The first editorial of the journal Theology and Philosophy of Education.

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

This article explores the trends in the implementation of Islamic moderation through aqidah and sharia in Singkawang, as it is considered the most tolerant city in Indonesia based on a research report published in 2019. Using grounded research analysis, the authors found three structured patterns: implementation strategies, implementation processes and implementation patterns. This study shows that these strategies and methods, implemented through a flexible, straightforward and easy-to-implement model are relevant to the fundamental values of Islamic education and offer a (...) means of forming a complete and comprehensive network. These implementation patterns encourage religious communities to develop and maintain healthy social relationships. Hopefully, such implementation patterns can be imitated and modified by policyholders to realise Islam rahmatanlil ‘alamin [as a blessing for all].Contribution: Scholars in the fields may benefit from the findings of the research as it provides a new perspective of the Islamic educational moderation theory grounded from the field research. It argues that the practice of community tolerance, especially by the Muslims, has been based on the good understanding of the theology of Islamic education moderation. Education matters in the process of community peace building and in generating tolerance through the implementation of Islamic moderation values. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Al-Sira Al-Nabawiyya is often used as a reference to violence in Islam, mainly because war narration is so dominantly displayed. The tendency of using Al-Sira Al-Nabawiyya as the basis of violence conception in Islam drives Islamic teaching practices to become violence-oriented. This article presents a re-reading of Al-Sira Al-Nabawiyya by Wakhiduddin Khan, Tariq Ramadan and Satha-Anand, with a mimetic anthropology framework. The reading on Al-Sira resulted in three conclusions. Firstly, there are many non-violence stories at all stages in the life (...) of Prophet Muhammad, since the pre-prophetic era until his death. Secondly, the Prophet Muhammad was a teacher who based his activities on the principles of tawhîd, patience, love, forgiveness and appreciation for humanity. Thirdly, educational activities are Muhammad’s exemplary activities which are full of non-violent values. The findings of this article can be used as the basis for the reformulation of Al-Sira Al-Nabawiyya teaching materials in Islamic Education as well as the basis of teaching activities for Islamic teachers. Contribution: This article contributes to a paradigm shift in teaching the History of the Prophet Muhammad in a peaceful Islamic education system. The peaceful paradigm in this article can also divert the tendency of Islamic extremism to become an Islam that provides peace and prosperity to the universe ( rahmatan lil ‘alamin ). (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

THEOLOGIES OF RELIGIOUS EDUCATION explores the interactive relationships between religious education and thirteen widely different current schools of theologies. Central to this volume is the basic question of whether theology exercises determinative conrol over all phases of religious educaion theory and practice, OR whether theolgy is simply an important contributor to the field of religous educaiton. Does theology in itself possess the capability of directly generating teaching procedures and verifying the instrucitonal effects of these procedures?

John of Salisbury (c. 1115-1180) was the foremost political theorist of his age. He was trained in scholastic theology and philosophy at Paris, and his writings are invaluable for summarizing many of the metaphysical speculations of his time. The Policraticus is his main work, and is regarded as the first complete work of political theory to be written in the Latin Middle Ages. Cary Nederman's new edition and translation, currently the only version available in English, is primarily aimed at (...) undergraduate students of the history of political thought and medieval history. His new translation shows how important this text is in understanding the mores, forms of conduct and beliefs of the most powerful and learned segments of twelfth century Western Europe. (shrink)

Liberal education prior to St. Augustine -- Education in Augustine's moral theology -- Perils of skepticism -- Liberal arts curriculum -- Pedagogy and liberal learning -- Authority and illumination -- Purposes of liberal education.

Provides a constructive critique of Higher Education policy and practice from the standpoint of Christian theology. He focuses on the role universities can and should play in forming students and staff in intellectual virtue, in sustaining vibrant communities of inquiry, and in serving the public good.

