Sentences with phrase «in theological schools in»

Historically there have been a variety of polities in theological schools in North America.

Not exact matches

Anderson University in Indiana Baylor University Campbell University Emanuel College Evangel and other charismatic and Pentecostal schools All the Churches of Christ schools Franciscan at Steubenville is overtly and radically Catholic Friends, George Fox, Malone and other Quaker schools Fuller Theological Seminary Shorter Wisconsin Lutheran

Further, they are already aware of «disagreement about some theological matters» and the CCCU schools are committed to «certain essentials of the faith once for all delivered to the saints» simultaneously adhering to particular theological postures in one's particular school and its theological tradition.

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.

He is a graduate from the Methodist Theological School in Ohio with a Master of Theological Studies.

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.

Leigh E. Schmidt is assistant professor of church history in the Theological and Graduate Schools of Drew University and the author of Holy Fairs: Scottish Communions and American Revivals in the Early Modern Period.

This is embodied clearly in places like Wheaton, Fuller Seminary, Trinity Evangelical Divinity School, and Reformed Theological Seminary in Orlando.

Editor's Note: R. Albert Mohler Jr. is president of the Southern Baptist Theological Seminary, the flagship school of the Southern Baptist Convention and one of the largest seminaries in the world.

University of Notre Dame Press, 248 pages, $ 34.95 This is a splendid example of the close reading of classical texts taught» or formerly taught» in the theological graduate schools of Yale.

The Association of Theological Schools (ATS), which includes more than 270 institutions in the US and Canada, found that extension enrollment has dipped by about 26 percent over the past decade, according to self - reported and adjusted figures, while online numbers have more than doubled.

Process theology supports them, but probably goes farther than any other theological school in this challenge.

We, in theological schools, devote considerable attention to a critical study of the church.

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.

The following paper was delivered in 1990 at a conference of theological school faculty.

By and large theological schools are still bogged down in traditional academic concerns designed more to produce scholars than strategists.

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.

So we modify our answer: a school is truly theological to the extent that it is a community of persons seeking to understand God, and all else in relation to God, by studying other matters that are believed to lead to that understanding.

In this chapter, the author refines the thesis that a theological school is a community of persons trying to understand God more truly by focusing its study within the horizon of questions about Christian congregations.

We've conducted a thought experiment in response to those questions and in this chapter it has yielded some elements of a utopian proposal about a theological school.

In this chapter the author invites the reader to join in a thought experiment about what some theological school known to them is and ought to bIn this chapter the author invites the reader to join in a thought experiment about what some theological school known to them is and ought to bin a thought experiment about what some theological school known to them is and ought to be.

While our schools will need to be a lot better than they were, in terms of spiritual and intellectual power, thirty years ago, we will also need a theological formation much better than the nebulous waffle which has passed for formation in catechetics this last ten years.

In the world of North American higher education most theological schools are like crossroads hamlets.

In this chapter the author makes a proposal about what constitutes a theological school and what the implications are for its excellence as a school from the fact that it is specifically a theological school.

If they are defined in a theological way, how in actual practice is this school's goal to educate persons for «ministerial functions» related to its overarching goal in some way «to have to do with God»?

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.

There are two issues here, one rooted in the fact that what we are discussing are schools and the other in the fact that what we are discussing are theological schools.

In current discussions of the nature and purpose of theological education Edward Farley has invoked the older of these two models of excellence in schooling when he describes his book Theologia as an essay «which purports to promote a Christian paideia.&raquIn current discussions of the nature and purpose of theological education Edward Farley has invoked the older of these two models of excellence in schooling when he describes his book Theologia as an essay «which purports to promote a Christian paideia.&raquin schooling when he describes his book Theologia as an essay «which purports to promote a Christian paideia.»

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.

In short, as we were at pains to show in chapters 1 and 2, theological schooling is always concretIn short, as we were at pains to show in chapters 1 and 2, theological schooling is always concretin chapters 1 and 2, theological schooling is always concrete.

If the defining goal of a theological school is to understand God truly, then as a matter of faithfulness to God the freedom of a theological school's effort to understand must not be constrained by the way in which it is governed as a political and social reality in its own right.

The readers he has in mind include: perhaps a student starting her second year of study, or an academic who has just joined a theological school faculty and has never herself been previously involved in theological education, or a person newly appointed to the board of trustees of a theological school.

In addition, he wishes to sugge3st the ways to think about the issues, and to sketch a particular theological view as to the nature and functioin of the theological school.

It means, first, that the understanding of God that persons in a theological school come to have is always concrete.

As a community aiming to understand God more truly, then, a theological school is a community engaged in conceptual growth.

There is a third way in which a theological school's overarching goal shapes it in its concreteness.

Like any effort to understand, a theological school's effort to understand God is a matter of conceptual growth guided by certain interests that may themselves be transformed in the process, and like any effort to understand, those guiding interests are themselves socioculturally situated.

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.

However, theological schools vary considerably in the ways in which they attempt to negotiate between the two.

By definition, a theological school is about theology in its broadest sense of the term: logos, speaking thoughtfully or thinking articulately and clearly about theos, God.

The freedom in question is entailed in the overarching goal that makes a theological school theological: the effort to understand God truly.

In a theological school, we can not leave answering that question to one department or field.

How does the fact that it is a theological school constrain the concrete ways in which the disciplines function in these practices?

In this chapter the author lays out his utopian proposal for a theological school in «dialectical tension» with the Athens and Berlin modelIn this chapter the author lays out his utopian proposal for a theological school in «dialectical tension» with the Athens and Berlin modelin «dialectical tension» with the Athens and Berlin models.

Late - twentieth - century theological schools in North America, however, exhibit the strain of trying to appropriate two quite different models of excellent schooling, both of which are by this time traditional in our cultural setting.

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.

This generates two sets of marks of excellence in theological schooling.