Sentences with phrase «disciplines of theological study»

On the other hand, «emphasis on the importance of the traditional disciplines of theological study in the biblical, church - historical and systematic fields has been reinforced after a period in which their values were frequently questioned».

Not exact matches

Clearly, the proposal that a theological school's study be focused through the lens of questions about congregations does not mean that somehow congregations become the sole or even the central subject of disciplined inquiry.

The three questions can serve as horizons within which to conduct rigorous inquiry into any of the array of subject matters implied by the nature of congregations, disciplined by any relevant scholarly method, in such a way that attention is focused on the theological significance of what is studied:

I join a number of mission thinkers in insisting that missiology is a complementary discipline and could not exist independently from other fields of theological study.

A century and half after Schleiermacher, theological academicians are still asking: Should mission study be an independent discipline or should it be included within other disciplines of theology?

Mission Study or Missiology (as we interchangeably use the two terms) as an academic discipline is closely related to the study of (other) living religions, and the discipline itself by definition is incomplete without its biblical - theological, historical, and practical - ethical dimensions and foundatStudy or Missiology (as we interchangeably use the two terms) as an academic discipline is closely related to the study of (other) living religions, and the discipline itself by definition is incomplete without its biblical - theological, historical, and practical - ethical dimensions and foundatstudy of (other) living religions, and the discipline itself by definition is incomplete without its biblical - theological, historical, and practical - ethical dimensions and foundations.

But by the time «catechetics,» as the study of instruction, became a theological discipline in the seventeenth or eighteenth century, a curious reversal had taken place, and most of the talk was about dealing with children.

The multidimensionality of mission not only confuses theological academia, but also hinders the discipline of mission study from finding its proper place.

If the goal that makes a school «theological» is to understand God more truly, and if such understanding comes only indirectly through disciplined study of other «subject matters,» and if study of those subject matters leads to truer understanding of God only insofar as they comprise the Christian thing in their interconnectedness and not in isolation from one another, then clearly it is critically important to study them as elements of the Christian thing construed in some particular, concrete way.

All of the disciplines actually employed in the study of various subject matters in a theological school are also used in a variety of types of schooling that do not claim to be and are far from being theological.

While I recall reading about the post-Schleiermacher tendency to understand practical theology as made up of numerous dimensions — the liturgical, moral, pastoral, spiritual, ecclesial and catechetical — within a clerical paradigm, I experienced it as a number of nonintegrated, specific disciplines of ministerial studies separated from other isolated disciplines dispersed throughout a confused theological curriculum.

Moreover, in its examination of problems of government in theological schools, the study continues in the tradition of the University of Berlin by voicing a powerful protest against patterns of school governance that «seem to have little confidence in the power of God to establish the victory of truth» and an eloquent plea for the freedom of inquiry that disciplined critical inquiry requires.

But today in our Third World contexts, for obvious reasons, theological enterprise needs to be nurtured by other disciplines such as social sciences, cultural anthropology, study of religions, political sciences, economy, etc..

More importantly, theological study must attend to those disciplines by which to assess the truth of old and new claims about how persons» identities and societies» power arrangements are shaped and changed.

It may well be that, in addition to requiring a coherent picture of ministry, recovery of unity in a course of study requires profound changes in the way in which critical inquiry is conducted in disciplined ways within theological schools.

The tendency toward pluralism and the participation of the schools in the confusion of churches and ministers becomes even more apparent in their efforts to add to the traditional core of theological studies new disciplines which are to serve as bridges between the heritage and modern men, or, more immediately, between it and the needs of ministers in modern churches.

For theological reasons, all these disciplines, and probably more, are needed to make rigorous a theological school's pursuit of its threefold questioning of the subject matter it studies.

A theological course of study must cultivate capacities to understand the practices comprising Christian congregations in several disciplined ways.

But the theological colleges for graduates aimed mainly to give a year or so of disciplined study and prayer to men who had already laid the foundation of general theological knowledge in school and university.

The difficulty is that, while not the cause of the fragmentation of theological schools» courses of study, the differences among the disciplines have come to be a major force to preserve the fragmentation.