A new research study, released just a few days before the U.S. military killed a top Iranian military commander and escalated international tensions, looked at connections between sudden national security crises and education policymaking in Washington.

UEFA's ground-breaking weekly vlog Press Play has now had over three million views on the Together #WePlayStrong Youtube channel.

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Arsenal, Glasgow and Paris have joined Atlético, Barcelona, Bayern, holders Lyon and Wolfsburg in the last eight.

The first tickets for the UEFA Women's Champions League final in Vienna on 24 May are now on sale.

Holders Lyon face Bayern, Atlético take on Barcelona, Arsenal meet Paris and Glasgow play Wolfsburg.

The provisional schedule has England kicking off the tournament on 7 July 2021, with the final at Wembley on 1 August.

UEFA's head of women's football Nadine Kessler explains why the 2021/22 switch to a group format is a win-win – for clubs, players and fans.

CNA Staff, Mar 25, 2020 / 07:11 pm (CNA).- The Italian bishop of a missionary region of Ethiopia is the first Catholic bishop known to have died of the global coronavirus pandemic. He died March 25.

Bishop Angelo Moreschi, 67, was the leader of Ethiopia’s Apostolic Vicariate of Gambella, a missionary region of 25,000 Catholics in the western part of the country. He died Wednesday in the Italian city of Brescia, in the Lombardy region that has become the European epicenter of the pandemic.

A member of the Salesians of Don Bosco religious order, Moreschi had been a missionary in Ethiopia since 1991. He was ordained a bishop in January 2010.

“The Salesian community mourns the death of the Apostolic Vicar of Gambella (Ethiopia), namely Msgr. Angelo Moreschi, SDB, who died today, March 25, in Brescia (Italy) due to the coronavirus,” the Salesians of Don Bosco said in a statement released through the order’s information bureau.
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The secretary general of Ethiopia’s bishops’ conference announced the news in the country, announced conveying “deep condolences to the Clergy, religious, bereaved family and the lay faithful in the Apostolic Vicariate of Gambella.”

To the mourning people of the Gambella vicariate, the country’s bishops pledged the “closeness and prayers of members of the Catholic Bishops’ Conference of Ethiopia and the entire Catholic Church in Ethiopia. May his soul rest in peace.”

Bishop Moreschi was renowned in Ethiopia for his pastoral ministry to the service of young people and the poor. In the local dialect, he was afforded the title “Abba,” meaning “Father.”

“In his mission as prefect and then as apostolic vicar, he continued to embody the Salesian focus in helping children, accompanying them by his practical spirit and his strong apostolic zeal,” the Salesians of Don Bosco stated.

“In his visits to the villages, they still remember when the Salesian arrived with a battered SUV - or by motorboat in the villages along the Baro river when the roads were flooded - and he immediately began to distribute multi-vitamin biscuits to malnourished children.”

Bishop Moreschi died “after serving the young, the poor and his flock of souls as a Salesian for 46 years, as a priest for 38, and as a bishop for over 10,” the Salesians said.

More than 60 priests have died in the ongoing coronavirus pandemic, which has claimed more than 21,000 lives globally. Several bishops have contracted the virus.

 

This story was first reported by ACI Africa, CNA's African news partner. It has been adapted by CNA.

 

CNA Staff, Apr 24, 2020 / 11:31 am (CNA).- The bishops of Togo called for peace and respect for the rights of citizens after the violent arrest of an opposition leader from his home on Tuesday.

“[E]very citizen has the right and duty to express his/her disapproval in the face of manifest injustice and oppression,” the Catholic bishops of Togo said in a statement, according to English Africa Service.

“The physical violence and other inhuman and degrading treatment inflicted on citizens on this occasion is, therefore, a negation of their rights and freedoms…the Conference of Bishops denounces and condemns them, and calls on authorities to exercise restraint.”

In their statement, the bishops said they were dismayed to learn that opposition leader Agbeyome Kodjo had been arrested at his home this week, “in circumstances of brutality and violence perpetrated by the Defence and Security Forces.”

News reports indicated that police had broken into Kodjo’s home to arrest him for failing to appear before the nation’s intelligence police force. The opposition leader previously served as prime minister of the country, but his diplomatic immunity was removed last month by Parliament.

Kodjo, who heads the Patriotic Movement for Democracy and Development, came in a distant second to incumbent President Faure Gnassingbé Eyadéma in the nation’s February presidential elections.

Kodjo called the results a farce and declared himself the rightful president of the country. He said his calculations showed that he had received some 60% of the nation’s votes, while official tallies put him at about 18%.

Gnassingbé has been president of Togo since 2005 and is entering his fourth term. His father previously ruled the country after a 1967 coup.

Togo has seen political instability and widespread poverty in recent years. Protests in 2017 called for the resignation of Gnassingbé and resulted in harsh crackdowns.

Last month, 90-year-old Archbishop emeritus Philippe Fanoko Kpodzro of Lome was placed under house arrest briefly, after he encouraged protests following the presidential election.

CNA Staff, May 1, 2020 / 12:09 pm (CNA).- The Turkish foreign ministry on Wednesday rejected Turkey's inclusion in a report by the US Commission on International Religious Freedom, charging that the report comes from a “biased mindset”.

“The report contains baseless, unaccredited and vague allegations as in the past years while trying to portray isolated incidents as violations of religious freedoms through far-fetched accusations,” Hami Aksoy, a spokesperson for the Turkish Ministry of Foreign Affairs, said April 29.

“The importance attached by Turkey to protect religious freedoms, including those of religious minorities, is expressed at the highest level by our Government officials. Our authorities make it clear that any harm to the religious freedoms of our citizens will not be tolerated,” Aksoy added.

In its 2020 report, USCIRF recommended that the State Department add Turkey, as well as 10 other countries, to a “Special Watch List” of countries where abuses of religious minorities are taking place, but not at a level as severe as in those designated as “countries of particular concern.”

The commission wrote that “religious freedom conditions in Turkey remained worrisome” in 2019, “with the perpetuation of restrictive and intrusive governmental policies on religious practice and a marked increase in incidents of vandalism and societal violence against religious minorities.”

It cited the Turkish government's prevention of the election of board members for non-Muslim religious groups and its limitations on the election of the Armenian Patriarch of Constantinople.

The report added that Alevis, a group related to Shia Islam and the country's largest religious minority, “remained unable to gain official recognition for their gathering houses (cemevleri) as places of worship or to exempt their children from compulsory religious classes, despite European Court of Human Rights (ECtHR) rulings finding that these policies violated Alevis’ rights.”

According to the US commission, Turkish religious minorities “expressed concerns that governmental rhetoric and policies contributed to an increasingly hostile environment and implicitly encouraged acts of societal aggression and violence.”

The report also drew attention to the permission given for a museum, that was originally a Greek Orthodox church and later a mosque, to be reconverted into a mosque. It noted also that president Recep Tayyip Erdoğan has called for the same thing to happen to the Hagia Sophia, which has the same history.

USCIRF also said the Turkish government has “continued to dismiss, detain, and arrest individuals affiliated with, or accused of affiliation with, the U.S.-based cleric Fethullah Gülen, for alleged complicity in a July 2016 coup attempt or involvement in terrorist activity.”

Gülen has lived in the US since 1999, and is considered a terrorist by the Turkish government.

The Turkish foreign ministry charged that Gülen's mention in the report “amounts to deliberately turning a blind eye” to the coup attempt, and added: “We invite the US authorities to earnestly examine the evidence we have provided” about the Gülen movement “and to engage in effective cooperation in line with the spirit of alliance in order to reveal the true nature of this terrorist organization.”

Aksoy added that the recommendation of adding Turkey to a “special watch list” for religious freedom “is a clear indication of the biased mindset behind it and the circles under whose influence it was drawn up.”

“In the report that is supposed to include global trends that threaten religious freedoms, the Commission does not mention a single word about xenophobia, Islamophobia and discrimination on religious grounds that is on the rise in the West and the US,” Aksoy stated.

“This clearly reveals that the purpose of the report is not to protect religious rights and freedoms. It is clear that the Commission, which has been accused of being anti-Muslim in the past, has drawn up this report based on its unwarranted agenda and priorities under the influence of circles that are hostile to Turkey, rather than objective criteria. We recommend the authors of this report to look in the mirror and engage in self-criticism.”

