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1
Griffin, Sean. "Archbishop Murray of Dublin and the Episcopal Clash on the Inter-Denominational School Scripture Lessons Controversy, 1835–1841." Recusant History 22, no. 3 (1995): 370–408. http://dx.doi.org/10.1017/s0034193200001977.
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In September 1831, the newly elected liberal Whig government under Earl Grey introduced an experiment of national education in Ireland aimed at uniting Catholics and Protestants in one general system. Schools were officially non-denominational but provision was made for separate religious instruction at designated times under the superintendence of the respective churches. It was a response to ten years of intensive lobbying by the Irish Catholic Church, and over twenty years of public and parliamentary debate, seeking a school system supported by State funds which would explicitly prohibit interference with the religious convictions of children.
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Butler, Richard J. "Catholic Power and the Irish City: Modernity, Religion, and Planning in Galway, 1944–1949." Journal of British Studies 59, no. 3 (2020): 521–54. http://dx.doi.org/10.1017/jbr.2020.68.
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AbstractA major town planning dispute between church and state in Galway in the 1940s over the location for a new school provides a lens for rethinking Ireland's distinctive engagement with modernity. Using town planning and urban governance lenses, this article argues that existing scholarship on the postwar Irish Catholic Church overstates its hegemonic power. In analyzing the dispute, it critiques the undue focus within European town-planning studies on the state and on the supposedly “rational” agendas of mid-century planners, showing instead how religious entities forged parallel paths of urban modernity and urban governance. It thus adds an Irish and an urban-planning dimension to existing debates within religious history about urbanization and secularization, showing how adaptive the Irish Catholic Church was to high modernity. Finally, with its focus on a school building, it brings a built environment angle into studies of education policy in Ireland. In seeking to revisit major historiographical debates within town planning, religious history, and studies of urban modernity, the article makes extensive use of the recently opened papers of Bishop Michael Browne of Galway, a noted public intellectual within the Irish Catholic Church and a European expert on canon law.
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Bash, Leslie. "Religion, schooling and the state: negotiating and constructing the secular space." Revista Española de Educación Comparada, no. 33 (January 25, 2019): 12. http://dx.doi.org/10.5944/reec.33.2019.22327.
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As a prelude to the paper it should be stated that its genesis originates in conference presentations delivered on two separate occasions to two separate audiences. The first was to a mixed group of teacher educators, Roman Catholic priests and nuns, as well as others from diverse religious traditions, at a one-day conference on religion and pluralism held in Dublin, Republic of Ireland. The expressed focus for this conference was ‘inter-faith’ but with the addition of a secular dimension. The second presentation was to an international group largely comprised of comparative education scholars in Glasgow, Scotland. Although the two presentations were broadly similar in content the Dublin paper had a distinct orientation. Given that the publicly-funded Irish school system was characterised by a strong involvement of religion (Department of Education and Skills, 2017) – in particular, that of the Roman Catholic Church, the dominant tradition in that country – the Dublin presentation pursued an approach which sought to widen the educational agenda. Specifically, it focused upon the continuing discussion concerning the role of secularity in school systems where confessional approaches to religion were sanctioned by the central state. On the other hand, the Glasgow presentation was more ‘academic’ in tone, seeking to re-position secularity and religion in a non-oppositional relationship which was, in turn, argued to be functional for 21st education systems.
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Lin, Yaotang Peter. "The development of Catholic-State relations: harmony or conflict." Asian Education and Development Studies 9, no. 3 (2019): 349–61. http://dx.doi.org/10.1108/aeds-10-2018-0160.
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Purpose The purpose of this paper is to conduct a brief survey on the Catholic Church in Taiwan since its establishment by the Spanish missionaries in 1662 until today on its internal development and external relationship with the government. It is interesting to discover that, mostly, the Church has a harmonious relationship with the government, except a very few cases in which its foreign missionaries following the social teaching of the Church antagonize the government. However, it does not affect the close relationship between the Church and government in Taiwan. Design/methodology/approach It is a qualitative research on archive and books to research on the events of the Catholic Church in Taiwan in the discipline of social sciences. Historical research is in the majority of events. Findings The finding is acceptable because it is one of the few writings on the Catholic Church in Taiwan when writing on the Protestant Churches in Taiwan is flooding. Originality/value This is a ground-breaking work with academic value.
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Byrska, Joanna Mysona. "Moral education and development in Poland after 1989." Ethics & Bioethics 6, no. 1-2 (2016): 69–77. http://dx.doi.org/10.1515/ebce-2016-0007.
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Abstract This paper aims to show the development of moral education in Poland after 1989. The Catholic Church, family and schools are the most important things concerning moral education and development in Poland. . In the past, moral education in families and in state schools was different. The Catholic Church was, for many years, the anchor of freedom and Polish identity. By 1989, there were two models of education and moral development in Poland: the state model in the communist spirit and the Catholic Church with its Christian values. Individual families were in favor of one or the other. After 1989 everything changed and the state model became the same as the model of the Catholic Church and Polish families. In the paper, I will try to show how the current state of moral education in Poland and also I will try to present the changes that took place after 1989 in moral education.
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TAN, JOHN KANG. "Church, State and Education: Catholic education in Hong Kong during the political transition." Comparative Education 33, no. 2 (1997): 211–32. http://dx.doi.org/10.1080/03050069728532.
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Shadle, Matthew A. "Cavanaugh on the Church and the Modern State: An Appraisal." Horizons 37, no. 2 (2010): 246–70. http://dx.doi.org/10.1017/s0360966900007271.
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ABSTRACTIn a series of recent articles and books, the Catholic theologian William T. Cavanaugh has leveled a profound challenge to the modern state. He critiques its pretentions to be a savior and to provide social cohesion. He proposes that the church should provide resistance to, and even be an alternative to, the modern state. While Cavanaugh draws creative insights from Augustine's political thought, he misuses that thought in ways that dismiss the positive goods provided by the government. Cavanaugh also makes a positive contribution to Catholic social ethics by employing “the social imaginary” to describe the modern state, but overemphasizes the states historical distinctiveness, downplaying what it has in common with earlier forms of political community, namely the pursuit of bodily well-being and social organization.
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Batalla, Eric, and Rito Baring. "Church-State Separation and Challenging Issues Concerning Religion." Religions 10, no. 3 (2019): 197. http://dx.doi.org/10.3390/rel10030197.
