George Berkeley is known as “The Good Bishop,” a name celebrating his faith, pastoral ministry and earnest commitment to his philosophical views. To mathematicians, he is known for his agitated performance in his 1734 critique of fluxions, The Analyst. That work and its petulant tone were occasioned by (i) his “philo-mathematical” opponents’ alleged admonitions on religious mysteries’ lack of logical respectability and (ii) what Berkeley saw as a related public appetite for reformist and deist religious movements. This paper questions Berkeley’s (...) saintly reputation by outlining the hostility and flippancy in his handling of Jacob Walton’s contributions to the debate. Berkeley’s interactions with Walton bear many of the hallmarks of contemporary “trolling” culture and this paper emphasises and explains these parallels. Finally, given Berkeley’s theological and political agenda in his mathematical interactions, I argue that we should not read his mathematical rhetoric as straightforwardly representing his philosophical views. (shrink)

In catechesis for adolescents seeking confirmation in the Roman Catholic Church, a dualistic bias unconsciously dichotomizes objective doctrine and subjective psychology. This is problematic because if a catechist does not communicate mind-independent truth, no seed of Catholic faith will have been planted in a student. At the same time, if a catechist does not affirm a student's subjectivity, the seed cannot find receptive soil. I believe the key to integrating these intellectual and affective elements – the head and the heart (...) – lies in the link between what Bernard Lonergan calls authentic subjectivity and objectivity. Catechists can appeal to this link by embracing the moral responsibility to ‘know our knowing,’ becoming aware of our dualistic bias and judging our faith experiences according to objective standards of knowledge. (shrink)

The article examines the provisions of the catechisms of the Ukrainian Greek Catholic Church regarding the war and its challenges, as well as the defense of the Motherland. A comparative analysis of relevant thematic instructions in the Catechism “Christ is our Easter” (published in 2011), the Catechism for youth “We walk with Christ” (published in 2021) and the “Catechism of the Christian Warrior” (published in 2022) was carried out. It was determined that the provisions of the UGCC's own fundamental (...) doctrinal documents, its Catechisms, regarding the problems of war and defense of the Motherland, were formed, clarified and supplemented according to the circumstances and needs of the time. The catechism of the UGCC “Christ is our Easter” contains general Christian considerations on the subject under consideration, which are principled, establishing, and refer to how civilized peoples should conduct themselves. The catechism for youth, created in the previous years of the undeclared Russian Federation's “hybrid” war against Ukraine, covers the issues related to the war and the defense of the Motherland in a substantive way and closer to current Ukrainian realities, although it still has some idealistic approach. The Catechism of the Christian Warrior, the preparation of which was completed and the publication was carried out during the full-scale military offensive of the aggressor, is a set of thorough and competent advises for Ukrainian soldiers, where things are called by their names, and there are no provisions that can cause doubts due to experience and be problematically achievable for implementation. Therefore, it is concluded that especially this Catechism, together with and in addition to the two previous ones, is a useful and timely contribution of the UGCC to the instruction of Ukrainians during the war, and therefore to Ukraine's victory over the enemy. (shrink)

In the article "What Sin Is: A Differential Analysis," Jesse Couenhoven delves into the definitions and categorizations of sin according to various Christian doctrines. The author critically examines traditional definitions, such as those provided by the Westminster Confession and catechisms, and argues that they fail to adequately distinguish between sin and evil, often conflating natural evils with sinful acts. Couenhoven also considers gray areas of ethical behavior, such as the actions of a schizophrenic who curses against God or the (...) mistakes made by medical residents that result in harm to patients, and questions whether these actions should be classified as sin. The primary question driving the article is how sin is differentiated from that which is "merely" evil. To address this, Couenhoven analyzes and evaluates three views of sin, testing their coherence with Christian beliefs and practices. The article aims to provide a more nuanced and sufficient understanding of sin within the Christian tradition, going beyond the necessary elements of the doctrine of sin to better identify and differentiate sin from evil. (shrink)

