Liber Annualis 2007
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Sacred Heart Major Seminary
1 Sacred Heart Major Seminary Affiliated to the Pontifical University of Saint Thomas Aquinas (Rome) DIRECTORY no. 47 2016 - 2017 Triq Enrico Mizzi, Victoria VCT 2042, Gozo, Malta. Tel. (+356) 2155 6479 • Fax (+356) 2155 3770 w. www.sacredheartseminary.org.mt e. [email protected] 2 MISSION STATEMENT The Major Seminary welcomes candidates to the ministerial priesthood and offers them a programme of formation in conformity with the intent of the Catholic Church and in due consideration for the requirements and capabilities of the local Christian community. It provides students with the appropriate environment to pursue their vocation; to acquire the human, spiritual, theological, and pastoral formation that is essential to their formation in pastoral charity; and to carry out effectively the ministry of the Catholic priesthood. The Seminary seeks to support them in cultivating that fraternal unity that binds the diocesan presbyterium with the bishop; in deepening their awareness of the multi-cultural milieu of contemporary society; and in keeping in mind their universal mission. At the same time, it fosters new vocations and supports the on-going formation of priests. 3 THE BISHOP OF GOZO HL MGR MARIO GRECH Born at Qala, Gozo: 20 February 1957 Ordained priest: 26 May 1984 Appointed Bishop: 26 November 2005 Consecrated Bishop: 22 January 2006 Residence “Majorca” 156, Triq l-Avukat Anton Calleja, Kerċem KCM 1114, Gozo. Tel.: 2155 6378 email: [email protected] 4 The Seminary: a place for reserachers and healers The Seminary is the heart of the Diocese. We are grateful to our predecessors for bequeathing this gift to us. -
The Bishop of Gozo Hl Mgr Mario Grech
1 Sacred Heart Major Seminary Affiliated to the Pontifical University of Saint Thomas Aquinas (Rome) DIRECTORY no. 46 2015 - 2016 Triq Enrico Mizzi, Victoria VCT 2042, Gozo, Malta. Tel. (+356) 2155 6479 • Fax (+356) 2155 3770 w. www.sacredheartseminary.org.mt e. [email protected] 2 MISSION STATEMENT The Major Seminary welcomes candidates for the ministerial priesthood and offers them a program of formation in conformity with the mind of the Catholic Church and with due consideration of the needs and potentials of the local Christian Community. It provides the students with the appropriate environment to pursue their vocation and acquire the human, spiritual, theological and pastoral formation, essential to the formation in pastoral charity and to carry out effectively the ministry of the Catholic priesthood. The Seminary seeks to support them in the growth of that fraternal unity which binds the diocesan presbyterium with the bishop, as well as in the awareness of the multi-cultural milieu of contemporary society and a particular sense of universal mission. Also, it fosters the new vocations and supports the on-going formation of priests. 3 THE BISHOP OF GOZO HL MGR MARIO GRECH Born at Qala, Gozo: 20 February 1957 Ordained priest: 26 May 1984 Appointed Bishop: 26 November 2005 Consecrated Bishop: 22 January 2006 Residence “Majorca” 156, Triq l-Avukat Anton Calleja, Kerċem KCM 1114, Gozo. Tel.: 2155 6378 email: [email protected] 4 Jubilee Year of Mercy “Be Forgivers” “Father, I’m not a nun. I don’t take care of sick people. I’m a priest, and I have a parish, or I assist the pastor of a parish. -
The Bishop of Gozo
1 Sacred Heart Major Seminary Affiliated to the Pontifical University of Saint Thomas Aquinas (Rome) DIRECTORY no. 49 2018 - 2019 Triq Enrico Mizzi, Victoria VCT 2042, Gozo, Malta. Tel. (+356) 2155 6479 • Fax (+356) 2155 3770 w. www.sacredheartseminary.org.mt e. [email protected] 2 3 MISSION STATEMENT The Major Seminary welcomes candidates to the ministerial priesthood and offers them a programme of formation in conformity with the intent of the Catholic Church and in due consideration for the requirements and capabilities of the local Christian community. It provides students with the appropriate environment to pursue their vocation; to acquire the human, spiritual, theological, and pastoral formation that is essential to their formation in pastoral charity; and to carry out effectively the ministry of the Catholic priesthood. The Seminary seeks to support them THE BISHOP OF GOZO in cultivating that fraternal unity HL MGR MARIO GRECH that binds the diocesan presbyterium with the bishop; in deepening their awareness of the multi-cultural milieu of contemporary society; Born at Qala, Gozo: 20 February 1957 and in keeping in mind their universal mission. Ordained priest: 26 May 1984 Appointed Bishop: 26 November 2005 At the same time, it fosters new vocations Consecrated Bishop: 22 January 2006 and supports the on-going formation of priests. Residence: “Majorca” 156, Triq l-Avukat Anton Calleja, Kerċem KCM 1114, Gozo. Tel.: 2155 6378 email: [email protected] 4 5 POPE FRANCIS TO SEMINARIANS THE GOZO SEMINARY A Historical Note THE SEMINARY Then the question: “We would like to ask you about your personal The building which now houses the Seminary knows its origin to the experience in the years of formation, about the relationship between study munificence of several persons who in 1778 decided to erect a new and prayer, between study and pastoral activity,” and a fourth element hospital for women in the island of Gozo. -
