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1
Popova, Olga D. "The Reader’s Interest of Seminarians during the Period of Social Rise in the Second Half of the 19th — Early 20th Century." Observatory of Culture 15, no. 5 (December 14, 2018): 608–20. http://dx.doi.org/10.25281/2072-3156-2018-15-5-608-620.
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The article analyzes the reader’s interests of students of theological seminaries of the second half of the 19th — early 20th century. Libraries were a mandatory element of the functioning of theological seminaries. Memoirs of the seminarians provided the background for the present article. The author analyzes the state policy on formation of the ideological education of children of the clergy. The article describes the content of the libraries of theological seminaries and the mechanisms for their replenishment. The study is aimed to demonstrate that the library collections did not meet the interests of seminarians, and the reading circle of young people was being influenced by the social rise in Russia in the second half of the 19th century. Revolutionary populists were greatly affecting the reader’s interests. The students of seminaries were willing to read the works of leading authors of that time: H.T. Buckle, H. Spencer, N.K. Mikhaylovsky, N.G. Chernyshevsky, D.I. Pisarev. An analysis of archival documents demonstrates that the government attempted to monitor what students read in theological seminaries. Books of the leading authors were banned and withdrawn. The seminarians sought to create their own reading circle. Therefore, many students made attempts to visit city libraries, to take books from friends and acquaintances, to create their own secret collections.The article reveals the history of secret libraries in Kostroma and Vladimir. The study helps to understand that the authors of the memoirs shared their reader’s interests in order to show the impact of reading books by progressive authors. Most of the memoirs’ authors claimed that the interest in the clandestine circles had been caused by a desire to diversify the monotonous daily life in seminaries. Seminarians read forbidden literature because of their interest in current problems of Russia and society.
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Domaszk, Arkadiusz. "Formacja alumnów wyższych seminariów duchownych do korzystania ze środków społecznego przekazu w misji Kościoła." Prawo Kanoniczne 51, no. 3-4 (December 10, 2008): 91–106. http://dx.doi.org/10.21697/pk.2008.51.3-4.04.
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The formation of students of higher theological seminaries embraces different problems. It is no possible to skip the mass-media problem in the seminarformation. The present research undertakes the problem of the seminar-formation in relation to using media in the mission of the Church, which are propositions of law and church-teaching in this field. Detailed norms of the education of seminarists bear upon three levels: first embraces the formation of seminarists as receivers, the next stage possesses the pastoral dimension, and the third (specialistic) is directed to those who will committing their future working on the field of media or will be lecturers in this sphere. The study of the documents of the church, instructions and propositions of law, confirms the urgent need of formation of the seminarists of theological seminaries, in the area of instruments of social communication. In the preparation of seminarists, one cannot only bring the separate lecture on the subject massmedia. Necessary is the general philosophical reference, and the theological formation to the present problems of social communication. In the present evangelization one ought to use mass-media. One ought today to ask after this, as to using instruments of social communication, which forms of the communication and which technologies are most useful in the concrete realization of the mission of the Church. One future priest, the conscious and critical receiver, should be a partner in the dialogue in the subject of present forms of the communication.
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Synii, Valentyn. "DEVELOPMENT OF COLLECTIVE LEADERSHIP IN THEOLOGICAL EDUCATION IN POST-SOVIET PROTESTANTISM." Educational Discourse: collection of scientific papers, no. 29(12) (January 22, 2021): 81–92. http://dx.doi.org/10.33930/ed.2019.5007.29(12)-8.
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The emergence of Baptist seminaries in Ukraine was influenced by Western churches or missions and in some cases by the Ukrainian diaspora, which had lived outside Ukraine for a long time. The decisive influence was exerted by representatives of churches, educational institutions and Christian universities in the United States. Seminaries went through a number of stages of their own development, during which the forms of collective leadership changed. The first stage is the emergence of seminaries and the harmonization of seminars to unified standards. In the first stage, immediately after the seminary was established, they had very friendly relations with local churches, the programs were very flexible and responded to the needs of the churches. Church leaders saw these initiatives as part of church ministry. The second stage is the extensive development of seminaries, by which the author means the involvement of additional resources in the work of seminaries and the growth of seminaries, associated with the number of students, and for some seminaries - the opening of branches or field programs. This type of growth was also due to the fact that seminaries began to become more independent of national churches, and partnerships with Western organizations became more formalized, which was most often seen in the participation of Western partners in the board of trustees. The third period is a reassessment of the work of seminaries. The beginning of this period is largely related to the global economic crisis of 2007-2008, and its result was the resumption of dialogue between seminaries and churches. The fourth period - institutional changes - is associated with the reaction of the Ukrainian state to the Bologna process and the adoption of the new Law of Ukraine "On Higher Education". The process of preparation for state accreditation and formation of a culture of openness in the national educational environment has begun.
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Benes, Meiliana Evita. "THE RULE OF ST. BENEDICT SEBAGAI MODEL FORMASI SPIRITUAL SEMINARI." Jurnal Amanat Agung 16, no. 2 (September 29, 2021): 285–33. http://dx.doi.org/10.47754/jaa.v16i2.499.
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Abstract: This research is based on the thought of a saint, St. Benedict, contained in a rule made in the context of monastery, the Rule of St. Benedict. This rule has shaped the spiritual life of God's people for dozens of centuries. The strong emphasis on the balance of ora et labora, prayer and work, made this pattern relevant till date. This rule is also used as an approach to the forming of the patterns of spiritual formation in seminaries. Theological education is closely related to the growth of God's people. Thus, seminary as one model of theological education needs to have a good pattern related to the spiritual formation of everyone in it. The condition of seminaries in the present era with a tendency to show more attention to academic formation than to spiritual formation can cause imbalance in the life of seminarians. The Rule of St. Benedict can be a reference model so that seminaries can carry out a balanced theological education process to ensure that the academic quality exists as a part of the wholistic spiritual life.
 Keywords: ora et labora, seminary, spiritual formation, the Rule of St. Benedict.
 
 Abstrak: Penelitian ini didasarkan oleh pemikiran seorang kudus, St. Benediktus yang tertuang dalam sebuah aturan yang dibuat dalam konteks biara, the Rule of St. Benedict. Aturan ini telah membentuk kehidupan spiritual umat Tuhan selama belasan abad. Penekanan yang kuat pada keseimbangan ora et labora, berdoa dan bekerja, membuat pola ini dapat digunakan hingga saat ini. Aturan ini juga digunakan sebagai pendekatan untuk membentuk pola formasi spiritual di seminari. Pendidikan teologi memiliki kaitan yang erat dengan pertumbuhan umat Tuhan. Dengan demikian, seminari sebagai salah satu model dari pendidikan teologi perlu memiliki sebuah pola yang baik terkait dengan formasi spiritual setiap orang di dalamnya. Kondisi seminari pada masa kini yang menunjukkan kecenderungan perhatian pada formasi akademik daripada formasi spiritual dapat mengakibatkan ketidakseimbangan dalam kehidupan para seminaris. The Rule of St. Benedict dapat menjadi sebuah model acuan agar seminari dapat menjalankan proses pendidikan teologi secara seimbang guna memastikan bahwa kualitas akademik hadir sebagai bagian dalam kehidupan spiritual secara holistik.