Three common assumptions of both liberal theory and political debate are the autonomy of the family, the principle of merit, and equality of life chances. Fishkin argues that even under the best conditions, commitment to any two of these principles precludes the third._“A brief survey and brilliant critique of contemporary liberal political theory…. A must for all political theory or public policy collections.” –_Choice_ “The strong points of Fishkin’s book are many. He raises provocative issues, locates them within a broader (...) theoretical framework, and demonstrates an urgent need for liberals to set certain priorities. His main message—that liberalism has radical implications for ordinary life—needs to be heard by many.” --Virginia L. Warren, _Michigan Law Review_ “A highly original and powerfully argued book…. Fishkin is undoubtedly right, and his warning needs to be taken seriously…. This is not a book that catechizes us about what we should believe concerning the practicalities of distributive justice. It is a book that advises us about how we need to think about beliefs that are already popular dogmas, in the interest of making sense.” –James Gaffney, _America_ James S. Fishkin_ is associate professor of political science at Yale University. He is also the author of _The Limits of Obligation_ and _Beyond Subjective Morality_. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS The Logic of God Incarnate. By THOMAS V. MORRIS. Ithaca: Cornell University Press, 1986. Pp. 220. $19.95. Thomas V. Morris, Assistant Professor of Philosophy at the University of Notre Dame, has written a technical yet provocative study on the Incarnation. As a faithful Christian he believes in and desires to defend the traditional Christian doctrine of the Incarnation proclaimed in the New Testament and defined by the (...) early councils of the Church, especially Chalcedon, that is, that Jesus is the One eternal Son existing in two natures. He also holds that, while the truth of the Incarnation is revealed, it must nonetheless stand the test of logic and reason. The Incarnation cannot be illogicaJ or meaningless. " If the church has been guided by God in such matters as the formulation of its creeds, conciliar decrees, and catechisms,.... we would not expect glaring logical flaws in its central doctrinal affirmations" (p. 46). The stated purpose of Morris's study is to defend the traditional doctrine against those who would hold it to be logically incoherent and meaningless. "In the course of thinking about the Incarnation for some years now, I have come to see that a few simple metaphysical distinctions and a solid dose of logical care will suffice to explicate and defend the doctrine against all extant criticisms of a philosophical nature" (p. 9). Morris meticulously analyzes and critiques a number of arguments that oppose the possibility of coherence of the Incarnation by attempting to demonstrate that such arguments are.either false and illogical themselves, or that they do not apply to a true understanding of the Incarnation. Moreover, Morris proposes a novel understanding of the Incarnation which he believes is both logical and intelligible, and which conforms to the Christian tradition. This goal of upholding the intelligibility of the Incarnate leads Morris to a three-fold task. He first of all must refute his chief adversaries, those who would deny the sensibleness of saying God became man in Jesus. Such critics deny the validity of the Incarnation on the ground..'! that it is meaning·less, and the'l'efore impossible to juxtapose the incommensurable. attributes of divinity and humanity, e.g., perfection/imperfection, immutability/corruptibility. They hold that Jesus could not have had both these sets of properties at once (cf. p. 20). Morris refuses to capitulate to such arguments. He nevertheless insists that any solution to the issue which would undermine human logic or which would fail to uphold the Christian's belief is no solution at all (cf. p. 32). 367 368 BOOK REVIEWS Secondly, Morris's task leads him to refute any attempts at a " OneNature " solution, which would "squash" together the human and divine natures in Jesus to form a single nature. Such proposals jeopardize either the integrity of Jesus's divinity (Arianism) or his humanity (Docetism, Monophysitism), inevitably composing a mythical tertium quid (cf. pp. 33-38). Morris presents a clear case against such corruptions of the Incarnation. Thirdly, Morris's task brings him to analyze contemporary kenotic Christology. He thoroughly discusses this approach, for the reason that it is directly involved in the issue at hand, namely, the incompatibility between divine and human properties in Christ. Secondarily, however, Morris's interest in kenoticism reflects his own hope that some variation of the approach might posibly arrive at a Christological solution (cf. p. 92). While he ultimately rejects kenoticism, Morris flirts with the various alternatives, and, as we shall see, his own perception of the Incarnation remains tinged with a kenotic flavor. How then is it possible to predicate of one and the same individual divine and human attributes intelligibly and coherentlyT To use contemporary computer jargon, the question might be phrased: is it possible that God and man can he "incarnation-friendly¥" Morris believes so. Morris first of all sets out to define the terms-divine nature and human nature. He believes part of the incompatibility problem lies in attributing to Jesus's humanity unnecessarily hostile aspects. He distinguishes between being "merely human" and being "fully human"· To be " merely human " is to possess not only those properties that narrowly define one's nature or kind, such as rationality, but... (shrink)

"Featuring a carefully selected collection of source documents, this tome includes traditional teaching tools from the Zen Buddhist traditions of China, Korea, and Japan, including texts created by women. The selections provide both a good feel for the varieties of Zen and an experience of its common core.... The texts are experiential teachings and include storytelling, poetry, autobiographies, catechisms, calligraphy, paintings, and koans. Contextual commentary prefaces each text. Wade-Giles transliteration is used, although Pinyin, Korean, Japanese, and Sanskrit terms are (...) linked in appendixes. An insightful introduction by Arai contributes a religious studies perspective. The bibliography references full translations of the selections. A thought-provoking discussion about the problems of translation is included.... Summing Up: Highly recommended. All levels." --_Choice_. (shrink)

