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Journal articles on the topic 'Department of Missionary Education'

Author: Grafiati

Published: 27 July 2024

Last updated: 31 July 2025

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1

Weiler, Kathleen. "Mabel Carney at Teachers College: From Home Missionary to White Ally." Teachers College Record: The Voice of Scholarship in Education 107, no. 12 (2005): 2599–633. http://dx.doi.org/10.1177/016146810510701203.

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This article discusses the career of Mabel Carney, head of the Department of Rural Education at Teachers College from 1918 to 1941. Carney was deeply involved with African American and African education, traveling to Africa and the American South, teaching courses on “Negro education,” and working closely with both African and African American graduate students. When she retired from Teachers College in 1942, she was given an honorary doctorate from Howard University for her support of African American education. She died in 1968. Carney is barely mentioned in educational histories of the peri

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2

Lee, Jue Yeon, Ho Keun Kwon, and Hyoung Woo Park. "The historical implications of American missionary dentist W.J. Scheifley and the first Korean Dental Department established in the Severance Union Medical College." Journal of The Korean Dental Association 53, no. 11 (2015): 870–85. http://dx.doi.org/10.22974/jkda.2015.53.11.009.

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This article discusses accomplishments and historical implications of American missionary dentist W.J. Scheifley and the first Korean dental department, which was established in 1915 in Korea. W.J. Scheifley, with Christian service mind and mission as a dentist, applied to American Protestantic missionary dentist overseas. The dental department in the Severance Union Medical College introduced the scientistic dental education of America, facilitated research on the dental condition of the Korean people, and ran independent dental clinic. W.J. Schiefley criticised the profit-seeking attitude of

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3

BELLENOIT, HAYDEN J. A. "Missionary Education, Religion and Knowledge in India, c.1880–1915." Modern Asian Studies 41, no. 2 (2007): 369–94. http://dx.doi.org/10.1017/s0026749x05002143.

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Christian missionaries were some of the most influential actors in colonial India. Yet they only began working recently in relation to larger British influence in the subcontinent. Originally banned from the territories of the East India Company for fears of upsetting Indian religious sensibilities, they were allowed to operate after 1843 in parallel with a rising Utilitarian and evangelist fervour in Britain and within particular Company circles; the latter often blurred the distinctions between ‘moral improvement’, civilisation and Christianity. Missionaries were influential in the debate ov

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Amatsimbi, Herberth Misigo, and D. Neville Masika. "Pioneer Friends Harambee Schools in Western Kenya." International Journal for Innovation Education and Research 1, no. 4 (2013): 84–94. http://dx.doi.org/10.31686/ijier.vol1.iss4.128.

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Friends African Mission (FAM) set forth an education department to train corps of African teachers- evangelists. The pioneer teacher-evangelists formed the basis of a new Luhyia elite that helped transform Luhyia society. And as education became more relevant in the emerging colonial structure, African Christians began to demand for more schools, learning in English and higher education, at a pace that neither the government nor the missionaries could match. Consequently, African Christians began thinking of establishing government and missionary supported independent schools. The case of the

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Nagabhushana, B. "Education System Under British Rule in Andhra." RESEARCH REVIEW International Journal of Multidisciplinary 10, no. 6 (2025): 272–76. https://doi.org/10.31305/rrijm.2025.v10.n6.029.

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When the English East India Company took control of Indian territories, it initially preserved the traditional religious education systems of Hindus and Muslims. Pathshalas taught Sanskrit to Hindus, and mosques served as educational hubs for Muslims. By 1823, the Andhra region came under British rule, continuing with traditional education before reforms were introduced. Colonel Colin Mackenzie and C.P. Brown made notable contributions to Andhra’s history and Telugu literature, respectively. Under Governor Sir Thomas Munro (1822–27), Hindu and Muslim schools were established in each district.

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Abramov, Sergey. "Spiritual and moral personal development in a summer children’s camp: from the experience of educational work of students of the department of pedagogy of St. Tikhon’s Orthodox University for the humanities." St. Tikhons' University Review. Series IV. Pedagogy. Psychology 66 (September 30, 2022): 56–66. http://dx.doi.org/10.15382/sturiv202266.56-66.