This article explores the relation between Aquinas’ metaphysical, epistemological and theological ideas and his theory of education as presented in the De Magistro and other writings. Aquinas’ theory of education is based on a theological metaphysics of human nature and an account of human rationality that is grounded in human nature. In the first section after the introduction we provide a synopsis of Aquinas’ metaphysical narrative, but in a contemporary key that draws upon the resources of Analytical Thomism. (...) However, this theologically inspired metaphysics leads to a somewhat neglected epistemology that is crucial to his understanding of teaching and learning in the De Magistro – the notion of connatural knowledge that we explore in the second section. Our exposition of the Thomistic ontology of the human person together with the notion of connatural knowledge, provide the context for understanding the De Magistro in the third section. (shrink)

Some Thoughts concerning Education, originally published in 1693, is one of John Locke's major works, a classic text in the philosophy of education; this is the definitive scholarly edition. The work mainly concerns moral education and its role in creating a responsible adult, and the importance of virtue as a transmitter of culture; but Locke ranges also over a wide range of practical topics.

Some people think that various acts of terrorism are always related to Islam as it is a doctrine which is identical to war with all its derivative forms. It will appear to be incompatible if we trace the example of the Prophet Muhammad SAW, written in Ṣahīh Bukhāri’s ḥadīths. This research aimed to uncover the meaning of Jiḥād in Islam as stated in the ḥadīths of the Prophet Muhammad in the book Ṣahīh Bukhāri, the work of the distinguished ḥadīth scholar (...) named Muhammad bin Ismail bin Ibrahim bin al-Mugirah al-Bukhāri. This interpretation is expected to be a guide for Muslims in the Jiḥād itself, and it could provide accurate information for researchers about Islam, making it possible for scientists to change the stigmatic perspective of terrorism related to Islam. The researchers used a descriptive method by discussing the philosophical meaning of Matan of ḥadīth contained in the book Ṣahīh Bukhāri about Jiḥād. It was concluded in this research that the term Jiḥād does not mean war. It means the effort in the path of Allah, doing Jiḥād against lust, serving the parents, reconciling the parties in conflict, keeping of the promise, supporting old widows, supporting neglected children and the poor, doing hajj Mabrur, and so forth. Jiḥād could also be defined in the context of social welfare, such as in education and economics, which support the framework of bringing about prosperity on earth.Contribution: The number of terrorism cases in the name of Jiḥād lately is very detrimental to Muslims. Because of a lack of understanding of Jiḥād’s meaning, it is a broad sense apart from the war against infidels. This article calls on the importance of understanding Jiḥād, both for Muslims themselves and for people other than Islam. This article provides theological reasons for Jiḥād that can contribute to making peace in the world. (shrink)

Editorial of the second issue of the journal Theology and Philosophy of Education.

The most prevalent modes of philosophy, educational theory, and philosophy of education currently extant in the United States represent a pronounced departure from the fundamental patterns of the Greek-Jewish- Christian tradition. Among the noteworthy characteristics of the more popular trends is a tendency toward the denial of, or an indifference regarding, the existence of a Transcendent Being. This feature alone has effected a radical departure from the scholarly traditions which are characterized by investigations into the relationships between theology (...) and philosophy. This factor, in turn, bears potentially strong influence upon the theory and practice of education. Partially in order to promote the revivification of a heritage not unrelated to that of many early American intellectual leaders, the main purpose of this paper is to exemplify the structure and an aspect of the substance of a theology-philosophy of Catholic education in accord with a selected passage from A New Catechism: Catholic Faith for Adults. The theological-philosophical dimension of this structure is represented by a developmental process entailing three stages of progression: from human love through an awareness of the “God of the philosophers” to belief in Christ. It is shown how theological and philosophical elements of this process bear upon the importance of early childhood religious education as well as of Catholic education somewhat more broadly conceived. It is noted that, although the theological-philosophical foundations allow for numerous options in education, there are bounds within which the direction of this education must be retained. The current importance of this kind of investigation lies in 1) the fundamentally empiricist approaches in philosophy of education so prominent today, 2) the inability of empiricist philosophies to confront prescriptive values in an authentically rational fashion, and 3) the necessity of a theological-philosophical approach for the Christian who wishes to think rationally about prescriptive values, and to formulate the kinds of educational plans which will prove to be effective in promoting authentic human happiness. Brief references to the practical efficacy of theoretical conceptions, and to teacher education, conclude the paper. (shrink)

