Catholic Social Teaching
Additional Ideas and Comments

Participants in the workshop and open forums were invited to submit additional ideas and comments about any of the topics under discussion. The following comments have been received on the topic of Catholic Social Teaching.

• The teaching of economic justice implies that we should increase recruitment and funding for students who otherwise could not afford to come to USD.
• All degree programs, both undergraduate and graduate, should require community service as part of the curriculum
• As part of program assessment, have “common good and community” be a part of every course leading to program learning goal. Have faculty state how CST is incorporated in their courses.
• Address in an intentional way how CST can be “in dialogue” with other faith-based social teachings. This provides an opportunity to model respect and inclusiveness.
• What spirituality (and spiritual practices) animate or characterize the school’s Catholic identity? Is there a way to build on the spiritual tradition of the Society of the Sacred Heart?
• Where does ethics factor into all of this? Can’t we be more overt about ethics?
• Form partnerships with Catholic colleges in the global south with programs comparable to Peace and Justice and our Values Institute—e.g., the Catholic University for East Africa has an Institute of Ethics and Justice.
• Social justice needs to first and foremost be firmly planted within our campus community, meaning social justice for all employees. We must look internally first by examining our practices in the university.
• Recycling—need more repositories throughout the campus.
• Ethical business practices—who does USD work with and do they profess values that are in agreement with out own? A moral/ethical code of conducting business should be developed.
• Incorporate Catholicity/CST into every course/department.
• Require CSL participation for every student.
• Inclusivity is key. The All Faiths Service should be promoted.
• Careful to make sure social Catholic teachings rather than the more strict Catholic.
• The focus on social teachings does not adequately distinguish the so-called “Catholic” character of an institution which is rooted in a theological world view expressed in the tenets of the Nicene Creed.
• Without taking bold actions and steps, USD cannot fully fulfill its Catholic duties. Being afraid to define things because of political orientation or context leaves many issues off the table. A consistent Catholic voice must be present in classrooms. Education is the mission of universities, here we benefit from spiritual growth when done within the Catholic framework.
• Why not have Dignity of Human Person (#1) and Common Good and Community (#2) be overall every year, and then each semester have one of the other 8 themes be the focus. Then every student would encounter each of the themes over the time they graduate.
• Keep students involved and their voices heard.
• I agree with those who suggested that the 10 statements be combined rather than deleting some. I also agree with omitting the numbers because they imply priority.
• It would have been helpful if the facilitators had emphasized the spirituality of the teachings. CST flows out of one’s relationship with God nourished by personal prayer, liturgical prayer, and the sacraments. Even though other religions may embrace the CST, our Catholic expression of the teachings is rooted in personal prayer, liturgical prayer, and the sacraments. The availability and participation in these have been and are visible signs that we are a Catholic university.
• I experienced confusion between Catholic identity and CST. The CST definitely are important, but in general they are also embraced by protestants and people of Jewish faiths and possibly other religions as well unless we emphasize the specific teaching of the Catholic church on life issues such as abortion, euthanasia, capital punishment, and war, for example.
• The issues/concerns articulated by CST present a way of life. All dimensions are important and round out the whole. I would not want to see the issues “collapsed” or consolidated. External and internal aspects of the issues also need to be held in tension.
• Implement "the Honorable University" to establish ethical standards and improve ethics education.