Catholic Social Teaching and Healthcare: Some Reservations

The author considers the capacity of Catholic Social Teaching(CST) to contribute to the public debate about health care andthen remarks on the capacity of CST to assist in the formationof "intentionally Christian institutions." The author arguesfor two main points. First, there are some serious obscuritiesin CST's account of the derivation and interrelation of variousrights. Hence, it is not altogether clear what ideal CST isseeking to promote in the public order. Second, the author arguesthat there is a serious political conflict in CST's commitmentto both subsidiarity and the preferential option for the poor.He also claims that it does not follow from these criticismsthat CST is useless as a guide for the formation of "intentionallyChristian institutions." Reflection on financing in the lightof subsidiarity and the preferential option suggests that thereis a need for Christian wealth-producing institutions and schemesof investment that will provide subsidium for healthcare enterprises.In the final portion of the paper, the author sketches out afew dimensions of that sort of vision.     

Catholic Social Teaching,Economic Inequality,and American Society

The essay begins with an explanation of the underlying theological vision that supports Catholic social teaching's commitment to the centrality of the common good and the role of solidarity as both a virtue and a norm. The vision of humanity as one family and the church as a sacrament of unity is the foundation for a communitarian ethic that prizes inclusion, participation, and relative equality in the quest for a truly just society. An array of social science studies is then employed to show that economic inequality “bleeds” into other realms of public life to undermine fundamental commitments of American society, namely, equal opportunity and political democracy. The essay concludes that an understanding of Catholic social teaching promotes a critical perspective that is deeply at odds with ongoing trends in the U.S. economy.     

Catholic Social Teaching and the Economics of Health Care Management

The author considers the issue of what it is for a health careinstitution to be intentionally Christian. He begins with areview of Catholic social teaching, and considers how this perspectiveis shaping Catholic thought and action regarding health caremanagement and public policy reform. He then proposes some standardsfor intentionally Christian institutions.     

Catholic Social Teaching as a Framework for Research Ethics

The importance of having ethical oversight in research that is carried out on humans is well established. Research ethics, which is mainly influenced by a biomedical ethical framework, aims to ensure that the well-being and the rights of research participants are upheld and that any potential risks and harms are reduced. However, research is also considered to be a social activity with social effects. Therefore the principles of Catholic Social Teaching as a framework for research ethics may be significant. This paper outlines those principles and demonstrates how these principles may be used for: (1) reflecting ethically on research (i.e. before the project begins), (2) judging a research ethics proposal (i.e. the ethical review) and (3) providing guidelines for action in research (i.e. the implementation of the research project).     

The Methodological Impact of Fides et Ratio on Catholic Social Teaching

John Paul II’s encyclical Fides et Ratio is of astonishing importance for the methodology of Catholic social teaching. This article highlights three points that emerged as contributions of Fides et Ratio to the epistemology and methodology of the social magisterium. According to Gaudium et Spes, Catholic social teaching is essentially a service of the Church that affects social life indirectly by making a free offer of sense and faith. Fides et Ratio reinforces this paradigm shift by rejecting fideism also in matters of social morality. In this, it goes beyond Vatican I, Dei Filius. The encyclical further clarifies that the method of Catholic social teaching is tripartite and requires the cooperation of at least three disciplines: theology, philosophy, and social sciences. Because of the shifting character of history, Catholic social teaching too fluctuates. It is sensitive to time and place, to history and culture.     

Practicing the Common Good: The Pedagogical Implications of Catholic Social Teaching

A persistent question for pedagogy is that of whether and how the content of a course ought to shape the teaching method. Both the understanding of practical reason and the substantive concepts of modern Catholic social teaching support a classroom dynamic of a relatively egalitarian dialectic. The author grounds the case for this pedagogy in the understanding of practical reason as found in Aristotle and Thomas Aquinas, and shows that such an understanding is continued in modern Catholic social teaching. He then shows how the social teaching's substantive move to a more egalitarian social theory reinforces the egalitarian mode of reasoning. The author and others are attempting to practice this pedagogy in the context of the University of Notre Dame's new Program in Catholic Social Tradition. The investigation as a whole raises the question of whether colleges and universities that have actively maintained religious affiliations have a decided advantage in sustaining an academic culture where faculty and students can practice practical reason.     

MIGRANT DOMESTIC CAREWORKERS: Between the Public and the Private in Catholic Social Teaching

This essay argues that Catholic (magisterial) social teaching's division of ethics into public and private creates a structural lacuna which makes it almost impossible to envision a truly just situation for migrant domestic careworkers (MDCs) within the current horizon of Catholic social thought. Drawing on a variety of sociological studies, I conclude that it is easy for MDCs to “disappear” between two countries, two families, and, finally, two sets of ethical norms. If the magisterium genuinely wishes Catholic ethicists to address the plight of these migrant women, normative Catholic social teaching must pay more attention to household sociological realities and more fully absorb the feminist critique of the sharp line between the public and the private, between care and paid work.     

Catholic hospitals and Catholic identity.

Catholic hospitals seek to offer health care in accord with the example of Christ. They have several models to assist in this effort. The first model is the values portrayed in the Gospels. The Catholic Church has sought to embody these Gospel values in specific teachings. These teachings have been further specified for hospitals in the United States by the National Conference of Catholic Bishops in the Ethical and Religious Directives. Finally, the Gospels values are also expressed for individual Catholic health care systems in mission statements and statements of Catholic identity. This article examines the worth of mission and identity statements, and explains that the statements must be put into practice through a process of internalization before they will be able to be of worth to the Catholic health care apostolate.     

Teaching Islam – Edited by Brannon M. Wheeler

Books reviewed: Teaching Islam. Edited by Brannon M. Wheeler. American Academy of Religion Teaching Religious Studies Series. New York: Oxford University Press, 2003. ix + 226 pages. ISBN 0‐19‐515225‐5. $24.95.