The present work consists of a comparative analysis between the theme of persuasion of the faith according to the Dominican friar Bartolomeu de Las Casas in his work 'The only way to attract all peoples to the true religion' and the work De Procuranda Indorum Salute Jose de Acosta. The text of Las Casas sums up the deep theological vision of the Gospel of Las Casas, evangelization linked to the promotion of justice and solidarity among peoples. In the text De (...) Procuranda Indorum Salute, the important work carried out by the Jesuit Jose de Acosta in his twenty years of service in American lands is highlighted, especially in the evangelization and catechization of the Indians and in their critique of the models of evangelization employed until then. It said that besides not being able to reach the proposed objectives, indoctrination of the Indians also could not end the idolatry present in these peoples. This is the flag that Acosta will raise and that makes him one of the first and great thinkers of the new American lands. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE HIERARCHY OF TRUTHS IN THE CATECHISM AVERY DULLES, S.J. Fordham University Bronx, New Yark IN ORDER to throw light on the question of the hierarchy of truths in The Catechism of the Catholic Church, the topic here being addressed, it may be best to move by stages. I shall begin by saying something about the nature and purpose of the Catechism, then turn to the meaning of the (...) expression, " hierarchy of truths," and thirdly, in the main part of this article, discuss how the hierarchy of truths is or is not respected in the Catechism. Before concluding I shall add some remarks, fourthly, on the question of the different levels of authority of different doctrines. The Nature of the Catechism The Catechism of the Catholic Church was composed in response to the request of the Extraordinary Synod of 1985, which declared in its Final Report: " Very many have expressed the desire that a catechism or compendium of all Catholic doctrine regarding both faith and morals be composed, that it might be, as it were, a point of reference for the catechisms or compendiums that are prepared in the various regions. The presentation of doctrine must be biblical and liturgical. It must be sound doctrine suited to the present life of Christians." 1 From the beginning the new Catechism was conceived on the pattern of the Roman Catechism, also known as the Catechism of the Council of Trent. That catechism, published in 1566, was a lFinal Report, II B (a) 4; text in Origins 15 (December 19, 1985): 44450, at 448. 369 370 AVERY DULLES, S.J. rather complete restatement of Catholic doctrine in the light of the teaching of Trent. Like the Council out of which it grew, the Roman Catechism gave special emphasis to the Catholic doctrine of the sacraments, which had been particularly contested by the Protestants. The volume was written not for children or catechumens but for pastors. In conformity with the requests made in a number of the small working groups (" circuli minores ") at the Synod of 1985, the present Catechism was intended to be a full restatement of Catholic doctrine in the light of the Second Vatican Council. As a compendium of all doctrine, it includes the teaching of the Church on points that were not touched by Vatican II. The result is a comprehensive summa incorporating the data of Scripture, the heritage of the fathers and doctors of the Church, the pronouncements of popes, councils, and congregations of the Holy See, testimonies of the liturgy, and memorable reflections of classical theologians, saints, and spiritual writers. I know of no comparable instrument for ascertaining the relevant data from Scripture and tradition regarding the full range of Catholic faith and morals. For readers professionally concerned with theology and religious education, the footnotes alone would be worth the price of the volume. The notes contain some 4,000 biblical references, more than 1,000 references to conciliar texts, more than 250 references to papal statements (more than half of them from John Paul II), over 100 references to the Eastern and Western codes of canon law, more than 100 to liturgical texts, and nearly 500 references to church fathers and ecclesiastical writers. Like the Roman Catechism, this new synthesis of Catholic doctrine is directed not to the simple faithful but to pastors. As is stated in the Prologue, " this Catechism is addressed principally to those responsible for catechesis : in the first instance, to the bishops as doctors of the faith and pastors of the Church. It is offered to them as an instrument for the fulfillment of their task of teaching the people of God. It is addressed, through the bishops, to the editors of catechisms, priests, and catechists. It will THE HIERARCHY OF TRUTHS 371 also be useful reading for all other faithful Christians " ( 12).2 The present Catechism is composed for Catholics all over the world, but the authors are quite aware that it needs to be adapted to meet the needs and capacities of different groups. They insist in the Prologue that those who instruct the faithful, or compose other catechetical materials, should adapt their teaching to the culture, age, spiritual maturity... (shrink)

