Showing papers on "Religious education published in 1973"
TL;DR: Theoretical approaches to internal conflict over priorities in the United Presbyterian Church are tested using surveys of laymen, ministers, and seminary seniors as discussed by the authors, and it is concluded that the conflict is largely theological, explained partly in terms of church-sect tension and partly by conflicting theological orientations in the denomination.
Abstract: Theor-etical approaches to internal conflict over priorities in the Presbyterian church are tested using surveys of laymen, ministers, and seminary seniors. Conflicts are greatest over the type and importance of church mission and outreach; there is little conflict over congregational life, religious education, or spiritual nurture. Path analysis shows that theological factors are intervening variables between all background variables and attitudes about church priorities. Orthodoxy and ethicalism act independently and in opposite directions. It is concluded that the conflict is largely theological, explained partly in terms of church-sect tension and partly by conflicting theological orientations in the denomination. Although conflict within the Christian church has been ever present, at times it has intensified when crucial debates came to focus. In recent years the conflict within American Protestantism has been intensifying with a heated debate about the priorities of the church and its proper role in society. The issue of church priorities has been the most important conflict in American Protestantism in the past decade. In the 1960s a complex of events and movements intensified feelings on the question. Prodded by the civil rights movement and the new youth culture, many church leaders have called for new emphasis on Christian social involvement, and this new call has ushered in the conflict about the proper functions and priorities of the church. Several American denominations are preoccupied with internal conflict in the early 1 970s, for viewpoints have crystallized and rival factions have organized themselves within them. This article discusses the conflict in one denomination, the United Presbyterian church in the U.S.A. Among Presbyterians the debate about church priorities has been growing since the middle 1960s. Many denominational leaders and ministers have strongly urged a more effective social witness, especially to combat the evils of racism in America. In opposition to them, a group of Presbyterian businessmen organized the Presbyterian Lay Committee in 1965, dedicated to moving the denomination away from social concerns and back to personal evangelism, maintenance of "scripturetaught moral standards," and religious nurture of individuals. It strongly argues that any social action should be done by Christian individuals, not by organized church bodies. The church should leave social, economic, and political issues to individual Christians with competence in such matters. During the past several years the factions in the United Presbyterian church have battled over mission hudgets, church union, reorganization of denominational boards, and other issues. THEORETICAL APPROACHES TO
53 citations
TL;DR: Many Japanese companies train their new employees according to a philosophy of "spiritualism", a set of ideas about human psychology and character development that inspired much of the country's pre-war education as mentioned in this paper.
Abstract: Many Japanese companies train their new employees according to a philosophy of “spiritualism,” a set of ideas about human psychology and character development that inspired much of the country's pre-war education. “Spiritualism's” debts to the Zen, Confucian and samurai traditions are quite apparent. It emphasizes social cooperation and responsibility, an acceptance of reality, and perseverance. Its educational methods emphasize specially constructed training experiences. As a case study in the anthropology of education, Japanese company spiritual education points to the value of (1) studying educational processes outside formal school systems; (2) considering native concepts of psychology in analyzing educational processes; (3) finding relationships between educational techniques and techniques found in religious conversion, psychological therapy, and social initiation; and (4) discovering avenues of education that proceed by non-verbal means.
45 citations
TL;DR: In the last decade the spirit of Vatican Council II has set in motion a conscious, continuing, profound, and often painful reappraisal of almost all aspects of the Catholic church as mentioned in this paper.
Abstract: During the last decade the spirit of Vatican Council II has set in motion a conscious, continuing, profound, and often painful reappraisal of almost all aspects of the Catholic church. Few, if any, of the church's many institutions, have escaped the consequences of this reappraisal. The Catholic schools of the United States are no exception. Changes in the church's human and financial resources, coupled with religious, psychological, sociological, and demographic changes within the larger Catholic community, have called into question the very survival of this country's Catholic schools. This threat to the system of schools has resulted, over the last six years or so, in a considerable but uneven research effort. This research can be
13 citations
Book•
01 Jan 1973
TL;DR: In this paper, the authors discuss the nature and scope of educational theory and the nature of the curriculum sequence in mathematics, as well as the role of science in the development of education.
Abstract: Part 1: Education 1. The Concept of Education Glenn Langford 2. The Concept of Indoctrination Patricia Smart 3. The Nature and Scope of Educational Theory (1) D J O'Connor 4. The Nature and Scope of Educational Theory (2) P. H. Hirst Part 2:Education and Values 5. Education - A Moral Concept T. F. Daveney 6. Moral Autonomy as an Aim of Moral Education Kurt Baier 7. Values in Education (1) Glenn Langford 8. Values in Education (2) Part 3:Aspects of Education 9. Language and Moral Education R. M. Hare 10. Is Religious Education Possible? W. D. Hudson 11. Aesthetic Education Diane Collinson 12. The Problem of Curriculum Sequence in Mathematics Christopher Ormell 13. Philosophy of Education and the Place of Science in the Curriculum P. H. Nidditch
11 citations
TL;DR: The origin story of modern Russian education is transparently clear as mentioned in this paper : Peter the Great traveled to Western Europe and upon his return to Russia, imported teachers and books, opened the first modern schools, and abandoned the older traditions.
