Relevant bibliographies by topics / Church and education – Netherlands – History

Academic literature on the topic 'Church and education – Netherlands – History'

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Published: 10 March 2023
Last updated: 11 March 2023

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Journal articles on the topic "Church and education – Netherlands – History"

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Van der Tuin, Leo, and Hans-Georg Ziebertz. "Multikulti: uitdaging of ergernis?" Religie & Samenleving 2, no. 1 (May 1, 2007): 17–44. http://dx.doi.org/10.54195/rs.13213.

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A comparison between the Netherlands and Germany, concerning religious, cultural and ethnic plurality seems to be very interesting because Germany has surely never defined itself as a multicultural population, as was historically the case in the Netherlands. While pupils in the highest grades of education are supposed to be the coming leaders in their countries, the question is even more interesting: do they continue the history of their parents? The research questions we formulated focus on their attitude to cultural and religious plurality in general, to their view on the question of truth and salvation in different religions and the relation between religions, and last to their attitude to foreigners, called immigrants in Germany and allochthons in the Netherlands. The outcomes of the research are in some way surprising. Dutch pupils – especially the boys – are more negative about the plurality than their German contemporaries. Belonging to a church in Germany appears to connect with a positive attitude to migrants, while in the Netherlands this isn’t important at all, there is a great indifference on this point: The chain of memory seems to be broken in different ways. For the Netherlands there is much to discuss.
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Tampake, Tony, and Setyo Budi Utomo. "IDENTITAS GEREJA SUKU: Konstruksi Identitas Gereja Kristen Jawa (GKJ) Margoyudan dalam Pelayanan Sosial Gereja di Surakarta." KRITIS 28, no. 1 (June 24, 2019): 53–72. http://dx.doi.org/10.24246/kritis.v28i1p53-72.

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This article discusses the identity of the church Pasamuwan Kristen (community members) of Gereja Kristen Jawa/Java Christian Church (GKJ) Margoyudan, Surakarta, Central Java. Pasamuan Kristen GKJ Margoyudan’s identity construction is based on two factors: internal identity and external identity. By employing documents/literature review and in-depth interviews, this research found that the construction of internal identities of Pasamuan Kristen GKJ Margoyudan was built from the long history of Zending Missionary’s role from the Netherlands. The Zending Missionary had delivered the first identity of GKJ Margoyudan as a church which has characteristic of Javanese fellowship but still following many agreements of European social identity, Javanese culture domination as the main identity, and the church building as community solidarity identity. From the external side, the support came from synod of GKJ as the center of evangelism and the government, especially Central Java government. Synod of GKJ and the government support the church community to preserve Javanese culture through Javanese songs, Javanese language, and other related culture activities. They also transformed the church building into a cultural heritage in order to assimilate it with the social identity. The research found a conclusion that stronger acceptance from others to GKJ Margoyudan is partly because of the social role of the church in education and health since long ago. GKJ Margoyudan is accepted in the wider community as an assimilationist identity.
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Bosman, Hendrik L. "Jacobus Capitein: Champion for Slavery and Resisting Mimic?" Old Testament Essays 34, no. 2 (October 25, 2021): 1–18. http://dx.doi.org/10.17159/2312-3621/2020/v34n2a18.

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Jacobus Eliza Johannes Capitein (1717-1747) was a man of many firsts-the first black student of theology at the University of Leiden in the Netherlands, the first black minister ordained in the Dutch Reformed Church in the Netherlands, the author of the first Fante/Mfantse-Dutch Grammar in Ghana as well as the first translator of the Ten Commandments, Twelve Articles of Faith and parts of the Catechism into Fante/Mfantse. However, he is also remembered as the first African to argue in writing that slavery was compatible with Christianity in the public lecture that he delivered at Leiden in 1742 on the topic, De Servitute Libertati Christianae Non Contraria. The Latin original was soon translated into Dutch and became so popular in the Netherlands that it was reprinted five times in the first year of publication. This contribution will pose the question: Was Capitein a sell-out who soothed the Dutch colonial conscience as he argued with scholarly vigour in his dissertation that the Bible did not prohibit slavery and that it was therefore permissible to continue with the practice in the eighteenth century; or was he resisting the system by means of mimicry due to his hybrid identity - as an African with a European education - who wanted to spread the Christian message and be an educator of his people?
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KITLV, Redactie. "Book Reviews." New West Indian Guide / Nieuwe West-Indische Gids 65, no. 1-2 (January 1, 1991): 67–105. http://dx.doi.org/10.1163/13822373-90002017.

