Sentences with phrase «real teaching authority»

This view of the Magisterium that «descends» does not deny the real teaching authority of the Bishops as a college.

Not exact matches

He describes in characteristically straightforward language Protestantism's crisis of authority and its need for real shepherds: «The Church must have not only normative sources written down on paper but also authoritative officeholders ordained to teach the whole 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.

Sorrow because I had by then grasped the truth of transubstantiation, only to find I couldn't consume, and joy because at last we found the ground of real authority — his Church, the one he founded, the one tasked to keep all he taught her Apostles.

The voice of Peter is now, as it ever has been, a real authority, infallible when it teaches, prosperous when it commands, ever taking the lead wisely and distinctly in its own province, adding certainty to what is probable, and persuasion to what is certain.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

Students have the training and authority to create real solutions to the challenges that schools face in learning, teaching, and leadership.