In 2017, the Faculty of Theology celebrates its centenary at the University of Pretoria. Celebrating a centennial is as much as looking back as looking forward. In a changing world with changing paradigms how does one remain relevant? Different challenges and expectations presented to tertiary institutions of education in a new dispensation puts all concerned with higher education in South Africa under pressure. The question addressed in this article is how will a Faculty of Theology remain (...) relevant to such an extent that it is continued to be viewed as desirable to have such a faculty present at a university, participating in the academic process and simultaneously continues to contribute to the well-being of the South African society. The author suggests the following guidelines for consideration. In order to remain relevant for the next couple of hundred years the Faculty of Theology should engage contextually with society, practise interdisciplinary Theology, engage in interreligious dialogue while still remaining connected to faith communities. A paradigm of post-foundationalism enables Theology to exercise Theology in a relevant and meaningful manner. (shrink)

At the University of Pretoria, Historical Theology consists of various sub-disciplines, that is, History of Christianity, History of Doctrine, History of Theology, History of Missions, Church History, and Church Polity. This article is located in History of Missions, as a contribution to the centenary celebration of the Maranatha Reformed Church of Christ (MRCC). The main focus of this contribution is an analysis of Prof. P.S. Dreyer’s mission theology as reflected in his publications, and how it shaped the (...) mission policy of the Nederduitsch Hervormde Kerk van Afrika (NHKA) and the growth of the MRCC. For 35 years (1954–1989), Prof. Dreyer was a member and chairman of the Mission Board of the NHKA. As part-time Superintendent of Mission and chairman of the Board, he not only had many administrative and financial responsibilities, but he also played a role in the establishment of at least 60 congregations in black communities, as well as the theological education of more than 200 MRCC students and ministers. All of this was based on a clear understanding of the nature of the church, as well as the responsibility and calling of the church to proclaim Jesus Christ to all people. Contribution: This article addressed the role of theology and individual theologians in the history of the church and mission in South Africa, and how it impacted upon the relationship between different race groups and the development of an indigenous Christianity. (shrink)

This text, titled The Responsibility of Educators, is the editorial of the second issue of the second volume of the journal Theology and Philosophy of Education.

Schools of Faith represents a diversity of essays from scholars in several continents. The contributors, all leading theologians and ethicists, offer reflections on historical and contemporary themes which are significant for wider debates in theological education and church life in today's world. The range of contributor and content provides a fitting tribute to the work of Iain R. Torrance over many years. Amid the numerous subjects discussed, the authors focus on liturgy, textual criticism, public theology, the ethics of (...) war, Christian doctrine, divine action, ecumenism, inter-faith dialogue, spiritual formation, the office of the minister, and the interface between religion and literature. The multi-faceted nature of this collection signifies its importance for historical, systematic and practical theology. (shrink)

Although the issue of transformation has always been on the agenda of higher education since the transition to a democratic government in 1994, it is only since the student protests in 2015 and 2016 that the call for decolonisation of higher education in South Africa attracted much attention. The aim of this article is to reflect on the discipline of practical theology in South Africa in view of this call for decolonisation. Looking through the theoretical lens of (...) decolonial theory, the author opts for an epistemological perspective on decolonisation. More particularly, the call for decolonisation of knowledge implies a struggle for epistemic justice. With this understanding of the call for decolonisation, the author reflects on the situation of practical theology in South Africa. The article concludes with three proposals for the decolonisation of practical theological research. (shrink)

