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Enregistrement W1974119923 · doi:10.1353/log.2010.0003

Uncovering the Sources of Creation: Pope Benedict XVI on Hope

2010· article· en· W1974119923 sur OpenAlex

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Notice bibliographique

Revuelogos · 2010
Typearticle
Langueen
DomaineArts and Humanities
ThématiqueCatholicism and Religious Studies
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésConsolationHappinessArtPoetryArt historyHistoryLiteraturePsychologySocial psychology

Résumé

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Uncovering the Sources of CreationPope Benedict XVI on Hope Philip McDonagh (bio) What does it mean to live in hope?1 If we have a sense of this, it is probably thanks to someone we know who serves as a light of hope—someone whose life is fruitful and evolving, who has time for other people, who has the energy to deal with difficulty and even disaster. As I write this, I am thinking of a wonderful Canadian lady who lived in Rome and died of cancer last year. Even in the last phase of her life, she brought happiness and consolation to others. Betty-Ann lived her life in a way that was far from being the product of circumstances. She saw things against a canvas bigger than herself and the years or months that remained of her life on earth. Cavafy has a poem that expresses deep dismay at the passing of time: “I don’t want to turn back to see, with horror, / how quickly the dark row of candles has lengthened, / how rapidly the number of dead candles has grown.”2 Betty-Ann was never cornered by lingering regrets over life lived and now gone. She always had a level of ambition. To the end of her life, she was interested in her husband’s work, in family and friends, in Rome, Florence, and Renaissance art. To live in hope is to live with continuing openness to the future. Sometimes we see in a whole society the inner life that I have [End Page 96] described in Betty-Ann—people who are oppressed and poor yet welcome strangers, celebrate music and festivals, raise children, support one another, dream of the future. Sometimes we experience the opposite—those who to all appearances are quite secure yet live with a low sense of self-worth and without hope. In a society where hope is lost, people’s lives may be organized yet lonely. People may become fearful of having children or taking on commitments. We may become prone to fits of anger disconnected from reality, road rage, or random violence. The mass media revel in all of this with cheap indignation. At the beginning of Spe salvi, Pope Benedict XVI quotes the first letter of Peter and its call to us to be always ready to give an answer concerning the logos—the meaning and the reason—of our hope. Our effort at understanding the workings of hope should be one in spirit with the kindness of people like Betty-Ann and with the courage of communities that have been able to persevere in the face of adversity through the strength provided by hope. In this article, I will attempt to make four main points: first, the encyclical Spe salvi, “In hope we are saved,” published at the beginning of Advent 2007, illustrates the central importance of hope in Benedict’s thought; second, I will examine the important ways that Spe salvi complements the encyclical Deus caritas est, “God is love,” published at the beginning of Lent 2006; third, I propose to bring into focus what I regard as the main theme in Spe salvi: that Christian hope is not individualistic but looks toward uniting the human family and a final fulfillment of justice; fourth, I will suggest seeds for future development present in Spe salvi and its relevance to the pope’s third encyclical, Caritas in veritate, published in June 2009. I. Spe salvi: A Key Document of the Pontificate of Benedict XVI To appreciate the significance of Spe salvi (hereafter SS), we should consider first the Pope’s biography and his perspective on European history. A recent book recalls that when Joseph Ratzinger began his [End Page 97] theological studies after World War II, his main interest was in the question of the ratio spei, the reason for our hope. 3 In the Germany in which he grew to maturity, this was no mere theoretical question. The same book quotes the following passage by Konrad Adenauer, the first postwar German chancellor: “The German people . . . endured in hunger, cold, need and death an existence temporarily without hope for the future . . . despised by all the peoples of...

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Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,953
Score d'incertitude au seuil0,299

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,013
Tête enseignante GPT0,220
Écart entre enseignants0,207 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle