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Relevant bibliographies by topics / The social teaching of the Catholic Church

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Academic literature on the topic 'The social teaching of the Catholic Church'

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Published: 24 April 2022

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Journal articles on the topic "The social teaching of the Catholic Church"

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Oldmixon, Elizabeth A., and William Hudson. "When Church Teachings and Policy Commitments Collide: Perspectives on Catholics in the U.S. House of Representatives." Politics and Religion 1, no. 1 (March 14, 2008): 113–36. http://dx.doi.org/10.1017/s1755048308000060.

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AbstractThis article investigates the influence of religious values on domestic social policy-making, with a particular focus on Catholics. We analyze roll call votes in the 109th Congress and find that Catholic identification is associated with support for Catholic Social Teaching, but both younger Catholics and Republican Catholics are found less supportive. In followup interviews with a small sample of Catholic Republicans, we find that they justify voting contrary to Church teaching by seeing its application to most domestic social issues as less authoritative than Church moral teachings on issues like abortion.

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Kosicki, Piotr H. "The Catholic 1968: Poland, Social Justice, and the Global Cold War." Slavic Review 77, no. 3 (2018): 638–60. http://dx.doi.org/10.1017/slr.2018.203.

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In the 1960s, the Catholic Church underwent a revolution in the teaching and practice of its faith, known as aggiornamento. Catholics responded by pioneering new forms of agency in world affairs in the Global Sixties. This was a cross-Iron Curtain story, affecting communist and non-communist countries in Europe, as well as developing countries across the world – a story of transfers and encounters unfolding simultaneously along multiple geographical axes: “East-West,” “North-South,” and “East-South.” The narrative anchor for this story is the year 1968. This article explores the seminal role of east European Catholics in this story, focusing on Polish Catholic intellectuals as they wrote and rewrote global narratives of political economy and sexual politics. A global Catholic conversation on international development stalled as sexual politics reinforced Cold War and post-colonial divisions, with the Second and Third Worlds joining forces against First World critics of a new papal teaching on contraception, Humanae Vitae. Paradoxically, the Soviet Bloc became the prism through which the Catholic Church refracted a new vision of international development for the Third World.

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Christiansen, Drew. "I. The Nonviolence–Just War Nexus." Horizons 45, no. 1 (May 23, 2018): 108–14. http://dx.doi.org/10.1017/hor.2018.2.

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Gerald Schlabach wrote that a key test of progress for Catholicism in its dialogue with the historic peace churches on nonviolence and the use of force would be that the church's teaching on nonviolence would become “church wide and parish deep.” While modern Catholic social teaching has recognized nonviolence since the time of the Second Vatican Council, and Pope Saint John Paul II gave nonviolence strong, formal endorsement in his 1991 encyclical Centesimus Annus, the church's teaching on nonviolence is hardly known in the pews. If they are familiar at all with Catholic teaching on peace and war, most Catholics would know the just-war tradition, especially through the US bishops’ 1983 pastoral letter, The Challenge of Peace. But the newer and still relatively slight teaching on nonviolence is hardly known at all. Only by rare exception do Catholic preachers address issues of peace and war.

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Asue, Daniel Ude. "A Catholic Inclusive Approach to Homosexuality in Nigeria." Theology Today 74, no. 4 (January 2018): 396–408. http://dx.doi.org/10.1177/0040573617731710.

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This essay discusses Same-Sex Marriage Prohibition Bill in Nigeria, with a focus on the contribution of the Nigerian Catholic Church to the law. Though the Catholic Church in Nigeria did not actively contribute towards the public debates about homosexuality that resulted into the Same-Sex Marriage Prohibition Bill it nevertheless welcomed the bill. However, the official teachings of the Catholic Church and elucidations from the Catholic Bishops Conference of Nigeria could potentially contribute to creating an inclusive society. In what way can we potentially utilize the principles of Catholic Social Teaching to make room for an inclusion of homosexual persons in the life of the church and in society?

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Pfeil, Margaret R. "Called and Gifted: Charism and Catholic Social Teaching." Horizons 34, no. 2 (2007): 222–37. http://dx.doi.org/10.1017/s0360966900004412.