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-A. James Arnold, Michael Gilkes, The literate imagination: essays on the novels of Wilson Harris. London: Macmillan, 1989. xvi + 180 pp.-Jean Besson, John O. Stewart, Drinkers, drummers, and decent folk: ethnographic narratives of village Trinidad. Albany, New York: State University of New York Press, 1989. xviii + 230 pp.-Hymie Rubinstein, Neil Price, Behind the planter's back. London: MacMillan, 1988. xiv + 274 pp.-Robert Dirks, Joseph M. Murphy, Santería: an African religion in America. Boston: Beacon Press, 1988. xi + 189 pp.-A.J.R. Russell-Wood, Joseph C. Miller, Way of Death: merchant capitalism and the Angolan slave trade, 1720-1830. Madison, Wisconsin: The University of Wisconsin Press, 1988. xxx + 770 pp.-Anne Pérotin-Dumon, Lawrence C. Jennings, French reaction to British slave Emancipation. Baton Rouge: Louisiana State University Press, 1988. ix + 228 pp.-Mary Butler, Hilary McD. Beckles, White servitude and black slavery in Barbados, 1627-1715. Knoxville: University of Tennesse Press, 1989. xv + 218 pp.-Franklin W, Knight, Douglas Hall, In miserable slavery: Thomas Thistlewod in Jamaica, 1750-1786. London: MacMillan, 1989. xxi + 322 pp.-Ruby Hope King, Harry Goulbourne, Teachers, education and politics in Jamaica 1892-1972. London: Macmillan, 1988. x + 198 pp.-Mary Turner, Francis J. Osbourne S.J., History of the Catholic Church in Jamaica. Chicago: Loyola University Press, 1988. xi + 532 pp.-Christina A. Siracusa, Robert J. Alexander, Biographical dictionary of Latin American and Caribbean political leaders. New York, Westport, London: Greenwood Press, 1988. x + 509 pp.-Sue N. Greene, Brenda F. Berrian ,Bibliography of women writers from the Caribbean (1831-1986). Washington D.C.: Three Continents Press, 1989. 360 pp., Aart Broek (eds)-Romain Paquette, Singaravélou, Pauvreté et développement dans les pays tropicaux, hommage a Guy Lasserre. Bordeaux: Centre d'Etudes de Géographie Tropicale-C.N.R.S./CRET-Institut de Gépgraphie, Université de Bordeaux III, 1989. 585 PP.-Robin Cohen, Simon Jones, Black culture, white youth: the reggae traditions from JA to UK. London: Macmillan, 1988. xxviii + 251 pp.-Bian D. Jacobs, Malcom Cross ,Lost Illusions: Caribbean minorities in Britain and the Netherlands. London: Routledge, 1988. 316 pp., Han Entzinger (eds)
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Selderhuis, Herman J. "Die Bedeutung der Reformation Luthers für die kirchenrechtliche Entwicklung in den Niederlanden." Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Kanonistische Abteilung 102, no. 1 (September 1, 2016): 381–405. http://dx.doi.org/10.26498/zrgka-2016-0115.

