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Journal articles on the topic 'School of Theology'

Author: Grafiati

Published: 4 June 2021

Last updated: 24 February 2023

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1

Benichou, Anass, Saad Boulahnane, and Hiba Benichou. "The Role of Heritage Education and Cultural Mediation in Students’ Identity Assertion." European Journal of Theology and Philosophy 2, no. 6 (2022): 48–56. http://dx.doi.org/10.24018/theology.2022.2.6.89.

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This article attempts to define, beyond the normative aspects, what heritage education exemplifies today. It seeks to understand how heritage education and cultural mediation can contribute to the affirmation of identity and individualization among young people and, by analogy, reduce inequalities of access to cultural practices, otherwise called cultural democracy, in which the school plays a pivotal role. It is, therefore, necessary to discuss the interest of this educational practice not only within the framework of schools, but also outside to ensure that all students have equal access to

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2

Cooling, Trevor, and Robert A. Bowie. "Christian theology and school Religious Education (RE): exploring the relationship." Theology 125, no. 1 (2022): 3–11. http://dx.doi.org/10.1177/0040571x211068154.

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This article examines the place of theology in school RE in the light of the 2018 Commission on Religious Education (CoRE) report. We outline the history of theology’s ambivalent relationship with RE and then offer some positive implications and possibilities arising from CoRE’s new emphasis on worldview.

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3

Cobb,, John B. "The Chicago School of Theology." Process Studies 26, no. 1 (1997): 160–63. http://dx.doi.org/10.5840/process1997261/25.

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4

Oliver, David B. "Saint Paul School of Theology." Journal of Religion & Aging 6, no. 1-2 (1989): 89–102. http://dx.doi.org/10.1300/j491v06n01_13.

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5

Dola, Tadeusz. "The Fundamental Theology Methods of the Lublin School of Theology." Roczniki Teologiczne 65, no. 9 English Online Version (2018): 27–42. http://dx.doi.org/10.18290/rt.2018.65.9-3en.

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6

Shmonin, Dmitry. "Toledo Principles and Theology in School." State Religion and Church in Russia and Worldwide 35, no. 4 (2017): 72–88. http://dx.doi.org/10.22394/2073-7203-2017-35-4-72-88.

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7

Quddus, Abdul. "ECO-PESANTREN AS THE PANACEA FOR GLOBAL CLIMATE CHANGE: LESSONS FROM NURUL HARAMAIN NW LOMBOK ISLAMIC BOARDING SCHOOL INDONESIA." Jurnal Tatsqif 18, no. 2 (2020): 111–21. http://dx.doi.org/10.20414/jtq.v18i2.2741.

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This paper examined the ecological concept and its implication at Nurul Haramain NW Lombok Islamic boarding school in response to the world climate crisis. Boarding schools have the potentials to bridge the environmental conservation initiative amid the secular science phenomena. This study employed a descriptive-explorative approach using a qualitative methodology. Thus, theoretically, this study was anchored in Mary Evelyn Tucker and Vasudha Narayan's theories of eco-theology in addressing the climate crisis. The findings showed that Nurul Haramain NW Lombok Islamic boarding school had imple

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8

Wei, John. "Gratian and the School of Laon." Traditio 64 (2009): 279–322. http://dx.doi.org/10.1017/s0362152900002324.

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Gratian, the “Father of the Science of Canon Law,” had at least a passing familiarity with the scholastic theology of the early twelfth century. His Concordia discordantium canonum or Decretum displays a knowledge of many doctrines debated and discussed in the schools of northern France and also employs the dialectical method for reconciling contradictory authorities pioneered by the scholastics. How did Gratian become acquainted with these methods, doctrines, and ideas? What written sources, if any, introduced him to early scholastic theology?

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Pateev, R. F. "MODERN ISLAMIC THEOLOGY AND THE REVIVAL OF RUSSIAN SCHOOL OF ISLAMIC THEOLOGY." Islam in the modern world 14, no. 2 (2018): 183–200. http://dx.doi.org/10.22311/2074-1529-2018-14-2-183-200.