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In its declaration of principles, the 1987 Philippine Constitution provides for the separation of Church and State. While the principle honors distinctions between temporal and spiritual functions, both Church and State maintain a unique and cooperative relationship geared towards the common good. However, traditional boundaries governing political and religious agency have been crossed during Duterte’s presidency causing a conflict between leaders of government and the Catholic hierarchy. In the process, the conflict has resurfaced issues about the principle of Church-State separation. What accounts for the changing Church-State relations in the Philippines? How will this conflict affect State policy towards religion, religious freedom, and religious education? In the present study we discuss the present context of the Church-State separation principle in the Philippines. We argue that institutional relations between Church and State remain stable despite the Duterte-Catholic Church conflict.
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Atkin, Nicholas. "The challenge to laïcité: church, state and schools in Vichy France, 1940–1944." Historical Journal 35, no. 1 (1992): 151–69. http://dx.doi.org/10.1017/s0018246x00025644.
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AbstractThis article examines the role which education played in church/state relations during the Occupation. It begins with an evaluation of catholic reactions to the defeat and explains why so many church leaders were quick to blame military collapse on the laïcité of the republican educational system. It then investigates the policies which the church wanted to see pursued in regard to schools and assesses how these were received by the Vichy government. Analysis of these issues reveals that Vichy was not as pro-clerical as is sometimes believed. Although initially sympathetic to church requests, by 1942 the regime had become reluctant to introduce any measure that might provoke religious division. At the same time, the article illustrates that French Catholicism was not a monolithic bloc. Arguments over education served only to intensify divisions already present within the church and soon led to catholic disenchantment with the Vichy regime.
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Walsh, John. "Ministers, bishops and the changing balance of power in Irish education 1950–70." Irish Historical Studies 38, no. 149 (2012): 108–27. http://dx.doi.org/10.1017/s0021121400000651.
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This study explores how power over primary and post-primary education was contested between a traditional Catholic elite and the Irish state during a period of far-reaching educational reform. The interaction between successive ministers for education and the Catholic bishops was a constant feature of the politics of educational expansion, but it was an uneasy and volatile relationship, which sometimes shaded into hostility. Power was contested between a newlyassertive Department of Education and the clerical managers or religious orders who traditionally controlled the schools. The Catholic Church did not react to policy change as a monolithic entity: divisions emerged within the traditional elite under the strain of adapting to unprecedented policy change, underlined by significant tensions between the bishops and the Catholic managerial authorities. A traditional consensus on the predominance of the Catholic Church in education disappeared, to be replaced by a new balance of power in which the state both contested with traditional stakeholders and collaborated uneasily with them to advance educational reform.
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Grana Gil, Isabel. "La Ley General de Educación y la Iglesia: Encuentros y desencuentros." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 143. http://dx.doi.org/10.5944/hme.14.2021.29127.
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The importance and influence that the Catholic Church has had on Education in Spain over the centuries is well known, as is the fact that there have periodically been sectors that have questioned its role in education. The objective of this article is to examine the position of the Church, especially the ecclesiastical hierarchy, with regard to the General Education Act approved on August 4, 1970 and its subsequent development. We will first look at the Church’s thoughts about the changes to come and the need for them, as well as what it considered to be the turning points. We will analyze the dichotomy between state and non-state education and the issue of free education that arises, and how its development would prove definitive in the change of attitude adopted by the Church. Finally, we will refer to the different alternatives to the Law that were proposed, including those involving non-state education and education by the Church, which we will focus special attention on. To do this, we will resort, wherever possible, to original sources, such as the reports emanating from the Episcopal Commission for Teaching and Religious Education, which was in charge of reporting the Church's position on educational issues and was very active during these years as well as other publications of the time.
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Klaiber, Jeffrey L. "The Battle Over Private Education in Peru, 1968-1980: An Aspect of the Internal Struggle in the Catholic Church." Americas 43, no. 2 (1986): 137–58. http://dx.doi.org/10.2307/1007435.
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The Peruvian educational reform law of 1972, promulgated by the military regime of General Juan Velasco Alvarado, was considered at the time one of the best to date in the history of Latin America. With the dismantling of many of the reform laws of the “First Phase” (1968-75) of the revolution during the “Second Phase” (1975-80), and the nearly total repudiation of the entire military period by the democratically elected government of Fernando Belaúnde Terry (1980-85), there was no change more regretted than the undoing of the educational reform. One of the main reasons for the reform's setback was the intense opposition it aroused among private upper-class schools which resented the social aspects of the law. Half of these schools were church-run. But contrary to what has happened in other Latin American countries, the battle in Peru was not between an authoritarian laicist state and the Roman Catholic Church. The real forces that lined up against each other in Peru were, on the one hand, the government, the official church and progressive groups within the church, which in the wake of Vatican II and the bishop's conference of Medellín not only came out in support of the law but even participated directly in composing it, and on the other hand, the powerful cluster of upper-class religious and lay schools which represented the traditional and rightest groups in the church. The educational reform, therefore, was the occasion for a clash among Catholics themselves. At the same time it forced the church to make a fundamental choice: between continuing its uncritical support for upper-class religious education or openly siding with the many state-supported church schools for the middle and lower classes, especially in cases of conflict between the two systems.
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Silhol, Guillaume. "Governing Catholic religious education in Italian state schools: Between the revision of the Concordat and social movements, 1974-1984." Studia z Prawa Wyznaniowego 20 (December 29, 2017): 167–84. http://dx.doi.org/10.31743/spw.263.
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This article focuses on the redefinition of Catholic religious education in Italian state schools, from compulsory religious instruction into a non-compulsory discipline of “religious culture”, by analyzing how the issue is framed and negotiated by political, religious and educational actors between 1974 and 1984. The negotiations between governmental and Church representatives in the revision of the Concordat led to attempts at a compromise on religious education, its regime and its guarantees for students’ choices. However, social movements and school reforms forced various actors and institutions to reframe it in non-confessional, pedagogical and professional terms in public arenas. “Religious culture”, as a category promoted by teachers and intellectuals, became both a social problem and the main justification for the ownership of the Catholic Church over the problem.
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Przybysz, Kinga. "TRZY POLA KONFLIKTU PRZEZ TRZY DZIESIĘCIOLECIA. TRUDNOŚCI W RELACJACH MIĘDZY KOŚCIOŁEM KATOLICKIM A III RP." Refleksje. Pismo naukowe studentów i doktorantów WNPiD UAM, no. 13 (October 31, 2018): 97–111. http://dx.doi.org/10.14746/r.2016.1.7.
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Author describes relationships between catholic church and state through the lens of the three conflicts that have developed since III RP inception. The first conflict concerns financial issues, the second affects education, the third applies to bioethics. Given the lack of visible political will, it is hard to expect that relations between church and state will be deeply corrected. As a result, we should be prepared for new conflict to appear.