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Abstract The Impact of Luther’s Reformation on the development of Church Law in the Netherlands. This essay describes how essential the specific history of the reformation in the Netherlands was for the developments of reformed church law in that country. The Dutch reformation was relatively late and was more Calvinistic than Lutheran. Calvin’s model of structuring the church, the essential effect of the refugee situation of many reformed believers and the fact that the revolt as well as the reformation were movements mainly ,from below‘, result in a church polity with the following characteristics: self-government of each individual congregation, active involvement of all church members, independence towards political authorities and a presbyterial-synodical church organisation. This church model was reached through a series of synodical meetings that started in the 1560ies and came to a conclusion at the Synod of Dordt in 1618/1619.
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Spaans, Joke. "Theology, Religious Studies and Church History." NTT Journal for Theology and the Study of Religion 71, no. 1 (February 18, 2017): 19–30. http://dx.doi.org/10.5117/ntt2017.71.019.spaa.

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Abstract The recent Report of the KNAW-research committee describes the extreme fragmentation of the field of Theology and Religious Studies in the Netherlands. This has negative consequences for the visibility and viability of research. This article focuses on Church History and the various ways it has been conceptualised in various environments. It argues that Church History has been slow to follow the expansion in approaches and subjects of study that has taken place in the historical profession. Although the political climate is not very promising, the only way to go would be a serious effort in catching up, closer cooperation with general historians and between the various branches of Theology and Religious Studies and with the ‘heritage industry’.
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Benedict, Philip. "Of Church Orders and Postmodernism." BMGN - Low Countries Historical Review 136, no. 1 (March 30, 2021): 59–77. http://dx.doi.org/10.18352/bmgn-lchr.10897.

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Self-avowedly influenced by the postmodernist critique of nineteenth-century ‘positivism’, Jesse Spohnholz's ambitious and multiple prize-winning 2017 The Convent of Wesel: The Event that Never was and the Invention of Tradition speaks at once to the political and institutional history of the Reformed churches of the Netherlands and northwestern Germany, to the role of archiving practices in shaping historical understanding, and to the nature of historical study. This review offers both an extended synopsis and a critique of the book. While recognizing its considerable achievement, it questions its framing of its findings about the Reformation era with reference to the ‘confessionalization’ debate, its reliance on a prefabricated narrative about archives as instruments of power and marginalization, and its mischaracterizations of post-Rankean historical practice and theory. Implications of the book’s findings for further research into the politics and personalities of the Reformation in the Low Countries are also suggested.
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den Hollander, August. "The Dynamic Role of the Bibliothèque wallonne in the History of the Walloon Churches." Church History and Religious Culture 100, no. 4 (October 19, 2020): 447–62. http://dx.doi.org/10.1163/18712428-bja10008.

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Abstract The Bibliothèque wallonne accommodates a church collection that is the result of distinct archival policies. Tracing the archival history of this collection reveals important shifts in its formation, accessibility, and usage. A travelling archive from 1578, it became a fixed church archive in 1777, and in 1852 was augmented by a separate Walloon Library, with both archives under the management of a Commission des Archives. In 1877, the Commission de l’ histoire des Églises wallonnes was established, whose goal was to write the history of the Walloon churches in the Netherlands, and collecting the necessary sources for doing so. In 1893, after the activities of both commissions were merged, the collections were combined to form what is now the Bibliothèque wallonne. Established primarily as a church archive, the collection is now mostly used for researching the history of the Walloon churches in the Netherlands.
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Vroom, H. M. "Staatsvakken en kerkelijke vakken aan openbare universiteiten." Verbum et Ecclesia 18, no. 1 (July 19, 1997): 210–31. http://dx.doi.org/10.4102/ve.v18i1.1134.

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Theology at the state universities in the Netherlands since 1876: State disciplines and church disciplines In three contributions the organisation of (protestant) theology in the Netherlands since 1876 has been described. In this first part the Dutch law on higher education (1876) is dealt with, its background (especially separation of state and church and equal treatment of religious traditions). This law has established a dual system (“duplex ordo”): “state professors” and “church professors”, all paid by the government. Various evaluations of this arrangement are discussed and its recent modification and the motifs thereof are given. In practice, the theological faculties at the state universities have been mostly reformed faculties.
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Heitink, G. "Het publieke karakter van de kerk." Verbum et Ecclesia 21, no. 2 (September 9, 2000): 260–76. http://dx.doi.org/10.4102/ve.v21i2.1258.

