Journal articles: 'Bible school'

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Meitner, Erika. "Vacation Bible School." Prairie Schooner 81, no. 1 (2007): 98–100. http://dx.doi.org/10.1353/psg.2007.0078.

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Carden, Clarissa. "Bibles in State schools." History of Education Review 47, no. 1 (June 4, 2018): 16–24. http://dx.doi.org/10.1108/her-07-2016-0029.

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Purpose The purpose of this paper is to examine the work of the Bible in State Schools League in Queensland during the late nineteenth and early twentieth centuries, culminating in the 1910 referendum on religious education in Queensland government schools. Through examining its campaign and the statements of supporters and opponents this paper seeks to examine the role of the school in relation to morality in this early period of the Queensland history. Design/methodology/approach This paper draws upon archival material, parliamentary debates, materials published by the Bible in State Schools League and contemporaneous newspaper accounts. These data are thematically analysed. Findings There was widespread agreement within the early Queensland society that the school was a place for moral formation. The Bible in State Schools League highlighted the tensions in the relationship between morals and religion in relation to the school. Research limitations/implications This research problematises the notion that developments in education have followed a straight line from religiosity to secularisation. Originality/value Very little has been published to date about the Queensland Bible in State Schools League. This paper goes some way to filling this lacuna.

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Rodriguez Velasco, Maria. "Color Symbolism in the Castilian Atlantic Bibles: Initials and Scenes from the Bible of Avila (BNM, Vit. 15-1)." Multidisciplinary Journal of School Education 9, (2) 18 (December 31, 2020): 169–89. http://dx.doi.org/10.35765/mjse.2020.0918.09.

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The Atlantic Bibles of the Umbro-Roman school are associated with the needs of the Gregorian Reform, which began at the end of the 11th century. Their first impression is one of great ornamental sobriety, in accordance with the early stages of what Garrison and Berg have labelled the “geometric style.” This was first manifested in the decoration we find concentrated in the initials heading the individual books of the Bible. In Castile, one outstanding example is the Bible of Avila, begun by the Umbro-Roman school and finished in a Castilian scriptorium. This double perspective can be observed in a similarly double palette of color: Italian and Spanish. It is especially in this second phase when a reduction to the minimum of polychromy leads us to think that color has here a symbolic use. Red and blue, having had symbolic connotations since the birth of Christian iconography, are the principal colors of the scenes illustrated in the Bible of Avila, with the addition of green and yellow, which are also rich with symbolism. This possible symbolism of color may work to reinforce the conceptual nature of these miniatures, in direct relation to the text they decorate and to the liturgy they accompany. The Bible in the Middle Ages, in the context of monastic schools, was the most important manuscript for teaching and learning. Its miniatures and the symbolism of its colors contribute to the transmission of meanings.

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Chancey, Mark A. "The Bible, the First Amendment, and the Public Schools in Odessa, Texas." Religion and American Culture: A Journal of Interpretation 19, no. 2 (2009): 169–205. http://dx.doi.org/10.1525/rac.2009.19.2.169.

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AbstractBible courses in public schools are receiving a level of attention not witnessed in decades, and their increased numbers create greater potential for local conflicts and lawsuits over whether they promote religion and violate the First Amendment. Such courses are relatively understudied, and their contents and the paths by which schools decide to offer them are largely unknown. One district that has experienced both conflict and lawsuit over its Bible course is Ector County Independent School District in Odessa, Texas, where a 2005–2008 dispute pitted townspeople and national organizations against each other. This article uses the Odessa controversy as a case study to demonstrate how Bible courses provide a unique window into the confusion found at the intersection of American public education, the study of religion, and church-state relations. Drawing upon school district documents, recordings of school board meetings, journalistic accounts, legal documents, press releases, Bible curricula produced by the National Council on Bible Curriculum in Public Schools and the Bible Literacy Project, and course materials from district high schools, it traces the development of the conflict. It examines the role that appeals to the Establishment Clause and Free Exercise Clause played in the controversy, confusion over what is legally acceptable in public schools, particularly in regard to historicity issues, and the difficulty in developing a genuinely nonsectarian course. It contextualizes the Odessa debate within Christian Right efforts to influence public schools and larger American society, efforts often grounded in the claim that America is a Christian nation. Controversies such as Odessa's illustrate the tensions produced in American society by competing notions of religious freedom and American identity.

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Przybyszewski, Linda. "Religious Liberty Sacralized: The Persistence of Christian Dissenting Tradition and the Cincinnati Bible War." Law and History Review 39, no. 4 (November 2021): 707–36. http://dx.doi.org/10.1017/s0738248021000419.

