I frequently come across Catholic writers and commenters (the rule-book Catholics) complaining in horror on-line at the existence of Catholic “dissenters” who insist on calling themselves Catholic, even while flouting the teaching of the church.
As I am one of those who publicly disagree with the teaching on some issues (by no means all) but refuse to deny my Catholic identity, I am directly affected. In my own mind, the position is simple. I am in agreement here with Archbishop Vincent Nichols of Westminster, who made clear a few months ago that Catholicism is not in fact about blind obedience to authority, but rather it is a commitment to a search for truth (and with it, in consequence, to service, and justice and the rest). I have stated before that I accept the teaching authority of the Church, but “teaching” does not mean legislating, and any good teacher will fully expect and encourage students to argue a case where they disagree.
A useful article at America magazine by Nicholas Lash makes much the same point, but does so much more effectively than I could hope to do.
When the Second Vatican Council ended, several of the bishops who took part told me that the most important lesson they had learned through the conciliar process had been a renewed recognition that the church exists to be, for all its members, a lifelong school of holiness and wisdom, a lifelong school of friendship (a better rendering of caritas than “charity” would be). It follows that the most fundamental truth about the structure of Christian teaching cannot lie in distinctions between teachers and pupils—although such distinctions are not unimportant—but in the recognition that all Christians are called to lifelong learning in the Spirit, and all of us are called to embody, communicate and protect what we have learned. Much of what is said about the office of “teachership” or magisterium seems dangerously forgetful of this fact.