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. -
69. Il Novecento (15)
Blitz nell’arte figurativa 69. Il Novecento (15) Il linguaggio figurativo trovò maggiore spazio nell’Espressionismo, opponendosi al Dada che tanta parte ebbe, e ha tuttora, nell’arte moderna, soprattutto in versione Surrealista. Però, la figurazione adattata ai nuovi concetti si caricò di una responsabilità che appare superiore a quella dei tardi dadaisti. In particolare modo, gli Espressionisti moderni, attivi fra le due guerre mondiali e maggiormente dopo la Seconda, cercarono punti di riferimento precisi, sconosciuti ai cultori dell’onirismo. Questi ultimi hanno avuto, e hanno ancora, il pregio di presentare varie suggestioni e dunque varie possibilità di aprirsi a un reale privo di finalismo e di determinismo. La relatività delle cose non è un vicolo cieco, bensì la chance di aprire nuovi orizzonti. Come rovescio della medaglia, abbiamo spesso una sorta di resa a questo programma che, infatti, diventa un manierismo destinato all’inefficienza. Il linguaggio figurativo tradizionale è invece costretto a cercare punti di appoggio e, insieme a una specie di possibile chiusura, esso offre visioni che richiedono profonde riflessioni: magari banali anche nella consistenza, talvolta però più incisive e prolifiche di quanto costatabile e ipotizzabile. Si dimostra che la manipolazione della figura, fatta non a caso, fatta cioè non seguendo il mito del gesto, può arricchire la dinamicità dell’alfabeto usato dalle arti figurative dalla notte dei tempi. A questo punto, ispirazione Dada e rigore analitico perseguito con mezzi classici, trovano contatti, pur se solo raramente riescono a condizionarsi a vicenda. La finalità è la conoscenza possibile e probabile. Si tratta di una conoscenza nuova che chiama in causa l’intera personalità umana scaturita da esperienze pratiche, molto avanzate rispetto al passato, e da interrogativi sentimentali eterni che ora reclamano una risposta: talvolta, negli animi più sensibili e attenti, in modo disperato, per quanto mascherato da una sicurezza formale o semplicemente esecutiva. -
“ 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. -
Italian Painting in Between the Wars at MAC USP
MODERNIDADE LATINA Os Italianos e os Centros do Modernismo Latino-americano Classicism, Realism, Avant-Garde: Italian Painting In Between The Wars At MAC USP Ana Gonçalves Magalhães This paper is an extended version of that1 presented during the seminar in April 2013 and aims to reevaluate certain points considered fundamental to the research conducted up to the moment on the highly significant collection of Italian painting from the 1920s/40s at MAC USP. First of all, we shall search to contextualize the relations between Italy and Brazil during the modernist period. Secondly, we will reassess the place Italian modern art occupied on the interna- tional scene between the wars and immediately after the World War II —when the collection in question was formed. Lastly, we will reconsider the works assem- bled by São Paulo’s first museum of modern art (which now belong to MAC USP). With this research we have taken up anew a front begun by the museum’s first director, Walter Zanini, who went on to publish the first systematic study on Brazilian art during the 1930s and 40s, in which he sought to draw out this relationship with the Italian artistic milieu. His book, published in 1993, came out at a time when Brazilian art historiography was in the middle of some important studies on modernism in Brazil and its relationship with the Italian artistic milieu, works such as Annateresa Fabris’ 1994 Futurismo Paulista, on how Futurism was received in Brazil, and Tadeu Chiarelli’s first articles on the relationship between the Italian Novecento and the São Paulo painters. -
Export / Import: the Promotion of Contemporary Italian Art in the United States, 1935–1969
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2016 Export / Import: The Promotion of Contemporary Italian Art in the United States, 1935–1969 Raffaele Bedarida Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/736 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] EXPORT / IMPORT: THE PROMOTION OF CONTEMPORARY ITALIAN ART IN THE UNITED STATES, 1935-1969 by RAFFAELE BEDARIDA A dissertation submitted to the Graduate Faculty in Art History in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2016 © 2016 RAFFAELE BEDARIDA All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Art History in satisfaction of the Dissertation requirement for the degree of Doctor of Philosophy ___________________________________________________________ Date Professor Emily Braun Chair of Examining Committee ___________________________________________________________ Date Professor Rachel Kousser Executive Officer ________________________________ Professor Romy Golan ________________________________ Professor Antonella Pelizzari ________________________________ Professor Lucia Re THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT EXPORT / IMPORT: THE PROMOTION OF CONTEMPORARY ITALIAN ART IN THE UNITED STATES, 1935-1969 by Raffaele Bedarida Advisor: Professor Emily Braun Export / Import examines the exportation of contemporary Italian art to the United States from 1935 to 1969 and how it refashioned Italian national identity in the process. -
