Letteratura scientifica selezionata sul tema "Magisterial reformers"

A distinction is often made between magisterial and radical reformers in the early modern period, Luther and Thomas Müntzer being frequently taken as representatives of two quite different reformations, especially in regard to the understanding of Scripture and of the political realm. It can, however, be argued that the Reformation as a whole was radical, and that it is misleading to characterise one aspect of it as mainstream, another peripheral. The comparison between Müntzer and the Scottish reformer, John Knox, appears to support the contention that the chasm between the two camps is not unbridgeable.

In light of the wide acknowledgement that humanism influenced the Protestant Reformation, one must ask the question about how much of what Protestantism maintains owes a debt to this modern ideology often juxtaposed in contrast to Christianity. Given the remarkable role of such a controversial ideology during a seminal period of the modern church, this study seeks an answer to the following question: how did the humanism movement of the fourteenth and fifteenth centuries impact the lives and work of the main Magisterial Reformers? This research is important and necessary because discovering the answer to this question leads to an understanding of the larger question of how humanism impacts the Protestant tradition. Understanding the nature of this impact sheds light on what Protestantism means and may induce some Christians to contemplate why they call or do not call themselves “Protestants” or “humanists.” This present study progressed through four phases. First, the study sought to describe the humanism of the fourteenth and fifteenth centuries. Second, it sought to describe the impact this humanism had on society. Third, the study analyzed how the social impacts of the humanism of the fourteenth and fifteenth centuries served to advance or hinder the causes of the main Magisterial Reformers. Finally, it synthesized the findings. This paper argues and concludes that the humanism of the fourteenth and fifteenth centuries impacted the lives and work of the main Magisterial Reformers by facilitating their desire to include the common people in a religious world previously dominated by the elite.

Despite Protestants’ suspicion of natural law ethics in their recent history, there are signs that in some Protestant circles a re-awakening to the importance of natural law is occurring. This is as it should be, given the fact that the magisterial reformers of the 16th century all affirmed without equivocation the natural law. Foremost among these champions was the forgotten reformer, Phillip Melanchthon, whose remarkable output and influence during the 16th century were unparalleled and whose emphasis on natural law reasoning was notable.

Abstract Among the common ways of portraying Reformation divides are the following categories: Magisterial vs Radical Reformations; or a “church type” vs a “sect type” of reform. This essay offers an alternative view. It underscores the differences between Lutherans and Anglicans on one side; and the Reformed, Anabaptists, and Schwenckfelders on the other. The Lutherans, like the Anglicans under Henry VIII, worshipped in altar-centered churches which were Roman Catholic in appearance. They presented themselves as reformers of Catholic errors of the late Middle Ages. By contrast, when the Reformed, Anabaptists, and Schwenckfelders met for worship, it was in unadorned Bible-centered meeting houses. The Anabaptists were targeted for martyrdom by the decree of the Holy Roman Empire of 1529 against Wiedertäufer (“rebaptists”). Contrary to the later memory that they practiced a theology of martyrdom, the preference of apprehended Anabaptists was to recant.

Abstract Anabaptists have long been thought to have been ‘biblicists’ and shunned reading patristic literature. But a close analysis of the debates Anabaptists had with Magisterial Reformers shows that the Anabaptists developed an extensive history of baptism using church fathers. They attempted to show that adult baptism was the norm in the earliest centuries of the church and that infant baptism was the innovation away from the Bible. This debate was about who had inherited the biblical faith around baptism.

In post-Reformation dogmatics, the role of the Holy Spirit in relation to the doctrine of Scripture has often received insufficient attention. Contemporary treatments have erred in different directions, subjugating the doctrine of Scripture to communal hermeneutics or individual experience. By contrast, the magisterial Reformers offer a vital doctrine of the Holy Spirit for the doctrine of Holy Scripture in conjunction with the stewardship of that Scripture by the Spirit-birthed, confessing church. Drawing upon certain reformational insights, this paper will present a high doctrine of Scripture, in a manner that integrates the ministry of the Holy Spirit for illumination with the essential role of the Spirit within the confessing church for handling doctrine—particularly the doctrine of Scripture.

