Theology at the Crossroads of University, Church and Society

Boeve, Lieven

doi:10.5040/9780567672230

Cited by 29 publications

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“…Although Dei verbum only makes explicit reference to dialogue once in the context of prayer, theologians have interpreted both the text and genesis of Dei verbum, its message and development during the Council, as a new approach to Tradition which recognizes that it develops dialogically. 117 Indeed, Dei verbum understood itself as a continuation and re-reading of Trent and Vatican I for the new, contemporary context and, as such, its dialogical modus operandi-as a document of an Ecumenical Council-is itself revelatory, demonstrating how both the development and interpretation of Tradition is recognized as done dialogically. 118 Dialogue, in other words, is both the medium and message of divine revelation.…”

Section: Conclusion: Dialogue As the Medium And Message Of Revelationmentioning

confidence: 99%

“…117 Indeed, Dei verbum understood itself as a continuation and re-reading of Trent and Vatican I for the new, contemporary context and, as such, its dialogical modus operandi-as a document of an Ecumenical Council-is itself revelatory, demonstrating how both the development and interpretation of Tradition is recognized as done dialogically. 118 Dialogue, in other words, is both the medium and message of divine revelation. While dialogue was soon reduced in the years after the Council to a mere method for the Church's mission to other denominations and religions, it becomes clear that dialogue is now a fundamental category for magisterial teaching, recovering the dialogical dynamic represented and taught by the Second Vatican Council.…”

Section: Conclusion: Dialogue As the Medium And Message Of Revelationmentioning

confidence: 99%

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The Emergence of ‘Dialogue’ as a Core Concept of Revelation in Magisterial Teaching

McAleer

2024

Irish Theological Quarterly

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This article analyses key magisterial documents, investigating the emergence and development of the concept of dialogue in the teaching of the Church since the Second Vatican Council, demonstrating how this concept is central for an articulation of revelation and its dynamic outworking in salvation history. Beginning with Vatican II’s Dei verbum (1965), and its recognition that revelation is a dialogical word-event reality, an overview of magisterial documents in the years immediately following the Council will show how dialogue was reduced to a functional practice for the Church’s mission. Verbum Domini (2010) marks the beginning of a return towards dialogue in magisterial teaching with its re-reading of Dei verbum, bringing the concept of dialogue from the edge of the Church’s life back to the centre of fundamental theology. The social teaching of Pope Francis has continued to deepen this recovery of the dialogical dynamic of revelation.

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Section: Conclusion: Dialogue As the Medium And Message Of Revelationmentioning

confidence: 99%

Section: Conclusion: Dialogue As the Medium And Message Of Revelationmentioning

confidence: 99%

The Emergence of ‘Dialogue’ as a Core Concept of Revelation in Magisterial Teaching

McAleer

2024

Irish Theological Quarterly

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“…Dissent should be afforded a certain asymmetrical recognition for ethical-moral reasons, too. For too long, the Christian metanarrative, in its relentless effort to master everything, has created countless victims in the name of the truth and for the sake of unity (Boeve 2016). Unity, in this respect, becomes a type of violence.…”

Section: Ving Beyond Totalising Paradigmsmentioning

confidence: 99%

Qualifying Religious Truth and Ecclesial Unity: The Soteriological Significance of Difference

McAleer

2024

Religions

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The trans-phenomenology of Emmanuel Levinas has helped expose the totalising dynamic that has marked much of Western philosophy. The quest for a unity of knowledge in the truth assimilates any hint of otherness into more of the same. Plurality becomes a source of violence and dissent regarded as decay. Levinasian perspectives, however, and recent developments in magisterial teaching in the Roman Catholic Church point to a more ethical approach that can begin to escape the dialectic binary of the same and the other and so help avoid static conceptions of truth and unity. Religious truth and ecclesial unity, in other words, are explored in this paper for their ethical–dialogical quality. Indeed, the asymmetrical priority of dissent within this dialogical approach offers positive soteriological significance for the church rather than seeing dissent as a threat. Such an approach can enable the church to take plurality and diversity seriously in the current context.

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“…It is important to note that this 'character turn' can all too easily be denuded of Christian content by the generalized but vague use of the term 'Gospel values' in an educational context (Boeve 2016).…”

Section: Information V Formationmentioning

confidence: 99%

Reconciling Catholic responses to Religious Education reform in England – empirical and analytical reflections

Towey

McGrail

2020

International Studies in Catholic Education

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Recent policy reforms regarding Religious Education in England and Wales have provoked a variety of reactions among faith communities, ecclesial stakeholders, academics, practitioners, senior leaders and students themselves. In this article we assess the situation in the Catholic context using empirical and analytical tools which shed light on the nature of the subject in a manner relevant to the non-faith sector and internationally. We demonstrate that vectors of reform have drawn attention to key pedagogical aporia in Religious Education such as 'academic accessibility v academic rigour', 'confessional truth v critical doubt', 'exclusivity v inclusivity' and 'information v formation.' Although these risk fomenting partisan binaries at an important time in the evolution of the subject, we contend that such tensions actually underpin the discipline, helping to articulate both its peculiarly holistic ambition and its transformative possibilities. Thus understood, Religious Education becomes a spacious place, deliberately mapped by co-ordinates of paradox.

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Theology at the Crossroads of University, Church and Society

Cited by 29 publications

References 0 publications

The Emergence of ‘Dialogue’ as a Core Concept of Revelation in Magisterial Teaching

The Emergence of ‘Dialogue’ as a Core Concept of Revelation in Magisterial Teaching

Qualifying Religious Truth and Ecclesial Unity: The Soteriological Significance of Difference

Reconciling Catholic responses to Religious Education reform in England – empirical and analytical reflections

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