This article engages through an interdisciplinary approach to re-envision Tangintebu Theological College’s (TTC) model of theological education in the context of climate change in Kiribati. It utilises the anthropological theory of symbolic interactionism within missiological, cultural and, theological studies of climate change. It argues for the coconut tree as an appropriate cultural conceptual metaphorical idiom for translating and understanding Christian faith and shaping a theological pedagogy within the Kiribati context of climate change. The coconut (...) image is an indigenous, holistic way of knowing and learning informed by Kiribati cosmology embedded within people’s experiences and understanding of the coconut tree. Its life-centeredness has the potential to contextualise the theological curriculum and teaching methodology to assist in equipping theological students with climate change-sensitive approaches. The qualitative method was utilised to allow participants to reflect on their experiences of climate change in relation to the mission of the church. The data that informs this article was generated through unstructured interviews and focus group discussions with members of the Kiribati Uniting Church (KUC). The data was analysed using symbolic interactionism. The results suggest that the Kiribati people symbolically interact with God through their understanding of the coconut tree, which is conceived as the embodiment of God’s presence. It became clear that while this world view informs the faith of members of the KUC, the TTC curriculum has sidelined it, resulting in miseducation of pastors because this omission means they are not equipped to engage with the challenge of climate change. The participants argued that there is an urgent need to understand theological education and ministerial formation within the indigenous framework of Kiribati coconut imagination that is embedded in the promotion of justice and equitable society not only for human beings but for all of God’s creation through symbolic interaction with the presence of God in the coconut. (shrink)

For many reasons Christian higher education institutions struggle to embrace diversity. Diversity is a relationship of mutuality, where differences are engaged and respected. This study aimed to understand diversity management via the institutional culture to understand how these interactions of dealing with diversity form and prepare future religious leaders. These issues are highlighted through two case studies conducted in the main-line Protestant tradition. Diversity was represented in issues of race, ethnicity, class, gender and sexual orientation, which have an interlocking nature. (...) Findings suggest a colour-blind theology in one institution, perpetuating surface change, and a lack of structure, alignment and capacity in diversity in the other institution. In both institutions diversity was not linked positively to ministerial identity formation to make a significant difference. This study highlights the lack of consciousness of the way in which institutions are organised, which then holds direct consequences for students, identity and transformation. (shrink)

This article is an account of the teaching and practice of a course on Christian spirituality and ministry at Trinity Theological College in Singapore. It introduces the design of the course, discuss its theological foundations and practicums, and explains how it is delivered and assessed. The course adopts a historical-theological approach to the introduction of Christian spirituality and traces its development from the early church until the Protestant and Catholic Reformations. It introduces spiritual exercises from each (...) epoch of the Christian tradition and engages the student in their practice through week-long practicums. An important feature lies in the immediacy of feedback given to the student after they submit a reflection on their practicums. The course has been taught as a three-credit hour, sixteen-week semester-long course each academic year for the past three years. The students come from a broad range of nationalities and cultural contexts, as well as from different stages of life and denominational backgrounds. The course contributes to an overall emphasis on Christian spiritual formation at the college. (shrink)

The contemporary creation–evolution debate has become so polarized (over the issue of either Genesis or evolutionary science) as to obscure the more nuanced questions that have arisen in the historical and theological reception of Darwinism. Edinburgh's New College has been the academic home to some prominent scientists and theologians who have grappled with these questions since the early days of evolutionary science in the first half of the nineteenth century. Most obviously, this activity was focused on the decision (...) to create a Chair in Natural Science in 1845, which would be occupied by a recognized scientist. The Chair became “extinct” in the 1930s, but in between times, its holders made important theological assessments of evolution along the way. This article outlines the contributions made by the individuals who occupied this Chair, as well as more recent figures in the evolution of science and theology at New College. (shrink)

The article sets out to demonstrate the need for theopastoral education in tropical Africa, by showcasing St. Andrew’s College, Kabare, in Central Kenya. The statement of the problem therefore is: How has St. Andrew’s College, Kabare, journeyed with its establishment as a centre of theopractical education? This will drive us to methodologically employ historical-analytical design in our bid to understand the intrigues behind the formation and growth of the institution. As it prepares to graduate from a diploma (...) class='Hi'>college to a university, how has it wrestled with the challenges in its endeavour to reconstruct theological and pastoral education? The article sets on the premise that the nature of theological articulation in the East African region, as propounded by the then-all powerful East African Revival Movement, needed theopastoral reconstruction via establishment of an institution that would thoroughly address relevant concerns. To this end, the first synod of the diocese of Mt Kenya East, held at St. Andrew’s Church, Kabare, on 26 August 1975, requested the standing committee of the synod to appoint a commission to investigate the future plans of lay and clergy training and report this matter to the next synod. In other words, the first synod of the new diocese foresaw the birth of St Andrew’s as a centre of theological education and holistic training. In view of this, the article will explore the intrigues behind this process in a bid to show its relevance for the rest of the tropical Africa. (shrink)

It remains the case that economic ethics is still an underdeveloped specialization within the discipline of religious ethics. Contemporary commentators have lamented the still emergent status of economic ethics and recently some have begun to point out new directions for this area of moral reflection. Part of the problem has been the historical fact that not many religious ethicists have taken the time to acquire the required specialization competence in economics, economic theory, and history. Religion and Economic Ethics presents nineteen (...) readings that illuminate the economic side of religious ethics. Contributions include: Economic Justice and the Common-wealth of Peoples, by Douglas Sturm; Economic Systems and the Sacramental Imagination, by Joseph La Barge; Common Moral and Religious Grounds for Uncommon Economic Times, by James F. Smurl; Liberation Theology and the Vatican, by Arthur F. McGovern. Co-published with the College Theology Society. (shrink)

In 1921 the Association for Anthroposophic College Studies was founded, and courses and conferences began to be given in Dornach and a number of large cities throughout Europe. This Berlin Course drew more than a thousand participants. The goal was 'to give an impression of the possible incentives anthroposophy could offer various scientific fields.' Each day began with a lecture by Steiner, followed by presentations from other lecturers, artistic events, panel discussions, and more. The lectures included Anthroposophy and Natural (...) Science; The Organizations of Humans and of Animals; Anthroposophy and Philosophy; Anthroposophy and Education; Anthroposophy and Social Science; Anthroposophy and Theology; and Anthroposophy and Theory of Language. (shrink)

