Sentences with phrase «between teaching authority»

Not exact matches

Bousma noted that the teaching authority of the church was claimed by the theological faculty, leading to a division between them and the «clergy who minister to the whole body of the faithful.»

One indication of this is the emphasis in recent Church documents on obedience to the hierarchical teaching authority and on the relationship between hierarchical superiority and subordination.

The further claim being made here — that God can ask me, through my conscience, to do things that do not cohere with the teaching of the Church — fractures the bonds between God, the Church's teaching authority, and conscience in perilous ways.

The Encyclical Ut unum sint lists among the five still controversial areas: «I) the relationship between Sacred Scripture, as the highest authority in matter of faith, and Sacred Tradition, as indispensable to the interpretation of the Word of God,» and «4) the Magisterium of the Church, entrusted to the Pope and the Bishops in communion with him, understood as a responsibility and an authority exercised in the name of Christ for teaching and safeguarding the faith.»

There is an acknowledged difference between Catholic and evangelical participation, in that Catholic participants are bound by and determined to be faithful to the central teaching authority, or Magisterium, of the Catholic Church.

Toward the end of Ut Unum Sint, John Paul cites some of the questions that must be addressed in conversation with the communities issuing from the tragic divisions of the sixteenth century: (1) The relationship between Sacred Scripture, as the highest authority in matters of faith, and Sacred Tradition, as indispensable to the interpretation of the Word of God; (2) The Eucharist as the Sacrament of the Body and Blood of Christ, an offering of praise to the Father, the sacrificial memorial and Real Presence of Christ and the sanctifying outpouring of the Holy Spirit; (3) Ordination, as a Sacrament, to the threefold ministry of the episcopate, presbyterate, and diaconate; (4) The Magisterium of the Church, entrusted to the pope and the bishops in communion with him, understood as a responsibility and an authority exercised in the name of Christ for teaching and safeguarding the faith; (5) The Virgin Mary, as Mother of God and Icon of the Church, the spiritual Mother who intercedes for Christ's disciples and for all humanity.

If one sees the creeds as extensions of the apostles» teaching and writing of scripture, there is less conflict between competing authorities.

One who affirms a doctrine of apostolic succession culminating in the authority of the bishop of Rome must not only choose between succession of teaching or succession of office (as J. B. Lightfoot in his own day understood), but also surmount the historiographical difficulty posed by the early Church's transition from apostles to presbyters, and from presbyters to a single monarchical bishop.

«There is a great gulf fixed between those who want to prove the historicity of everything reported in the Bible in order to demonstrate that the Bible is «true after all, and those who, committed to living under the authority of scripture, remain open to what scripture itself actually teaches and emphasizes,» he says.

It is quite a step from the authentic teaching of Lumen Gentium to conceiving of the relation between the authority of an individual bishop and that of the universal Church in terms of a power struggle.

In the end, any theology worthy of the name would need to work out some accommodation between the structures of the Church, on the one hand, with its monarchical papal authority, its traditions and practice, and, on the other, Scripture, the written record of the life, death and resurrection of Jesus Christ, together with the records of the life and teachings of the group of His first followers.

In terms of reach, we know the number of schools involved in teaching school alliances is growing but that this varies quite significantly between local authorities, especially between rural and urban areas, and also by phase, with more than twice as many secondary schools involved as primary schools.

Under the pilot agreement between Los Angeles Unified School District and United Teachers of Los Angeles, the school board delegates authority to pilot schools» governing councils to try new and different means of improving teaching and learning.

While the goals of LA&W are similar to those of legal writing classes taught at many schools — to teach students to understand, analyze, and apply legal authority and to communicate the results of that analysis in writing — the course also contains some components that are influenced by its Legal Methods roots, as well as some that may or may not be taught in a first - semester civil procedure class: a focus on judicial methods, an introduction to legal institutions and processes, and instruction on the anatomy of a civil law suit, the timeline of a civil case, and the link between procedural and substantive law.30 The full set of course goals was outlined in the 2000 Report and has remained unchanged:

We teach first - year law students about the differences between binding and persuasive authority as a key concept of horizontal stare decisis, but no one ever suggests that persuasive precedent is not precedent that is being used in the legal analysis.