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The article examines the activities of the Pedagogical Faculty of the Orthodox St. Tikhon's University for the Humanities in the field of leisure pedagogy. The fea-tures of this activity in the context of spiritual and moral education of children are analyzed and the following conclusions are drawn: Various types of practices are an important form of the leisure activity of a future Orthodox teacher in the context of spiritual and moral education of children. Practice programs should be carefully prepared and include both traditional and innovative creative pedagogical approaches. The latter i

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Viswanathan, Indu. "Examining Anti-Hindu Bias in American Public Education." Journal of the Council for Research on Religion 6, no. 1 (2025): 25–45. https://doi.org/10.26443/jcreor.v6i1.130.

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This paper introduces the “Endogenous Cycle of Hinduphobia,” a theoretical construct explaining the perpetuation of stereotypical depictions and systematic omissions of Hinduism and Hindus in scholarship and media, which seed a biased master narrative about Hinduism in the public imagination. It highlights the role played by epistemic injustice in undermining Hindu testimony and scholarly contributions, sustaining a cycle of prejudice that entrenches this master narrative. Historical ties of American public education to colonial and missionary objectives are explored, illustrating how curricul

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Chapple, Eve, and Helen Raptis. "From Integration to Segregation: Government Education Policy and the School at Telegraph Creek, British Columbia, 1906–1951." Journal of the Canadian Historical Association 24, no. 1 (2014): 131–62. http://dx.doi.org/10.7202/1024999ar.

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This article explores the unique circumstances surrounding the provincial school at Telegraph Creek in northwestern British Columbia, which was initially established for white settler children by Presbyterian missionaries in 1906. Local public school trustees permitted the attendance of Indigenous (specifically Tahltan) children year after year to maintain the minimum enrolment required to receive provincial funding. Combined with an annual tuition grant from the Department of Indian Affairs for the schooling of status Indian children, the Telegraph Creek public school functioned as an integra

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LANIN, V. "EDUCATIONAL AND CHARITABLE ACTIVITIES OF IOANN MAXIMOVICH 1697-1711: CHERNIHIV PERIOD." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 33 (August 20, 2024): 155–59. http://dx.doi.org/10.33989/2075-146x.2024.33.310061.

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The life and activities of Ioann Maxymovych (1651-1715), a prominent church figure and writer, have repeatedly attracted the attention of researchers. A significant number of investigations are dedicated to his biography and creative works. Almost his entire life was associated with Ukraine. Ioann Maxymovych – educator, church figure, missionary, spiritual writer, Archbishop of Chernihiv and Novgorod-Siversky, Metropolitan of Tobolsk, belongs to the ranks of saints, enlightener of the peoples of Siberia, founder of the first higher education institution on the Left-Bank of Ukraine – Chernihiv

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Molodchikova, Tatiana S. "RURAL SCHOOLS AND INDIGENOUS EDUCATION IN YUCATAN (MEXICO) IN THE 1930S." History and Archives 6, no. 1 (2024): 45–57. http://dx.doi.org/10.28995/2658-6541-2024-6-1-45-57.

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In the early 1930s, the cultural policy of Mexico in relation to the rural population was finally adopted and the main instruments for the consolidation of the post-revolutionary state were determined. The first priority in post-revolutionary Mexico was to carry out a large-scale education reform among the rural Indigenous population. The article considers the key points of the rural schools project in Mexico in the 1930s and the characteristics of its practical implementation in the state of Yucatan. The study of the issue was made possible due to the wide involvement of the archival material

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Taymasov, Leonid A. "MISSIONARY AND EDUCATIONAL ACTIVITIES OF ARCHBISHOP AMBROSE OF KAZAN (A.I. PROTASOV)." Vestnik Chuvashskogo universiteta, no. 1 (March 28, 2025): 143–52. https://doi.org/10.47026/1810-1909-2025-1-143-152.