_The power and materiality of form. On studying the forms of knowledge in catechisms and ship’s logs._ The article argues that in the emerging field of the history of knowledge, with its focus on the production, circulation and exchange of knowledge, explorations of _ forms _ will represent a valuable addition. Form is related to genre. Yet, while the identification of genres is largely based on linguistic, literary or rhetorical criteria, form is also about structures and materiality as well (...) as about practical and institutional preconditions. Form often attracts less attention than contents, although the form makes this content recognizable _ as _ knowledge. Our argument builds on the exploration of two different early modern knowledge forms, the catechism and the ship's log respectively. Both demonstrate how form is decisive in defining contents as authoritative knowledge. They also illustrate how form is a prerequisite to enable knowledge to circulate and be part of cultural exchange, and thus to be socially efficient. The forms serve to codify existing knowledge, but also to the production and circulation of new insights. When forms like the log and the catechism are examined historically, however, they can also be seen to live their own lives in a tension between stability and change. The forms themselves become objects of negotiations, change and innovation. (shrink)

Medical education, while a process of deep moral formation, lacks any account of how students and trainees are to morally approach the process of learning. The classical understanding of the vice _curiositas_ and the virtue _studiositas_, as described by the theologian Paul Griffiths, provides a framework to help understand the better and worse ways that students and trainees can engage in the learning experience. While medical school may powerfully inculcate the vice of _curiositas_, such a posture to learning fails when (...) one is faced with the novel challenges of clinical care. Given the challenges inherent to moral formation in medicine, students and trainees might find communities that catechize the virtue of _studiositas_ outside of the boundaries of the medical school and hospital. (shrink)

Soon after arriving in Asia, Jesuit missionaries published apologetic and catechetical works for the immediate needs of conversion. Later on, they also introduced writings on spirituality to nourish the spiritual life of the Catholic communities. In Japan and China, the classic text Imitatio Christi by Thomas à Kempis and the Spiritual Exercises of Ignatius of Loyola appeared in different versions. When the Franciscans arrived in China in the 1630s, they relied on the Jesuits' Chinese writings. At the end of the (...) seventeenth century, they even reprinted some Jesuit works in Canton. To foster their own mission, the Franciscans wrote also their own catechisms and spiritual works.This article presents Pedro de la... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 26.1 (2002) 43-56 [Access article in PDF] Jack London's Medusa of Truth Per Serritslev Petersen FROM THE VERY START of his literary career, Jack London believed that a good fiction writer must also be a good thinker—that fictional authenticity and integrity must somehow be imbedded in philosophical authenticity and integrity. In his early essay "On the Writer's Philosophy of Life," and in his early letters to (...) Cloudsley Johns, his intellectually "slovenly" friend (who also happened to share his literary ambitions and interests), London insists, again and again, on the proper philosophical foundation of the successful writer. This is how poor Cloudsley, who had previously been told to "get in and systematically ground [himself] in history, economics, biology and the kindred branches" 1 gets browbeaten by his self-appointed mentor and master, a veritable Jack of all trades, in a letter dated March 15, 1900: "To be well fitted for the tragedy of existence (intellectual existence), one must have a working philosophy, a synthesis of things. Have you a synthesis of things? Do you write, and talk, and build upon a foundation which you know is securely laid? Or do you not rather build with a hazy idea of 'to hell with the foundation.'" London then proceeds to catechize his friend on scientific principles such as the indestructibility of Matter, the persistence of Force, and the overall "dynamic principle, true of the metamorphosis of the universe"—principles that Cloudsley is urged to study "carefully and painstakingly" before he can ever claim to have "a firm foundation for [his] philosophy of life" (Letters, pp. 170-71).In London's admittedly heavy-handed ad hominem argument, one recognizes the philosophical sledgehammer of Ernest Everhard, the revolutionary hero of The Iron Heel and one of the fictional exponents of "that cold forbidding philosophy, materialistic monism," 2 which also [End Page 43] served as the scientific foundation of London's own philosophy of life. There are, however, not one, but two components to London's philosophy, which, as I shall argue in this essay, together constitute an essentially dialectical construction, a dynamic juxtaposition of and negotiation with, on the one hand, the "cold forbidding" Medusa of Truth and, on the other hand, the life-enhancing Aphrodite of Romance, the second of which is one of several versions of the vital Maia-Lie (Maia being the Buddhist term for the power that creates or re-creates the world as cosmic illusion).Two points need to be stressed from the outset. First, London's work is implicitly aligned with literary naturalism—the "Zolaistic Movement" of modern American fiction that the genteel writer and editor Thomas Bailey Aldrich famously condemned for its "miasmatic breath" 3 —even though London himself would always qualify his own naturalism by insisting that, artistically, he was "an emotional materialist" (Letters, p. 329), and that his realism was, in the words of Martin Eden, one of his fictional alter egos, "an impassioned realism, shot through with human aspiration and faith." 4 Second, London's work is explicitly aligned with philosophical naturalism (as distinct from supernaturalism)—that is, naturalism as the philosophical or epistemological view that, to quote The Oxford Companion to Philosophy (1995), "everything is natural, i.e. that everything there is belongs to the world of nature, and so can be studied by the methods appropriate for studying that world." In philosophical practice, naturalism and materialism have tended to coalesce, materialism being basically understood as the view that everything is made of matter, which can be studied by the methods of natural science. Like London's philosophical alter ego Ernest Everhard (and also like fictional protagonists such as Wolf Larsen and Martin Eden), London declared himself "a materialistic monist," although, as he admitted to Cloudsley Johns, "there is dam little satisfaction in it." Rhetorically impersonating, as it were, Wolf Larsen, London, in the same letter, asks himself and his correspondent, "what squirming anywhere, damned or otherwise, means anything? That's the question I am always prone to put: What's this chemical ferment called life about? Small wonder that small men... (shrink)