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The public character of the churchThe subject of this article is the public character of the church. In the Netherlands one can make a distinction between three actual models. Each of them has had influence on the relationship between church and society in a particular time of history. The first model of A Kuyper, has its roots in the Reformed Churches in the Netherlands (Gereformeerde Kerken) and was important in the first half of the 20th Century. The second model is rooted in the Reformed Church (Nederlandse Hervormde Kerk) of the Netherlands in the period after World War 2. The third model is the ecumenical model of the "church for others", related to the secularized society. In each of these models we can find building blocks for the fourth model, called "open church", which has to be developed in this time of rapid social changes. In this article, the author tries to develop a design for the fourth model. This article is written out of the context of Western Europe. I hope it also can be helpful in the context of South Africa.
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Dissertations / Theses on the topic "Church and education – Netherlands – History"

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Wielema, Michiel. "The march of the Libertines : Spinozists and the Dutch Reformed Church (1660-1750) /." Hilversum : Uitg. Verloren, 2004. http://www.loc.gov/catdir/toc/fy0704/2004441841.html.

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Bryan, William Jennings. "Toward pastoral teaching of church history in the local church." Theological Research Exchange Network (TREN), 1986. http://www.tren.com/search.cfm?p100-0078.

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Childs, David J. "The Black Church and African American Education: The African Methodist Episcopal Church Educating for Liberation, 1816-1893." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250397808.

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Fretwell, Matthew T. "Developing a Disciple-Making Training Strategy for the Church Planters of New Breed Church Planting Network." Thesis, Southeastern Baptist Theological Seminary, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635779.

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The project director serves as the director of operations for the New Breed Church Planting Network (NBCPN). A necessity for developing a reproducible disciple-making strategy for the church planters of NBCPN existed. The project exists to develop a reproducible disciple-making practicum to meet the needs of NBCPN.

Within the first chapter, the project director explored the ministry project proposal and purpose. Listing main objectives, limitations, assumptions, term definitions, and a detailed project rationale explain the project process. The project director researched four North American church planting organizations to assess the respective utilization of disciple-making processes, while providing an explanation for NBCPN’s need for a reproducible strategy.

Within the second chapter, the project director examined two separate passages of scripture. The texts of Matt 28:18–20 and Acts 1:8 (ESV) became the foundational basis upon which the project director analyzed and made reproducible disciple-making conclusions. Chapter two consists of exegesis, exposition, and application of the chosen texts and explained the biblical and theological foundation of the ministry project.

Within chapter three, the project director provided research for the ministry foundations aspect of the project. The project director identified and explored past and present ecclesiological disciple-making procedures. The project director’s goal for chapter three provided information concerning the development of historical and 11 contemporary reproducible disciple-making, as well as, examining theoretical and application models.

Within chapter four, the project director described the development of the ministry project. The chapter focused on the project director’s seven-practicum reproducible disciple-making strategy for the church planters of NBCPN. The project director’s compiling of information regarding the utilization of an expert panel, incorporated Great Commission components, integrated research of chapters two and three, and implemented expectation, completed the chapter.

In chapter five, the project director documented an overall summation of the ministry project. The director examined the evaluation of the project process, analysis of the findings, and an overview of the lessons learned. The strengths, weaknesses, and personal reflection of the ministry project offered descriptive insight to the project director and for reader clarity.

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MacNeill, Molly. "Church and state : public education and the American religious right." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21237.

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In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.
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Gillespie, Susan W. "Church, State, and School: The Education of Freedmen in Virginia, 1861-1870." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539626178.

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Livraga, Patrizia. "Education in Hong Kong, 1858 - 1894 Bishop Timoleone Raimondi's epoch /." Thesis, [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834113.