Earlier this year, Turkish authorities arrested a Syriac Orthodox priest on terrorism charges after he provided bread and water to members of a Kurdish separatist group that has been deemed illegal.

By Sr. Joan L. Roccasalvo, C.S.J.

“It’s back to school,” the many ads remind us.  The noble work of education will soon begin anew.  

The word, educate, from the Latin educere, means to lead out of. Educators worthy of the name lead their students out of the darkness of ignorance to the light of truth, knowledge and wisdom. 

The Catholic Philosophy of Education

To realize its Divine mission, the Church has developed a view of education that claims the right over all other agencies to make final decisions about the education of its youth. 

There are several principles of the Catholic philosophy of education that mark it with distinction.  With the obvious age-appropriate adaptations, they affect all ages and academic levels. 

Belief in a Personal God

First, that belief in a personal God is essential to all Catholic thinking in any and every phase of human activity. This includes formal education which proclaims Jesus as its primary Exemplar.  It follows that the Church rejects any philosophy of education or position that sacrifices the eternal and supernatural to the temporal and natural (V.P. Lannie, “Catholic Education IV,” The New Encyclopedia 5: 168).

Academic Excellence

Second, Catholic education imparts far more than amassing facts and information.  Scholarship and faith belong together, the whole person, seeking ultimate Truth, Goodness, and Beauty.  Students should be taught to wonder at the goodness and truth surrounding them. Catholic education builds character. It develops in its students a Catholic moral compass and a Catholic sensibility to understand how society and democracies function. The curriculum’s first order of business is academic formation and excellence. Students must learn correct grammar and use language skillfully, even artfully. This means reading well, writing with imagination, precision and power, and speaking the country’s predominant language correctly. It is typically true that whoever uses the right word thinks precisely and persuasively as in the famous Hopkins’ poetic line, “The world is charged with the grandeur of God.” 

English is a difficult language to master, but it must be said that immigrants to this country often learn to speak better English than those who are born here. In the musical, “My Fair Lady,” the character of Henry Higgins sings, “Why Can’t the English Teach Their Children How to Speak.”  He lampoons Americans’ mutiliation of English with the line, “Well, in America, they haven’t used it in years.” A playful jab, but jab it is.

Catholic and Christian Humanism

Third, in Catholic humanism, God is found not just in the sacred but also in the secular where Christian values and virtue can be uncovered.  The religious and the profane are mutually inclusive, “charged with the grandeur of God.” Whatever is human is inherently Christian.  No enterprise, no matter how secular, is merely secular for we live in a universe of grace and promise. 

The humanities are associated with depth, richness, feelings, character and moral development. This is why the literary and refining arts are so important.  Their purpose is to impart wonder and enjoyment, sensitize the feelings of students and eventually influence their behavior.  The humanities are intended for all students and not just for the elite.

The Student and the Educator

Fourth, St. Thomas Aquinas puts it concisely: Education is a lifelong process of self-activity, self-direction, and self-realization. The child is the center of attention, the “principal agent,” in the educational process. 

The instructor is the “essential mover” who teaches by the witness of his or her example and consistently brings to their lessons a high degree of preparedness. The teacher’s role is critical to Catholic education (Ibid).  The students’ real life situations initiate the process of learning.   Educators lead their students out beyond their life setting—their Sitz-im-Leben.  Experience teaches students to discover for themselves by engaging the five senses. This includes, for example, making or doing beautiful art forms or listening to beautiful music. Affectivity must be channeled in socially-accepted ways. For the most part, “Rap” culture exalts anti-social affectivity.

In his apostolic exhortation, “Evangelii nuntiandi,” Pope Paul VI reflected: “Today students do not listen seriously to teachers but to witnesses, and if they do listen to teachers, it is because they are witnesses.”  

Catholic educators teaching in public schools can adapt Catholic principles to the public school curriculum especially when these are also embraced by other faith-traditions.    

The Benedict Effect

At his papal election in 2003, why did Joseph Cardinal Ratzinger take the papal name Benedict?  It was the Benedictine monks, who, systematically and comprehensively, rebuilt Europe after the barbaric invasions of Rome in the 5th century. Some European leaders refuse to acknowledge Europe’s Christian roots and, specifically, the Church’s role in building on Greco-Roman culture, Christianizing it, and handing it on to future generations. At a time when Europe was cast in darkness, the Church led it out of the darkness; the Church was Europe’s light. Not opinion, but fact.

