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A great deal of scholarship has too often juxtaposed scholasticism and piety, resulting in misunderstandings of the relationship between Protestant churches of the early modern era and the theology taught in their schools. But more recent scholarship, especially conducted by Richard A. Muller over the last number of decades, has remapped the lines of continuity and discontinuity in the relation of church and school. This research has produced a more methodologically nuanced and historically accurate representation of church and school in early modern Protestantism. Written by leading scholars of early modern Protestant theology and history and based on research using the most relevant original sources, this collection seeks to broaden our understanding of how and why clergy were educated to serve the church. Contributors include: Yuzo Adhinarta, Willem van Asselt, Irena Backus, Jordan J. Ballor, J. Mark Beach, Andreas Beck, Joel R. Beeke, Lyle D. Bierma, Raymond A. Blacketer, James E. Bradley, Dariusz M. Bryćko, Amy Nelson Burnett, Emidio Campi, Heber Carlos de Campos Jr, Kiven Choy, R. Scott Clark, Paul Fields, John V. Fesko, Paul Fields, W. Robert Godfrey, Alan Gomes, Albert Gootjes, Chad Gunnoe, Aza Goudriaan, Fred P. Hall, Byung-Soo (Paul) Han, Nathan A. Jacobs, Frank A. James III, Martin Klauber, Henry Knapp, Robert Kolb, Mark J. Larson, Brian J. Lee, Karin Maag, Benjamin T.G. Mayes, Andrew M. McGinnis, Paul Mpindi, Adriaan C. Neele, Godfried Quaedtvlieg, Sebastian Rehnman, Todd Rester, Gregory D. Schuringa, Herman Selderhuis, Donald Sinnema, Keith Stanglin, David Steinmetz, David Sytsma, Yudha Thianto, John L. Thompson, Carl Trueman, Theodore G. Van Raalte, Cornelis Venema, Timothy Wengert, Reita Yazawa, Jeongmo Yoo, and Jason Zuidema.
This volume is the first attempt to assess the impact of both humanism and Protestantism on the education offered to a wide range of adolescents in the hundreds of grammar schools operating in England between the Reformation and the Enlightenment. By placing that education in the context of Lutheran, Calvinist and Jesuit education abroad, it offers an overview of the uses to which Latin and Greek were put in English schools, and identifies the strategies devised by clergy and laity in England for coping with the tensions between classical studies and Protestant doctrine. It also offers a reassessment of the role of the 'godly' in English education, and demonstrates the many ways in which a classical education came to be combined with close support for the English Crown and established church. One of the major sources used is the school textbooks which were incorporated into the 'English Stock' set up by leading members of the Stationers' Company of London and reproduced in hundreds of thousands of copies during the seventeenth and eighteenth centuries. Although the core of classical education remained essentially the same for two centuries, there was a growing gulf between the methods by which classics were taught in elite institutions such as Winchester and Westminster and in the many town and country grammar schools in which translations or bilingual versions of many classical texts were given to weaker students. The success of these new translations probably encouraged editors and publishers to offer those adults who had received little or no classical education new versions of works by Aesop, Cicero, Ovid, Virgil, Seneca and Caesar. This fascination with ancient Greece and Rome left its mark not only on the lifestyle and literary tastes of the educated elite, but also reinforced the strongly moralistic outlook of many of the English laity who equated virtue and good works with pleasing God and meriting salvation.
Counter Reformation, Catholic Reformation, the Baroque Age, the Tridentine Age, the Confessional Age: why does Catholicism in the early modern era go by so many names? And what political situations, what religious and cultural prejudices in the nineteenth and twentieth centuries gave rise to this confusion? Taking up these questions, John O'Malley works out a remarkable guide to the intellectual and historical developments behind the concepts of Catholic reform, the Counter Reformation, and, in his felicitous term, Early Modern Catholicism. The result is the single best overview of scholarship on Catholicism in early modern Europe, delivered in a pithy, lucid, and entertaining style. Although its subject is fundamental to virtually all other issues relating to sixteenth- and seventeenth-century Europe, there is no other book like this in any language. More than a historiographical review, Trent and All That makes a compelling case for subsuming the present confusion of terminology under the concept of Early Modern Catholicism. The term indicates clearly what this book so eloquently demonstrates: that Early Modern Catholicism was an aspect of early modern history, which it strongly influenced and by which it was itself in large measure determined. As a reviewer commented, O'Malley's discussion of terminology opens up a different way of conceiving of the whole history of Catholicism between the Reformation and the French Revolution.
