This document provides an overview of the Institute for Advanced Catholic Studies at USC. It discusses the Institute's mission to bring together faith and reason through interdisciplinary research. The Institute draws scholars from around the world to examine issues from Catholic perspectives in order to benefit both the Church and broader society. It is located at USC to take advantage of the university's resources and diversity. The Institute supports research on topics like economics, education, and interreligious dialogue. It also sponsors publications and programs to disseminate its work.
1. The document summarizes various events and activities from the past year at Seton Hall University's Center for Catholic Studies. It discusses the election of Msgr. Richard Liddy as the president of the Newman Association of America, highlights of the Department of Catholic Studies, and faculty development programs including the annual summer seminar and a retreat in Rome.
2. It provides details on lectures and conferences held throughout the year related to Catholic studies. These included talks on healthcare, the internet, women in the church, physics and religion, Catholic education, China's Catholic history, marriage, and the global church.
3. The newsletter aims to showcase the breadth of programming at the Center for Catholic Studies and its focus
This article discusses Rabbi Gersh Lazarow, who serves as the rabbi of Temple Beth Israel in Melbourne, Australia. It describes the challenges of being a progressive rabbi in a community where progressive Judaism is not the norm. Rabbi Lazarow studied at HUC-JIR, which imbued him with pride and commitment in reform Judaism. He returned to Australia determined to transform the community and challenge notions of modern Judaism there. Previously he worked to establish the Center for Living Judaism at a Jewish day school in Melbourne to inculcate students with pride and passion in progressive Judaism.
This document summarizes research on the religiosity of American college and university professors. It finds that contrary to assumptions, the majority of professors are religious believers, not religious skeptics. It analyzes data from a new nationally representative survey of American professors. It examines differences in religiosity across academic fields, types of institutions, and other variables. It aims to encourage more nuanced sociological research on religion in academia that does not assume widespread faculty atheism.
Pope Francis arrived in New York City where he visited St. Patrick's Cathedral and the United Nations. He then traveled to Philadelphia to celebrate Mass and meet with bishops, families, and prisoners. The trip concluded with a Mass in Philadelphia before the Pope departed.
The document discusses including theology and Christianity in public education standards and curriculum. It notes that Colorado high school history standards currently only address religion once by discussing the historical development and impact of major world religions. The author believes theology standards should be included in social studies to allow discussion of all religions alongside Christianity in order to help students understand the motivations of different religions. The document also recommends an academic journal article that explores the roots of Christianity in education and how the two subjects are nearly inseparable.
IAPCHE Conference Program for Public, June 2015Laura Van Engen
The document summarizes the agenda for IAPCHE's 2nd Biennial Conference on Internationalizing Christian Higher Education. The conference was held June 4-6, 2015 at Calvin College in Grand Rapids, Michigan and brought together 97 participants from 14 countries to discuss internationalizing Christian higher education. The agenda included keynote addresses, breakout sessions on topics like measuring cultural intelligence in study abroad programs and aligning strategic plans with learning outcomes, and opportunities for networking and collaboration between institutions.
Anne Marie Hillman is a scholar and theologian specializing in constructive theology, theological ethics, and interreligious dialogue. She holds a Ph.D. from Boston University School of Theology and has taught there as a teaching assistant. Her research focuses on understanding salvation through religious pluralism and developing feminist methodologies for interreligious dialogue. She has presented papers internationally and in the United States on topics related to women and interreligious dialogue, lay ministry, and developing common ground between people of different faiths.
This document discusses the relationship between Buddhism and science in the West. It notes that Western interest in Buddhism coincided with the rise of modern science, which led to a split between faith and reason in the West. Buddhism was seen as a way to reunite these domains. The document examines how adapting Buddhist concepts to Western thought, like science, risks distorting Buddhism's meaning and impact. It explores the historical encounter between Eastern and Western religious/philosophical traditions and how this meeting will profoundly shape history. The split between matter and spirit that afflicts modernity represents an ongoing issue that Buddhism may help address through its relationship with science.
1. The document summarizes various events and activities from the past year at Seton Hall University's Center for Catholic Studies. It discusses the election of Msgr. Richard Liddy as the president of the Newman Association of America, highlights of the Department of Catholic Studies, and faculty development programs including the annual summer seminar and a retreat in Rome.
2. It provides details on lectures and conferences held throughout the year related to Catholic studies. These included talks on healthcare, the internet, women in the church, physics and religion, Catholic education, China's Catholic history, marriage, and the global church.
3. The newsletter aims to showcase the breadth of programming at the Center for Catholic Studies and its focus
This article discusses Rabbi Gersh Lazarow, who serves as the rabbi of Temple Beth Israel in Melbourne, Australia. It describes the challenges of being a progressive rabbi in a community where progressive Judaism is not the norm. Rabbi Lazarow studied at HUC-JIR, which imbued him with pride and commitment in reform Judaism. He returned to Australia determined to transform the community and challenge notions of modern Judaism there. Previously he worked to establish the Center for Living Judaism at a Jewish day school in Melbourne to inculcate students with pride and passion in progressive Judaism.
This document summarizes research on the religiosity of American college and university professors. It finds that contrary to assumptions, the majority of professors are religious believers, not religious skeptics. It analyzes data from a new nationally representative survey of American professors. It examines differences in religiosity across academic fields, types of institutions, and other variables. It aims to encourage more nuanced sociological research on religion in academia that does not assume widespread faculty atheism.
Pope Francis arrived in New York City where he visited St. Patrick's Cathedral and the United Nations. He then traveled to Philadelphia to celebrate Mass and meet with bishops, families, and prisoners. The trip concluded with a Mass in Philadelphia before the Pope departed.
The document discusses including theology and Christianity in public education standards and curriculum. It notes that Colorado high school history standards currently only address religion once by discussing the historical development and impact of major world religions. The author believes theology standards should be included in social studies to allow discussion of all religions alongside Christianity in order to help students understand the motivations of different religions. The document also recommends an academic journal article that explores the roots of Christianity in education and how the two subjects are nearly inseparable.
IAPCHE Conference Program for Public, June 2015Laura Van Engen
The document summarizes the agenda for IAPCHE's 2nd Biennial Conference on Internationalizing Christian Higher Education. The conference was held June 4-6, 2015 at Calvin College in Grand Rapids, Michigan and brought together 97 participants from 14 countries to discuss internationalizing Christian higher education. The agenda included keynote addresses, breakout sessions on topics like measuring cultural intelligence in study abroad programs and aligning strategic plans with learning outcomes, and opportunities for networking and collaboration between institutions.