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Jaworski, Piotr. "Kluby Inteligencji Katolickiej jako instytucje wsparcia wykształcenia i wychowania w Diecezji Tarnowskiej." Kultura - Przemiany - Edukacja 8 (2020): 47–61. http://dx.doi.org/10.15584/kpe.2020.8.4.
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Among the various forms of association of the Catholic laity in the Church, one can distinguish associations and organisations – whether they are based on canonical or civil law on associations – and informal circles: religious movements, groups, circles and small groups. The difficult situation of the Church in Poland after World War II was not conducive to the creation of organisations whose activities would be approved by both the church authorities and the state authorities. If, however, quasi-ecclesiastical or religious organisations were to emerge that were recognised by the civil authorities, these were unfortunately organisations that had very little in common with the good of the Church and the faithful. Against this backdrop, the Catholic Intelligence Clubs were a kind of phenomenon. They enjoyed the approval of the Church authorities and, to some extent, the unintentional recognition of the state authorities, and sought to strengthen religious education by forming people and communities in the Christian spirit, shaping social attitudes, creating and deepening Christian culture, intellectual development and various forms of charitable activity. Three Catholic Intelligentsia Clubs were established in the Tarnów Diocese: in Nowy Sącz, Tarnów and Mielec.
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Bature, Anthony. "Catholic Schools as Means of Promoting Peace and Justice in Nigeria." Tattva - Journal of Philosophy 8, no. 2 (2016): 1–17. http://dx.doi.org/10.12726/tjp.16.1.
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The paper examines the impact of the Nigerian education and the extent to which it contributes towards the promotion of peace and justice with specific reference to Catholic schools. The paper argues that the role of Catholic Church in providing education has immensely contributed to the growth and development of education in Nigeria. Due to the church‟s focused intervention, approximately 649 elementary schools, 384 secondary schools and 16 tertiary institutions have been established in Nigeria. Relying on documentary method of data collection and descriptive analytic approach, this study explains that Catholic schools have a significant role towards achieving a peaceful and equitable society in Nigeria. The article recommends more engaged efforts by other non-state institutions towards the building of developed educational institutions that will help in promoting peace and justice in Nigeria.
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Schneider, Kathy. "Defending Catholic Education: Secular Front Organizations during the Second Republic of Spain, 1931–1936." Church History 82, no. 4 (2013): 848–76. http://dx.doi.org/10.1017/s0009640713001169.
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“The religious question” regarding the role of the Catholic Church in Spanish society shaped the often contentious relationship between the Church and state. This relationship entered a new chapter with the coming of the Second Republic and the passage of the 1931 constitution. Among the legislation aimed at implementing the articles of the constitution was the 1933 Law of Confessions and Congregations that outlawed schools run by religious orders. Despite this law, most religious schools remained open. Using three schools of the Sisters of the Company of Mary in the cities of Tudela, Valladolid, and Tarragona, this article shows how orders adapted under the new government. One of the Church's primary tactics was to establish front organizations directed by the laity that permitted the religious orders to circumvent the law in order to maintain their schools.
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Doyle, Ann Margaret. "Catholic Church and state relations in French education in the nineteenth century: the struggle betweenlaïcitéand religion." International Studies in Catholic Education 9, no. 1 (2017): 108–22. http://dx.doi.org/10.1080/19422539.2017.1286914.
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Vanichai, Yupa. "The Past and Present State of Astronomy Education in Thailand." International Astronomical Union Colloquium 105 (1990): 400–403. http://dx.doi.org/10.1017/s0252921100087388.
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About 300 years ago in Lopburi and Ayudhaya, many astronomical observatories were designed, constructed, and supported by the Roman Catholic missionaries from Europe and by King Narai the Great of Siam (Thailand). The interesting recorded history of Thai astronomy was found in the national museum of France a few years ago. Afterwards, the ruined observatories were searched for and found. A tercentennial commemorative ceremony of Thai astronomy was held on April 30, 1988.The French emissary and the Roman Catholic missionaries in the reign of King Louis XIV first visited Thailand in 1685. Besides intending to spread the Catholic religion, they carried out research on surveying local and celestial positions. A Thai royal astrologer calculated and predicted a total lunar eclipse on December 11, 1685. King Narai, together with the missionaries, observed the eclipse at Lopburi through a telescope having magnification of 30 to 72. A partial solar eclipse was also observed near the same place on April 30, 1688. Sanpaolo, a Catholic church on the outskirts of Lopburi, was the site of the first astronomical observatory in Thailand, built in 1685. Another observatory in Lopburi, built in the house of a Persian emissary, later became a Thai temple. Other astronomical observatories were supposedly built in Ayudhaya, the capital of Thailand in King Narai’s period, and should be worthy of search and restoration. However, the historical events on record have not yet been clearly found out.
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Justice, Benjamin. "Thomas Nast and the Public School of the 1870s." History of Education Quarterly 45, no. 2 (2005): 171–206. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00034.x.
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In the decade and a half after the Civil War, the American public school rose and fell as a central issue in national and state politics. After a relative calm on matters of education during and immediately after the War, the Republican Party and Catholic Church leaders in the late 1860s and early 1870s joined a bitter battle of words over the future of public education—who should control it, how should it be financed, and what should it teach about religion. These battles often reflected very different world views. Leading Protestant ministers and Republican politicians waved the threat of a rising antidemocratic “Catholic menace” as the new bloody shirt and championed their own educational ideal as a remedy—religiously neutral, ethnically and racially inclusive common schools. While Democrats tended to downplay school issues, Catholic Church leaders countered with their own screed: common schools were hardly common, embodying either inherently Protestant notions of religion or the atheism of no true religious creed at all. New York City became the epicenter of these cataclysmic debates, and the brilliant cartoonist Thomas Nast immortalized the Radical Republican side of the issue in the pages ofHarper's Weekly.
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Slawson, Douglas J. "The National Catholic Welfare Conference and the Church-State Conflict in Mexico, 1925-1929." Americas 47, no. 1 (1990): 55–93. http://dx.doi.org/10.2307/1006724.
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Established in 1919 to be the Catholic voice of America, to look after church interests, and to offset the political influence of the Protestant Federal Council of Churches, the National Catholic Welfare Conference (NCWC) was a voluntary association of the American hierarchy meeting annually in convention. It implemented decisions through an administrative committee of seven bishops which operated a secretariat, also known as the NCWC, located in Washington, D.C. This headquarters had five departments (Education, Lay Activities, Legislation, Press, and Social Action) each with a director and all under the supervision of Reverend John J. Burke, C.S.P., the general secretary of the administrative committee and its representative at the capital.