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In 1869, the Cincinnati school board ended a forty-year tradition of Bible reading in the schools in an attempt to encourage Catholics to use them, thus provoking national controversy and a lawsuit brought by pro-Bible advocates. Scholars regularly cite the Ohio Supreme Court decision in favor of the school board as a landmark in the legal separation of church and state. This article interrogates the meaning of the secularization of law by examining expressions of juristic, pedagogic, and popular consciousness in the multiple levels and spaces where individuals raised and resolved constitutional questions on education. Dissenting Christian tradition shaped the legal brief of Stanley Matthews, the school board's lead attorney. Matthews' sacralized the religious liberty guarantee found in the Ohio Constitution within a post-millennialist framework. Ohio Chief Justice John Welch hybridized Christian dissenting tradition with deistic rationalism in <u>Board of Education v. Minor, et al</u>, thus appealing to as broad a constituency as had the right to elect justices to the Ohio Supreme Court. The limited, technical ruling allowed for a metropole/periphery divide in educational practice, so that Bible reading and prayer in Ohio public schools continued well into the 20th century. Far from a landmark in secularization of the law, the Bible War case demonstrates the persistent power of religion to frame law, including the law of religious liberty.

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Van Zyl, Danie C. "A 'THICK DESCRIPTION' OF TWO BIBLE STUDIES BY THE SOKHANYA BIBLE SCHOOL." Scriptura 78 (June 12, 2013): 352. http://dx.doi.org/10.7833/78-0-685.

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Gebarowski-Shafer, Ellie. "Catholics and the King James Bible: Stories from England, Ireland and America." Scottish Journal of Theology 66, no. 3 (July 16, 2013): 253–60. http://dx.doi.org/10.1017/s0036930613000112.

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AbstractThe King James Bible was widely celebrated in 2011 for its literary, religious and cultural significance over the past 400 years, yet its staunch critics are important to note as well. This article draws attention to Catholic critics of the King James Bible (KJB) during its first 300 years in print. By far the most systematic and long-lived Catholic attack on the KJB is found in the argument and afterlife of a curious counter-Reformation text, Thomas Ward's Errata of the Protestant Bible. This book is not completely unknown, yet many scholars have been puzzled over exactly what to make of it and all its successor editions in the nineteenth century – at least a dozen, often in connection with an edition of the Catholic Douai-Rheims Bible (DRB). Ward's Errata, first published in 1688, was based on a 1582 book by Catholic translator and biblical scholar Gregory Martin. The book and its accompanying argument, that all Protestant English Bibles were ‘heretical’ translations, then experienced a prosperous career in nineteenth-century Ireland, employed to battle the British and Foreign Bible Society's campaign to disseminate the Protestant King James Bible as widely as possible. On the American career of the Counter-Reformation text, the article discusses early editions in Philadelphia, when the school Bible question entered the American scene. In the mid-nineteenth century, led by Bishop John Purcell in Cincinnati, Bishop Francis Patrick Kenrick in Philadelphia and Bishop John Hughes in New York City, many Catholics began opposing the use of the KJB as a school textbook and demanding use of the Douai Rheims Bible instead. With reference to Ward's Errata, they argued that the KJB was a sectarian version, reflecting Protestant theology at the expense of Catholic teachings. These protests culminated in the then world-famous Bible-burning trial of Russian Redemptorist priest, Fr Vladimir Pecherin in Dublin, in late 1855. The Catholic criticisms of the KJB contained in Ward's Errata, which was reprinted for the last time in 1903, reminded the English-speaking public that this famous and influential Protestant version was not the most perfect of versions, and that it was not and never had been THE BIBLE for everyone.

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Prima, Desy, Hana Suparti, and Paulus Sentot Purwoko. "Implementasi Pengajaran Paulus Tentang Tanggung Jawab Pemimpin Kristen Berdasarkan II Timotius 2: 1-13 Di Kalangan Kepala Sekolah." Jurnal Pendidikan Agama Kristen (JUPAK) 3, no. 1 (December 20, 2022): 80–100. http://dx.doi.org/10.52489/jupak.v3i1.110.

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The purpose of this research is to find out how big is the level of implementation of the teaching of the Apostle Paul about the responsibility of Christian leaders based on II Timothy 2:1-13 among school principals in Kalam Kudus Christian schools throughout Indonesia. This research uses descriptive quantitative research, namely by using data collection techniques through the library, namely the Bible in various versions, Bible dictionaries, interpretations, Bible Encyclopedias, Interlinears, and various online and offline reading sources. The results shows that the level of implementation of the teaching of the Apostle Paul about the responsibility of Christian leaders based on II Timothy 2:1-13 among the principals of Christian Kalam Kudus Christian schools throughout Indonesia (Y) is in the medium category, this is in accordance with the hypothesis submitted.

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Hanson, Susanah. "The Marjory Stanway Collection of African Language Materials at Trinity School for Ministry." Theological Librarianship 6, no. 1 (November 25, 2012): 16–20. http://dx.doi.org/10.31046/tl.v6i1.259.

