Sentences with phrase «in a theological school on»

We shall be speaking of a focus in a theological school on questions about «particular Christian congregations» as a means to understanding God Christianly.

It is worrisome, however, that this proposal's way of recovering unity in theological schooling on the «Berlin» type's terms appears to be at the expense of Wissenschaft.

Not exact matches

Unlike Christianity in the West, where divisive debates often have focused on theological doctrines, in Islam the most important schools of thought reflect differences in jurisprudence.

West Western churches became guarantors of theological schools of thought Western church membership is often contingent on fine points of doctrine Some western Christians believe that definite beliefs are incompatible with tolerance The atmosphere arose in which anyone could start a church

Scholasticism Theology moved from the monastery to the university Western theology is an intellectual discipline rather than a mystical pursuit Western theology is over-systematized Western Theology is systematized, based on a legal model rather than a philosophical model Western theologians debate like lawyers, not like rabbis Reformation Catholic reformers were excommunicated and formed Protestant churches Western churches become guarantors of theological schools of thought Western church membership is often contingent on fine points of doctrine Some western Christians believe that definite beliefs are incompatible with tolerance The atmosphere arose in which anyone could start a church The legal model for western theology intensifies despite the rediscovery of the East

Report on Candler School of Theology's attempt to provide the means of integrating theological learning and practice — i.e. teaching theology in context.

In Anxious about Empire, Yale Divinity School communications professor Wes Avram collects theological perspectives on America's role in global affairIn Anxious about Empire, Yale Divinity School communications professor Wes Avram collects theological perspectives on America's role in global affairin global affairs.

CNN: My Take: Chick - fil - A controversy reveals religious liberty under threat R. Albert Mohler Jr. president of the Southern Baptist Theological Seminary, the flagship school of the Southern Baptist Convention and one of the largest seminaries in the world, weighs in on the Chick - fil - a controversy.

Stepping into the political turmoil of Israel after being steeped in the United States presidential campaign is akin to moving into an advanced seminar on theological ethics from a third - grade church school classroom.

In this chapter we will focus solely on the notion of a theological school, on what makes it a school, and on what its being specifically a theological school implies for its being a school.

whatever a school's commitment to a particular theological tradition may mean, therefore, insofar as it is a school, it can not entail restrictions on the freedom of teachers and learners to differ and be in error.

When one has begun one's first academic year in a North American theological school, the Fall is on its way; when the second year has begun the Fall will almost certainly arrive.

In this chapter the author proposes courses of study unified by designing every course to address the overarching interest of a theological school and pluralistically adequate by designing every course to focus on questions about congregations.

As the discussion in chapter 6 suggested, none of this is unique to theological schools and the learning that goes on there.

Even when, as with the Protestant Reformers, knowledge of God is reserved for the eschaton and theological schooling focuses on faith, schooling remains a practice of paideia — notably, in Calvin's academy in Geneva.

On the other hand, if the concrete way this school does «have to do with God» is ordered to education for ministerial functions, is it not then in practice using «having to do with God» for a further, ulterior purpose («educating for ministerial functions»), thus corrupting its proper theological character («having to do with God for God's own sake»)?

As we saw in chapter 2, North American theological schools are located on various «Roads» and «Streets,» all of which in one way or another have historically taken paideia as the model of excellent schooling.

A second set of marks of excellence in theological schooling comes into view when we turn to reflect on the concreteness of a theological school: Its concreteness consists in part in its having institutionalized practices of governance, and its schooling is excellent to the extent that its polity leaves room so that the effort to understand God can be genuine by being free to err.

The proposal developed in this book is based on a hunch that discussions of theological schooling and proposals to reform it might get further if some of the assumptions and many of the terms conventionally used in the discussions were changed.

But because its governing interest is «religious,» theological schooling on the model of paideia has characteristically been disengaged from the public realm in the sense of the realm of political, social, and economic power, its arrangement and its management.

At this point our discussion of the institutionalization and polity of a theological school in chapter 8 comes to bear on the discussion of a theological school's course of study in this chapter.

A Christian theological school is defined, we have repeatedly stressed, by its interest in truly understanding God by focusing study on the Christian thing; but as a matter of contingent fact it happens that the Christian thing is most concretely available for study in and as Christian congregations.

This is a major cause of the thinness of much worship that does go on in theological schools.

Hence a theological school does focus study on congregations, but is not defined by an interest in doing so.

We noted in chapter 2 that differences on this point are one of the theological factors that pluralize rather than unite theological schools.

Recently James Gustafson has argued anew for this picture of theological schools in «Reflections on the Literature on Theological Education Published Between 1955 - 1985,» Theological Education, vol.24 (Supplementtheological schools in «Reflections on the Literature on Theological Education Published Between 1955 - 1985,» Theological Education, vol.24 (SupplementTheological Education Published Between 1955 - 1985,» Theological Education, vol.24 (SupplementTheological Education, vol.24 (Supplement II, 1988).

Jenkins, on the other hand, describes appreciatively theological schools, from the Orthodox doctrine of theosis to Teilhard de Chardin to the modern «creation spirituality» movement, which one way or another allow humans to share with God in the evolution of the world to a glorious transformation ¯ although, as Jenkins points out, there's a danger that that could veer off into anthropocentric management.

Wheeler cites the research done by Auburn Seminary's Center for the Study of Theological Education in intensively examining theological faculties in several seminaries, with particular emphasis on whether such schools will be able to recruit enough qualified faculty to replace the many who are currentlTheological Education in intensively examining theological faculties in several seminaries, with particular emphasis on whether such schools will be able to recruit enough qualified faculty to replace the many who are currentltheological faculties in several seminaries, with particular emphasis on whether such schools will be able to recruit enough qualified faculty to replace the many who are currently retiring.