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Sakaranaho, Tuula, and Tuomas Martikainen. "The Governance of Islam in Finland and Ireland." Journal of Religion in Europe 8, no. 1 (2015): 7–30. http://dx.doi.org/10.1163/18748929-00801002.
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The questions of how western European states have related, and should relate, to their Muslim populations have in recent decades generated a rapidly growing body of research, aimed at answering the above questions from different theoretical perspectives. It has been argued that the main problem with the existing theories is their failure to take into account historically evolved church–state relations that have a bearing on the way that Muslim religious practices are accommodated in a given country. In order to test this argument, we will examine the representational structures of Muslims in Finland and the Republic of Ireland as well as questions pertaining to Islam and education. Even if under different legal arrangements of church–state relations, both Finland and Ireland have opted for a policy where they aim at securing the status quo of a dominant national church while also extending some of the legal privileges enjoyed by the mainstream church to religious minorities. What we will demonstrate in our article is that while this kind of “policy of extended privileges” can work for, it can also function against securing the rights of religious minorities such as Muslims.
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Ouahes, Idir. "Catholic Missionary Education in Early Mandate Syria and Lebanon." Social Sciences and Missions 30, no. 3-4 (2017): 225–53. http://dx.doi.org/10.1163/18748945-03003005.
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This article examines the interaction of Catholic missionary education with the French mandate state in Syria and Lebanon in the 1920s. Taking a short cross-section of the Mandate era, the article argues that Catholic missionaries’ activity in the educational sphere must be considered from a meso-level analysis to complement micro-level focus on school activity and macro-level examination of imperial relations. Such an approach begins by acknowledging the particularity of the Levantine setting, wherein Catholic activity was well embedded into the locale. It also puts into evidence the utility of Catholic educational institutions in the region for the French Mandate state’s priorities. It nevertheless considers the autonomy of these institutions; for instance, the parallel hierarchy that the French Church itself represented, with its independent priorities. Finally, the article considers the significance of inter-imperial rivalry in the Levant leading to these institutions’ empowerment by French mandate authorities.
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Bulyha, Iryna. "Christian Ethics Course: The Non-denominational Aspect." Ukrainian Religious Studies, no. 49 (March 10, 2009): 92–96. http://dx.doi.org/10.32420/2009.49.1999.
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The problem of teaching the course "Christian Ethics" in the Ukrainian school is one of the most debatable in the educational, scientific and religious environment. Immediately with the experimental introduction of the training course in 1992, this issue has become publicly relevant and is still at the center of controversy, despite its legislative clarity. The Orthodox and Greek Catholic Churches of Ukraine actively insist on their presence in mainstream schools and do not see (or do not want to see) alternatives. While Protestant churches, especially the small ones, want only one, so that they do not interfere with the creation of their church schools, both for teaching and for spiritual education. For example, the Seventh-day Adventist Church believes that in a multi-denominational state, state and spiritual education should be separated. Moreover, the experience of teaching so-called Christian ethics demonstrates that it violates the principle of freedom of conscience, since theology cannot be super-denominational, unrelated to a particular church.
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Hornsby-Smith, Michael P., and Mary J. Hickman. "Religion, Class and Identity: The State, the Catholic Church and the Education of the Irish in Britain." British Journal of Sociology 48, no. 1 (1997): 154. http://dx.doi.org/10.2307/591922.
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Dandelion, ‘Ben’ Pink. "Religion, class and identity: the state, the Catholic Church and the education of the Irish in Britain." International Affairs 72, no. 4 (1996): 811. http://dx.doi.org/10.2307/2624166.
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Korbonski, Andrzej. "Poland ten years after: the church." Communist and Post-Communist Studies 33, no. 1 (2000): 123–46. http://dx.doi.org/10.1016/s0967-067x(99)00028-8.
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Ten years after the collapse of communist rule, church-state relations in Poland present a mixed picture. On the one hand, the Roman Catholic church continues to enjoy a privileged position in the country and has achieved most of its cherished goals. On the other hand, its very success carried with it seeds of its future decline. This was particularly true in several areas where the church's aggressive and arrogant behavior has proved counter productive: religious education, anti-abortion legislation, Christian values in mass media, antisemitism, murky church finances, the concordat with the Holy See, and the debate on the new constitution. As a result, there has been a steady decline in popular support for the church which itself has developed some serious rifts in its supposedly united posture. It may be hypothesized that the power and influence of the church actually peaked in the early 1990s and that, having absorbed some of the lessons from its decline, its future policies may well be less triumphalist and controversial, and more accommodating.
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Ratajczak, Krzysztof. "The school legislation of the Catholic Church in the Hussitian times." Saeculum Christianum 27, no. 2 (2021): 60–73. http://dx.doi.org/10.21697/sc.2020.27.2.5.
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The aim of the paper is to show the state and changes in the school legislation of the Catholic Church in the crucial period of its history, between 1378 and 1477. The focus of the analysis is especially on the acts of law decreed by the popes, on the canons of the councils, but also on the ius particulare of those ecclesiastical provinces that were affected by the Hussite movement. Also, factors influencing the ecclesiastical law in the realm of education are analysed, such as political, social, economic besides religious. Very important was the question if the changes could be controlled or inspired by the Church or whether the changes of the school legislation were only meant to preserve the status quo.
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Silhol, Guillaume. "Régler l’heure de religion : l’enseignement de la religion catholique comme dispositif administratif entre les écoles publiques italiennes et l’Église catholique." Social Compass 66, no. 2 (2019): 198–210. http://dx.doi.org/10.1177/0037768619833311.
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This article deals with Catholic religious education in Italian State schools from a political-sociology perspective. The ‘hour of religion’ works as an arrangement, not limited to classrooms, that involves practices of control across State schools and ecclesiastic administrative bodies. The school’s management of this arrangement leads to practical negotiations between teachers and personnel, related to its legitimization as a subject of ‘religious culture’. However, bureaucratic rationalization also occurs in Church dioceses, through the management of human resources and periodic checks of teachers’ ‘proofs’ of faith. Catholic religious education appears then as a case study of the informal, hybrid regulation of religion in the ‘grey areas’ of State institutions.
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Nguyen, Loc Duc. "Religious and Social Life – the Dual Educational Foundation in the migrating Catholic communities (Case Study on migrating Catholic communities in Ho Nai - Dong Nai and Cai San – Can Tho)." Science and Technology Development Journal 16, no. 3 (2013): 43–53. http://dx.doi.org/10.32508/stdj.v16i3.1646.