The use of images in education has received little attention despite the dual role of images in school textbooks, one aimed at the acquisition of knowledge and the other at the transmission of attitudes, values and norms, that constitute a valuable source of historical, educational and communicative research. We will study, through the analysis of content, the characteristics of the catechisms, the legislation of the time related to the publication of school textbooks, the presence of images, types, the didactic (...) function and the transmission of social models and ideology. The research suggests that the images of school catechisms are not simply reflections of a reality that facilitates the learning of the contents taught in schools, but that they also become an effective tool in the transformation of the values and ideological thinking of the social context in which they are produced. (shrink)

Modern Moral Problems addresses moral quandaries that can beguile and confuse faithful Catholics. Written in a question-and-answer format, the book covers questions regarding sexuality, medical ethics, business practices, civic responsibilities, and the sacramental life of the Church. The extraordinary assortment of issuesforming a single, organized collectionis a valuable reference for anyone seeking clear and concise answers to tough moral questions. Written in a conversational tone often spliced with humor, this work by a highly respected moral theologian will be read with (...) fascination for its clarity of argument and fundamental good sense. Originally published as a monthly question-and-answer column in a magazine for priests, these selections by Msgr. William B. Smith retain a striking current topicality. Msgr. Smith often tackled matters of controversy in the Catholic Church, ones which continue to draw conflicting opinions. Interesting, informative, and eminently practical, this book conveys an overall impression that sound thinking about morality is rooted in a tradition within the Catholic Church, even when the answers to particular moral questions cannot be found in catechisms or Vatican documents. Msgr. Smith offers a clear-headed approach to the quandaries of our time precisely because of his training in traditional moral principles and his fidelity to the Catholic magisterium. This book should be in the possession of all seminarians and priests, who are bound to confront moral matters that are not so easily decided at first glance. But lay people, too, will find here rich responses to the challenging and sometimes unresolved moral questions they encounter in their own lives. (shrink)

