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World History Education in Scholarship, Curriculum, and Textbooks, 1890-2002
WHAT ARE OUR 17-YEAR OLDS TAUGHT? WORLD HISTORY EDUCATION IN SCHOLARSHIP, CURRICULUM AND TEXTBOOKS, 1890-2002 Jeremy L. Huffer A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2009 Committee: Tiffany Trimmer, Advisor Scott Martin Nancy Patterson © 2009 Jeremy L. Huffer All Rights Reserved iii ABSTRACT Tiffany Trimmer, Advisor This study examines world history education in the United States from the late 19th century through 2002 by investigating the historical interplay between three mechanisms of curricular control: scholarship, curriculum recommendations, and textbook publishing. Research for this study has relied on unconventional source classification, with historical monographs which defined key developments in world history scholarship and textbooks being examined as primary sources. More typical materials, such as secondary sources analyzing philosophical educational battles, the history of educational movements, historiography, and the development of new ideologies from have been incorporated as well. Since educational policy began trending towards increasing levels of standardization with the implementation of compulsory education in the late 1800s, policymakers have been grappling with what to teach students about the wider world. Early scholarship focused on the history of Western Civilization, as did curriculum recommendations and world history textbooks crafted by professional historians of the period. Amidst the chaos of two World Wars, economic depression, the collapse of the global imperial system, and the advent of the Cold War traditional accounts of the unimpeachable progress of the Western tradition began to ring hollow with some historians. New scholarship in the second half of the twentieth century refocused world history, shifting away from the cyclical rise and fall of civilizations model which emphasized the separate traditions of various societies and towards a narrative of increasing interconnectedness. -
Concordia Theological Monthly
CONCORDIA THEOLOGICAL MONTHLY Melanchthon as Educator and Humanist CARL S. MEYER Melanchthon the Confessor ARTHUR CARL PIEPKORN The International Student Test of a Living Church WILLIAM J. DANKER Brief Studies Homiletics Theological Observer Book Review VOL. XXXI September 1960 No.9 Ivlelanchthon as Educator and Humanist By CARL S. MEYER ELANCHTHON, it seems, lacked a sense Melanchthon is par excellence the evan M of humor. Tactful, careful, intent gelical, Lutheran humanist, as Franz Lau on weighing the pros and cons of each calls him, whose humanistic influence per question, working all day even on Sunday, vades Lutheranism to the present day.4 grubbing and grinding, this was Melanch Bainton calls humanism "a wanderer be thon according to Martin Luther,l who had tween the camps" 5 of Romanism and Lu ample opportunity to observe his friend theranism. Perhaps it should be regarded and colleague. These were his candid ob as a bond between Romanists and Lu servations; some were made in admiration. therans and between Calvinists and Lu Melanchthon sounds to us like a prissy therans, a common devotion to bonae scholar intent on teaching, research, and literae. Melanchthon was the tie; his repu publication. Yet he has been hailed as tation was universal, equal to, if not greater praeceptor Germaniae, and in recognition than, that of Erasmus.6 of the 400th anniveisa, y of his birth (Feb. Erasmus and Melanchthon remained 16, 1897) a monograph was published, close friends; Manschreck's judgment that Philipp Melanchthon, Detttschlands Lehrer.2 Erasmus' controversy with Luther extin Can we speak of Melanchthon as human guished "the spark of friendship" between ist and educator? He was both. -
Martin Luther: Mass Communicator And
A, 2 / MARTIN LUTHER: MASS COMMUNICATOR AND PROPAGANDIST THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By James Harold Batts, B. A. Denton, Texas August, 1974 Batts, James Harold, Martin Luther:.Mass Communi- cator and Propagandist. Master of Arts (Journalism), August, 1974, 127 pp., bibliography, 81 titles. This study presents a picture of Martin Luther as a pioneer in mass communications. The text is divided into four sections and the conclusion; Martin luther: man and his world, Luther and the German printing press, propaganda devices in Luther's Primary Reforma- tion Treatises of 1520, and, propaganda and mass communications in Luther's liturgical reforms, reli- gious broadsides, and preaching. The final remarks pertain to Luther's effect upon the reordering of society in the Western world. TABLE OF CONTENTS Page INTRODUCTION 1 Chapter I. MARTIN LUTHER: THE MAN AND HIS WORLD . 4 II. LUTHER AND THE GERMAN PRINTING PRESS . 44 III. PROPAGANDA DEVICES IN LUTHER'S PRIMARY REFORMATION TREATISES OF 1520 - -1 . 73 IV. PROPAGANDA AND MASS COMMUNICATIONS IN LUTHER'S LITURGICAL REFORMS, RELIGIOUS BROADSIDES, AND PREACHING.... .... 101 CONCLUSION................... .# .0 .0 ,0 .a .a 117 BIBLIOGRAPHY....................... .122 .... iii INTRODUCTION On October 31, 1517, Martin Luther posted ninety-five formal theses for debate on the church door in Wittenberg, Germany, and set in motion events that historians have come to call the Protestant Reformation of the Sixteenth Century. This was no theological neophyte challenging established dogmas of the Roman Catholic Church; rather, this upstart monk was a seasoned and skillful scholar who had profited by some of the best religious and classical education the Church had to offer in Germany at the time. -
