Abstract Analysing documents generated by the Synod on Synodality in relation to Catholic Social Teaching concepts yields lessons for developing the teachings’ content, including the importance of the quality of relationships with marginalised groups; an empirical, specific, concrete, contextual, an integral approach to content; and using accessible language. It raises questions about the specificity of teachings at various levels, the teaching authority of bishops’ conferences, and the role of other magisteria in developing the content of Catholic Social Teaching.
Sandie Cornish (Tue,) studied this question.
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