ABSTRACT Richard Hooker’s sermon A Learned and Comfortable Sermon of the Certaintie and Perpetuitie of Faith in the Elect appears, on the face of it, to be further evidence of his commitment to Reformed theology. History, however, tells a slightly different story as readers have debated just exactly what theological position Hooker was taking. Over the years it has attracted comment from those who have used it both to align Hooker with and to separate Hooker from the Magisterial Reformers. These debates continue. This article, however, does not pursue this particular method of engagement. Instead, through a careful reading of the text, Hooker’s more complex and often startling theology is revealed- as he locates God’s presence in the pivot between doubt and despair, in places where God is thought to be absent. Hooker’s aim seems to be to find God in the darkness and in so doing he transcends the usual questions and debates that surround the doctrine of certainty and offers to present day readers a creative and sensitive approach to the anxiety caused by doubt.

John Eck's allegation that those advancing justification by faith alone were themselves finding it necessary to distinguish different types of faith describes accurately the reality in the evangelical movement in the 1530s–1550s. The Reformers' initial clarity and optimism about saving faith is seen, for example, in Article 20 of the Augsburg Confession (1530), which describes the scriptural view of faith as a confidence in God and a certain assurance of God's grace. Moreover, the Confession carefully distinguishes this true faith from both mere knowledge of historical events concerning Christ and from virtuous actions that spring from faith, and does not deign to designate these latter legitimate types of faith. However, subsequent dissension within the Protestant camp over the Law (Johann Agricola, for example), justification (Andreas Osiander, for example), and the sacraments, combined with the continued criticism of those Catholic opponents designated by Eck as “the faithful,” forced the magisterial Reformers to defend and, in some cases, refine their understandings of faith. Missing from Eck's assessment, however, is an indication of how exegetical activity in addition to polemical exchanges might attest and even contribute to this reevaluation. In this regard, the Gospel of John constitutes an especially important area for investigation. Protestant understandings of faith were drawn from and bolstered by Pauline texts, especially Rom. 1:17, 3:28, 4:3–9, and 10:17; Gal. 4:6; and Heb.

AbstractFeaturing the image of an athlete tugging at a rooted sapling, Impossible is the most enigmatic of the many small-scale engravings produced by Hans Sebald Beham. Juxtaposed with the adage “Nobody should dare great things that are impossible for him to do,” the image not only challenges the astute viewer to a game of wits: the resulting paradox also unleashes a cascade of ethical questions concerning the boundedness of the will, Christian freedom, human perfectibility, and the paradoxical conditions of self-knowledge. These issues came to the fore in the sixteenth-century debate over free will, which pitted humanists, magisterial, and radical reformers against one another. Beham's documented experience as a religious and political dissident during the 1520s raises the possibility that the print, made later in life, embeds still another allegorical layer: the conflicted situation of the artist in an era of reform and iconoclasm, Renaissance and revolution, hope and disillusionment.

Orientador: Prof. Dr. Ângelo Ricardo de Souza
Tese (doutorado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa: Curitiba, 26/03/2014
Inclui referências : f. 191-206;214-215
Resumo: A pesquisa, Concepção, regulação e gestão da carreira docente no Brasil e no Chile no contexto das reformas educacionais, busca compreender, fazendo uso de uma metodologia de estudo comparado, como as reformas educacionais ocorridas na América Latina, interferem nas políticas adotadas pelos estados nacionais do Brasil e do Chile no que diz respeito à carreira docente. A análise sobre Carreira Docente tem seu enfoque no campo da política educacional, inicialmente consideramos sua dimensão jurídica, ou seja, o conjunto de regras reguladoras da profissão que, geralmente vem definida nos estatutos ou planos de carreiras e como essa regulação constrói paulatinamente a profissão docente. Realizou-se uma análise nos documentos produzidos pelo PREAL - Programa de Promoción de la Reforma Educativa en América Latina y el Caribe entre os anos de 2002 a 2012, identificando as principais recomendações do Preal para a Carreira Docente na América Latina. A pesquisa apresenta seguinte estrutura: No capítulo 1, considerando aporte teórico de (KRAWCZYK, 2000a; AFONSO, 2003; DALE, 2004; CASASSUS, 2004), percebe-se que em meio à discursiva de homogeneização das reformas educacionais das últimas décadas, emerge outras possibilidades analíticas quanto às especificidades regionais e locais na definição das políticas para a educação no âmbito dos estados nacionais. Nos capítulos 2 e 3, buscou-se a construção de um panorama para a carreira docente, a partir do estudo de planos de carreira de doze estados e doze capitais brasileiras, cotejadas ao movimento da política e da legislação educacional. Nos capítulos 4 e 5, utilizando-se da análise de legislações e literaturas sobre carreira docente, buscou-se estabelecer um panorama, sobre a temática no Chile. E por fim apresentados os dados empíricos de Brasil e Chile para regramento e definições para carreira docente, estabeleceu-se algumas regularidades e discrepâncias nas políticas adotadas em ambos contextos e como estas se articulam às discursivas apregoadas nas reformas educacionais direcionadas pelo PREAL. Entre as recomendações, estão a superação de estruturas de carreira docente baseadas na antiguidade e na titulação acadêmica. Os dados empíricos revelam que mesmo no Chile onde vários modelos de avaliação de desempenho docente são empregados, a prevalência de mecanismos tradicionais nas estruturas de carreira. Entretanto, as últimas inciativas governamentais no campo das políticas educacionais, em mostrado a preocupação com a instituição de novos critérios de recrutamento, aumento da atratividade, e incentivos para a permanência na carreira docente. Palavras Chave: Carreira Docente. Valorização do Magistério. PREAL. Reformas Educacionais. Planos de carreira. Estatuto Docente.
Resumen: La investigación, concepción, regulación y la gestión de la carrera docente en Brasil y Chile en el contexto de las reformas educativas. El análisis se encuentra en el campo de la política educacional, y busca comprender, por medio del uso de una metodología de estudio comparado, cómo las reformas educacionales ocurridas en América Latina interfieren en las políticas adoptadas por los estados nacionales de Brasil y de Chile, en lo que se refiere a carrera docente. En esta análisis sobre la Carrera Docente, consideraremos inicialmente su dimensión jurídica, o sea, el conjunto de reglas reguladoras de la profesión que, generalmente, vienen definidas en los estatutos o planes de carreras y como tal regulación construye pausadamente la profesión docente. Se efectuará un análisis de los documentos producidos en ámbito del PREAL - Programa de Promoción de la Reforma Educativa en América Latina y el Caribe, entre los años 2002 al 2012, buscamos la identificación de las principales recomendaciones del Preal para Carrera Docente en América Latina. La investigación presenta la siguiente estructura: Capítulo I, teniendo en cuenta la base teórica (KRAWCZYK , 2000a; Afonso, 2003; DALE , 2004; Casassus, 2004) reflexionamos sobre la homogeneización discursiva de las reformas educativas de las últimas décadas, en medio de eso, surgen otras posibilidades analíticas en cuanto a las particularidades regionales y locales en la elaboración de las políticas para la educación. En capítulos II y III, se trató de construir una visión general de la carrera docente, a partir de un estudio de planes de carrera docentes de doce estados y doce ciudades brasileñas, contrastadas con los movimientos de la política y la legislación educativa. En los capítulos IV y V, con las leyes y la literatura de carrera docente y las políticas educativas, hemos tratado de establecer también una visión general sobre el tema en Chile. Por último, se presenta un comparativo de Brasil y Chile en cuanto a los reglamentos y definiciones para carreras docentes, hemos tratado de algunas regularidades y discrepancias en las políticas nacionales adoptadas en el período analizado y como se articulan a las discursivas promocionadas por las reformas educativas dirigidas por PREAL. Entre las recomendaciones están la superación de las estructuras de carrera basados en la antigüedad y grados académicos. La evidencia empírica muestra que incluso en Chile, donde se utilizan diversos modelos de evaluación del desempeño docente, ocurre la prevalencia de los mecanismos tradicionales en las estructuras de carrera. Sin embargo, las últimas iniciativas del gobierno en el ámbito de la política educativa denotan la preocupación por la imposición de nuevos criterios para la selección de personal, la atratividade y los incentivos para permanecer en la carrera docente. Palabras clave: Carrera docente. PREAL. Valoración Docente. Reformas educativas. Planes de Carrera. Estatuto docente.
Abstract: This research, "Design, regulation and teaching career in Brazil and Chile in the context of educational reforms", seeks to understand, making use of a compared methodology, how thes educational reforms in Latin America interfere with the policies adopted by those countries regarding the teaching profession. To develop the analysis, first it was considered the legal dimension, ie the set of regulatory rules of the profession that usually is defined in the statutes or career plans and how this regulation gradually builds the teaching profession. We did analyze documents produced by PREAL - Promotion de la Educational Reform in Latin America and the Caribbean Program between 2002-2012, identifying the main recommendations of Preal for Teaching Career in Latin America. This thesis presents the following structure: Chapter I, considering theoretical basis of Krawczyk, 2000a; Afonso, 2003; Dale, 2004; Casassus, 2004, it is clear that through the discursive homogenization of educational reforms of recent decades, emerging other analytical possibilities as to regional and local specificities in policy for education in the national states. At chapters II and III, we build a panorama for the teaching profession, observing the career plans of twelve states and twelve Brazilian cities, collated with the movement of educational legislation. In the chapters IV and V, using the analysis of legislation and literature on teaching career, the work establishes an overview on Chile. Finally, presented the empirical data from Brazil and Chile in thedefinitionsof teaching career, it establishes some regularities and discrepancies in policies adopted in both contexts and how they articulate the discursive about the educational reforms. Among the recommendations are the need to update the structures teaching career based on seniority and academic degrees. Empirical evidence shows that even in Chile where several teacher performance evaluation models are used, there is a prevalence of traditional mechanisms in career structures. However, the latest educational policies government initiatives show concern with the establishment of new criteria for recruitment, increased attractiveness and incentives to stay in the teaching profession. Keywords: Teaching Career. Appreciation of the Magisterium. PREAL. Educational reforms. career plans. Teacher status.

Conselho Nacional de Desenvolvimento Científico e Tecnológico
Esta pesquisa tem como objeto as relações entre os sindicatos de professores da rede pública de educação básica e os Estados de Argentina, Brasil e México desde finais dos anos '70 até a atualidade. O ponto de partida é a relação assalariada e as práticas da categoria docente, entendidas como ações coletivas ancoradas nessa relação. Trabalhando fundamentalmente com fontes secundárias, descrevemos as principais características do sindicalismo docente em cada país, a composição da categoria, as políticas estatais para o magistério, os principais processos de mobilização e os acordos estabelecidos com os governos. O período pesquisado começa com uma situação de crise econômica que se estendeu durante toda a década de 1980 nos três países, à qual seguiu-se uma ofensiva neoliberal por meio de una série de reformas (educacional, do estado, previdenciária, trabalhista). Dos três países que estudamos, o México é o único no qual o sindicato docente foi parte de uma relação corporativista estabelecida entre o Estado e a categoria, na qual atuou como mediador. Este fato contribui para explicar o continuísmo visível no México na organização da docência, o seu poder e os seus compromissos com o Estado; as dificuldades para o magistério mobilizado e a relação entre o sindicato e o professorado. É o único país no qual a reforma educacional foi acordada com o sindicato. Na Argentina e no Brasil, pelo contrário, a categoria se organiza sindicalmente à margem e às vezes contra o Estado. Descrevendo o período recuperamos as principais reivindicações da categoria, as articulações que estabeleceu com outros setores sociais e, fundamentalmente, os contextos políticos dos principais processos de enfrentamento e acordo com os governos. Nas conclusões, além de insistir nos desdobramentos do estabelecimento (ou não) de uma relação corporativista entre as organizações docentes e o Estado, argumentamos que, tanto os processos de confrontação como os de acordo entre ambos devem ser pensados, basicamente, em termos de relações de força. Finalmente, fundamentamos que nos processos de luta social e na defesa da escola pública aparecem elementos que apontam à superação do corporativismo das práticas da categoria.
Esta investigación tiene como objeto las relaciones entre los sindicatos de docentes de la red pública de educación básica y los Estados de Argentina, Brasil y México desde finales de los años '70 hasta la actualidad. El punto de partida es la relación asalariada y las prácticas del gremio docente entendidas como acciones colectivas ancladas en esa relación. Trabajando fundamentalmente con fuentes secundarias, describimos las principales características del sindicalismo docente en cada país, la composición del gremio, las políticas estatales hacia el magisterio, los principales procesos de movilización y los acuerdos establecidos con los gobiernos. El período investigado comienza con una situación de crisis económica que se extendió durante toda la década de 1980 en los tres países, a la que siguió una ofensiva neoliberal por medio de una serie de reformas (educacional, do estado, previsional, laboral). De los tres países que estudiamos, México es el único en el cual el sindicato docente fue parte de una relación corporativista establecida entre el Estado y el gremio, en la que actuó como mediador. Este hecho contribuye a explicar el continuismo visible en México en la organización de la docencia, su poder y sus compromisos con el Estado; las dificultades para el magisterio movilizado y la relación entre el sindicato y el profesorado. Es el único país en el que la reforma educativa fue acordada con el sindicato. En la Argentina y en Brasil, por el contrario, el gremio se organiza sindicalmente al margen y a veces contra el Estado. Describiendo el período recuperamos las principales reivindicaciones del gremio, las articulaciones que estableció con otros sectores sociales y, fundamentalmente, los contextos políticos de los principales procesos de conflicto y concertación con los gobiernos. En las conclusiones, además de insistir en los desdoblamientos del establecimiento (o no) de una relación corporativista entre las organizaciones docentes y el Estado, argumentamos que, tanto los procesos de confrontación como los de concertación entre ambos deben ser pensados, básicamente, en términos de relaciones de fuerza. Finalmente, fundamentamos que en los procesos de lucha social y en la defensa de la escuela pública aparecen elementos que apuntan a la superación del corporativismo de las prácticas sindicales

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Instituto Presbiteriano Mackenzie
This research approaches on the politics and actions of the professional formation of docent in the Basics Education of São Paulo during the period 1996-2011, specific teachers of the second cycle of Fundamental practice and High School , in the context of the education reform initialized in the second half of the 1990 decade, then started a process of commodification of the teaching in São Paulo and Brazil, establishing the relationship between professional formation and work conditions in the Basics Education in São Paulo in the period quoted above. Analyzes the educational policies formulated by multilateral organisms, like UNESCO, OMC and Mundial Bank, they reflexes in the commodification of education that entails in the privatization and the foundation of an educational market in the Basics Education subsidized with public funds, allowing the transformation of education in a source of private accumulation of capital. Analyzes the relation between the commodification of Basics Education in the state of São Paulo, the policies and actions of professional docent formation of state government and the conditions of magisterium of São Paulo from the study of legislation and documents regarding the career of the magisterium. Concludes then the commodification of education exist in the root of the precariousness of the docent work.
Esta dissertação aborda as políticas e ações de formação profissional docente na Educação Básica paulista no período 1996-2011, especialmente para professores do ciclo II do Ensino Fundamental e do Ensino Médio, no contexto das reformas educacionais iniciadas na segunda metade da década de 1990 que começaram um processo de mercantilização do ensino em São Paulo e no Brasil; estabelecendo a relação entre formação profissional e condições de trabalho na Educação Básica paulista no período supra citado. Analisa as políticas educativas formuladas por organismos multilaterais como UNESCO, OMC e Banco Mundial, seus reflexos na Mercantilização da educação que implica na privatização e criação de um mercado educativo na Educação Básica subsidiado com verbas públicas, que permite a transformação da educação em uma fonte de acúmulo privado de capital. Analisa a relação entre a mercantilização da Educação Básica no estado de São Paulo, as políticas e ações de formação profissional docente do governo estadual e as condições de trabalho do magistério paulista a partir do estudo da legislação e documentos referentes a carreira do magistério. Por fim, conclui que a mercantilização da educação está na raiz da precarização do trabalho docente.

