Dissertations / Theses: 'Church and education – Netherlands – History'

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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Manarin, Louis Timothy. "And the word became kigambo language, literacy, and Bible translation in Buganda 1875-1931 /." [Bloomington, Ind.] : Indiana University, 2008. 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:3359292.

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Thesis (Ph.D.)--Indiana University, Dept. of History, 2008.
Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: John Hanson.

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12

Schell, Patience A. "Teaching the children of the revolution : church and state education in Mexico City, 1917-1926." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286411.

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13

Ferguson, Daniel Bruce 1969. "The Escuela experience: The Tucson Indian School in perspective." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291911.

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This study has three primary, interrelated themes. First, this thesis will show that creating native Christian leadership was a fundamental goal of the Presbyterians who ran the Tucson Indian Training School (1888-1960). Second it will be shown that this pursuit by the Presbyterians, when combined with the motivations and goals of the students and their families, often times expressed itself in Escuela students who were adept at cooperation and cultural brokering. Finally this thesis will address the fundamental difference between federal Indian schools and mission schools to show that a goal of creating Christian leaders was more easily achieved in the mission school environment after the turn of the 20th century. Primary and secondary sources, as well as interviews with Tucson Indian School alumni are used to place this particular Indian boarding school in historical, cultural and personal perspective.

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14

Davis, Bradley A. ""Our Christian heritage" an applied curriculum for adults in the local church /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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15

Anderson, J. Vernon. "History of the missionary work of the Evangelical Free Church an integrated approach /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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16

Yates, Paula. "The established church and rural elementary schooling : the Welsh dioceses 1780-1830." Thesis, University of Wales Trinity Saint David, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683276.

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17

Freese, John Richard. "A symbolic analysis of state educational policy and reaction in a selected state, 1915-1925." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186216.

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The role of nonpublic schools within American society has often been debated and challenged, yet for over three hundred and fifty years such schools have existed within what is now the United States. A significant portion of these nonpublic schools have been parochial schools operated by Lutheran denominations. Lutheran parochial schools were established by most European Lutheran immigrant groups to the United States, but the majority were established by German immigrants. German Lutheran immigrants to the United States initially established and maintained parochial schools to perpetuate their language, their culture, and their doctrinal standards. During World War I, extraordinary pressures from society and from the state came to bear on German Lutheran parochial schools. This study examined the public opinions and state policies within Nebraska from 1915-1925, as applied to German Lutheran parochial schools. The symbolic approach toward organizations was the analytical frame used for this study.

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18

Riggs, Lynette. "The Church of Jesus Christ of Latter-day Saints' Indian Student Placement Service: A History." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/92.

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From 1947 to 1996, The Church of Jesus Christ of Latter-day Saints operated a foster program that placed Native American children into Latter-day Saint (LDS) homes to attend public schools and be immersed in Mormon culture. This program, the Indian Student Placement Program, is described through LDS perspectives as being generally successful. The children were baptized into the LDS church, removed from the reservations, and relocated to live with white Mormon families where they attended public schools and were expected to conform to white cultural life ways. Critics charge that the program was a missionary tool used to assimilate children into white Mormon society, often at a great cultural, familial, and psychological cost. Although historians and scholars are writing more about Native American education experiences as of late, little has been recorded about this particular phenomenon. This study pulls together what has been recorded about the program and adds additional perspectives and information provided by past participants via an interview process. There are both negative and positive outcomes suggested by past program participants and researchers. Perhaps the most important contributions this study makes, however, concern the Native Americans themselves and their responses of accommodation, resistance, and, ultimately, resilience in the face of acculturating and assimilating forces.

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19

Hawkins, Cynthia Susan. "Aspects of the musical education of choristers in Church of England choir schools." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63228.

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20

Whytock, Jack. "The history and development of Scottish theological education and training, Kirk and Secession (c.1560-c.1850)." Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683179.

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21

Hess, Daniel Lund. "The Evolution of Media in the Church Educational System of The Church of Jesus Christ of Latter-Day Saints." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4787.

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This thesis will chronicle the efforts of Church Educational System employees, those in the Church Audiovisual Department, and those in Church Correlation of the Church of Jesus Christ of Latter-day Saints, in the development of media produced specifically for use in the CES classroom.Following a brief overview of the history of Church Education and LDS motion picture production, this thesis will document the efforts in producing media support for CES from 1965 to the present. It will chronicle how CES media development, approval, and production have mirrored changes and developments in CES curriculum philosophy, Church organization, and advances in motion picture production technology. The creative and collaborative processes during each phase of media development will also be explored.