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Davidson, Julie Elaine, and n/a. "Schools for the people? : church, state, and educational control in Scotland to 1872." University of Otago. School of Social Science, 2004. http://adt.otago.ac.nz/public/adt-NZDU20051020.182314.

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This thesis is concerned with the changing face of educational provision in nineteenth-century Scotland. In particular, it examines the reasons behind the Church of Scotland�s loss of official authority over schooling in 1872. From the time of the Reformation, the Church had been empowered to supervise all education in Scotland, to play the major role in the appointment of teachers, and to ensure that landowners assumed their responsibilities in the placing of a school in every parish. However, this authority had never operated straightforwardly, and in 1803 an Education Act transferred significant aspects of the Church�s power over the appointment of teachers in parochial schools - and therefore over the curriculum of those schools - to local landowners. In the course of the nineteenth century, the Church�s position was eroded still more substantially, until the Education Act of 1872 formally gave control over State sponsored establishments to locally-elected School Boards. The Church�s loss of power was directly connected with the formation of a system of universal, compulsory schooling for Scotland�s children. The study is structured in seven chapters. Chapter 1 considers the background to the educational developments of the nineteenth century: the profound social and ecclesiastical consequences of demographic change, industrialisation, and urbanisation. Section A (Chapters 2-4) explores the history of the Church of Scotland�s work in education, and the emergence of other churches which actively developed additional and rival schools in the 1800s. Chapter 2 examines the origins and working of the Church of Scotland�s system of parochial schools, and the responses of this system to a changing educational environment. Chapters 3-4 assess the place of the Church of Scotland�s ancillary institutions, Sessional and Assembly schools, and the activities of the Scottish Society for Propagating Christian Knowledge (SSPCK). Detailed consideration is given to the educational efforts of four other major denominations - the Free Church of Scotland, the United Presbyterian Church, the Scottish Episcopal Church, and the Roman Catholic Church - and to the schools established by the Society of Friends. The demonstrable inability of the Church of Scotland to meet its statutory obligations in both rural and urban areas, and the sheer scale of the educational provision made by other bodies, fostered a growing perception that responsibility for schooling could not be entrusted to any single voluntary institution, but required to be vested in the State. Section B (Chapters 5-7) examines the evolving ideals of rescue and reformation of the �perishing classes� in the work of Sunday, ragged, industrial, and reformatory schools, and the parts played by such schools in educating the poorest members of British society in the nineteenth century. As these parts can all be seen to be interconnected, it emerges that the Church of Scotland�s withdrawal from Sunday-school provision in 1799 compromised its capacity to meet the needs of a growing constituency of vulnerable children, and exacerbated its inability to provide appropriate instruction for those most affected by the turmoil of industrialisation. The lay composition of the committees that managed all of these schools also contributed to the marginalisation of the institutional voice of the Church in administering Scotland�s education. In the end, the Church of Scotland lost control to the State in 1872 because it was unable to adapt its parochial structure sufficiently to provide appropriate schooling to meet the challenges of a changed world.
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Brady, David J. "A revival of memory utilizing the innovative study of church history to enlighten, inspire, and mobilize believers in local congregations /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Ochwada, Hannington. "Negotiating difference the Church Missionary Society, colonial education, and gender among Abetaaluyia and Joluo communities of Kenya, 1900-1960 /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297112.

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Thesis (Ph.D.)--Indiana University, Dept. of History, 2007.
Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0713. Adviser: John H. Hanson.
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Books on the topic "Church and education – Netherlands – History"

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Kwaasteniet, Marjanne de. Denomination and primary education in the Netherlands (1870-1984): A spatial diffusion perspective. Amsterdam: Koninklijk Nederlands Aardrijkskundig Genootschap, 1990.

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Scott, Amos N., Pettegree Andrew, and Nierop, Henk F. K. van., eds. The education of a Christian society: Humanism and the Reformation in Britain and the Netherlands. Aldershot, Hants, England: Ashgate, 1999.