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10

Körtner, Ulrich H. J. "Religionspädagogik und öffentliche Theologie." Zeitschrift für Pädagogik und Theologie 67, no. 4 (2015): 300–309. http://dx.doi.org/10.1515/zpt-2015-0403.

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Abstract Religious instruction is not only an important locus of religion in the public sphere but also a locus (of learning) of Public Theology. Thus, it makes sense to include the discourse of Public Theology in the discourse of Religious Education. Furthermore, the discourse of Public Theology could, in turn, profit from an intensified exchange with Religious Education, since Religious Education is one of the eminent loci in the public sphere at which exactly those questions are raised for discussion and are debated which are thematised by Public Theology. Religious Education, to be sure, i

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11

Fischer, Martin, and Alfred Garcia Sobreira-Majer. "Conchita Wurst im Kontext einer „Öffentlichen Religionspädagogik“." Zeitschrift für Pädagogik und Theologie 67, no. 4 (2015): 363–72. http://dx.doi.org/10.1515/zpt-2015-0410.

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Abstract Winning the Eurovision Song Contest in 2014 Conchita Wurst raised questions about sexual identity by both the general public and pupils of Religious Education at schools, thus challenging teachers and academic theology alike. This article examines attitudes of Austrian pupils towards other than heteronormative lives; it outlines the role of theology from a genderconscious perspective in the context of the latest genetic research; and it discusses the role of public Religious Education in order to bring about a school that values diversity beyond heteronormativity.

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12

Boyce-Tillman, June. "Revisiting BISFT Summer School 2004, University of Bristol, ‘Embracing Diversity: Seeking Harmony’." Feminist Theology 27, no. 3 (2019): 290–310. http://dx.doi.org/10.1177/0966735019829352.

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The article discusses a model first described in a Keynote and revisited to reflect how certain ways of knowing have become subjugated by the power structures of Western society and need to be brought into relationship with the dominant culture. The original keynote did not examine all the polarities which were developed in Unconventional Wisdom (Boyce-Tillman 2007a). The article explains how I have developed these in my theology, performance and professional practice. The article shows how I have used the thinking in a variety of contexts and forms bringing together the arts and theology to p

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13

Collins, Peter M. "Catholic Secondary School Education in Religion and Theology." Journal of Christian Education os-31, no. 3 (1988): 27–37. http://dx.doi.org/10.1177/002196578803100305.

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14

Jesuraja, Paul C. "A NEW VENTURE - INDIAN SCHOOL OF ECUMENICAL THEOLOGY." Exchange 17, no. 3 (1988): 59–60. http://dx.doi.org/10.1163/157254388x00070.

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15

POSSEKEL, UTE. "Transmitting Theodore to the Church of the East: The Contribution of Thomas of Edessa." Journal of Ecclesiastical History 71, no. 4 (2020): 712–37. http://dx.doi.org/10.1017/s0022046920000706.

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Thomas of Edessa (d. c. 540), author of Explanations of the Nativity and of Epiphany, flourished as a teacher at the School of Nisibis in Sasanid Persia. By analysing his understanding of salvation history, exegesis and the idea of the human being as ‘bond of creation’, this article shows how Thomas took up and popularised concepts central to the theology of Theodore of Mopsuestia. The article posits that the Nisibene school theology of Thomas and others constituted – alongside liturgy, canonical decrees and biblical commentaries – one of the principal avenues by which Theodore's theology was

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WIELOMSKI, Adam. "Szkoła Rzymska. Szkic o jezuickiej eklezjologii i myśli politycznej w przededniu Soboru Watykańskiego I. (Część pierwsza)." Historia i Świat 2 (September 8, 2013): 115–39. http://dx.doi.org/10.34739/his.2013.02.05.

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This article is about the theology of Jesuits in the First Vatican Council (1869-1870). This theology is neo-scholastic and ultramontain, known in the literature as the Roman School. Here's a catholic response to an unstable period of the nineteenth century, full of revolutions andcounter-revolutions. We can point some of characteristics of the Roman School: 1 / recognition a primary act of faith as an irrational. Grace to the decision in favor of the faith, the world can be rationally explained. 2 / Theology is evolutionary, but teleological. 3 / The Bishop of Rome watches over the truth of r

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17

Sheret, Larry. "Theology & Religion." Charleston Advisor 23, no. 2 (2021): 50–53. http://dx.doi.org/10.5260/chara.23.2.50.

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Theology & Religion Online (TARO) is a digital repository consisting of four library collections that focus on Protestant and Catholic doctrine, studies into the historical Jesus, and religion in North America (see Figure 1). It includes newly digitized primary texts by major theologians, multi-volume works, references, e-books, chapters, articles, an image library, peer-reviewed secondary readings on core topics, and commentary on lectionaries. This Christ-focused resource is rounded out with a library covering the diverse religious traditions of North America and the hot topics spawned a

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18

Wang, Wei. "The Evolution of Chinese Muslim’s Classical Learning and Schools in the Ming and Qing Dynasties." Religions 13, no. 6 (2022): 553. http://dx.doi.org/10.3390/rel13060553.

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Around the middle of the Ming Dynasty, with the Chinese language becoming the mother tongue of Muslims in mainland China, the religious education of Chinese Muslims faced a dilemma. Meanwhile, a rejuvenated educational system was established by Hu Dengzhou (胡登洲) in Shaanxi during the Wanli (萬歷) period. This system, which was called Jingtang education (經堂教育) after a long time, has epoch-making significance in the history of Chinese Islamic thought. Through Hu Dengzhou’s disciples, this educational system gradually spread to North China and Jiangnan, where Shandong School and Jinling School were

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19

Smoller, Laura Ackerman. "Astrology and the Sibyls: John of Legnano's De adventu Christi and the Natural Theology of the Later Middle Ages." Science in Context 20, no. 3 (2007): 423–50. http://dx.doi.org/10.1017/s0269889707001378.

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ArgumentMedieval authors adopted a range of postures when writing about the role of reason in matters of faith. At one extreme, the phrase “natural theology” (theologia naturalis) was used, largely pejoratively, to connote something clearly inferior to revealed theology. At the other end, there was also a long tradition of what one might term “the impulse to natural theology,” manifested perhaps most notably in the embrace of Nature by certain twelfth-century authors associated with the school of Chartres. Only in the fifteenth century does one find authors using natural reason to investigate

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20

Ermila, Ermila, Syefriyeni Syefriyeni, and Aristophan Firdaus. "PERILAKU MAHASISWA MASA PANDEMI PERSPEKTIF TEOLOGI ISLAM." EL-FIKR: Jurnal Aqidah dan Filsafat Islam 3, no. 1 (2022): 46–61. http://dx.doi.org/10.19109/el-fikr.v3i1.12989.

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This study focuses on the behavior of students during the pandemic from the perspective of Islamic theology. The purpose of this study was to find out the academic behavior of students during the pandemic from the perspective of Islamic theology. Academic behavior can be interpreted as the tendency of a person's behavior when he learns academic things. Learning behavior can be interpreted as an activity that takes place in active interaction with the environment that results in changes, knowledge, understanding, and attitude values. This research is field research, using qualitative data types

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21

Remeseira, Claudio Iván. "Analytical and Native Concepts in Argentina’s Post-Conciliar Catholicism: The Case of “Liberationism”, “Popular Pastoral Theology”, and “Theology of the People”." Religions 13, no. 11 (2022): 1110. http://dx.doi.org/10.3390/rel13111110.

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“Liberationism”, a term derived from Liberation theology (LT), is an analytical concept used by religious historians and sociologists as a generic designation for Latin American post-conciliar Catholicism. “Theology of the People” (TP) designates a theological school created in Argentina during the late 1960s by the Episcopal Pastoral Commission (COEPAL), although the term used by its members was not TP but “Popular Pastoral theology” (TPp). Successive generations of theologians developed new versions of TPp (“popular piety theology”, “theology of culture”, etc.). I call those versions the dia

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22

Craig, William Lane. "Talbot School of Theology Divine Timelessness and Necessary Existence." International Philosophical Quarterly 37, no. 2 (1997): 217–24. http://dx.doi.org/10.5840/ipq19973726.

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23

Kaucha, Krzysztof. "The Lublin School of Fundamental Theology and Its Achievements." Roczniki Teologiczne 65, no. 9 English Online Version (2018): 11–25. http://dx.doi.org/10.18290/rt.2018.65.9-2en.

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24

Francisco, S.J., Jose Mario. "What Church Leaders Ask of Loyola School of Theology." Landas: Journal of Loyola School of Theology 26, no. 2 (2012): 167–70. http://dx.doi.org/10.13185/la2012.26212.

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25

Tiffin, Gary. "Book Review: Perkins School of Theology: A Centennial History." Journal of Education and Christian Belief 16, no. 1 (2012): 86–88. http://dx.doi.org/10.1177/205699711201600108.

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26

McEwan, Dorothea. "Opening Address to the Summer School in Feminist Theology." Feminist Theology 1, no. 3 (1993): 10–11. http://dx.doi.org/10.1177/096673509300000302.

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27

Cobb, John B. "The Chicago School of Theology: Pioneers in Religious Inquiry." Process Studies 26, no. 1-2 (1997): 160–63. http://dx.doi.org/10.2307/44798820.

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28

Sobur, A. Kadir. "Pendidikan berbasis teologi; menelisik sekolah dasar Islam terpadu." IJER (Indonesian Journal of Educational Research) 1, no. 2 (2016): 65. http://dx.doi.org/10.30631/ijer.v1i2.15.

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Tujuan penelitian ini adalah untuk menemukan dimensi teologi dalalm praktek pendidikan pada Sekolah Dasar Islam Terpadu Nuruil Ilmi seraya menurunkan makna dari penerapan tersebut. Penelitian ini merupakan penelitian kualitatif yang menggunakan teknik non partisipan, wawancara mendalam, dan studi dokumen dalam pengumpulan data. Sedangkan teknik pemeriksaan keabsahan data menggunakan tranferability dan conformability. Hasil penelitian menunjukkan bahwa ide teologi Islam mengilhami kerangka kerangka kurikulum, desain pembelajaran (proses belajar mengajar), pengembangan kelembagaan, dan pengemban

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29

Safii, Safii. "TEOLOGI MU’TAZILAH: Sebuah Upaya Revitalisasi." Jurnal THEOLOGIA 25, no. 2 (2016): 27–48. http://dx.doi.org/10.21580/teo.2014.25.2.379.

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This article elaborates an important role in the history of Mu'tazila theology in the Islamic World. Services that have been provided by this school seems to be forgotten by the Muslims, even it became despised and persecuted theology. In fact, this theology has made a large contribution in defending against attacks originating from the Jews, Christians, Zoroastrians, and Materialist. In the modern context, the spirit of this theology is relevant to be recalled that the freedom of thought as an integral part of the human being can grow and develop so that science and technology in the Islamic

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30

Wethmar, C. J. "Teologiekroniek - Teologie en Konteks: ‘n Nederlandse diskussie." Verbum et Ecclesia 21, no. 2 (2000): 429–47. http://dx.doi.org/10.4102/ve.v21i2.1269.

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Theology and context: a Dutch discussionIn this article an analysis is made of the lectures presented to a conference on theology between church, university and society, organised by the Netherlands School for Advanced Studies in Theology and Religion in the Dutch town Hoeven from 5 to 7 June of this year. The analysis is preceded by a brief overview of the present state of affairs regarding the provision of tertiary theological education in the Netherlands. The basic tenor of this wide ranging conference was that theology could and should develop a harmonious relationship to all the contexts

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Robert, Dana. "Mission Study at the University-related Seminary: The Boston University School of Theology as a Case Study." Missiology: An International Review 17, no. 2 (1989): 193–202. http://dx.doi.org/10.1177/009182968901700205.

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This article, a paper presented last year before the Association of Professors of Mission, marks the rise and decline of mission study at Boston University. The situation at the Boston University School of Theology parallels that of other mainline, ecumenically-oriented and university-related seminaries. The author questions whether “globalization” is the new paradigm for mission education at such schools.

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32

Wassenaar, J. D. Th. "De spiritualiteit van O. Noordmans." Theologia Reformata 63, no. 1 (2020): 45–60. http://dx.doi.org/10.21827/tr.63.1.45-60.

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Recent discussions of “a contemplative turn in theology” disclose greater preference for a turn away from an abstract, cognitive, intellectual way of speaking. Dr. O. Noordmans (18711956) demonstrated such a turn much earlier with a theology rooted in the “womb of piety” as experienced in his parental home. Reformed theology is characterized by earnestness and simplicity, not rooted in a school; it has a strong eschatological focus. Critical response charged Noordmans’ theology with spiritualism and worldavoidance. Against this critique, this essay argues that this spiritualism is best under

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33

Kallenberg, Brad J. "Unstuck from Yale: Theological Method after Lindbeck." Scottish Journal of Theology 50, no. 2 (1997): 191–218. http://dx.doi.org/10.1017/s0036930600035997.

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William abraham criticizes the Yale school of theology for its ‘systematic cultivation of studied obscurantism.’ Abraham does not doubt the intellectual gifts of the Yale theologians, but he chides them for failing to tell us something definitive about God. ‘One hopes for such minimal things from a theologian. After all, that has always been a central element of any serious theology.’

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HAJAM, HAJAM. "REFORMULASI TEOLOGI DARI EKSKLUSIF KE INKLUSIF." ALQALAM 35, no. 1 (2018): 19. http://dx.doi.org/10.32678/alqalam.v29i3.858.

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Theology, in practical, appears into two poles: first, exclusive based normative theology; second, inclusive based socio-anthropocentric. Both of these exclusive and inclusive ways of thinking can be a paradigm in every belief of school of thoughts (Madzhab) or social groups (mass organizations). These two ways of logical reasoning (exclusive and inclusive) afoot each other, and they frequently do not come together at one point; indeed, both of them are often contradictive and clash each other. Theology constructed for the present context is the one that is completely living among the members

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35

ANDRÉE, ALEXANDER. "PETER COMESTOR'S LECTURES ON THE GLOSSA “ORDINARIA” ON THE GOSPEL OF JOHN THE BIBLE AND THEOLOGY IN THE TWELFTH-CENTURY CLASSROOM." Traditio 71 (2016): 203–34. http://dx.doi.org/10.1017/tdo.2016.2.

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The traditional account of the development of theology in the twelfth and thirteenth centuries is that the emerging “academic” discipline of theology was separated from the Bible and its commentary, that the two existed on parallel but separate courses, and that the one developed in a “systematic” direction whereas the other continued to exist as a separate “practical” or “biblical-moral” school. Focusing largely on texts of an allegedly “theoretical” nature, this view misunderstands or, indeed, entirely overlooks the evidence issuing from lectures on the Bible — postills, glosses, and comment

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36

Bufford, Rodger K., Nancy S. Thurston, Kathleen A. Gathercoal, Marie-Christine Goodworth, and Lynn H. Holt. "Spiritual Formation in the Graduate School of Clinical Psychology at George Fox University." Journal of Spiritual Formation and Soul Care 11, no. 2 (2018): 296–313. http://dx.doi.org/10.1177/1939790918795627.

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At its inception, the training model in the Graduate School of Clinical Psychology (GSCP) at George Fox University was informed by the approach inaugurated at Fuller Theological Seminary School of Psychology in the 1960s. In the original model, training in Christian religion/spirituality and theology accompanied training in professional psychology. In the interim, our culture, psychological knowledge, perceived psychological needs, and training programs have changed greatly. Here we report changes in religion/spirituality (R/S) training and integration over the last two decades. We describe ou

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37

Hak, Durk. "In gesprek met Staf Hellemans." Religie & Samenleving 14, no. 3 (2019): 294–97. http://dx.doi.org/10.54195/rs.11566.

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Op vrijdag 24 mei jongstleden sprak Staf Hellemans (1953) zijn peroratie uit in Tilburg op de Tilburg School of Catholic Theology. Hij was na 23 jaar hoogleraarschap godsdienstsociologie uitgediend. Zijn eerste benoeming was in 1996 aan de Katholieke Theologische Universiteit te Utrecht (KTU). Toen die KTU in 2007 fuseerde met de Theologische faculteit van Tilburg tot de Tilburg School of Catholic Theology (een door het Vaticaan en de Nederlandse bisschoppenconferentie erkende instelling, een ‘roomse’ faculteit dus) bleef hij als hoogleraar werkzaam bij de gefuseerde faculteit. Met zijn perora

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38

Wood, William. "Trajectories, Traditions, and Tools in Analytic Theology." Journal of Analytic Theology 4 (May 6, 2016): 254–66. http://dx.doi.org/10.12978/jat.2016-4.220812221403a.

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Analytic theology as currently practiced has an ambiguous character. It may be understood either formally, as any instance of theology that draws on analytic philosophy, or substantively, as a cohesive theological school that draws on analytic philosophy in defense of traditional Christian orthodoxy. Both conceptions assume that analytic philosophy furnishes “tools and methods” to the analytic theologian. Yet on the best recent accounts of analytic philosophy, analytic philosophy has no unique tools and methods. I argue that analytic philosophy should be understood as a robust and distinctive

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Bradnick, David. "What Has Mercersburg to Do with Azusa?" PNEUMA 38, no. 4 (2016): 411–35. http://dx.doi.org/10.1163/15700747-03804005.

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Pentecostalism and Mercersburg theology may appear to have little in common with one another. Pentecostalism primarily started as a grassroots movement among underprivileged Christians within the Holiness tradition, while Mercersburg theology was a cosmopolitan school of thought that emerged from within the ivory tower of Reform academia. These two movements possess strong socioeconomic, theological, and practical differences, and some may answer that they have little common ground. After all, until now Pentecostalism and Mercersburg theology have existed and thrived in relative seclusion from

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40

Cooling, Trevor. "Theology Goes to School: The Story of the Stapleford Project." Journal of Christian Education os-47, no. 2-3 (2004): 85–98. http://dx.doi.org/10.1177/002196570404700206.

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41

Cooling, Trevor. "Theology Goes to School: The Story of the Stapleford Project." Journal of Christian Education os-40, no. 1 (1997): 47–60. http://dx.doi.org/10.1177/002196579704000108.

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42

Moodie, Deonnie. "B-School Religion: Hindu Theology in the Neo-Liberal Cityscape." South Asia: Journal of South Asian Studies 42, no. 6 (2019): 1046–61. http://dx.doi.org/10.1080/00856401.2019.1666234.

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43

Hirst, Russel. "The Influence of Theology on the Rhetorical Theory of Austin Phelps." Journal for the History of Rhetoric 16, no. 2 (2013): 165–88. http://dx.doi.org/10.5325/jhistrhetoric.16.2.0165.

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ABSTRACT Studies in the history of rhetoric can be enriched by paying more attention to the relationship between theological belief and rhetorical theory. This article describes ways in which theology shaped the rhetorical theory of Austin Phelps (1820–1890), the fifth Bartlet professor of sacred rhetoric at Andover Theological Seminary, America's first graduate school of theology and a premiere institution for rhetorical education during the nineteenth century.

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44

NASYROV, I. R. "PROOFS OF THE EXISTENCE OF GOD IN ISLAMIC THEOLOGY (KALAM)." Islam in the modern world 15, no. 2 (2019): 23–46. http://dx.doi.org/10.22311/2074-1529-2019-15-2-23-46.

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The present article is devoted to the study of the proofs for the existence of God in the Mu‘tazilite, Ash‘arite and Maturidi schools of Kalam (Islamic rational/philosophical Theology). The arguments for God’s existence have been proposed by the doctors of Kalam are explicated in the context of their substantiation for the Quran’s assertion that God is First principle and the Ultimate cause of all creation. Of the many proofs for God’s existence — the cosmological, the teleological, and the ontological — only the cosmological type of argument was mostly pressed into service by Muslim theologia

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Javorskiy, Dmitriy. "Theology in a Post-Secular Context: Origins, Problems, and Prospects." Logos et Praxis, no. 2 (December 2020): 5–16. http://dx.doi.org/10.15688/lp.jvolsu.2020.2.1.