 Kata-kata kunci: ora et labora, seminari, formasi spiritual, The Rule of St. Benedict.
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Taylor, Mark Lewis. "Seminaries and Slavery." Theology Today 76, no. 4 (December 18, 2019): 308–21. http://dx.doi.org/10.1177/0040573619882682.
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A theological response to the three university case studies on slavery audits from William & Mary, Georgetown, and Princeton. Taylor argues that the Princeton Seminary report reflects a reconciliatory transaction paradigm and, as valuable as it is, should be consciously developed within another paradigm: the Abolition Struggle Paradigm.
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Woodruff Tait, Jennifer. "Theological Libraries in Prison." Theological Librarianship 11, no. 2 (October 23, 2018): 12. http://dx.doi.org/10.31046/tl.v11i2.532.
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For over 200 years, American prisons have operated library programs. Today, many colleges and seminaries with prison programs leading to theological degrees are working with how to provide resources to their incarcerated students. Here, several librarians share how they are meeting the challenges.
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Danylets, Yurii. "JOHN THE THEOLOGIAN THEOLOGICAL SEMINARY IN BITOLA AND SUBCARPATHIAN RUS: HISTORICAL CONNECTIONS, EDUCATIONAL PROCESS, GRADUATES." Scientific Herald of Uzhhorod University. Series: History, no. 2 (47) (December 20, 2022): 21–34. http://dx.doi.org/10.24144/2523-4498.2(47).2022.266567.
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The article investigates the historical ties of Subcarpathian Rus with one of the theological institutions in the Balkans - the St. John the Theologian seminary in Bitola. The deficient educational level of the Orthodox clergy in the early 1920s is characterized. The network of Orthodox seminaries in the Kingdom of Serbs, Croats, and Slovenes during this period is shown. Based on the documents of Serbian and Ukrainian archives, the stages of attracting students from Subcarpathian Rus to study in the Kingdom's secondary and higher spiritual and theological institutions are clarified. The role of the bishops-delegates of the Serbian Orthodox Church, who served the most for the departure of entrants to study in Macedonia, is assessed. For the first time in historiography, the names of the Transcarpathians who graduated from the seminary and were ordained as priests were established. The article also mentions other seminarians who were expelled for failure or transferred to other educational institutions. The article describes the seminary's curriculum, extracurricular activities, incentives system, and students' leisure time. The annual reports of the seminary also provide an opportunity to trace the way of reforming the educational institution's curriculum, increasing and decreasing the number of hours in certain subjects. The author concludes that Bitola Theological Seminary trained about 30 priests for Subcarpathian Rus and was among the most popular and respected in the region. The Orthodox clergy who graduated from the studios in Macedonia were highly educated and able to unite the faithful in the parishes. On this basis, the diocesan hierarchs entrusted the "Bitolians" with large parishes or problematic parishes where it was necessary to normalize the situation. The conclusions outline the prospects for further research.
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Stokum, Christopher J. "“An Oppressive Insensibility”: Disestablishment, Clerical Infirmity, and the Origins of the Manual Labor Movement." Church History 91, no. 4 (December 2022): 803–23. http://dx.doi.org/10.1017/s0009640722002797.
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In the contested spiritual economy of the early nineteenth century, recently disestablished American clergymen consolidated themselves in theological seminaries. Members of the dominant New England Congregationalist and Presbyterian ministries, these seminarians organized a defensive front against itinerant, populist rivals by intensifying their curricula, proscribing physical exertion as a distraction from study, and shielding clerical students from popular influence. Yet critical voices from within the seminaries soon reported that unrelenting study damaged students’ bodily health and alienated the clergy from a laity on whom their educational funding now depended. Accompanying such critiques were proposals for an alternative pedagogy that gained its fullest expression in the manual labor school, where physical vigor was enshrined as a complement to theological training and where barriers separating clergy from laity were minimized. By situating the infirmities that seminarians logged in memoirs and exposés alongside their efforts to reform the seminary system, this article argues that the graduate clergy mustered a coherent, forceful response to the crisis in spiritual leadership that disestablishment precipitated. The article presents clerical elites not as casualties of democratization or as agents of capital, but as self-aware and self-interested economic actors in the reordering of American religious authority after disestablishment.
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Изосимов, А. А. "2023 is Teacher’s and Mentor’s Year in Russia. The Activity of Individual Mentors in Barnaul Theological Seminary." Христианское чтение, no. 1 (March 1, 2024): 111–17. http://dx.doi.org/10.47132/1814-5574_2024_1_111.
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Данная статья рассматривает новое направление в деятельности Барнаульской духовной семинарии — тьюторство, которое в духовной семинарии чаще именуется «индивидуальное наставничество». Хотя изначально тьютор — это преподаватель, который проводит дополнительные занятия с одним или несколькими учащимися, студентами, в духовной семинарии деятельность тьютора понимается чуть шире и включает в себя функции, которые раньше входили в сферу деятельности классного руководителя или куратора курса. Информация, предложенная в статье, может быть использована индивидуальными наставниками духовных семинарий Русской Православной Церкви. This article considers a new direction in the activities of Barnaul Theological Seminary — tutoring, which in seminaries is often referred to as individual mentoring. Although initially a tutor is an instructor or lecturer who conducts additional classes with one or more students, tutor’s activity in theological seminaries is somewhat wider and includes responsibilities that used to be the activity scope of a supervising teacher or a course curator. The information provided can be used by individual mentors in theological seminaries of the Russian Orthodox Church.
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Prokop, Krzysztof R. "Z dziejów seminariów warszawskich w dawnej diecezji poznańskiej. Biskupi oraz inni przedstawiciele znamienitych rodów doby staropolskiej w gronie wychowanków seminarium externum i seminarium internum Misjonarzy św. Wincentego à Paulo przy kościele Świętego Krzyża w Warszawie (1675/1676-1864/1865)." Ecclesia. Studia z Dziejów Wielkopolski, no. 11 (October 15, 2018): 153–91. http://dx.doi.org/10.14746/e.2016.11.6.
