Posted: February 15th, 2023

Catholic social thought principles

Describe how the CST principles of human dignity and the common

In this assessment task you will reflect on the Catholic social thought principles with reference to or consideration of your course of study to explain the interrelatedness of self and community.
You will do this using the format of stand-alone, medium-length paragraphs that respond to four statements below (300 words for each of the four statements):
1. Describe how the CST principles of human dignity and the common good, respectively, balance the importance of individual persons with the importance of communities.
2. Describe the ways the CST principles of human dignity and the common good, comparatively, support and inform each other.
3. Explain how the CST principles of human dignity and the common good are relevant to key themes or ideas in your course of study.
4. Explain how the CST principles of preferential option for the poor and promotion of peace are relevant to key themes or ideas in your course of study.
Course of study: the degree program you are enrolled in at ACU.
It is a requirement that you:
a) citeatleastthefollowingfivereadings/resources:
i. Lisa Sowle Cahill, “Catholic Social Teaching,” in The Cambridge Companion to Christian Political Theology, ed. Craig Hovey and Elizabeth Phillips (Cambridge: Cambridge University Press, 2015) 67–87, in relation to your responses to at least two of the statements.
ii. Motsamai Molefe, “Ubuntu and Development: An African Conception of Development,” Africa Today 66 (2019) 96–115, in relation to your responses to at least two of the statements.
iii. one resource (e.g., LEO book, a linked article, reading (other than Cahill, 2015), a YouTube video, etc.) that is included in the LEO folder/tile for Module 1: Catholic social thought principles, in relation to your responses to at least two of the statements.
iv. one resource (e.g., LEO book, a linked article, reading (other than Molefe, 2019), a YouTube video, etc.) that is included in the LEO folder/tile for Module 2: Ubuntu, in relation to your responses to at least two of the statements.
v. one Faculty-specific unit reading from Module 1: Catholic social thought principles or one Faculty-specific resource/website (refer to ‘Texts and References’ section towards the end of the Extended Unit Outline), in relation to your responses to statements 3 and 4.
b) identify your course of study in your responses to statements 3 and 4 or,
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Sample Answer Guide
The Catholic Social Thought (CST) principles of human dignity and the common good, and their relevance to the relationship between self and community.

The CST principle of human dignity recognizes the inherent worth and value of each individual person, regardless of their social or economic status, and emphasizes the need to respect and promote their inherent rights and dignity. On the other hand, the principle of the common good emphasizes the importance of the community as a whole, and the need to prioritize the common good over individual interests. These two principles are interrelated and balance the importance of individual persons with the importance of communities. While human dignity upholds the value and worth of each individual, the common good acknowledges the importance of social structures and institutions that promote the well-being and flourishing of all members of the community. Therefore, both principles are essential to achieving a just and equitable society that respects the dignity of all persons while promoting the common good.

Human dignity and the common good are complementary principles that inform and support each other. The recognition of human dignity requires the promotion of the common good, and the realization of the common good requires the respect for human dignity. The promotion of the common good requires institutions and social structures that respect and promote human dignity. At the same time, the respect for human dignity requires the creation of social structures and institutions that promote the common good.

In the field of education, the CST principles of human dignity and the common good are highly relevant. The promotion of human dignity in education requires the recognition of the unique worth and potential of each student, and the provision of educational opportunities that respect and promote their inherent dignity. At the same time, the promotion of the common good requires the development of educational policies and practices that contribute to the well-being and flourishing of the entire community. Education should not only focus on the individual achievement of students but also contribute to the social and economic development of the community.

The CST principles of the preferential option for the poor and the promotion of peace are also highly relevant to education. In the field of education, the preferential option for the poor requires a commitment to ensuring that all students, regardless of their social or economic background, have access to quality educational opportunities. This requires the development of educational policies and practices that prioritize the needs of marginalized and disadvantaged groups. In addition, the promotion of peace in education requires the development of curricula and pedagogies that promote tolerance, respect, and understanding among students, and that contribute to the creation of a more peaceful and just society.

Resources:
i. Lisa Sowle Cahill, “Catholic Social Teaching,” in The Cambridge Companion to Christian Political Theology, ed. Craig Hovey and Elizabeth Phillips (Cambridge: Cambridge University Press, 2015) 67–87.
ii. Motsamai Molefe, “Ubuntu and Development: An African Conception of Development,” Africa Today 66 (2019) 96–115.
iii. “Catholic Social Teaching: Option for the Poor and Vulnerable” video from Catholic Relief Services, Module 1: Catholic social thought principles.
iv. “Ubuntu as an African philosophy and way of life” article by Dr. M.A. Mabizela, Module 2: Ubuntu.
v. Faculty-specific resource: “Education for Social Justice: Guiding Principles” by ACU Faculty of Education and Arts, in relation to statements 3 and 4.