St. Benedict, the Benedictine Order, and the Monastic Centuries

In the middle of the sixth century, a small movement changed the landscape of the European world.  Benedict of Nursia (480-547) introduced a new way of life and thinking that has brought vitality to contemporary men and women. He laid the foundation of Benedictine monastic life with his monks first at Subiaco and Rome, and then at Monte Cassino.  

Benedict composed his Rule of disciplined balance that fostered order and peace.  If “pray and work” (ora et labora) was the Benedictine motto, the way to live it was through beauty, piety, and learning.  Every monastery was built on an expansive tract of land, and  eventually, it became a miniature civic center for the townspeople.  One could say that the monks sacralized the landscape.  

Monastic Schools

Of the many contributions the Benedictine monks made to European culture, education remained a prominent value. In the Middle Ages, education was conducted within the confines of the monastery by monks, and later, by nuns.  They offered religious and general education to youth who intended to enter the monastic or clerical life and to youth who were preparing for public life.  They lived at home.  Young children of six or seven years of age were taught the basics. The majority, especially potential monks and nuns, were taught to read Latin, writing, chant, arithmetic, and learning how to read time on the sundial. The main text was the Psalter.  From the eighth century onward, students were taught the seven liberal arts, the trivium, grammar, logic, and rhetoric, and the quadrivium, arithmetic, astronomy, geometry, and music.  The ideal monastery of the Benedictine Order was that of Saint Gall in present-day Switzerland where the town flourished around the monastery.

In our century, Catholic education continues to flourish across the world in developed and in developing countries.

Conclusion: Catholic Education in the United States

The Encyclopedia of Catholicism asserts that “throughout history, there is likely no more compelling instance of Catholic commitment to education than the school system created by the U.S. Catholic community.  The story of American Catholicism goes back to the very first Catholic settlers in the New World.” 

Despite the various declarations of freedom in early American history, anti-Catholicism prevailed through groups such as the Know-Nothing Society of the 1850s.  They existed to eradicate Popery, Jesuitism, and Catholicism.  

Between 1840 and 1900, at least sixty European religious orders of women and men were teaching in this country’s parochial schools. 

Conclusion

Finally, the philosophy of Catholic education integrates several aspects of the faith into the curriculum but always in age-appropriate ways: Biblical tradition, Early Christian Church plus heresies and the results,  Spirituality and prayer, Liturgy,  Doctrine, Ecumenism:  a study of the world religions and the Third World.

Today, apologetics is needed more than ever to defend the Church against old and new approaches to anti-Catholicism.  Our students should be taught the art and skill of civil debate—to learn the principles, internalize them, anticipate opposing views, and then defend the principles. 

(This précis of the philosophy of Catholic education has been presented in its ideal conception and not necessarily as it exists with the integrity described.)

By Sr. Joan L. Roccasalvo, C.S.J.

Matteo Ricci College (MRC) is one of eight schools and colleges that form part of Seattle University, a Catholic institution conducted by the Society of Jesus. 

With the Humanities as its core, MRC offers three degrees: a Bachelor of Arts in Humanities (BAH), a Bachelor of Arts in Humanities for Leadership (BAHL), and a Bachelor of Arts in Humanities for Teaching (BAHT). 

Mission of MRC

MRC educates teachers and leaders for a just and humane world. The study of Western culture is the surest place to begin. Pseudo-educators claim it’s a waste of time.   Yet, the facts don’t lie.  We are the beneficiaries of Greco-Roman culture preserved, reinterpreted, and handed down through the Catholic Church’s medieval monastic tradition and continued through the Italian Renaissance. To be human is to be in a story, and to forget one's story leaves a person without a present identity, without a past and without a future.  At MRC, cultural history is taught so that students can draw moral lessons from it.  Those who don’t learn from these lessons are condemned to repeat and relive them.    

With the small class size at MRC, professors can take a personal interest in each student.  In this environment conducive to learning, a close collaboration between student and professor is pursued.   This encourages greater participation in class. Shouldn’t MRC be the envy of most serious students?  You would think so. 

What’s in a Name? 