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22

Esplin, Scott Clair. "Education in Transition: Church and State Relationships in Utah Education, 1888-1933." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1194.pdf.

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23

Dierk, Heidrun. "Kirchengeschichte elementar : Entwurf einer Theorie des Umgangs mit geschichtlichen Traditionen im Religionsunterricht /." Münster : Lit, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014163920&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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24

Mutsch, Gregory D. "A study of the history and future of Pensacola Christian College and its contributions to fundamentalist education." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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25

Goosens, Aline. "Les inquisitions modernes dans les Pays-Bas méridionaux, 1520-1633: législation, compétence, répression." Doctoral thesis, Universite Libre de Bruxelles, 1995. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212502.

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26

Duverge, Christine. "Entre theorie et pratique: Madame de Maintenon et lacite des Demoiselles de Saint-Cyr (1685-1719)." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280278.

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For many critics, the demise of Saint-Cyr stemmed from the transformation of the institution into a convent six years after its opening. This seemingly conservative shift has been used as "proof" that Maintenon abandoned a progressive and feminist pedagogy. A study of Maintenon's writings intended for Saint-Cyr suggests that, though she wavered between theory and practice, she never gave up her utopian and feminist impulses. This dissertation argues that, in the end, despite numerous social constraints, Maintenon found ways to maintain her principles by adopting practices suitable to the context. Chapter I is a study of Saint-Cyr's genesis and Maintenon's goal in creating this institution. Chapters II and III analyze the educational system at Saint-Cyr, its curriculum and methodology. Chapter IV is a study of the theater as practiced at Saint-Cyr, with particular attention to the girls' performances of Racine's Esther, the ensuing scandal and the changes implemented by Maintenon. Chapter V analyzes Maintenon's letters, Conversations, Instructions and Proverbes with respect to the question of the condition of women, arguing that Maintenon possessed a deep desire to free the girls and to give them a better life. Chapter VI analyzes Maintenon's image in modern fiction, specifically, Yves Dangerfield's La Maison d'Esther (1991) and Patricia Mazuy's film Saint-Cyr (2000). In this chapter, I consider to what extent such an image is based on Maintenon's writings, to what extent it is constructed and, finally, how her character is still important for today's public.

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27

Dowdle, Brett David. "A New Policy in Church School Work: The Founding of the LDS Supplementary Religious Education Movement, 1890-1930." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2470.

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The following thesis is a study of the founding years of the Mormon supplementary religious education between 1890 and 1930. It examines Mormonism's shift away from private denominational education towards a system of supplementary religious education programs at the elementary, high school, and college levels. Further, this study examines the role that supplementary religious education played in the changes between the nineteenth and the twentieth centuries. During the 1870s and 1880s, Utah's territorial schools became an important part of the battles over polygamy and the control of Utah. As the Federal Government began to wrest control of the schools from the Mormon community, the Church established a system of private academies. Economic problems during the 1880s and 1890s, however, made it difficult for the Church to maintain many of these schools, necessitating the Mormon patronage of the public schools. As a result, in 1890 the Church established its first supplementary religious education program, known as the Religion Class program. The Religion Class program suffered from a variety of problems and was criticized by both Mormon and non-Mormon officials. Despite the failings of the Religion Class program, the need for supplementary religious education became increasingly important during the first two decades of the twentieth century. In 1912, the Granite Stake established the Church's first high school seminary. Within ten years, the seminary program replaced the majority of the academies and became the Church's preeminent educational program. During the 1920s, the Church began extending supplementary religious education to its students in colleges and universities through the establishment of the institute program and the near-complete abandonment of its private colleges and schools. The successive establishment of these three programs demonstrates a shift in Mormon educational priorities and attitudes throughout this period. Whereas the academies and the Religion Class program emphasized a general fear of Americanization, the seminary and institute programs accepted the public schools and much of the Americanization that accompanied them, while at the same time providing means for the continued inculcation of Mormon values into the lives of Latter-day Saint youth.

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28

Mckenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070326.142406.

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Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded. The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes. The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel. This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.

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29

Smith, Carolyn F. "The Origin of African American Christianity in the English North American Colonies to the Rise of the Black Independent Church." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250628526.

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30

Augusto, Asaf Cassule Noé. "The impact of persecution (1950-1974) upon the Igreja Evangelical Congregacional in Angola : a church-historical study / Asaf Cassule Noe Augusto." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4308.

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31

Walker, Michael Joseph. "La Grande Arche des Fugitifs?,/i> Huguenots in the Dutch Republic After 1685." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2900.

