Academic literature on the topic 'Church history – Study and teaching – Kenya'
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Journal articles on the topic "Church history – Study and teaching – Kenya"
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Первушин, Михаил Викторович. "On the methodology of teaching church history." Церковный историк, no. 1(1) (June 15, 2019): 270–83. http://dx.doi.org/10.31802/chist.2019.1.1.021.
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Статья посвящена вопросам методологии, встающим перед современными исследователями в области гуманитарного знания, в частности проблемам междисциплинарных связей в церковно-исторической науке и опасности редукционизма. Процесс широкой дифференциации научных дисциплин неразрывно связан с образованием в XIX веке. Такое положение обеспечило бурное развитие науки. Примером служат исторические дисциплины Московского университета. Целый ряд учёных историков высказывался за широкое взаимодействие наук при изучении истории. Задачей исторической науки стало избежать редукционизма, уйти от обособленного, узко понимаемого исторического исследования, практиковать его многонаправленность, то есть интегральность. Освободиться истории от однонаправленности помогает филология. Историк, осмысливающий природу социальной информации, которую он воспринимает через исторический источник (как правило, текст), и, с другой стороны, литературовед, исследующий природу информации, воспринимаемой посредством того же текста, выходят за пределы узкопрофессиональных исследовательских целей и задач, и сближение их исследовательских подходов представляется весьма перспективным. Теории и методология, заимствованные из литературоведения, оказали существенное влияние на современное состояние исторического знания. Чем более широким кругом компетенций будет обладать специалист, тем более качественные исследования он сможет осуществлять в рамках конкретной научной области. The article is devoted to methodological issues facing contemporary researchers in the field of humanities, in particular the problems of interdisciplinary links in church-historical scholarship and the dangers of reductionism. The process of wide differentiation of scientific disciplines is inseparably connected with education in XIX century. This situation ensured a rapid development of science. The historical disciplines of Moscow University serve as an example. A number of historians advocated a broad interaction of the sciences in the study of history. The task of historical science was to avoid reductionism, to move away from isolated, narrowly understood historical research, to practice its multidirectionality, i.e. integrality. Philology helps history to free itself from one-sidedness. The historian, who comprehends the nature of social information, which he perceives through a historical source (usually a text), and, on the other hand, the literary scholar, who studies the nature of information perceived through the same text, go beyond narrow professional research goals and objectives, and the convergence of their research approaches seems very promising. The theories and methodology borrowed from literary studies have had a significant impact on the current state of historical knowledge. The broader the range of competences a professional possesses, the better research he/she will be able to carry out within a particular scientific field.
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Prosén, Martina. "Songs that Carry Transformation: Pentecostal Praise and Worship Rituals in Nairobi, Kenya." Mission Studies 35, no. 2 (2018): 265–85. http://dx.doi.org/10.1163/15733831-12341570.
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AbstractIn this article, the theological meaning of transformation is examined from the vantage point of a local Pentecostal church in Nairobi, Kenya, and its liturgical practices. The church under study is the Woodley branch of Christ is the Answer Ministries (CITAMWoodley), formerly Nairobi Pentecostal Church (NPC) Woodley, and data was collected through field research. Arguing with the help of Steven Land’s standard workPentecostal Spirituality. A Passion for the Kingdom, it is demonstrated that praise and worship rituals function as vehicles for transformation in the theology/spirituality of the informants. Singing and making music are not optional or random activities, but constitute a core ritual providing congregants a viable route to a central goal of Pentecostal spirituality: transformation. Transformation is thus both an idea and a goal, and praise and worship rituals – including the songs sung in worship – constitute a crucial link between the two.
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Cunningham, Tom. "“These Our Games” – Sport and the Church of Scotland Mission to Kenya, c. 1907–1937." History in Africa 43 (June 23, 2015): 259–88. http://dx.doi.org/10.1017/hia.2015.12.
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Abstract:In this article I use oral and documentary evidence gathered during recent fieldwork and archival research in the UK and Kenya to explore the ways in which the Church of Scotland Mission to Kenya attempted to use sport to “civilize” and “discipline” the people of Central Kenya. I make a case for the important contributions the topic of sport can make to the study of African and colonial history, and offer a comprehensive critique of the only book-length work which explores the history of sport in colonial Kenya, John Bale and Joe Sang’sKenyan Running(1996).