Commercialisation, technology, and globalisation impact all facets of religion.Commercialisation of religion contributes towards society’s obsession with success. One areathrough which commercialisation manifests itself is in theological education. This isexacerbated by the celebrity cult whereby the leader’s success is measured by wealthyappearance. The current legal accreditation requirements put pressure on the Neo-PentecostalCharismatic ministerial formation. The online courses come at a high price, as they alsopromote the popular literature that is not scholarly insightful. The Neo-Charismatic leadersundermine the formal theological training, since (...) they claim to be taught by the Holy Spirit. (shrink)

Because the image we have of the human person determines educational practice, Stein’s philosophy of education consists in anthropology. Her main work in education theory falls into two parts, philosophical and theological, as both disciplines influence our image of the human person. The Structure of the Human Person, the first and philosophical part of this foundational project, constitutes Stein’s mature philosophy of the human person – a subject that had occupied her all her life. This article examines the (...) philosophical anthropology of this work, its historical background and its place within Stein’s entire work. (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)

The findings of this article reveal that the development of the independent learning model in the American literature curriculum positively impacts teachers’ job psychological satisfaction. This study highlights the contribution of autonomous learning mode in empowering students’ subjective status and enhancing their initiative, consequently reducing teachers’ psychological pressure and improving their overall satisfaction with their work. Contribution: The results of this study hold implications for scholars in the field, particularly those engaged in practical theology and religious educational studies.

The Republican education, its concepts, theories, and form of discourse belong to the shared European heritage of the pre-modern Age. The pedagogy of humanism and its effects on the early Modern Age are represented by Republicanism. Even if Republicanism found a political continuation in liberalism and democratism of the Modern Age, the same cannot be said of pedagogic continuity without some reservations. In pedagogy of the Modern Age an alternative to Republicanism prevails that builds onto a body of concepts, (...) discourse, and theory; it goes back to an old theological tradition. Rousseau chooses this alternative exclusively for his concepts of education. He is neither the inventor nor the one who builds up this language in contrast to pedagogical Republicanism. Nonetheless, the pedagogical canonization of Rousseau as one of the co-founders of pedagogical Modernity, marks the specific development that this theological language of pedagogy undergoes at the turn of the nineteenth century. Originally it is closely linked to specific theological, dogmatic lines of thought, namely, to the respective Piety movements within the two Christian denominations of Western Europe. Yet at the turn of the nineteenth century, this theological language of pedagogy increasingly loses that exclusive link to this particular context and becomes thus freely available to any form of pedagogy, which puts at its centre the child’s soul, absolute inwardness, and introspection as both holy and also threatened by a basically decadent social environment and outward world. (shrink)

The role and attitude of the faculty members, who is one of the pillars of the education system, is important in making the evaluation of distance education, which began to be implemented quickly and suddenly with the pandemic process. For this purpose, the effects of the use of distance education in higher religious education were examined from the perspective of the faculty members. 134 faculty members working in faculty of theology/Islamic sciences participated in the research. (...) In the research, the descriptive survey model, one of the quantitative research methods, was used. The data of the study was collected with a survey form consisting of 40 items in the five-point Likert type as well as demographic information. The analysis were made with SPSS 26 program using frequency (f), percentage (%) and mean (x̄) calculations from descriptive statistical methods. The findings in the dimensions of technology use and the role of the distance education support unit, preparation for lessons and motivation, teaching process and general evaluation of the method are presented in tables and interpreted. As a result, it was revealed that the anxiety and worry in the first stage decreased in the faculty members, they could adapt themselves to the distance education method sufficiently, but they were not satisfied with the efficiency of the courses, the attendance rates of the students, the assessment and evaluation methods used. The integration of distance education, which was found to be quite inadequate especially in achievements of applied courses, could not be fully achieved in the theology/Islamic sciences faculty programme. It can be said that the negative attitude towards distance education, which is evaluated as in the position of supporting traditional education, may change with the improvement works to be carried out. (shrink)

The article deals with the main problems connected with the process of institutionalization of theological education in the educational field in the scientific space of our country. At the same time, the necessity of forming effective mechanisms of cooperation between representatives of secular and religious circles in the development of spiritual education is outlined.