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The article reconstructs the cultural conditions of the possibility of theology as a specific intellectual practice. The author proceeds from the understanding of the divine as non-anthropic, that is, beyond the control of man, but at the same time exerting an irresistible influence on him. In this context, the divine appears as unintelligible, which casts doubt on the project of theology as a form of cognition of the divine. However, despite this, in the ancient Greek Poleis, the divine becomes the subject of theology as a contemplative practice; it is the contemplative attitude to the deity

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Anderson, Sally. "Religionens mange dimensioner: Skoleteologi og muslimske børn i en dansk provinsskole." Tidsskrift for Islamforskning 8, no. 2 (2017): 77. http://dx.doi.org/10.7146/tifo.v8i2.25337.

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This article is based on fieldwork with young Muslim refugees from Iraq, Iran and Afghanistan, who attend small-town schools in the Danish countryside. The article explores the Danish schools’ ’mixed bag’ approach to religious education. Drawing on theology, philosophy, cultural history and the sociology of religion, the national curriculum privileges evangelical Lutheran Christianity while postulating a universal ’religious dimension’ in people’s lives. The article discusses how this school theology that highlights a common human religious attitude simultaneously excludes any serious discussi

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Mahmoud, Ramy. "Islamic Theology in the Context of Attack and Defense Debates." Journal of The Near East University Faculty of Theology 8, no. 1 (2022): 71–86. http://dx.doi.org/10.32955/neu.ilaf.2022.8.1.05.

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Many of the details of the issues of Islamic theology were not present in the prophetic era, so when they appeared in the later ages, the school of hadiths stood against them. They saw that studying these issues would harm the Muslim's Islamic belief. In addition to this, these issues are considered heresy that was not reported from the Prophet. The School of the Salaf has many books in warning against heresies and Ahl Kalam. These books were characterized by textuality; Meaning it is full of verses from the Qur'an and hadiths from the Sunnah. There is another group that saw theology as a nece

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Peltomäki, Isto. "Theology and Philosophy of Care." Neue Zeitschrift für Systematische Theologie und Religionsphilosophie 61, no. 3 (2019): 370–87. http://dx.doi.org/10.1515/nzsth-2019-0020.

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Summary This paper explores pastoral care as a common task of all Christians in the light of theology and philosophy of love in contemporary Finnish Lutheran theology. Pastoral care is about taking care of one’s suffering neighbours, which theologically is about love. The so-called Finnish school of Luther studies considered Luther as a theologian of love. Finnish theological ethics has concentrated on interpretation of Luther’s theology. Luther’s concept of love has been reinterpreted by Risto Saarinen with the idea of gift and recognition. Following Saarinen, and Jaana Hallamaa’s ethical the

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Rossi, Valfredo Maria. "Carlo Passaglia’s De Ecclesia Christi: A Trinitarian Ecclesiology at the Heart of the 19th Century." Irish Theological Quarterly 83, no. 4 (2018): 329–46. http://dx.doi.org/10.1177/0021140018795750.

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The purpose of this article is to explore an aspect of the Catholic theology of the 19th century which is relatively unknown: namely the Roman School and Carlo Passaglia’s position within it. This contribution is focused on presenting the main theological treatise of Carlo Passaglia (1812–87), De Ecclesia Christi (1853–56), an unprecedented work in the context of 19th-century theology, from which a Trinitarian ecclesiology, rooted in the economy of salvation, emerges. The article will be divided into three parts: the first will provide a brief outline of the Roman School, which played a signif

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Tumbol, Johana Betris. "Dua Strategi Misi Mahasiswa Sekolah Teologi di Indonesia Masa Kini." Jurnal Ilmiah Religiosity Entity Humanity (JIREH) 3, no. 2 (2021): 197–213. http://dx.doi.org/10.37364/jireh.v3i2.60.

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The purpose of this research is to find a mission strategy that is relevant to the students of the Theology school in Indonesia today. The methodology used is qualitative research on matters related to the library, by first knowing the practical usefulness of the topic to be researched. The author uses a tool that is mapping the research topic. Writers of literature through the Publish or Perish application and collect information about the missions carried out by Theology school students through interviews, then the author uses the results of the literature and interviews and makes a synthesi

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