Mission in Education (25-27) E The Harmony Between the Church, the Family and the State (28-29) F The Family (30-40) G The State (41-50) H Church and State Relations: Doctrine of Christian Constitution of States (51-54) I Faith and Reason (55-57) IV Those Who Are to Be Educated [58-69] A The Subject of Education: Man, Defects of Man Are Corrected (58-59) B Pedagogy Opposed to this Subject and His State: Naturalism (60-69) V Necessary Accompanying Circumstances in Education: Environment [70-92] A The Environment of Education Must Correspond to the End of Education (70) B The Christian Family (71-74) C The Church (75-76) D The School (77-79) E The Catholic School (80) F Mixed Faith Nations (81-83) G Catholic Action (84-85) H Catholic Program of Studies (86-87) I Good Teachers (88) J Necessary Vigilance Over Recreation, Social Intercourse, Books, Media and Ideas (89-92) VI End and Object of Christian Education According to God’s Established Order In the Economy of His Divine Providence [93-99] A The True Nature of Christian Education as Deduced from Its End, Pre-Eminent Mission of Church B Cooperate with Divine Grace in Forming the True and Perfect Christian (94-96) C By Our Fruits We Will Be Known/Judged by the World; Succeed Only if Follow All This (97) D Coordinate Actions of This Life with the Supernatural (98) E Proved in History of Christianity and Its Institution which = True Civilization and Progress Saints Are greatest Benefactors of Society and Models for all Classes and Professions (99) VII Conclusion [100-102] A These Fruits of Christian Education Derive from Supernatural Virtue and Life in Christ which Is Formed and Developed in Man B Christ is Source and Dispenser Thereof, He the Model of Labor and Obedience with Virtues Personal, Domestic and Social, Before God and Men (100) C O Church, True Mother and Teacher (101) D O Divine King, May the Fruits of Christian Education Be Gathered in Ever Greater Abundance (102) Divini illius Magistri Detailed Outline I Preamble: [1] Christ, the Divine Master; the Pope, his representative on earth; they love children and will treat of the Christian education of youth (1) II Introduction: [2-10] A The Problem in Brief 1 The Magisterium will be insistent and consistent at all times (2) 2 The problems today that occasioned the encyclical (2) 3 Statement of what will be treated herein (3) 4 Man is directed to a higher perfection, but his new educational methods are misguided (5-6) B The Solution in Brief 1 Christian Education Defined; the whole work of education is intimately and necessarily connected to man’s last end (7) 2 Education and the Common Good; Formation of the soul –mind and habits (8) 3 Educators receive Christ (9) 4 A Clear and Definite Idea of Christian Education (10) III Those Who Must Educate [11-57] A Social Activity of Education; Three Necessary Societies (11) 1 Family: Generation and Formation of Offspring; Priority of Nature; Rights Over Civil Society 2 Civil Society: Perfect Society, Possessing All Means for Its End, Community’s Well Being Pre-eminence Over the Family (12) 3 Church: Supernatural Order, Universal Extent, Perfect Society: All Means for Salvation (13) 4 Education Belongs Proportionately to All Three Societies (14) B Pre-eminence of the Church, Her Titles (15) 1 Title One: Magisterium, Infallible Teacher (16) 2 Title Two: Mother, Supernatural Maternity –Generates, Nurtures, Educates Souls (17) C Rights of the Church 1 Shares in Divine Magisterium, Immunity from Error 2 Independent of Earthly Powers in End/Object and Means; Use and Judge Natural Tools (18) 3 Natural Must Remain Ordered to the Supernatural (19) 4 Morality belongs “Wholly” to the Church: Omnem Veritatem (20) 5 Promotes Letters, Science, Art, Runs Schools and Institutions of Culture (21) 6 Families and States are Improved, Perfected and Saved, Yet Respected (22) 7 All Institutions, Learning and Regulations are Supervised by Church re: Faith and Morals (23) 8 Motherly Protection (24) D The Church’s Mission in Education 1 Embrace Every Nation 2 Medieval Model Continuing Today: Houses of Religion Paired with House of Study (25-27) E The Harmony Between the Church, the Family and the State (28-29) F The Family 1 From God the Principles Fecundity of Life, and Education to Life; of Authority and Order (30) 2 Father: Participate God’s Principles of Generation, Education, Discipline, Perfecting Life (31) 3 Inalienable Right to Educate Offspring, Anterior to Civil Society’s Rights (32) 4 Child is Naturally Something of the Father, and Has Dominion Until Perfection/Reason (33) 5 Canon Law (34) 6 Not True: Man is Born a Citizen and Belongs Primarily to the State 7 Duty of Parents to Safeguard Against Impiety of Such State Schools (35) 8 Family’s Obligation in Religious, Moral, Physical and Civic Education (36) 9 US Supreme Court, Oregon School case, 6/1/1925; State Uphold Natural Law (37) 10 Church Defends the Family Against State Violations (38) 11 Church Respects Children of Infidels and Doesn’t Impose Baptism of Children (II-II X 12) (39) 12 Church and Family by natural and divine law cannot be slighted, evaded or supplanted (40) G The State 1 Civil Society is Improved by the Rights of the Church and Family in Education (41) 2 Rights of State Accords to Its Purpose of Existence: Common Good’s Temporal Welfare (42-43) 3 State’s Duty to Legislate Protections of Families and Individuals (44-45) 4 Duty to Protect and Promote Prudently Moral and Religious Education (46) 5 State 1st Right to Educate Civic and Political Duties, 2nd Physical, Intellectual, Moral Ed. (47) 6 Distributive Justice Protects Against Educational Monopolies Forcing Government Schools (48) 7 Run Civic Schools for Furthering Public Affairs and Peace Re: Military Arts/Civic Duty (49-50) H Church and State Relations 1 State’s Activity in Education Rests on Doctrine of Christian Constitution of States Leo XIII Immortale Dei and Sapietiae Christianae (51-52) 2 The More Spiritual a Nation, the More It Promotes the Commonwealth (53-54) I Faith and Reason, 1 Not at Variance, but a Mutual Help (55-56) 2 Just Freedom in Science Translates to Just Freedom in Things Didactic Teacher Has No Absolute Right of His Own (57) IV Those Who Are to Be Educated [58-69] A The Subject of Education 1 Man: a Whole and Entire, Soul United to Body in Unity of Nature, All Natural and Supernatural Faculties b As Reason and Revelation Show c Fallen from Original Estate, Redeemed by Christ, Restored Supernatural Condition of Adopted Sonship d Without Preternatural Privileges of Bodily Immortality and Perfect Control of Appetite e Suffering Effects of Original Sin, Chiefly Weakness of Will and Disorderly Inclinations (58) 2 Defects of Man Are Corrected by: a Rod of Correction Drive Away Disorderly Inclinations b Good Tendencies Encourages and Regulated (Virtue) c Mind Enlightened and Will Strengthened by Doctrine and Sacraments (59) B Pedagogy Opposed to this Subject and His State: Naturalism 1 Weakens Supernatural Formation; Denies or Forgets Original Sin, Grace; Human Reliance (60) 2 Dishonest Claim to Get Pupil More Responsible for Own Education/Freed from Despotism (61) 3 Separation of Education from the Divine Law Upon which It Depends: a Decalogue, b Gospel Law c Natural Law (62) 4 An Emancipation Equaling Slavery to Blind Pride and Disorderly affections (63) 5 Natural and Profane Research, Experimentation and Conclusion of Things Supernatural (64) 6 Sex Education of That Most Delicate Matter of Morals a Foolhardy Initiation and Precautionary Instruction for All, Exposition to Occasions in Order to Harden b Ignoring Inborn Weakness, Flesh Fights the Mind (Rom 8:23), c Wrong: Ignorance of Intellect is the Cause of Evil.