MRC is named after the 16th - century Jesuit priest Matteo Ricci (1552-1610) who spent his adult life as an educator and missionary in China.  At that time, the doors of the Chinese empire were closed to foreigners from the West.   It was Ricci who brought Western civilization to China, and Chinese literati reciprocated by sharing with him their ancient and venerable culture.  For him, inculturation was a reality centuries before the term was invented. He founded the modern Chinese Catholic Church.  

Ricci astonished the Chinese because he loved them. An authority on so many subjects and disciplines—mathematics, astronomy, apologetics, literature, popular catechesis, poetry, art and music—he brought this treasury of gifts to his mission. His intellectual gifts were prodigious: a photographic memory, linguistic ability to speak flawless Chinese, ingenuity to write maps, assemble clocks, read the stars.  As if this weren’t enough, Ricci had a keen ear for music and reportedly sang with great sweetness.   This “wise man from the west” is recognized as “the most cultivated man of his time and one of the most remarkable and brilliant men of history.”  

Known throughout the realm as Li-Ma-T’ou, this missionary scholar remains the most respected and beloved foreign figure in Chinese culture. Some in the Chinese government view him as the “Second Founder of Modern China.”  

This is the man after whom MRC is named.  He is its model of a complete liberal arts education cast in the Jesuit mold.

Student Protest against the Curriculum of MRC

In May, some two hundred enrolled students at (MRC) staged a week-long sit-in objecting to the core curriculum: The focus on Western culture and values was declared irrelevant. Studies in Western Civilization had failed to serve the academic interests of these students. 

The students demanded of the administration that the classic core curriculum in the Humanities be discarded in favor of a new program of studies to reflect special interest groups of race, class, gender, and disability.  Additionally, they demanded that only qualified faculty be hired to teach courses that reflected their interest in identity group studies of race, class, gender, and disability. The Dean of the MRC was to be fired.

Student demands focused on “dissatisfaction, traumatization, and boredom,” that is, “the Humanities program as it exists today” which “ignores and erases the humanity of its students and of peoples around the globe.”  . . . “We are diverse, with many different life experiences, also shaped by colonization, U.S., and Western imperialist, neo-politics, and oppression under racist, sexist, classist, heteronormative and homophobic, transphobic, queerphobic, ableist, nationalistic, xenophobic systems which perpetuate conquest, genocide of indigenous peoples, and pervasive systemic inequities.”

Students spoke of oppression perpetrated by the Administration:  “The first manifest demand is a complete change in the curriculum from a Whiteness-dominated curriculum to a non-Eurocentric interdisciplinary curriculum.  If the (MRC) is unable to tackle these requirements, we demand that it be converted into a department so as to be accountable to another college.”   

What Students at MRC Seek

If MRC students are seeking social justice and equality for all, if they are to make sense of this complex world, they ought to study the Humanities. If they are curious about how other cultures have learned to develop feelings of compassion, tolerance, respect, empathy, they ought to study the Humanities. If they are curious about how creative other people can be, if students are determined to live in a democracy of free citizens, the Humanities should be studied. Without the Humanities, democracy would not exist.  

The Crisis of Higher Education

In this country, we are experiencing an intellectual crisis that has already affected our work force, our politics, and our culture.  Western civilization, the human culmination of centuries of learning is under attack by an identity-driven student population exemplified by the protesters at MRC.  Whereas many academic leaders fail to uphold the purpose of teaching Western civilization, the faculty at MRC values it.  Whereas academic leaders don’t believe that the Humanities have any fundamental influence on their students, the faculty at MRC is invested in it.  Shared values—this is what brings the world together.  

MRC is not alone in promoting a Humanities core curriculum. Many non-sectarian and private colleges proudly offer a core curriculum around which other subjects are framed. At least twenty-five colleges and universities in the United States offer the Great Books tradition to their undergraduates. These books are part of the great conversation about the universal ideas of cultures and civilizations, always related to ethical and religious values. 

Many educators believe that nearly half of college graduates show no measurable improvement in knowledge or critical thinking. They speak and write incorrectly; they do not read.  Their constant companions? Electronic devices with accompanying head sets. Weaker academic requirements, greater specialization in the departments, a rigid orthodoxy and doctrinaire views on liberalism are now part of the university’s politics and cultural life.  