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Until 1798 Warsaw remained in the diocese of Poznań despite taking over from Cracow numerous functions of a capital city in the 17th and 18th centuries (nominally it never became the capital of the Polish-Lithuanian Commonwealth). During this time two seminaries ran by the Missionaries of St. Vincent de Paul functioned in Warsaw: Seminarium Internum and Seminarium Externum. They were founded in 1675-1676 and educated – especially the latter one – a large group of clergy who later held prominent positions in the structures of the Catholic Church on Polish-Lithuanian-Ruthenian soil. Among the seminary’s graduates were 66 future bishops (only eight of them underwent formation in Seminarium Internum), who were to minister as ordinaries or suffragans in a majority of dioceses then existing within the borders of the Kingdom of Poland and the Grand Duchy of Lithuania (and also on the territory of historical Greater Poland). Both of the above mentioned theological institutes located in Warsaw continued to function for some decades after the collapse of the pre-partition Polish-Lithuanian state (by then already within the Warsaw diocese and from 1818 in the Warsaw archdiocese). Their existence came to an end in 1864 as a result of repressions by Russian administration after the collapse of the January Uprising. In this second period of the seminaries’ operation the number of alumni who later filled episcopal offices was markedly lower, the last one being the future Gniezno-Poznań metropolitan and cardinal, Mieczysław Ledóchowski, whose name stands out illustriously in the history of the Church in Greater Poland.
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Filippov, Alexander. "Educational programmes in orthodox theological educational institutions in Russia." St. Tikhons' University Review. Series IV. Pedagogy. Psychology 68 (March 31, 2023): 9–15. http://dx.doi.org/10.15382/sturiv202368.9-15.
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The purpose of the article is to carry out the comparative analysis of the Programs of education in spiritual educational institution. The article shows that educational work in a spiritual educational institution is the most important component of the teaching process. It is mentioned that Orthodox seminaries, being the educational institutions of the Church are focused on training specialists, for whom it is of vital personal, professional and social importance to comply with the standards of Christian morality and its spiritual traditions.Materials and Methods. The methods of the research are the analysis of scientific articles in journals, conferences’ proceedings, the comparison of different approaches to the organization of the educational process in spiritual educational institutions, the examination of the official sites of educational establishments. The key research method is the analysis of the curriculum for bachelors in the field of Theology (the code is 48.03.01) in various seminaries of Russia is carried out. Their choice is determined by the criteria of their geographical diversity, the number of students, the educational programs implemented, and the seminaries’ place in the ranking of higher spiritual educational institutions.Results. It is shown that despite the different characteristics of seminaries, the curricula are close, since the content of the educational process is determined by the values of the Orthodox religion. It is mentioned that the purpose of the educational process is specified in different seminaries. The suggestion is made that different accents in the formulation of the purpose is the mark of the leading approach in education: axiological, environmental, or activity ones. Although the idea doesn’t contradict the complex of approaches in the educational process.The conclusion is drawn that the differences in educational programs can be seen as the directions to improve and modernize educational work.
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Mar, Leonard P. "AGS-pastore se belewenis van hulle teologiese opleiding." Verbum et Ecclesia 26, no. 2 (October 3, 2005): 432–46. http://dx.doi.org/10.4102/ve.v26i2.234.
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Theological training is in a crisis worldwide. Although the role that Theological Seminaries have fulfilled is acknowledged, there is a growing concern about the ability of these institutions to serve the upcoming generations of Christian leaders. Some warn they may not be well tailored for our post-modern age. Many people feel that the Seminary as an institution is in danger of extinction due to irrelevancy. Seminaries, in general, are perceived as not connecting to the needs of today’ s church. The Auckland Park Theological Seminary (ATS), whose training is the subject of this research, is not excluded from this concern of the Church for relevant theological training. Many pastors of the AFM of SA are of the opinion that the training offered at the ATS does not effectively train pastors for the ministry. The purpose of this article is to investigate and describe how pastors who studied at the ATS experienced their theological training, as well as to offer guidelines to the Church and the ATS to develop a more effective model for theological training.
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Conklin, Sarah C. "Sexuality Education in Seminaries and Theological Schools." Journal of Psychology & Human Sexuality 9, no. 3-4 (July 31, 1997): 143–74. http://dx.doi.org/10.1300/j056v09n03_08.
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Pawlina, Krzysztof. "History and Development of Clergy Training in Poland." Verbum Vitae 41, no. 4 (December 19, 2023): 1095–119. http://dx.doi.org/10.31743/vv.16647.
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Among the many issues related to priesthood, questions often arise about how the Church prepares pupils/students for priestly service, what this formation involves and who is responsible for it. The article attempts to answer these questions from a historical perspective. It begins by presenting the idea of seminary life and the beginnings of the institution of theological seminaries. Then it discusses the decision of the Council of Trent, which obliged the Church to establish theological seminaries in all dioceses. The next stage in the education of the clergy was introduced by the document of the Second Vatican Council, Optatam Totius, which defines the nature and mission of a priest. It obliged local churches to develop their own Ratio Fundamentalis Institutionis. The Polish Ratio Fundamentalis drew its inspiration from this document. The analysis of the new Ratio for Polish seminaries developed in 2021 concludes the latest stage in the history of clergy formation.
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MERKULOV, A. V., and I. A. PANARIN. "THE TEACHING STAFF OF THE THEOLOGOCAL SEMINARIES IN RUSSIA OF THE LATE 19TH AND EARLY 20TH CENTURIES." JOURNAL OF PUBLIC AND MUNICIPAL ADMINISTRATION 12, no. 2 (2023): 113–19. http://dx.doi.org/10.22394/2225-8272-2023-12-2-113-119.
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The purpose of the article is a categorical analysis of the teaching staff of theological seminaries in Russia of the late 19th and early 20th centuries. This study is of great importance for understand-ing the history of Russia and the role of the Church in society. The study of the teaching staff of theological seminaries and the degree of their professional training makes it possible to analyze the possibilities of the influence of this category of church intellectuals on the social life of Russia at that time. The article analyzes the nature and essence of the interaction of the church intellectuals with representatives of state power, as well as the influence of the teaching staff of the theological educational institutions of tsarist Russia on public sentiment and the sphere of public education. As a result, the authors come to the conclusion that this study can be useful for understanding modern religious culture in Russia and its connection with secular education. The interrela-tion of theological and secular education shown in the article reveals their mutual influence and joint impact on the formation of public sentiment in the country, the impact of spiritual traditional values on the culture and way of people life. The study of the teaching staff of theological seminaries in Russia of the late 19th and early 20th centuries makes it possible to understand the origins of modern problems and trends in the further develop-ment of interaction between the state and society in upholding spiritual ideals in the context of the challenges of the secular public-state space.