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    San Diego Public Library New Additions June 2009 Adult Materials 000 - Computer Science and Generalities California Room 100 - Philosophy & Psychology CD-ROMs 200 - Religion Compact Discs 300 - Social Sciences DVD Videos/Videocassettes 400 - Language eAudiobooks & eBooks 500 - Science Fiction 600 - Technology Foreign Languages 700 - Art Genealogy Room 800 - Literature Graphic Novels 900 - Geography & History Large Print Audiocassettes Newspaper Room Audiovisual Materials Biographies Fiction Call # Author Title FIC/ABRAMS Abrams, Douglas Carlton. The lost diary of Don Juan FIC/ADDIEGO Addiego, John. The islands of divine music FIC/ADLER Adler, H. G. The journey : a novel FIC/AGEE Agee, James, 1909-1955. A death in the family [MYST] FIC/ALBERT Albert, Susan Wittig. The tale of Briar Bank : the cottage tales of Beatrix Potter FIC/ALBOM Albom, Mitch, 1958- The five people you meet in heaven FIC/ALCOTT Alcott, Louisa May The inheritance FIC/ALLBEURY Allbeury, Ted. Deadly departures FIC/AMBLER Ambler, Eric, 1909-1998. A coffin for Dimitrios FIC/AMIS Amis, Kingsley. Lucky Jim FIC/ARCHER Archer, Jeffrey, 1940- A prisoner of birth [MYST] FIC/ARRUDA Arruda, Suzanne Middendorf The leopard's prey : a Jade del Cameron mystery [MYST] FIC/ASHFORD Ashford, Jeffrey, 1926- A dangerous friendship [MYST] FIC/ATHERTON Atherton, Nancy. Aunt Dimity slays the dragon FIC/ATKINS Atkins, Charles. Ashes, ashes [MYST] FIC/ATKINSON Atkinson, Kate. When will there be good news? : a novel FIC/AUSTEN Austen, Jane, 1775-1817. Emma FIC/BAGGOTT Baggott, Julianna. Girl talk [MYST] FIC/BAIN Bain, Donald, 1935- A slaying in Savannah : a Murder, she wrote mystery, a novel [MYST] FIC/BAIN Bain, Donald, 1935- A vote for murder : a Murder, she wrote mystery : a novel [MYST] FIC/BAIN Bain, Donald, 1935- Margaritas & murder : a Murder, she wrote mystery : a novel FIC/BAKER Baker, Kage.
  • THE VIRTUE and the SACRAMENT of PENANCE in ADOLESCENT PERSONALITY GROWTH by Sister Mary Rice, C.S.J

    THE VIRTUE and the SACRAMENT of PENANCE in ADOLESCENT PERSONALITY GROWTH by Sister Mary Rice, C.S.J

    001343 UNIVERSITE DOTTAWA ECOLE DES GRADUES THE VIRTUE AND THE SACRAMENT OF PENANCE IN ADOLESCENT PERSONALITY GROWTH by Sister Mary Rice, C.S.J. Thesis presented to the Faculty of Arts of the University of Ottawa' through the Department of Religion as partial ful­ fillment of the requirements for the degree of Master of Arts 1^s=^ ill Ottawa i«RA*ts ^%#^ \ »*Ay of <*** Sisters of St. Joseph Pembroke, Ontario, Canada 1968 UNIVERSITY OF OTTAWA SCHOOL OF GRADUATE STUDIES UMI Number: EC55635 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI UMI Microform EC55635 Copyright 2011 by ProQuest LLC All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 UNIVERSITE D'OTTAWA ECOLE DES GRADUES ACKNOWLEDGMENTS Sincere gratitude is due to the Rev. Dr. James Forgac, O.S.B., under whose competent direction this thesis was written, and to the many friends whose suggestions and interest were of much encouragement. UNIVERSITY OF OTTAWA SCHOOL OF GRADUATE STUDIES UNIVERSITE D'OTTAWA ECOLE DES GRADUES CURRICULUM OF STUDIES Sister Mary Honora, Mary Rice, was born December 29, 192 4, in Douglas, Ontario.