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ABSTRACTThis essay explores the formulation of Catholic social teaching as a form of ministry structured in relation to charism. After situating the concept of charism theolgically, it addresses the significance of charism as an organizing principle for the ministry of Catholic social teaching, referring in particular to the experiences of Oswald von Nell-Breuning and Dorothy Day. Finally, it suggests a form of ecclesial participation, such as the retrieval of mystagogy, that would facilitate the free and full exercise of charisms by all those called and gifted to serve the church in the formulation of Catholic social teaching.

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Uelmen, Amelia J. "Traveling Light: Pilgrim Law and the Nexus between Law, Politics and Catholic Social Teaching." Journal of Law and Religion 22, no. 2 (2007): 445–79. http://dx.doi.org/10.1017/s0748081400003994.

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Coming out of a church whose marks of identity include unity, holiness, and universality, it is ironic—and painful—that the “Catholic vote” has become a “metaphor” for polarization in United States culture and politics. As one reporter described the scene in the weeks before the 2004 presidential election: Some rail against their own bishops, while others cheer what they see as a long-awaited stand of conscience. The tension seemed to reach a peak yesterday, when the Vatican felt compelled to publicly dismiss the claims of a Catholic lawyer who said he had Vatican support to seek [Senator] Kerry's excommunication.Tensions have also manifested themselves in the variety of Catholic “voter's guides.” Some list a limited number of “non-negotiable” issues—particular actions that are identified in Catholic moral theology as “intrinsic evil” and suggest that candidates be evaluated according to their stand on these particular issues. For example, the Catholic Answers Voter's Guide for Serious Catholics, first distributed prior to the 2004 election, named “five non-negotiables”: abortion, euthanasia, embryonic stem-cell research, human cloning and homosexual marriage. As these moral principles “do not admit of exception or compromise,” the Guide reasoned that political consequences should be clear: “You should avoid to the greatest extent possible voting for candidates who endorse or promote intrinsically evil policies.”In the interim between the 2004 and 2006 elections, a few organizations congealed to formulate competing guides. Others rallied around Faithful Citizenship, the United States Bishop's long-standing official commentary on the nexus between the principles of Catholic social teaching and political participation. Others directly challenged the Catholic Answers guide as a distortion of Catholic social teaching and argued that its partisan activities were a potential threat to the Roman Catholic Church's tax-exempt status.

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Sardaryan, H. T. "The COVID-19 Pandemic in the Social Teaching of the Roman Catholic Church." MGIMO Review of International Relations 14, no. 3 (June 27, 2021): 7–22. http://dx.doi.org/10.24833/2071-8160-2021-3-78-7-22.

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The COVID-19 pandemic exposed the critical problems of the structure not only of the modern health system but also of the role of the state in managing socio-economic processes, government institutions, and their ability to ensure the safety and well-being of the population in conditions of the practical economic shutdown, self-isolation of citizens and ultra-high mobilization of state administrative resources to ensure a full-scale fight against the spread of the virus. Inherent human rights and freedoms were limited to effectively counter the coronavirus, which would have been difficult to imagine even a few months before the pandemic outbreak. Arguments about the gradual decline of the role of the state in the organization of the management of socio-economic processes against the background of the strengthening of civil society institutions also lost their significance, as only the state was able to organize a centralized mobilization of resources to counter the mass threat to public health. These questions lead to a revision of the traditional axiology of Western society, based on the primacy of individualism and the atomization of society – approaches that the Roman Catholic Church has traditionally opposed, which in its doctrine is based on the concept of the common good. As the world's largest confession, Catholicism retains its influence over a wide range of people in many of the leading countries of the modern West. The church's social doctrine is traditionally perceived, both by Catholics themselves and by various associations of citizens, as an ethical basis for organizing the life of society. The paper analyzes the development of the social doctrine of the Catholic Church after the outbreak of the pandemic in the context of both its perception of the coronavirus itself and the necessary measures to combat it and its position on the post-ovoid structure of the world. The Papal encyclicals, messages, and speeches, which reflect the official position of the Vatican, are of crucial importance. As a possible way to overcome the crisis, the Vatican offers the classic principles for the social teaching of the Catholic Church-solidarity and subsidiarity, which require, on the one hand, the subjectivity of society and the decentralization of power.