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The relevance of studying the history of religion and the church is determined by the need to preserve the spiritual heritage of the past. The study of the activities carried out by a prominent Archbishop Ambrose (Protasov) of Kazan, who made a great contribution to strengthening the church and the development of Christianity in the Middle Volga region, will complement the information about the Orthodox archbishop, as well as the information on the history of religion and the church in the region. The purpose of the study is to analyze the contribution made by Archbishop Ambrose (Protasov) of

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Ivanov, Viktor. "PAROCHIAL SCHOOLS ROLE IN TRANSBAIKAL OLD BELIEVERS EDUCATION (THE CASE OF KHASURTA AND UNEGETEI VILLAGES OF TRANSBAIKAL AREA IN THE EARLY XXTH CENTURY)." Socio-economic and humanitarian magazine, no. 2 (May 24, 2024): 154–70. http://dx.doi.org/10.36718/2500-1825-2024-2-154-170.

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The paper examines the history of the creation of rural parochial schools in the Old Believer villages of Transbaikalia at the beginning of the twentieth century using the example of the villages of Khasurta and Unegetei. These villages are notable for the fact that they were formed at the beginning of the 19th century by baptized Buryats of the Khorinsky department, who converted to the Old Believers. They formed a separate clan administration - Kurbinskoe. Analysis of the materials showed that the literacy schools founded in 1903 in two villages of the society, Khasurta and Unegetei, had the

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Unar, Narjis, Muhammad Arshad, and Tunio Shahnawaz. "Measuring University Students’ Satisfaction Level on their Courses Experiences." Academy of Education and Social Sciences Review 1, no. 1 (2021): 51–61. http://dx.doi.org/10.48112/eassr.v1i1.49.

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The objective of this study is to determine how satisfied students are with the course experiences provided by the learning facilities in Pakistani universities. This study looks into the factors of what they think is important for their learning environment, because students are the key stakeholders of the learning and education system. On the other hand, the missionary objectives of any university is to provide quality education and produce better alumni, because students’ achievements not only contribute to their scholastic development, but also build the reputation of an institution. There

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Lapushkina, Alina. "The History of Togoland Under the British Rule (1914‒1956)." Uchenie zapiski Instituta Afriki RAN 66, no. 1 (2024): 93–109. http://dx.doi.org/10.31132/2412-5717-2024-66-1-93-109.

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The article is devoted to the history of British Togoland, in particular, the central part of the Volta region (southeast of modern Ghana). The time frame of the study covers the period from the First World War to the incorporation of the Volta region into the Gold Coast. During the pre-colonial period, the region was a zone of active commercial networks, both in the slave trade and in a wide range of goods, which varied according to local and international demand. The ethnic majority living in the region is the Ewe group of peoples. The transition from the German colonial rule (1890–1914) – a

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Melber, Henning. "Carl Hugo Hahn, Tagebiicher 1837–1860 (Diaries. A Missionary in Nama- and Damaraland). Edited by Brigitte Lau. Part I: 1837–1845; Part II: 1846–1851. Windhoek Archives Services Division of the Department of National Education, 1984. Pp. xi, 579. No price indicated." Journal of African History 27, no. 2 (1986): 405. http://dx.doi.org/10.1017/s0021853700036781.

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Lazarev, Andrey Borisovich. "On the issue of recreating the former Church of the Presentation of the Lord in the Feldjegersky Corps as a departmental church of the State Feldegersky Service of the Russian Federation." Исторический журнал: научные исследования, no. 4 (April 2024): 1–20. http://dx.doi.org/10.7256/2454-0609.2024.4.70860.

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The study subject is recreation of the former Church of the Presentation of the Lord at the Feldjegersky Corps as departmental church of the Russian Federation Feldegersky Service. The study objects are the works of the researchers studying the Church history, archives and periodicals covering the Church history and the Russian Federation legal acts. The study is relevant because of increasing activities of organizations and individuals aimed at eliminating or changing traditional Russian spiritual and moral values. The issue discussed in this article is a proposed measure for the Russian Fede

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Antonov, Konstantin M. "Why does the church need religious studies?" Issues of Theology 2, no. 4 (2020): 576–602. http://dx.doi.org/10.21638/spbu28.2020.404.