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The Marjory Stanway Collection was established in 2007. The Collection has been developed to honor the efforts of the African church, and to provide a corpus for research in Bible translation. By 2009, the collection had outgrown its original alcove shelving and location, and was moved to its own room. Most of the approximately 650-volume collection is comprised of African language Bibles and prayer books, with other items such as hymnals also present. In the present essay, three complicating factors of funding, acquisition and cataloging are discussed in turn.

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Smith, Thomas W. "A Late Medieval Bible in Rugby School Archives." Manuscripta 64, no. 1 (January 2020): 117–26. http://dx.doi.org/10.1484/j.mss.5.122890.

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Xiyi Yao, Kevin. "The Hunan Bible Institute (Biola-in-China): A Stronghold of Fundamentalist Bible Training in China, 1916—1952." Studies in World Christianity 27, no. 2 (July 2021): 124–44. http://dx.doi.org/10.3366/swc.2021.0339.

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The Protestant Church in China has been deeply shaped by the fundamentalist movement of the early twentieth century. As happened in America, Bible schools featured very prominently in the movement in China. The Hunan Bible Institute (HBI) was one of the most important Bible schools, and thus constitutes a good case study for this kind of key fundamentalist institution in China. By tracing its historical trajectory from 1916 to 1952, this study argues (1) that HBI embodied the vision and rationale of the fundamentalist theological training and (2) that HBI was not just a school, but also a platform where some of the most influential figures and ministries of the Chinese fundamentalist camp converged. It became a hub of spreading dispensationalism within China, and a powerhouse of the revivals sweeping across the country in those decades. This fact highlights the critical roles and significance the Bible schools held for the fundamentalist movement in China of the early twentieth century. (3) HBI’s identity as ‘Biola-in-China’ demonstrates a deep interrelationship between the fundamentalist camps in China and America. The strong, but troublesome relation between HBI and Biola attests to intensifying tension between the Chinese Church’s independence and foreign missions’ control. By training church leaders and providing a fundamentalist ministry platform, HBI exerted considerable influence on the formation of conservative Protestant Christianity in China.

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Parmenter, Dorina Miller. "Being the Bible: Sacred Bodies and Iconic Books in Bring Your Bible to School Day." Postscripts: The Journal of Sacred Texts, Cultural Histories, and Contemporary Contexts 10, no. 1-2 (June 24, 2019): 53–69. http://dx.doi.org/10.1558/post.38256.

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ANDRÉE, ALEXANDER. "PETER COMESTOR'S LECTURES ON THE GLOSSA “ORDINARIA” ON THE GOSPEL OF JOHN THE BIBLE AND THEOLOGY IN THE TWELFTH-CENTURY CLASSROOM." Traditio 71 (2016): 203–34. http://dx.doi.org/10.1017/tdo.2016.2.

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The traditional account of the development of theology in the twelfth and thirteenth centuries is that the emerging “academic” discipline of theology was separated from the Bible and its commentary, that the two existed on parallel but separate courses, and that the one developed in a “systematic” direction whereas the other continued to exist as a separate “practical” or “biblical-moral” school. Focusing largely on texts of an allegedly “theoretical” nature, this view misunderstands or, indeed, entirely overlooks the evidence issuing from lectures on the Bible — postills, glosses, and commentaries — notably the biblical Glossa “ordinaria.” A witness to an alternative understanding, Peter Comestor, master and chancellor of the cathedral school of Paris in the second half of the twelfth century, shows that theology was created as much from the continued study of the Bible as from any “systematic” treatise. Best known for his Historia scholastica, a combined explanation and rewrite of the Bible focusing on the historical and literal aspects of sacred history, Comestor used the Gloss as a textbook in his lectures on the Gospels both to elucidate matters of exegesis and to help him deduce doctrinal truth. Through a close reading of Comestor's lectures on the Gospel of John, this essay reevaluates the teaching of theology at the cathedral school of Paris in the twelfth century and argues that the Bible and its Gloss stood at the heart of this development.

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Davies, Philip. "Teaching the Bible as Philosophy." Postscripts: The Journal of Sacred Texts, Cultural Histories, and Contemporary Contexts 7, no. 2 (August 20, 2014): 213–24. http://dx.doi.org/10.1558/post.v7i2.213.

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Two models for the teaching of the Bible in the school system are well-known and often used: as part of a religious education or religious studies syllabus, or as literature (e.g. in the form of “Bible stories”). I propose a method that takes seriously some of the ideas of the Bible, without teaching them as religious doctrines: to analyse and discuss how the Bible deals with philosophical questions of metaphysics and ethics, such as the ideal human society, the nature of justice and evil, and the meaning of history. The Bible offers no single view on these matters, and hence can be used undogmatically as a basis for discussion, along with other sources. Since its “philosophy” is often expressed in the form of narrative, such a method of teaching the Bible will incorporate both its literary and theological dimensions.