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Moroz, Volodymyr. "Normative character of the principles of Social doctrine of Catholic Church: an evolutional way of formation." Ukrainian Religious Studies, no. 71-72 (November 4, 2014): 142–47. http://dx.doi.org/10.32420/2014.71-72.440.

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The article of Volodymyr Moroz ―Normative character of the principles of Social doctrine of Catholic Church: an evolutional way of formation - is devoted to the analysis of Catholic Church’s Teaching over the human dignity. Author explores also the process of settling of the principles of common good, subsidiarity and solidarity in the Teaching of Catholic Church. Mentioned principles are investigated in the case of orientation to provide a reverence to transcendent human dignity. Author sums up that all three principles have normative character. That is to say the principles are called to guarantee certain coordination between the social reality and the verities, which were declared by the Social doctrine of the Church.

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Harvey, Thomas J. "Catholic charities: A praxis for catholic church social teachings." Social Thought 17, no. 2 (January 1991): 65–71. http://dx.doi.org/10.1080/15426432.1991.10383741.

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Massaro, Thomas. "Social Welfare and Catholic Social Teaching: Foundational Theological Principles for Case Studies." Religions 12, no. 5 (April 21, 2021): 288. http://dx.doi.org/10.3390/rel12050288.

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For well over a century, Catholic social teaching has advocated for generous social welfare policies that assist members of poor and marginalized communities. Efforts to understand and describe the shape and influence of these advocacy endeavors, naturally conducted primarily by social scientists and historians of policy, must be grounded in foundational theological considerations, as well as an appreciation of recent church history. Among the topics of central relevance are the tensions within these teachings between: (1) engagement and intervention; (2) key contending metaphors, such as “blueprint” and “yardstick”; and (3) the interplay between universal principles and local applications. Only by first appreciating these tensions in their historical and theological dimensions may a fully adequate portrayal of the purpose and influence of Catholic social teaching emerge, even if a significant share of these tensions remains ultimately unresolved. Clarifying these key issues in the developing self-awareness of Catholic social teaching enhances our ability to chart a course forward regarding the prospect of fostering social change, even within highly challenging pluralistic contexts. Adhering to hard-won lessons from past social involvements will allow Catholicism to retain its constructive influence on future social welfare policy.

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Dissertations / Theses on the topic "The social teaching of the Catholic Church"

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Huckle, Kiku E. "Which Catholic voters are "good" Catholics? a foundational comparison of voters' issue position and prioritization with Catholic social justice teaching /." Click here for download, 2010. http://proquest.umi.com.ps2.villanova.edu/pqdweb?did=2013968851&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Kappeler, Warren. "Communication habits for the pilgrim Church : Vatican teaching on media and social communication." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102834.

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This study examines the communication habits of the pilgrim Church with focus upon Vatican documents on mass media and social communication. Attention is given to the historical context of Vatican Councils I and II. As the Church engaged modernity, it shifted ecclesial organization from closed to become open. This study documents the importance of sociology, especially communication theory and cybernetics for Catholicism today.
It is argued that the pivotal event in the Roman Catholic Church's self-exploration for self-awareness and realization was the Second Vatican Council. At that Council, the Church re-examined itself and its own identity to come to grips with the modern world. The teachings of the Council were concerned mainly with the pastoral dimension of the Church and its self-realization. Reflexivity is an important theme of this study as it speaks about understanding the very identity of the modern Church. It is explained that the process of communication within the Roman Catholic Church is itself linked to this insight of reflexivity.
The first chapter shows that behind the pilgrim Church lies an emerging vision of the threefold offices of priest, prophet, and king. The history behind the Roman Catholic Church's transition from the First to the Second Vatican Council is provided. John Henry Cardinal Newman influenced nineteenth-century Catholic theology with his own study of the threefold office. In chapter four we return to the threefold office and examine the contribution of John Paul II. It includes an analysis of how the politics of the magisterium shapes Catholic social teaching. Chapter two examines the text and context of the Second Vatican Council's pastoral decree "Inter Mirifica". Chapter three provides a documented history of the Vatican's Pontifical Council for Social Communication and its teachings. Chapter five develops major tenets of a critical analysis of the communication of the post-Vatican II Church: attention is given to the discursive aspects of religious authority, argumentation, bureaucratization, and market culture. Chapter six takes a step towards examining the pragmatics of contemporary Vatican teaching.
This study concludes that there are three basic sociological and theological aspects of the pilgrim Church. These include a ritual approach to communication, the generational experience of Catholics and their respective attitudes toward Church teaching, and the important link in the faith's praxis between reflexivity and forming habits of communication.