Can we reconceive theological education in such a way that (1) it clearly pertains to the totality of human life, in the public sphere as well as the private, because it bears on all of our powers; (2) it is adequate to genuine pluralism, both of the «Christian thing» and of the worlds in which the «Christian thing» is lived, by avoiding naiveté about historical and cultural conditioning without lapsing into relativism; (3) it can be the unifying overarching goal of theological education without requiring the tacit assumption that there is a universal structure or essence to education in general, or theological inquiry in particular, which inescapably denies genuine pluralism by claiming to be the universal common denominator to which everything may be reduced as variations on a theme; and (4) it can retrieve the strengths of both the «Athens» and the «Berlin» types of excellent schooling, without unintentionally subordinating one to the other?

In my SBL presidential address and in my convocation address when beginning my tenure at Harvard Divinity School, I argued that theological disciplines and institutions must explicitly reflect on their rhetorical, public, sociopolitical functionIn my SBL presidential address and in my convocation address when beginning my tenure at Harvard Divinity School, I argued that theological disciplines and institutions must explicitly reflect on their rhetorical, public, sociopolitical functionin my convocation address when beginning my tenure at Harvard Divinity School, I argued that theological disciplines and institutions must explicitly reflect on their rhetorical, public, sociopolitical functions.

Choan - Seng Song (C.S. Song), Ph.D., is Professor of Theology and Asian Cultures at the Pacific School of Theology and on the Doctoral Faculty of the Graduate Theological Union in Berkeley, California.

I would like to offer two reasons why the speech experiment failed to take root at Candler: 1) my inability to identify, claim and integrate my emerging performance perspective on preaching with the dominant image of communication in the theological school.

Recently the faculty of Fuller Theological Seminary's school of world mission called on «Christians in all traditions to reinstate the work of Jewish evangelism in their missionary obedience.»

The renewed emphasis on religious orthodoxy has been associated with a vigorous upsurge in theological education, in the growth of church - controlled schools, and in concern for religion in public education.

Right now the Association of Theological Schools in the United States and Canada is conducting a major study of the public character of theological education, with a special focus on how seminaries can educate leaders who take their public roleTheological Schools in the United States and Canada is conducting a major study of the public character of theological education, with a special focus on how seminaries can educate leaders who take their public roletheological education, with a special focus on how seminaries can educate leaders who take their public role seriously.

It is important to underscore that the writers who focus on this issue stress that fragmentation of the course of study is unacceptable in a theological school not simply because it makes for bad schooling, but because it makes for bad theology.

Then building on these two chapters side by side, in the next two chapters I will draw out what happens when theological schooling is focused through the lens or within the horizon of questions about congregations.

Evangelicalism, with as many students in the 15 schools represented as all the rest put together, along with para-church networks and mass - media outlets, is a major new player on the theological scene.

The general question is: What is the community in which the theological schools carry on their work and which they in part represent?

Certainly Reinhold had a greater influence on my early formation, but I confess that I reflect more often on arguments made by H. Richard, and his lapidary summaries of whole schools of moral and theological thought stick stubbornly in the mind.

The following chapters on the nature and purpose of the Church, the ministry and the theological school constitute the first part of the report of The Study of Theological Education in the United States theological school constitute the first part of the report of The Study of Theological Education in the United States Theological Education in the United States and Canada.

Despite the American and democratic character of Protestant churches and the theological schools that serve them, an interpreter who tried to understand them primarily in this context would need to do violence to them, to twist the meaning of their affirmations of purpose and to misconstrue the character of the work that goes on in them.

I understand my role as a professor in a theological school to consist of helping the church, critically and constructively, to reflect on its life and work so that it may be faithful in its mission, and of helping to form and educate people for various ministries in the church.

Not only are graduate theological schools producing more theses and dissertations on Wesleyan subjects, but Methodist periodicals (Quarterly Review, Methodist History, Proceedings of the Wesley Historical Society) are increasingly printing their articles, and new publishing enterprises are emerging to take up their longer monographic works (among these are Zondervan's Francis Asbury Press imprint, Abingdon's Kingswood Books imprint, and Asbury Theological Seminary's new series in Pietist and Wesleyan Studies) These scholars are quite likely to be found in the Wesley Studies Working Group of the American Academy otheological schools producing more theses and dissertations on Wesleyan subjects, but Methodist periodicals (Quarterly Review, Methodist History, Proceedings of the Wesley Historical Society) are increasingly printing their articles, and new publishing enterprises are emerging to take up their longer monographic works (among these are Zondervan's Francis Asbury Press imprint, Abingdon's Kingswood Books imprint, and Asbury Theological Seminary's new series in Pietist and Wesleyan Studies) These scholars are quite likely to be found in the Wesley Studies Working Group of the American Academy oTheological Seminary's new series in Pietist and Wesleyan Studies) These scholars are quite likely to be found in the Wesley Studies Working Group of the American Academy of Religion.

To speak instead of this or that «pluralism» raising issues for theological schooling at least has the advantage of tending in current usage to keep the focus of analysis and critique on what is concretely actual.

The standard method of theological education — a method practiced in the public schools and on through the university — is one of attending a certain number of classes, drafting some papers and, at the end of the term or course, writing the answers to some questions in order to indicate comprehension of the materials covered.

There he spent the last ten years of his life, 1946 to 1955, as professor of the history of religions in the Divinity School (then part of the Federated Theological Faculty) and with the University of Chicago's Committee on the History of Culture.

By the same token, our working description's stress on the self - critical moment in Christian congregations» practice of worship has implications concerning the subject matter of theological schooling.

At the same time they both clearly call for increased stress on Wissenschaft in theological schooling.

Only when we can identify these matters will we be in a position to respond to objections to the very suggestion that a theological school focus on the study of congregations.