Religion and life cycles in early modern England assembles scholars working in the fields of history, English literature and art history to further our understanding of the intersection between religion and the life course in the period c. 1550–1800. Featuring chapters on Catholic, Protestant and Jewish communities, it encourages cross-confessional comparison between life stages and rites of passage that were of religious significance to all faiths in early modern England. The book considers biological processes such as birth and death, aspects of the social life cycle including schooling, coming of age and marriage and understandings of religious transition points such as spiritual awakenings and conversion. Through this inclusive and interdisciplinary approach, it seeks to show that the life cycle was not something fixed or predetermined and that early modern individuals experienced multiple, overlapping life cycles.
The religious history of seventeenth- and eighteenth-century Protestantism was marked by a twofold movement. On the one hand there were attempts to consolidate and, if necessary, to reaffirm the heritage of the Reformation; on the other hand, we meet a growing critical evaluation of the legacy of mainstream orthodox thought, which could lead to a process of gradual renewal and reorientation, but also to forms of more radical and controversial criticism. Conservative as well as critical tendencies can be discerned in the religious landscape on both sides of the North Sea. In spite of differences in the historical framework and spiritual culture, the developments in Great-Britain and on the Continent often present remarkable parallels, and the water of the North Sea was not too deep for creative interaction. This volume contains a number of essays which deal with various aspects of English and Dutch church history and theology in the seventeenth and eighteenth centuries. Special attention is given to the problems surrounding the Calvinist doctrine of predestination; to English Puritanism and its impact on the Netherlands; to Jewish-Christian relations and polemics in the seventeenth century; to seventeenth-century millenarianism, in particular in the circle of the Cambridge Platonists; to the attitude of Dutch Reformed theologians to the Church of England; to eighteenth-century English and Dutch orientalist studies and to the development of enlightened ideas in the circles of English and Dutch Protestantism.
The contributors to this volume examine the complex and dynamic role that Protestant majorities and minorities played in shaping the Reformations of the sixteenth and seventeenth centuries. In doing so, it offers an important perspective on the range of intellectual, social, economic, political, theological and ecclesiological factors that governed intra- and inter-confessional encounter in the early modern period. While the principal focus is on the situation of different Protestant majority and minority groups, many of the contributions also engage the relation of Protestants and Catholics, with a number also considering early modern Christian dialogue with Muslims and Jews. The volume is organised into five sections, which together provide a comprehensive picture of Protestant majorities and minorities. The first section explores intellectual trajectories, especially those which promoted confessional unity or sought to break down confessional boundaries. The second section, taking the neglected Spanish Reformation as an important case-study, examines the clandestine aspect of minority activities and the efforts of majorities to control and suppress them. The third section pursues a similar theme but examines it through the lens of Flemish and Walloon Reformed refugee communities in Germany and the Netherlands, demonstrating the way in which confessional factors could lead to the integration or exclusion of minorities. The fourth section examines marginal or peripheral Reformations, whether geographically or doctrinally understood, focussing on attempts to implement reform in the shadow of the Ottoman Empire. Finally, the fifth section looks at confessional identity and otherness as a principal theme of majority and minority relations, providing both theoretical and practical frameworks for its evaluation.
This is an extensive study of the 16th and 17th century belief that God actively intervened in human affairs to punish, reward, warn, try and chastise. It seeks to shed light on the reception, character and broader cultural repercussions of the Reformation.
The first survey to utilise the approaches of the new cultural history in analysing how Reformation Europe came about.
This volume is the first attempt to assess the impact of both humanism and Protestantism on the education offered to a wide range of adolescents in the hundreds of grammar schools operating in England between the Reformation and the Enlightenment. By placing that education in the context of Lutheran, Calvinist and Jesuit education abroad, it offers an overview of the uses to which Latin and Greek were put in English schools, and identifies the strategies devised by clergy and laity in England for coping with the tensions between classical studies and Protestant doctrine. It also offers a reassessment of the role of the 'godly' in English education, and demonstrates the many ways in which a classical education came to be combined with close support for the English Crown and established church. One of the major sources used is the school textbooks which were incorporated into the 'English Stock' set up by leading members of the Stationers' Company of London and reproduced in hundreds of thousands of copies during the seventeenth and eighteenth centuries. Although the core of classical education remained essentially the same for two centuries, there was a growing gulf between the methods by which classics were taught in elite institutions such as Winchester and Westminster and in the many town and country grammar schools in which translations or bilingual versions of many classical texts were given to weaker students. The success of these new translations probably encouraged editors and publishers to offer those adults who had received little or no classical education new versions of works by Aesop, Cicero, Ovid, Virgil, Seneca and Caesar. This fascination with ancient Greece and Rome left its mark not only on the lifestyle and literary tastes of the educated elite, but also reinforced the strongly moralistic outlook of many of the English laity who equated virtue and good works with pleasing God and meriting salvation.