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Brendan Leahy
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Looking Out onto the World: The Global Compact on Education
Brendan Leahy
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The Global Compact on Education is one of the many inspiring initiatives launched by Pope Francis. Put simply, it’s an invitation on his part for any two or more – individuals, families, schools, institutions, organisations, or nations – to commit themselves to work for a more open and inclusive education, in order to respond to the challenges of a world in rapid transformation and increasing divisions. The Compact is not a particular educational activity or programme but rather a networking of people who, respecting diversity, reach out to listen attentively to one another in order to dialogue constructively on education in its broadest sense and in its significance for the future of our world, our planet, our relationships.
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Making Sense of Britain’s Strange ‘Brexit’ Parliament
William Kingston
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English parliaments have been known by many names, including ‘Reformation,’ ‘Cavalier,’ Long’ and ‘Rump.’ The one which has just been dissolved will surely have the title ‘Brexit’, because it was so dominated by the issue of leaving the European Union.
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Maria Edgeworth: Distinguishing the Irish Anglican Ascendancy from the English
David Clare
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In his 1922 novel Ulysses, James Joyce included a fictionalised depiction of the time he spent living in a Martello Tower in Sandycove, County Dublin, but he turned his real-life roommate –Samuel Chenevix Trench, a member of the Irish Anglican Ascendancy – into the Stage English character Haines. In 1983, when UTV, RTÉ, and Channel Four co-operated in creating the Irish R.M. television series, based on short stories by Edith Somerville and Martin Ross, they elected to cast the English actor Peter Bowles as Major Yeates and to change the Major from an upper middle class Irish Anglican to an Englishman.
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Martin Luther and the Reformation in Historical Thought, 1517-2017
Scott Dixon
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Martin Luther and the Reformation in Historical Thought, 1517-2017
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New Fault-lines in Europe: the Political Consequences of Brexit
John Bruton
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New Fault-lines in Europe: the Political Consequences of Brexit
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Newman’s Idea of a Tutor and its Implementation at the Catholic University
Paul Shrimpton
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John Henry Newman was invited to become the founding rector of the Catholic University in July 1851. Soon after accepting he announced his intention to combine the professorial and tutorial systems in his plans, adding that ‘the principal making of men must be by the Tutorial system’. A year later, he explained that at Oxford the ‘real working men were, not the Professors, but the Tutors’, and that he wished this to be the case in Dublin as well.
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Newman’s Idea of a University
Finola Kennedy
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Newman’s journey to Dublin began with an invitation in 1851 from Archbishop Cullen of Armagh – shortly afterwards to become Archbishop of Dublin – to advise on the proposed establishment of a Catholic University. He also asked Newman if he ‘could spare time to give us a few lectures on education’. These ‘few lectures’ would form the Dublin Discourses and ultimately The Idea of a University. There was a total of nine discourses, five of which were delivered in Dublin.
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Newman’s Idea of Development: A Note
Dermot Roantree
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In March of this year (2023), Joseph Strickland, Bishop of Tyler, Texas, long a vocal critic of Pope Francis, accused the bishops behind the German ‘synodal way’ of using Newman’s concept of the development of doctrine as a vehicle to push false teaching forward. In his support, he quoted a 2017 First Things essay by Michael Pakaluk, Professor of Ethics and Social Philosophy at the Catholic University of America. Newman’s theory, Pakaluk wrote, had its origin in the Commonitorium of St Vincent of Lérins, the main preoccupation of which was to show that the contents of the faith are unalterable. The Commonitorium, written in the 430s, was the first sustained theological effort to establish criteria by which the true development of doctrine could be distinguished from heresy. It was hugely influential, especially for the two principles at its core: firstly, that the Church must ensure that it holds ‘that faith which has been believed everywhere, always, and by all’ (quod ubique, quod semper, quod ab omnibus creditum est – often called the Vincentian canon);4 and secondly, that development in the teachings of the Church must be an advance of established teaching (profectus), not a reversal (permutatio).
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Newman’s ‘Campaign in Ireland’: Frustration and ‘Failure’
Paul Shrimpton
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It is an honour to be asked to speak about St John Henry Newman in the Catholic University Church that he built and where he preached on eight occasions. I am grateful to the Newman Centres at UCD and Notre Dame for inviting me to speak. What I have to say draws largely on the two documents that make up My Campaign in Ireland, Part II: a long memorandum by Newman entitled ‘My Connection with the Catholic University’ (which I will refer to as the Memorandum) and a much longer, related item entitled ‘Extracts from Letters’ (or simply Extracts).
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On Active Service in Ireland in a Troubled Decade 1915-25
Padraig Murray
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My father Pa Murray was a quiet man, and as we grew up he rarely spoke in detail of his experiences. However, my parents kept an open house, and our visitors were many and varied, mostly relatives from Derry and Cork, and also many names from the past as well. I first became conscious of this during the war years and afterwards when in winter months all activity was confined to a single room because of fuel shortages.
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On Consulting the Faithful in Matters of Doctrine: From Newman to the Second Vatican Council and Beyond
Fáinche Ryan
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On Consulting the Faithful in Matters of Doctrine: From Newman to the Second Vatican Council and Beyond
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On Retreat with the Jesuit Pope
Austen Ivereigh
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Somewhere between my two biographical books about Pope Francis I realized I’d written out a vital protagonist. When it came out, right at the start of the pontificate, The Great Reformer had a good title that has stood the test of time.