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Religious, social life – the dual educational foundation in the migrating Catholic communities (Case Study on migrating Catholic communities in Ho Nai - Dong Nai and Cai San – Can Tho). In this paper, the author focuses on different educational backgrounds simultaneously perceived by each Vietnamese Catholic in their social life including the educational system of the Catholic Church (informal education) and the educational system of the State (formal education). In the current context, all challenges facing to each Vietnamese Catholic, from which they have to choose in their strategy of life are more or less rooted in this dual educational foundation.
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Callahan, William J. "The Evangelization of Franco's ‘New Spain’." Church History 56, no. 4 (1987): 491–503. http://dx.doi.org/10.2307/3166430.
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On 20 May 1939 General Francisco Franco attended the solemn Te Deum service held at the royal church of Santa Barbara to celebrate the triumph of nationalist over republican Spain. Surrounded by the symbols of Spain's Catholic past, including the standard used by Don Juan of Austria at Lepanto, the general presented his “sword of victory” to Cardinal Gomá, archbishop of Toledo and primate of the Spanish church.1 The ceremony symbolized the close ties between church and state formed by three years of civil war. The new regime had given proof of its commitment to the church even before the conflict had ended, and the clergy now looked forward to the implementation of a full range of measures in education, culture, and the regulation of public morality, measures that had last been seen in Spain over a century before.2
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O'Hagan, Francis J., and Robert A. Davis. "Forging the compact of church and state in the development of Catholic education in late nineteenth-century Scotland." Innes Review 58, no. 1 (2007): 72–94. http://dx.doi.org/10.3366/inr.2007.58.1.72.
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Jedynak, Witold. "Nauczanie religii w polskich szkołach – sukces czy porażka?" Poznańskie Studia Teologiczne, no. 32 (August 5, 2019): 207–28. http://dx.doi.org/10.14746/pst.2018.32.13.
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Religious Education was reintroduced to state Polish schools in September 1990. The par- ticipation is not obligatory and it depends on parents and pupils. Sociological studies show that Religious Education has far more supporters than opponents which, undoubtedly, is the pastoral success of the Catholic Church. Despite the fact that in the last few years the attendance at RE was dropping, the vast majority of pupils still participate in it. Young people assess the quality of RE in a positive way. Some of them think that RE is interesting and they participate in it willingly. Others are of the opinion that RE is no di erent from other subjects.For the Catholic Church Religious Education is an important pastoral task. Therefore, it under- takes activities in order to provide quali ed RE teachers. The drawback of this e ort is, undoubte- dly, the fact that the catechization at school is done by laypeople with the simultaneous pullback of priests. Both pupils and parents are of the opinion that such actions not only impair the quality of RE teaching and lead to poor participation but also damage the relation between young people and parishes. In times when the level of religiosity and morality is falling, the Church should intensify its e ort to stop the process of secularization of young generation and strengthen or even rebuild the relation between young people with local Church communities by providing e ective RE teaching.
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Frisina, Annalisa. "The Making of Religious Pluralism in Italy: Discussing Religious Education from a New Generational Perspective." Social Compass 58, no. 2 (2011): 271–84. http://dx.doi.org/10.1177/0037768611402611.
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Italian society continues to be seen as homogeneous in religious terms and the teaching of Catholic religion in state schools as a pillar of the historical and cultural heritage of the Italian population, as sanctioned by the 1984 Concordat between the State and the Catholic Church. But profound changes have been under way since that Concordat, with migrant families settling in the country and their Italian-born offspring now attending Italian state schools. How do they feel about religious education at school? How do they view the Italian model of secularism and religious pluralism in Italy? What do they see as Italianness? A qualitative, focus-group-based investigation into secondary schools in a northern Italian town enables us to bring out these students’ demand for change from a generational standpoint and see beyond education into religion to possible ways to educate about and from religions, creating new horizons for religious pluralism (even) in Italy.
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Wozniak, Peter. "Count Leo Thun: A Conservative Savior of Educational Reform in the Decade of Neoabsolutism." Austrian History Yearbook 26 (January 1995): 61–81. http://dx.doi.org/10.1017/s0067237800004240.
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Since theCounter-Reformation, education in Catholic Europe was in the hands of the church. Over the course of the eighteenth century, various rulers attempted to break this monopoly by increasing secular control over schools. Their record was very uneven. In Habsburg lands, the first significant reforms occurred during the reign of Maria Theresa (1740–80), who stated that “education is, and shall remain for all time, a Politicum,” that is, the business of the state.
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Davies, John. "‘L’Art Du Possible’, The Board of Education, The Catholic Church and Negotiations Over the White Paper and the Education Bill, 1943–1944." Recusant History 22, no. 2 (1994): 231–50. http://dx.doi.org/10.1017/s0034193200001898.
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The negotiations between the Board of Education and the Roman Catholic authorities over what was to become the 1944 Education Act began in April 1941 when the Government's Green Book on educational reform was delivered to the Catholic hierarchy. They were to continue until the Government's proposals became law in 1944. There were three distinct phases in these negotiations, centred on the Green Book, the White Paper, and the Bill. The intention of this article is to examine the latter two phases.After protracted negotiations on the Green Book there was near deadlock between the Board and the Catholic Church. R. A. Butler's aim in the Green Book, which he adopted when he became President of the Board of Education in July 1941, was to provide a national system of education, primary, secondary and further. There would be secondary education for all, children being transferred at the age of eleven to grammar, modern or technical schools. This raised the issue of the role of denominational schools, the so called ‘Dual System’. Essentially the voluntary bodies, if they were to continue to be part of the State system were offered two possibilities. Under the first they would receive 100% grant towards the maintenance and repair of buildings (in addition to the payment of teachers’ salaries) for which they would concede the appointment of teachers to the Local Education Authority (LEA) and accept an ‘agreed syllabus’ for religious education. The second possibility would allow the voluntary bodies to retain the appointment of teachers and the teaching of their own religious syllabus, but the Government grant in this case would be only 50%. Catholics felt that, in conscience, they could not accept the first option and that they were being penalised for their religious beliefs in regard to the second. They pressed, therefore, for 100% grant.
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Doe, Norman. "The Teaching of Church Law: An Ecumenical Exploration Worldwide." Ecclesiastical Law Journal 15, no. 3 (2013): 267–92. http://dx.doi.org/10.1017/s0956618x13000422.
