Literary and Theological Convergences in Newman And
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
John Henry Newman and the Significance of Theistic Proof
University of Rhode Island DigitalCommons@URI Open Access Master's Theses 1983 John Henry Newman and the Significance of Theistic Proof Mary Susan Glasson University of Rhode Island Follow this and additional works at: https://digitalcommons.uri.edu/theses Recommended Citation Glasson, Mary Susan, "John Henry Newman and the Significance of Theistic Proof" (1983). Open Access Master's Theses. Paper 1530. https://digitalcommons.uri.edu/theses/1530 This Thesis is brought to you for free and open access by DigitalCommons@URI. It has been accepted for inclusion in Open Access Master's Theses by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. - JOHNHENRY NEWMAN ANDTHE SIGNIFICANCE OF THEISTICPROOF BY MARYSUSAN GLASSON A THESISSUBMITTED IN PARTIALFULFILLMENT OF THE REQUIREMENTSFOR THE DEGREEOF MASTEROF ARTS IN PHILOSOPHY UNIVERSITYOF RHODEISLAND 1983 ABSTRACT The central problem of this paper is to decide the significance of formal argument for God's existence, in light of John Henry Newman's distinction between notional and real assent. If God in fact exists, then only real assent to the proposition asserting his existence is adequate. Notional assent is inadequate because it is assent to a notion or abstraction, and not to a present reality. But on Newman's view it is notional assent which normally follows on a formal inference, therefore the significance of traditional formal arguments is thrown into question. Newman has claimed that our attitude toward a proposition may be one of three; we may doubt it, infer it, or assent to it, and to assent to it is to hold it unconditionally. -
Hilaire Belloc - Poems
Classic Poetry Series Hilaire Belloc - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive Hilaire Belloc(27 July 1870 – 16 July 1953) Joseph Hilaire Pierre René Belloc was an Anglo-French writer and historian who became a naturalised British subject in 1902. He was one of the most prolific writers in England during the early twentieth century. He was known as a writer, orator, poet, satirist, man of letters and political activist. He is most notable for his Catholic faith, which had a strong impact on most of his works and his writing collaboration with G. K. Chesterton. He was President of the Oxford Union and later MP for Salford from 1906 to 1910. He was a noted disputant, with a number of long-running feuds, but also widely regarded as a humane and sympathetic man. His most lasting legacy is probably his verse, which encompasses cautionary tales and religious poetry. Among his best-remembered poems are Jim, who ran away from his nurse, and was eaten by a lion and Matilda, who told lies and was burnt to death. Recent biographies of Belloc have been written by A. N. Wilson and Joseph Pearce. <b>Life</b> Belloc was born in La Celle-Saint-Cloud, France (next to Versailles and near Paris) to a French father and English mother, and grew up in England. Much of his boyhood was spent in Slindon, West Sussex, for which he often felt homesick in later life. This is evidenced in poems such as, "West Sussex Drinking Song", "The South Country", and even the more melancholy, "Ha'nacker Hill". -
Saint John Henry Newman, Development of Doctrine, and Sensus Fidelium: His Enduring Legacy in Roman Catholic Theological Discourse
Journal of Moral Theology, Vol. 10, No. 2 (2021): 60–89 Saint John Henry Newman, Development of Doctrine, and Sensus Fidelium: His Enduring Legacy in Roman Catholic Theological Discourse Kenneth Parker The whole Church, laity and hierarchy together, bears responsi- bility for and mediates in history the revelation which is contained in the holy Scriptures and in the living apostolic Tradition … [A]ll believers [play a vital role] in the articulation and development of the faith …. “Sensus fidei in the life of the Church,” 3.1, 67 International Theological Commission of the Catholic Church Rome, July 2014 N 2014, THE INTERNATIONAL THEOLOGICAL Commission pub- lished “Sensus fidei in the life of the Church,” which highlighted two critically important theological concepts: development and I sensus fidelium. Drawing inspiration directly from the works of John Henry Newman, this document not only affirmed the insights found in his Essay on the Development of Christian Doctrine (1845), which church authorities embraced during the first decade of New- man’s life as a Catholic, but also his provocative Rambler article, “On Consulting the Faithful in Matters of Doctrine” (1859), which resulted in episcopal accusations of heresy and Newman’s delation to Rome. The tension between Newman’s theory of development and his appeal for the hierarchy to consider the experience of the “faithful” ultimately centers on the “seat” of authority, and whose voices matter. As a his- torical theologian, I recognize in the 175 year reception of Newman’s theory of development, the controversial character of this historio- graphical assumption—or “metanarrative”—which privileges the hi- erarchy’s authority to teach, but paradoxically acknowledges the ca- pacity of the “faithful” to receive—and at times reject—propositions presented to them as authoritative truth claims.1 1 Maurice Blondel, in his History and Dogma (1904), emphasized that historians always act on metaphysical assumptions when applying facts to the historical St. -