The Pulse Program at Boston College is a community service learning program that combines academic study of philosophy and theology with a year-long community service project. An analysis of the Pulse Pro­gram during the 2008–09 academic year revealed that participating students demonstrated a significant increase in their interest in philosophy; a greater likelihood of enrolling in additional philosophy coursework; and a deeper interest in philosophy than classmates not participating in service-learning. Interviews with participating students revealed that the Pulse Program (...) highlighted philosophy’s relevance to the “real world” as well as the useful role that philosophy can play in reflecting upon the social issues raised by students’ community service experiences. (shrink)

Considered an institution mainly devoted to astrology and medicine by Simon de Phares and by some historians who believe that he was reliable, the college founded in 1371 by Charles V’s first physician, Gervais Chrétien, was in fact primarily dedicated to theological students. It was not before 1377 that there were created there two bursaries for scholares regis, specialising in ‘licit mathematical sciences’, and two medical fellowships. Yet the influence of the activity of these fellows seems to have (...) been rather moderate and—as far as we can learn from the material still extant, notably from manuscripts that belonged to Maître Gervais’ College and to some of its members—this institution was devoted much more to theological studies than to medicine and the quadrivium. (shrink)

Character formation is a mandatory requirement for all theological leaders and students. The purpose of this empirical and field research is to understand the perceptions of theological leaders and students regarding the role of theological education in ministerial character formation. The study seeks to discover the difficulty that theological institutions face as they develop and implement moral formation programs. Incongruencies tend to exist between what theological leaders do in the preparation of students for ministry and (...) what they finally produce as ‘the product’ of their efforts. The study analysed results from interviews with theological leaders and students regarding their perceptions of the role of theological education on character formation. The finding of the study was that college leaders and students showed different perceptions, raising questions on ‘what is theological about theological education’. Theological students viewed character formation as key in ministerial formation, whereas theological leaders believed that they played pivotal roles in character formation. Theological students underscored the importance of college leaders as models, the role of churches as essential partners for character formation and the place of co-curricular activities in ministerial formation programs. The study concludes by underscoring key theological implications that are drawn from the study. First, the major contributions that both theological leaders and students make to the ministerial formation process. Second, the need to have ministerial leaders who have skills to minister in diverse contexts. Finally, the need for clarity of purpose of any theological education program.Contribution: This article contributes to the knowledge about the role of theological leaders and contribution of theological students to character formation. The theological leaders and students are leaners and teachers in the ministerial formation process. Sound theological education practice revolves around co-construction of knowledge through the interaction of the students, their college teachers, homes, churches, and the wholesomeness of seminary life and its curriculum. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 139-147 [Access article in PDF] A Mahayana Theology of Salvation History John P. Keenan Middlebury College Salvation history is a Western theological strategy based on biblical ideas about how God acts in history to bring about the salvation/deliverance of God's people. It begins with the scriptural accounts of creation as the inception of God's plan. It moves to describe Israel's deliverance from slavery (...) in Egypt and goes on to depict the guidance the Lord Yahweh provides for his people throughout their journeys and despite their trials and reverses.Israel may be idealized in scripture as God's domain, sovereign among the nations, but in fact it was a small country sandwiched between the two superpowers of the day—Egypt and Assyria (or Babylon), and subject to the rise and fall of those empires. 1 The New Testament goes on to describe God's plan in sending his son Jesus to effect salvation and unite all people in him (Eph. 1:1-16). The passion, death, and resurrection of Jesus comprise the central drama, in which we all are invited to participate. The author of Luke/Acts gives an account of how God moves through the teachings and the life and death of Jesus to establish his Church and how that Church evolves from a small and marginal community to enter and permeate the very heart of the Empire at Rome. The story continues in postscriptural Christian history, from Constantine's vision at Milvian Bridge to the Christianization of Europe, and further to the missionary endeavors to convert all peoples to the path of the Gospel. In the twentieth century, Liberation theology is heir to these notions, insisting that conversion means not simply becoming Christian, but the furtherance of justice and peace among all peoples, even non-Christians.A Mahayana reading of this schema is not at first glance very promising. Mahayana knows nothing of God, much less of God acting in history. Nor, indeed, of history itself as a purposeful unfolding of events. Indian thought is known for its ahistoricity. No histories were produced in ancient India at all. No Herodotus, no Thucydides. The first Buddhist histories were written not in India but in Tibet, some thousand years after the birth of the Buddha Sakyamuni. Indian traditions in their focus on the eternal truth (sanatana dharma) turned away from the concrete flow of events and from any recording of their progression. [End Page 139]The task before us is challenging. To tackle it best, I will divide this essay into three parts, and thus attempt to argue for a Mahayana reading of salvation history. The first part will treat Mahayana philosophy and argue that despite its Indian lack of historical consciousness, it does possess the tools for writing history. Its teaching that all events are empty (sunyata) is coterminous with its teaching that all events arise in dependence upon a host of causes and conditions (pratitya-samutpada). In a word, emptiness itself entails a radical insight into the contingent and conventional historicity of events (dharmas). Beyond this, since all events are seen as empty of any abiding core essence, Mahayana deconstructs the very idea of an eternal world truth over and apart from the everyday world of events. It proclaims, rather, that to an awakened person, all is "worldly convention-only" (samvrti-matra). 2 This focus on the radical conventionality of events can serve, I would argue, as a needed corrective to a literalistic reading of salvation history. Looked at from this perspective, the story of the New Testament writers can perhaps become more apparent—how they are writing of God's design, purpose, and plan in order to counter the regnant patterns of Greek and Roman arrogance, and to substitute insight into the mystery of our being and of our being here.The second part of this article will address the Western doctrine of salvation history, focusing on the New Testament, particularly Pauline theology as expressed in one passage from Ephesians about how salvation is attained through Jesus as the unfolding plan of God's purpose... (shrink)