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The article, addressed to those involved with church education and science, as well as participants of the religious studies scientific community, offers a set of arguments in favor of the development of academic religious studies as an educational and research practice in higher educational institutions of the Church. The author describes his vision of the problematic situation in the field of scientific disciplines that study religion and indicates the traditional nature of the Church’s appeal to secular humanitarian knowledge. From the point of view of the categories of the ‘existing — ough

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Amasyalı, Emre. "Protestant Missionary Education and the Diffusion of Women’s Education in Ottoman Turkey: A Historical GIS Analysis." Social Science History 46, no. 1 (2022): 173–222. http://dx.doi.org/10.1017/ssh.2021.39.

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AbstractA significant literature demonstrates that the presence of historic missionary societies—especially Protestant societies—during the colonial period is significantly and positively associated with increased educational attainment and economic outcomes. However, we know less about the mechanisms underlying the long-run consequences of institutions, as it is commonly very hard to disentangle direct effects from indirect effects. One clear way to do so, however, is to explore the long-term impact of missionary influence in places in which the direct beneficiaries of missionary education ar

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Ingleby, J. C. "Education as a missionary tool." Transformation: An International Journal of Holistic Mission Studies 16, no. 2 (1999): 70. http://dx.doi.org/10.1177/026537889901600208.

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Tsuranova, Oksana. "The role of N. Ilminsky and S. Rachinsky in the formation of the personality of S. Smolensky." Aspects of Historical Musicology 16, no. 16 (2019): 10–25. http://dx.doi.org/10.34064/khnum2-16.01.

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Background. The modern system of national education, including music, is on the path of reorganization and reformation. Creating new educational models, it is useful to refer to the samples, time-tested, created by people whose names are permanently inscribed in the European cultural and historical fund. This confirms the life and work of Stepan Vasilyevich Smolensky (1848–1909) – teacher, medievalist, composer, regent, reformer of the music education system, public and cultural figure, ideologist of the New Direction of Orthodox Music of the late XIX – first half of the XX centuries. The form

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Bishop, Steve. "Protestant Missionary Education in British India." Evangelical Quarterly: An International Review of Bible and Theology 69, no. 3 (1997): 245–66. http://dx.doi.org/10.1163/27725472-06903005.

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The main thrust of the missionaries in British India during the nineteenth and early twentieth century was education. This paper provides an historical overview. The work of Alexander Duff, and the Anglicist-Orientalist debate is examined. A cursory look at higher education and the predominance of Scottish missionaries involved in education precedes an evaluation of the educational strategies by examining the perceived aims and seeing to what extent they were fulfilled. Education both at home and on the mission field reflected the dominant 'old humanist tradition'. However, where home educatio

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Doss, Cheryl. "Charting a Course for Missionary Education." Journal of Adventist Mission Studies 7, no. 1 (2011): 18–27. http://dx.doi.org/10.32597/jams/vol7/iss1/3/.

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Morrison, Hugh. "British World Protestant Children, Young People, Education and the Missionary Movement, c.1840s–1930s." Studies in Church History 55 (June 2019): 463–78. http://dx.doi.org/10.1017/stc.2018.11.

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This article considers the evolving relationship between Protestant children, pedagogy and the missionary movement across the British world. From the 1840s, children were a central focus of missionary society philanthropy. By the time of the 1910 World Missionary Conference, missionary and denominational thinkers were consistently highlighting their strategic importance and the need for clear policy that was focused on children's education. This article traces the ways in which this emphasis developed, and the impact that it had among the children involved. It argues that the children's missio

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Morrison, Hugh. "Protestant Children, Missions and Education in the British World." Brill Research Perspectives in Religion and Education 2, no. 2 (2021): 1–122. http://dx.doi.org/10.1163/25895303-12340004.

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Abstract The British Protestant children’s missionary movement of the nineteenth and early- to mid-twentieth century was an educational movement, wherein philanthropy and pedagogy went hand in hand. Bringing an educational lens to bear on this group provides a more cohesive interpretive framework by which to make sense of the various elements than hitherto has been considered. As such, the Protestant children’s missionary movement emerges historically as a much more complex entity than simply a means of raising money or cramming heads full of knowledge. Across a range of geographic settings it

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Shigemori Bučar, Chikako. "Missionary Work in Wonsan." Asian Studies 13, suppl. (2025): 181–203. https://doi.org/10.4312/as.2025.13.sup.181-203.