Language was never studied by linguists (or philologists) alone. The greater part of the languages of the world was first known in the West through the reports of missionaries, explorers, and colonial administrators, and what they documented reflected their specific interests. Missionaries wrote catechisms, primers, dictionaries, and Bible translations (especially Lord's Prayers); for explorers and administrators, language was one aspect among many to cover in their accounts of faraway regions. Peoples were identified by their language; toponyms served for geographic (...) description; names of plants and animals were gathered together with specimens and images of plants and animals. In this context, linguistic materials were equally described as “specimens.” This article investigates the various ways in which language material was used and conceived of as a specimen, and the global trajectories of these “specimens.” Especially the role of naturalist explorers deserves closer attention in this regard. What they did, throughout the late 18th and 19th century, was gathering language material as one kind of specimen among others, Forster in the Pacific, Humboldt, Martius, and d'Orbigny in South America, and Peters in Mozambique. Two large‐scale expeditions from the mid‐19th century stand out as examples: the U.S. Exploring Expedition (1838–1842), whose collections later filled the Smithsonian Institution, and the Austrian‐Hungarian Novara expedition (1857–1859). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Priestly Renewal, Eucharistic Revival:The Place of the Corpus Christi Liturgy in Aquinas's Sacramental TheologyJose Isidro BellezaIntroductionAmong many well-catechized Catholics, the following two points—at first seemingly unrelated—have become common knowledge: first, that Christ instituted the sacramental priesthood at the Last Supper; and second, that St. Thomas Aquinas authored the Office hymns and Mass sequence for the Solemnity of Corpus Christi.The magisterial sources for the first point are clear. The Catechism (...) of the Catholic Church notes: "In order to leave them a pledge of this love, in order never to depart from his own and to make them sharers in his Passover, [Christ] instituted the Eucharist as the memorial of his death and Resurrection, and commanded his apostles to celebrate it until his return; 'thereby he constituted them priests of the New Testament'" (§1337). This recent formulation positively reworks a famous Tridentine canon: "If any one should say that by the words, 'Do this in memory of me,' Christ did not establish the apostles as priests, or that he did not ordain them and others as priests to offer his Body and Blood, let him be anathema."1 That the Council of Trent found it necessary to clarify this doctrine by anathematizing the contrary certainly testifies to the controversial nature of this Catholic position in wake of the Reformation; yet, the Council Fathers' [End Page 723] position—as is so often the case with dogmatic pronouncements—is not a simple articulation of an uncontroversial yet implicit belief held within the Catholic communion.With regard to the second point: after some decades of scholarly doubt,2 Aquinas's composition of Corpus Christi's poetic texts seems to be better appreciated by laity and scholars alike,3 many of whom find in the beloved hymns commonly sung at adoration and Eucharistic processions a beautiful and edifying distillation of St. Thomas's teaching on the Blessed Sacrament. However, the place of the Corpus Christi liturgy within the historical development of Aquinas's own thoughts on the priesthood and Eucharist is perhaps less acknowledged.4 The aesthetic and spiritual appeal of the hymns, [End Page 724] compounded by their frequent usage, may tend to obscure the importance of the historical context which informs Aquinas's unique compositional, poetic, and doctrinal directions. Hidden behind the impressiveness of the saint's artistic execution, I argue, lies a parallel to the well-developed doctrinal synthesis of priesthood and Eucharist articulated in Summa contra gentiles [SCG] IV. In what follows, I examine excerpts from the sequence for Mass Lauda Sion Salvatorem and matutinal hymn Sacris solemniis to show how, already in the Orvieto period (1261–1265), Aquinas laid the foundations for sacramental doctrines expressed with more precision not only in the two Summae, but in the dogmatic teaching of the Council of Trent on the relationship between the Eucharist and Holy Orders. I will also highlight the unique and even innovative nature of Aquinas's positions by way of contrast with St. Bonaventure's sacramentology.5 I will conclude by offering some reflections, drawn from Aquinas's synthetic treatment of Eucharist and Holy Orders, on the inseparability of priestly renewal and Eucharistic revival.From the Sentences Commentary to the Summa theologiaeIn his commentary on the Sentences of Peter Lombard (the Scriptum), Aquinas, like his contemporaries, follows the broad tradition in locating the institution of the Eucharist at the Last Supper.6 This point is rightfully uncontroversial on account of its clear biblical background,7 and is repeated by the Angelic Doctor in Summa theologiae [ST] III.8 However, in the Scriptum, Aquinas links the institution of the Eucharist with the institution of the priesthood, saying that Christ "gave priestly power with regard to its principal act before the Passion at the Last Supper, when he said, in Matthew 26:26, 'take and eat,' to which Luke 22:19 adds 'Do this in commemoration of me.' But after the resurrection, he gave the disciples priestly power with regard to its secondary act, which is to bind and loose."9 Thus, in his early work, Aquinas already suggests—although not with the same precision or emphasis seen in later works—a nuanced... (shrink)

The Heidelberg Catechism was one of many catechisms that originated during the 16th-centuryReformation. It is also known that the authors of the Heidelberg Catechism made use of existingcatechisms. The content of 16th-century catechisms consisted mainly of the Decalogue, theApostolicum and the Lord’s Prayer. The Heidelberg Catechism starts with the famousintroduction, dealing with man’s only comfort, and in three sections with knowledge of our sinand misery, knowledge of our deliverance, and knowledge of how we should be grateful forour deliverance. (...) This contribution points out that the threefold structure of the HeidelbergCatechism is not unique, but appeared in different ways in different catechisms of prominent16th-century reformers. It is also argued that the Heidelberg Catechism should be read againstLutheran and Calvinistic backgrounds. Finally, it is shown that the Heidelberg Catechismarticulated the basic Christian faith in such a beautiful and poignant manner that it stood thetest of time as a catechism and confession. (shrink)