No name seems to have been associated with more systematic criticism in regard to political and social thought during the magisterial Reformation than that of the Old Testament lawgiver, Moses. Beginning early in the Reformation era, rejections of the need for Mosaic judicial laws are varied, broad, and explicit. In some cases, such as Luther’s and Melanchthon’s attacks on Andreas Karlstadt, alleged proponents of Mosaic civil law are given by name. In other cases they are anonymous. But what is less clear is whether anyone actually held the views attributed. After a review of literature of Melanchthon, Jacob Strauss, Karlstadt, Zwingli, Thomas Müntzer, the peasants of the Peasant War (1524–5), Luther, the Anabaptists of Münster, Calvin, and others, it is confirmed that none of the implicated writers between key dates of 1520 and 1536 actually held the view of exclusive Mosaic Law attributed, particularly by Calvin. Other motivations must have been involved in the accusations. An analysis of literature from Luther and Calvin as well as the historical background of the period makes it clear that social, political, and economic pressures influenced the magisterial reformers in regard to crucial theological expressions in which they strongly rejected the need for Mosaic civil law in society. The reformers in question restrained or altered their expressions according to the pressures of external circumstances - most importantly war and rebellion spurred by so-called “radical” reformers. As alleged theological positions were weaved with reports and denunciations of violence, Mosaic Law emerged as an allegedly dangerous ideological force, the accusation of which could marginalize opponents. In this crucible of history, in which the long shadows of rebellion and war were cast over Mosaic Law during the mid-1520s and mid-1530s, we find both Luther and Calvin (among others) writing their most vehement denunciations of Mosaic Law. Particularly, we find young Calvin, exiled, sitting down to write his denunciation of “some” who rejected the validity of a commonwealth unless it relied exclusively upon Mosaic civil polity. Luther, Calvin, and others thus warned against applying Moses in the civil realm and linked his laws with sedition and rebellion (even though the association was not accurate in any given case) mainly for their own utilitarian causes. Both Calvin and Luther subsequently employ the doctrine of two kingdoms in distancing themselves and their movements from the need for Mosaic laws in the civil realm, as well as to impede opponents who would use civil power to enforce reforms contrary to them, and yet both act inconsistently when enforcement of the first table of the Decalogue would favor their own reforms. As well, both go on to advance and approve of non-biblical civil laws more invasive and extensive than Mosaic polity would have allowed - including the execution of Anabaptists - all the while denouncing alleged proponents of Moses as dangerous, seditious, barbaric, murderous, and bloodthirsty.
Thesis (PhD)--University of Pretoria, 2012.
Dogmatics and Christian Ethics
unrestricted

This article focuses on the political thought of the Protestant reformers during the Reformation, both those thinkers historians commonly refer to as moderate or “magisterial” reformers (especially Martin Luther, John Calvin, and Huldrych Zwingli) and those they refer to as “radical” reformers. Although the political concerns of Protestantism remained profoundly religious, and most reformers retained in various guises the view that authority was bipartite, the political theory of the reformers was modern in its concentration on secular authority and the essential character, function, and scope of the state's power. The diversity of Reformation political thought also emerged over the issue of whether secular authorities should play a positive, even a leading role in the renewal of Christianity to which Protestant reformers were committed. In the mid-1520s, a massive popular insurrection, known as the German Peasants' War and partly inspired by the Reformation, produced a variety of challenging new political ideas. Its repression fundamentally altered the course of the Reformation and produced new divisions not only between magisterial and radical reformers but also amongst the surviving radicals.