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In the Cartography Department of the National and University Library (NUK) in Ljubljana, there is a single picture postcard showing a black and white photo of the Benedictine abbey in Tokwon near Wonsan, today’s North Korea. The postcard was printed in Slovenia, or by a Slovenian printing house, because the caption is in Slovene. This picture postcard was not mailed, and there is no additional information regarding who possessed the card and when. In relation to the missionaries posted to Korea during the early twentieth century, it is known that the Vatican divided the Korean region into thre

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Hölzl, Richard. "Educating Missions. Teachers and Catechists in Southern Tanganyika, 1890s and 1940s." Itinerario 40, no. 3 (2016): 405–28. http://dx.doi.org/10.1017/s0165115316000632.

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This article concentrates on Catholic mission teachers in Southern Tanzania from the 1890s to the 1940s, their role and agency in founding and developing the early education system of Tanzania. African mission teachers are an underrated group of actors in colonial settings. Being placed between colonized and colonizers, between conversion and civilising mission, between colonial rule and African demands for emancipation, between church and government and at the heart of local society, their agency was crucial to forming African Christianity, to social change and to a newly emerging class of ed

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Bredbeck, Gregory W. "Missionary Positions." Journal of Homosexuality 33, no. 3-4 (1997): 139–61. http://dx.doi.org/10.1300/j082v33n03_07.

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Bond, Jennifer. ""How I Am Brought into the Light": Representations of Childhood by Missionary Schoolgirls in East China, 1917–1930." Twentieth-Century China 48, no. 3 (2023): 250–69. http://dx.doi.org/10.1353/tcc.2023.a905568.

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Abstract: This article explores how missionary-educated Chinese schoolgirls applied childhood pedagogy that they learned at school to what they perceived to be the pressing demands of Chinese nationalism in the early twentieth century. Although there have been many studies of Christian schools in China from the missionary perspective, we know much less about how Chinese women themselves made sense of the education they received at missionary schools. Based on a study of two elite mission schools for girls in Republican-era East China, this article explores how girls applied child-rearing pract

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Lilly Jeba Karunya, J., and Delphin Prema Dhanaseeli. "Medical Services Rendered by London Missionary Society in Tamil Nadu." Asian Review of Social Sciences 3, no. 2 (2014): 21–24. http://dx.doi.org/10.51983/arss-2014.3.2.2748.

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In Travancore, the missionaries of London Missionary Society (LMS) made a significant contribution through their medical services. A native agency for Medical Missions was as important and necessary as for any other department of missionary operations. The medical services rendered by the missionaries of LMS were a boon for the poor and the downtrodden in Travancore. Their Health Ministry slowly broke down the middle wall of partition between the high and the low, the pure and the polluted.

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Sonea, Cristian. "The Missionary Formation in the Eastern Orthodox Theological Education in Present Day Romania." Transformation: An International Journal of Holistic Mission Studies 35, no. 3 (2018): 146–55. http://dx.doi.org/10.1177/0265378818803063.

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The article presents the current missionary formation in the Romanian Orthodox Church. I evaluated the national curricula from the faculties of Orthodox Theology, following the missionary orientated topics in each subject, and I analyzed the curricula of Missiology taught in the faculties.The article underlines the relation between the content of the Missiology curriculum and the historical context in which the Orthodox Church in Romania developed, and it explains why there are both innovative and conservative themes within the curriculum. Finally, the specificities of the orthodox missionary

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Chavez, Maribel M., Marsha H. Malbas, Benjamin D. Tiongzon, and Mathea M. Baguia. "Conceptualization of Chavez Cross-Cultural Community Extension Theory." Journal of Sociological Research 14, no. 1 (2023): 28. http://dx.doi.org/10.5296/jsr.v14i1.20825.