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In the seventeenth century, many refugees saw the United Provinces of the Netherlands as a promised land—a gathering ark, or in French, arche. In fact, Pierre Bayle called it, "la grande arche des fugitifs." This thesis shows the reception of one particular group of Protestant refugees, the Huguenots, who migrated to the Netherlands because of Catholic confessionalization in France, especially after the Revocation of the Edict of Nantes in 1685. The thesis offers two case studies—one of the acceptance of Huguenot clergymen and one of the mixed reception of refugee radical and philosopher Pierre Bayle—in order to add nuance to existing knowledge and understanding of the Huguenot diaspora, and of the nature of tolerance in the Dutch Republic, especially in regard to the Dutch Reformed Church. Dutch society, and especially the Reformed Church, welcomed the Huguenot refugees because of their similar religious beliefs and the economic and cultural benefits they brought with them. Particularly following the 1685 Revocation, refugees fleeing France settled securely in the Republic amongst the Walloons, descendants of refugees already settled there, and worshiped in prosperity and peace within the Walloon Church, a French-speaking arm of the Dutch Reformed Church. Using synodal records, this thesis examines the relationships between refugee pastors and the established Walloon leaders and finds that there was a bond of acceptance between the two groups of clergy, motivated by the desire for orthodoxy in religious belief, or in other words, by a Reformed desire for confessionalization"”more Reformed adherents also made Dutch society more Reformed. Huguenots were also able to maintain a measure of French identity while still being integrated into Dutch society. The second chapter shows the limits of Dutch tolerance by examining the Netherlandish experience of Pierre Bayle, a Huguenot refugee and philosopher. His experience was typical for a controversial philosopher and refugee in the Netherlands because he endured intolerance from certain religious authorities, but also received protection from other moderate religious officials and university and civic authorities. Bayle expressed sentiments that the Netherlands was a safe haven, or ark, for refugees, even though he endured censure from church officials. Their aims were to make the community's religious convictions more uniform, and some leaders of the Dutch Reformed Church saw Bayle's ideas as threats to that—to confessionalization. In the same vein as Benjamin Kaplan's Divided By Faith, this thesis shows that tolerance certainly existed in the Republic, but was more complicated than Bayle and others suggested. Indeed, efforts that thwarted confessionalization were met with intolerance by the Dutch Reformed Church. This thesis also contributes to Huguenot studies by discussing the relationships of refugees to their host community in the Dutch Republic.

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32

Magness, Ethan. "Awesome God, amazing people forty short biographies of Christian lives /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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33

Domenech, Michael. "A history and critique of theological education at the Evangelical Seminary of Puerto Rico (1919-1987) /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11790477.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Douglas Sloan. Dissertation Committee: Joseph Lukinsky. Includes bibliographical references (leaves 251-262).

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34

Butler, Aaron Jason. "A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865--1871." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618383.

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In 2003, the Virginia Department of Education authorized a committee of 11 teachers to write a report detailing Virginia's public education history. The committee drafted a document that provided a chronological account of the major developments in public education in Virginia from 1607 to 2003. The document provided minimal coverage of the history of Virginia's African American population, specifically during the Antebellum (1830s-1860s) and Reconstruction (1865-1871) eras. The history of public education for Virginia's African American population, 1865-1870, was completely omitted from the document. The post-Civil-War era was a critical time period in both United States and Virginia educational history because it witnessed the development of the first public grammar, secondary, and higher education institutions for southern African Americans through the efforts of the federal government and Northern religious and secular organizations.;This dissertation researches the actions of the federal government, specifically the Bureau of Freedmen, Refugees, and Abandoned Lands, the work of benevolent and freedmen aid societies of the North, the actions of African Americans, and the legislative work of the Virginia General Assembly to establish a public education system for African Americans in Virginia following the American Civil War. This manuscript uses governmental reports from the commissioners and officials of the Bureau of Freedmen, Refugees, and Abandoned Lands, the minutes and records from benevolent aid societies, minutes from the Virginia Constitution Convention of 1867-1868, and a variety of primary and secondary sources to provide an account of how Virginia's African American population gained access to publicly funded education.

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Stringham, Ray W. "Family Life Education in The Church of Jesus Christ of Latter-Day Saints in the 20th Century: A Historical Review." Diss., CLICK HERE for online access, 1992. http://patriot.lib.byu.edu/u?/MTNZ,22843.

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36

Erickson, Andrea. "Doctrinal and Historical Analysis of Young Women's Education in The Church of Jesus Christ of Latter-day Saints." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2834.pdf.

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37

Dykstra, Wayne. "A new venture in Christian higher education a history of Puget Sound College of the Bible/Christian College /." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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38

MacDonald, Joseph Duncan. "Denominational attitudes toward the subdivision of the 1874 Protestant grant to education in Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34202.pdf.