Anne Marie Hillman is a scholar and theologian specializing in constructive theology, theological ethics, and interreligious dialogue. She holds a Ph.D. from Boston University School of Theology and has taught there as a teaching assistant. Her research focuses on understanding salvation through religious pluralism and developing feminist methodologies for interreligious dialogue. She has presented papers internationally and in the United States on topics related to women and interreligious dialogue, lay ministry, and developing common ground between people of different faiths.
This document discusses the relationship between Buddhism and science in the West. It notes that Western interest in Buddhism coincided with the rise of modern science, which led to a split between faith and reason in the West. Buddhism was seen as a way to reunite these domains. The document examines how adapting Buddhist concepts to Western thought, like science, risks distorting Buddhism's meaning and impact. It explores the historical encounter between Eastern and Western religious/philosophical traditions and how this meeting will profoundly shape history. The split between matter and spirit that afflicts modernity represents an ongoing issue that Buddhism may help address through its relationship with science.
Islamic fundamentalism, gender and new hermeneuticsinventionjournals
Control of women has been worldwide one of the most common subjects of fundamentalisms. Claiming allegiance to their sacred text, interpretative authority (monopoly of interpretation) and legitimacy for its implementation, the fundamentalists in their will to power deny to women equal conditions to those ones offered to men, claiming a hierarchical distinction between men and women in the social order as well as an ontological distinction between them, being men considered naturally superior to women. This article aims to clarify the relationship between Islamic fundamentalism and the domination of women and argue about the importance of the emerging feminist Hermeneutics in the context of Islam for the confrontation of female subjugation.
The golden age of patristic literature occurred during the 4th and 5th centuries. This period produced many talented writers who addressed heresies such as Arianism and developed Christian doctrine. The establishment of Christianity as the state religion of the Roman Empire created a peaceful environment for scholarly works. Major figures from this era include St. Athanasius, St. Basil, St. Gregory Nazianzenus, St. John Chrysostom, St. Jerome, and St. Augustine. They wrote on many theological topics in a classical style and sought to integrate philosophy with Christian faith.
Post-Islamist Intellectual Trends in Pakistan: Javed Ahmad Ghamidi and His Di...HusnulAmin5
Eurocentric and essentialist approaches are applied to make sense of the complex
Muslim societies. These approaches reduce complex social processes to certain
immutable, fixed and unchanging traits. With such reductive theoretical lens, such
readings of Islam, presuppose an inherent rigidity in the nature of Islamic text. When
Muslim societies and its social trajectories are understood in the light of such
immutable texts, as a logical conclusion, Islam turns out to be incompatible with
modern values of liberty and democracy. Islam and Muslim societies are constructed
as entities essentially distinct from Europe and the West. Even if a transition from
authoritarian form of political order to a more democratic one is intended, it will
have to be a secularized form of Islamic democracy wherein the separation of religion
and state is ensured. However, in the recent past, a growing number of academic
enquiries have challenged the validity of such reductive and essentialist approaches
toward understanding Muslim societies and its societal trajectories. Multiple
intellectual voices and social trends have been identified that construct harmonious
relationship between Islam and democracy, and in more general terms, between Islam
and modernity. Some scholars argue that reformation of religious thought followed by
the articulation of an “Islamic Theory of Secularism” may pave the way for
democratization in Muslim societies. As intermediaries, between the Divine text and
the general public, the role of scholars, institutions and social movements is thus
crucial in creating bonds of complicity (or otherwise) between Islam and democracy.
As an empirical example, this research explores and highlights the emergence of an
intellectual community in Pakistan led by a religious scholar Javed Ahmad Ghamidi.
The genesis, intellectual biography and unprecedented popularity gained by Ghamidi
and his close associates, also reveal mutation, discontinuity and change from their
previous religious position. The present paper aims to achieve two humble purposes: to
discuss the emergence of a post-Islamist intellectual trend with specific focus on
Ghamidi, and to provide a descriptive analysis of Ghamidi’s post-Islamist turn, and
the way he and his interpretive community construct a harmonious relationship
Presentation 11 looks at the claim that the One Project is the new 1888 message for today. I start by reviewing the history of the 1950 General Conference and the writing of the book 1888 Re-examined, by Wieland and Short. Their book was ultimately a response to the “emerging church” concepts of E. Stanley Jones, being brought into the Adventist church in their day. Are these old emerging church concepts and the 1888 message compatible?
Sex and the Church was a United Methodist project to publish a variety of articles and editorials about issues of sexual ethics for Christians. This was a post-publication supplement created to invited local congregations to engage with these ethical questions through discussion.
Sankofa Institute providing education program for ministry among African Amer...Jonathan Dunnemann
The Sankofa Institute provides an opportunity for men
and women in South Texas to receive academic training for
pastoral ministry close to home and earn master’s or doctoral
degrees approved by the Association of Theological Schools.
Protestant as well as Catholics have earned degrees at Oblate
for many years; now, for the first time, students will have an
option to choose courses with a focus on African American
studies.
This document provides information about MacLaurinCSF, a Christian study center serving students and faculty at the University of Minnesota. It discusses MacLaurinCSF's mission to strengthen Christian thinking at the university and how it does this through programs that explore the truth, goodness, and beauty of Christianity. It outlines MacLaurinCSF's vision, strategic plan, and goals to expand its staff, programs, and student residential community in order to increase its impact and Christian presence on campus. The report also highlights some of MacLaurinCSF's public events and curricular programs from the past year and introduces the 2015 cohort of Colin MacLaurin Fellows.
Core ValuesExcellenceNo name University is an educational en.docxvoversbyobersby
Core Values
Excellence
No name University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills, and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision, and goals.
Community
No name University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change, and to serve.
Respect
Animated in the spirit of Jesus Christ, we value all individuals’ unique talents, respect their dignity, and strive to foster their commitment to excellence in our work. Our community’s strength depends on the unity and diversity of our people, on the free exchange of ideas, and on learning, living, and working harmoniously.
Personal Development
No name University stresses the development of every person’s mind, spirit, and body for a balanced life. All members of the No name University community must demonstrate their commitment to personal development to help strengthen the character of our community.
Responsible Stewardship
Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources for University and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill no name University’s mission and goals.
Integrity
The commitment of no name University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
SuMMARIZING THE OPTIONS
There was a time when it seemed that religion might just dis-
appear. Throughout the modern period secularism continued
to grow. It appeared that the religions of humankind would be
superseded by science and left behind as historical artifacts, like
Egyptian temples, the Greek gods, and many Christian churches
in Northern Europe today. Certainly the hope of a world with-
out religion continues to motivate some thinkers. Richard Daw-
kins’ ‘Beyond Belief ’ movement and advertising campaigns in
Britain and Canada have precisely this outcome as their goal.
