Search Results (113)

This article examines the theological debates within the School of Salamanca concerning the possibility of salvation for non-European peoples, with particular attention to the articulation and dissociation between the concepts of invincible ignorance and implicit faith. While existing scholarship has addressed these notions separately, it has seldom explored their combined implications in the context of early modern encounters with the Americas. By analyzing a set of underexplored sixteenth-century sources, this article argues that the problem of indigenous salvation catalyzed a profound reconfiguration of scholastic categories. Particular attention is devoted to the works of Francisco de Vitoria, Bartolomé de Las Casas, and Melchior Cano, whose contributions proved decisive in shaping the contours of the debate. Adopting a conceptual history approach, the study demonstrates that two key medieval concepts were effectively unified from the 1530s onward. However, this synthesis proved unstable. In the aftermath of the Council of Trent, and especially following mounting criticisms of the notion of implicit faith, these categories were progressively disentangled throughout the 1560s. In its final section, the article puts forward proposals for conceptualization and advances a set of hypotheses regarding the broader implications of this conceptual reconfiguration for the subsequent development of Catholic theology. Full article

The aim of this paper is to reflect on the changing relationship between Catholic education and the State in the eighty years that have elapsed since the passing of the 1944 ‘Butler’ Education Act. The 1944 Education Act proved to be a transformational landmark in the development of Catholic education in this country. Whilst in many other countries in the world Catholic education is provided by independent fee-paying schools, in England it has benefited from support and funding provided by the government. The legislation consolidated the relationship between Church and State that had been established with the introduction of compulsory education in 1870. However, integrated within the national educational system, Catholic schools are also subject to political currents that can pose challenges. When I began teaching in a Catholic secondary school in the mid-1970s, compulsory education was framed within the legislation set out in the 1944 Education Act. However, the post-war consensus that informed that legislation was swept away in the wake of the passing of the 1988 Education Reform Act (ERA). This latter development marked a watershed in schooling in England and Wales. Whilst extending greater autonomy to schools through Local Management of Schools (LMS) and Grant Maintained (GM) status, central government designed and regulated education for all maintained schools through a National Curriculum and it intervened more rigorously in their management by scrutinising their performance through the establishment of regular Ofsted inspections. Arguably, the introduction of Grant Maintained schools contributed to ‘a survival of the fittest approach’, which challenged concerns for the common good. Moreover, with the passing of the 2010 Academies Act, it became possible for all maintained schools in England and Wales to convert to academies and multi-academy trusts (MATs) by direct agreement with the Secretary of State for Education. Within the Catholic sector, where the bishop has traditionally been primarily responsible for the regulation of education provided by Catholic schools across his diocese, the question of academisation has provoked divisions of opinion about the governance of Catholic schools. Drawing on a reflection on my own experience as a teacher and leader in Catholic secondary education, the paper examines opportunities and challenges that have faced Catholic education in this country over the past eighty years and considers implications for its future. Autobiographical narrative is a method of research located within the qualitative field of enquiry. Whilst its subjective and introspective nature has been open to question, it provides a researcher with the opportunity to examine personal experience to provide illuminative insight. Full article

Background/Objectives: Dental caries is socially patterned, but the magnitude of the inequality associated with social exclusion is difficult to quantify when populations are compared across different countries and health systems. This study estimated the oral health gap between socially vulnerable children attending escuelas singulares and a contemporaneous reference paediatric population attending university dental clinics within the same city and health-system context. Methods: A cross-sectional analytical study was conducted in 231 children aged 6–12 years in Valencia, Spain: 129 from two state-funded schools serving communities at high risk of social exclusion, hereafter referred to as escuelas singulares (Colegio Madre Petra, n = 64; Colegio Santiago Apóstol, n = 65), and 102 reference children examined at the University Dental Clinics of the Catholic University of Valencia. Caries experience (DMFT/dmft-derived global score), the Simplified Oral Hygiene Index (OHI-S), toothbrushing frequency and sugar consumption were recorded under standardised conditions. The groups were compared with non-parametric tests, and multivariable logistic and modified Poisson regression models estimated the independent association (adjusted OR and adjusted prevalence ratio, respectively) between school context and the presence of caries, adjusting for age, sex and behaviours. Results: Caries experience was markedly higher in vulnerable children (global caries score 4.07 ± 3.44 vs. 0.61 ± 1.96; p < 0.001), with a caries prevalence of 76.0% vs. 13.7% (a prevalence ratio of 5.5) and a 6.7-fold higher mean burden. Only 24.0% of vulnerable children were caries-free versus 86.3% of reference children. Vulnerable children also showed poorer oral hygiene (OHI-S 1.49 ± 0.84 vs. 0.19 ± 0.34; p < 0.001), less frequent brushing (50.4% vs. 79.4% brushing ≥ twice daily; p = 0.002) and higher sugar consumption (p < 0.001). After adjustment for age, sex, brushing and sugar, attendance at an escuela singular was associated with an adjusted prevalence ratio of 5.4 (95% CI 3.3–8.9; primary effect measure) and, in a secondary logistic model, with an adjusted OR of 20.5 (95% CI 9.6–43.8). Conclusions: Within a single high-income setting with formally universal health coverage, social exclusion was associated with a very large, graded excess of childhood caries that the measured behavioural differences alone were unlikely to explain, underscoring the role of social and structural determinants beyond individual behaviours. These cross-sectional findings are consistent with proportionate-universalism strategies (targeted, school-based preventive and restorative care embedded within the universal system), since formal coverage alone may be insufficient to achieve oral health equity. Full article