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Mercy Kobimbo, Mary. "The Translation of יהוה in Dholuo: Overview and History". Bible Translator 72, № 1 (2021): 50–60. http://dx.doi.org/10.1177/20516770211001418.
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The rendering of the divine name יהוה is one of the most debated issues in Bible translation. This is also the case in translation of the Bible into the Dholuo language of Kenya and Tanzania. Different solutions have been proffered in different Dholuo versions, but without a clear rationale. This raises important questions. To what extent do versions used as sources influence translation choice? Should traditional religion and culture provide guidance in the search for a solution? This study analyses renderings of יהוה in existing Dholuo versions against the background of the history of church and mission in the Dholuo context.
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Ganeri, Martin. "The Catholic magisterium and world religions: a study in the modern history of theology." Downside Review 135, no. 2 (2017): 111–23. http://dx.doi.org/10.1177/0012580616685695.
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From the time of the Second Vatican Council, the Catholic Church has sought to develop a positive approach to other religions and to interreligious relations in its official teaching. This article outlines the main themes of this teaching in Conciliar and subsequent Papal documents. The Church’s approach is seen to be rooted in the affirmation of the unity of all humanity and is always Christological and ecclesiological in character. The consequent call for dialogue and collaboration becomes a means by which Christians can share in and extend God’s own saving dialogue with humanity. The scope of dialogue has also been deepened so that it encompasses the whole of the lived relation Christians have with members of other religions. The article also considers the main ways in which Catholic theologians have extended official teaching in their more systematic approaches.
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Rotich, Cathleen Chepkorir, and Richard Starcher. "Traditional Marriage Education among the Kipsigis of Kenya with Application to Local Church Ministry in Urban Africa." Mission Studies 33, no. 1 (2016): 49–65. http://dx.doi.org/10.1163/15733831-12341433.
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The Church in urban Africa is seeing an increase in marriages and homes experiencing disruption due to divorce. In a bid to forward discussion on marriage issues, the church has developed material on premarital education. However, much of this material has been adapted from the West. The contribution of an African system to education remains largely unexplored. The purpose of this study is to explore the Kipsigis community’s marriage preparation customs with a view to recommend ways they might inform a local church’s efforts to develop a more culturally relevant curriculum that includes points of integration. While reintroducing principles on marital instruction from a traditional African culture is an unlikely panacea to marriage and family dysfunction in a contemporary context, the study suggests that from an early age, within the context of God’s community, children, youth and adults might learn and value the place of family life. Data collected from in-depth, semi-structured interviews with seven participants in the Kericho District were analyzed using grounded theory procedures of open, axial and selective coding. The study uncovered a cycle of influencers and educators, with the core being family and widening to mentors and the community at large. The context of learning was imbedded in everyday life and moved from unstructured to focused learning as children entered adolescence. The article concludes by suggesting four transferable points of application for integrating principles from traditional culture’s practices: 1) intentional community, 2) intergeneration interaction, 3) integrated learning, and 4) carefully chosen mentors.
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Ndiy, Ferderika Pertiwi, and S. Susanto. "Prinsip Pertumbuhan Gereja Mula-Mula Ditinjau Dari Kisah Para Rasul 2:1-47 Dan Aplikasinya Bagi Gereja Masa Kini." Integritas: Jurnal Teologi 1, no. 2 (2019): 101–11. http://dx.doi.org/10.47628/ijt.v1i2.13.
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Church growth is an important study in church history. The Bible has important principles in church growth, therefore these principles need to be analyzed so that they can contribute to the study of church growth. The Acts of the Apostles is a book that has a history and principles of church growth, therefore the author conducted research on church growth based on Acts 2: 1-47. The author uses a qualitative approach to literature study to find the principles of church growth based on Acts 2: 1-47. The results showed that there were three principles for the growth of the early church. The first principle based on the fourth verse is to depend on the Holy Spirit, the second principle based on verses 14-36, 42 is to preach the Word of God, the third principle based on verses 42-46 is to live in fellowship. For the growth of the church today the church must depend on the power of the Holy Spirit, teaching based on the word of God, and the church lives in fellowship.
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Mitchell, Margaret M. "A Plot of Possibilities: Elizabeth Clark's The Fathers Refounded." Church History 89, no. 2 (2020): 404–8. http://dx.doi.org/10.1017/s0009640720001250.
