Teaching Church History

1949 ◽  
Vol 17 (1) ◽  
pp. 20-23
Author(s):  
H.G.G. Herklots
Keyword(s):  
Church History ◽  
Teaching Church

On the problems of teaching church history subjects in the clergy of the Russian Orthodox Church

2019 ◽  
pp. 305-313
Author(s):  
Иоанн Кечкин
Keyword(s):  
Church History ◽  
Russian Orthodox ◽  
Orthodox Church ◽  
Russian Orthodox Church ◽  
Subjective Opinion ◽  
Baccalaureate Curriculum ◽  
Teaching Church

Статья посвящена проблемам, которые существуют в преподавании церковноисторических дисциплин в духовных заведениях Русской Православной Церкви. По мнению автора, основные проблемы заключаются в исключении курса «Общая церковная история» из учебного плана бакалавриата, во введении новых предметов и как следствие этого, в размывании тематических границ между церковно-историческими дисциплинами. Автор высказывает своё частное, субъективное мнение относительно вариантов улучшения преподавания церковно-исторических дисциплин в духовных заведениях Русской Православной Церкви. The article deals with the problems that exist in the teaching of church-historical disciplines in ecclesiastical institutions of the Russian Orthodox Church. According to the author, the main problems are the exclusion of the course "General Church History" from the Baccalaureate curriculum, the introduction of new subjects and, as a consequence, the blurring of thematic boundaries between church-historical disciplines. The author expresses his private, subjective opinion on the options for improving the teaching of church history disciplines in ecclesiastical institutions of the Russian Orthodox Church.

Ecumenical Relations Between Boston Puritanism and German Pietism: Cotton Mather and August Hermann Francke

1961 ◽  
Vol 54 (3) ◽  
pp. 159-193 ◽  
Author(s):  
Ernst Benz
Keyword(s):  
New England ◽  
Martin Luther ◽  
Church History ◽  
Cotton Mather ◽  
The World ◽  
The Many ◽  
Teaching Church

May I begin with a personal introduction to the theme of this evening's lecture, the encounter between continental pietism and New England Puritanism? I began teaching Church history at the Martin Luther University in Halle-Wittenberg in 1932. There I had the opportunity to study the archives of August Hermann Francke, in the old library of Francke's orphanage. These archives were in a state of highly inspiring disorder, for there were chances of all kinds of unforeseen discoveries, both in the many boxes containing Francke's correspondence and on the shelves holding all the books sent to this head of pietism by his friends all over the world. At first, I studied his correspondence with ministers, scholars, bishops and generals in Russia and the Baltics, publishing an article about Francke in Russia. Then I came across some boxes which held an enormous mass of material connected with New England, letters to German ministers and German communities in Pennsylvania, diaries of emigrants, together with letters in English from Puritan theologians and New England missionaries. I was especially interested in Francke's correspondence with Cotton Mather.

Aims and Methods of Teaching Church History

1923 ◽  
Vol 7 ◽  
pp. 37-51
Author(s):  
Robert Hastings Nichols
Keyword(s):  
Practical Purpose ◽  
Church History ◽  
Formal Treatment ◽  
Daily Work ◽  
The Subject ◽  
Almost All ◽  
Teaching Church

Looking over the published proceedings of our Society, I find no mention of the reading of a paper dealing with what is the occupation of about half of our members, the teaching of Church History. Discussions of this subject are recorded, but no formal treatment. Therefore, it has seemed not inappropriate to consider in this address some questions which constantly present themselves in the daily work of many here present. Our business is teaching Church History, and with almost all it is this teaching as a part of the training of men for the Christian ministry. Were there no such training, there would be little teaching of the subject to which our Society is devoted. The raîson d'être of our teaching must vitally affect it. We are bound by every sort of obligation to keep always in view the practical purpose which gives us being as teachers.

scholarly journals Η διδασκαλία της Εκκλησιαστικής Ιστορίας στη σχολική εκπαίδευση: Θεωρητική προσέγγιση και πρακτικές εφαρμογές

2018 ◽  
Vol 6 (2) ◽  
pp. 163
Author(s):  
Emmanouil Karageogroudis
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Church History ◽  
Teaching Approaches ◽  
The Past ◽  
Primary And Secondary Education ◽  
Sensitive Issues ◽  
Teaching Church ◽  
Multiple Skills ◽  
Of Greece

Teaching Church history in primary and secondary education can be interesting and create prospects for broader learning as long as it follows the new pedagogical and didactical approaches to studying history through sources. Our theoretical requirements and applying them in school classes were based on empowering students' critical and creative thinking skills by studying and debating controversial and sensitive issues in history. The teaching scenario we propose concerns the proclamation of the Autocephalous Church of Greece. We adopted the principles of inquiry learning and the methodology of problem-based learning. The results of the evaluation indicate that teaching Church history can be effective and interesting, if it is taught in a way that can encourage students to become self-motivated independent learners. In addition, these teaching approaches help students develop multiple skills leading to a deeper knowledge of the past and citizen involvement.