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Butler, Jon, and Virginia Lieson Brereton. "Training God's Army: The American Bible School, 1880-1940." History of Education Quarterly 31, no. 2 (1991): 265. http://dx.doi.org/10.2307/368440.

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Goff, James R., and Virginia Lieson Brereton. "Training God's Army: The American Bible School, 1880-1940." American Historical Review 97, no. 1 (February 1992): 282. http://dx.doi.org/10.2307/2164710.

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Schneider, Robert A., Virginia Lieson Brereton, Joel A. Carpenter, and Wilbert R. Shenk. "Training God's Army: The American Bible School, 1880-1940." Journal of American History 78, no. 3 (December 1991): 1109. http://dx.doi.org/10.2307/2078897.

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Doenecke, Justus D. "Training God's Army: The American Bible School, 1880–1940." History: Reviews of New Books 20, no. 1 (July 1991): 10. http://dx.doi.org/10.1080/03612759.1991.9949433.

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Yoon, Eun Soon. "Korean Christian Bible Club Movement and Conversion to School." Historical Association for Soong-Sil 44 (June 30, 2020): 141–63. http://dx.doi.org/10.16942/ssh.2020.44.6.07.

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Permana, Surja, D. R. Juanda, Frederich Oscar Lontoh, Handoko Noertjandranata, and Sjanette Eveline. "Memorizing Bible Verses with the Association Method of Quantum Learning in Sunday School." Journal Didaskalia 2, no. 1 (April 24, 2019): 1–5. http://dx.doi.org/10.33856/didaskalia.v2i1.98.

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In the world of teaching, it takes a variety of creativity, so that students benefit from the learning process. The same thing happened in the Sunday School class held by the church. The core material is certainly from the Bible. This includes memorizing Bible verses from certain parts. Students are required to memorize the verses. Many face failure in the memorization process. They have difficulty remembering the verses. However, there is still an interesting method to make it easier for children to memorize Bible verses, namely by association methods found in quantum learning. The problem is whether the Sunday school teachers understood this association method? With descriptive research methods have found a solution that in the process of memorizing with this association method, can increase the number of verses memorized. This can be shown from the results of evaluations that have been carried out, there is an increase in the number of memorized verses that can be memorized by Sunday school students, which increases to 20 words or about 4%.

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Żelazny, Jan W. "Biblijne uzasadnienie prymatu biskupa orientu na podstawie listów Tymoteusza I, patriarchy Bagdadu." Vox Patrum 67 (December 16, 2018): 779–88. http://dx.doi.org/10.31743/vp.3428.

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In the interpretation of the Bible among Christians of the Orient, i.e. in the ancient Oriental exegesis, the historical sense is relevant, as history reveals Jesus to us. He is present, as the School of Alexandria describes, in the entire Bible, on its every page, but He is not veiled by allegory – He is present through time, having its special place in the revelation of the Word. Using types and images to explain certain points in the Bible is related to the concept of theological language in which types and images inscribed in the Holy Bible play an important role in our way of talking about God. They are elements that, by definition, should form the theological discourse. Certain elements of this exegesis are similar to concepts both of the School of Antioch and that of Alexandria, although, from the point of view of its basic assumptions and axioms, it is completely different. In many aspects, it is close to Judaism against which it fights so intensely, as many of its concepts are inspired by the heritage of the Jewish Diaspora of the Middle East.

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Dirks, Jerald F. "A Survey of Christian Religious Education in the United States." American Journal of Islamic Social Sciences 20, no. 1 (January 1, 2003): 1–19. http://dx.doi.org/10.35632/ajiss.v20i1.514.

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Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.

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Dirks, Jerald F. "A Survey of Christian Religious Education in the United States." American Journal of Islam and Society 20, no. 1 (January 1, 2003): 1–19. http://dx.doi.org/10.35632/ajis.v20i1.514.

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Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.

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Long, Burke O. "Lakeside at Chautauqua's Holy Land." Journal for the Study of the Old Testament 25, no. 92 (March 2001): 29–53. http://dx.doi.org/10.1177/030908920102509203.

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The Chautauqua Institution, founded in 1874 to train American Sunday school teachers, quickly developed programs aimed at encouraging a citizenry refined by Anglo-European, classical high culture and governed by Bible-centered Christian convictions. Avid Bible study, a walk-through model of biblical Palestine, smaller scale replicas of Jerusalem and the biblical Tabernacle, lectures and community rituals, costumed ‘Orientals’ enacting scenes of biblical life—these activities were central to Chautauqua's early identity. This essay explores how Chautauqua's realization of holy land in America embodied particular notions of the Bible, religious experience, cultural values, and ideologies of religion and national selfhood.