This study examines the schooling experiences of transgender students in Malta within the broader historical and sociocultural influence of the Catholic religion, focusing on how religious discourse shapes processes of inclusion and exclusion. Drawing on semi-structured interviews with transgender students, parents, educators, and school administrators, the findings reveal that Catholic doctrine and its presence within school contexts contribute to the erasure of transgender identities from early childhood onward. In contrast to ecclesiastical narratives that frame transgender identity as a form of “gender ideology,” participants’ accounts demonstrate that social and medical transitions function as critical strategies for survival, well-being, and self-recognition. Methodologically, the study employs qualitative thematic analysis informed by a critical anticolonial framework, enabling an interrogation of how religious authority intersects with colonial legacies to regulate gender and embodiment. The analysis further highlights tensions between the Catholic religion and contemporary human rights and ethical frameworks, particularly in relation to inclusion. The study concludes that if the Catholic religion is to retain relevance within school contexts, it must undergo a substantive ethical reorientation toward inclusivity, recognizing transgender embodiment and agency. In line with emancipatory pedagogical traditions, this entails reimagining the role of the Catholic religion as one that actively supports social justice, critical consciousness, and transformative practices of inclusion. Full article

World Youth Day (WYD) is a significant, reoccurring event in the contemporary Catholic Church. The Church remains in a transitional period marked by the disappearance and emergence of institutional structures. One major challenge is the capacity of the Church to nurture younger Catholics in the face of an increasingly dominant secular culture. This is a major concern of Catholic school systems which require large numbers of committed teachers to retain authenticity. WYD addresses the needs of religiously active teachers by, amongst other things, providing them with experiences of being part of a moral community and of the transcendent element of religious life. Both of these are often lacking in the conventional lives of many younger teachers. Encountering them at WYD all contributes to sustaining religious plausibility. Full article

The intellectual exchanges between late-Ming Jesuits and Chinese literati have long been interpreted primarily as a process of cultural accommodation aimed at “harmonizing with Confucianism” (合儒), and scholarship has tended to focus on missionary strategies, social networks, or individual conversion histories. By contrast, the question of how resources within Confucian thought made ethical dialogue with Catholicism possible—especially why the practical-learning strand (實學派) of Wang Yangming’s School (陽明學) exhibited such pronounced receptivity to Catholic ideas among late-Ming literati—remains insufficiently theorized at the level of conceptual structure. This study, therefore, shifts the analytical focus from “historical narratives of converts” to an explanation of the mechanisms that enabled Sino-Jesuit dialogue. It argues that Augustine and Wang Yangming display a notable convergence in their conceptions of good and evil (善惡論), and that this convergence created an intellectual space for engagement between Jesuits and later Yangming scholars. The Jesuits’ deliberate promotion of doctrines concerning the punishment of evil (懲惡) further facilitated the practical-learning Yangmingists’ reception of Catholic resources regarding ultimate judgment and retributive justice, especially as they confronted the problem of inadequate means to restrain or punish wrongdoing. This article situates late-Ming Sino-Western intellectual exchange within an analytical framework of “theories of good and evil—mechanisms for punishing evil—pathways for supplementing Confucianism (補儒),” thereby offering a mechanism-based explanation, grounded in theories of good and evil, for the historical interaction between Chinese Confucian thought and the ethical systems of incoming religions. Full article

Though it has early modern roots, contemporary “Ignatian spirituality” represents a reconfiguration of nineteenth- and twentieth-century Jesuit spiritual culture. This article offers a genealogical account of a key element in that modern construction: the growing emphasis on Ignatius Loyola as a mystic and the eclipse of earlier, more ascetical understandings of both Ignatius and his Spiritual Exercises. The essay begins by examining key contributions of Jan Philipp Roothaan (1785–1855), the long-serving superior general of the Society of Jesus in the decades following its Restoration. Roothaan’s explicitly non-mystical and decidedly ascetical reading of the Exercises at once reflected and helped shape nineteenth-century Jesuit spiritual culture. The article then traces how this vision came under criticism in the early twentieth century. Renewed Catholic interest in mysticism, and increased attention to Jesuit sources—newly available in critical editions via the Monumenta Historica Societatis Iesu—fostered a reevaluation of Ignatius as a mystic in his own right. Over time, this shift came to color the interpretation of the Spiritual Exercises. Rather than a school of self-conquest, they came to be understood as a kind of mystical pedagogy. Changes in spiritual theology have had concrete implications for how the Exercises are given, as a concluding case study of the Ignatian Examen helps illustrate. Full article