University College Dublin, Dublin- Ireland Facts
University College Dublin, Dublin- Ireland Facts • Language of instruction: English • Number of students currently enrolled: 33,000 • Semester 1: Early September – Late December • Semester 2: Mid-January - Late May • Important information: http://www.ucd.ie/international/exchange- programmes/incoming-exchanges/erasmus-exchange-information/ About the University Founded in 1854 by Cardinal John Henry Newman, University College Dublin (UCD) is Ireland’s largest and most richly diversified university. Today UCD is a vibrant, modern university of over 33,000 students situated on a spacious and leafy campus some 5km to the south of Dublin city centre. Located on the east coast of Ireland, Dublin began as a Viking settlement founded over one thousand years ago. In the 21st century, with a population of over one million people, Dublin is the thriving capital of the Republic of Ireland and is the centre of the political, diplomatic, administrative and commercial life of the country. Famous for its literary tradition, Ireland's capital has been home to writers from Jonathan Swift to William Butler Yeats and James Joyce. Dublin allows you to explore both the historical and the modern, from castles and churches to cafés and clubs. Website: http://www.ucd.ie/ What to expect Application process If you are allocated for an exchange at the University College Dublin, you will be officially nominated by the Go Abroad Office and will then be provided with your detailed application instructions. You can ONLY apply if officially nominated. Type of Application: You will receive an email with application instructions. The application form is online. Notes of Guidance for Exchange students University College Dublin Academics Course/ credit load One full year of study should equate to 60 ECTS. -
Saint Anselm, Blessed John Henry Newman, and the Idea of a Benedictine University
Saint Anselm, Blessed John Henry Newman, and the Idea of a Benedictine University Fr. Daniel Patrick Moloney, Ph.D. John Henry Newman's "Benedictine Essays" develop a strong thesis that Benedictine spirituality is necessarily at odds with the methods of the modern university. Benedictine spiritual life encourages the monk to mortify his intellect, not to satisfy it or to stir it up. It is best suited to grammar school, to the study of literature and history and Scripture, while rejecting the value of studying worldly topics that don't prepare a person for union with God in the next life. Newman's account makes the project of a Benedictine university like St. Anselm's College seem deeply problematic, even oxymoronic. St. Anselm of Canterbury, a transitional figure on Newman's account, shows some ways of reconciling a speculative intellectual life with Benedictine spirituality, but Newman's challenge to the project still remains. It’s a great honor to be here. When I was invited to give this lecture, that is to give the Saint Anselm Lecture at Saint Anselm College on the Feast of Saint Anselm, I thought I noticed a theme. I’m an expert on Saint Anselm, having written my dissertation on your patron saint and having been studying him since I was a senior in college more than twenty years ago. So I figured that the topic of my talk was going to be Saint Anselm. But then I read the fine print of the invitation, and realized that because this year is the anniversary of the College, that I was being asked to talk not just about Saint Anselm and his continued significance, but about something I didn’t know anything about, namely “distinctively Benedictine Catholic higher education.” I’m sure that’s a topic of some reflection here, at a Benedictine College, but it’s not something I’ve ever thought about. -
THE POETRY of HILAIRE BELLOC Four Years Ago, on July 17Th, 1953
IRENA KAŁUŻA THE POETRY OF HILAIRE BELLOC Four years ago, on July 17th, 1953, died one of the greatest champions of Catholicism in England, Hilaire Belloc. He was a pupil of Cardinal Newman and a friend of G. K. Chesterton, and had much in common with both of them. An ardent Catholic and a born pamphleteer, he conceived it his duty to write Catho lic propaganda, thus neglecting strictly literary activities. His output was indeed varied and enormous in bulk, but rather slight in artistic merit. There was only one field where, having put. aside his ’’message”, he tried consciously to be an artist — and that was poetry. He called it modestly his ’’verse” and those few pieces he wrote he polished time and again with loving care. But under the self-imposed scheme of activities he could devote comparatively little time to poetry. Sometimes indeed, when his contemporaries seemed to take little heed of his mission, doubts would, arise in his mind as to whether he had chosen the right way. So in a welLknown poem he complains: England, to me that never have malingered, Nor spoken falsely, nor your flattery used, Nor even in my sightful garden lingered: —1 What have you not refused? (From Stanzas Written on the Battersea Bridge) It is not the aim of the present paper to decide whether 1 „The line was often taken to mean that he ought to have remained in France, but he explained to F. J. Sheed that it did not mean that at all. It meant that he had deserted poetry for prose — ’because one fights with prose’.” B’rom The Life of Hilaire Belloc by Robert S p e a i g h t, Hollis & Carter, 1957, p. -
