Sentences with phrase «teaching in a theological school»

But even those who wanted to teach in a theological school stumbled when we asked them: «What do you think ministers really need to know about your subject in order to lead people in lives of faith and action?

Two others components center more explicitly on formation for teaching in a theological school.

Not exact matches

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

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.

Teaching and learning these things make for truly theological schooling only when they are done in the service of a further end: learning so to love God with the mind as to come to understand God more deeply and more truly.

what makes the school a theological school is that its practices of teaching and learning yield growth in abilities and capacities to discern and respond to God in the particular and odd ways in which God is present when and if God is present.

I should say at the outset that none of this literature is written by scholars trained in New Testament or early Christian studies teaching at the major, or even the minor, accredited theological seminaries, divinity schools, universities, or colleges of North America or Europe (or anywhere else in the world).

Thomas, the Bible does not teach this staff, it was was developed by Greek anchient philosophers and when philosophy was introduced in theological schools, the rest is history.

After attending the Institute for Creation Research in San Diego and Dallas Theological Seminary, he served as youth minister at a large Baptist church in San Diego and taught science at the affiliated Christian high school.

This line of separation has become less acute than it was fifty years ago when the famous Dayton trial over the right to teach evolution in the public schools took place, and in the same year of 1925 Harry Emerson Fosdick had to leave the pastorate of the First Presbyterian Church of New York City because of his theological views.

Even when I taught a course at Vanderbilt University divinity school in 1971 called «Forms of Religious Reflection,» in which we looked at the limitations and possibilities for religious reflection of various literary genres (parables, autobiographies, novels, poems, etc.), I did not know that a movement was aborning concerned with story and autobiography in theological reflection — a movement of which I was soon to feel very much a part.

Janet Fishburn is Professor of Teaching Ministry at Drew University Theological School in Madison, New Jersey.

The current arrangement of the theological curriculum makes no more sense, he explains, than if a medical school were to claim that it had to keep students away from patients in order really to teach them about medicine.

Time to write was made possible by the Faculty Fellowship of the American Association of Theological Schools, and by sabbatical leave and research aid from Union Theological Seminary in New York City where I am privileged to teach.

A. Katherine Grieb teaches New Testament Theology at Virginia Theological Seminary in Alexandria and at the Servant Leadership School in Washington, D.C..

Matthew Myer Boulton teaches at Andover Newton theological School in Newton Centre, Massachusetts.

Suitably reformed theological teaching will be able to hold together schooling in critical, disciplined research and schooling for professional ministry, but only indirectly.

• that the institutionalization of the «Berlin» model in theological schooling rewards an individualistic picture of teaching and research and works against collegial and crossdisciplinary teaching and research;

A scholar - theologian who once taught on a theological faculty and later went to a department of religion in a secular university has written poignantly about his pilgrimage through the kind of identity crises I have just described: one who in college had a kind of neo-fundamentalist faith, went through graduate school, established peer relationships with scholars, and then found himself in a crisis of belief, now speaks about the morality of belief — the importance of being true and honest in what one can actually avow and affirm with integrity.

They teach in a thousand college religion departments and a score of graduate religion and theological, schools.

We read widely in theological education and practical theology, consulted scholars and listened not only to deans and presidents of theological schools, but also to outstanding ministers and to graduates of Vanderbilt teaching in seminaries and divinity schools.

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, inschool followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, inSchool, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

Churches would assume the major responsibility for this if they adopted Hough and Cobb's proposal that, following graduation from theological school, students be placed in «teaching congregations» for one year as «probationary ordinands.»

Though some of my fellow church folk may wonder that it could be so, I must affirm that it is my belief in the authority of Scripture which led me to the schools I attended, to the beliefs I cherish, to the ministry of teaching I enjoy, to the theological method I apply.

Though such successive innovations in theological study as the social gospel, social ethics, religious education, psychological counseling and ecumenical relations may receive much publicity the schools seem to go on their accustomed way, teaching what they have always taught: Biblical and systematic theology, church history and preaching.

The theological school is a place where young men are taught to understand the world of God in which the Church operates and the operations of the Church in that world, but it is clear that they can not be taught unless those who teach them as well as they themselves are constantly in quest of such understanding.

The theological battle received great publicity during the famous Scopes Trial of 1925, when school teacher John Scopes was tried and convicted for teaching biological evolution in a Tennessee school.

He was President of Meadville Theological School in Chicago, then taught at Claremont School of Theology, the University of Iowa, and a number of other schools of theology.

Others would be trained to teach counseling, preaching or religious education in theological schools of other faiths.

She taught painting and drawing for 19 years at The Art League School in Alexandria, VA and has served as adjunct instructor at Virginia Theological Seminary since 1991.