The article deals with the function and aim of the Apostles’ Creed in the Netherdutch Reformed Church of Africa – and for that matter, all other Reformed churches. The history of the Credo is carefully described. By so doing the earliest uses of the Creed are established. This information is necessary to determine the present-day function and aim of our confession.The relationship between faith, confession and the catechisms also provides important perspectives on the role of the Creed in the (...) life of the church. The ecumenical nature of the church and the unity amongst Christians are emphasised. Unity with previous generations also receives attention as one of the main functions of the Credo.In the article, attention is further given to a variety of misunderstandings about the Creed. Due to the fact that the confessional documents interpret the Credo, these documents tend to receive a status beyond the original intention. The Reformed understanding of the doctrinal standards is therefore explained. (shrink)

A sentence is never not in a context. We are never not in a situation. A statute is never not read in the light on some purpose. A set of interpretative assumptions is always in force. A sentence that seems to need no interpretation is already the product of one...No sentence is ever apprehended independently of some or other illocutionary force. Illocutionary force is the key term in speech-act theory. It refers to the way an utterance is taken—as an order, (...) a warning, a promise, a proposal, a request, etc.—and the theory's strongest assertion is that no utterance is ever taken purely, that is, without already having been understood as the performance of some illocutionary act. Consider, as an example, the sentence "I will go." Depending on the context in which it is uttered, "I will go" can be understood as a promise, a threat, a warning, a report, a prediction, etc., but it will always be understood as one of these, and it will never be an unsituated kernel of pure semantic value. In other words, "I will go" does not have a basic or primary meaning which is then put to various illocutionary uses; rather, "I will go" is known only in its illocutionary lives, and in each of them its meaning will be different. Moreover, if the meaning of a sentence is a function of its illocutionary force , and if illocutionary force varies with the circumstances, then illocutionary force is not a property of sentences, but of situations. That is, while a sentence will always have an illocutionary force , the illocutionary force it has will not always be the same. Stanley E. Fish is the author of, among many other works, Is There a Text in This Class? Interpretative Authority in the Classroom and in Literary Criticism, and The Living Temple: George Herbert and Catechizing. His contributions to Critical Inquiry include "Facts and Fictions: A Reply to Ralph Rader" , "Interpreting the Variorum" , "Interpreting 'Interpreting the Variorum'" , "A Reply to John Reichert; or, How to Stop Worrying and Learn to Love Interpretation" , and "One More Time". (shrink)