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Quinly, Neil. "Response to Mission: Students' Experience of Catholic Social Teaching in an Inner City Catholic Elementary School." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/562.

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This qualitative case study begins with the reasoning that a central concern and mission of the Catholic Church is social justice. Catholic schools, as institutions of the Church, are intentional in responding to this central concern and mission. This study attempted to explore how schools fulfill this mission, and in so doing, how students experience three identified principles of Catholic social teaching. This qualitative case study suggests that the school's response to mission will be found in the students' experience. This qualitative case study conducted a thorough review of the literature and research pertaining to Catholic social teaching, the history and purpose of inner city Catholic schools, and the Catholic school as a community. The researcher employed the use of observations, focus group interviews, and document review to investigate the research question: How do students in an inner city Catholic elementary school experience three essential principles of Catholic social teaching: Life and dignity of the person; Call to family, community, and participation; and Preferential option for the poor and the vulnerable? The methodology for this study was designed as socially committed research, to provide a way of knowing for both researcher and participants.

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Beck, Ashley. "Catholic social teaching in the contemporary church : towards a radical and prophetic methodology." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685067.

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Campbell, Lynn M. "Just community a model of congregational development founded in Catholic social teaching /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/LCampbell2007.pdf.

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Lee, Kam-Lun Edwin. "The concept of property and possession in the contemporary Catholic social teaching (1891-1986)." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Belcher, Helen Maria. "Resisting the Welfare State: An examination of the response of the Australian Catholic Church to the national health schemes of the 1940s and 1970s." University of Sydney. School of Sociology and Social Policy, 2004. http://hdl.handle.net/2123/712.

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This thesis extends and refines a growing body of literature that has highlighted the impact of Catholic social principles on the development of welfare state provision. It suggests that Catholic social teaching is intent on preserving the role of the traditional family, and keeping power out of the hands of the state. Much of this literature, however, is concerned with European experience (Esping-Andersen, 1990; Castles, 1993; van Kersbergen, 1995). More recently Smyth (2003) has augmented this research through an examination of the influence of Catholic social thought on Australian welfare policy. He concludes that the Australian Church, at least up to the 1970s, preferred a �welfare society� over a �welfare state�, an outlook shared by the wider Australian community. Following the lead of Smyth, this thesis extends the insights of the European research through an examination of Catholic Church resistance to ALP proposals to introduce national health schemes in the 1940s and the 1970s. These appeared to satisfy the Church�s commitment to the poorest and most marginalised groups in the community. Why, then, did the Australian Church resist the proposals? The thesis concludes that there are at least two possible ways of interpreting Catholic social teaching � a preconciliar interpretation that minimises the role of the state, and a postconciliar interpretation that allows for an active, albeit limited, state. The adoption of either is informed by socio-political factors. The thesis, then, concludes that the response of the Church in the 1940s and the 1970s was conditioned by socio-political and historical factors that inclined the Australian Catholic Church towards a conservative view of welfare.

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Holodak, David. "An analysis of the second draft of the pastoral letter on Catholic social teaching and the U.S. economy in light of the issue of homelessness in Chicago." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Tanko, Peter B. "ENHANCEMENT OF HUMAN DIGNITY IN A GLOBALIZED WORLD: ASPECTS OF THE SOCIAL TEACHINGS OF THE CATHOLIC CHURCH." Bulletin of Ecumenical Theology, 2004. http://digital.library.duq.edu/u?/bet,2562.

