Vatican II opened the doors of the Roman Catholic Church for official theological dialogue with separated brethren. The rise of the neo-Pentecostal movement and charismatic renewal caused the doors of the historical Pentecostals to open toward Christians in the mainline churches. This book discusses the historical precedents of the Vatican/Pentecostal Dialogue and reviews the ten-years Dialogue (1972-1982), with special attention given to the second five years. The implications of this Dialogue for ecumenism is also discussed. Volume Two contains all the documents from the second quinquennium, including the 16 theological papers and final report.
This is an introduction to the World's major religions from a Catholic Perspective. There is no single standard textbook that outlines the official Roman Catholic theological position in relation to other religions which then explicates this orientation theologically and phenomenologically in relation to the four main religions of the world and the flowering of new religious movements in the west. The present project will cover this serious gap in the literature. After outlining the teaching of Vatican II and the magisterium since then (chapter one), each subsequent chapter will be divided equally between: an exposition of the history and features of the religion or movement being studied; and a serious theological analysis of these features, showing how these religions do have elements in common, as well as how they differ in fundamental ways from Catholicism.
In today's pluralist and multicultural society, questions about how to teach religiously and ethnically diverse students in Catholic schools abound. A Catholic Philosophy of Education addresses these challenges by examining the documents from the Roman Congregation for Catholic Education alongside the writings of Jacques Maritain and Bernard Lonergan. Mario D'Souza proposes a contemporary formulation for a Catholic philosophy of education in which the ideals of Catholicism form the basis for the mission of the Catholic school. Drawing on the Church's educational documents, and informed by Maritain and Lonergan, D'Souza explains how the unifying anthropology of Catholic education enables Catholic schools to serve amidst diversity by avoiding the extremes of religious exclusivism and fundamentalism, on the one hand, and relativism and individualism, on the other. He explores the aims of Catholic schools in relation to students, teachers, and society, and the relationship between goodness, discipline, and knowledge. He argues that students must be educated for personal and communal freedom and authenticity, and to strive for the common good, suggesting how a Catholic philosophy of education can provide the framework for such personal and communal transformation. Essential reading for new and experienced Catholic educators, A Catholic Philosophy of Education demonstrates that Maritain and Lonergan have much to offer in service of an education that is liberating, instructive, illuminating, and integrative.
Gilbert Parker was a late 19th and early 20th century politician and novelist who wrote prodigiously. The British-Canadian's works are still popular in the 21st century.
Part 1 of the volume is a "Book of Hours" that provides a guide for prayer in five "hours" throughout the day, to be prayed over the course of a week. It also offers a flexible alternative version of the hours that can be said on any day of the week. part 2 includes a collection of prayers expressing devotion to the Eucharist, Jesus, Mary, and the Holy Spirit. Throught the book, readers experience the heart and soul of Catholic Christianity. Leatherette vinyl binding
Online Catholics Articles
Online Catholics Books