Background/Objectives: The aim of this study was to determine the relationship between self-efficacy and caregiving competence in family caregivers of patients with chronic kidney disease receiving renal replacement therapy. Methods: This was a quantitative, observational, descriptive, and correlational study, in which a sample of 275 caregivers was obtained through non-probabilistic convenience sampling. Information on the participants was collected using a sociodemographic characterization form, the Revised Caregiver Self-Efficacy Scale, and the Caregiver Competence for Care instrument, short version. Results: Most of the caregivers, with a median age of 50, were women, homemakers, cohabiting in a common-law relationship, with complete or incomplete high school education, in socioeconomic stratum 1, from urban areas, affiliated with the subsidized healthcare system, Catholic, wives of the person they care for, and receiving family support. A high linear correlation (Spearman’s Rho = 0.771) was found, which was statistically significant (p < 0.01): the greater the self-efficacy (confidence of the caregiver in performing their work), the greater the competence in caregiving. Conclusions: A positive and significant correlation between self-efficacy and caregiving competence was identified among the participating caregivers. Likewise, variables such as age, length of time as a caregiver, and number of hours per day devoted to caregiving were associated with higher levels of caregiving competence. Full article

Background/Objectives: Insomnia is common among adolescents and is associated with emotional, behavioral, and academic difficulties. Although high rates have been reported globally, evidence in Latin America—particularly in Peru—remains limited and heterogeneous. Many previous studies relied on small samples, descriptive designs, omitted key psychosocial variables, or were conducted during early pandemic waves, despite the rise in sleep disturbances following COVID-19 restrictions. This study aimed to estimate the prevalence of insomnia and identify associated factors among adolescents in northern Peru. Methods: An analytical cross-sectional study was conducted using secondary data from students attending five schools in Lambayeque, Peru. Insomnia was assessed using the Insomnia Severity Index (ISI). Sociodemographic, psychosocial, behavioral, and health-related variables—including self-esteem, family dysfunction, eating disorders, acne severity, mental health help-seeking, and digital behavior—were evaluated. Generalized linear models estimated prevalence ratios (PRs) and 95% confidence intervals (CIs). Results: Among 1313 adolescents (54.3% male; mean age 14.6 years), the prevalence of insomnia was 38.9% (95% CI: 36.1–41.5). In adjusted analyses, insomnia was associated with urban residence, non-Catholic religion, seeking mental health support, high social media use, internet use of 6–10 h/day, low self-esteem, eating disorders, greater acne severity, and experiencing the death of a family member due to COVID-19. Conclusions: Nearly four in ten adolescents reported insomnia, influenced by sociodemographic, psychosocial, and lifestyle-related factors. These findings provide updated post-pandemic evidence for the Peruvian context and highlight the multifactorial nature of adolescent insomnia. Further research is needed to clarify causal pathways and understand the long-term mental health implications of large-scale stressors such as the COVID-19 pandemic. Full article

High-intensity interval training (HIIT) provides substantial cardiovascular benefits; however, precise monitoring typically requires expensive devices. These systems are feasible in research laboratories but are costly for schools and the fitness industry. Low-cost, validated devices are required to facilitate broader implementation. A cross-sectional study was conducted with 213 students (173 men and 40 women) from the Catholic University of Valencia, Spain. The participants completed an HIIT protocol consisting of five 3 min blocks. Heart rate (HR) was recorded using a Moofit HW401 armband (ANT+ technology). Ratings of perceived exertion (RPE, Omni-Res scale) and the Wint index were also obtained. Pearson correlations were computed between reserve heart rate (HRr), RPE, and Wint index during the warm-up phases (T1, T2) and HIIT, stratified by sex, age, and body mass index (BMI). HRr was strongly correlated with the Wint index (r = 0.95, p < 0.0001) and moderately correlated with RPE (r = 0.235, p = 0.001). No significant sex differences were observed (men 83.66 ± 8.18% vs. women 82.31 ± 10.89%; p > 0.05). Correlations were weaker in participants with extreme BMI values (n < 10, obese). The Moofit HW401 armband showed consistent agreement between HRr, RPE, and Wint index during HIIT, supporting its practical use for group monitoring in educational settings, pending formal validation against gold standards. Full article