And yet at present the outcome they strive for appears unlikely.
If anything, there has been a resurgence of religious commitment
in many cultures. Any decline in religion in Europe and North
America has been more than compensated for by the rapid
growth of Pentecostal and charismatic movements in churches
around the world. Even non-religious thinkers, such as Jürgen
Habermas, one of Germany’s leading philosophers, now speak
of moving – contrary to their and others’ expectations – into a
‘post-secular society.’1
Religion, then, it appears, is.
Papua theology a new paradigm in theologyAt Ipenburg
This document outlines a proposal for a new approach to systematic theology called "theology from below." It evaluates existing contextual theologies like liberation theology and suggests focusing on how ordinary Christians practice their faith and struggle for freedom. It discusses how modern society challenges traditional top-down models of theology and argues theology should study how people are inspired by gospel values today rather than legitimizing institutional church positions. The document uses the example of West Papua, where theologians study hymns and movements to understand local Christian faith under oppression.
This document discusses the history and foundations of Catholic education. Some key points:
- Catholic schools are designed to provide students with an academically rigorous and doctrinally sound education that strengthens their faith.
- They collaborate with parents and provide sound Church teaching through a curriculum where faith and culture are intertwined.
- This education ensures students have a moral foundation to live uprightly in today's world.
- The document traces the history of Catholic schools from their establishment by religious orders to meet the needs of immigrant communities in the US and their decline in the late 20th century.
This document summarizes and discusses several articles related to religion and culture. It begins with the story of a stolen chalice that was returned after 25 years by a dying man. It then discusses a book about evolution and God, arguing that evolution opens up a new understanding of God. Finally, it discusses the role of religion in universities, arguing that religious identity should be allowed in class discussions to model civil discourse.
This document summarizes a study that explored how faculty at a Jesuit Catholic university described their responsibility to promote Ignatian spirituality. Interviews were conducted with 15 faculty members and the university president. The faculty represented Jesuit, Catholic non-Jesuit, and non-Catholic backgrounds. The study found that faculty's ability to promote Ignatian values depended on their religious beliefs and willingness to promote Catholic and Jesuit values, despite challenges. A model was developed showing how interactions between administrators, faculty and students influence the university's ability to maintain its faith-based identity. Additional perspectives are needed to better understand promoting Ignatian spirituality at this and other Jesuit universities.
“THE PHILOSOPHICAL GENERAL VALUES OF THE SOCIETY AND THE SIGNIFICANCE OF THE ...AQUINAS29
This document provides an introduction to a thesis on the philosophical general values of society and the significance of philosophers. It discusses how philosophy relates to life, societies, human communication, and thought. The introduction explores how philosophy schools aim to improve society through philosophical programs. It also examines differences between philosophy and science, and how philosophy emphasizes recurrence or irreversibility of time. The document outlines several terms, principles, and interpretations of human values from a philosophical perspective. It presents conceptual philosophical theories and the terms of philosophical interpretation of human values. Finally, it states the problems that the thesis will address regarding the significance of human life, philosophical beliefs, equality, compatibility of views, and approaches to social principles.
This document provides an overview of the history and foundations of Catholic education. It discusses how Catholic schools were established to educate children in the faith and provide a sound education rooted in Gospel values. It traces the development of Catholic schools from early Christian times through the Middle Ages, Reformation, Council of Trent, establishment in North America led by figures like Elizabeth Ann Seton, growth in the 19th century with immigrations, the height in the mid-20th century, and transition as orders of teaching nuns declined in the 1970s. It emphasizes that Catholic schools are called to form students in their faith and allow them to respond to Jesus' teachings while providing excellence in academic rigor.
This document provides an overview of Christian liberal arts education. It discusses the origins of liberal arts in ancient Greece and its integration with Christianity. The author argues that a Christian liberal arts education develops students' minds, character, and passion for serving God and others. It aims to produce graduates who think critically, live Christian lives, and work to change the world for God's kingdom. The author also outlines some challenges facing Christian liberal arts institutions today.
This document summarizes an article about teaching world religions at Jesuit colleges. It discusses how the academic study of religion has developed from a theological liberalism focused on comparative religions to a more historical approach that considers issues of power and justice. Specifically, it examines how the discipline of History of Religions emerged seeking to unite religions but later fragmented due to criticisms that it ignored history and power relations. The author argues teaching world religions can foster discussion of justice if done with awareness of these issues.
The Emerging Church and The One Project? is a series of PowerPoint presentations asking the question if there is in fact a connection between the two. The purpose of the presentations are not to lambast those who want to lift Jesus up, but rather to allow leaders of the One Project to tell us in their own words (and the words of those promoting the project) what their goals and aspirations really are, and how these goals have been enacted in their past experiences.
Presentation 1 of 10 is a summary of the Emerging Church as defined on Wikipedia. This is a summary of the 17 page article found there which is taken from many leading proponents of the Emerging Church here in America.
Presentations 2 through 4 deal with Leonard Sweet, a leader in the Emerging Church movement and a professor at George Fox University, and many of the nearly 50 books he has authored which express his various viewpoints.
Presentations 5 through 9 deal with the five main leaders of The One Project, four of which graduated with or started DMin degrees from George Fox University under the mentorship of Leonard Sweet. In each presentation an objective look is taken at material in print telling of each leaders work and ministry up to 2012. The question will naturally follow; is this the direction we should be leading our young people in the Adventist Church?
Presentation 10 deals with the One Project gathering in Seattle, February of 2012, looking at the claims of the Project “Jesus. All” and comparing this to what really took place at the gathering. Yes, there was some good points made, and we need to lift Jesus up, but…. We also take a look at a little of the evidence suggesting The One Project is a response to GYC.
For a fully interactive edition of all 10 presentations with video clips, contact: theemergingoneproject@gmail.com
The Vocation and Mission of the Religion TeacherMann Rentoy
This document is a prayer for educators, parents, and students during the pandemic. It asks God to bless and guide administrators, teachers, staff, and support their well-being and families as they continue Christ's teaching ministry. It prays that parents receive wisdom to make difficult decisions and not feel alone. Most of all, it asks God to enlighten and protect students, keep them safe from illness, and help them grow in grace. The prayer asks for these things through Mary's intercession and Christ our teacher.
Introduction to Catholic Social Teaching - Session 1smolgff
This document discusses the key themes of Catholic social teaching, including the life and dignity of the human person. It explains that Catholic social teaching is based on the belief that human life is sacred and that the dignity of each person is founded on them being created in the image of God. The document outlines some of the main threats to human life and dignity that Catholic social teaching addresses, such as abortion, euthanasia, war, and conflict. It states that Catholic teaching calls for the protection of all human life and resolving disputes through peaceful means.