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Leendert, Groenendijk, Steutel J. W. 1948-, Ruyter Doret de, and Miedema Siebren 1949-, eds. De gereformeerden en hun vormingsoffensief door de eeuwen heen: Liber amicorum voor Leendert F. Groenendijk. Zoetermeer: Meinema, 2009.

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Groenendijk, Leendert. De gereformeerden en hun vormingsoffensief door de eeuwen heen: Liber amicorum voor Leendert F. Groenendijk. Zoetermeer: Meinema, 2009.

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The church in the Netherlands. London: Wells Gardner, Darton, 1990.

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Bary, Edward O. De, Lynn K. Barker, Donald E. Armentrout, and Charles L. Winters. Education for ministry: Church history. Edited by Mackenzie Ross 1927- and University of the South. 4th ed. [Sewanee, Tenn.?]: University of the South, 2001.

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Rood, Rogier Van't. Adult education, Basic skills, Culture, Development and Education. The Hague: CESO, 1988.

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Wolthuis, Jan. Lower technical education in the Netherlands, 1798-1993: The rise and fall of a subsystem. Leuven: Garant, 1999.

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Biliyock, Joseph A. The church, education, society, and morality. Jos, Nigeria: Lecaps Publishers, 2002.

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Irene, Salam. Catholic education in Manipur. New Delhi: Scholar Pub. House, 1989.

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Book chapters on the topic "Church and education – Netherlands – History"

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Grever, Maria. "The Netherlands." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 385–402. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_30.

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Veugelers, Wiel. "Citizenship Education and Active Student Participation: The Netherlands." In Nation-Building and History Education in a Global Culture, 103–16. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9729-0_7.

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Norlin, Björn, and Daniel Lindmark. "Generating and Popularising Historical Knowledge in a Reconciliation Process: The Case of the Church of Sweden and the Sami." In Historical Justice and History Education, 131–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70412-4_7.

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Krüger, Jenneke. "Engineering Studies and Secondary Education: Descriptive Geometry in the Netherlands (1820–1960)." In International Studies in the History of Mathematics and its Teaching, 233–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14808-9_14.

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Pattyn, Valérie, and Arco Timmermans. "Polder Politics Under Pressure: The Advisory Roles of Political Scientists in the Netherlands." In The Advisory Roles of Political Scientists in Europe, 279–305. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86005-9_13.

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AbstractPolitical science in the Netherlands has a long tradition and a history of institutionalization. It developed as a broad discipline, together with public administration, and grew into separate research and education programmes. Does this segmented nature of political science appear in the external activities of those scholars concerned? Or is the overall consensus-style and neo-corporatist (‘polder’) advisory system in which political scientists are placed a more important determinant? What about developments in the policy advisory system itself, pressures on institutions and trends in the environment and their consequences for the supply and demand of scholarly political science advice? These are the central questions we examine in this chapter. We first present the development of the discipline in the country. Then we look at the main features and trends of the advisory system and the niche occupied by political scientists. As we will show on the basis of the survey results, political scientists in the Netherlands gauge their visibility and their social and political impact as relatively high, and a large majority of them engage in advisory activities. Our findings also highlight that the effects of the segmented structure of political science on the type of advisory role are relatively limited.
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Papastathis, Konstantinos. "Diaspora-Building and Cultural Diplomacy: The Greek Community of Jerusalem in Late Ottoman Times and the Mandate." In European Cultural Diplomacy and Arab Christians in Palestine, 1918–1948, 255–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55540-5_13.

