Sentences with phrase «given in theological school»

Not exact matches

A given theological school may in fact be explicitly committed to a particular theological tradition or «position.»

1 have thought of still others in writing this: Sunday school teachers, that brave breed, who give so much and are so often given too little; and that wonderful, ubiquitous «man in the street» who wants his questions answered without theological indoctrination and in such fashion as to be spared from professional initiation.

Yet despite their number, their denominational affiliation and their service of denominational purposes the theological schools usually give evidence of sharing in a community of discourse and interest that transcends denominational boundaries.

In this situation churches and theological schools sense that more is expected of them by their fellow men than they once thought and that they owe their neighbors more than they are prepared to give.

The technical emphasis in recent theological education has given us better pedagogies, opened up the larger society as a field for ministry, redistributed authority and power in the schools, and added new and important areas of study.

To speak in that way of factors that make a given theological school concrete is to speak very misleadingly.

A purely sociological or anthropological study of a Christian congregation or of «the church» that purports to give a full account of what a congregation is, how and why it functions as it does, and when and why it succeeds or fails, would meet severe objections in most theological schools.

As with Kelly's recommendations, the rhetoric of this proposal honors Wissenschaft in theological schooling, but the proposal's structure gives schooling in critical, systematic, disciplined inquiry no role to play in the «training» of religious «professionals.»

In this story man's supremacy is given technical theological expression, peculiar to this writer and his school.

These are major theological factors that help make it the concretely particular school it is, and analyzing it in the light of these three questions will help give a realistic understanding of it.

In its extreme form this ethos can tend to alienate the common life and familiar language of a theological school from the ordinary language and patterns of common life of the churches, giving rise to complaints that theological schooling is «irrelevant» to the «real life» of actual congregations.

This has several implications for theological education, all of which are entailed in the distinctive twist this view gives to the school's overarching and unifying goal to educate leaders for the church.

Innocent idealizations of theological education give way before concrete realities of the particular theological school whose ethos is the medium in which one now largely lives and whose polity constrains one's life in powerful but often elusive 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.

Given these concerns, AAAS and the Association of Theological Schools (ATS) co-hosted a panel discussion on November 18 that explored the role of science in seminary education.