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Elizabeth A. Clark's immensely learned new book, The Fathers Refounded: Protestant Liberalism, Roman Catholic Modernism, and the Teaching of Ancient Christianity in Early Twentieth-Century America, which follows directly on her examination of the nineteenth century in Founding the Fathers: Early Church History and Protestant Professors in Nineteenth-Century America, is a joy to read and from which to learn about the histories of our discipline, the history of Christianity. Chiefly, the book documents, through in-depth study of three fascinating figures, the severance of the field of “church history” from “theology” and, in particular, its pivotal moments within Protestant and Catholic “modernism.”
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Diallo, Saikou Yaya Kollet, Marshal Mutinda Mweu, Simeon Ochanda Mbuya, and Mutuku Alexander Mwanthi. "Prevalence and risk factors for low back pain among university teaching staff in Nairobi, Kenya: a cross-sectional study." F1000Research 8 (June 6, 2019): 808. http://dx.doi.org/10.12688/f1000research.19384.1.
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Background: To date, there are few studies carried out on low back pain (LBP) among university teaching staff in developing countries despite academics being a high-risk group for LBP. In Kenya, to the best of our knowledge, there are no published studies that have investigated risk factors for LBP among teaching staff. The objectives of this study were to estimate the prevalence of LBP among teaching staff of the University of Nairobi (UoN), during the period June 2016 – May 2017, and to identify its socio-demographic and work-related risk factors. Methods: An analytical cross-sectional study design was used to estimate the prevalence and investigate the risk factors for LBP among 136 teaching staff of UoN. A semi-structured questionnaire was used to collect data on LBP history, work-related and socio-demographic characteristics of the study participants. The 12-month prevalence of LBP and its associated 95% exact binomial confidence interval were estimated. A mixed-effects logistic regression model was used to evaluate the relationship between the predictors and LBP. Results: The estimated 12-month prevalence of LBP was 64% (95% CI: 55.3%–72.0%). From the multivariable analysis, physical inactivity (aOR: 6.0; 95% CI: 1.2–29.6), office chairs without lumbar supports (aOR: 3.3; 95% CI: 0.1–0.9) and high workplace stress (aOR: 4.4; 95% CI: 1.1–17.5) were identified as significant risk factors for LBP among the respondents. Conclusions: This study has revealed a high burden of LBP among teaching staff of the UoN and undoubtedly mimics the situation in other higher learning institutions in Kenya. Physical inactivity, sitting on chairs without lumbar supports and workplace stress have been identified as modifiable risk factors for LBP among teaching staff. This suggests a need to strengthen advocacy for regular physical activity, team-building activities and investment in office infrastructure to mitigate the effects of LBP within learning institutions.
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Gabuev, Afanasii K. "The history of the Imyaslav polemic in the context of foreign Church journalism." Vestnik of North-Ossetian State University, no. 2(2021) (June 25, 2021): 20–27. http://dx.doi.org/10.29025/1994-7720-2021-2-20-27.
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In the history of the holy Mount Athos, there were not so many bright historical events, one of them was the dispute about the Name of God and the Name of Jesus. Having arisen among the Russian monks of Mount Athos in 1912 – 1913, the dispute did not attract the active participation of representatives of other nationalities. One of the features of this phenomenon was that from the very beginning it received a categorically negative definition from the Patriarchate of Constantinople. This definition has not undergone a significant revision among foreign ecclesiastical and secular historians and publicists over the past hundred years. At the same time, in Russia, the topic of the history and essence of imyaslaviya since its appearance and still continues to be debatable. The author of this publication separately examines the position that prevailed among the Greek monks and clergy on Mount Athos in relation to the Imyaslav dispute. It is also noteworthy that both sides (both opponents and supporters of imyaslavy), arguing their polar opposite points of view from the very beginning of the Imyaslavsky discourse, appeal to the same sources – the Holy Scripture and the works of the Holy Fathers of the Church, especially to the theological heritage of Gregory of Nyssa, Basil the Great, Dionysius the Areopagite, Gregory Palamas. However, certain statements are sometimes quoted tendentiously selectively outside the entire context of the source. This is especially true for authors whose works criticize and refute the Imyaslav teaching. Without setting a task to consecrate all aspects of this topic, which in itself is worthy of a separate study, the author of the publication tries to show the general history of the discussion, as well as how objective were the assessments about the Imyaslav teaching itself, expressed from the very beginning of its appearance, and how these assessments influenced the further course of the Imyaslav process as a whole.