Radicalism has the potential to become more widespread in a younger generation of Muslims who are too textual, exclusive, extreme and uncritical. Their ethos of struggle has created a momentum to contest radical ideologies of Islamic radicals. This study investigates the potential for the radicalisation of Islamic students in Indonesia and formulates an approach of integrating national and religious values to mitigate the potential for radicalism. A qualitative research approach is used, and data were collected by distributing questionnaires to Indonesian (...) Islamic student activists. Interviews were also conducted with experts to strengthen secondary sources of information. The results show that the potential for Islamic student to be exposed to radical activists is high. Through categorisation, interpretation and analysis, it was found that the concepts and spread of radicalism were more influenced by religious interpretations than social tolerance factors. In addition, the religious nationalist approach is formulated based on religious terminology and religious narratives. CONTRIBUTION: This research contributes by assisting colleges' efforts in building a detection system and mitigating the risk of student radicalism through a religious nationalist approach. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 139-147 [Access article in PDF] A Mahayana Theology of Salvation History John P. Keenan Middlebury College Salvation history is a Western theological strategy based on biblical ideas about how God acts in history to bring about the salvation/deliverance of God's people. It begins with the scriptural accounts of creation as the inception of God's plan. It moves to describe Israel's deliverance from slavery (...) in Egypt and goes on to depict the guidance the Lord Yahweh provides for his people throughout their journeys and despite their trials and reverses.Israel may be idealized in scripture as God's domain, sovereign among the nations, but in fact it was a small country sandwiched between the two superpowers of the day—Egypt and Assyria (or Babylon), and subject to the rise and fall of those empires. 1 The New Testament goes on to describe God's plan in sending his son Jesus to effect salvation and unite all people in him (Eph. 1:1-16). The passion, death, and resurrection of Jesus comprise the central drama, in which we all are invited to participate. The author of Luke/Acts gives an account of how God moves through the teachings and the life and death of Jesus to establish his Church and how that Church evolves from a small and marginal community to enter and permeate the very heart of the Empire at Rome. The story continues in postscriptural Christian history, from Constantine's vision at Milvian Bridge to the Christianization of Europe, and further to the missionary endeavors to convert all peoples to the path of the Gospel. In the twentieth century, Liberation theology is heir to these notions, insisting that conversion means not simply becoming Christian, but the furtherance of justice and peace among all peoples, even non-Christians.A Mahayana reading of this schema is not at first glance very promising. Mahayana knows nothing of God, much less of God acting in history. Nor, indeed, of history itself as a purposeful unfolding of events. Indian thought is known for its ahistoricity. No histories were produced in ancient India at all. No Herodotus, no Thucydides. The first Buddhist histories were written not in India but in Tibet, some thousand years after the birth of the Buddha Sakyamuni. Indian traditions in their focus on the eternal truth (sanatana dharma) turned away from the concrete flow of events and from any recording of their progression. [End Page 139]The task before us is challenging. To tackle it best, I will divide this essay into three parts, and thus attempt to argue for a Mahayana reading of salvation history. The first part will treat Mahayana philosophy and argue that despite its Indian lack of historical consciousness, it does possess the tools for writing history. Its teaching that all events are empty (sunyata) is coterminous with its teaching that all events arise in dependence upon a host of causes and conditions (pratitya-samutpada). In a word, emptiness itself entails a radical insight into the contingent and conventional historicity of events (dharmas). Beyond this, since all events are seen as empty of any abiding core essence, Mahayana deconstructs the very idea of an eternal world truth over and apart from the everyday world of events. It proclaims, rather, that to an awakened person, all is "worldly convention-only" (samvrti-matra). 2 This focus on the radical conventionality of events can serve, I would argue, as a needed corrective to a literalistic reading of salvation history. Looked at from this perspective, the story of the New Testament writers can perhaps become more apparent—how they are writing of God's design, purpose, and plan in order to counter the regnant patterns of Greek and Roman arrogance, and to substitute insight into the mystery of our being and of our being here.The second part of this article will address the Western doctrine of salvation history, focusing on the New Testament, particularly Pauline theology as expressed in one passage from Ephesians about how salvation is attained through Jesus as the unfolding plan of God's purpose... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Comparative Theology Is Not “Business-as-Usual Theology”:Personal Witness from a Buddhist ChristianPaul F. KnitterThe following reflections find their stimulus and start in a paper prepared for a doctoral seminar on comparative theology led by John Makransky at Boston College. I was asked whether I was a comparative theologian and, if so, what difference it had made in my professional work as a theologian and in my personal life as (...) a Christian. My basic answer was: “Yes, I think so” and “A lot!”In this reworking and expansion of that seminar paper, I hope to unpack that “a lot.” This will enable me not only to carry on the search for clarity (and integrity) that I began in my book Without Buddha I Could Not Be a Christian,1 but also to comment on the promise of comparative theology (CT) and why I fear that this promise all too often goes unfulfilled.What I’m getting at is capsulized in a blurb that John Thatamanil wrote for Michelle Voss Roberts’s Dualities: A Theology of Difference:2 “Comparative theology done well is a dangerous discipline precisely because it raises provocative questions and threatens to put an end to business-as-usual theology.” I fear that some comparative theologians are not taking their job seriously enough—or they are not following through with what they say they want to do. They are carrying on CT as business as usual.moving beyond business-as-usual theologyComparative theology, which two decades ago might have been considered a fade but has become a fixture in Christian theology,3 makes the bold, indeed thoroughly revolutionary, claim that in order to properly carry on the task of Christian theology, the traditional Christian sources—Scripture, tradition, the lex orandi or spiritual practice of the communities—are not enough. A Christian theologian, in order to be a Christian theologian, must also draw on the experience, teachings, scriptures, and insights of other spiritual communities and traditions. CT embodies Raimon Panikkar’s often [End Page 181] cited (at least by me!) dictum: In order to understand who I am, I have to ask who you are. And in order to know my God I have to ask about your God.4If what comparative theologians are here claiming is true, if my understanding of myself is incomplete without my understanding of you, then after I understand you, I can be pretty sure that my understanding of myself is going to be different—really different. Otherwise, I really didn’t need to talk with you in the first place! And this is why Thatamanil can rightly sound his unsettling warning that if CT is another form of business-as-usual theology, if it is not leading to some really new discoveries about oneself and one’s own tradition, then it is not living up to its job description. And that, as I tried to say elsewhere, is what I suspect might be the case.As I survey the output of comparative theologians over the past fifteen years, I sense that, with some promising exceptions among younger scholars, they are strong on comparing but soft on concluding. More pointedly, comparative theology, so far, has been more comparison than theology. There have been intricate comparisons of Christian texts with Hindu texts and of Christian theologians/mystics with Buddhist scholars/mystics. Striking similarities and stark differences have been noted and examined, sometime meticulously. But, where are the clear, creative, courageous conclusions as to what Christians can learn from these comparisons? What might need to be clarified or changed or discarded in traditional Christian doctrine? Especially on the neuralgic and politically dangerous (for Catholics) issue of the uniqueness of Christ, I am not aware of any comparativists who have learned anything new. I would be delighted to be proved wrong.5I suspect that the reason why some comparative theologians are caught in business-as-usual theology is that they are also still lingering under the influence of postmodernism’s and postliberal theology’s insistence on the dominance of diversity. In their concern to respect and defend differences, postmodernists and postliberals conclude that cultures and religions are more different than they... (shrink)