The extra Calvinisticum, that the eternal Son maintains his existence beyond the flesh during his earthly ministry and perpetually, divided the Lutheran and Reformed traditions during the Reformation. This book explores the emergence and development of the extra Calvinisticum in the Reformed tradition by tracing its exposition from Ulrich Zwingli to early Reformed orthodoxy. Rather than being an ancillary issue, the questions surrounding the extra Calvinisticum were a determinative factor in the differentiation of Magisterial Protestantism into rival confessions. Reformed theologians maintained this doctrine in order to preserve the integrity of Christ’s divine and human natures as the mediator between God and humanity. This rationale remained consistent across this period, with increasing elaboration and sophistication to meet the challenges leveled against the doctrine in Lutheran polemics. The study begins with Zwingli’s early use of the extra Calvinisticum in the eucharistic controversy with Martin Luther and especially as the alternative to Luther’s doctrine of the ubiquity of Christ’s human body. Over time, Reformed theologians, such as Peter Martyr Vermigli and Antoine de Chandieu, articulated the extra Calvinisticum with increasing rigor by incorporating conciliar christology, the church fathers, and scholastic methodology to address the polemical needs of engagement with Lutheranism. The book illustrates the development of christological doctrine by Reformed theologians offering a coherent historical narrative of Reformed christology from its emergence into the period of confessionalization. The extra Calvinisticum was interconnected to broader concerns affecting concepts of the union of Christ’s natures, the communication of attributes, and the understanding of heaven.

Ever since a democratic system of government was adopted and a strategy of planned economic development was launched in India, the planners were quite conscious of the need for an administrative system different from the colonial one to implement the planned objective of development. Kuldeep Mathur, in this volume, examines these administrative reforms and provides a magisterial account of the changes in the institutional process of public administration. The introduction of neoliberal policies revived the concerns about reform and change, thereby giving rise to a new vocabulary in the discourse of public administration. The conventional world of public administration was now expected to adopt management practices of the private sector and interact with it to achieve public policy goals. New institutions are now being layered on traditional ones, and India is becoming a recipient of managerial ideas whose efficacy has yet to be tested on Indian soil. In light of the aforementioned changes, this volume argues that hybrid architecture for delivering public goods and services has been the most significant transformation to be institutionalized in the current era and critiques the neoliberal transformation from within a mainstream public administration perspective.

Severe persecution and frequent migration threatened the survival of various Anabaptist groups and their leaders who lacked a salary or benefits, unlike magisterial Protestant reformers or Catholic clergy. Voluntary leaders like Menno Simons had to sacrifice a stable family life because of traveling visitations and forced migrations. Considered outlaws in most places, Anabaptists could not rely on any state support. The forms of poor relief among Swiss Brethren (including south German and Austrian Anabaptists) and Dutch Mennonites emerged out of a biblical rationale that the church of true believers practiced mutual aid out of love and obedience to Christ’s precepts and example. Anabaptist leaders relied a great deal on the networks of scattered Anabaptist communities, even though any aid to wanted Anabaptist fugitives could lead to criminal punishment. Mutual aid became a defining characteristic of the Anabaptists as a clear sign of faith and good works.

This chapter argues that the roots of Vatican II must be pushed back into the eighteenth century in order to fully understand the council. It profiles the existence and achievements of the “Catholic Enlightenment,” a now well-established phenomenon that spanned the entire European Catholic world, and argues that it was an attempt at aggiornamento. A variety of eighteenth-century movements, many of them later condemned or marginalized by the Church’s official magisterium, are then profiled, including Gallicanism, Richerism, Febronianism, and Josephinism. The chapter then examines a complex and misunderstood reform movement, Jansenism, which especially shaped Scipione de’ Ricci and the Pistoian circle. Finally, it examines a loose “Third Party” of moderate Catholic reformers (who were neither Jansenists nor traditionalist zelanti), focusing on Lodovico Muratori. The chapter shows that both radical Jansenists and moderate “Third Party” Catholics attempted ressourcement, especially in advocating liturgical and devotional reform and encouraging Bible reading.