Dissertations / Theses on the topic "Church history – Study and teaching – Kenya"
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Duncan, David D. "The significance of supportive structure in improving student achievement in knowledge of the history of the Christian church in a Kenyan Bible college." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4464/.
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The problem of this study was to determine whether Kenyan Bible college students who receive instruction using a modified (highly structured) mastery learning model will demonstrate greater achievement in knowledge of Christian Church history as compared to Kenyan Bible college students who receive instruction using a traditional (minimally structured) non-mastery learning model. The subjects were 17 second-year Kenyan Bible college students enrolled in a course on Christian Church history, and they were randomly assigned to the two treatment conditions. The researcher served as instructor for both groups. The experimental group used a textbook, detailed syllabus, 200 page study guide (featuring an advance organizer to provide an ideational scaffolding), and a lesson-development feature (providing an enabling objective, congruent questions, and informative feedback for each lesson segment). The control group used a textbook and a less-detailed syllabus. Both groups shared the same classroom lectures, class discussions, required assignments, examinations, and review of examination items. Five tests of Christian church history were administered, including a pretest, three unit tests, and a comprehensive course examination. Test data were analyzed using a 2 x 5 (treatment x testing occasion) repeated measures analysis of variance (RM ANOVA). The percentage of students performing at mastery level (80% correct) on each test was also calculated. Results indicated that, from the second unit test to the comprehensive examination, the modified mastery learning group achieved slightly but consistently higher mean percentage correct scores than the traditional group, but there was no significant main effect for treatment. In contrast, the main effect for testing occasion did reach statistical significance. Across the five test occasions, 8% to 51% more students in the modified mastery learning group attained mastery level as compared to the traditional learning group.
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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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Martin, Thomas William. "Eschatology, history and mission in the social experience of Lucan Christians : a sociological study of the relationship between ideas and social realities in Luke-Acts." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:5b810610-b745-4135-8f82-dccbada009d7.
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The subject of this thesis is the relationship between eschatology and history in the Christian community for which Luke-Acts was written. Chapter 1 formulates the problem in terms of Luke's eschatology. It argues that Luke and his community thought of the End as 'near' and that Luke's historical perspective affected his eschatology. Luke-Acts represents a community that held a relevant eschatological hope and was aware of continuing history. This is the interpretive problem this thesis seeks to enlighten. The perspective to be used in approaching this problem is that of sociological analysis. Chapter 2 explores the use of sociological perspectives in New Testament study and the benefits to be achieved by the use of the sociology of knowledge. Chapter 3 is a sociological analysis of the community in terms of date, location, stratification, racial composition, boundaries, social institutions, and charismatic roles and functions. This material suggests that mission was an important community task. Chapter 4 establishes a sociology of mission for the community, investigating commitment as the mechanism that motivated community members to pursue mission, the importance of mission to the community, the motivation of converts, and the problems encountered in mission. Chapter 5 investigates the social functions of eschatology in the community and finds that it functioned in legitimating numerous aspects of the community's mission experience. Chapter 6 investigates the social functions of history in the community and finds that it functioned in legitimating various aspects of the community's mission experience. In the conclusion it is shown that history and eschatology were functionally related to one another in legitimating aspects of the community's mission experience. This functionality also provided a meaningful relationship in helping the community to make sense of its world. This further prepares us to try and understand these ideas theologically by placing them in a social context.
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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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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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Peterson, Barbara Jean Bivins. "How grammar instruction can benefit students in the second language classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2640.
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The purpose of this paper is to examine the role that grammar has played in second language teaching methods throughout history and to question whether explicit grammar study has a place in the second language classroom today.
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Odhiambo, Angela Merici. "Teaching history for nation-building : locally responsive pedagogy and preparation for global participation." Thesis, 2012. http://hdl.handle.net/10210/8037.