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39

Griffiths, Casey Paul. "Joseph F.Merrill: Latter-day Saint Commissioner of Education, 1928-1933." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1060.

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Joseph F. Merrill served as Church Commissioner of Education from 1928 to 1933, an era critical in the development of Latter-day Saint Education. During his tenure as commissioner several key developments occurred in Church education, among them the closing of most of the remaining Church academies, transfer of nearly all of Church junior colleges to State control, rapid expansion of the Church seminary system, and establishment of the first LDS Institutes of Religion. Merrill also initiated new efforts to encourage LDS educators to seek graduate-level education outside of Utah, and to bring religious scholarship to the teachers of the Church. In addition, during this time attempts were made by forces outside the Church to seriously curtail the continuation of the seminary program, if not to eliminate it entirely. Merrill's efforts were crucial in ensuring the survival and ultimate acceptance of this form of religious education. This study is intended to answer the following research questions: 1. What were the contributions of Joseph F. Merrill as Church Commissioner of Education? 2. How can the lessons from Merrill's administration be applied to the challenges facing Church education today? The first chapter of this thesis is intended to provide the necessary historical back to understand the events which took place during the Merrill tenure. Particular attention is paid to the work of Merrill's predecessor, Adam S. Bennion. Chapter two provides the historical background to understand Merrill's background before he was called as commissioner. The “Beginning of Institute" chapter explores the creation of the Latter-day Saint Institutes of religion. Next, the “Continuing the Transformation of Church Education" explores the decision to close or attempt to transfer to state control the junior colleges owned by the Church during this time. With the transfer of most of the Church colleges underway by the early 1930s, Church education found itself dependent on the work of seminaries and institutes. “The Released Time Seminary Crisis of 1930-31" chapter details the effects made by the report of the state high school inspector, I. L. Williamson, on seminary and Merrill's work to defend the legality of the seminary system. Next, “Joseph F. Merrill and Religious Educators" will document Merrill's dealings with the teachers who served under him as commissioner. Attention is devoted here to the effects of the Depression on Church education, as well as an account of the LDS educational venture with the University of Chicago Divinity school in the 1930s. Finally, the “Conclusions" chapter explains Merrill's departure from the office to serve as president of the European Mission. This chapter will also offer summary answers to the major research questions, and suggestions for future study The overall intent of this study is to shed light on the contributions of Joseph F. Merrill to Latter-day Saint education. It is not intended as a full biographical work, but simply focuses on his service as commissioner, with occasional ventures into other periods as necessary. It is hoped the reader will emerge with a greater understanding of this important era in Church history, as well as an improved vision of the divine hand guiding the fate of the Church.

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Aldrich, Julia Catherine. "Reimagining the Framework: The Legacies of Three Generations of Catholic Women and the Implications for Modern Day Catholics of the United States." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1544556971953954.

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Tam, Tsz Wai Edith, and 譚子慧. "A comparative on the contributions of missionaries to the formative years of colonial education in Hong Kong and Macau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31950863.

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Frisk, Jean M. "Mary in catechesis: a comparative study on magisterial catechetical documents and religion textbooks for elementary schools in the United States from 1956-1998." IMRI - Marian Library / OhioLINK, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=udmarian1431447113.

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Gilliam, Erin Wiggins. ""A BEACON OF HOPE": THE AFRICAN AMERICAN BAPTIST CHURCH AND THE ORIGINS OF BLACK HIGHER LEARNING INSTITUTIONS IN KENTUCKY." UKnowledge, 2018. https://uknowledge.uky.edu/history_etds/53.

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This dissertation focuses on the African American Baptist church as a vital architect of black higher education in Kentucky. In keeping with the historiography of black education, my research focuses on the often-forgotten component of religion and its impact on the development of post-secondary education. More specifically, my work explores the dynamics of race, class and gender in shaping the origins of black higher learning institutions in the state. I contend that Kentucky was home to a growing and progressive African American middle class who sought racial uplift to solve the “negro problem" through education. I also reveal that African American religious leaders in Kentucky served as examples for other African Americans who were promoting black higher education during the period of segregation. As a border state, Kentucky offers a unique opportunity to examine the educational challenges and opportunities African Americans faced during the late nineteenth and twentieth centuries. Kentucky was home to one of the few African American Baptist controlled institutions in the nation, Simmons College. Therefore, this study offers historians an expanded lens for analyzing African American agency in developing higher learning initiatives while combating racial inequality in a state with a reputation for poorly funding public education.

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Drummond, Anne (Anne Margaret). "From autonomous academy to public "high school" : Quebec English Protestant education, 1829-1889." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65546.