""This book contains a careful, thorough, and where necessary skeptical as regards doubtful evidence (especially in the case of Plato and the Old Academy) of the beginnings in European thought of the negative or apophatic way of thinking and its relations to more positive or kataphatic ways of thinking about God. One of its greatest strengths, perhaps the greatest, is that the author makes clear that none of the persons concerned, Hellenic, Jewish or Christian, was engaged in the pursuit of (...) a philosophical abstraction, or the heaping of rhetorical superlatives on God. They were rather concerned to present the origin of the universe as an intimately present living reality which infinitely transcends our thought and speech. This, combined with careful attention to the varieties of negative theology and its relations with positive, and the particular difficulties experienced by the members of the various traditions involved, makes the book the best introduction to the negative theology available."" -A. H. Armstrong, Emeritus Professor of Greek, University of Liverpool, England. Emeritus Professor of Classics, Dalhousie University, Halifax, Nova Scotia, Canada. Senior Fellow of the British Academy. Irish academic Deirdre Carabine has lived and taught in Uganda for more than twenty years. She has recently been founder Vice-Chancellor at the Virtual University of Uganda (VUU), the first fully online university in Sub-Saharan Africa. Prior to that she set up International Health Sciences University in Kampala. She has taught at Queen's Belfast, University College Dublin, and Uganda Martyrs University. Currently, she is Director of Programmes at VUU. She attended the Queen's University of Belfast where she graduated with a PhD in philosophy, and University College Dublin where, as one of the first Newman Scholars, she gained a second PhD in Classics. She is also author of John Scottus Eriugena in the Great Medieval Thinkers Series (2000). (shrink)

Faculties of theology are a traditional feature of most western European universities, yet in colleges of education, schools and in some newer universities the subject is studied, if at all, under the heading of 'religious studies'. Taking the question 'Is there such a subject?' as his point of departure, the author sets out to explore the relation between theology and the broader field of religious studies. Theology primarily means 'rational talk about God', but the word is used in other wider (...) and looser senses as well. Mr Hebblethwaite discusses in what ways it is possible for non-believers to engage in theology, and stresses the need for all to pursue the subject openly and self-critically in a religiously pluralist world. Criteria for truth-claims in religion and the problem of revelation are among the topics examined. In the course of his study the author looks at the relationship between theology and a number of adjacent subjects: psychology and the social sciences, philosophy, history and ethics. (shrink)

The article provides a survey of the content of Balliol College 63, with special attention to the questions of Gerard of Siena. It establishes that many of the texts in the first half of the manuscript are pre-edited versions written at Paris in the 1317-1321 period. To illustrate that point, Gerard of Siena's question on whether the articles of faith are the principles of theology is edited in the appendices in its pre-edited and final form as edited by Gerard (...) in the 1320s. (shrink)

This study analyses the influence and infection of traditional Chinese culture, starting from the cultural influence of ancient Chinese poetry and literature, and explores the impact and healing effect of traditional Chinese poetry and literature on college students’ psychological anxiety. Combining with traditional Chinese culture, it proposes intervention and treatment strategies for college students’ psychological anxiety. Through volunteer recruitment, 100 college students were recruited for comparative experiments, and the subjects were divided into an experimental group and a (...) control group. The experimental group participants regularly participate in Chinese ancient poetry and literature appreciation courses during the experimental period, and form an ancient poetry and literature learning group for discussion and learning. Research has found that psychological anxiety is a common psychological problem among contemporary college students, with most of them experiencing varying degrees of psychological anxiety. After the experiment, the number of patients with severe anxiety disorder decreased by 64.21%, while the number of patients with moderate anxiety disorder decreased by 57.36%. Under the artistic influence of traditional Chinese culture, the anxiety state of students with mental anxiety has been significantly improved, and the overall satisfaction score of students with treatment intervention plans is relatively high. Contribution: This study uses the profound historical heritage of Chinese ancient poetry and literature to help contemporary college students adjust their psychological state and reach the psychological adjustment under the infection of Chinese tradition culture. During the learning and appreciation of Chinese ancient poetry, literature and culture, students can comprehend the literature advancement in Chinese society, also influenced by the excellent traditional Chinese culture, for enhancing the humanistic quality and mental health level. The results of this study can be utilised by scholars in the field of the psychology of religion and public theology. (shrink)