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This study intends to conceptualize the conglomeration of cultures between the villagers of a Zambian community and the missionary-educators. With the missionary-educators extending their activities in the village for more than a decade, the village people were positively responding. Thus, there was a gradual cultural adaptation. With the constant challenges in basic needs, language -communication between missionary educators and the villagers, cultural differences, and education. The missionary educators strategically intervened the incumbent lives of the villagers in order to update them wit

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Renn, Jürgen. "Einstein as a Missionary of Science." Science & Education 22, no. 10 (2013): 2569–91. http://dx.doi.org/10.1007/s11191-013-9621-6.

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Doss, M. Christhu. "Religions, Women and Discourse of Modernity in Colonial South India." Religions 13, no. 12 (2022): 1225. http://dx.doi.org/10.3390/rel13121225.

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Colonial education and missionary discourse of modernity intensified struggles for continuity and change among the followers of Hinduism and Christianity in nineteenth century India. While missionary modernity was characterised by an emphasis on sociocultural changes among the marginalized women through Christian norms of decency, orthodox Hindus used traditional cultural practices to confront missionary modernization endeavours. This article posits that the discourse of missionary modernity needs to be understood through the principles of Western secular modernity that impelled missionaries t

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Yang, Seung-joon. "A Study on Missionary Church Education for Children with Disability." Consilience Humanities Society 2, no. 2 (2023): 33–57. https://doi.org/10.59227/ch.2023.2.2.33.

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In the introduction of this study, based on Romans 3:22, it is emphasized that all people should be without discrimination in the righteousness of God, and that children with dyslexia are also missionary targets that the church should embrace. In conclusion, this paper emphasizes that we should look at children with dissociative disorders as missionary responsibility and educational mission of the church beyond simple psychological concern. It argues that we should help children with dissociative disorders grow as disciples of Jesus based on the cases of the church’s inclusiveness, contextuali

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Chiseni, Michael, and Jutta Bolt. "The Origins of Formal Educational and Gender Inequality in Zambia, 1924-1990." Revista de Historia Industrial — Industrial History Review 33, no. 92 (2024): 49–92. http://dx.doi.org/10.1344/rhiihr.44573.

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This paper examines the origins of formal education in colonial Zambia and its long-term consequences for educational attainment and gender inequality. Combining novel panel data on the location of missionary stations and mission school enrolment by gender and missionary society from 1924 to 1953 with contemporary data from the 1990 Zambian census, we analyze the long-term effects of missionary education. Our results are threefold. First, we document that despite substantial schooling expansion after the mid-1930s, overall enrolment remained low and uneven between the sexes at the end of the c

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Morrison, Hugh. "Negotiated and Mediated Lives: Bolivian teachers, New Zealand missionaries and the Bolivian Indian Mission, 1908–1932." Itinerario 40, no. 3 (2016): 429–49. http://dx.doi.org/10.1017/s0165115316000644.

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This article places missionary education squarely at the centre of any consideration of European expansion in the modern era. It focuses more specifically on the place of local teachers in Bolivia and their relationship with one evangelical Protestant mission, the Bolivian Indian Mission, which originated in New Zealand in the early 1900s. It takes a non-metropole and a “multi-sited” approach to missions and education. It argues that what we know about Bolivian teachers was mediated through the missionary voice and that these teachers negotiated their lives within a particular missionary space

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Li, Taiheng, Yingyi Zhang, and Jun Wei. "The Church Museums’ Evolution of the Idea and Methods of Missionary Work in China: A Study of Tsinanfu Institute." Religions 15, no. 5 (2024): 598. http://dx.doi.org/10.3390/rel15050598.

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This study explores the role of church museums represented by the Tsinanfu Institute in the spread of Christianity in modern China. Established in 1887, Tsinanfu Institute, formerly Tsingchowfu Museum, stands as an early pioneer of church museums in China with the mission of spreading Christianity. It has taken exhibition and knowledge dissemination and social education as its core functions, indirect evangelization and expansion of religious influence as its fundamental purpose, and the Chinese way of localization and the promotion of harmonious relations with the community as its important w

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Stepanov, Andrey. "Missionary tasks of the first Russian consulate in Japan (1858–1865)." St. Tikhons' University Review, no. 118 (June 28, 2024): 42–60. http://dx.doi.org/10.15382/sturii2024118.42-60.

