The Criteria of “Authentically” Catholic Theology: Reading Theology Today a Decade Later

In light of the fecundity and diversity of Catholic theology since Vatican II, a 2012 report of the International Theological Commission (ITC) identified perspectives, principles, and criteria—distinctive family traits—of Catholic theology, what Pope Benedict XVI called its “genetic code”: primacy of the Word of God; the faith of the Church as its source, context, and norm; the science of faith; drawing constantly on the canonical witness of Scripture; fidelity to the Apostolic Tradition; attention to the sensus fidelium; responsible adherence to the ecclesiastical magisterium; practiced in collaboration with the whole company of theologians; in dialogue with the world; giving a scientifically and rationally argued presentation of the Christian faith; integration of plurality in the intellectus fidei; and sapiential. This article marks the 10th anniversary of the ITC report by offering a critical commentary on the criteria, examining the possibilities, limitations, and tensions inherent in each, and the ongoing relevance of these criteria for contemporary Catholic theology. It argues that although the aim of the ITC report is not to promote uniformity but to avoid fragmentation, and its framework is an ecclesiology of communion, when the interpretative possibilities of theology are discussed, the report tends to retreat from these possibilities and adopt a restrictive emphasis on conformity. The article then examines what Pope Francis (2013–) says about the characteristics of Catholic theology and the role of theologians in his major documents and his addresses to faculties of theology. It argues that Francis makes a distinctive contribution to consideration of what is “authentically” Catholic theology, and may offer a less restrictive understanding of such theology for the diverse academic, cultural, and ecclesial contexts in which Catholic theologians find themselves.

Unique Contributions of the Theological Librarian in Campus-Wide Programs of Faith Integration

Many Christian colleges and universities have academic programs that emphasize “faith and learning” or “faith integration.” The religious or theological studies librarian can have a unique role in assisting faculty across the disciplines to develop a better awareness of theological writings and resources that might reflect spiritual themes within their discipline. This paper will suggest ways for theological librarians to collaborate with colleagues, highlighting integrative work at Azusa Pacific University—including one-on-one and classroom resource instruction, the development and use of faith integration and special collections, integrative coursework, reading groups—and concluding with a few suggested resources.

Respect for Religiosity: Review of Faith Integration in Health and Wellbeing Interventions with Muslim Minorities

Integration of religion in community health and wellbeing interventions is important for achieving a good life among faith-based populations. In countries hosting Muslim-minorities, however, relatively little is reported in academic literature on processes of faith integration in the development and delivery of interventions. We undertook a review of peer reviewed literature on health and wellbeing interventions with Muslim-minorities, with specific interest on how Islamic principles were incorporated. Major databases were systematically searched and PRISMA guidelines applied in the selection of eligible studies. Twenty-one journal articles met the inclusion criteria. These were coded and analyzed thematically. Study characteristics and themes of religiosity are reported in this review, including the religious tailoring of interventions, content co-creation and delivery design based on the teachings from the Quran and Sunnah, and applicability of intervention structures. We reviewed the philosophical and structural elements echoing the Quran and Islamic principles in the intervention content reported. However, most studies identified that the needs of Muslim communities were often overlooked or compromised. This may be due to levels of religio-cultural knowledge of persons facilitating community health and wellbeing interventions. Our review emphasizes the importance of intellectual apparatus when working in diverse communities, effective communication-strategies, and community consultations when designing interventions with Muslim-minority communities.

Integrating faith into an accounting ethics class: A project illuminated by Bonhoeffer

Teaching accounting ethics at a faith-based university requires a balance between professional guidance and the special mission of these universities. This paper reimagines the objectives on an undergraduate accounting ethics course and uses them along with insights from integration literature to develop a project of faith integration. The project incorporates the life and selected writings of Dietrich Bonhoeffer. The outline for the project, professor reflections, and student responses are included. In past years, this project has created a dynamic classroom, encouraged faith integration, and been well received by students. This paper contributes to the praxis of faith integration literature through an articulation of creative instruction.

Faith, Resilience and Practice: The Relationship as the Medium for Connected Teaching

The intersection of social work and Christianity presents ample opportunity for relational teaching and learning. The author explores the relationship as the prime medium for faith integration, motivator for fostering resilience in self and others, and the source for authentic connection in social work education and practice.

Faith Integration in Curriculum Development: A Need for an Integrated Curriculum in Post-Civil War Liberia

Integration of faith and learning practitioners must be able to develop an integrated curriculum which includes the focused, intentional and targeted integration approach as recommended in this paper. The integration should include various aspects like the programs of studies, the lesson plans and the evaluation of learning activities. Furthermore, the integrated curriculum should be designed to include faith aspects in learning through intra-disciplinary, multidisciplinary, interdisciplinary and trans-disciplinary approaches. The paper further expounds on the meaning and significance of an integrated curriculum for Christian educators. The case is post-civil war Liberia and the major question of the paper is, how can an integrated curriculum bridge the gap of the missing link of faith integration in curriculum development in Liberia? Consequently, a proposed model is provided for Christian education stakeholders in Liberia. The model can be applicable across Christian educators worldwide.