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AbstractThis chapter explores the history of the Greek diasporic community of Jerusalem in late Ottoman times and the formative years of the British Mandate. It focuses on the creation of the Greek Colony and its central community institution, the so-called Greek Club, as well as the role of Greek cultural diplomacy both with the Greek community and with Arabs of the Greek Orthodox denomination, in its development. It addresses the establishment and development of the Jerusalem Greek diaspora; its relation to the Greek state; and its links to the Orthodox Patriarchate. Overall, the chapter suggests that Greece could influence, but not control, the decision-making process within the community. The Greek diaspora was excluded from systematic influence in Church administration, lacking power over communal education, and hence politically dependent on the Church.
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Christensen Hughes, Julia. "Academic Integrity Across Time and Place: Higher Education’s Questionable Moral Calling." In Academic Integrity in Canada, 25–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_2.

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AbstractIn this chapter, I call on Canada’s higher education institutions to embrace Veritas (truth), in every aspect of the academy. Academic integrity must transcend discussions of student misconduct and apply to all that we are—our history, our research, our curriculum, our pedagogy, our purpose. Tracing Western higher education’s development from medieval times in Europe, through to the US and Canada, I make the case that the academy has paradoxically been both a dominating and liberating force since its inception. While imposing Western conceptions of morality and truth that have shifted over time, and supporting the imperialist ambitions of Church, monarchy and state, higher education has also elevated its graduates to positions of influence within society and advanced national aims. Despite credos of truth telling and missions of character development, higher education’s moral calling has been—and remains—highly questionable. Given the complex challenges the world is facing today, and the need for Canadian institutions of higher learning to confront their colonial roots, it is time for us to critically examine this history and explicitly (re)position integrity at the core of Canada’s higher education institutions.
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"Church and State in Education in the Netherlands." In Church and State in Education, edited by George Z. F. Bereday and Joseph A. Lauwerys, 78–91. Routledge, 2018. http://dx.doi.org/10.4324/9780203080634-5.

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"Education in the A.M.E. Church." In African American Religious History, 261–69. Duke University Press, 2000. http://dx.doi.org/10.1215/9780822396031-029.

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PAYNE, DANIEL ALEXANDER. "“Education in the A.M.E. Church”." In African American Religious History, 261–69. Duke University Press, 2000. http://dx.doi.org/10.2307/j.ctv11smnkh.32.

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Conference papers on the topic "Church and education – Netherlands – History"

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Shutko, D. V. "The Role Of The Russian Orthodox Church In Training Military Personnel." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.103.

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van Buijtenen, J. P., and J. Splinter. "Gas Turbine Education in the Netherlands." In ASME 1994 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/94-gt-323.

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This paper describes the Dutch educational system for gas turbine engineering. The history of the gas turbine industry and education is given briefly. Recently the industry took the initiative of creating a foundation ‘to stimulate gas turbine education’. Courses are implemented in the general educational structure. The cooperation of academia and industry has proved to be very fruitful.
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Barranco Donderis, Alejandro. "The perceptive experience of the heritage landscape." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15660.

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Education on heritage environments based on user experience is committed to understanding and enhancing the heritage landscape. The proposal prioritizes "experimenting" over "explaining" to reduce the digital divide and to guarantee equal access to information and knowledge. The urban environment of the church of the Santos Juanes is one of the most characteristic places in the history of the city of Valencia. In the same environment there are emblematic monuments such as the Lonja de la Seda and the Mercat Central of Valencia. Despite all of the above, the landscape has suffered considerable deterioration in recent decades. The lack of a safe urban space, the weak treatment of urban connections to monuments and the physical deterioration of the building have been the factors that have caused the creation of an environment conducive to alienating behaviors with the place. The high degree of alienation has led to the production of campaigns to prevent and prosecute these behaviors by the municipal administration, however there are no proposals to help understand and know these places. Currently, the redevelopment works of this environment are being undertaken, so it is of interest to propose an educational proposal about the heritage area to stimulate interest, learning, experience and exploration. Visits and workshops on the interpretation and sensitive experience of the cultural landscape bring citizens closer to experiencing the church of the Santos Juanes in a way not based on a data compilation discourse. In conclusion, experiencing, knowing and sharing these environments strengthens the relationship between citizens and their cultural heritage. At the same time, these exercises help to collect information on how citizens perceive and value their heritage environments.
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