The Difficult Subject Matter of the Present Volume Has Been a Common Schol
Preface he difficult subject matter of the present volume has been a common schol- Tarly and human interest of both writers for many years. The momentum to launch the project derives from two “Luther and the Jews” seminars jointly taught at the Lutheran Theological Seminary at Gettysburg (LTSG) in the fall semester of 2007 and the spring semester of 2009. We are beneficiaries of the aid, support, and counsel of numerous people and institutions, and our work was made possible by three financial resources: (1) a summer research scholarship (2009) jointly adminis- tered by the Evangelische Kirche in Deutschland (EKD) and the ELCA Wittenberg Center; (2) an ATS/Lilly Joint Research Grant (2010–2011) administered by the Lilly Theological Research Grants Program; (3) sabbatical leave and funding ( June 2010—January 2011) granted by LTSG, as well as faculty globalization funds (2009). Instrumental discussions and networking with colleagues have occurred through several venues: the Luther Colloquy at LTSG; the North American Luther Forum; the Society for Sixteenth Century Study Conference; the American Academy of Religion: Martin Luther and Global Lutheran Traditions Group; the monthly meet- ings of the Harrisburg, Pennsylvania, area Jewish-Christian Dialogue; and most importantly, the ATS Grant Recipients’ Seminar (Pittsburgh, February 2011). The resources of several magnificent libraries, at home and abroad, supported our primary research: A. R. Wentz Library, LTSG (thank you to library director and dear friend Briant Bohleke, and the three angels—Susann Posey, Roberta Brent, and Karen Hunt); the Library of Congress (2009–2011); Herzog August Bibliothek, Wolfenbüttel, Germany (Summers 2009/2010); Leucorea and Augusteum, Luther- stadt Wittenberg, Germany (Summers 2009/2010); Pitts Theology Library, Candler School of Theology, Emory University (thank you to M. -
Protestant Reformation 1 Protestant Reformation
Protestant Reformation 1 Protestant Reformation Protestant Reformation Precursors Waldensians (12th century) Avignon Papacy (1309–77) John Wycliffe (1320–84) Western Schism (1378–1417) Jan Hus (c.1369–1415) Hussite Wars (1420–c.1434) Northern Renaissance German mysticism Start of the Reformation 95 Theses · German Peasants' War · Schmalkaldic League · Magisterials · Radicals · Counter-Reformation Reformers Luther · Melanchthon · Müntzer · Simons · Bucer · Olaus / Laurentius Petri · Zwingli · Berquin · Calvin · Knox · Trubar By location Czech lands · Denmark–Norway / Holstein · England · Germany · Italy · Netherlands · Poland-Lithuania · Scotland · Sweden · France · Switzerland Protestantism The Protestant Reformation was the schism within Western Christianity initiated by John Wycliffe, Jan Hus, Martin Luther, John Calvin, and other early Protestants. It was sparked by the 1517 posting of Luther's Ninety-Five Theses. The efforts of the self-described "reformers", who objected to ("protested") the doctrines, rituals, leadership, and ecclesiastical structure of the Roman Catholic Church, led to the creation of new national Protestant churches. The Reformation was precipitated by earlier events within Europe, such as the Black Death and the Western Schism, which eroded people's faith in the Catholic Church and the Papacy that governed it. This, as well as many other factors, such as spread of Renaissance ideas, the spread of the printing press, and the fall of the Eastern Roman Empire, contributed to the creation of Protestantism. The Roman Catholic Church responded with a Counter-Reformation initiated by the Council of Trent and spearheaded by the new order of the Society of Jesus (Jesuits) specifically organised to counter the Protestant movement. In general, Northern Europe, with the exception of most of Ireland, turned Protestant. -
Preserved Smith
Preserved Smith July 22, 1880 — May 15, 1941 Preserved Smith, who was proud to be the tenth member of his line to bear the name Preserved, was born in Cincinnati, Ohio, on July 22, 1880. His father, Henry Preserved Smith, an ordained Presbyterian minister and a distinguished Hebrew and Old Testament scholar, suffered for his enlightened views by being brought to trial and then dismissed from his office for heresy. The harsh experience like the scholarly pursuits of the father made a deep impression on the son, in whose own writings in due course erudition and broad tolerance were to be happily combined. In 1897, after a preparatory year at Lawrenceville, Preserved Smith entered Amherst College, and in 1901 he received his Bachelor’s degree. The next six years he spent partly in graduate study at Columbia University, partly as an instructor in Political Science at Williams College. He then returned to Amherst for seven years as a Fellow in History. During the session 1919-20 he lectured at Harvard University and two years later he came to Cornell first as lecturer, and then as Professor of Medieval History. In 1931 his title was changed to Professor of History. From 1907, when his doctoral dissertation, A Critical Study of Martin Luther’s Table-talk, was published, Preserved Smith for many years concentrated his main interest on the religious and intellectual history of the sixteenth century. In 1911 there appeared the Life and Letters of Martin Luther, a book which attained a second edition only three years later. There followed, in 1920, The Age of the Reformation, which has since been used widely as a college textbook and is still perhaps the best general survey of the subject in English.