Receptive Ecumenism and Catholic Learning: Establishing the Agenda

Abstract

Abstract This article introduces the Receptive Ecumenism and Catholic Learning research project – based in Durham, UK – the key thinking that drives it, and its core theological, ecclesiological and practical implications. The article unfolds in six steps, first laying out the shape and scope of the project and secondly identifying, briefly, its fundamental ecclesial-theological context and presuppositions. The third and fourth sections deal, respectively, with the broader intellectual and ecclesial-historical contexts that have also helped shape the project's thinking and vision, whilst sections five and six give full articulation to the twin key concepts of Receptive Ecumenism and Catholic Learning. The article argues that the contemporary context requires a fresh ecumenical ethic and strategy that moves beyond both post-denominationalism and any over-optimistic aspiration for full agreement in the immediacy. It concludes that this way is to be found in each community asking itself what can be learned (‘received’), with integrity, from its diverse others.