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Allen, Diogenes. "IS Philosophy of Religion Enough?" Theology Today 44, no. 3 (October 1987): 311–18. http://dx.doi.org/10.1177/004057368704400303.
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“The adaptation and extension of the philosophy of religion required for teaching in theological seminaries would not only give it greater value to theological students. It could also lead to significant improvement of contemporary philosophy of religion itself, by showing the value of philosophical reflection on actual religions.”
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Nelson, Randy A. "Doing Theology in a Clinical Setting." Journal of Pastoral Care 47, no. 2 (June 1993): 168–77. http://dx.doi.org/10.1177/002234099304700209.
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Explores the factors affecting theological reflection as manifested in Clinical Pastoral Education, notes the uniqueness of clinical settings in stimulating theological dialogue, and explicates some of the limitations of CPE as a place in which theological reflection takes place. Concludes that the full potential of CPE as a theological project can only be realized when there is more interaction between the theological educators whose primary home is in the seminaries and the agencies of the faith communities and those whose primary base is in the CPE movement.
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Thomas, Norman E. "Globalization and the Teaching of Mission." Missiology: An International Review 18, no. 1 (January 1990): 13–23. http://dx.doi.org/10.1177/009182969001800102.
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The Association of Theological Schools in North America has adopted “globalization” as the major program emphasis for the 1990s. This is an analysis of the new opportunities which result for missiology and the missiologist within North American theological seminaries. Missiology can move from the periphery to the integrative core of the theological curriculum, relating globalization to the central task of the church and its ministry to be in mission.
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Xu, Yihua. "Union Theological Seminary and the Christian Church in China." Journal of American-East Asian Relations 13, no. 1-2 (2006): 11–24. http://dx.doi.org/10.1163/187656106793645150.
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AbstractUnion Theological Seminary (Union) in New York City, established in 1836, has long been regarded as one of the best and most liberal Protestant theological seminaries in the United States. Served by prominent Christian theologians such as Harry Emerson Fosdick, Reinhold Niebuhr, and Paul Tillich, Union reached its peak development in the first half of the twentieth century, setting a standard of theological education in the United States and promoting the ecumenical movement around the world.
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Soloviev, A. A. "Libraries of Kostroma and Yaroslavl Theological Schools in the middle of XVIII -beginning of XX century." Bibliotekovedenie [Library and Information Science (Russia)], no. 1 (February 28, 2015): 98–102. http://dx.doi.org/10.25281/0869-608x-2015-0-1-98-102.
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The article is devoted to the history of origin and development of underexplored libraries of theological seminaries in the Upper Volga region. There is analyzed the qualitative and quantitative structure of library stocks. There is determined the need of fundamental and student's libraries and their influence on pupils and teachers of theological schools on the example of Kostroma and Yaroslavl provinces.
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Pipczyńska, Dagmara. "Warunki przyjmowania kandydatów do seminarium duchownego w II RP na przykładzie Seminarium Duchownego w Płocku." Łódzkie Studia Teologiczne 31, no. 4 (December 30, 2022): 37–55. http://dx.doi.org/10.52097/lst.2022.4.37-55.
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The article is about issues related to the conditions of admitting candidates to seminaries in the period of the Second Polish Republic. The issues were presented on the example of the Higher Theological Seminary in Płock.
 This article was divided into thematic sections, starting with the discussion of the institutional outline and formal preparation of candidates for the priesthood. This section refers to the decisions of the Council of Trent. Next section of this article concerns the general admission conditions for candidates to universities in the Second Polish Republic. 
 The article also draws attention to important role of the preparation for priestly, in the light of the rules the Code of Canon Law of 1917. The following subsections of the dissertation refer directly to issues related to the organization and functioning of the Higer Theological Seminary in Płock. At this point, Author presented path of Theological Seminary in Płock to become a higher education institution.
 The article ends with a summary, which concludes that the theological seminaries in the Second Polish Republic, although they didn’t fit into the framework of „secular” education, presented a significant scientific and didactic level.
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Siwaju, Fatima. "Opportunities and Challenges of Teaching Islamic Studies in Theological Seminaries." American Journal of Islam and Society 33, no. 1 (January 1, 2016): 160–62. http://dx.doi.org/10.35632/ajis.v33i1.896.
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On Saturday, November 21, 2015, from 9:00 a.m. to 11:30 a.m., a panel coorganized by the International Institute of Islamic Thought (IIIT) entitled “Opportunitiesand Challenges of Teaching Islamic Studies in TheologicalSeminaries,” was held during the Annual Meeting of the American Academyof Religion (AAR) at the Marriott Hotel in Atlanta, GA. The panel was presidedover by Reverend Dr. Serene Jones (president of Union Theological Seminaryand AAR president-elect), and included contributions from Nazila Isgandarova(Emmanuel College), Munir Jiwa (Graduate Theological Union), JerushaLamptey (Union Theological Seminary), Nevin Reda (Emmanuel College),Feryal Salem (Hartford Seminary), and Ermin Sinanović (IIIT). Amir Hussain(Loyola Marymount University) served as respondent.The purpose of the roundtable was to address the growing trend amongChristian seminaries in North America of offering courses and, in some cases,professional degrees in the study of Islam, which has often involved hiringMuslim academics. The panelists endeavored to explore the opportunitiesand challenges posed by this new context, as well as the possible future directionof theological schools in addition to the future trajectory of Islamicstudies at them.Nazila Isgandarova, a spiritual care coordinator for the Center for Addictionand Mental Health in Canada and a graduate student at Emmanuel College,spoke of her personal experience as a Muslim student in a theological school.She noted that one of the unique advantages of studying Islam in a Christianenvironment is that it provides a space for the exchange of ideas. Isgandarovaidentified clinical pastoral education (CPE) as one of the major advantages ofstudying at a seminary. She emphasized that Islamic spiritual care educationshould be grounded not only in the Islamic tradition, but also in the conceptualand methodological frameworks provided by CPE. While she acknowledged ...
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Kang, Jie. "The Rise of Calvinist Christianity in Urbanising China." Religions 10, no. 8 (August 15, 2019): 481. http://dx.doi.org/10.3390/rel10080481.