This article analyses the official Catholic Religious Education (CRES) programmes in Chile, Brazil, Costa Rica and Colombia from the perspective of complexity sciences, using the concept of self-organisation as a central analytical axis. Given Latin American contexts marked by religious pluralism, cultural transformation, institutional crisis and youth subjectivities, it is proposed that the adequacy of CRES does not depend solely on content or methodologies, but also on the systemic architecture that articulates students, classrooms and institutions in relation to their environment. Methodologically, the study develops a framework of three thresholds of educational self-organisation—reactive, reflective, and ecological—and applies it comparatively to the four national programmes, examining how they distribute agency, learning capacity, and openness to context at the student, classroom, and school-environment levels. The analysis reveals that, although all programmes activate relevant forms of reactive and reflective self-organisation, only some partially enable thresholds of ecological self-organisation capable of sustainably integrating contemporary sociocultural and religious complexity. The results allow us to identify structural tensions between current curriculum designs and the demands of increasingly complex environments. Full article

This study examines the renewal of Ignatian spirituality from the Spanish school, emphasizing the contributions of General Pedro Arrupe during his eighteen-year tenure leading the Society of Jesus. Arrupe’s vision prioritized deep interior experience over mere religious practices, advocating for a spirituality rooted in divine gift and surrender. His leadership inspired a return to the fundamental principles of Ignatian spirituality, marked by a profound sense of God’s presence, self-offering, and a commitment to the apostolic mission. The research is organized around three main axes: textual and exegetical, historical and contextual, and systematic or dogmatic Ignatian theology. The first axis explores the contributions of scholars like Antonio María de Aldama and José Calveras, who emphasized returning to the original Ignatian texts and their exegetical significance. Their work highlighted the centrality of Christ, the spiritual exercises as a transformative tool, and the dynamic relationship between mission and identity within the Society. The second axis focuses on historical and contextual analysis, particularly through the work of Cándido de Dalmases, Ricardo García-Villoslada, and Jesús Iturrioz. These scholars reassessed Ignatius of Loyola’s biography and historical influences, moving beyond hagiographical narratives to consider broader theological and social movements of the 16th century, such as Erasmus’ humanism and the Catholic Reformation. The third axis, systematic Ignatian theology, is examined through figures like Pedro de Leturia and Ignacio Iparraguirre, who explored the doctrinal dimensions of Ignatius’ writings. Key themes include the Christocentric nature of Ignatian spirituality, the role of discernment in governance, and the balance between mysticism and apostolic mission. This research underscores the ongoing relevance of Ignatian spirituality by contextualizing its renewal within historical, exegetical, and theological frameworks, demonstrating its adaptability and enduring significance in contemporary spiritual discourse. Full article

Integrating renewable energy into heritage buildings poses technical, aesthetic, and regulatory challenges, especially in Andean cities with a rich historical legacy, such as Cuenca, Ecuador. This study addresses the design and implementation of a prototype for handcrafted photovoltaic roof tiles that comply with the conservation regulations of the Historic Center. The proposed solution is sustainable, visually unobtrusive, and suitable for heritage urban environments. A technical assessment was conducted for 23 educational institutions located in the Historic Center to evaluate the structural suitability of their roofs for solar panel installation. Based on this assessment, a photovoltaic roof tile prototype was developed using accessible materials, such as terracotta-tinted acrylic, and evaluated in terms of energy efficiency, architectural integration, and regulatory compliance. As a result, 12 buildings were found to be structurally suitable for system installation, of which 11 had sufficient roof space to meet their daytime energy demands. The prototype proved to be functional, replicable, aesthetically harmonious with the heritage setting, and fully compliant with current municipal regulations. The School of Law at the Catholic University of Cuenca was selected as a demonstration site due to its technical suitability and heritage significance. Thus, handcrafted photovoltaic roof tiles emerge as an innovative and viable solution for incorporating solar energy into protected urban settings, offering environmental, technical, and social benefits. Lastly, this study outlines future research pathways aimed at developing new materials, advancing energy storage strategies, and exploring community perceptions in heritage environments. Full article

The nature of Catholic schools is ever-changing, as they increasingly draw upon young people from a wide variety of social, cultural and religious backgrounds. This has often impacted upon religious instruction and people’s commitment to and support of the mission and ecclesial identity of the school. For the greater part, Catholic schools are pluralistic in nature. This diversity has become more pronounced in recent decades with the emergence of cultural postmodernity, characterized by a significant shift in people’s core values, and their religious beliefs and practices. Catholic schools can effectively respond to these challenges, and to the diversity of their own communities through the provision of a robust Religious Education curriculum that is engaging, promotes dialogue and is characterized by quality pedagogical practices. Through the integration of the Liberal Arts, Sydney Catholic Schools found that Religious Education can be enriched by the search for ‘truth, beauty and goodness’, which represents a dialogue with the divine. Full article