. The article substantiates the relevance of complex researches aimed at expert understanding of the humanistic potential of ethical ideas of different religious traditions and clarifying the conditions of their effectiveness in modern reality. Methodological guidelines for such studies are Kant's ethicotheology; ethical doctrine of N. Hartmann; Berdyaev's ethics of creativity; E.Fromm’s demarcation of the foundations of authoritarian and humanistic religiosity; D.Ikeda's ideas about the primacy of cultural dialogue of religions over their dogmatic or corporate isolationism. The author models the (...) possibilities of synthesis of comparative, dialectical, phenomenological, hermeneutic, synergetic methodological strategies in understanding of the value vectors of religious ethics. It is noted that the content of the term "religious ethics" is not limited to a system of canonized, "once and for all" formulations, norms and prohibitions of a particular religion. Religious ethics is a broad value and social space of human interaction and cultural creation. No less than canons and dogmas, it is also defined by practical patterns of forming relationships in a particular religious community as a hotbed of intense value exchange. The specificity of the principle of humanistic synergy of different traditions religious-ethical ideas is substantiated. It is proved that in the conditions of a globalized, post-information society there are many opportunities for constructive action of this principle. After all, religious meanings are penetrating to the consciousness of people not only within the confessional upbringing and “catechization”. Often they are mastered through individual, autonomous forms of socialization of the individual. That is, the level of cultural development, education and self-education, and involvement in one or another information "field of attraction" are important here. The author of the report identifies a specific vision of the value core of a number of religious traditions of the world, which can be productively used for the humanistic synergy of relevant religious and ethical ideas. He summarizes this core with the example of humanist ideas and practical examples of Hinduism, Jainism, Confucianism, Judaism, Christianity and Islam. At the same time, he identifies the value antipodes of humanistic virtues present in these religious traditions and analyzes the ways of their social cultivation preventing The emphasis of the study is extrapolated to the Ukrainian context of the functioning of religious and religious education, as well as to the issues of applied ethics and civil responsibility of religious communities, their leaders and activists. It is concluded that among the important conditions for the humanization of the functioning of religious structures in modern society – the optimization of the communicative "climate" of educational projects, the development of practical dialogue with respect to other religions and worldviews, the active introduction of philosophical and academic religious and religious studies, which educates future religious leaders. Accordingly, the prospects for further research in this methodological key lead to a detailed reflection on the educational, communicative, media, cultural and aesthetic, legal conditions of harmonizing the humanistic value orientations of the ethics of religions and the practice of living of confessions and religious communities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Deaconesses and Ritual ImpurityCatherine Brown TkaczCultural diversity underlies the differences between deaconesses of the East and of the West.1 In the West, women were recognized by their faith as able to catechize others and to assist women at baptism; in some parts of the East, only a deaconess could take these roles. Again, only in some areas of the East, women at certain times were not permitted to enter (...) the church building, but deaconesses could take the Eucharist to these housebound women. In religious life, corresponding differences existed. In the West, nuns were fitted by their vows to take various roles in the Liturgy of the Hours; in the East, in some areas, only a diaconal abbess could take these roles. In remote monasteries which might lack a priest for some time, the diaconal abbess could distribute pre-consecrated communion to the community. Long has cosmic dualism been recognized as a trait of the Eastern groups that had deaconesses. Now another trait can be identified: [End Page 187] apparently the groups which retained the Levitical laws of ritual impurity were the ones that needed the gender-specific ministry of deaconesses. Examining the theological and cultural context in which that office arose helps explain this varied history. Next, the Western deaconess is most clearly limned by comparing the pertinent Latin ceremonies. This also sheds unexpected light on how the Roman Catholic Church protected the property rights of consecrated women.The Context in Which Deaconesses AroseJesus taught a new doctrine: the call to sanctification: "Be perfect as your Father in heaven is perfect" (Matt 5:48). Again, he commanded them to imitate him, to take up their cross daily and follow him (Luke 9:23). The post-Gospels New Testament continued to suggest ways for the believer to imitate Christ (for example, Heb 13:10–15). These teachings ground the doctrine that every human person is called to be holy and like Christ. To ensure that his followers knew that this vocation to holiness concerns women equally with men, Jesus demonstrated and emphasized the spiritual equality of the sexes throughout his time on earth.2 In an unprecedented way, he provided balanced examples of male and female in his interactions with men and women, in his healings, resurrection miracles, parables, and prophecies.3 In contrast, in the Old Testament and in the Jewish Haggadah, [End Page 188] paired male and female examples are "quite rare."4 While Tannaite Jews "exempted" women from reciting Shema and other acts of ritual worship and required only domestic devotions, Jesus elicited a public profession of faith from a woman as well as from a man—Peter (John 6:69) and Martha of Bethany (John 11:27)—and hers proves to be fuller.5 This dynamically demonstrated the spiritual equality of the sexes, and Eustathios of Antioch, Chrysostom, Augustine, and others praised Martha for teaching the faith.6From the start, both men and women were instructed in the faith, baptized, and received communion.7 Women also participated with men in evangelizing others. This began at Jesus's presentation in the Temple, his first public appearance, when the prophetess Anna announced the coming of the Messiah (Luke 2:36–38). The Samaritan woman evangelized her community: as soon as she learned of Jesus through conversation with him, she actively instructed others, so that many believed in him "because of the woman's testimony" (John 4:28–30, 39–42). The evangelical work of Priscilla was reported, with the account of her teaching a man (Acts 18:2, 26). That is, Christians interacted without a strict segregation of the sexes. When the apostles learned of neglect of the Greek widows, they obviously did not think that only other women could respond to this social need, for the apostles appointed men to do so (Acts 6:1–6).8Contrast this to the Jewish understanding of the roles of men and women. In the Temple, only Jewish men were allowed inside; women were relegated to the women's court. This segregation continued in medieval synagogues.9 [End Page 189] Likewise, as noted above, the Tannaite Jews "exempted" women from public worship. In Christian churches, however... (shrink)

A terceira década do século XVI assinala a implantação da Reforma protestante na Alemanha e na Suíça. O artigo trata inicialmente do contexto político e eclesial e das transformações religiosas na Alemanha, sob a liderança de Martinho Lutero. Para atender a premente necessidade de instrução religiosa do povo, o reformador publicou, em 1529, o Catecismo Menor e o Catecismo Maior. Em seguida, o artigo analisa a hermenêutica bíblica empregada nos catecismos. Destaca a primazia da Escritura na catequese adotando o princípio (...) de que a Escritura se explica por si mesma tendo Cristo como centro. Lutero retoma da Igreja primitiva a insistência na Lectio Divina, porém distancia-se do método dos quatro sentidos, literal, alegórico, moral e anagógico, da antiguidade cristã e da Idade Média. Adota métodos próprios de interpretação. Por meio dos Catecismos Lutero deu ênfase a Palavra proclamada a ser acolhida na fé, uma vez que na sua época bem poucos cristãos tinham acesso ao texto pleno das Escrituras. (shrink)