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According to Singer, Aquinas held that conscience, or conscientia was an imperfect process of judgment applied to activity because knowledge of the natural law (and all acts of natural virtue implicit therein) was obscured in most people by education and custom that promoted selfishness rather than fellow-feeling (Summa Theologiae, I–II, I). [94]
The conscience clause was an important term in education in England throughout much of the 19th century. In this context, it referred to permitting parents of schoolchildren to withdraw them from Church of England worship services or other school activities that violated the parents' religious principles.
The Sacred Rights of Conscience: Selected Readings on Religious Liberty and Church-State Relations in the American Founding (Indianapolis: Liberty Fund Press, 2009) Daniel L. Dreisbach, Mark David Hall, and Jeffry Morrison. The Forgotten Founders on Religion and Public Life (Notre Dame: University of Notre Dame Press, 2009)
Examination of conscience is a review of one's past thoughts, words, actions, and omissions for the purpose of ascertaining their conformity with, or deviation from, the moral law. Among Christians, this is generally a private review; secular intellectuals have, on occasion, published autocritiques for public consumption.
"Conscience," says St. Thomas, "is the practical judgment or dictate of reason, by which we judge what hic et nunc is to be done as being good, or to be avoided as evil." Hence conscience cannot come into direct collision with the Church's or the Pope's infallibility; which is engaged in general propositions, and in the condemnation of ...
Religious Liberty shall be interpreted to include freedom to worship according to conscience and to bring up children in the faith of their parents; freedom for the individual to change his religion; freedom to preach, educate, publish and carry on missionary activities; and freedom to organize with others, and to acquire and hold property, for ...
Ignatian learning cannot stop at experience. It would lack the component of reflection where meaning and significance arise, and where integration of that meaning translates into competence, conscience and compassion. [6]: 49 The student considers what the material means to him or her, and personally appropriates it.
Critical consciousness, conscientization, or conscientização in Portuguese (Portuguese pronunciation: [kõsjẽtʃizaˈsɐ̃w]), is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in neo-Marxist critical theory.