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D.Phil.Being Kenyan means belonging to a number of levels, the national, the local, one’s tribe or ethnic group and supra-state. It means living in a world beyond the Kenyan nation in which absolutism, whether of the ethnic or national civic state, is no longer operative. While encouraging Kenyans to regionalize and globalize, the state in Kenya has also simultaneously sought to construct a nation and develop among Kenyans a sense of national identity. State pronouncements point out that Kenyans need to strengthen their self-identity in the midst of growing globalization and regionalization. They suggest that Kenya needs to teach History in schools to produce a new breed of citizens, imbued with a new vision, characterized by the Kenyan personality, that is individuals who are driven by a deep sense of patriotism and nationalism that transcends ethnic and traditional ties. To achieve this purpose, History teachers must enable students to apply historical knowledge to the analysis of contemporary issues and to deploy the appropriate skills of critical thinking. They teachers need to develop a critical pedagogy in which knowledge, habits, and skills of critical citizenship are taught and learnt. The study adopted a basic interpretive qualitative research design to understand the strategies that the teachers used to develop the attitudes and skills of critical thinking that enable learners to transcend their ethnic and national ties when thinking about issues that are Kenyan. Classroom observations and interviews were employed. The study involved seven provincial secondary schools situated in the Nairobi Province, Kenya. The finding is that to learn history, learners should not be simply inducted into an already existing identity. They have to be assisted to engage in open-ended debates over the nature of this identity as a way of introducing them to historical thinking that links the teaching and learning of history with its disciplined inquiry and core values and make it possible for them to understand their national identity part of a Kenyan culture that is interconnected with others at regional and global levels.
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Simwa, Kefa Lidundu. "The bachelor of education programme at a Kenyan university : a case of curriculum coherence in the preparation of secondary school history teachers?" Thesis, 2013. http://hdl.handle.net/10210/8512.
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D.Phil. (Curriculum Studies)The study highlights the conceptual and practical challenges in providing initial teacher education that promotes, amongst other factors, coherence with the prescribed school curriculum. It investigates a History Teaching Methods (HTM) course offered by a university in Kenya to clarify how course related documents, lectures, students’ microteaching lessons, and perceptions about these three aspects obtained from interviews with a teacher-educator and students addressed what the course had to provide as possibilities for the acquisition of professional knowledge and skills that would enable students to teach effectively the secondary school History and Government (H&G) subject. Through a review of literature on curriculum coherence and theories on ethical pedagogic practice and communication combined with primary data collected in Kenya, I explain the nature of the challenges in the HTM course. The challenges, I argue, are primarily a result of overlooking the disciplinary requirements of History. The findings suggest that misconceptions about professional responsibilities of the teacher-educators are largely responsible for the descriptive approach that characterises the pedagogical practices they promoted. The absence of engagement with disciplinary requirements in lectures contributed to the nature of the devices that were used by students to teach. In order to clarify the nature of these pedagogic challenges, I adopted a generic qualitative approach to the research. The direct contact and discussion with a teacher-educator and students enabled me to explore their understanding of the requirements of teaching history at school level. Through observations of lectures I established how the teacher-educators considered these requirements as important to the teacher education they provided. Through observing students’ microteaching lessons I was able to establish their understanding of the nature of historical knowledge and how it ought to be approached when teaching. The study contributes to the general field of teacher education by having devised a conceptual orientation that can be drawn on to establish what is necessary to teach school history effectively, namely, the importance of normative critical thinking and contextual sensitivity. In this study, I indicate the pedagogic processes that need to be considered and constantly in place to teach history by drawing on relevant paradigms and conceptual orientations belonging to the discipline. I found that teacher-educators underplay the importance of these factors and view them as having to be considered by academic entities that are directly involved with history as a discipline. It is due to this oversight that the programme seemed to emphasise descriptive and procedural orientations in initial teacher education. I conclude by suggesting that a course that educates student teachers for, amongst other reasons, teaching H&G at secondary school in Kenya, has to consider firstly, what is essential to history teaching and learning as a discipline and secondly that effective history teaching has to be informed by reasoning that is not only relevant to History as a discipline but also its practicality to the objectives of school history.
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Kimotho, James. "Public secondary school libraries in Nairobi and the satisfaction of the curriculum needs among history teachers." Thesis, 1999. http://hdl.handle.net/10413/4482.
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The aim of this study is to investigate the level of awareness of history teachers in public secondary schools in Nairobi, Kenya, of the benefits of library use for the curriculum. The availability of school libraries in public secondary schools in Nairobi provided a context for this investigation into teacher library use. In order to establish if libraries are used effectively, or used at all, for curriculum purposes, literature on this was searched and little came from Nairobi or even Kenya. This lack of information in this area formed a justification for investigation because libraries exist in many public schools in Nairobi and they have the potential to have a positive influence.