Ancient Church History

1952 ◽  
Vol 21 (4) ◽  
pp. 365-367
Author(s):  
Robert M. Grant
Keyword(s):  
General Problem ◽  
Church History ◽  
Value Judgments ◽  
Teaching Church ◽  
The Church

The problem of writing and teaching Church History is being discussed in this journal and elsewhere, and it is obviously related to the more general problem treated by Mr. Harbison in the last number: the “meaning of history” and the writing et history. In the case of Ancient Church History it is especially difficult. “The problem of defining ‘Church’” may seem simpler because of the rigidity of the ecclesiastical organization developed in the early centuries and not broken by the year 800; but, given the fact that it did develop only gradually, how is the historian to treat gnosticism, Montanism, even Arianism? Is he always to say, “the Church was right”? If he says so, how is he to treat the elements of rightness in what came to be regarded as heresies? Or should he make value judgments other than tentative ones? To what extent is his history art and interpretation and to what extent is it science?

scholarly journals On the methodology of teaching church history

2019 ◽  
pp. 270-283
Author(s):  
Михаил Викторович Первушин
Keyword(s):  
Rapid Development ◽  
Church History ◽  
Historical Science ◽  
Current State ◽  
Scientific Disciplines ◽  
Nature Of Information ◽  
Professional Research ◽  
Xix Century ◽  
Teaching Church ◽  
Goals And Objectives

Статья посвящена вопросам методологии, встающим перед современными исследователями в области гуманитарного знания, в частности проблемам междисциплинарных связей в церковно-исторической науке и опасности редукционизма. Процесс широкой дифференциации научных дисциплин неразрывно связан с образованием в XIX веке. Такое положение обеспечило бурное развитие науки. Примером служат исторические дисциплины Московского университета. Целый ряд учёных историков высказывался за широкое взаимодействие наук при изучении истории. Задачей исторической науки стало избежать редукционизма, уйти от обособленного, узко понимаемого исторического исследования, практиковать его многонаправленность, то есть интегральность. Освободиться истории от однонаправленности помогает филология. Историк, осмысливающий природу социальной информации, которую он воспринимает через исторический источник (как правило, текст), и, с другой стороны, литературовед, исследующий природу информации, воспринимаемой посредством того же текста, выходят за пределы узкопрофессиональных исследовательских целей и задач, и сближение их исследовательских подходов представляется весьма перспективным. Теории и методология, заимствованные из литературоведения, оказали существенное влияние на современное состояние исторического знания. Чем более широким кругом компетенций будет обладать специалист, тем более качественные исследования он сможет осуществлять в рамках конкретной научной области. The article is devoted to methodological issues facing contemporary researchers in the field of humanities, in particular the problems of interdisciplinary links in church-historical scholarship and the dangers of reductionism. The process of wide differentiation of scientific disciplines is inseparably connected with education in XIX century. This situation ensured a rapid development of science. The historical disciplines of Moscow University serve as an example. A number of historians advocated a broad interaction of the sciences in the study of history. The task of historical science was to avoid reductionism, to move away from isolated, narrowly understood historical research, to practice its multidirectionality, i.e. integrality. Philology helps history to free itself from one-sidedness. The historian, who comprehends the nature of social information, which he perceives through a historical source (usually a text), and, on the other hand, the literary scholar, who studies the nature of information perceived through the same text, go beyond narrow professional research goals and objectives, and the convergence of their research approaches seems very promising. The theories and methodology borrowed from literary studies have had a significant impact on the current state of historical knowledge. The broader the range of competences a professional possesses, the better research he/she will be able to carry out within a particular scientific field.

Teaching Church History

1942 ◽  
Vol X (2) ◽  
pp. 103-107
Author(s):  
ROLAND H. BAINTON
Keyword(s):  
Church History ◽  
Teaching Church

The Politics of Prophecy: The US Culture Wars and the Battle Over Public Education in the Left Behind Series for Kids

2009 ◽  
Vol 2 (1) ◽  
pp. 1-27
Author(s):  
Ann Abate Michelle
Keyword(s):  
Public Education ◽  
The United States ◽  
Culture Wars ◽  
Church History ◽  
Good News ◽  
Cultural Issues ◽  
School Prayer ◽  
Left Behind ◽  
Religious Books ◽  
The Us

This essay argues that in spite of their obvious Biblically-based subject matter, clear Christian content, and undeniable evangelical perspective, the Left Behind novels for kids are not simply religious books; they are also political ones. Co-authors Tim LaHaye and Jerry B. Jenkins may claim that their narratives are interested in sharing the good news about Jesus for the sake of the future, but they are equally concerned with offering commentary on contentious US cultural issues in the present. Given the books’ adolescent readership, they are especially preoccupied with the ongoing conservative crusade concerning school prayer. As advocates for this issue, LaHaye and Jenkins make use of a potent blend of current socio-political arguments and of past events in evangelical church history: namely, the American Sunday School Movement (ASSM). These free, open-access Sabbath schools became the model for the public education system in the United States. In drawing on this history, the Left Behind series suggests that the ASSM provides an important precedent for the presence not simply of Christianity in the nation's public school system, but of evangelical faith in particular.

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