Haitian Historical and Cultural Legacy
Haitian Historical and Cultural Legacy A Journey Through Time A Resource Guide for Teachers HABETAC The Haitian Bilingual/ESL Technical Assistance Center HABETAC The Haitian Bilingual/ESL Technical Assistance Center @ Brooklyn College 2900 Bedford Avenue James Hall, Room 3103J Brooklyn, NY 11210 Copyright © 2005 Teachers and educators, please feel free to make copies as needed to use with your students in class. Please contact HABETAC at 718-951-4668 to obtain copies of this publication. Funded by the New York State Education Department Acknowledgments Haitian Historical and Cultural Legacy: A Journey Through Time is for teachers of grades K through 12. The idea of this book was initiated by the Haitian Bilingual/ESL Technical Assistance Center (HABETAC) at City College under the direction of Myriam C. Augustin, the former director of HABETAC. This is the realization of the following team of committed, knowledgeable, and creative writers, researchers, activity developers, artists, and editors: Marie José Bernard, Resource Specialist, HABETAC at City College, New York, NY Menes Dejoie, School Psychologist, CSD 17, Brooklyn, NY Yves Raymond, Bilingual Coordinator, Erasmus Hall High School for Science and Math, Brooklyn, NY Marie Lily Cerat, Writing Specialist, P.S. 181, CSD 17, Brooklyn, NY Christine Etienne, Bilingual Staff Developer, CSD 17, Brooklyn, NY Amidor Almonord, Bilingual Teacher, P.S. 189, CSD 17, Brooklyn, NY Peter Kondrat, Educational Consultant and Freelance Writer, Brooklyn, NY Alix Ambroise, Jr., Social Studies Teacher, P.S. 138, CSD 17, Brooklyn, NY Professor Jean Y. Plaisir, Assistant Professor, Department of Childhood Education, City College of New York, New York, NY Claudette Laurent, Administrative Assistant, HABETAC at City College, New York, NY Christian Lemoine, Graphic Artist, HLH Panoramic, New York, NY. -
One Or Several Rationalisms
One or Several Rationalisms DAVID RlFKlND Columbia University In the Jvears between the two world wars. Italian archtects. critics (Architettura, Casabella, Quadrante, Dedalo, etc.). Such classification, and historians vigorously debated the proper role and form of however, is misleadmg.The major polemical figures of this period often architecture.The stakes in these debates were hgh -polemicists from found themselves collaborating with the same people whom they had, all camps saw architecture as part of a broader project of cultural renewal or would later, criticize strongly. A prime example is Pagano's and tied to the political program of fascism, and argued that archtecture Piacentini's work together at the City University and E'42 .Though the must represent the goals and values of the fascist regime. As such, they former's functionalist modernism and the latter's stylized neoclassicism addressed the issues of modernization, technology, functionalism and seem incomoatible.I both architects shared an exoressedI interest in structural expression raised by international modernism alongside developing an appropriate architectural expression of Italianitri. soecificallv Italian concerns. such as the tradition of classicism and i Eventually, however, Pagano would join the attack on Piacentini's architecture's relationship to the urban fabric. persistent use of classical ornament .2 Ths paper is part of my ongoing dssertation research into the role To some degree the level of collaboration in interwar Italv was also 0 J of the magazine Quadrante, one of the key vehicles of interwar Italian the result of a pragmatism among its architects, who were practitioners architectural discourse, and its relationship to other journals, such as as well as theorists, and thus found compromise a neccesary step toward Casabella. -
Veritatis Gaudium
The Holy See FRANCIS APOSTOLIC CONSTITUTION VERITATIS GAUDIUM ON ECCLESIASTICAL UNIVERSITIES AND FACULTIES FOREWORD 1.The joy of truth (Veritatis Gaudium) expresses the restlessness of the human heart until it encounters and dwells within God’s Light, and shares that Light with all people.[1] For truth is not an abstract idea, but is Jesus himself, the Word of God in whom is the Life that is the Light of man (cf. Jn 1:4), the Son of God who is also the Son of Man. He alone, “in revealing the mystery of the Father and of his love, fully reveals humanity to itself and brings to light its very high calling”.[2] When we encounter the Living One (cf. Rev 1:18) and the firstborn among many brothers (cf. Rom 8:29), our hearts experience, even now, amid the vicissitudes of history, the unfading light and joy born of our union with God and our unity with our brothers and sisters in the common home of creation. One day we will experience that endless joy in full communion with God. In Jesus’ prayer to the Father – “that they may all be one; even as you, Father, are in me, and I in you, that they also may be in us” (Jn 17:21) – we find the secret of the joy that Jesus wishes to share in its fullness (cf. Jn 15:11). It is the joy that comes from the Father through the gift of the Holy Spirit, who is the Spirit of truth and of love, freedom, justice and unity. -
“ 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 field 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 reflect 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.