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The article is devoted to the missionary activities of the first Russian consulate in Japan (1858-1865). The thesis stated is the importance of the missionary factor at the initial stage of Russian-Japanese relations. When writing the article there was implemented the analysis of research literature, letters and memos of the main participants of Russian-Japanese relations. The continuity of the consulate's activities with the diplomatic and missionary activities of E.V.Putyatin in the context of the foreign policy of the Russian Empire in China and Japan is revealed. The influence of Putyatin

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Yoon, Insun. "A Study on the Multicultural Literacy Education Using Foreign Missionary’s Narrative of Josun Experience." Korean Society of Culture and Convergence 45, no. 4 (2023): 271–80. http://dx.doi.org/10.33645/cnc.2023.04.45.04.271.

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This paper studies the “multicultural literacy education” using the “Josun experience narrative” of foreign missionary. To this end, this paper studies the narrative of Josun culture by foreign missionary. And based on Paul Ricoeur’s mimesis, this paper proposes a writing education that utilizes foreign missionary’s writing of other culture. This proposes the possibility of cultivating multicultural literacy in the process of reading foreign missionary’s writing of other culture and learners writing experience about other culture.

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Górski, Jan. "Muzealne zbiory w służbie misji ad gentes." Ruch Biblijny i Liturgiczny 58, no. 2 (2005): 151. http://dx.doi.org/10.21906/rbl.590.

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The church from the beginning of its missionary work tried to substantiate it. Among other things, missionaries kept in their archives artifacts which proved the culture of peoples or nations they evangelized. Not only did they try to preserve local culture but also supported its development. The treasures of culture they collected and kept, in time proliferated and created impressive collections, the cataloguing and exhibiting of which served missionary education. The paper commences with showing the contribution of the church to the preservation of culture of evangelized nations, then it ela

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Kangwa, Jonathan. "The Goodhall-Nielsen Report and the Formation of the United Church of Zambia Theological College." Studia Historiae Ecclesiasticae 43, no. 1 (2017): 66–89. http://dx.doi.org/10.25159/2412-4265/2001.

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Following resolutions of the World Missionary Conference of May 1948, Norman Goodhall and E. W. Nielsen were assigned by the International Missionary Council to conduct a survey of theological education in southern Africa. The present article discusses the Goodhall-Nielsen report and its recommendations for theological education in Africa. It reflects on how the Goodhall-Nielsen report inspired the formation of the United Church of Zambia Theological College at Mindolo mission station in Zambia. The article traces the development of this college and its search for a paradigm shift in theologic

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Desser, Daphne. "Fraught Literacy: Competing Desires for Connection and Separation in the Writings of American Missionary Women in Nineteenth-Century Hawai’i." College English 69, no. 5 (2007): 443–69. http://dx.doi.org/10.58680/ce20075865.

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Letters and journals of American missionary women in early 19th century Hawai’i express conflicting desires. In some ways, the writers seek connection with the rest of the missionary community and with Native Hawaiians. In other ways, they try to separate themselves from these two groups.

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Dugal, Alexandria. "Martha Jane Cunningham: A Women’s Missionary Society Pioneer." International Bulletin of Mission Research 42, no. 1 (2017): 76–84. http://dx.doi.org/10.1177/2396939317700039.

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By the early twentieth century the Canadian women’s missionary movement had collectively become the largest women’s organization in North America. The Women’s Missionary Society of the Methodist Church of Canada (WMS), established in 1880, founded three girl’s schools in Japan to help meet the need for female education and to evangelize through these students. One of these schools was Shizuoka Eiwa Jo Gakkō of Shizuoka, whose first principal was Martha Jane Cunningham, a WMS missionary from Halifax, Nova Scotia. This article tells her life-story.

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Akenson, Donald Harman, and Daniel Murphy. "A History of Irish Emigrant and Missionary Education." Canadian Journal of Irish Studies 26/27 (2000): 136. http://dx.doi.org/10.2307/25515359.