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Religion law – the law of the state on religion – has been taught for generations in the law schools of continental Europe, though its introduction in those of the United Kingdom is relatively recent. By way of contrast, within the Anglican Communion there is very little teaching about Anglican canon law. The Church of England does not itself formally train clergy or legal officers in the canon and ecclesiastical laws that they administer. There is no requirement that these be studied for clerical formation in theological colleges or in continuing ministerial education. The same applies to Anglicanism globally – though there are some notable exceptions in a small number of provinces. This is in stark contrast to other ecclesiastical traditions: the Catholic, Orthodox, Lutheran, Methodist, Reformed, Presbyterian, Baptist and United churches all provide training for ministry candidates in their own systems of church law, polity or order. However, no study to date has compared the approaches of these traditions to the teaching of church law today. This article seeks to stimulate an ecumenical debate as to the provision, purposes, practices and principles of the teaching of church law across the ecclesiastical traditions of global Christianity. It does so by presenting examples of courses offered (institutions, purposes, subjects, methods and levels), the educative role of church law itself, requirements under church law for church officers to study the subject, and parallels from the secular world in terms of debate in the academy and practice on the nature of legal education, particularly the role played in it by the Critical Legal Studies movement.1
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Drange, Live Danbolt. "What Does Decolonisation Mean in Bolivia in Relation to the Position of Religion in the Country’s New Legislation and the New Curriculum?" Mission Studies 32, no. 1 (2015): 115–43. http://dx.doi.org/10.1163/15733831-12341382.
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The article discusses challenges and obstacles in creating intercultural dialogue and coexistence across religious and cultural boundaries in a society that is ethnically and culturally multi-dimensional. Bolivian society has always been multicultural and multi-ethnic with a majority of indigenous peoples. The Roman Catholic Church has since colonization officially been dominating religious life and political power while evangelical churches have been growing considerably during the last decades. The majority of indigenous peoples have historically been oppressed by an elite of Spanish descent. In the last few decades there has been an ethnic revitalizing and indigenous representatives have for the first time in history gained positions in the government. They have taken an active part in the rewriting of the Constitution and an education act intending to create a more just and equal society under the slogan “decolonize the state”. A new Constitution and Education Act are establishing that the state is secular and that it guarantees freedom of religion and belief at the same time as it is marked by Andean spirituality. This spirituality and the position of religion in society and in education have been topics of controversy in the process of constructing new legislation. In the discussion the Catholic Church, evangelical Christians and indigenous participants advocating traditional Andean spirituality have been participating. I will look in to possible consequences of this Andeanization especially concerning the children’s religious upbringing.
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Topidi, Kyriaki. "Religious Freedom, National Identity, and the Polish Catholic Church: Converging Visions of Nation and God." Religions 10, no. 5 (2019): 293. http://dx.doi.org/10.3390/rel10050293.
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In the most common representations of the Polish people, the Catholic Church is not simply considered as a part of the Polish nation; it is the Polish nation. This is reflected in the constitutional relationship of the Church and the State, in the form of a concordat. Yet, despite a formally constitutionally warranted separation, the Church retains heavy weight in the legal and political debates to the point that currently, in a time of resurgence of populism across the globe, a number of right-wing parties adopt positions based on those of the Church, establishing a dangerous nexus between religion and nationalism. The aim of the present contribution is to map this unique process within Eastern Europe in order to show how, in the case of Poland, religious identity and the exercise of religious freedoms, despite its fragmented nature at the individual level of believers, has acquired the features of an autonomous field of intervention, with clear consequences on morality and the exercise of politics, as well as religious rights and freedoms of citizens. Using the example of religious education in public schools, the article will demonstrate the complex paths of the process of secularization in the light of the historical dynamics of state, nation, and Church in Poland. In fact, it will argue that we are gradually moving away from the triumph of secularism as a “teleological theory of religious development” but firmly entering the perilous territory of religious belief as a “traditional carrier of national identity.” Tasked with the mission by Pope John Paul II to “restore Europe for Christianity,” upon joining the EU in 2004 and based on the premise that “majorities have rights too,” this shift implies new forms of religious nationalism for Poland that significantly affect religious freedom by creating dichotomies between “Us” and “Others.” It also offers, similarly to other Eastern European countries, a nuanced interpretation of religious equality that assumes the role of law as limited to protecting religions recognized by reference to established traditions, ignoring the realities of pluralized religious markets.
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Bůžek, Václav. "From Compromise to Rebellion: Religion and Political Power of the Nobility in the First Century of the Habsburgs' Reign in Bohemia And Moravia." Journal of Early Modern History 8, no. 1 (2004): 31–45. http://dx.doi.org/10.1163/1570065041268906.
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AbstractIn Bohemia and Moravia, a religious dualism prevailed following the Hussite revolution and the Compactata of 1436. Although the Compactata were abolished by the pope in 1462, the treaty of Kuttenberg guaranteed a right to individual choice in religion, something the nobility viewed as a crucial privilege. But such choice became a victim of a growing re-Catholicization in the sixteenth century. Although Catholic nobles were a minority in Bohemia and Moravia, they were better organized and supported the Habsburgs and the Council of Trent. Their efforts succeeded in contriving a situation in which non-Catholic nobles were tolerated, but excluded from serving in high state offices. Non-Catholic nobles, starting in the 1570s, attempted to organize themselves, and drew up the Confessio Bohemica, which would have given them control over education, church administration, church courts, and censorship. Although the Confessio never achieved legal status, Calvinist noblemen used the dynastic crises of the Habsburgs during the years 1608-11 to further their agenda. A charter, ratified in 1609, gave them control over the lower consistory courts, Charles University, and a body of Defensors who oversaw the preservation of religious liberties. They thereby established a "state within a state," and unavoidably set themselves up for later conflict with the Habsburgs. After their defeat at the battle of the White Mountain, a revised constitution (1627 in Bohemia, 1628 in Moravia) ended religious toleration by outlawing non-Catholic worship, and paving the way to a later absolutism.
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Yarotskiy, Petro L. "Issues of marriage and family with regard in the context of woman’s innovative role in Catholic Church." Religious Freedom, no. 21 (December 21, 2018): 64–79. http://dx.doi.org/10.32420/rs.2018.21.1221.