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Hildesheimer, Meir. "Religious Education in Response to Changing Times Congregation Adass-Isroel Religious School in Berlin." Zeitschrift für Religions- und Geistesgeschichte 60, no. 2 (2008): 111–30. http://dx.doi.org/10.1163/157007308783876064.

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AbstractDuring the 19th century, various frameworks were established in Germany for the purpose of providing Jewish students with religious education. The article deals primarily with the orthodox Congregation Adass-Isroel Religious School. Established in 1869 in Berlin, the school had a major impact on the development of supplementary religious instruction throughout Germany and served as a model in this area. The school's background, history, basic principles and method of instruction, as well as study subjects (Hebrew, Bible, Talmud, Religious instruction, History) are discussed and compared to corresponding religious schools. Research is based on the school's annual reports, archival material, scholarly literature, memoirs, and newspapers.

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Ambrose, Linda M. "On the Edge of War and Society: Canadian Pentecostal Bible School Students in the 1940s." Journal of the Canadian Historical Association 24, no. 1 (May 12, 2014): 215–45. http://dx.doi.org/10.7202/1025001ar.

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During World War II the Pentecostal Assemblies of Canada put forth arguments on behalf of bible college students concerning military service exemptions, chaplaincy appointments, and veterans’ benefits. The paper deals specifically with the Rev. J.E. Purdie, Principal of the Western Bible College in Winnipeg, his efforts on behalf of his students, and one particularly complex case where attempts were made to have the student exempted from serving, and failing that, to have him appointed as a military chaplain. After the young man’s premature release from service, Purdie argued that he should be entitled to veteran’s benefits to pay for his bible college training. What initially appeared as a bid to protect the individual rights of one young conscript was in fact part of a much larger effort as Pentecostals asserted their right (and by extension the right of other marginal religious groups) to be included in the broader liberal framework in Canada. This case study is significant because it addresses themes of public religion, specifically how Pentecostals challenged the ‘liberal order framework,’ by attempting to carve out recognition for themselves among the religious groups that were acknowledged as legitimate players in Canada’s public affairs.

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Karnawati, Karnawati, and Ayin Claudia. "Model Desain Kurikulum Pewartaan Injil untuk Anak Usia Dini di Sekolah Minggu Rumah." Integritas: Jurnal Teologi 3, no. 1 (June 30, 2021): 201–12. http://dx.doi.org/10.47628/ijt.v3i1.53.

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Preaching of the gospel through Sunday schools for early childhood in schools is hampered by the pandemic situation. Therefore, it is necessary to design evangelism curriculum for these children while studying Sunday school at home. The purpose of this study is to propose a curriculum design model for evangelism to early childhood at home Sunday school. This research uses literature study method with descriptive qualitative approach. The result of this research is a curriculum design for evangelism that includes aspects of the objectives, content, curriculum organization, curriculum implementation, and evaluation. These aspects are explained in a simple example so that implementation is easy. This is also related to the readiness of parents in economic aspects, time and skills in teaching, as well as their understanding of the Bible. The contribution of this research is a contribution in the field of the Sunday school curriculum.

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Francisca Wavinya Ngala; Mercy Mauki, Esther Njoki Irungu;. "Forms of Parental Involvement in the Spiritual Development of Children: Lessons from Grace Community Christian Ministries Church in Kitengela." Editon Consortium Journal of Arts, Humanities and Social Studies 3, no. 1 (July 6, 2021): 306–15. http://dx.doi.org/10.51317/ecjahss.v3i1.236.

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The paper focuses on the forms through which parents are involved in developing the spiritual welfare of their children. The study utilised a case study design to focus on Grace Community Christian Ministries Church (GCCM) in Kitengela. Data collection methods involved the use of interviews. A small group of nine parents - participants - from GCCM church membership was selected. The collected data was further analyzed thematically. The following themes were generated: teaching, Bible stories, family activities, prayer, modelling, Church attendance, choice of school, exhaustion and lack of time, lack of support from spouse, inexperience and, information gap. It was revealed that some of the ways parents got involved in nurturing their children spiritually included: teaching, Bible stories, family activities, prayer, modelling, Church attendance and choice of school for the children. However, the most common methods used were Church attendance and Sunday school. The paper thus recommends that GCCM church should train parents on how to empower their children spiritually at home so that they do not only rely on the activities in Sunday school.

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Olszowy-Schlanger, Judith. "A School of Christian Hebraists in Thirteenth-Century England: A Unique Hebrew-Latin-French and English Dictionary and its Sources." European Journal of Jewish Studies 1, no. 2 (2007): 249–77. http://dx.doi.org/10.1163/187247107783876257.