Abstract: THE ORIGINS of modern Russian education are transparently clear. Old Muscovy had only religious schools of little consequence. Peter the Great traveled to Western Europe and upon his return to Russia, imported teachers and books, opened the first modern schools, and abandoned the older traditions. The hallmark of the new Petrine educational policy was a fanatical emphasis on technical training. Reinhard Wittram, author of the finest biography of Peter the Great, contrasted the religiocentrism of Muscovite education with the practicality of the great reformer in the simple phrase, "Mathematick statt Katechismus," (1) which suggests the radical secularization of the new schooling. James Billington merely echoed the conclusions of generations of earlier historians when he wrote that
9 citations
TL;DR: In this article, the monastic tradition of education in Thailand is discussed. But the focus is not on education, but on education in the Middle Kingdom of Thailand.
Abstract: (1973). THE MONASTIC TRADITION OF EDUCATION IN THAILAND. Paedagogica Historica: Vol. 13, No. 2, pp. 515-529.
9 citations
Journal Article•
4 citations
TL;DR: In this article, the authors discuss political parties and elementary education from 1867 to 1870, and the role of education in the formation of the British National Party (BNP) and Conservative Party (CP).
Abstract: (1973). Educating our masters: Political parties and elementary education 1867 to 1870. British Journal of Educational Studies: Vol. 21, No. 2, pp. 180-191.
4 citations
4 citations
4 citations
TL;DR: The golden rule and development of moral judgment was discussed in this paper, with a focus on the development of a moral judgement system for religious education, and a discussion of its application in education.
Abstract: (1973). THE GOLDEN RULE AND DEVELOPING MORAL JUDGMENT. Religious Education: Vol. 68, No. 3, pp. 348-365.
01 Sep 1973
TL;DR: Goldman as discussed by the authors presents a broad overview of the development of religious education in the 1970s and 1970s, focusing on the importance of faith education in development of the education system.
Abstract: Ronald Goldman. READINESS FOR RELIGION: A BASIS FOR DEVELOPMENTAL RELIGIOUS EDUCATION. London: Routledge and Kegan Paul, 1970. 238 pp. $2.40.
TL;DR: Prior to the Convention of the Religious Education Association, there was a meeting of the National Council on Religion and Public Education (NCPE), which concluded with the concluding address as discussed by the authors.
Abstract: Prior to the Convention of the Religious Education Association, there was a meeting of the National Council on Religion and Public Education. This concluding address was given at a luncheon meeting on November 19 at the Palmer House
TL;DR: In this paper, the authors discuss the importance of belief in the meaning of belief and its relationship with race, religion, and self-image in the context of self-love.
Abstract: (1973). RELIGION, RACISM, AND SELF‐IMAGE: THE SIGNIFICANCE OF BELIEFS. Religious Education: Vol. 68, No. 5, pp. 620-630.
TL;DR: In this paper, the authors discuss process and religious education in the context of the National Convention of the Religious Education Association (NCEA) in November 1972 and the St. Luke's Journal of Theology, Spring 1973.
Abstract: *This paper was read in a seminar at the National Convention of the Religious Education Association in November 1972; it was published in the St. Luke's Journal of Theology, Spring 1973. See also the chapter on process and religious education in the author's The Language Gap and God (Philadelphia: Pilgrim Press, 1970), pp. 141‐56
Journal Article•
TL;DR: In this paper, JESUS, PAUL, AND DEPTH PSYCHOLOGY are discussed in the context of religious education: Vol. 68, No. 6, pp. 673-689.
Abstract: (1973). JESUS, PAUL, AND DEPTH PSYCHOLOGY. Religious Education: Vol. 68, No. 6, pp. 673-689.
TL;DR: In this paper, the authors present AGGRESSION and RELIGION: The PSYCHOLOGY and theology of the PUNITIVE ELEMENT in MAN Religious Education: Vol 68, No 3, pp 366-386
Abstract: (1973) AGGRESSION AND RELIGION: THE PSYCHOLOGY AND THEOLOGY OF THE PUNITIVE ELEMENT IN MAN Religious Education: Vol 68, No 3, pp 366-386
TL;DR: Rauschenbusch has often been classed with Jonathan Edwards and Horace Bushnell among the greatest minds in American Protestantism as discussed by the authors, and this essay helps to understand why this is so.
Abstract: Rauschenbusch has often been classed with Jonathan Edwards and Horace Bushnell among the greatest minds in American Protestantism. This essay helps to understand why this is so. Rauschenbusch was a charter member of the Religious Education Association in 1903