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The article is based on the value of the human personality and the principle of mercy proposed by Pope Francis. It explores the threats to the modern functioning of the Catholic Church in the context of globalization and secularization of the issues of marriage and family that were submitted to discussion and decision-making by the Extraordinary Synod of the Catholic Church Bishops holding in 2014 – 2016 in Rome. The work of this Synod proved the conservatism and the lack of readiness of the synodal bishops to resolve the crisis situation with modern family which was assessed by Francis as a crisis of synodality and the bishops’ opposition to the modern Catholic Church reform. In order to overcome these negative factors Pope Francis decided to change in a categorical way the current salutation with the clergy's frames formation and processing of an innovative "theology of women" which would become a determining factor in the church’s reform and replace the modern formation of the conservative clergy.
The purpose of this study is to identify and characterize the causes and consequences of the modern family’s crisis from theological and religious points of view. As a result of this study it has been proved that cardinals and bishops of the Extraordinary Synod ambiguously and conservatively assess the complex problems of the modern family. And so they appeared to be unable to offer actual preventions to overcome this crisis.
The factors of the crisis state of the modern family are revealed and characterized in the further aspects:
during last 25 years (in the crossing of second and third millennia) the Catholic Church has lost from 15 up to 30 percent of its parishioners in many countries particularly in Europe and in Latin America;
in such circumstances according to Francis the issues of marriage and family are such issues that "disturb” the society and church" since the western ritual parishioners no longer accept church marriages, divorce and marry again outside the church (therefore the church does not recognize such marriages) in the consequence of thereof the exclusion of these people from the church takes place;
such form of marital intimate relationships as concubinage is constantly increasing (long-term extra-marital cohabitation with an unmarried woman) that is family status by "faith" not being the official marriage (in the words of people "without a stamp in the passport");
the number of families with mixed-confessional couples and with the problem of denominational education of children is constantly increasing;
homosexuality and same-sex marriages acquire legitimacy;
the natural conception and birth of children is replaced by surrogate motherhood.
Key words: marriage, family, human dignity, mercy, conservatism of the clergy, church reform, "theology of women".
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Kowalczyk, Krzysztof. "Materiały jednostek wojewódzkiej administracji wyznaniowej w Archiwum Państwowym w Szczecinie jako źródło do dziejów stosunków państwo-Kościół rzymskokatolicki w latach 1945–1989." Archeion, no. 121 (2020): 306–26. http://dx.doi.org/10.4467/26581264arc.20.011.12968.
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Materials of the regional religious administration units in the Szczecin State Archives as a source on the history of the relations between the state and the Roman Catolic Church between 1945 and 1989 The purpose of the article is to analyse the materials of the Szczecin National Archives created by the regional administration units responsible for religious matters as the sources regarding the history of the relations between the state and the Roman Catholic Church between 1945 and 1989. It defines the group of entities implementing the religious policy at a central and regional level, with a special focus on administration. It analyses the contents of the archival fonds that included materials created by organisational units responsible for religious issues. The following methods were used to address the research problem: a historical method, an institutional & legal method, the system method and case study. The files of the religious administration unit can be found in the Szczecin archives in the following fonds: the Szczecin Regional Office, the Executive Committee of the Regional National Council in Szczecin, Regional Office in Szczecin. The materials from those fonds make it possible to recreate various aspects of the religious policy pursued by the state: hindering the pastoral work and religious education for children and teenagers, limiting the property of the church, attempting to create a rift between the clergymen. They contain important information about the social and political attitudes of priests.
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Kowalczyk, Krzysztof. "Materiały jednostek wojewódzkiej administracji wyznaniowej w Archiwum Państwowym w Szczecinie jako źródło do dziejów stosunków państwo-Kościół rzymskokatolicki w latach 1945–1989." Archeion, no. 121 (2020): 306–26. http://dx.doi.org/10.4467/26581264arc.20.011.12968.
Full textAbstract:
Materials of the regional religious administration units in the Szczecin State Archives as a source on the history of the relations between the state and the Roman Catolic Church between 1945 and 1989 The purpose of the article is to analyse the materials of the Szczecin National Archives created by the regional administration units responsible for religious matters as the sources regarding the history of the relations between the state and the Roman Catholic Church between 1945 and 1989. It defines the group of entities implementing the religious policy at a central and regional level, with a special focus on administration. It analyses the contents of the archival fonds that included materials created by organisational units responsible for religious issues. The following methods were used to address the research problem: a historical method, an institutional & legal method, the system method and case study. The files of the religious administration unit can be found in the Szczecin archives in the following fonds: the Szczecin Regional Office, the Executive Committee of the Regional National Council in Szczecin, Regional Office in Szczecin. The materials from those fonds make it possible to recreate various aspects of the religious policy pursued by the state: hindering the pastoral work and religious education for children and teenagers, limiting the property of the church, attempting to create a rift between the clergymen. They contain important information about the social and political attitudes of priests.
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Čeladín, Jindřich. "The Era of Book Smugglers in Lithuania in the Second Half of the 19th Century and Its Contribution to the Creation of the Modern Lithuanian Nation." Acta Musei Nationalis Pragae – Historia litterarum 63, no. 3-4 (2019): 33–39. http://dx.doi.org/10.2478/amnpsc-2018-0005.
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The defeat of the Polish-Lithuanian uprising in 1863–1864 was followed by a new repressive policy. Its primary objectives were to suppress any ideas of the Polish-Lithuanian state and to establish the Russian system at any cost. The Russian government tried to remove Lithuanian and Polish languages from public life, limit the influence of the Catholic Church, spread Orthodoxy, support the Russian education system and prohibit the printing of Lithuanian publications. The Catholic Church, headed by the bishop of Samogitia, Motiejus Valančius, joined the quiet opposition to the Russian Empire. Valančius organised the printing of Lithuanian books in Prussia – he established a secret organisation that smuggled books to Lithuania and distributed them there. Thanks to him, the foundations of the new Lithuanian national movement were laid. It supported the creation of national literature, the establishment of secret Lithuanian schools and the strengthening of the position of the Lithuanian language in the Church. The Lithuanian national revival opposed not only Russification efforts but also Polonisation in both ethnic and political sense. The era of book smugglers in Lithuania between 1865 and 1904 played a crucial role in the process of the formation of the modern Lithuanian nation. This is the main reason why the national movement of the Lithuanians also became a subject of political discussions in the early 20th century.
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Krzyżowski, Tomasz. "Korespondencja arcybiskupa ormiańskokatolickiego Józefa Teodorowicza z prymasem Polski kardynałem Augustem Hlondem z lat 1924-1938." Lehahayer 6 (December 31, 2019): 165–296. http://dx.doi.org/10.12797/lh.06.2019.06.06.