Islamic fundamentalism, gender and new hermeneuticsinventionjournals
Control of women has been worldwide one of the most common subjects of fundamentalisms. Claiming allegiance to their sacred text, interpretative authority (monopoly of interpretation) and legitimacy for its implementation, the fundamentalists in their will to power deny to women equal conditions to those ones offered to men, claiming a hierarchical distinction between men and women in the social order as well as an ontological distinction between them, being men considered naturally superior to women. This article aims to clarify the relationship between Islamic fundamentalism and the domination of women and argue about the importance of the emerging feminist Hermeneutics in the context of Islam for the confrontation of female subjugation.
The golden age of patristic literature occurred during the 4th and 5th centuries. This period produced many talented writers who addressed heresies such as Arianism and developed Christian doctrine. The establishment of Christianity as the state religion of the Roman Empire created a peaceful environment for scholarly works. Major figures from this era include St. Athanasius, St. Basil, St. Gregory Nazianzenus, St. John Chrysostom, St. Jerome, and St. Augustine. They wrote on many theological topics in a classical style and sought to integrate philosophy with Christian faith.
Post-Islamist Intellectual Trends in Pakistan: Javed Ahmad Ghamidi and His Di...HusnulAmin5
Eurocentric and essentialist approaches are applied to make sense of the complex
Muslim societies. These approaches reduce complex social processes to certain
immutable, fixed and unchanging traits. With such reductive theoretical lens, such
readings of Islam, presuppose an inherent rigidity in the nature of Islamic text. When
Muslim societies and its social trajectories are understood in the light of such
immutable texts, as a logical conclusion, Islam turns out to be incompatible with
modern values of liberty and democracy. Islam and Muslim societies are constructed
as entities essentially distinct from Europe and the West. Even if a transition from
authoritarian form of political order to a more democratic one is intended, it will
have to be a secularized form of Islamic democracy wherein the separation of religion
and state is ensured. However, in the recent past, a growing number of academic
enquiries have challenged the validity of such reductive and essentialist approaches
toward understanding Muslim societies and its societal trajectories. Multiple
intellectual voices and social trends have been identified that construct harmonious
relationship between Islam and democracy, and in more general terms, between Islam
and modernity. Some scholars argue that reformation of religious thought followed by
the articulation of an “Islamic Theory of Secularism” may pave the way for
democratization in Muslim societies. As intermediaries, between the Divine text and
the general public, the role of scholars, institutions and social movements is thus
crucial in creating bonds of complicity (or otherwise) between Islam and democracy.
As an empirical example, this research explores and highlights the emergence of an
intellectual community in Pakistan led by a religious scholar Javed Ahmad Ghamidi.
The genesis, intellectual biography and unprecedented popularity gained by Ghamidi
and his close associates, also reveal mutation, discontinuity and change from their
previous religious position. The present paper aims to achieve two humble purposes: to
discuss the emergence of a post-Islamist intellectual trend with specific focus on
Ghamidi, and to provide a descriptive analysis of Ghamidi’s post-Islamist turn, and
the way he and his interpretive community construct a harmonious relationship
Presentation 11 looks at the claim that the One Project is the new 1888 message for today. I start by reviewing the history of the 1950 General Conference and the writing of the book 1888 Re-examined, by Wieland and Short. Their book was ultimately a response to the “emerging church” concepts of E. Stanley Jones, being brought into the Adventist church in their day. Are these old emerging church concepts and the 1888 message compatible?
Sex and the Church was a United Methodist project to publish a variety of articles and editorials about issues of sexual ethics for Christians. This was a post-publication supplement created to invited local congregations to engage with these ethical questions through discussion.
Sankofa Institute providing education program for ministry among African Amer...Jonathan Dunnemann
The Sankofa Institute provides an opportunity for men
and women in South Texas to receive academic training for
pastoral ministry close to home and earn master’s or doctoral
degrees approved by the Association of Theological Schools.
Protestant as well as Catholics have earned degrees at Oblate
for many years; now, for the first time, students will have an
option to choose courses with a focus on African American
studies.
This document provides information about MacLaurinCSF, a Christian study center serving students and faculty at the University of Minnesota. It discusses MacLaurinCSF's mission to strengthen Christian thinking at the university and how it does this through programs that explore the truth, goodness, and beauty of Christianity. It outlines MacLaurinCSF's vision, strategic plan, and goals to expand its staff, programs, and student residential community in order to increase its impact and Christian presence on campus. The report also highlights some of MacLaurinCSF's public events and curricular programs from the past year and introduces the 2015 cohort of Colin MacLaurin Fellows.
Core ValuesExcellenceNo name University is an educational en.docxvoversbyobersby
Core Values
Excellence
No name University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills, and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision, and goals.
Community
No name University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change, and to serve.
Respect
Animated in the spirit of Jesus Christ, we value all individuals’ unique talents, respect their dignity, and strive to foster their commitment to excellence in our work. Our community’s strength depends on the unity and diversity of our people, on the free exchange of ideas, and on learning, living, and working harmoniously.
Personal Development
No name University stresses the development of every person’s mind, spirit, and body for a balanced life. All members of the No name University community must demonstrate their commitment to personal development to help strengthen the character of our community.
Responsible Stewardship
Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources for University and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill no name University’s mission and goals.
Integrity
The commitment of no name University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
SuMMARIZING THE OPTIONS
There was a time when it seemed that religion might just dis-
appear. Throughout the modern period secularism continued
to grow. It appeared that the religions of humankind would be
superseded by science and left behind as historical artifacts, like
Egyptian temples, the Greek gods, and many Christian churches
in Northern Europe today. Certainly the hope of a world with-
out religion continues to motivate some thinkers. Richard Daw-
kins’ ‘Beyond Belief ’ movement and advertising campaigns in
Britain and Canada have precisely this outcome as their goal.
And yet at present the outcome they strive for appears unlikely.
If anything, there has been a resurgence of religious commitment
in many cultures. Any decline in religion in Europe and North
America has been more than compensated for by the rapid
growth of Pentecostal and charismatic movements in churches
around the world. Even non-religious thinkers, such as Jürgen
Habermas, one of Germany’s leading philosophers, now speak
of moving – contrary to their and others’ expectations – into a
‘post-secular society.’1
Religion, then, it appears, is.
Papua theology a new paradigm in theologyAt Ipenburg
This document outlines a proposal for a new approach to systematic theology called "theology from below." It evaluates existing contextual theologies like liberation theology and suggests focusing on how ordinary Christians practice their faith and struggle for freedom. It discusses how modern society challenges traditional top-down models of theology and argues theology should study how people are inspired by gospel values today rather than legitimizing institutional church positions. The document uses the example of West Papua, where theologians study hymns and movements to understand local Christian faith under oppression.
