Newman On Development

“Considering the high gifts, and the strong claims of the Church of Rome and its dependencies on our admiration, reverence, love, and gratitude, how could we withstand it, as we do; how could we refrain from being melted into tenderness, and rushing into communion with it, but for the words of Truth itself, which bid us prefer it to the whole world? ‘He that loveth father or mother more than Me, is not worthy of Me.’ How could we learn to be severe, and execute judgment, but for the warning of Moses against even a divinely-gifted teacher who should preach new gods, and the anathema of St. Paul even against Angels and Apostles who should bring in a new doctrine?” Aeterna Press

"Certainly, if I am obliged to bring religion into after-dinner toasts (which indeed does not seem quite the thing), I shall drink -- to the Pope, if you please -- still, to Conscience first, and to the Pope afterwards." --John Henry Cardinal Newman In the works collected here, including An Essay on the Development of Christian doctrine, A Letter Addressed to His Grace the Duke of Norfolk, and On Consulting the Faithful in Matters of Doctrine, John Henry Cardinal Newman, the great nineteenth-century English theologian, debunks a few Catholic myths: Myth #1: The teaching of the Catholic Church on faith and morals has never changed and never will change. Not so, this brilliant scholar says. For just as each era has new ways of understanding, so, too, must the Catholic Church always change in its understanding of faith and morals. Myth #2: Catholics have to do whatever the Pope says. To the contrary, according to Newman's famous quip on after-dinner toasts, the ultimate obligation of Catholics is to conscience, not the Pope. Myth #3: It's the bishops who teach, the laity who follows. Newman turns this notion upside down: The laity, he says, are the source and final seal of the church's teaching; thus the bishops must listen to them. Never before collected in one volume, these classic works reveal Newman at his eloquent best as he speaks to the religious crises of our time.

Key human development theories that continue to guide research and practice are examined in this engaging text. Ten key theories are grouped into three families - those that emphasize biological systems, environmental factors, and those that reflect an interaction between the two. This organization enhances students’ ability to evaluate, compare, and contrast theories both within and across families. Each family is introduced with an overview of their unique perspectives and the rationale for grouping them together. Discussion of each theory includes the cultural/historical context during the theory’s development, its key concepts and ideas, extensions of the theory in contemporary work, an example showing a modification of the theory, an application of how the theory is used to inform practice, and an analysis of how the theory answers 6 basic questions that a human development theory should address. Each chapter includes an overview of the strengths and weaknesses of the theories to facilitate comparisons. Theories that have a clear lifespan focus along with cases and examples that address issues across the lifespan are included The second edition features: -A new chapter on bioecological theory that highlights the increased use of this theory in the development of family, school, and community intervention programs. -A new epilogue that examines the same case via each of the ten theories illustrating their similarities and differences and how these ideas cast a unique light on a common situation. -New opening cases that bring theory to life along with narrative that links the case to the chapter’s concepts, guiding questions that help students compare theoretical perspectives, critical thinking questions that focus on using the theory to interpret the case and personal life experiences, and recommended resources that extend students’ understanding. -More examples from various disciplines that address topics students are likely to encounter as professionals. -A new glossary that defines the boldfaced key terms. -Enhanced website at www.psypress.com/9781848726673 that provides instructors with a test bank, Power points, discussion questions and activities, additional cases with questions, teaching notes for using the book with various types of majors, and a conversion guide outlining changes to the new edition and students with key terms with hot links to their definitions, chapter summaries and outlines, and additional resources for further study. -Updated research and applications highlight the latest scientific developments. Ideal for advanced undergraduate or beginning graduate courses in theories of development, lifespan or child development taught in psychology, human development, family studies, education, and social work.

The Prophetic Church: History and Doctrinal Development in John Henry Newman and Yves Congar is a historical and a systematic account of tradition, doctrinal development, and the theology of history, with a particular focus on the contributions of two modern Catholic figures, John Henry Newman (1801-1890) and Yves Congar (1904-1995). It is structured around two overarching themes: the 'subject' and 'history' in their relationship to doctrinal development. In addition, the thought of both Congar and Newman is interwoven throughout. Andrew Meszaros contextualizes and surveys Congar's reception of Newman. He explains the appeal of Newman and provide concrete evidence that would substantiate the nature and extent of Newman's influence on Congar, and thereby indirectly, on Vatican II. Meszaros also discusses doctrinal development with special attention to the subject and history. These treatments are based on the subjective and historical 'motors' or 'causes', as it were, of doctrinal development. He then develops a theology of doctrine and doctrinal development as inspired by Newman and Congar. In its reflection on the meaning of the Doctrinal Economy, this study contributes to the theological problem of history and doctrine by synthesizing and honing contributions of these two great thinkers of modern Catholic theology. It is precisely some of the key differences between Newman and Congar that make it theologically enriching to study them together.

Adolescence is both universal and culturally constructed, resulting in diverse views about its defining characteristics. Theories of Adolescent Development brings together many theories surrounding this life stage in one comprehensive reference. It begins with an introduction to the nature of theory in the field of adolescence including an analysis of why there are so many theories in this field. The theory chapters are grouped into three sections: biological systems, psychological systems, and societal systems. Each chapter considers a family of theories including scope, assumptions, key concepts, contributions to the study of adolescence, approaches to measurement, applications, and a discussion of strengths and limitations of this family. A concluding chapter offers an integrative analysis, identifying five assumptions drawn from the theories that are essential guides for future research and application. Three questions provide a focus for comparison and contrast: How do the theories characterize the time and timing of adolescence? What do the theories emphasize as domains that are unfolding in movement toward maturity? Building on the perspective of Positive Youth Development, how do the theories differ in their views of developmental resources and conditions that may undermine development in adolescence? Includes biological, psychological and sociological theories Identifies historical roots, assumptions, key concepts, applications, measurement, strengths, and limitations of each theory Compares and contrasts theories Concludes with an integrated perspective across theories

John Henry Newman (1801-1890) has always inspired devotion. Newman has made disciples as leader of the Catholic revival in the Church of England, an inspiration to fellow converts to Roman Catholicism, a nationally admired preacher and prose-writer, and an internationally recognized saint of the Catholic Church. Nevertheless, he has also provoked criticism. The church authorities, both Anglican and Catholic, were often troubled by his words and deeds, and scholars have disputed his arguments and his honesty. Written by a range of international experts, The Oxford Handbook of John Henry Newman shows how Newman remains important to the fields of education, history, literature, philosophy, and theology. Divided into four parts, part one grounds Newman's works in the places, cultures, and networks of relationships in which he lived. Part two looks at the thinkers who shaped his own thought, while the third part engages critically and appreciatively with themes in his writings. Part four examines how those themes have shaped conversations in the churches and the academy. This Handbook will serve as an important resource to critical and appreciative exploration of the person, writings, controversies, and legacy of Newman.