Nowadays, it is frequently seen that theology education is criticized over secularism or piety concerns. In fact, it has recently been observed that those who have opposed the existence of the theology faculties within the university system for religious reasons have tried to make their voices heard on different platforms, especially on social media. The discussions conducted on different platforms mostly run without a scientific basis. The aim of this study is to determine the views of theology faculty students with (...) regard to the studying on campus and to contribute to the structure of the evaluations on higher religious education-university dilemma on a scientific basis. Metaphor technique was used for data collection. Data were collected in April 2019 using open-ended questions from 228 sophomore, junior, or senior students at Faculty of Theology in Zonguldak Bülent Ecevit University. Content analysis and chi-square technique were used in the data analysis. The research revealed that the majority of students (%73, 2) produced positive metaphors for studying theology on campus. Students mostly explain the positive experience of studying on campus through the possibility of growing up as a well-equipped theologian, recognizing real-life, and representing religion. It was also determined that the students who completed the associate degree and continued theology faculty highlighted the positive aspects of theology education on campus.Summary: While higher education throughout history has been undertaken by madrasas in the East and monastic schools in the West, it has been represented by the modern university in the last two centuries. The madrasas and monastic schools were religious institutions in terms of aims, epistemological and pedagogical understanding, institutional structures, and the lifestyle they produced. The aim of these institutions, which are subordinate to religious authority, was to educate the man on behalf of God while giving this education in accordance with the religion. The university, which replaces madrasas and monastic schools, was not different from the tradition of madrasas and monastic schools when it was first established. The first universities and colleges that were accepted as the ancestors of the well-established universities in the West were schools established for religious purposes. Indeed, many of the western universities established in the past for religious purposes continue their administrative and financial ties with the church. On the other hand, after enlightenment, education has ceased to be a business of religious institutions, and national states have established modern universities to train people suitable for their own needs. The modern university that is positivist and rationalist reveals information to educate people and to perfect society in the name of the state and the economy, not for the God. Research shows that both universities that maintain their ties with the church and state universities participate in the secularization process deeply. Nevertheless, religion continues to exist in different forms at universities, which is much more intense at universities that continue their connection with the church. In addition to the theology and religious studies programs, religion finds a place in the modern university campus through accredited student organizations, campus priests and preachers, social organizations, etc.When Darülfünun (Dār al-Fünūn) the first example of a modern university was established in Turkey in 1900, theology faculty became one of the three faculties. However, whether a modern university is a suitable place for higher religious education has been a controversial issue. In 1915, theology faculty was removed from the university system, then re-established in the university again in 1924, and in 1933, theology education was terminated due to the discussions of modernization. In 1949, the theology faculty was reintroduced at the university; and after 1959, High Islamic Institutes were established under the Ministry of National Education. The inclusion of religious education in the university has been one of the issues that frequently occupy the agenda until 1982, when all higher religious education institutions were included in the university system. In these discussions, the interesting thing is that religious people insist on being included in the university system although various groups oppose in the name of secularism principle. Even more interesting is that there are still demands for higher religious education outside the university, although the number of theology faculties has increased in recent years. In order to make the madrasas to be function as an alternative or complement to theology faculty, they claim that the theology degree completion program or open theology program must be expanded. In fact, it has recently been observed that those who have opposed the existence of the theology faculties within the university system for religious reasons have tried to make their voices heard on different platforms, especially on social media. Those who make such claims, claim that the university is not a suitable place for religious education in terms of epistemology, pedagogy, and social life.This study aims to determine the views of theology faculty students with regarding to the studying on campus and to contribute to the structure of the evaluations on higher religious education-university dilemma on a scientific basis. Within this framework, three basic questions were investigated: (i) Do students highlight positive or negative aspects of theology education on campus? (ii) What kind of experiences are reflected on the positive or negative aspects of theology education on campus from the metaphors? (iii) Is there any difference among the metaphors of the students according to the gender and enrolling types to the faculty (university entrance exam or vertical transfer exam and non-exam enrolling system)? Metaphor technique was used for data collection. Data were collected in April 2019 using open-ended questions from 228 sophomore, junior, or senior students at Faculty of Theology in Zonguldak Bülent Ecevit University. Content analysis and chi-square technique were used in the data analysis.The research revealed that the majority of students (%73, 2) produced positive metaphors for theology education on campus. Students mostly explain the positive experience depending on the possibility of growing up as a well-equipped theologian, experiencing real-life, and representing religion. Among the reasons of the negative metaphor producers, the degenerative effect of the campus environment, the exclusion, and the desire to study in a religious environment come to the fore. It was also determined that the students who completed the associate degree and continued theology faculty highlighted the positive aspects of theology education on campus. Consequently, results show strong student support for theology education at university.In our opinion, it is possible to interpret the recent debates on the inclusion of theology faculties within the university system through the general tendencies of religious people who encounter modernism. In this regard, the results provide important clues. Religious people who encounter modernism generally preferred one of the following three ways: ghetto closure, conflict with the modern, seeking a consensus-based way to continue to touch the life of modern people with the message of religion over time and space. While those who prefer ghettos and conflict reject everything that is modern, those who are accommodating seek ways to keep religion together with modern people and institutions despite some risks. Results show that most of the theology students consider the university as a place that offers opportunities for religious education despite the secular and sometimes challenging environment of the campus. This means that they have a strong self-confidence in the beauty that religion can bring to modern life and modern people. (shrink)

The traditional ideological and political education should keep pace with the times, and the physical and health education should highlight its value, and must combine the two. This study investigated on the integration path of mental health education and college students’ ideological and political education. A stratified random sampling was conducted on 2021 students of a higher vocational college. The subjects were divided into the control group and the experimental group. The experimental group was given the integrated intervention (...) course of mental health education and ideological and political education of college students, and the control group was given routine teaching. The depression score of the experimental group is significantly lower than that of the control group, and the mental health quality score is higher than that of the control group. Contribution: The integration of mental health education and college students’ Ideological and political education can effectively improve the level of college students’ mental health. This course constantly improves the students’ subjective consciousness, subjective ability and subjective personality, and fully reflects the educational effect of the ideological and political education of college students’ mental health course. This research provides data which could be utilised by academics in the field of practical theology, especially youth ministry and religious educational studies. (shrink)

Intended as a college text, this presentation of Aquinas' teaching on God achieves an admirable clarity of exposition although it dismisses initial epistemological misgivings and contents itself with a systematic gloss of the questions Aquinas asked in the order he raised them. Documentation is ample and a bibliography of Thomistic works on God is appended. --D. B. B.

The article investigated the rising trend that has not received attention in Zambian scholarship of institutions that started as theological institutions transforming or shifting from the provision of theology only to other disciplines to meet the growing demand for higher education. Using the United Church of Zambia University College as a case in point, the paper explored how the institution had experienced and repositioned itself in the context of transformation with reference to its identity and diversity from a (...) descriptive case study perspective. Data was collected through document analyses and recorded interviews and informed by secularization of institutions’ theories. The study established that the institution had transformed into a university college and diversified its programmes from theology alone to other disciplines in order to broaden its scope of service in the area of education support to the nation. However, the integration of theology and other secular disciplines in the institution had not only transformed the institutional identity but also diversified the institution, and this required finding a balance between the two. Transformation had also initiated new marketing strategies to sell its products to the public. The paper argues that in the context of sustainability challenges associated with theological education, UCZUC presents a potential success story of theological institutions’ quest to maintain viability in modern times through striving for active and intentional integration of sacred and secular as a contribution to higher education and society. (shrink)