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Vianna, José Henrique Lobato. "Entre a Oração e o Trabalho: o estudo da Psicologia no Mosteiro de São Bento do Rio de Janeiro entre 1930 e 1950." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6906.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta tese tem por objetivo apontar como a psicologia se torna uma ferramenta importante na formação do clero, especificamente, seu ensino no seminário de formação religiosa católica do Mosteiro de São Bento do Rio de Janeiro, no período de 1930 a 1950. Os religiosos católicos fizeram parte de muitos acontecimentos não só da história da Igreja, mas também da própria história do Brasil. Comandaram a educação nos primórdios da colonização, mantendo influência na organização educacional mesmo com a proclamação da República como estado laico. Falar da formação do homem/sacerdote decorre do entendimento de que os religiosos católicos foram um dos principais grupos disseminadores do saber psicológico em nossa pátria. O período de nosso recorte é marcado por transformações na política, na economia e na educação nacional que afetaram a todos, inclusive ao clero. Entre as mudanças no seminário de São Bento, encontramos a introdução da disciplina psicologia no currículo de formação dos monges, bem como a presença de uma crescente literatura psicológica introduzida principalmente através de comentadores religiosos, demonstrando que as relações entre Igreja e ciência assumem novo patamar no período estudado
This thesis aims to show how the psychology becomes an important tool in the training of clergy, specifically in their teaching training seminar Catholic religious of the Monastery of São Bento do Rio de Janeiro, in the period 1930-1950. The religious Catholics took part in many events not only in the history of the Church, but also of the history of Brazil. Commanded education in the early days of colonization, maintaining influence in educational organization even with the proclamation of the Republic as a secular state. Talk of the formation of man / priest comes from the understanding that the Catholic religious groups were a major disseminators of psychological knowledge in our country. The period of our crop is marked by changes in politics, economy and national education that affected everyone, including the clergy. Among the changes in the seminary of São Bento, we find the introduction of the discipline of psychology in the curriculum of the monks, as well as the presence of a growing psychological literature introduced mainly by religious commentators, demonstrating that relations between the Church and science assume new level in period

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Books on the topic "The social teaching of the Catholic Church"

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Catholic social teaching. New London, Ct: Twenty-Third Publications, 2009.

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Catholic social teaching and movements. Mystic, CT: Twenty-Third Publications, 1998.

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A catechism of Catholic social teaching. Kansas City, MO: Sheed & Ward, 1987.

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Pennock, Michael. Catholic social teaching: Learning & living justice. Notre Dame, Ind: Ave Maria Press, 2007.

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Höffner, Joseph. Christian social teaching. Köln: Ordo Socialis, 1996.

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Charles, Rodger. An introduction to Catholic social teaching. Oxford: Family Publications, 1999.

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Bishops, Catholic Church Ontario Conference of Catholic. 100 years of Catholic social teaching. Toronto: Ontario Conference of Catholic Bishops, 1991.

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Henriot, Peter. Catholic social teaching: Our best kept secret. Maryknoll, NY: Orbis Books, 1988.

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Pennock, Michael. Catholic social teaching: Learning and living justice. Notre Dame, Ind: Ave Maria Press, 2000.

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Living justice: Catholic social teaching in action. 2nd ed. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Book chapters on the topic "The social teaching of the Catholic Church"

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Kuo, Wen-ban. "The Implementation of Catholic Social Teaching in Taiwan." In The Catholic Church in Taiwan, 151–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6668-9_8.

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Boguszewski, Mariusz, Piotr Burgoński, and Małgorzata Starzomska-Romanowska. "Harmony, consumption and lifestyle in Catholic social teaching." In Sustainable Development Goals and the Catholic Church, 184–97. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge new critical thinking in religion, theology and biblical studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003053620-13.

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Fidelus, Anna, Elżbieta H. Morawska, and Artur Wysocki. "Reducing inequality (social inclusion, social capital and protection of migrants in the context of Catholic social teaching)." In Sustainable Development Goals and the Catholic Church, 153–70. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge new critical thinking in religion, theology and biblical studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003053620-11.

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Rudowski, Andrzej, Marek Robak, and Piotr Łuczuk. "Development or revolution? Industrialisation in the perspective of Catholic social teaching." In Sustainable Development Goals and the Catholic Church, 132–52. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge new critical thinking in religion, theology and biblical studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003053620-10.

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Adamczewski, Bartosz, Krassimira Ilieva-Makulec, Agnieszka Klimska, and Agata Kosieradzka-Federczyk. "Land and soil sustainable management in SDG15 and in Catholic social teaching." In Sustainable Development Goals and the Catholic Church, 227–40. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge new critical thinking in religion, theology and biblical studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003053620-16.