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The Correspondence between the Armenian Catholic Archbishop Józef Teodorowicz and the Polish Primate Cardinal August Hlond in the years 1924-1938
Cardinal August Hlond (1881-1948) and Archbishop Józef Teodorowicz (1864-1938) are notable representatives of the Polish Episcopate of the first half of the 20th century. They were men of extraordinary abilities, spiritual and intellectual values and organizational skills. As devout shepherds and great patriots, they took an active part in public life. Their letters, which constitute the main subject of this edit, illustrate the comprehensive and multi-layered involvement of both hierarchs in the area of Church and state, as well as their intense mutual cooperation. The article raises a number of issues, mainly concerning the problems of the Catholic Church in Poland at that time, i.e. the establishment of the Catholic News Agency, the work to create the facilities of the Catholic Action and their activities, the Catholic press in Poland, religious ceremonies, the education reform, catechisation, religious congregations, and the work of the episcopacy: the agenda, pastoral letters, activities of individual committees, etc. In addition, the letters provide information on the position of the two hierarchs on the parliamentary elections and the political situation in Poland, and also on the dispute between Archbishop Teodorowicz and the Jesuit Paweł Siwek about the Catholic mystic Therese Neumann of Konnersreuth.
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Kudła, Lucyna. "Schools of the Basilian Sisters in Jaworów during the Galician autonomy 1867-1918." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 115–27. http://dx.doi.org/10.14746/bhw.2018.38.8.
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In the second half of the nineteenth century, Galicia became an autonomous province in Austria-Hungary. In addition to political reforms, changes in education were proposed. The Polish language and teaching Poland’s history were introduced to schools. Private schools for girls were also founded with the objective of raising their level of education and preparing them for academic studies. Schools run by religious congregations played a significant role here. The schools were run mainly by Catholic orders including the Basilian Sisters of the Ukrainian Greek Catholic Church (Ordo Sancti Basilii Magni). They had their convent in Jaworów in Galicia where they established an elementary school, a teachers’ school and a boarding school for girls. Ukrainian was the language of instruction. These religious schools operated according to the same principles as state schools, taught the same subjects and used the same textbooks. School authorities carried out inspections of religious schools on an annual basis. The schools enjoyed a good reputation and offered a high level of education.
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Lockey, Brian C. "Edmund Spenser’s View of Christendom: New Legal and Theological Contexts for A View of the Present State of Ireland." Explorations in Renaissance Culture 47, no. 1 (2021): 39–55. http://dx.doi.org/10.1163/23526963-47010004.
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Abstract This paper considers how Spenser’s conception of conscience and universal law and justice in A View of the Present State of Ireland can be understood within the context of jurist Christopher St. German’s early sixteenth-century tract on equity and the common law and his subsequent tracts on the reformation of Church corruption. The paper attempts to re-situate Spenser’s engagement with legal and political theory within the context of English legal education as it had developed throughout the fifteenth and sixteenth centuries. Ultimately, it shows that Spenser’s engagement with law, theology and politics reflected a commitment to a new Protestant conception of transnational Christendom as well as a re-conception of England as a Protestant nation within that transnational entity.
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Bilas, Ya. "Metropolitan Andrey Sheptytsky: Towards the Problem of Formation of National-Political and Religious Views." Ukrainian Religious Studies, no. 25 (December 27, 2002): 64–72. http://dx.doi.org/10.32420/2003.25.1428.
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Andrey Sheptytsky - Metropolitan of the Greek Catholic Church, belongs to the key figures of Ukrainian history of the first half of the twentieth century. Its influence on the spiritual and national-political life of Ukrainians of that time, the processes of crystallization of national consciousness, as well as on the sphere of practical politics, cannot be overestimated. A. Sheptytsky's life path is an object of constant attention of historians, but it would still be early to assert its full and comprehensive coverage. One of the debating issues in historiography remains the formation of national-political and religious views of the future Metropolitan. As you know, A. Sheptytsky was descended from the Polonized family, the process of his upbringing and education took place in the circle of Polish culture and national-state tradition. Already at adulthood, he made a conscious choice in favor of the Ukrainian Church and nation. The reasons and motives for this choice require a thorough study, taking into account the many factors that led it.
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Pritchard, Chris. "Mathematics teaching in Scotland today." Mathematical Gazette 87, no. 509 (2003): 250–66. http://dx.doi.org/10.1017/s0025557200172699.
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Home to just over five million souls, Scotland is the most sparsely populated part of Britain. The people are overwhelmingly white (some 98.7%) and English speaking. Levels of deprivation vary considerably across the country as a whole. Some 20% of the school population was entitled to free school meals in 1995, though the figure was twice as high in the City of Glasgow, where life expectancy is 10 years below that of affluent parts of the south of England. In July 1997 proposals were presented for the creation of a Scottish parliament. Whilst the Westminster parliament would ‘remain sovereign’, many powers would be devolved to Edinburgh, including those relating to virtually every aspect of education. So today, the Scottish Executive Education Department (or SEED) administers Scottish Executive policy for pre-school and school education in co-operation with local authorities that are responsible for providing school education in their areas. No less than 96% of youngsters are educated in state schools. Schools associated with religious groups including the Roman Catholic Church were incorporated into the state system in the 1920s. The annual cost of running the whole education system is a little under £5 billion or some 9% of Scottish GDP [1, p. 17].
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Of the Journal, Editorial board. "Introduction." Ukrainian Religious Studies, no. 66 (February 26, 2013): 17–18. http://dx.doi.org/10.32420/2013.66.245.
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This book is a collection of materials of the last 2012 International Scientific Conference on a series of events devoted to the consideration of a wide range of problems in relations between Ukraine and the Vatican. The idea of holding conferences under the general name "Ukraine and the Vatican" arose among religious scholars and was supported by a number of state, scientific, church and public institutions, in particular the National Academy of Sciences of Ukraine, the Ministry of Education and Science of Ukraine, the State Committee of Ukraine for Nationalities and Religions, the Committee The Verkhovna Rada of Ukraine on Culture and Spirituality, the Ministry of Foreign Affairs of Ukraine, the Nunciature of the Holy See in Ukraine, the Ukrainian Association of Religious Studies, the Ukrainian G.S. Skovoroda, Precarpathian National University named after. V. Stefanyk, National Institute for Strategic Studies, National University of Kyiv-Mohyla Academy, National Pedagogical University named after. MP Drahomanov, Ukrainian Catholic University, Ivano-Frankivsk Theological Academy, Tom's Institute of Religious Sciences, Christian Humanities and Economics Open University, Ancient Halych National Reserve, Zhytomyr State University named after Ivan Franko. The Religious Information Service of Ukraine and the Catholic Media Center provide information support to the project.