Adriaan Theodoor Peperzak contends that while many Catholic philosophers try to practice a modern, autonomous style of thinking, their experience of a faith-guided life necessarily compels them to integrate their scholarly pursuits with their Christian faith. He writes, "Christians who think cannot separate their thought from their faith and theology." Indeed, he argues that the work of Christian, particularly Catholic, philosophers loses its vitality when philosophers try to restrict their reflections to natural reason alone. In this book he explores the (...) essential unity of philosophical and theological thought from various perspectives and pleads for a radical change of method in philosophy. "This book breaks the modern taboo of the separation between philosophy and theology. It is an invitation to philosophy to recover its rooting in life and to become knowledgeable about love. It is an invitation to theology to rediscover its vocation as a mature consciousness of faith, to communicate using all forms of human thought, and to avoid the pathology of fundamentalism. Peperzak, whose thought is rooted in the traditions of Western philosophy and Christian theology and who is also profoundly aware of the contemporary philosophical-theological debate, is able to speak efficaciously whether to Catholic intellectuals or to any scholar interested in the integrality of human wisdom." —_Giovanni Ferretti_, Università degli Studi, Macerata, Italy "_Philosophy between Faith and Theology_ is a masterful expression of the intellectual resources of the Catholic tradition, as brought to bear on issues of Catholic faith, education, and culture." —_Jeffrey Bloechel_, College of the Holy Cross _ "This book makes an original contribution to Catholic studies, philosophy, and theology by charting a useful, cogent, and meditative course between Christian faith and scholarship. On the basis of a lifetime's erudition and experience, Adriaan Peperzak transforms the ways we think about faith, theology, and philosophy." — Kevin Corrigan, Emory University_. (shrink)

The relationship between the universal and the particular church was the subject of a comprehensive public debate between two German bishop theologians, namely Joseph Ratzinger and Walter Kasper. The debate was initially occasioned by an official document issued by the Congregation for the Doctrine of the Faith on the church as communion . The debate has clearly exposed ecclesiology’s complexities and tensions. Ratzinger taps biblical and theological sources in order to valorise unity or universality in an era of farreaching (...) pluralisation. His argumentation culminates in an endeavour to counter unilateral and horizontal ecclesiologies with an axiomatic ‘ontological and temporal primacy of the universal church over the particular churches’. Kasper recognizes genuine dangers in the one-sided ‘horizontalisation’ and fragmentation of ecclesiology. Rooted in his pastoral and oecumenical experience, he is of the opinion that the theological space created by Vatican II for the particular churches and the diocesan bishops should be claimed to the full. He detects a centralistic deformation of Vatican II in Ratzinger’s axiom. For Ratzinger Kasper’s standpoint can be the first step in an empirical reduction of ecclesiology. In this contribution, I have tried to demonstrate that Kasper’s ecclesiological perspective cannot be suspected of ‘de-theologisation’. Indeed, ‘re-theologisation’ can be understood as the central theme of his theology. The problem of determining the relationship between the universal church and the particular churches is given concrete form in the problem of determining the relationship between the office of bishop, the college of bishops in union with the pope, and the Petrine office. Kasper’s insistence on a legitimate degree of latitude for diocesan bishops does not imply that his goal is to decentralise the Petrine office both theologically and pastorally. At a certain moment in the debate, both theologians recognized that their differing perspectives were more a matter of theological opinion than of essential doctrinal conflict. Their mutual support of the idea of the ‘priority of internal unity’ is a crucial and unmistakable key concept for the correct understanding of the debate. (shrink)

This new edition of William James’s 1909 classic, A Pluralistic Universe reproduces the original text, only modernizing the spelling. The books has been annotated throughout to clarify James’s points of reference and discussion. There is a new, fuller index, a brief chronology of James’s life, and a new bibliography—chiefly based on James’s own references. The editor, H.G. Callaway, has included a new Introduction which elucidates the legacy of Jamesian pluralism to survey some related questions of contemporary American society. -/- A (...) Pluralistic Universe was the last major book James published during his life time. It is a substantial philosophical work, devoted to a thorough-going criticism of Hegelian monism and Absolutism—and the exploration of philosophical and social-theological alternatives. Our world of some one hundred years on is much the better for James’s contributions; and understanding James’s pluralism deeply contributes even now to America’s self-understanding. At present, we are more certain that American is, and is best, a pluralistic society, than we are of what particular forms our pluralism should take. Keeping an eye out for social interpretations of Jamesian pluralism, this new philosophical reading casts light on our twenty-first century alternatives by reference to prior American experience and developments. -/- . (shrink)

The Lancashire Independent College in Whalley Range, Manchester, was built to train Congregational ministers. As the first of a number of Nonconformist educational institutions in the area, it illustrates Manchester‘s importance as a centre of higher education generally and Nonconformist education in particular. The building was designed by John Gould Irwin in Gothic style, mediated through references to All Souls College in Oxford by Nicholas Hawksmoor, whose architecture also inspired Irwins Theatre Royal in Manchester. The College was (...) later extended by Alfred Waterhouse, reflecting the growing success of the institution, which forged links with Owens College and went on to contribute, with other ministerial training colleges, to the Universitys Faculty of Theology established in 1904. The building illustrates an interesting strand in early nineteenth-century architectural style by a little-known architect, and has an important place in the history of higher education in north-west England. (shrink)

Using principally, though not exclusively, the learning of the biblical languages, this paper seeks to demonstrate four things. Firstly, from their beginnings in the early seventeenth century the majority of British Baptists have believed that the study of theology is essential for their ministers, and that the provision of such an education through their colleges is necessary for the well-being of the churches. Secondly, and contrary to misconceptions among Baptists and those of other traditions, Baptists have always had ministers who (...) have been highly trained theologically, and that this has enriched their service as pastors. Thirdly, it reveals that Baptists today have a wealth of both academically-gifted and theologically-astute pastortheologians and pastor-scholars. Finally, it argues that theology has always played its part in the renewal of Christian life and witness for which so many Christians today are praying. (shrink)

Moore, Gerard Review of: Baptism: Historical, theological and pastoral perspectives, by Gordon L. Heath, and James D. Dvorak, eds, McMaster Divinity College Press Theological Study Series 4, pp.271, $44.95.