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Over the past decade, Reformed Christianity, broadly based on the theology of Calvinism, has spread widely in China, especially by appealing to Chinese ‘intellectuals’ who constitute most of the house church leaders in urban areas. It draws its moral guidance from a so-called rational or intellectual focus on biblical theology, reinforced by theological training in special seminaries. It consequently rejects the ‘heresy’ of the older Pentecostal Christianity, with its emphasis on charisma, miracles, and theology based on emotional ‘feeling’. This Reformed theology and its further elaboration have been introduced into China in two main ways. The first is through overseas Chinese, especially via theological seminaries in Singapore, Malaysia, and Indonesia. For instance, preachings of the famous Reformed pastor Stephen Tong (唐崇荣) have been widely disseminated online and among Chinese Christians. Second, Korean missionaries have established theological seminaries mainly in cities in northern China. This has resulted in more and more Chinese church leaders becoming advocates of Calvinism and converting their churches to Reformed status. This paper asks why Calvinism attracts Chinese Christians, what Calvinism means for the so-called house churches of a Christian community in a northern Chinese city, and what kinds of change the importation of Reformed theology has brought to Chinese house churches. Various significant accounts have addressed this development in China generally. My analysis complements these accounts by focusing on a small number of interconnected house churches in one city, and uses this case study to highlight interpersonal and organizational issues arising from the Calvinist approach.
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Tverdokhlib, Tetiana. "Teaching Pastoral Theology as a Pedagogically Oriented Discipline in the Educational Institutions of the Orthodox Church in Ukraine (Beginning of the 19th – End of the 60's of the 19th Century)." International Letters of Social and Humanistic Sciences 87 (May 2019): 1–12. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.1.
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The article focuses on the pedagogical component in the content of Pastoral Theology in the Ukrainian educational institutions of the Orthodox Church, which were included in the system of religious education of the Russian Empire at the beginning of the nineteenth century – at the end of the 1860's. Basing on the studied works “On Positions of Parish Presbyters” by the bishop of the Smolensk Parfenii and the Archbishop of Mogilev, Georgii (Konyskyi), “Letters on Positions of Sacred Rank” by Olexandr Sturdza, “Pastoral Theology” by Archimandrite Anthonii (Amfiteatrov), as well as programs, lecture notes and lecture reviews of lecturers of theological seminaries and the Kiev Theological Academy it has been established that much attention at classes on Pastoral Theology was paid to the preparation of future priests for the religious and moral upbringing of parishioners. The main forms and methods of teaching Pastoral Theology have been presented on the basis of the analysis of archival materials, historical, pedagogical literature. Attention is drawn to the widespread dissemination in the seminaries of rote learning and text dictating, despite the prohibition of such methods by the 1814 Statute. The quality of teaching and staffing of this subject in the secondary and higher Ukrainian educational institutions of the Orthodox Church in the period under research. It has been proved that Pastoral Theology in seminaries was on an equal footing with other branches of theology: teachers understood its great importance for future presbyters and paid much attention to the subject as distinct from the Kiev Theological Academy.
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Simangaliso Kumalo, R. "Educating for Social Holiness in Institutions of Higher Education in Africa: Toward an Innovative Afrocentric Curriculum for Methodist Theological Education." Holiness 6, no. 1 (January 1, 2020): 21–34. http://dx.doi.org/10.2478/holiness-2020-0004.
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Abstract In 2016, South Africa saw student and staff protests calling for the decolonisation of the teaching curriculum in institutions of Higher Education. Although these protests were centred in public universities, the issue of decolonisation also affects private institutions such as seminaries that need to transform curricula from being permeated with Western idealism to being authentically African. This article explores this issue for Methodist theological education. It argues that decolonisation affects not only the content of the teaching curriculum but also matters such as staffing and curriculum development. Its focus is to develop ways of implementing an Afrocentric curriculum in African Methodist seminaries.
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Folashade Oloyede, Temitope. "Pragmatic Implications of Contextual Constraints and Delivery Styles in Selected Academic Sermons." International Journal of Literature, Language and Linguistics 7, no. 1 (February 20, 2024): 85–108. http://dx.doi.org/10.52589/ijlll-bfwhlhpn.
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Academic sermons (preaching tests) which depend largely on pragmatic choices, are used to determine the preachers’ quality and qualification for theological certification. Previous studies on religious discourse have not recognised the influence of delivery constraints on the overall output of academic sermons. This study, therefore, examined the pragmatic implications of the preachers’ choices. The study adopted aspects of pragmatic act theory. Stratification and purposive sampling methods were used to select three seminaries from which data were gathered. The penultimate year student-pastors were purposively selected for data collection and data were subjected to pragmatic analysis. Four performance contexts and six delivery styles with eight strategies demonstrated training-induced delivery constraints, which conditioned preachers’ pragmatic designs and determined their level of compliance to training in the Nigerian Baptist Theological Seminaries. The perfect orientation to narrative and prescriptive styles suggested compliance to training, but the partial orientation and complete disorientation to analytical, invocational, affiliative and professing styles implied pragmatic misadjustment and professional deficiencies with implications for pastoral competence.
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Shirokov, Ferapont. "THE STATUTE OF THEOLOGICAL SEMINARIES OF 1884 AND ITS INTRODUCTION IN VOLOGDA THEOLOGICAL SEMINARY." Богословский сборник Тамбовской духовной семинарии, no. 4 (2021): 98–107. http://dx.doi.org/10.51216/2687-072x_2021_4_98.
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(Vasnev), Theodosius. "Theological schools transformations: Tambov Seminary (the 19th century)." Tambov University Review. Series: Humanities, no. 179 (2019): 143–50. http://dx.doi.org/10.20310/1810-0201-2019-24-179-143-150.
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The peculiarity of the formation and development of education in Russia is that its origin and further transformation took place in religious schools. On the example of the Tambov Seminary we show the transformation in the educational process of the 19th century. Great importance was given to such a document as a charter. In the second half of the 19th century preparations began for the transformation of seminaries in Russia. “Draft Charter of 1862” was published which received widespread discussion. In the Tambov Seminary, the discussion of this project took place in 1863 and occupied a special page in the seminary chronicle. The new charter was recognized as little successful than the previous experience of studying medicine and agriculture in seminaries. The charter defined improvement in the field of theology. The innovation was the creation of a hostel for schoolchildren, the introduction of the seminary pastor post, regular gymnastic exercises and walks in the fresh air. Literary gatherings under the guidance of a mentor were allowed. The training part also underwent changes. It was determined that the preparation of general education was 8 years and on its basis another 4 years were for studying the theological sciences. Such an educational system excluded repetition in the study of the same subjects. All these questions were the subject of open discussion in the Tambov Seminary.
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Chumakova, Tatiana V. "The infosphere of theological schools of the Russian Empire in the 19th — early 20th century." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 38, no. 2 (2022): 264–74. http://dx.doi.org/10.21638/spbu17.2022.210.
