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511
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320
17
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Category
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Toolboxes
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109
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1
A statement by the Catholic Bishops' Conference of England and Wales
1996
This handbook and teaching guide on recovery has been designed to complement the QualityRights training module on Promoting Recovery in Mental Health and Related Services. The handbook and teaching
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guide covers much of the same material, but also contains additional text and exercises. It can be given to participants at the end of the training sessions so that they are able to review the concepts and material learned during the training.
Alternatively, it can be used independently as a standalone document to deliver training on recovery over 4-5 training days. The handbook/ teaching guide does not rely on PowerPoint presentations to deliver the training. Instead all participants should have a copy of the handbook/ teaching guide and work through the text and exercises either in plenary or in groups based on the discretion of the facilitator for the training.
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Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3
God. XXIX, BR. 2/2016. str. 323-334
In this paper an attempt has been made to contextualize the ecological dimension of contemporary Catholic
social teaching. With this aim in mind, the authors discuss the merits of several theories and approaches
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(political economy approaches, ecological modernization theory, environmental justice theory, and social
constructionism) coming from environmental sociology and other disciplinary traditions in the social sciences.
After an analysis of relevant historical documents of Catholic social teaching with respect to the
environmental issues covered by them, the authors discuss the main lines of argument present in the recent
(2015) encyclical Laudato Si’ (Pope Francis) and interpret them in the aforementioned theoretical framework.
In conclusion, the usefulness of Catholic social teaching for the public dialogue between science and
other relevant stakeholders, as well as its main strengths and weaknesses have been discussed
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In the USA, Catholic Social Teaching is commonly called “the church’s best keptsecret”. And, indeed, did the church’s Social Teaching on the other side of the Atlantic never enjoy the politi
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cal and societal importance attributed to it in many European countries for such a long time including, and above all, Germany. Entire generations of Catholic politicians, social scientists, trade unionists andentrepreneurs were shaped by the Social Teachings of their Church in thesecountries, and this moulding has influenced their way of acting to a great extent. This influence can be clearly traced in the socio-economic realm where Catholic SocialTeaching has contributed fundamentally to the rise of what we today – in a cleardividing line to the boundless capitalism of the Anglo-American brand – call theSocial Market Economy.
accessed July 2020
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There is no question that over the last thirty years environmentaldegradation and the ecological crisis have become in our day and age apredominant sign of the times. In response to this worrisome develop-ment official documents of the Roman Catholic Church, at various lev-els, have sought to addres
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s the growing ecological concern from theperspective of Catholic social teaching. Consequently references to ecol-ogy and environmental issues have surfaced in papal encyclicals duringthe last fifteen years generating national and regional responses. In theUnited States, for example, the U.S. Conference of Catholic Bishops hasissued two pastoral statements on environmental issues in 1991 and2001. Significantly, the Catholic Bishops of the Pacific Northwest, rep-resenting Canada and the U.S. have also issued a unique internationalletter focused on a particular ecological region—the Columbia RiverWatershed. What all of these efforts hold in common is the attempt toapply Catholic social teaching to a new and disturbing phenomenon inhuman experience. The result has been an expansion of Catholic socialthought. What was once the “social question” has now become the socialand “ecological question.” This development, the effort to address ecol-ogy and environmental issues as ethical problems, is the focus of thispaper. In particular this paper will link environmental and humanecology with the concept of sustainability, with the intention of propos-ing an interpretation of the common good and a definition of sustain-ability within Catholic social teaching.
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The US Conference of Catholic Bishops(USCCB) have identified sevencore themes in Catholic Social Teaching (CST). The CST Bible Study is an eight week program exploring those themes. The first week is an introductionto CST and weekstwo through eigh
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t are sessionson each of theseven themes. This study may be adapted to meet the needs of a given group. For example, the group can meet weekly for eightweeks or monthly for eight months (ideal for a school year). Each session is approximately one hour long.
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CoPEH-Canada has generated a series of teaching and training resources over more than a decade. These resources began with the production of the CoPEH-Canada Teaching Manual (2012), which is dedicat
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ed to Bruce Hunter. Our training resources have expanded to include a range of resources including: Modules (in pdf and online format), videos, Webalogue recordings, and other resources.
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Teachers for All: Inclusive Teaching for Children with Disabilities Collaborating globally to promote Inclusive Development
Ingrid Lewis and Sunit Bagree
International Disability and Development Consortium’s Inclusive Education Task Group
(2013)
CC
This paper poses two applications of Catholic social teaching’s concepts of subsidiarity and participation to academic community engagement. The first pertains to the very general use of the term community. The second refers to a
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distinction between reciprocity and collaboration.
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This resource will help learners to:
discuss their thoughts and feelings about COVID-19
investigate some of the incredible ways in which people have been responding to this crisis
understand the difference between information, disinformation and misinformation
consider their own
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responses to the pandemic and possible actions that they might take to manage their own wellbeing and support others
consider their own responses to the pandemic and possible actions that they might take to manage their own wellbeing and support others
You can download a resource pack and slide show
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Themes from the Catholic Social Teaching. Drawn from ''Sharing Catholic Social Teaching Challenges and Directions 2017" In these brief reflections, several of the key themes are highlighted that ar
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e at the heart of the Catholic social tradition.
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accessed July 2020
Accessed on 19 July 2019.
Themes of Catholic Social Teaching important in the face of climate change.
The call to justice and peace has always been an essential part of the life of the Christian. Our sacred texts offer a constant reminder of the centrality of this call. In the Old Testament the prophet Micah tells us: “this is what Yahweh asks of you: only this, to act justly, to love tenderly, a
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nd to walk humbly with your God” (Micah 6:8).
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In the light of growing environmental concerns we are witnessing an integration of ecology into the fabric of Catholic social thought. Catholic social teaching (CST) has traditionally focused on economic and social development, encompassing issues r
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elated to human work, the economy, peace, human rights, the family and national and international political development. In the light of the ecological crisis, that focus is now expanding
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Catholic Social Teaching (CST) has often been called ‘the Church’s best kept secret’. Thankfully, particularly with the release of Pope Francis’ encyclical Laudato Si’, and with the new RE GCSE, this is changing. CST is part of our Catholi
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c young people’s heritage and a treasure they should not be denied.CST reads the ‘signs of the times’ in the light of scripture and offers wisdom and Insights on living the Gospel in today’s world. CAFOD uses CST principles to guide all of its work, and we offer teachers this resource to supplement their RE curricula
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