In lieu of an abstract, here is a brief excerpt of the content:I am delighted to have the opportunity to speak on a topic that is of interest to all of us, inasmuch as it pertains to our summer endeavor, Franciscan education. I will do so, however, from the perspective of Roger Bacon – the Doctor Mirabilis – a friar who held his Order's education system in contempt. His scathing attacks included equally strong words for the Augustinians, Carmelites and Dominicans, (...) whom he lumped together with the Franciscans and dismissed as the ordines puerorum. Although he was a Franciscan, let me assure you that Bacon did not intend the "order of young boys" to be an endearing description of his confreres – but more about this later.Bacon's sharpest attacks are found in his Compendium studii philosophiae, written around 1271-1272. For those of you who are not familiar with this English friar, let me sketch out his biography. In all seriousness, what we know of his provenance, education, and career is indeed sketchy. Depending on how we read selected autobiographical remarks, he was born around 1214 or 1220 and died around 1292. After studying in Oxford, he became one of the first masters to comment on Aristotle in the Faculty of Arts in Paris during the 1240s and subsequently returned to England. Whether it was there, or perhaps later in France that he entered the Minorite Order is uncertain, nevertheless we find him in the Franciscan habit in 1256 and living in Paris. It will be from the vantage point of Paris that Brother Bacon will argue for radical curricular reform and critique the prevailing mendicant educational system. Later, perhaps back in England after 1268, he continues his criticism until his death in 1292.As I begin, allow me a few moments to explain why I think Bacon's critique should not be ignored by Franciscans nor relegated to an obscure footnote by educators. To offer a critique of a position, belief, or view is something that is to be expected from those in colleges and universities who have been educated in what we call "critical thinking." However, as Michael Roth noted in The Chronicle of Higher Education, to critique is the beginning, not the end or goal of the process. His article, entitled "Beyond Critical Thinking," warns educators that many of our best students are considered intelligent because of their sharply-honed, acquired ability to take apart, unmask, or deconstruct the beliefs of others. Experts at exorcizing and banishing meaning from firmly held texts, they are likewise unable to find or construct meaning in their own lives from these sources which have inspired, formed, and challenged countless individuals through the centuries.Let me offer you an example from my own experience at Flagler College. I have taught everything from Introduction to the Old Testament to upper-level Contemporary Theological Thought. Over the years I have seen that taking a critical approach to the material is crucial, yet there is a corresponding need to assist students along the path toward wisdom through the integration of our academic critique within a coherent worldview. For any number of reasons it is an exhilarating, empowering, and I would say, even a liberating experience for some to learn that the Scriptures are problematic, and thereby open to various interpretations. This opens the door for some to challenge the authority their parents and pastors have wielded over them, while emboldening other students to challenge and even embarrass peers. For example, one of my students discovered that the King James Bible contained John 5:4 which many modern translations eliminated since scholars hold that it was something similar to a gloss. He subsequently challenged others by questioning how they could believe that God had an eternal claim on anyone when scholars were not even sure what parts of the Bible were legitimate, or even true. His proof text in these discussions.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 139-147 [Access article in PDF] A Mahayana Theology of Salvation History John P. Keenan Middlebury College Salvation history is a Western theological strategy based on biblical ideas about how God acts in history to bring about the salvation/deliverance of God's people. It begins with the scriptural accounts of creation as the inception of God's plan. It moves to describe Israel's deliverance from slavery (...) in Egypt and goes on to depict the guidance the Lord Yahweh provides for his people throughout their journeys and despite their trials and reverses.Israel may be idealized in scripture as God's domain, sovereign among the nations, but in fact it was a small country sandwiched between the two superpowers of the day—Egypt and Assyria (or Babylon), and subject to the rise and fall of those empires. 1 The New Testament goes on to describe God's plan in sending his son Jesus to effect salvation and unite all people in him (Eph. 1:1-16). The passion, death, and resurrection of Jesus comprise the central drama, in which we all are invited to participate. The author of Luke/Acts gives an account of how God moves through the teachings and the life and death of Jesus to establish his Church and how that Church evolves from a small and marginal community to enter and permeate the very heart of the Empire at Rome. The story continues in postscriptural Christian history, from Constantine's vision at Milvian Bridge to the Christianization of Europe, and further to the missionary endeavors to convert all peoples to the path of the Gospel. In the twentieth century, Liberation theology is heir to these notions, insisting that conversion means not simply becoming Christian, but the furtherance of justice and peace among all peoples, even non-Christians.A Mahayana reading of this schema is not at first glance very promising. Mahayana knows nothing of God, much less of God acting in history. Nor, indeed, of history itself as a purposeful unfolding of events. Indian thought is known for its ahistoricity. No histories were produced in ancient India at all. No Herodotus, no Thucydides. The first Buddhist histories were written not in India but in Tibet, some thousand years after the birth of the Buddha Sakyamuni. Indian traditions in their focus on the eternal truth (sanatana dharma) turned away from the concrete flow of events and from any recording of their progression. [End Page 139]The task before us is challenging. To tackle it best, I will divide this essay into three parts, and thus attempt to argue for a Mahayana reading of salvation history. The first part will treat Mahayana philosophy and argue that despite its Indian lack of historical consciousness, it does possess the tools for writing history. Its teaching that all events are empty (sunyata) is coterminous with its teaching that all events arise in dependence upon a host of causes and conditions (pratitya-samutpada). In a word, emptiness itself entails a radical insight into the contingent and conventional historicity of events (dharmas). Beyond this, since all events are seen as empty of any abiding core essence, Mahayana deconstructs the very idea of an eternal world truth over and apart from the everyday world of events. It proclaims, rather, that to an awakened person, all is "worldly convention-only" (samvrti-matra). 2 This focus on the radical conventionality of events can serve, I would argue, as a needed corrective to a literalistic reading of salvation history. Looked at from this perspective, the story of the New Testament writers can perhaps become more apparent—how they are writing of God's design, purpose, and plan in order to counter the regnant patterns of Greek and Roman arrogance, and to substitute insight into the mystery of our being and of our being here.The second part of this article will address the Western doctrine of salvation history, focusing on the New Testament, particularly Pauline theology as expressed in one passage from Ephesians about how salvation is attained through Jesus as the unfolding plan of God's purpose... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Naturalistic Empiricism as Process TheologyGary Dorrien (bio)The founders of the Chicago School of Theology sought to develop a fully modernist theology, the first one by their standard. They swept aside the a prioris of Kant and Schleiermacher, declaring that nothing is given and no norm from the past holds legitimate authority. Theologian Shailer Mathews, philosopher of religion George Burman Foster, church historian Shirley Jackson Case, and psychologist of religion (...) Edward Scribner Ames were the founders. They agreed with Ernst Troeltsch that Ritschlian historicism is not true historicism and with William James that lingering over the mystery of subjectivity is a loser for theology and philosophy. Theology had to change to deserve the modernist name. Instead of claiming that religious knowledge is a product of religious experience, theologians should say that religious knowledge is a product of disciplined empirical reflection on experience, especially the experience of external relations. Moreover, the Ritschlian approach of employing a Christian framework to get a Christian answer is illegitimate. The only way to make theology truly modern is to make it as scientific as chemistry, or at least, sociology.The Chicago School had a quintessential figure in each of its first three generations. Mathews was the emblematic founder, Henry Nelson Wieman defined the second generation, and Bernard Meland defined the third generation. Each generation had a process orientation that distinctly ventured theological claims. Mathews led the Divinity School as dean from 1908 to 1933, crafting a socio-historical theology of evolutionary process, functional patterns, value theory, and cultural progress. Wieman developed a theological behaviorism that touted its empirical objectivity and opened the door to the organic metaphysical system of Alfred North Whitehead, though Wieman subsequently tried to close the door. One stream of Wieman’s protégés stuck with his approach and another stream tacked back to Whitehead. Meland synthesized the history of the Chicago School, pulled it in Whitehead’s direction, and later regretted that Whitehead, philosopher Charles Hartshorne, and process theology were too scholastic. Process theology, Meland believed, should be more theopoetic, more culturally attuned, and less scholastic—a prescription with an ample future once feminist theology entered this field. [End Page 5]I. Shailer Mathews and the Early Chicago SchoolThe University of Chicago was the product of John D. Rockefeller’s money, Midwest Baptist anxieties about falling behind other denominations, and William Rainey Harper’s vision of a modern Baptist university. Harper, a Hebrew Bible scholar, and a phenomenally enterprising administrator, founded the university in 1890, stocking it with faculty stars he plucked mostly from New England colleges and universities. Mathews was not a star, or thought to be brilliant. Raised in the staid, thoroughly middle-class, evangelical ethos of Portland, Maine, he was educated at Colby College in Maine, befriending sociologist Albion Small, who became Colby’s president in 1888. Small opened a succession of doors for Mathews—seminary at Newton Theological Institution, a faculty position at Colby in public speaking, graduate study in sociology at the University of Berlin, teaching sociology at Colby, and in 1894, two years after Small moved to Chicago to found the nation’s first sociology department, following Small to Chicago. Harper chaired the Old Testament Department, Mathews’s former teacher at Newton, Ernest DeWitt Burton, chaired the New Testament Department, and Mathews was hired to teach New Testament history, never mind that he had no training in it except whatever Burton had taught him. Burton told Mathews not to worry—his Berlin training in sociology should apply just fine to New Testament history. The University of Chicago had a mission to make religion relevant again, and Mathews could help with that.1Harper enlisted him to serve as an extension of himself in Harper’s numerous endeavors. Mathews was really good at representing Harper, speaking for him on the road, hustling back to Chicago for classes, and enjoying his dual role. To ground himself in his acquired field, Mathews wrote a series of articles on “Christian Sociology” that became his first book, The Social Teaching of Jesus (1897). Christian sociology, he explained, was the use of social science to explicate the objective meaning of Christianity, an overdue enterprise. A scientific reading... (shrink)