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The article explores a field quite new for Russian religious studies: research into the infosphere of religious institutions. In our case, the term “infosphere” defines a totality of institutions and informational resources of various origin, as well as channels of research communications, including verbal communication, those providing the development of this infosphere. At that, we rely on works by one of the creators of contemporary philosophy of information Luciano Floridi, who built that neologism according to the pattern of the term “biosphere” and put it in the research circulation in the mid 1990s, in the context of studying the new informational reality. In this work, we consider a small segment of the research of infosphere: studying the infosphere of the Orthodox theological schools of the Russian Empire of the nineteenth and early twentieth centuries. We analyze the main methodological approaches to studying the noosphere of seminaries and theological academies, the historiography, and the sources of that topic. The scale of the tasks requires the involvement of a wide range of sources. There are various written materials, both printed matters and manuscripts. There are catalogues of libraries collected in seminaries and theological academies, lists of personal libraries of teachers of theological educational institutions. Another valuable source of data on the infosphere of theological schools is a variety of notes and plans of lectures, journals of meetings of councils and conferences organized in theological academies, correspondence, and memoirs. Analysis of the content of periodicals makes it possible to reconstruct the informational field of teachers and students of theological educational institutions of the Russian Empire. It allows us to make a complex research of the circle of reading of representatives of the clergy, which played a significant role in the Russian culture of the pre-Soviet period.
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Green, Chris E. W. "Letter to a Young Pentecostal Scholar." Journal of Pentecostal Theology 32, no. 1 (February 27, 2023): 90–99. http://dx.doi.org/10.1163/17455251-32010005.
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Abstract This letter urges younger scholars in the Azusa Street tradition to take seriously their calling to the church, providing a critical description of Pentecostal theological education and offering a vision of a promising future. In agreement with Cheryl Bridges Johns, the letter argues that Pentecostal seminaries, colleges, and universities not only should exist, they can deliver a recognizably Pentecostal theological education, training ministers to do their sacred work in ways faithful to the distinctive spirituality of the Azusa Street tradition.
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Lincoln, Timothy D. "Theological educators and what it is like to be a minister: A qualitative study of five Protestant settings." International Journal of Christianity & Education 24, no. 1 (November 3, 2019): 71–95. http://dx.doi.org/10.1177/2056997119882031.
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To increase the alignment between the lives of ministers serving congregations and what seminary professors think that congregational ministry is like, this study used qualitative methods to examine the themes voiced by seminary professors and graduates in ministry at five Protestant seminaries in the United States. There was some agreement about key themes in the lifeworld of ministers. However, there was little agreement between professors and graduates in ministry about which themes were most influential. Findings point to opportunities for seminaries to create ways to take seriously the experiences of ministers.
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Deliatynskyi, Ruslan. "The main trends in the formation and development of theological education in independent Ukraine (on the example of the theological education institutions of the Ukrainian Greek-Catholic Church in 1991-2010)." Good Parson: scientific bulletin of Ivano-Frankivsk Academy of John Chrysostom. Theology. Philosophy. History, no. 17 (May 30, 2022): 149–98. http://dx.doi.org/10.52761/2522-1558.2022.17.14.
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The purpose of the study is to analyze and periodize the historical process of formation and development of the UGCC theological education system in independent Ukraine (1991-2010), to clarify its structure, achievements and prospects for integrating theological education into the educational space of the Ukrainian state. Research methodology is based on the scientific principles of objectivity and historicism, special scientific methods of critical analysis of sources, problem-chronological and system-structural. Scientific novelty periodization and development of the system of theological education of the UGCC in independent Ukraine (1991–2010) are carried out. Conclusions: the revival and development of theological education of the UGCC during the independence of Ukraine had several features: first, the "spontaneous" resumption of theological seminaries at first gradually acquired clear organizational features, and their formation provided constant training for the next generation of clergy; secondly, for the first time in the history of theological education of the UGCC, a more or less clear concept of its development was created, which allowed not only to delineate theological education at certain organizational levels, but also to ensure the organizational development of theological schools. We can say that on the 20th anniversary of the UGCC coming out of the underground, it created a clearly structured system of theological education, in which three groups can be divided: the first is a network of scientific and educational institutions (UCU in Lviv with a branch in Rome and the Institute of Oriental Christian Studies). in Ottawa), the main task of which is the formation of theological science, its integration into the scientific and educational space of Ukraine; the second is a network of seminaries designed to provide the Church with a new generation of priests; the third is a network of "general Christian education" institutions, including catechetical institutes and deacon-regent schools (with some caveats, as they provide a certain level of theological knowledge and "professional" qualifications), as well as Sunday parish and general Greek Catholic schools. Thus, such a structured system of theological education of the UGCC not only allows for "professional" training of "personnel" for the UGCC, but also contributes to the "new evangelization" of modern society.
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Marshall, Molly T. "One Student at a Time: The Hospitality of Multicultural Theological Education." Review & Expositor 109, no. 1 (February 2012): 51–59. http://dx.doi.org/10.1177/003463731210900107.
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Theological education prepares women and men for ministry in both church and society. As the demographic landscape shifts, seminaries must adapt instructional approaches, patterns of community life, and methods of formation to provide inclusive opportunity for all. The hospitality of the Triune God who creates space for otherness grounds this approach to ministry preparation.
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BAUSHOV, R. B. "UPDATE TO THE BIOGRAPHY OF DMITRY TIMOFEEVICH BUTSINSKY." JOURNAL OF PUBLIC AND MUNICIPAL ADMINISTRATION 11, no. 3 (2022): 78–84. http://dx.doi.org/10.22394/2225-8272-2022-11-3-78-84.
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The purpose of the article is to clarify the biography of one of the famous revolutionary populists Dmit-ry Timofeevich Butsinsky. The place of his studies after graduating from the Kursk Theological College is studied. The history of the Kursk and Belgorod theological seminaries are studied and compared. The lack of biographical data does not allow to say which of them D.T. Butsinsky studied at after graduating from the Kursk Theological College and before entering Kharkov University. As a result, the author draws a conclusion that there were no such clarification before. The reference sources give different information about the issue, but after a deep analysis, the author can confidently name the D.T. Butsinsky’s place of study after his graduating from the Kursk Theological College.
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Reich, Eli. "The Return of Liberal Rabbinic Education to Berlin." Nordisk judaistik/Scandinavian Jewish Studies 31, no. 1 (May 20, 2020): 87–92. http://dx.doi.org/10.30752/nj.84891.
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In Berlin two rabbinical seminaries, a Reform and Conservative, have recently been established. The historical and intellectual roots of these institutions in the nineteenth century is sketched, and then contrasted with the present curriculum and the religious profile of the students. Some theological questions for the future of these projects conclude the article.