The Fallacies of Distributism
NOVEMBER 2003 The Fallacies of Distributism by Thomas E. Woods, Jr. n certain disaffected pockets of the politi- A family possessed of the means of pro- cal left and right, more and more voices duction—the simplest form of which is can be heard on behalf of an economic and the possession of land and of the imple- Isocial system known as distributism. ments and capital for working the land— According to the celebrated Catholic writers cannot be controlled by others. Of course, G. K. Chesterton and Hilaire Belloc, who various producers specialize, and through popularized the idea in the early twentieth exchange one with the other they become century, that social system is best in which more or less interdependent, but still, “productive property” is widely dispersed each one can live “on his own”: each one rather than concentrated. They contend that can stand out, if necessary, from pressure the market order undermines community life exercised against him by another. He can and introduces an intolerable level of insecu- say: “If you will not take my surplus as rity and anxiety into the economic life of the against your surplus I shall be the poorer; ordinary person. They would, therefore, but at least I can live.”1 limit business competition and implement a system of punitive taxation against firms For Belloc, then, the great advantage of dis- that had attained what these writers consid- tributism is that it gives the household a sig- ered excessive economic concentration. nificant measure of independence. A new I do not for a moment doubt the good will introduction to his Essay on the Restoration and pure intentions of those who support of Property describes his view of “economic distributism, and indeed I count some of freedom” as something that “comes from the them among my friends. -
THE OLD RIGHT and ITS INFLUENCE on the DEVELOPMENT of MODERN AMERICAN CONSERVATISM by JONATHAN H. SKAGGS Bachelor of Arts Histor
THE OLD RIGHT AND ITS INFLUENCE ON THE DEVELOPMENT OF MODERN AMERICAN CONSERVATISM By JONATHAN H. SKAGGS Bachelor of Arts History University of Central Oklahoma Edmond, Oklahoma 2001 Master of Arts History Oklahoma State University Stillwater, Oklahoma 2004 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY July, 2014 THE OLD RIGHT AND ITS INFLUENCE ON THE DEVELOPMENT OF MODERN AMERICAN CONSERVATISM Dissertation Approved: Dr. Ronald Petrin Dissertation Adviser Dr. Laura Belmonte Dr. David D’Andrea Dr. Joseph Byrnes Dr. Danny Adkison !! Name: Jonathan H. Skaggs Date of Degree: JULY, 2014 Title of Study: THE OLD RIGHT AND ITS INFLUENCE ON THE DEVELOPMENT OF MODERN AMERICAN CONSERVATISM Major Field: History Abstract: In November of 1955, William F. Buckley published the first issue of National Review. His journal defined modern American conservatism as a mix of anti-Marxism, tradition, and a belief in limited government. These three interconnected ideas formed the foundation of modern American conservatism. In the first issue of National Review, Buckley wrote that the intent of his journal was to “stand athwart history, yelling stop!” Buckley hoped that National Review would halt the growth of atheism and collectivism in the United States. The journal would work to protect American traditions, argue for limited government, and attack all forms of Marxism. In addition the name National Review reflected the journal’s goal of bringing all conservatives together in one national movement. However, the basic ideas of modern American conservatism already existed in scholarly journals of the 1930s and 1940s. -
Belief in a Secular Age: Charles Taylor, John Henry Newman, and the New Evangelization David C
Santa Clara University Scholar Commons Jesuit School of Theology Dissertations Student Scholarship 4-2018 Belief in a Secular Age: Charles Taylor, John Henry Newman, and the New Evangelization David C. Paternostro Follow this and additional works at: https://scholarcommons.scu.edu/jst_dissertations Part of the Religion Commons Recommended Citation Paternostro, David C., "Belief in a Secular Age: Charles Taylor, John Henry Newman, and the New Evangelization" (2018). Jesuit School of Theology Dissertations. 29. https://scholarcommons.scu.edu/jst_dissertations/29 This Dissertation is brought to you for free and open access by the Student Scholarship at Scholar Commons. It has been accepted for inclusion in Jesuit School of Theology Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Belief in a Secular Age: Charles Taylor, John Henry Newman, and the New Evangelization A thesis by David C. Paternostro, S.J. Presented to the Faculty of the Jesuit School of Theology of Santa Clara University In partial fulfillment of the requirements for the degree of Licentiate in Sacred Theology Berkeley, California April 2018 Committee Signatures: __________________________ Thomas Cattoi, Ph.D. (Director) 24 April 2018 ________________________________ Jerome Baggett, Ph.D. (Second Reader) 24 April 2018 Acknowledgements---------------------------------------------------------------------------------ii Abstract----------------------------------------------------------------------------------------------iii -