This document discusses the history and foundations of Catholic education. Some key points:
- Catholic schools are designed to provide students with an academically rigorous and doctrinally sound education that strengthens their faith.
- They collaborate with parents and provide sound Church teaching through a curriculum where faith and culture are intertwined.
- This education ensures students have a moral foundation to live uprightly in today's world.
- The document traces the history of Catholic schools from their establishment by religious orders to meet the needs of immigrant communities in the US and their decline in the late 20th century.
This document summarizes and discusses several articles related to religion and culture. It begins with the story of a stolen chalice that was returned after 25 years by a dying man. It then discusses a book about evolution and God, arguing that evolution opens up a new understanding of God. Finally, it discusses the role of religion in universities, arguing that religious identity should be allowed in class discussions to model civil discourse.
This document summarizes a study that explored how faculty at a Jesuit Catholic university described their responsibility to promote Ignatian spirituality. Interviews were conducted with 15 faculty members and the university president. The faculty represented Jesuit, Catholic non-Jesuit, and non-Catholic backgrounds. The study found that faculty's ability to promote Ignatian values depended on their religious beliefs and willingness to promote Catholic and Jesuit values, despite challenges. A model was developed showing how interactions between administrators, faculty and students influence the university's ability to maintain its faith-based identity. Additional perspectives are needed to better understand promoting Ignatian spirituality at this and other Jesuit universities.
“THE PHILOSOPHICAL GENERAL VALUES OF THE SOCIETY AND THE SIGNIFICANCE OF THE ...AQUINAS29
This document provides an introduction to a thesis on the philosophical general values of society and the significance of philosophers. It discusses how philosophy relates to life, societies, human communication, and thought. The introduction explores how philosophy schools aim to improve society through philosophical programs. It also examines differences between philosophy and science, and how philosophy emphasizes recurrence or irreversibility of time. The document outlines several terms, principles, and interpretations of human values from a philosophical perspective. It presents conceptual philosophical theories and the terms of philosophical interpretation of human values. Finally, it states the problems that the thesis will address regarding the significance of human life, philosophical beliefs, equality, compatibility of views, and approaches to social principles.
This document provides an overview of the history and foundations of Catholic education. It discusses how Catholic schools were established to educate children in the faith and provide a sound education rooted in Gospel values. It traces the development of Catholic schools from early Christian times through the Middle Ages, Reformation, Council of Trent, establishment in North America led by figures like Elizabeth Ann Seton, growth in the 19th century with immigrations, the height in the mid-20th century, and transition as orders of teaching nuns declined in the 1970s. It emphasizes that Catholic schools are called to form students in their faith and allow them to respond to Jesus' teachings while providing excellence in academic rigor.
This document provides an overview of Christian liberal arts education. It discusses the origins of liberal arts in ancient Greece and its integration with Christianity. The author argues that a Christian liberal arts education develops students' minds, character, and passion for serving God and others. It aims to produce graduates who think critically, live Christian lives, and work to change the world for God's kingdom. The author also outlines some challenges facing Christian liberal arts institutions today.
This document summarizes an article about teaching world religions at Jesuit colleges. It discusses how the academic study of religion has developed from a theological liberalism focused on comparative religions to a more historical approach that considers issues of power and justice. Specifically, it examines how the discipline of History of Religions emerged seeking to unite religions but later fragmented due to criticisms that it ignored history and power relations. The author argues teaching world religions can foster discussion of justice if done with awareness of these issues.
The Emerging Church and The One Project? is a series of PowerPoint presentations asking the question if there is in fact a connection between the two. The purpose of the presentations are not to lambast those who want to lift Jesus up, but rather to allow leaders of the One Project to tell us in their own words (and the words of those promoting the project) what their goals and aspirations really are, and how these goals have been enacted in their past experiences.
Presentation 1 of 10 is a summary of the Emerging Church as defined on Wikipedia. This is a summary of the 17 page article found there which is taken from many leading proponents of the Emerging Church here in America.
Presentations 2 through 4 deal with Leonard Sweet, a leader in the Emerging Church movement and a professor at George Fox University, and many of the nearly 50 books he has authored which express his various viewpoints.
Presentations 5 through 9 deal with the five main leaders of The One Project, four of which graduated with or started DMin degrees from George Fox University under the mentorship of Leonard Sweet. In each presentation an objective look is taken at material in print telling of each leaders work and ministry up to 2012. The question will naturally follow; is this the direction we should be leading our young people in the Adventist Church?
Presentation 10 deals with the One Project gathering in Seattle, February of 2012, looking at the claims of the Project “Jesus. All” and comparing this to what really took place at the gathering. Yes, there was some good points made, and we need to lift Jesus up, but…. We also take a look at a little of the evidence suggesting The One Project is a response to GYC.
For a fully interactive edition of all 10 presentations with video clips, contact: theemergingoneproject@gmail.com
The Vocation and Mission of the Religion TeacherMann Rentoy
This document is a prayer for educators, parents, and students during the pandemic. It asks God to bless and guide administrators, teachers, staff, and support their well-being and families as they continue Christ's teaching ministry. It prays that parents receive wisdom to make difficult decisions and not feel alone. Most of all, it asks God to enlighten and protect students, keep them safe from illness, and help them grow in grace. The prayer asks for these things through Mary's intercession and Christ our teacher.
Introduction to Catholic Social Teaching - Session 1smolgff
This document discusses the key themes of Catholic social teaching, including the life and dignity of the human person. It explains that Catholic social teaching is based on the belief that human life is sacred and that the dignity of each person is founded on them being created in the image of God. The document outlines some of the main threats to human life and dignity that Catholic social teaching addresses, such as abortion, euthanasia, war, and conflict. It states that Catholic teaching calls for the protection of all human life and resolving disputes through peaceful means.
A review of the literary work, "American Catholicism's Science Crisis and the Albertus Magnus Guild, 193-1969," by Ronald A. Binzley.
Dianne Loomis
UB Science Curricula: Current Approaches
medieval theology and effects of modren science.pptxMuhammadHashami2
here i write about the relationship with various aspects of medieval life, including education, ethics, science, and culture, With modern science.
and some philosophes that lived in medieval age and also i write some effects of theology on philosophy science
Powerpoint as edited by pca for proposal presentationZinnia Arcinue
The document discusses the experiences of Nguyen Tien Dat advocating for democracy and human rights as a Catholic student in Vietnam under communism. It describes how he established Catholic student groups at universities in Hanoi despite government attempts to dissolve them. The background provided covers the global history of student activism, experiences in Latin America, Europe, Asia, as well as the national context of Vietnam and the Catholic Church's role.