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Hogg, William Richey. "The Teaching of Missiology: Some Reflections on the Historical and Current Scene." Missiology: An International Review 15, no. 4 (October 1987): 487–506. http://dx.doi.org/10.1177/009182968701500406.
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This article makes a representative survey of the study of mission in theological education. It relies in considerable measure on O. G. Myklebust's classic work, The Study of Missions in Theological Education (2 vols., 1955, 1957) in the first part, and centers, as did Myklebust, on five seminaries at mid-century: Southern Baptist, Yale, Union, Princeton, and Hartford. The second half examines, as of 1987, Princeton, Southwestern Baptist, Fuller's School of World Mission, Asbury's E. Stanley Jones School of World Mission and Evangelism, and the Overseas Ministries Study Center, and presents five brief reflective comments.
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Siwaju, Fatima. "Opportunities and Challenges of Teaching Islamic Studies in Theological Seminaries." American Journal of Islamic Social Sciences 33, no. 1 (January 2016): 148–50. http://dx.doi.org/10.12816/0037431.
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Butler, Rebecca. "Expertise and Service: A Call to Action." Theological Librarianship 8, no. 1 (February 18, 2015): 30–41. http://dx.doi.org/10.31046/tl.v8i1.352.
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Although theological librarianship occurs most often at seminaries or graduate level theology programs, there are also librarians working with theology on an undergraduate level. In many cases, these librarians are responsible for additional subject areas and may or may not have any theological expertise or training. While the two groups do the same types of work, they are doing so in different ways. To explore these commonalities and differences, a study was conducted among undergraduate theology liaisons and those results were compared with the literature and data regarding graduate level theological librarianship. One hundred ten undergraduate librarians responded to a survey regarding theological liaison activities, and the results indicate both the need for more research and the need for further emphasis on undergraduate subject-area liaison duties in theology and adjacent areas.
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Spencer, Stephen. "Seminaries and Discipleship: Exploring Future Directions." Journal of Anglican Studies 18, no. 1 (March 4, 2020): 98–112. http://dx.doi.org/10.1017/s174035532000008x.
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AbstractTheological colleges and seminaries across the Anglican Communion are at a crossroads and this essay proposes a reorientation of their life towards serving the intentional discipleship of the whole people of God. This kind of change would affect the culture as well as the content of what they do. For example, their pedagogy could become that of ‘the flipped classroom’, where ordinands engage in an apprenticeship style of learning, with their time in college falling within placement learning and providing constructive theological reflection upon that prior learning. This will bring great benefits to these institutions through their becoming re-connected and re-embedded in the life of the church at grass roots level, giving them a valued and indispensable role in the mission of the church in diverse contexts.
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Hendrix, Scott. "Post-Confessional Research and Confessional Commitment." Archiv für Reformationsgeschichte - Archive for Reformation History 97, no. 1 (December 1, 2006): 284–88. http://dx.doi.org/10.14315/arg-2006-0113.
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ZUSAMMENFASSUNG Ausgehend von seinen eigenen Erfahrungen argumentiert Scott Hendrix, daß konfessionelle Überzeugungen der historischen Forschung nicht mehr und nicht weniger „schaden“ als andere weltanschauliche und persönliche Interessen. Er beschreibt, wie seine eigenen Forschungen durch seine Ausbildung in Familientherapie beeinflußt wurden und betont, daß auch an „theological seminaries“ die Möglichkeit besteht, die Reformation jenseits theologischer Fragestellungen umfassend zu untersuchen.
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Widodo, Agus, and Erwin Sasmito. "DISCERNMENT ACCORDING TO JOHN CASSIAN AND ITS APPLICATION IN THE USE OF SMARTPHONE FOR CANDIDATE OF PRIESTS." Journal of Asian Orientation in Theology 06, no. 01 (February 1, 2024): 115–34. http://dx.doi.org/10.24071/jaot.v6i01.7432.
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The development of digital technology, especially the smartphone, has a tremendous impact within all persons and structures of society, including the seminarians and their formation in seminaries. They can no longer withdraw and refuse to utilize the various facilities or applications provided by smartphone. Instead, they must learn to use it appropriately, wisely and competently, sharpened by appropriate theological insights that reflect priestly spirituality based on a constant dialogue with God. This requires them to have discretionary skills regarding the use of smartphone. Using a quantitative and qualitative methods, this research focuses on the understanding and experience of discretion in using smartphone among the seminarians in Yogyakarta, Indonesia, based on John Cassian’s thoughts on discernment. The result shows that among the seminarians there is a gap between their understanding and their practice on discretion. On the one hand, they understand very well what discretion is and how it should be applied in using smartphone. However, on the other hand, they often do not practice it so they are easily distracted. This research, therefore, recommends that digital discernment skills among seminarians, both personal and communal, need to be continuously improved during their formation years.
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Siecla, Anna. "Terapia lekturą Pisma Świętego w zakonach i seminariach." Dziennikarstwo i Media 12 (August 31, 2020): 111–31. http://dx.doi.org/10.19195/2082-8322.12.8.
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The healing potential of books has been known since ancient times, while the term “bibliotherapy” was used for the first time in 1916. Since that time, the concept of bibliotherapy has still been developing. The goal of the article is to discover the methods of using bibliotherapy among young monks and students in theological seminaries. The author tries to explain the definition of bibliotherapy through the prism of literature — books written by the biggest Polish figures of this discipline, e.g. Irena Borecka or Wiktor Czernianin. Furthermore, some paragraphs of the text are devoted to the structure of The Holy Bible. The author highlights includes various paragraphs or scenes that might have a healing potential.Finally, the author reveals that the answers given by young monks and students in theological seminaries leads to the clear conclusion that using bibliotherapy among them happens very gently and often inadvertently. The article presents multiple observations when the survey respondents felt better, consoled, or comforted after reading The Holy Bible. The results of the study also point to moments when they experienced katharsis. The text presents their very own observations as extraordinary material for future reference.
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Van Dyk, Gerrit. "Finding Religion: An Analysis of Theology LibGuides." Theological Librarianship 8, no. 2 (September 23, 2015): 37–45. http://dx.doi.org/10.31046/tl.v8i2.384.
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This paper will compare various LibGuides in theology from thirty-seven different institutions. These institutions include universities granting undergraduate and graduate degrees in religion or theology as well as seminaries for professional clergy. Data on LibGuides content, such as books, ebooks, journals, databases, librarian contact information, and others, will be compared and analyzed. Resources especially tailored to religious and theological studies will also be highlighted.