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Calvert, Gordon C. "Growth of non-FISA Christian schools in British Columbia, 1975-1985." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28590.

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This thesis examines the growth of small, church-related Christian schools in British Columbia, in particular those schools, largely non-funded, outside of British Columbia's Federation of Independent School Associations (FISA). The early chapters provide an overview of the history of private schooling in Canada and examine the social context of the growth of Christian schools. They show the importance of private alternatives in both Canadian and British Columbian educational history. They demonstrate that the growing disenchantment with public education is a by-product of societal changes in the last twenty-five years. Later chapters examine the Christian school parent's concern with the perceived lack of Biblical values and with the "secular humanist" philosophy of the public school curriculum, as well as the rationale underlying the growth of Protestant evangelical day schools in British Columbia. Although derived from a wide range of sources, much of the information was obtained from primary sources such as reports, directories, enrollment statistics and, in particular, oral interviews and questionnaires with principals and others involved in the Christian school movement in British Columbia. Private Christian schools in Canada have built their reputation on an increasing popular dissatisfaction with public education, its "secular humanist" philosophy and its perceived lack of Biblical values. This study demonstrates that the church-related Christian schools are not a phenomenon of any one urban or rural area but rather are spread quite consistently throughout many communities of British Columbia. The majority of these schools (64%) were founded between 1977 and 1981 and are small, employing one to two full-time teachers. Government funding for private schools began in 1977 but as this study shows, had little to do with the founding of these schools, a significant finding since 80% of the schools were founded after 1977. The Christian school's popularity can be traced to the philosophic convictions of the parents who view these schools as a bastion of Biblical truth and morality in a secular world. In elucidating this philosophy, the thesis points out the diversity of the Non-FISA Christian schools on such issues as government funding and control, teacher certification and curricula. The unifying theme is that religion was the raison d’être for the founding of the schools and that the home and the church were the preferred places in which to teach children how to live. It is evident that the private schools, particularly the Christian ones, meet a need for advocates of family choice in our pluralistic Canadian society who have become disillusioned with the public school system, and desire a more traditional education suited to their philosophy.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Burke, Jeffrey Charles. "The establishment of the American Presbyterian Mission in Egypt, 1854-1940 : an overview." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36557.

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This dissertation examines the educational contributions of the American Mission in Egypt using previously untapped archival documents from the Presbyterian Historical Society in Philadelphia. The principal focus of this research is on the establishment of American Mission schools in Egypt. The successes and failures of this missionary movement's work with Copts and Muslims are examined within the context of demographic data and political history. The study also discusses Egyptian anti-missionary sentiments directed against the American Mission in the 1920s and 30s, and constitutes an exploration of Christian-Muslim relations in nineteenth- and early twentieth-century Egypt.

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Gutowski, James Arthur. "Politics and Parochial Schools in Archbishop John Purcell's Ohio." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1254177639.

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Hall, Elaine Friedrich. "Pedagogical and Andragogical Principles of John Wesley's Anthology." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277806/.

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This study is a historical and philosophical analysis of significant educational concepts John Wesley espoused during his lifetime from 1703-1791. Specifically this document examines Wesley's use of pedagogical and andragogical principles through the educational undertakings of the early Methodist movement.

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Grubbs, Jeffrey Bryan. "Teacher Belief Research in Art Education: Analyzing a Church of Christ Christian College Art Educator Beliefs and their Influence on Teaching." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284733542.

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Jönsson, Runa. "Fruar och fröknar i frikyrkan : en studie om framstående femtioåriga frikyrkotanter i Svenska Missionsförbundet under åren 1945 – 1970." Thesis, Gotland University, Department of History, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-274.

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In the New Testament different pictures of a Christian woman are presented, not only thepicture of someone who is nursing and caring, but also the picture of someone who is learningand being educated.Women are put into systems of gender which form them, and throughout the years the pictureof women has been that they primarily should be caring and nursing, not learning.Both of these pictures exist within the Swedish Missionary Society, a society that has not hadany constitution to comply with until 1964, which meant that each person could make his owninterpretation of the Bible and its texts.This essay examines how fifty-year-old women are pictured within the Swedish MissionarySociety 1945-1970, assuming that women who want to serve Jesus have to be prepared togive up their traditional role of nursing and caring, and focus on learning instead.The research method is qualitative, and the written sources are from a regional Christianweekly publication. The essay does not present an unambiguous picture of fifty-year-oldnonconformist women, but the results show that they are not being related to children, that themajority has a higher education than elementary school, and that many of them are addressedto as “Mrs”.

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Dissertations / Theses on the topic 'Church and education – Netherlands – History'

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