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AbstractThis paper is a preliminary presentation of a unique Hebrew-Latin-Old French dictionary written by Christian scholars in 13th century England, to appear shortly in print. The authors of this exceptional work did not follow the patristic tradition of Christian Hebraism and did not focus on anti-Jewish polemics, but rather turned to Jewish Rabbinic and Medieval sources, such as commentaries of Rachi, the lexicon of Solomon ibn Parhon or Alpha Beta de-Ben Sira for their understanding of the Hebrew text of the Bible. Following the grammatical approach of the classical Spanish school of Hebrew grammar, this dictionary is a real 'philological' work. It stems from a Christian tradition of the use of the Hebrew Bible for correcting the Vulgate as represented by the bilingual Hebrew-Latin Bible manuscripts produced and studied in England in the late 12th and 13th centuries.

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Morozova, Daria. "THE SEMITIC SCHOOL OF CHRISTIAN PATRISTICS." Educational Discourse: collection of scientific papers, no. 30(1) (February 26, 2021): 60–68. http://dx.doi.org/10.33930/ed.2019.5007.30(1)-6.

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The Jewish community of Antioch was not monolithic. Communities of different currents tended to gather separately. Apparently, some of them, having received the news of the coming of the Messiah from the apostles, became the first centers of Christianity in Antioch, providing the basis for the future theological school. Such Semitic features of Antiochian patristics as literalism, historicism, and a kind of mystical materialism provoked criticism from other schools. On the other hand, Aramaic-speaking Christians could rightly call the Hebrew-Aramaic Bible "our Scriptures." As heirs to Old Testament prophets and legislators, Syrian apologists addressed the "Greeks" in a paternal tone. Theophilus of Antioch and Theodore of Mopsuestia even show a direct dependence on the rabbinic tradition of interpretation.

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Reinert, Bonita, Vivien Carver, and Lillian M. Range. "Anti-Tobacco Education in Vacation Bible School in Mississippi: The Morality of Tobacco Prevention." International Quarterly of Community Health Education 21, no. 4 (January 2003): 355–68. http://dx.doi.org/10.2190/cdpg-prm3-mc30-6qxj.

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Knowledge, attitudes, and behavior regarding the morality of tobacco use of 355 mostly African-American youth in Mississippi, were measured before and after tobacco prevention lessons in summer vacation Bible school. Knowledge and behavioral intentions were strong initially and did not change. Two attitudes improved: youth favored anti-tobacco policy and activism even more after the lessons compared to before. One attitude deteriorated: youth favored banning young people from tobacco less strongly after the lessons compared to before. Educational implications for introducing tobacco prevention, which may seem to be a secular topic, into a religious setting such as summertime Bible school, include covering important topics such as the perniciousness of tobacco companies, the negative influence of tobacco advertisements, the benefits of anti-tobacco policies, and ways to increase young people's personal comfort with anti-tobacco activism.

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Schoepflin, Rennie B. "Making Doctors and Nurses for Jesus: Medical Missionary Stories and American Children." Church History 74, no. 3 (September 2005): 557–90. http://dx.doi.org/10.1017/s0009640700110819.

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The December 1899 issue of Our Little Friend, a Seventh-day Adventist Sabbath school paper containing moral instruction, missionary stories, and the upcoming week's Bible study lessons, related the following story to its young readers:

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Wilhoit, James C. "THE BIBLE GOES TO SUNDAY SCHOOL: AN HISTORICAL RESPONSE TO PLURALISM." Religious Education 82, no. 3 (June 1987): 390–404. http://dx.doi.org/10.1080/0034408870820307.

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Trollinger, William Vance. "Riley's Empire: Northwestern Bible School and Fundamentalism in the Upper Midwest." Church History 57, no. 2 (June 1988): 197–212. http://dx.doi.org/10.2307/3167186.

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In the 1920s a loosely united band of militant conservatives launched a crusade to capture conrol of the major Protestant denominations. These fundamentalists staunchly affirmed the supernatural character and literal accuracy of the Bible, the supernatural character of Christ, and the necessity for Christians to separate themselves from the world. Most often Baptists and Presbyterians, they struggled to reestablish their denominations as true and pure churches: true to the historic doctrines of the faith as they perceived them, and pure from what they saw as the polluting influences of an increasingly corrupt modern culture. But by the late 1920s the fundamentalists had lost the fight. Not only were they powerless minorities in the Northern Baptist and the Northern Presbyterian denominations, where the struggle for control had been the fiercest, but many perceived them as uneducated, intolerant rustics. The Scopes trial cemented this notion in the popular consciousness.

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Hummel, Charles E. "Book Review: Training God's Army: The American Bible School, 1880–1940." International Bulletin of Missionary Research 16, no. 4 (October 1992): 171–72. http://dx.doi.org/10.1177/239693939201600411.