1 Barnes, Jamie - Curriculum Vitae (May 2015)Jamie Barnes
This document provides a CV for Jamie Wallis Barnes. It summarizes his education, publications, presentations, teaching experience, and research interests. He has a DPhil in Social Anthropology from the University of Sussex and focuses his research on how perceptions of reality can shift, such as through spiritual experiences. His primary research interest involves ontology and subjective understandings of reality.
Similar to IC_022414B_IACS General Institute Brochure_RD12_lb (20)
IC_022414B_IACS General Institute Brochure_RD12_lb
1. “Grant to me keenness of mind, capacity of
remembering, skill in learning, subtlety
in interpreting …” — ST. THOMAS AQUINAS
The Institute for Advanced Catholic Studies at USC
3. “Our location in Los Angeles and our affiliation with USC
are critically important to the mission of the Institute. I can think
of no better place from which to conduct the research and offer the
programs the Institute was created to produce.”
— FR. JAMES L. HEFT, S.M.
4. A Message from Our President
he Institute for Advanced Catholic Studies sits at a critical juncture in the history
of both the Church and the people of the world. Following in the examples of
Augustine,Thomas Aquinas,Teresa of Avila, Blaise Pascal and many, many more Catholic
philosophers, scientists, teachers, artists, writers and intellectuals, the Institute is dedicated
to bringing together faith and reason to confront the world’s most pressing difficulties and
address its most enduring questions.
Created to help meet the challenges of a new millennium and our current global reality, the
Institute is uniquely positioned to renew the rich, 2000-year-old Catholic intellectual tradi-
tion, which affirms that the search for truth and knowledge is in itself an approach to God.
The mission of the Institute,then,is both an ancient task and the realization of new promise.
In order to fulfill this mission, the Institute invites scholars—professors, researchers, edu-
cators, artists, and writers—from all over the world to engage in ecumenical, interfaith, and
interdisciplinary research and dialogue. In their work with the Institute, these scholars seek
to heal rather than to divide, and to pursue truth humbly but fearlessly in conversation with
other scholars from all branches of human research and knowledge.
This faith-filled and thoughtful activity is a continuation of traditions long established in the
Catholic Church.The monastic communities of the 6th century preserved classical learning
and the great medieval universities of the 13th century inspired critical, world-changing
advances in the arts, medicine, law and theology. In our own time, the age of great modern
universities, many people recognize a great need for an institution that can research and
explore religious wisdom while engaging modern scientific and intellectual advances.
It is my belief that the encounter of these two traditions—the ancient,lively,deeply spiritual,
theological and philosophical traditions within Catholicism and the 21st century commit-
ment to intellectual rigor in a context of religious freedom and multiple perspectives—will
greatly benefit the Church and all religious traditions, and enrich the human experience.
James Lewis Heft, S.M., President
Institute for Advanced Catholic Studies at USC
T
5. “What you are is God’s gift to you, what you become
is your gift to God.”
— HANS URS VON BALTHASAR
Photo by Gary McCarthy
6. Driven by the idea that extended study—free from the
traditional constraints of academic life—drives the
most compelling and most original ideas, the Institute
seeks to offer both Catholic scholars and scholars
of other faiths the unique opportunity to live in a
community of their peers and conduct research
that will enrich their work, their teaching, the Church,
the academic world and the broader public.
Video still by c2K Communications
7. he Institute for Advanced Catholic Studies at USC is the only research
institute of its kind in the world.
Established to inspire fresh thinking,sustain dialogue and facilitate interdisci-
plinary,interfaith research,the Institute is dedicated to the idea that an ongoing
examination of our world from Catholic perspectives is a mission infinitely
valuable to all people. It draws scholars from diverse disciplines and religious
traditions to do innovative research and engage in sustained dialogue about
the deepest needs of our times.
The Institute is directed by an independent lay board of trustees—business
leaders, prominent scholars and educational leaders from both secular and
religious institutions—and is located on the campus of the University of
Southern California (USC), one of the world’s premiere research universities.
“Our location in Los Angeles and our affiliation with USC are critically im-
portant to the mission of the Institute,”explains Institute President Fr. James
Heft, S.M.“I can think of no better place from which to conduct the research
and offer the programs the Institute was created to produce.”
“Here,we are situated in the center of one of the largest,most diverse,and most
vibrant Catholic communities,among some of the brightest scholars living today,
all in the midst of the most culturally and religiously diverse city in the world,”
Fr. Heft continues. “Even more, we are located on the doorway to Latin
America,which continues to profoundly shape the American Catholic Church;
and on the Pacific Rim,where new economic and cultural realities are exerting
increasing global power and influence.”
About the Institute
The Institute is dedicated to the idea that an
ongoing examination of our world from
Catholic perspectives is a mission infinitely
valuable to all people.
T
8. Research, Programs and Publications
he full vision for the Institute is to
serve as a center that draws scholars
from diverse disciplines and religious tradi-
tions to do innovative research and engage
in sustained dialogue concerning the critical
issues facing the world today.
Since its establishment in 2004,the Institute
has supported research by some of today’s
greatest living scholars, including Charles
Taylor, Kathy Caveny, Lisa Cahill, Ken
Miller, John O’Malley, S.J., Margaret Ar-
cher, Stefano Zamagni, Paulinus I. Odozor,
and Hans Joas—scholars whose work with
the Institute has culminated in more than
a dozen highly acclaimed publications by
leading academic publishers.
Many of these works have influenced other
scholars,have made their way into college and
university classrooms, and have influenced
the ongoing development and revitalization
of Catholic education.
The research priorities of the Institute in-
clude the renewal of Catholic traditions,
educational structures, and intellectual life;
the establishment of and support for inter-
religious dialogue; the creation of a frame-
work for conversation between modern
science and Catholicism; the exploration of
religious faith, the arts, and creativity; and
inter-generational mentorship and commu-
nity among scholars.
The Institute sponsors programs and lecture
series exploring a broad range of topics—the
intergenerational transmission of faith for
Catholics,Jews,Muslims and other believers,
the role of faith in economics and social jus-
tice,the critical importance of interreligious
dialogue to relations between nations and
communities of faith, the impact of Vatican
II, the future of the Catholic writer—that
have helped establish the Institute as an
independent entity with an international
reach and reputation.
“My involvement in a number of projects with the Institute—on reli-
gion and violence, on spirituality and religion and on transcending
the institutionalization of religion—have had the effect of helping me
deepen my engagement with my own tradition, through the serious
and profound interaction with ideas and other perspectives on life,
on death, on God and on the meaning of spirituality and existence.”