This article examines a model of formation within higher education that is committed to educationally based spiritual formation, desiring to see students formed as people who love God and neighbor, devoting their lives to redemptive labor in the world. Deeply influenced by the evolving relationship between the department, the institution, and the broader evangelical culture, the Christian Formation and Ministry department of Wheaton College seeks to equip students with the theological and theoretical foundation, the personal maturity of character (...) and faith, and the practical ministry skills necessary to lead and participate in the formational and caring mission of the church in the world. Wheaton College’s unique approach to teaching spiritual formation and soul care in both their undergraduate and graduate programs is examined through a historical context of the department, a liberal arts and learning-centered approach to education that includes biblical foundations, philosophical framework, pedagogy, and teaching curriculum and assessment. (shrink)

When the Church of Sweden ceased to be a state church in the year 2000, the parameters for a change in the relation between academic theology and religious studies ( religionsvetenskap ) at the state universities in Sweden was in place. My article, which is intended as a contribution to the sometimes unnecessarily agonistic discussion following the sharp critique levelled by the Swedish National Agency for Higher Education (Högskoleverket) in 2008, focuses on two basic oppositions underlying the present discourse, namely (...) the tension between the expectation of economic utility and the ideal of a free search for knowledge; and that between, on the one hand, confessional neutrality and, on the other hand, the education of priests and pastors. As a conclusion, I suggest a way forward in three points: 1. The education of priests for the Church of Sweden must change as a result of the abandonment of the state church system. 2. At the same time, the state system should nurture a more positive attitude toward theological reflections developed at nongovernmental university colleges. 3. Thirdly, the interrelationship between secular religious studies at state universities and the tradition specific theologies developed at private university colleges could be essential for the balancing of the demand of economic utility and the principle of academic freedom as it concerns religious studies. (shrink)

The renowned Christian theologian Bernard Lonergan was also a professor, teaching courses on theological method at universities in Canada, the United States, and Italy. This volume records his lectures and teaching materials, thus preserving and elucidating his intellectual development between the publication of Insight in 1957 and Method in Theology in 1972. The present volume contains a record of the lectures delivered in 1962 (Regis College, Toronto), 1964 (Georgetown University), and 1968 (Boston College). This is the most (...) 'interactive' volume yet published in the Collected Works series. The audio recordings of the 1962 and 1968 lectures are now available on the website www.bernardlonergan.com, as are PDF files of original papers from his 1964 institute at Georgetown. These lectures help to elucidate the development of Lonergan's ideas on such key notions as horizon, conversion, and meaning, as well as his evolving opinion on how best to divide theology into fields of specialization. (shrink)

Hegel established the modern standpoint of the philosophy of religion by creating a "phenomenology" in which all modes of religious experience prior to his own philosophical religion were viewed as "finite." It is our task now to work out the logic of the "absolute religion". This excellent book is valuable spade-work for that task; but it is still only spade-work.--H. S. Harris, Glendon College, York University.