Clash of Goals

If the demands of these special interest groups—race, class, gender, and disability, were met, MRC would cease to exist. A program of identity studies clashes with the raison d’être of a college named after Matteo Ricci, a name synonymous with the richest of classic studies.   

The student protesters are demanding to be extricated from the program that distinguishes itself in the pantheon of Catholic higher education.  

Who would be so foolish as to look down on, much less protest, such a rich curriculum that prompts the most influential employers to hire MRC’s crême de la crème? 

Let the disgruntled students go elsewhere with their partisan interests and narrow viewpoint.  They lose.

Ricci Speaks to College Students

Matteo Ricci has left us several proverbs that can inspire college students.  But not just college students:  

 “Man is a stranger in this world.”

 “The virtuous person speaks little.”

“Time past must be thought of as gone forever.  Don’t waste time.”

“True longevity is reckoned not by number of years but according to progress in virtue.  If the Lord of Heaven grants me one day more of life, He does so that I may correct yesterday’s faults; failures to do this would be a sign of great ingratitude.”

The canonization of Father Matteo Ricci, S.J. ranks high on the ‘to-do list’ of Pope Francis whose high regard and love for him are well known.  This is the Servant of God, Matteo Ricci, S.J.

Rural schools struggle with high and lows more commonly associated with urban schools, including high rates of poverty, low literacy rates, and low college attendance rates, a new report finds.

Plummeting student enrollment and skyrocketing education costs have led Vermont lawmakers to begin a controversial consolidation of its vast mostly rural education system. But are Vermont residents willing to give up their small community schools?

"Reshaping rural schools in the Northwest Region: Lessons from federal School Improvement Grant implementation" was written by Caitlin Scott and Nora Ostler at the Regional Education Laboratory At Education Northwest, and prepared for the Institute of Education Sciences.

The film follows three young men over six years in a rural North Carolina community as they struggle to finish high school.

"Raising Bertie," about three African-American boys in Bertie County, N.C., airs on the PBS documentary series "POV" Monday night.

The Rural School and Community Trust and the AASA, the School Superintendents Association, say the partnership will allow the two groups to expand their reach and play off each other's strengths.

The new 50-state report from the Rural School and Community Trust, emphasizes early childhood education and college-and-career readiness.

Victoria Petersen, of the Peninsula Clarion on the Kenai Peninsula, will report on the challenges of rural education, especially in a state as vast as Alaska.

For years, Gustavo, an architect from Central America, felt drawn to working in the Arabian Peninsula. Then, on a short-term trip, he saw what it could be like to use his profession overseas.

From age 17, Ana Maria prayed to serve God in Switzerland. While she waited, she became a dance instructor with no idea dance would become her ministry.

Chelsea, Hertha, Montpellier, Midtjylland, PAOK, Sigma, Dinamo Zagreb and Dynamo Kyiv are into the play-offs.

Young players from the four teams taking part in the UEFA Youth League finals in Nyon have been given important insights into financial planning and the video assistant referee (VAR) system at an education session.

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Watch our live studio analysis as Fin24's Moeshfieka Botha unpacks the 2018 Budget Speech with a number of prominent political commentators and analysts.

By Bishop Arthur Serratelli

A few years ago, Paul Croituru and his young son went out treasure hunting near their native village in Romania. To their surprise, they discovered ancient Greek currency dating back 2,350 years to the time of King Philip II. The 300 silver coins turned out to be counterfeit. The father and son now hold the distinction of having discovered the oldest counterfeit money known thus far.

Counterfeit money has been around as long as money has been around. In fact, some have named the production of counterfeit money “the world's second oldest profession.” During war time, nations often resort to counterfeit money to inflict harm on their enemies. During the Revolutionary War, Great Britain attempted to devalue the continental dollar by flooding the market with shovers (fake dollars). During World War II, the Nazis made prisoners in their camps forge British pounds and American dollars to destabilize their enemies’ economies and destroy them.

Satan constantly attempts to entice individuals into counterfeit religion where the forged currency is believing in God while denying sin. The devil would have everyone forget that sin is a reality. In this way, he can render ineffective in us the work of Christ who came to take away our sins. Failure. Weakness. Mistakes. Psychological pressures. Social customs. All these labels the devil uses to disguise sin. But, sin itself remains a fact.

