Chapter, Paragraph

 1   I, 1 |      communication and determine their structures, policies, and
 2   I, 2 |     people and with events, form their opinions and values. Not
 3   I, 3 |     among the divine Persons and their communication with us.~
 4   I, 4 |     principles to assist them in their work, while fostering a
 5   I, 4 |          and viewers want to use their time well for personal growth
 6   I, 4 |         anxious that what enters their homes through media be in
 7   I, 4 |        homes through media be in their children's interests. Most
 8   I, 4 |      communicators desire to use their talents to serve the human
 9  II, 6 |         women to be conscious of their dignity, enter into the
10  II, 9 |         to cherish and celebrate their cultural traditions, share
11  II, 9 |     children and young people to their cultural heritage. Communicators,
12  II, 10|         pursuing new learning in their latter years - these and
13  II, 11|   worship to persons confined to their homes or to institutions.~
14  II, 12|        is how the media can meet their obligation to "witness to
15 III, 14| communicators simply to say that their job is to report things
16 III, 14|         are. That undoubtedly is their job. But some instances
17 III, 16|      them in living contact with their cultural heritage.~Communication
18 III, 17|      worthy purposes, not narrow their horizons and harness their
19 III, 17|       their horizons and harness their energies in the service
20 III, 19|       people together and enrich their lives, not isolate and exploit
21  IV, 23|          for "when people follow their natural inclination to exchange
22  IV, 23|       exchange ideas and declare their opinions, they are not merely
23  IV, 23|    ethical codes of behavior for their profession, in cooperation
24  IV, 24|          s needs, being aware of their struggles and presenting
25  IV, 25| Communicators attempting to meet their responsibilities deserve
26  IV, 25|         themselves about media - their structures, mode of operation,
27  IV, 25|      have a serious duty to help their children learn how to evaluate
28  IV, 25|        use the media, by forming their consciences correctly and
29  IV, 25|         correctly and developing their critical faculties (cf.
30  IV, 25|   Familiaris Consortio, 76). For their children's sake, as well
31  IV, 25|      children's sake, as well as their own, parents must learn
32  IV, 25|        in the home. According to their age and circumstances, children
33  IV, 26|    honest and straightforward in their relations with journalists.
34  IV, 26|        Pastors also should offer their people guidance regarding
35  IV, 26|     guidance regarding media and their sometimes discordant and
36  IV, 26|       promoting the interests of their brethren, so that all who
37  IV, 26|   Christian dignity, may through their free and well-ordered efforts
38   V, 27|     accessible to many people in their homes and schools and workplaces -
39   V, 28|                  28. But despite their immense power, the means
40   V, 29|      individuals - human bees in their cells - interacting with
41   V, 30|      vision of human persons and their incomparable dignity and
42   V, 31|     understanding of themselves, their vocation and their mission" (
43   V, 31|   themselves, their vocation and their mission" (Letter to Artists,
44   V, 32|          s way of talking and to their patterns of thought. And
45   V, 32|        out of the predicament of their time" (Communio et Progressio,
46   V, 32|          listeners, sympathy for their situation and needs, compassion
47   V, 32|        and needs, compassion for their suffering (e.g., Lk 7:13),
48   V, 32|         a way that would command their attention and help them
49   V, 32|        He invited others to open their minds and hearts to him,