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Leap, Edwin. "Finding Wisdom Behind the Wheel of the Vacation Bible School Bus." Emergency Medicine News 28, no. 9 (September 2006): 31–33. http://dx.doi.org/10.1097/01.eem.0000316935.29863.a6.

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Jeynes, William H. "The Relationship Between Bible Literacy and Academic Achievement and School Behavior." Education and Urban Society 41, no. 4 (December 5, 2008): 419–36. http://dx.doi.org/10.1177/0013124508327653.

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Nugroho, Bayu Pratama, Susi Hendartie, and Rosalia Dwinanti. "MEDIA PEMBELAJARAN INTERAKTIF UNTUK ANAK SEKOLAH MINGGU PADA GKE SINTA PARARAPAK." Jurnal SAINTEKOM 11, no. 2 (September 1, 2021): 98. http://dx.doi.org/10.33020/saintekom.v11i2.198.

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Sunday School is a mentoring child's faith that is usually held on Sunday, this activity is to teach the basic Christian religion to the children of Sunday School with the delivery of material about Christianity according to the content of The Bible includes the introduction of Christian songs that are packed simple so it is easy to understand. But in the teaching and learning activities of Sunday School, the way teachers convey a message in the Bible is to tell. The conventional learning process and the limitations of props and take a long time to delivery the material. In conducting this thesis research there are two methods used by the authors, which include methods of data collection and methods of system development. The data collection methods are observations, interviews, references, documentation, and questionnaires while the method of developing the author system is the development method of MDLC (Multimedia Development Life Cycle), and to design using UML (Uniefied Modelling Language). The final result of this thesis study is the interactive learning media for the Sunday school children that can be used by children for Christian religious activities. Based on user's response to the interactive learning Media for Sunday school children is 80,4%.

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Southern, R. W. "Beryl Smalley and the Place of the Bible in Medieval Studies, 1927-84." Studies in Church History. Subsidia 4 (1985): 1–16. http://dx.doi.org/10.1017/s0143045900003525.

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In 1927, when Beryl Smalley began to study the Bible in the Middle Ages, I think it would be true to say that the Bible had almost no place in the minds of medieval historians. The strongly constitutional emphasis of the Oxford historical school of Stubbs and the tutors in Oxford, and the elaboration of this tradition by his pupils Tout and Tait in Manchester, was distinctly hostile to the intrusion of unsubstantial intellectual distractions into the business of the historian. It was generally understood of course that the Bible became important as a moving force in politics in the sixteenth and seventeenth centuries; but it could be left out of account, so it seemed, during the preceding thousand years. And this was not just an English phenomenon.

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Ko Yoo-Kyoung and Heo, Eun-chul. "The Bible(seong-gyeong) and the Bible(seong-seo) in High School World History Textbooks Consideration of notation problem." Theology and Mission ll, no. 54 (November 2018): 9–40. http://dx.doi.org/10.35271/cticen.2018..54.9.

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Ginting, Gundari, Anjelika Silalahi, Romiana Hasugian, Rut Soviana Sianturi, and Yublina Kasse. "PENTINGNYA MEMBACA ALKITAB BERDASARKAN 2 TIMOTIUS 3:16 TERHADAP PEMBENTUKAN KARAKTER DAN PERTUMBUHAN IMAN PESERTA DIDIK DI SMP HARVARD SCHOOL." Phronesis: Jurnal Teologi dan Misi 5, no. 1 (June 30, 2022): 1–14. http://dx.doi.org/10.47457/phr.v5i1.212.

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This type of research is a quantitative research that aims to find an understanding of the importance of reading the Bible on the character building and faith growth of students. The Bible is the infallible and powerful Word of God which was inspired by God directly to the author. Character formation is very necessary for students so that students have characters like the character of Christ as believers and personal fellowship with God and have a good introduction to God through reading and meditating on God's Word and doing it in daily life and by having intimate relationships. with God and having a good knowledge of God can make faith grow even more. The data collection technique used in this study was to distribute questionnaires to collect data. The results of the study indicate that there is an influence on understanding the importance of reading the Bible on the character formation and faith growth of students. Therefore, in this case, it is also necessary to have a synergy between PAK teachers, the church, and parents for the formation of character and the growth of students' faith.

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Kay, William K., and Richard Wilkins. "Reading for Readiness." Journal of Education and Christian Belief 2, no. 1 (March 1998): 65–69. http://dx.doi.org/10.1177/205699719800200108.

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On the basis of a consideration of the processes of reading and comprehending and in the light of the UK Government's literacy drive, it is argued that Religious Education ought to be better equipped to present the Bible to children of primary school age.

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Zinn, Grover A. "Hugh of St. Victor's De scripturis et scriptoribus sacris as an Accessus Treatise for the Study of the Bible." Traditio 52 (1997): 111–34. http://dx.doi.org/10.1017/s0362152900011958.