— RABBI REUVEN FIRESTONE, Professor of Medieval Judaism and Islam
at Hebrew Union College-Jewish Institute of Religion in Los Angeles
and senior fellow at the USC Center for Religion and Civic Culture
T
9. True Wealth of Nations
One of the Institute’s most fruitful and
longest-running research efforts is the True
Wealth of Nations program. Designed to
bring leading scholars together to consider
whether the major principles of Catholic
social teaching on economics, if applied
competently,could put the world on the path
to prosperity for all, particularly the poor
and the marginalized, the True Wealth of
Nations serves as a hallmark of the kind of
research the Institute produces and supports.
In 2010, Oxford University Press published
the results of the first of the True Wealth of
Nations conferences under the title,TheTrue
Wealth of Nations: Catholic Social Teaching
and Economic Life.
But even before the publication of this volume,
the program caught the attention of the Vat-
ican,which invited the Institute to organize a
conference in Rome on Pope Benedict’s social
encyclical,Caritas in veritate,and explore how
that encyclical might apply to the United
States and Europe. Out of this important
conversation came the 2012 publication of
The Moral Dynamics of Economic Life, with
“The Institute for Advanced Catholic Studies at USC upholds the
values that stand at the very core of USC’s mission: the preservation
and illumination of history, the rigor of intellectual examination
and discovery, the advancement of interdisciplinary scholarship
and the promotion of research that directly addresses the critical
issues facing our society. We are proud that the Institute has chosen
to make USC its home.”
— MAX NIKIAS, President, University of Southern California
Photo by Gary McCarthy
Dr. Gary Adler, Director of Research for the Institute, and Elaine Krebs, USC undergraduate
student and Director of the Caruso Center Student Pastoral Council.
10. chapters contributed by leading economists,
policy experts, and theologians.
Sustaining the momentum of the previ-
ous publications, Oxford published a third
volume in the series,Distant Markets,Distant
Harms: Economic Complicity and Christian
Ethics, which explores the moral responsi-
bility of consumers for both the benefits and
the harm their economic decisions bring to
distant others.
Interreligious Dialogue
Another foundational part of the Institute’s
mission is the support of research and di-
alogue among scholars from other great
religious traditions.
In 2007, the Institute sponsored an inter-
national group of Jewish, Christian and
Muslim scholars who met in Jerusalem to
explore how to accept the inescapably limited
grasp all believers have of God’s revelation,
without falling into relativism or agnosticism.
The result was Learned Ignorance: Intellec-
tual Humility Among Jews, Christians and
Muslims, published by Oxford University
Press in 2011 and edited by Fr. James Heft,
Rabbi Reuven Firestone and Omid Safi.
For its 2011 publication, Catholicism and
Interreligious Dialogue, the Institute solic-
ited and edited essays from five prominent
Catholic scholars who specialize in the study
of Judaism, Islam, Hinduism, Buddhism or
Video still by c2K Communications
Research, Programs and Publications cont.
11. Photo by Gary McCarthy
“In the Generations in Dialogue program, I’ve had a chance to see how
someone who has been in the spiritual literature community for a long
time has found ways to read and to write that engage with the larger
questions about what makes us human.”
— LISA AMPLEMAN, GID participant, poet and Adjunct Professor at the University of Cincinnati
12. Confucianism. Another Institute volume,
Passing on the Faith,explores the Abrahamic
faiths—Judaism,Christianity,and Islam— in
the context of the importance of transmitting
religious identity from one generation to
the next. Beyond Violence: Religious Sources
of SocialTransformation in Judaism,Christi-
anity,and Islam explores how these religious
traditions can become a vehicle for peace,
justice and reconciliation. The collection of
essays is the result of an Institute-sponsored
conference of Jewish,Christian,and Muslim
scholars and community leaders.
Mentorship and
Next-Generation Scholars
The Generations in Dialogue (GID)/Mullin
Scholars Program is an ongoing Institute
effort designed to provide young scholars
and artists with the opportunity to be men-
tored by some of the major leaders in their
respective fields.
Over the course of two years, six GID par-
ticipants—who are chosen from hundreds of
applicants—spend a total of four weekends in
dialogue with their mentor and one another,
discussing their shared experiences,personal
and professional challenges and rewards,
Photo by Gary McCarthy
Research, Programs and Publications cont.
13. Photo by Gary McCarthy
“Over the past few decades, a convergence
of social trends and new intellectual
resources has created a platform for the
reinvigoration of American Catholic
intellectual life ...”
— SCOTT APPLEBY, Dean of Notre Dame University’s
School of Global Affairs and IACS Board member
14. “The Institute lifts up and promotes a positive, public and proactive language about not just the Catholic community
and tradition and identity, but about a religious identity, period. I believe this is an absolutely necessary element to a
thriving life in our century and beyond.”
— EBOO PATEL, Muslim educational leader and founder of Interfaith Youth Core, author and member of
President Barack Obama’s Advisory Council on Faith-Based Neighborhood Partnerships
Photo by Gary McCarthy
15. and the role their faith plays in their lives.
They also have the opportunity to meet and
hear presentations from other distinguished
scholars, artists, and thinkers in their areas
of study.Ultimately,the program is designed
to encourage these young scholars to view
their work as a vocation, and enliven and
enrich their intellectual and spiritual lives
in ways that will continue to benefit them
throughout their careers.
For Cincinnati Children’s Hospital pediatri-
cian and writer Brian Volck,participation in
the GID program was “a gift of community
and communion in an otherwise lonely
endeavor, and an invitation to work from a
contemplative stance.”
“Our dialogues have helped me understand
that my work is much more Catholic than I
had thought,in its themes,subject matter,and
worldview,” Samuel Martin, a novelist and
English professor at Northwestern College,
explains.“That said, I have also been learn-
ing a lot about what being a Catholic—or
catholic—writer can mean.These discussions
from the weekend have been percolating as
I consider from where my creative work has
come and where it is going.”
Once they complete the program,participants
attain the title of“Mullin Scholars,”and many
currently teach at an array of leading institu-
tions, including Boston College, Princeton
Theological Seminary,Columbia University,
Boston University,Biola University,and the
Interlochen Center for the Arts.
Research, Programs and Publications cont.
The research priorities of the Institute include the renewal
of Catholic traditions, educational structures, and intellectual
life; the establishment of and support for inter-religious
dialogue; the creation of a framework for conversation
between modern science and Catholicism; the exploration of
religious faith, the arts, and creativity; and inter-generational
mentorship and community among scholars.
“It’s so important for us to have a critical and objective voice when
discussing religion in the public sphere, to have a place that convenes
faith practitioners, research scholars and the community to address
the challenges of the 21st century. The Institute is just such a place,
and offers just such a voice.”