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BAUSHOV, R. B. "PROTEST MOVEMENT IN THEOLOGICAL EDUCATIONAL INSTITUTIONS OF THE TOWN OF KURSK AT THE BEGINNING OF THE 20TH CENTURY." JOURNAL OF PUBLIC AND MUNICIPAL ADMINISTRATION 12, no. 1 (2023): 133–43. http://dx.doi.org/10.22394/2225-8272-2022-12-1-133-143.
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The purpose of the article is to determine the participation degree of students of theological educational institutions of the town of Kursk in protest movements in the Russian Empire at the beginning of the 20th century. The analysis of the history of the protest movement in theological educational institu-tions in Kursk is based on archival materials. The author emphasizes that in general, the protest movement in seminaries at the begin-ning of the 20th century is studied quite exten-sively nationwide and regionally, but the local participation of theological educational institu-tions in Kursk remains unexplored. As a result, the author reveals the participation degree of the students of Kursk Theo-logical Seminary and Kursk Women's Diocesan School in the protest movements in theo-logical educational institutions at the beginning of the 20th century.
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DENISOVA, I. "MUSIC EDUCATION IN MEN'S THEOLOGICAL EDUCATIONAL INSTITUTIONS OF VITEBSK (XIX – BEGINNING OF XX CENTURY)." Herald of Polotsk State University. Series E. Pedagogical sciences, no. 2 (November 28, 2023): 2–5. http://dx.doi.org/10.52928/2070-1640-2023-40-2-2-5.
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The article provides a historical and pedagogical analysis of the practice of music education in male religious
 educational institutions of Vitebsk in the 19th – early 20th centuries using the example of a theological school and
 seminary. It was revealed that the leading form of music education was compulsory church singing lessons, which were
 conducted throughout the entire period of study. Currently, some elements of the identified historical experience may be
 relevant for use in theological seminaries and schools: the creation of a choir and training in playing musical instruments,
 holding musical evenings, collective performance of patriotic songs at ceremonial meetings.
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Badke, William. "Student Theological Research as an Invitation." Theological Librarianship 5, no. 1 (December 4, 2011): 30–42. http://dx.doi.org/10.31046/tl.v5i1.200.
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Seminary students, despite having graduated from bachelors programs, struggle to make sense of the goals, processes, skills, and resources of research as graduate students. Beyond brief introductions to research, a scattered number of seminaries have developed either a separate theological information literacy course or have taken a through-the-curriculum approach to enhancing the information abilities of students. The former, however, separates information literacy from the curriculum, while the latter is difficult to implement and maintain. Living in a world of information glut, seminary professors are finding that traditional information dissemination models of education are becoming less viable. What is more, such models tend to teach students about a discipline rather than inviting them into it. These problems present a unique opportunity to place the teaching of information literacy at the foundation of theological education. With such an approach, students may be invited into the disciplines of their professors and enabled to practice these disciplines, thus becoming equipped to turn knowledge into praxis.
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Mandic, Biljana, and Ivana Perkovic. "Music teachers in Serbian orthodox seminaries between the two World Wars." Zbornik Matice srpske za drustvene nauke, no. 151 (2015): 249–75. http://dx.doi.org/10.2298/zmsdn1551249m.
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The paper discusses the work of music teachers in the theological schools between the two world wars. The theoretical model is based on the metaphor ?landscape of knowledge?, which is used in the music pedagogy, and the methodological approach is based on the concept of micronarratives. The focus is on four strong individual pedagogues - Dr Jefto Prnjatovic, Boris Volobujev, Mirko Pavlovic and Uros Jurisic - with the aim to position spiritual, social, institutional and cultural context of their activities, to consider how their knowledge from other, non-music, areas was relevant for teaching experience in the sphere of church singing, and to determine the (dis)continuity of pedagogical practices with regard to the period before the First World War. These pedagogues were chosen because their pedagogical activities lasted continually for at least ten years, because of the theological schools in which they worked and because of the fact that there is very little knowledge about their work in this area.
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Schumacher, William W. "Mission across the Curriculum: Historical Theology." Missiology: An International Review 35, no. 4 (October 2007): 431–36. http://dx.doi.org/10.1177/009182960703500406.
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The challenge of integrating mission across the theological curriculum is faced by seminaries and other institutions. At one large Lutheran seminary, the discipline of historical theology provides one important avenue for missional education and reflection. By moving beyond a narrow focus on “history of missions” to develop a “missional hermeneutic of history,” the inherently cross-cultural dimension of historical study can significantly reshape the curriculum by drawing increased attention to the non-western world.
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Onuche, Joseph, and Jonathan Aminu Abbas. "Decolonizing Epistemic Approaches to Theological Education in The Nigerian Context: A Philosophical Analysis." Global Journal of Arts, Humanities and Social Sciences 11, no. 11 (November 15, 2023): 16–26. http://dx.doi.org/10.37745/gjahss.2013/vol11n111626.
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Theology is a course or discipline studied in some universities and seminaries in Nigeria. It is a scholarly discipline recognized in Nigeria as a means of transmitting knowledge about God and His relationship with His creation. Various Christian denominations established theological Institutions in Nigeria. These institutions engaged in developing theological education for their various denominational purposes. The findings of this paper reveals that the approaches to theological education in Nigeria appears to be inadequate, abstract, foreign, and unable to address the existential needs of Africans and Nigerians in particular. The paper employed descriptive-analytical methods and argued that the theological epistemic approach, which deals with African existential issues, should be encouraged to help handle the African existential crises. Decolonizing epistemic approaches to theological education in the Nigerian context must be existential. This concerns the holistic development of Africa, such as health, science education, politics and the likes. The paper recommends emphasizing practicalizing theological education to help Africa overcome her peculiar developmental challenges. This means that theological education in Nigeria must pay attention to the types of knowledge and skills needed for self and societal transformation. This requires knowledge that goes beyond cognitive understanding (episteme) to include practical wisdom (phronesis) and skill (techne). Thus, there is a need for a paradigm shift in Nigeria’s theological epistemic approach from a theoretical exercise to a practical discipline that can influence people’s lives directly.
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Eremeeva, O. I., and N. A. Murashova. "Church libraries in West Siberia in the XIX- XX centuries." Bibliosphere, no. 3 (September 30, 2017): 22–26. http://dx.doi.org/10.20913/1815-3186-2017-3-22-26.
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Church libraries played a great role in spreading knowledge at the turn of XIX-XX centuries. Parish libraries included the latest literature of an educational character. The diocesan library stocks contained books on history, pedagogy and other sciences. Libraries of theological seminaries had more extensive literature list in foreign languages. Libraries of religious schools besides books had periodicals. A huge contribution to developing the librarianship in Siberia had religious brotherhoods, which opened libraries and reading rooms as well.