Doctoral Thesis / Dissertation from the year 2002 in the subject Theology - Miscellaneous, grade: cum laude, Pazmany Peter Catholic University and American National College (Regnum-M educational Co. / Kirchenrecht), language: English, abstract: Many would consider Codex Iuris Canonici to be the best choice of triggering out a new, acceptable, modern legislation in the Catholic Church1, the origin source of maintaining the unique spells of Christ, of which faithful had to be given an up-to-date book of church disciplinae. However, in many fields the duties and rights are somehow violated, even do obstacles lie in front of them. The intent purpose of this essay, therefore, is to deal with obstacles lying before the acceptable fulfillment of duties of the christian believers in the field of catholic education. When our dealing with the topic of catholic education, canons 793-821 are put into view. We would not, however, state that all duties are violated, and that the purpose of the editors of the code has not reached its aims. Our wish is to highlight those fields in the civil legislations where, practically proved, there are some significant obstacles preventing the faithful from giving the most proper education to their offspring. Thus, we cannot apart from drawing the historical as well as legal backgrounds to make out obvious and provable evidences. (c) Talabér János doktori értekezés, Doctoral Essay: ABSTRACT (c)

Instrumentum Laboris is the (working document) for the 3rd Extraordinary General Assembly of the Synod of Bishops (to be held October 5-19) which focuses on “pastoral challenges to the family in the context of evangelization”.The Instrumentum Laboris consists of three parts. The first part focuses on the biblical and magisterial understanding of marriage, and features a heavy focus on the “natural law.” It also reflects on the role of the family today, the “fundamental cell of society, where we learn to live with others despite our differences and to belong to one another.”The second part concerns many pressing challenges to marriage and the family. These include cohabitation, remarried divorcees, teen motherhood, mixed-religion marriages, and same-sex unions.The final part deals with openness to life and parental responsibility. It explores how to transmit the faith to younger generations and how to form children in difficult or irregular family situations.This document will set the tone for October's anticipated Synod on the Family, and it deals with some of the most important issues today.

In Subversive Habits, Shannen Dee Williams provides the first full history of Black Catholic nuns in the United States, hailing them as the forgotten prophets of Catholicism and democracy. Drawing on oral histories and previously sealed Church records, Williams demonstrates how master narratives of women’s religious life and Catholic commitments to racial and gender justice fundamentally change when the lives and experiences of African American nuns are taken seriously. For Black Catholic women and girls, embracing the celibate religious state constituted a radical act of resistance to white supremacy and the sexual terrorism built into chattel slavery and segregation. Williams shows how Black sisters—such as Sister Mary Antona Ebo, who was the only Black member of the inaugural delegation of Catholic sisters to travel to Selma, Alabama, and join the Black voting rights marches of 1965—were pioneering religious leaders, educators, healthcare professionals, desegregation foot soldiers, Black Power activists, and womanist theologians. In the process, Williams calls attention to Catholic women’s religious life as a stronghold of white supremacy and racial segregation—and thus an important battleground in the long African American freedom struggle.

Boards and commissions, an important part of Catholic education since the late 1800s, experienced a significant revival in the decades following the Vatican Council II. Today, approximately 68 percent of the Catholic schools in the United States have some form of educational governance structure. Although the primary focus of this handbook, which contains 10 chapters, is on Catholic school boards and boards of trustees, the principles and much of the materials are easily adaptable to councils, commissions, and committees for other diocesan, parish, and religious education programs. Specifically, the chapters define a Catholic school board; discuss policy formation and enactment; review selection and appointment of the principal; study the roles and relationships of boards and schools; and cover board meetings. Additional chapters explore planning, the role of the board in finances; development and public relations/marketing; evaluaation of and by the board; and membership. The 12 appendices contain sample constitutions for a variety of educational governance structures, definitions and guidelines related to Catholic school principal selection, the functions of the board and a board member's profile, and sample diocesan policies. Practicing subsidiarity and collaboration, school boards and other diocesan, parish, and educational councils and commissions can effectively and efficaciously serve the church's educational mission. The bibliography contains 33 references. (KM)

This text provides a concise and authoritative account of why the Catholic Church provides schools and what constitutes the Catholic ethos of a Catholic school. It further clarifies the Church's requirement that those holding key posts in Catholic schools should be practising Catholics, and explains what that means. This is a clear, systematic document which will help many people, including Catholic teachers, parents, and governors as well as non-Catholic educationalists and government officials, to understand the mission of Catholic schools. The questions examined include: What are the fundamental characteristics of a Catholic School? How do these make Catholic schools distinctive? Who are Catholic schools provided for? What is a Catholic school's ethos? What does the term 'practising Catholic' refer to when applied to key school posts? What are the requirements for appointments to key school posts?

Proves why classroom sex education is always wrong and always harmful; that it destroys modesty; awakens the passions; promotes sexual activity and fosters acceptance of sexual sins. Shows where it comes from; who promotes it; that it is all-pervasive. Gives the Church's position; that sex education is the right and duty of parents only; which may be delegated to others; but never usurped! A must for parents; teachers and priests.