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Cisło, Waldemar, Katarzyna Góralczyk, and Mariusz Sulkowski. "The issue of hunger in the context of food security in Catholic social teaching." In Sustainable Development Goals and the Catholic Church, 21–38. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge new critical thinking in religion, theology and biblical studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003053620-3.

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Dzwonkowska, Dominika, Izabella Olejniczak, and Kazimierz Pawlik. "Climate changes as a challenge in the Anthropocene in the context of Catholic social teaching." In Sustainable Development Goals and the Catholic Church, 198–211. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge new critical thinking in religion, theology and biblical studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003053620-14.

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Cichos, Katarzyna, Barbara Strzałkowska, Monika M. Brzezińska, and Krzysztof Opaliński. "The protection of seas and oceans in light of international law and Catholic social teaching." In Sustainable Development Goals and the Catholic Church, 212–26. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge new critical thinking in religion, theology and biblical studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003053620-15.

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Kluj, Wojciech, Małgorzata Laskowska, and Marek Rzotkiewicz. "Access to water as common good of humanity in the context of Catholic social teaching." In Sustainable Development Goals and the Catholic Church, 87–101. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge new critical thinking in religion, theology and biblical studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003053620-7.

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Roszewska, Katarzyna, Jarosław A. Sobkowiak, and Artur Wysocki. "Decent work and economic growth from the perspective of sustainable development and Catholic social teaching." In Sustainable Development Goals and the Catholic Church, 114–31. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge new critical thinking in religion, theology and biblical studies: Routledge, 2020. http://dx.doi.org/10.4324/9781003053620-9.

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Conference papers on the topic "The social teaching of the Catholic Church"

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Dorodonova, Natalia V. "Catholic Church Participation In European Social Policy In The 20Th Century." In International Scientific and Practical Conference «State and Law in the Context of Modern Challenges. European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.01.28.

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"How Can Social Teaching of the Church Improve Social Entrepreneurship." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.dir0117508.

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Ayudyah, Melati, Rudy Trisno, Naniek Widayati, and Fermanto Lianto. "Natural Light as an Element to Create Sacred Environment in Churches Case Study: Santo Kristoforus Catholic Church, Jakarta." In Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200515.043.

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Krusinsky, Peter. "PROPORTIONAL ANALYSIS OF A TRANSVERSAL BOND OF THE HISTORIC TRUSS IN THE GOTHIC ROMAN-CATHOLIC CHURCH OF ST CATHERINE IN BANSKA STIAVNICA DATED TO THE MID-17TH CENTURY." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocialf2018/2.3/s20.021.

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Matejka, Des. "Project-Based Learning in Online Postgraduate Education." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2773.

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The Faculty of Education at Australian Catholic University offers an online postgraduate course that focuses on the use of e-learning tools to facilitate changes in thinking, teaching and learning. It incorporates project-based learning techniques that require participants to learn how to apply selected ICT and e-learning tools to improve learning within their workplace. This has been based upon ongoing evaluations to determine ways in which experience with information and communications technology (ICT) and e-learning tools bring about a change of perspectives about their own teaching. Through identifying factors that inhibit, as well as promote their learning, the program focuses upon learning about ICT and e-learning tools to inform participants about their own teaching. This paper discusses how the implementation of an online postgraduate course has helped to facilitate a problem-based approach that provides a social construction for learning, by allowing the sharing of resources, discussion of approaches about implementation issues and the showcasing of final student projects.

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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.

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Reports on the topic "The social teaching of the Catholic Church"

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Stine, Anthony. Catholic Social Teaching and Sustainable Development: What the Church Provides for Specialists. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7476.

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Cancelo Sanmartín, ;ercedes, María Antonieta Rebeil Corella, and María Auxiliadora Gabino Campos. La comunicación institucional de la Iglesia Católica a través de las redes sociales / Corporate communication of the Catholic Church through social networks. Revista Internacional de Relaciones Públicas, May 2015. http://dx.doi.org/10.5783/rirp-9-2015-07-111-130.

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