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Soprang, Machiri. "Christian Missionary Education and Social Change in India." International Journal of Multidisciplinary Research Transactions 4, no. 12 (2022): 1–10. https://doi.org/10.5281/zenodo.7358260.

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Education is considered as the backbone of society. It is founded either by the government or by certain private undertaking for the benefit of common people. In the case of the Christian missionaries in India, they felt the need of education for the purpose of transforming Indian nation towards modern world. They decided to work against the illiteracy and ignorance of the people of the country. At the same time, they also realized that to succeed the work depend solely on full co-operation and involvement of the people of the country. In this paper, attempt has been made to view the Christian

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Shimray, Ramchanso Awungshi. "Anthropological Journey of Education in The Tangkhul Community." Spicer Adventist University Research Articles Journal 1, no. 1 (2022): 38–46. http://dx.doi.org/10.56934/sauraj.v1i1.65.

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This paper is a case study of the Tangkhul community, one of the major Naga tribes living in Manipur's Ukhrul district. It emphasizes how English education as a whole sheds light on communities that were "animistic," "barbaric," and "savage." The discussion progresses from the beginning, when English language and literature were introduced to the community by a Scottish missionary named William Pettigrew in 1896, to its current state. The missionary was spreading the gospel, but he had to cultivate the English language and literature in the process, which led to enlightenment. Looking at the c

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Marten, Michael. "Imperialism and Evangelisation: Scottish Missionary Methods in Late 19th and Early 20th Century Palestine." Holy Land Studies 5, no. 2 (2006): 155–86. http://dx.doi.org/10.3366/hls.2007.0006.

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The article examines Scottish missionary methods in Palestine from the 1880s until World War One. Missionary activity in this context was aimed primarily at the conversion of Jews to (Protestant) Christianity. The methods employed consisted primarily of direct confrontation, provision of education, and the off ering of medical facilities. The article looks at how and why these approaches were taken and the general ineff ectiveness of each method in producing converts. The article also outlines the reaction of local populations and concludes by describing some of the consequences of the Scots'

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Priyanka, I. P., and S. Ravichandran. "Educational Transformation: Acceptance of Western Education Analysed through the Lens of Adaptation Theory." International Bulletin of Mission Research 49, no. 3 (2025): 227–43. https://doi.org/10.1177/23969393251316393.

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This research paper aims to explore the transformative efforts of the London Missionary Society in South Travancore, a princely state of South India, examining why Travancore became the catalyst for Western education and the motivations behind this phenomenon. How does adaptation theory play a crucial role in understanding the transformative efforts of the London Missionary Society in South Travancore? The caste system significantly influences the London missionaries’ approach towards lower-caste individuals. Their activities, including education, medical assistance, and relief works, have eff

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Anoszko, Sergiusz. "Calling and preparation for missionary service in the life of believers of the Church of Jesus Christ of Latter-day Saints (Mormons)." Annales Missiologici Posnanienses, no. 23 (January 5, 2019): 93–110. http://dx.doi.org/10.14746/amp.2018.23.6.

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Serving on a mission is almost an indispensable part of the image of the adherents of the Church of Jesus Christ of Latter-day Saints, commonly known as Mormons, quasi-Christian new religious movement. The next text attempts to analyse and take a closer look at the theme of calling and preparing for the ministry of being a missionary as an attribute of this Church that was founded by Joseph Smith. Starting from an upbringing in the family and social expectations of the Church’s members through education in the Missionary Training Center, we can follow the vocation path and the creative process

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Song, Hyeon-Kang. "A Study on Female Missionary of Jeonju Mission Station(1896-1940)." Korea Association of World History and Culture 74 (March 31, 2025): 27–56. https://doi.org/10.32961/jwhc.2025.03.74.27.

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In Jeonju, there were 29 female missionaries, who included 15 wives of missionaries, five women in the ministry of evangelism for Korean women, four women in the ministry of education, and five women in the hospital ministry. They had refinement, cultural knowledge, and even professionalism to some degree thanks to the high-quality education they received. The Presbyterian Church in the United States(PCUS) provided them with a material foundation for their activities, and they could maintain the same standard of living at the Korean site of their missionary work as their homeland. The Jeonju S

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