1 Why Newman Is Not Enough: Reflections on the Gospel And
1 Why Newman Is Not Enough: Reflections on the Gospel and Development The Rev. Dr. William H. Harrison Introduction Since the publication of John Henry Newman’s classic, An Essay on the Development of Doctrine, in the 19th century, the idea that doctrine develops has become a commonplace of Christian theology (though some theologians still deny that it happens). We tend, however, to have an easier time agreeing that it occurs than being clear about what it is. Clarity about the nature of doctrinal development hinges upon the distinction between restatement, revolution, and reappropriation. The question of same- sex marriage is a question of reappropriation, on the heels of some notable revolutions. To distinguish a “true” development from a “false” (in Newman’s language1) we need helpful criteria; in other words, we must answer the question: “Which developments sustain the heart of the Christian message while incorporating new insights of the Christian church, exercising its intelligence and judgement in relation to its heritage and contemporary situation?” The central criteria are found in the liturgical origin and soteriological relationships of particular developments. Same-sex marriages are a valid reappropriation of Christian practice, rooted in liturgical practice and a genetic development of Christian doctrine. They are not a matter of core doctrine, since they are not constitutive of our theology of salvation; they are, however, a reasonable development of Christian understanding of marriage, sustaining its relationship to soteriology. Same-sex marriages can participate in the life of creativity to 1 John Henry Newman, An Essay on the Development of Doctrine, (Harmondsworth: Penguin/Pelican, 1974), passim. -
Christ in the Classroom Local Retreat
CHRIST IN THE CLASSROOM LOCAL RETREAT Catechetical Certification for Catholic Schools Office for Catholic Schools – Archdiocese of Seattle Task 2: Liturgical Education FALL 2019 CIC Local Retreat Outcomes • Become familiar with historical context of Sacrosanctum Concilium (SC) “The Dogmatic Constitution on Sacred Liturgy” and the relationship between liturgy and catechesis (CCC 1066 – 1075) • Value the elements of the Sacred Space, Sacred Objects, Sacred Time, and Sacred Tradition. • Understand the importance of the use of the Liturgical Calendar in Catechesis. • Develop and nurture an ongoing respect for official Church teachings and Catholic tradition. • Embrace silence as a vehicle for reflection, prayer and community building. • Assist the community to recognize the presence of Christ and enter into communion with Him through active, full and conscious participation in the Liturgical celebrations and Sacraments of the Church. Learning How to See Again Talk I: Teaching and leading in a Catholic school has always come with many, sometimes overwhelming, responsibilities and challenges. We all face the challenge of rising anxiety in the nation and among our young people. How do we find and maintain peace amid these challenges? This talk focuses on peace and prayer. “FELLOW DISCIPLES OF A SINGLE TEACHER” -St. Augustine of Hippo, Sermons 23:2 quoted by Benedict XVI in his 17 April 2008 address to Catholic Educators at the Catholic University of America THE GIFTS OF PEACE AND PRAYER 1. DEFINITION OF PEACE 2. THE NEED FOR PEACE a) AS EDUCATORS b) AS HUMANS 3. HOW TO CULTIVATE PEACE DEFINITION OF PEACE THE OUTCOME OF A DISPOSITION TO TRUST GOD WITH ALL OUR MIND, BODY, SOUL, AND EMOTIONS. -
JOHN HENRY NEWMAN on EDUCATION by M. Jane
JOHN HENRY NEWMAN ON EDUCATION by M. Jane Rupert A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of English University of Toronto OCopyright by M. Jane Rupert 1998 National Library Bibliottiéque nationale du Canada Acquisitions and Acquisitions et Bibliogmphic Services services bibliographiques 395 Wellington Street 395. rue Wellington OttawaON K1AûN4 OttawaON K1A ON4 canada canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive pemettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, Ioan, distribute or sell reproduire, prêter, distriiuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fome de micmfiche/nIm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la these ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. John Henry Newman on Education was submitted by M. Jane Rupert to the Depart- ment of English at the University of Tomnto for the degree of Doetor of Philosophy in 1998. In The Ida of a University, Newman's gentleman followed the humanist tradition of Aristotle's man of general culture who understands issues from a howledge of the principles involved and approaches areas of tnith only through the particular methods which make them propedy accessible.