A survey of literature internationally illustrates the degree of the serious attention both history as a discipline, and library and the curriculum receive. History is given attention because of its role in both maintaining and revolutionising order in a country. In the case of resource-based learning, many countries have shifted to a child-centred approach. This
requires much more use of libraries than traditional teaching methods.
The evaluation of teacher and librarian views was undertaken by means of a survey. In the survey questionnaires were used. The population was that provided by the Director of Education in Nairobi and a corresponding list of schools where teachers and librarians were employed is given.
The findings of the survey established the level of awareness of history teachers to resource based education that took account of library-curriculum partnership. The study established the need for greater attention towards school libraries in the allocation of budgets, building
resources that are needed, and management. Staff development of both teachers and librarians was suggested in order to promote resource-based education. To achieve this, a written policy on the management of school libraries is suggested.Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1999.
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Campbell, Johanna. "Spirited teaching : the integration of faith and learning in the teaching of Bible in British Columbia Christian schools." Thesis, 2005. http://hdl.handle.net/10500/1440.
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The integration of faith and learning has been the object of study of men and women in the Canadian Calvinistic school movement ever since Dr. Abraham Kuyper pointed out that there could be no dichotomy between the sacred and the secular in the life of a Christian. Acting on the traditions, influences and beliefs these `Reformed' Christians had imbibed in their homeland, the Dutch Calvinistic immigrants who came to British Columbia after WW II built Christian schools as soon as they arrived. As they became more established, they formed curriculum committees of teachers who wrote curriculum for each subject area from a Christian perspective, intentionally planning to integrate their faith and learning in all subject areas.
By looking at the history and Bible textbooks of not only the Calvinistic (Reformed) Christian day schools in British Columbia and then branching out to the history and Bible textbooks of three other denominational schools, the Mennonite, the Pentecostal and the Lutheran, I have tried to discover how the faith beliefs of each of these groups are brought to bear on the teaching of Bible. In soliciting the strengths of each of these groups from their history, current practise and teacher comments, I have pitched my own proposal as to how the integration of faith and learning can be enhanced in the teaching of Bible.
By blending goals, curricula and best practice, as well combining certain faith belief frameworks in interpreting God's Word, by learning in community, and by listening to the Holy Spirit in the text, I believe the teaching of Bible can become `Spirited teaching'.Religious Studies and Arabic
D.Th.
Books on the topic "Church history – Study and teaching – Kenya"
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Fiedler, Klaus. Teaching church history in Malawi. Kachere Series, 2005.
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Religion and social change: A sociological study of Seventh-Day Adventism in Kenya. Lund University Press, 1993.
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Stemmler, Guin. A mini-history: Christian Church (Disciples of Christ). Christian Board of Publication, 1996.
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Teaching manual for The Catholic Church: Journey, wisdom, and mission. Saint Mary's Press, 1994.
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Schwartz, Rebecca Spears. Spanish Inquisition, jackdaw 44. Jackdaw study guide. Golden Owl Publishing Co., 1993.
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The Catholic Church & the Bible. Our Sunday Visitor Pub. Division, Our Sunday Visitor, 1987.
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Stravinskas, Peter M. J. The Catholic Church and the Bible. 2nd ed. Ignatius Press, 1996.
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Knowles, Norman James. Stepping stones: A short history of Christianity in Canada. Education for Ministry-Canada, 2001.
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Calling church & seminary into the 21st century. Abingdon Press, 1995.
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Soviet studies on the church and the believer's response to atheism. St. Martin's Press, 1988.
Book chapters on the topic "Church history – Study and teaching – Kenya"
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Turner, Frank M. "Victorian Classics: Sustaining the Study of the Ancient World." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0007.
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This chapter provides an overview of the history of Victorian classical studies. The teaching and knowledge of the Classics in Britain had expanded throughout the Victorian era as the number of educational institutions grew and as the numbers of people with the aspiration for social mobility through education had similarly expanded. More people wanted some kind of knowledge of the classical languages and the classical world because they provided avenues for advancement in secondary schools, the universities, the church, the military, the professions and the civil service. The chapter also describes the major role played by George Grote in British and European classical study. Grote forged a progressive intellectual identity for the study of ancient languages, literature, philosophy and history. He introduced dynamic modern ideas into classical scholarship and sustained the Classics as a force of modern instruction.