— DR. VARUN SONI, Dean of Religious Life at the University
of Southern California
16. ne of the Institute’s major areas of
study involves the promise of Cath-
olic education at all levels.
Catholic High Schools:Facing the New Realities,
published in 2011 by Oxford University Press
and written by Institute President James Heft,
S.M., confronts three major changes facing
today’s Catholic educators: the shift to pri-
marily lay leadership and staffs,the change in
the general culture to pervasive consumerism
and therapeutic attitudes, and the power of
social media over adolescents. This book,
combined with the author’s life-long service
to Catholic education, was recognized by
both the Association of Catholic Colleges
and Universities in 2012, and the National
Catholic Education Association in 2014.
In 2013, the Institute partnered with the
University of Dayton to present IntheLogosof
Love,a three-day conference that drew more
than 140 scholars, journalists, bloggers and
educators interested in working to support
Catholic intellectuals of today and tomorrow.
The papers presented at the conference will
be published in a forthcoming volume of
the same name.
O
Education
Photo by Gary McCarthy
17. s a non-profit organization, the In-
stitute relies on the generosity of
its supporters to fund current and future
research,programs,conferences and projects.
Beginning in 2014,the Institute launched its
first campaign, a multi-year effort to secure
additional support from individual donors,
foundations and corporations.
The Endowment Principle
“Institutes for advanced study, like those
in Princeton and Palo Alto, are expensive
organizations, but they’re worth it because
they support the work of gifted scholars for
an intensive period of time,”explains Fr.Heft.
“Endowments are energy cells:renewable and
reliable,” he concludes. “They provide both
direction and autonomy for vital operations
into the future.With an adequate endowment,
the impressive research already published by
the Institute will multiply exponentially.”
In addition to seeking support for its many
important programs and projects, the Insti-
tute aspires to create a fully staffed research
center comprised of office space,community
space and a chapel that can accommodate
up to 20 active scholars over the course of
their research and establish a community of
collaboration and inspiration.
“History has shown that, when scholars
work closely with other scholars,they create
a synergism that fuels the greatest advances
in research and writing,”Fr.Heft continues.
“Once a sufficient endowment is assured to
attract the full attention of top scholars, we
will be able to create a center to enable just
that kind of collaboration.”
An Independent, Non-Profit Organization
“The Institute is a wonderful venture. I love the way it welcomes hon-
est dialogue among people of all faiths and the unusual way it works
to deepen and strengthen the Catholic tradition. I believe that the
goals of the Institute, though ambitious, are absolutely attainable.
That is why I support it.”
— JULIE MORK, Institute donor and member of
the Institute’s Board of Trustees
A
18. “Should anyone ask you the reason for this hope of yours, be ever
ready to reply, but speak gently and respectfully.”
— 1 PETER 3:15-16
Photo by Gary McCarthy
19. Academic Advisory Council
MARGARET ARCHER
Professor, l’Ecole Polytechnique Fédérale de Lausanne,
Switzerland; President, Pontifical Academy of Social Sciences
KEVIN T. FITZGERALD, S.J.
David Lauler Chair for Catholic Health Care Ethics,
Georgetown University
ROBERTO GOIZUETA
Margaret O’Brien Flatley Professor of Catholic Theology,
Boston College
FR. JOSEPH A. KOMONCHAK
School of Theology and Religious Studies Professor Emeritus,
Catholic University of America
BERNARD MCGINN
Naomi Shenstone Donnelley Professor Emeritus, University
of Chicago Divinity School
JOHN T. NOONAN
Senior Federal Judge, U.S. Court of Appeals, Ninth Circuit
ERNESTO ROSSI
European Publisher and Entrepreneur
CHRISTIAN SMITH
William R. Kenan, Jr. Professor of Sociology, University
of Notre Dame
CHARLES TAYLOR
Professor Emeritus of Political Science and Philosophy,
McGill University
DAVID TRACY
Andrew Thomas Greeley and Grace McNichols Greeley
Distinguished Service Professor Emeritus, University of
Chicago Divinity School
PATRICK WHELAN
Lecturer in Pediatrics, Harvard Medical School; Lecturer in
Immunology, USC Keck School of Medicine; Associate
Physician, Massachusetts General Hospital
SCOTT APPLEBY
John M. Regan Jr. Director of the Kroc Institute; Professor
of History, University of Notre Dame
DOMINIC F. DOYLE
Associate Professor, School of Theology and Ministry,
Boston College
DANIEL FINN
William E. & Virginia Clemens Professor of Economics and
Liberal Arts; Professor of Theology, College of Saint Benedict/
Saint John’s University
PETER STEINFELS
Co-founder of the Fordham Center on Religion and
Culture; Former New York Times journalist and editor
of Commonweal
Board of Trustees
SCOTT APPLEBY
John M. Regan Jr. Director; Professor of History, University
of Notre Dame
JOHN BESSOLO
Partner, Bessolo, Haworth & Vogel LLP
THOMAS J. CONDON
Philanthropist, Knights of Malta
DOMINIC F. DOYLE
Associate Professor of Systematic Theology; Boston College
School of Theology and Ministry
DANIEL FINN
Professor of Theology, William E. and Virginia Clemens;
Professor of Economics and the Liberal Arts, St. John’s
University, Collegeville, Minnesota
ELIZABETH GARRETT
Provost and Senior Vice President for Academic Affairs,
University of Southern California
ELLEN M. HANCOCK
Chairman, Board of Trustees, Institute for Advanced
Catholic Studies
FATHER JAMES L. HEFT, S.M.
President, Institute for Advanced Catholic Studies; Alton M.
Brooks Professor of Religion, University of Southern California
J. BRYAN HEHIR
Parker Gilbert Montgomery Professor of the Practice of
Religion and Public Life, Kennedy School of Government
at Harvard University
ALAN KREDITOR
Emeritus Senior Vice President for University
Advancement, University of Southern California
JULIE MCANDREWS MORK
Managing Director, ECA Foundation
PETER MULLIN
Chairman, Mullin TBG
BRO. BERNARD PLOEGER
President, Chaminade University
MAUREEN A. SHEA
Executive Vice President and CFO — Florida/Caribbean-
Right Management
MARTIN SOLMA, SM
Provincial Superior of the Marianist Province of the
United States
KEVIN STARR
University Professor, University of Southern California Former
California State Librarian
PETER STEINFELS
University Professor at Fordham University in New York City,
and Co-Director of the Fordham Center on Religion
and Culture
20. The Institute for Advanced
Catholic Studies at USC
835 W. 34th Street
University Religious Center, Suite 102
University Of Southern California
Los Angeles, Ca 90089-0751
Photo by Gary McCarthy