Science always prides itself on beginning every research project with a fact. True religion, likewise, begins with the fact of sin in the world, original sin and personal sin. “The ancient masters of religion…began with the fact of sin. Whether or not man could be washed in miraculous waters, there was no doubt at any rate that he wanted washing. But certain religious leaders…have begun…to deny the indisputable dirt. Certain new theologians dispute original sin, which is the only part of Christian theology which can really be proved” (G.K. Chesterton, Orthodoxy). And so can the personal sins of hatred, envy, lust, pride, gluttony and greed likewise be proven.

Even a casual glance at Sacred Scriptures shows that sin taints even God’s greatest heroes and heroines. Adam and Eve lead the procession of sinners. Drunken Noah, untruthful Abraham, adulterous David and Bathsheba, disloyal Peter, and murderous Paul follow. Sin really is not that original. It is the monotonous repetition of the tragedy of Eden: choosing self over God. “If we say that we have no sin, we deceive ourselves, and the truth is not in us” (1 Jn 1:8).

In the Sacrament of Penance, the Church offers us the gift of a personal encounter with our merciful Lord who forgives our sins. However, many people, and sometimes even faithful Catholics, say that they do not need to go to a priest for confession to have their sins forgiven. Why confess to a priest who is a sinner himself? God will forgive sins without the ministry of priests. Certainly, God can forgive sins when we turn to him and repent. But, he has chosen to offer us his forgiveness through the ministry of the Church. And, for a reason.

Sin is not just between the individual and God. Every sin that we commit offends God and affects others. Every sin harms Christ’s Body, the Church. The act of confession before a priest recognizes the true nature of sin as an offense against God and others. And so, it is through the Church’s priests that God chooses not simply to forgive our sins but to reconcile us to the Church. (cf. Pope Francis, General Audience, November 20, 2013).

So important is confession that some of the holiest priests of the Church have spent hours in the confessional as missionaries of God’s mercy. St. Philip Neri, a busy parish priest in Rome, spent every morning hearing confessions before continuing his work with youth in the afternoon. So famous was St. Jean Vianney in hearing confessions that a new train station had to be built in his town of Ars so that people from all of France could go there to confess to this holy priest. Most recently, St. Padre Pio heard confessions for not less than 18 hours a day. There were always long lines awaiting him.  

During his public ministry, Jesus forgave sins (cf. Mk 2:5; Lk 7:48; Jn 8:1-11). And, then after the Resurrection, he entrusted this ministry of forgiveness to his priests. On Easter Sunday night, “Jesus said to them ‘Peace be with you. As the Father has sent me, so I send you.’ And when he had said this, he breathed on them and said to them, ‘Receive the Holy Spirit. Whose sins you forgive are forgiven them, and whose sins you retain are retained’” (Jn 20:21-23). In confession, the priest, weak and sinful himself, acts in the name of Jesus and with his authority.  

In going to confession, we approach the priest, one by one, not as group, not as family. We humbly place before him all our own sins. To receive absolution and be forgiven, it is necessary not simply to confess all mortal sins, but also to have a firm purpose of amendment of sinning no more. As difficult as this might be at times, how great the grace! For, when the priest absolves us, we have, as Jesus promised, the certainty that our sins are forgiven. 

A searing report and federal oversight over Title IX enforcement in Chicago raises the question: Is it an outlier, or just the first to get caught?

Two young Bangladeshi women experienced great joy and release from the OM tailoring courses, bringing dignity, honour and financial gain to their communities and families.

OM brings starter schools to families in poor rural areas, benefiting both pupils and teachers in Bangladesh.

One man's encounter with an OM team leads to his son’s discovery of his talent as a tailor and desire to know God.

Americans overwhelmingly believe civics should be taught in school, and almost 70 percent of them think it should be a requirement to graduate, a new survey finds.

In a case from Montana, conservative justices suggested they were inclined to rule for parents who seek to reinstate a state tax credit funding scholarships for use at religious schools.

UEFA has produced a free to download flier 'Master the Ball' in 11 languages explaining the benefits and laws of futsal with testimonies from the likes of Lionel Messi.

For years, Gustavo, an architect from Central America, felt drawn to working in the Arabian Peninsula. Then, on a short-term trip, he saw what it could be like to use his profession overseas.