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CST: Catholic Social Teaching Hi everyone! For our final reading assignment, we had to look at the rest of the CST: Living Justice Handout that was given to us earlier in the semester. I don’t think that many people knew CST meant Living Justice, so I set that as my title. After reading through the rest of this packet, what stood out to me the most was sections 3 and 4. Section 3 talks about the role of Family Life in passing on Catholic social teachings, while section 4 discusses the role governments should have and the limitations their powers should have in mobilizing resources. Contrasting these two sections gives us an idea on how to balance the role of government and the role of the family in Catholic social teaching. Family was mentioned as an important tutor of Catholic social teaching because “outside of family life, it is rare to witness a spirit of profound self-sacrifice and generous giving.. That does not count cost to oneself” (87). Catholic teaching suggests tha...

Chapter 23: Capitalism and Culture (Feminism) *This blog isn’t divided into sections that the book is in. I just ordered and labeled information to how I saw fit New Feminism Ideas of liberation were spreading widely in the recent century. The 1960s especially showed a wide range of protest movements for the advancement of human rights. Protests for civil rights, against consumerism, against even against middle class values occurred. Although the struggle for suffrage was mainly in the 19th century, the 20th century was also filled with feminist struggles, this time with an emphasis on employment and education instead. A radical form of this feminism was known as “women’s liberation”, which aimed to portray patriarchy as a form of domination. A quote from this group that I found interesting was, “We are considered inferior beings...because we live so intimately with our oppressors, we have been kept from seeing our personal suffering as a political condi...

Chapter 22: The End of Empire Freedom struggles to end empire  were different everywhere in the world: in time, tactics  used, and in ideology used to support the struggle. The two main case studies the book dives into are India and South Africa. India had geographic unity, but their identities were primary local before British rule. British  presence made them more aware and promoted a sense of an Indian identity as a country. They realized they were different from their colonial rulers. Expression of this identity  culminated in the Indian National Congress (INC). This group was composed of English- educated Indians from high-caste Hindu families. They did not want to free the country  from British rule, but only wanted greater access to political life in India. Despite great  efforts, it was difficult for them to gain a following at first; this changed after the British  started to use violence to oppress the Indian peoples. It was...

Chapter 21: Revolution, Socialism, and Global Conflict This chapter was about the spread of communism in the 20th century. Socialism is an idea created by Karl Marx. Marx believed that the capitalist system would be inefficient and would collapse on itself through a revolution by the Proletariat against the Bourgeoisie. The new government would then actively work towards abolition of private property, and this would result in socialism. Marx considered an industrialized society to be a requirement for this type of upheaval to occur. Although many countries became communist in the 20th century, the book focuses on comparing Russia’s communism with China’s communism. Both found inspiration in the French Revolution and had a vision of a modern and industrial future, one that honored economic and political equality. Russia’s Revolution happened quickly. It lasted only one year, throughout 1917. The upheaval began because of discontent with Tsar Nicholas II, who ...