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The first half of the twelfth century was, by any account, a remarkable time in the intellectual history of the medieval West. During this period the development and expansion of schools located in urban centers took place at an accelerating pace. Within these schools, masters forged new tools for organizing, analyzing, and presenting materials for their students. Not only was the rich harvest gleaned from the writings of authorities from past centuries subjected to a more organized sifting and evaluation; the results of contemporary intellectual debate were incorporated into texts that made their way into the curricula of the schools. One can see the effects of this sifting, organizing, discussing, and presenting in a wide variety of works from the half-century: the theological sententiae from the “school” of Anselm of Laon and William of Champeaux, the accessus ad auctores literature in the arts curriculum, the Sic et non of Abelard, collections of canon law, and glossed Bibles and biblical commentaries. Although the contents of these works are quite diverse, in general they were produced within a common cultural situation: the medieval school.

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Park, Eun-Young. "Theoretical Background of English Bible School for Children and Its Case Study." Theology and the World 98 (June 30, 2020): 287–312. http://dx.doi.org/10.21130/tw.2020.6.98.287.

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Samuel Cheon. "Teaching the Bible in the Christian School of the Multi-cultural Society." Theological Forum 65, no. ll (September 2011): 255–76. http://dx.doi.org/10.17301/tf.2011.65..010.

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Yoo, Baekyun. "The World of the Bible in W. B. Yeats’s “Among School Children”." Yeats Journal of Korea 8 (May 31, 1998): 133–47. http://dx.doi.org/10.14354/yjk.1998.8.133.

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Gourlay, Kenneth H. "An Assessment of Bible Knowledge among Adult Southern Baptist Sunday School Participants." Christian Education Journal: Research on Educational Ministry 10, no. 1 (May 2013): 7–29. http://dx.doi.org/10.1177/073989131301000102.

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Ferrari, Marco. "Not all Americans are creationists. Not all creationists are American." Journal of Science Communication 05, no. 02 (June 21, 2006): C03. http://dx.doi.org/10.22323/2.05020303.

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In addition to their intrusive presence in American schools, creationists - or more modern epigones thereof, known as “intelligent designers” - are also and unexpectedly to be found in other countries. Take the United Kingdom as an example. Over the past few years, Darwin’s homeland has actually been witnessing attempts to introduce literal faith in the Bible into school programmes in a way which does not significantly differ from the one adopted in the United States. It is multi-billionaire Howard H. Ahmanson who generously finances the Discovery Institute across the Atlantic, one of the dissemination centres of the creationist “creed”.

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DaDon, Agnes E., and Kotel DaDon. "Značenje i prednost proučavanja židovske Biblije na biblijskom hebrejskom jeziku." Nova prisutnost XVII, no. 2 (July 9, 2019): 393. http://dx.doi.org/10.31192/np.17.2.9.

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In this article the authors analyse the importance of the study of the Old Testament in its original language, Biblical Hebrew. The first part of the article consists of a general introduction followed by the explanation of the main linguistic differences between Biblical and Modern Hebrew, as one of the factors contributing to the difficulty of understanding the Bible even for native Israelis. This part ends with a brief description of the first Modern Hebrew translation of the Bible and the intentions behind this translation, as presented by the translator and the publisher. The central part of this article discusses the following issues: the need of a translation of the Bible from Biblical Hebrew into modern spoken Hebrew, the importance of the Bible and the Biblical text, continues with a general introduction to translation, provides arguments in favour and against the translation of the text from Biblical Hebrew into Modern spoken Hebrew or other languages. The end of this part exposes the difficulties involved in Bible translation, providing examples of major problems in the translation of the Bible. In this context, the background of Torah translations into Aramaic is explained. Finally, in the conclusion, the authors give their recommendations for the school curriculum in Croatia, based on their experiences as teachers and parents. In their work, the authors use many sources from the rabbinical literature since the Talmudic time through the Middle Ages until modern times. Much of this literature is translated into Croatian from Hebrew and Aramaic for the first time by the authors.

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Reed, Randall. "Experiments in the Analytical Study of the Bible." Bulletin for the Study of Religion 41, no. 3 (October 9, 2012): 11–16. http://dx.doi.org/10.1558/bsor.v41i3.11.

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What it means to study the Bible analytically is current subject to much debate. One scholar who has already spent much of his career wrestling with this very issue in several forms is Burton Mack. In this article I will follow Burton Mack's professional trajectory as he went from a member of the Bultmanian school to an iconoclast in New Testament studies. What I will show is that they key issue that Mack returns to again and again is the need for a theory of Religion in doing Biblical studies. I suggest that those of us committed to the analytical study of the Bible and Religion must learn from Burton Mack that theory is the necessary prerequisite of our work.

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Journal articles on the topic 'Bible school'

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