Church Schools Research Articles

Проблема дітей-сиріт та небажаних дітей в соціально-політичному розвитку України: історична ретроспектива й сучасність

Efficient socialization of orphans and unwanted children remains one of the pertinent social problems in modern Ukraine. Children raised in orphanages and boarding schools often struggle with socialization, finding it difficult to resolve conflicts that arise in their interactions with others, and they may exhibit more primitive forms of communication. This article explores the issue of orphanhood in Ukraine through a historical lens, demonstrating its enduring relevance throughout the country’s history, and they argue that successfully addressing this problem can have a positive impact on the socio‑political development of the state. Throughout the study, the domestic experience in addressing the issue of unwanted children and orphans is examined, going back to the establishment and development of Kyivan Rus, when the concept of providing assistance, care, and education to orphans in church schools and monasteries became widespread. By the seventeenth and eighteenth centuries, an official state policy regarding orphans and unwanted children had developed. Charitable and church guardianship gradually transitioned to a state system of institutions, which became known as orphanages. It is demonstrated that mass homelessness was not a widespread issue in Ukraine until the early twentieth century; however, it became prevalent in the 1920s due to factors such as the civil war, the First World War, the 1921 drought, and crop failures from 1922 to 1924. The state assumed custody of children and responsibility for their care, leading to the establishment of new specialized institutions for children without parental care. After the Second World War, the existing system of state protection for orphans and unwanted children in Ukraine saw minimal change and failed to provide suitable living and developmental conditions for children. Following the dissolution of the Soviet Union in 1991, a new wave of child homelessness emerged amidst the collapse of the social system of the former Soviet state. Unemployment rates soared, and significant social stratification occurred within the population. Statistical data indicates an increase in the number of children deprived of parental care in Ukraine from 2003 to 2006. However, in subsequent years, with improvements in the country’s socio‑economic situation and the efforts of relevant state bodies, progress began to be made in addressing the issue of children deprived of parental care. Nevertheless, new social challenges emerged, notably the widespread phenomenon of “social orphanhood.”Thus, throughout the history of the independent Ukrainian state, the situation in the field of child protection has been complicated by existing political and socio‑economic challenges in Ukraine. As of 2019, the number of orphans and children deprived of parental care registered with the state was 68,877 children. It is concluded that this issue poses a significant challenge to the socio‑political stability of the state and requires further steps to address it. The factors contributing to the increase in the number of orphans are primarily related to changes in social and family values, rather than solely to economic factors. Despite efforts by the authorities, by the end of 2021, the social protection system for children in Ukraine did not show a significant decrease in the number of orphans and orphanages. The existing mechanisms for providing social services to families facing difficult circumstances cannot currently be considered sufficiently effective, necessitating further work in this direction.

The Turbulent Years of the Greek Catholic Education System After 1989

The present study focuses on the revival of denominational education in Hungary after the nationalisation of schools in 1948. It focuses on the decisive role played by Act IV of 1990, which created the legal and infrastructural conditions for the independent operation of denominational educational institutions. The law guaranteed freedom of religious belief and assembly, fostering the emergence of a pluralistic society that recognised the role of Churches in education. The analysis explores the relationship between social attitudes towards church schools and the political situation after the change of regime, and also examines the school takeovers in the Greek Catholic Metropolian Church. Surveys show that the reopening of church schools has received considerable public support, reflecting a nostalgic longing for pre-nationalisation educational values amid dissatisfaction with state education. At the same time, social divisions emerged, with some fearing the re-emergence of religious influence in education and others arguing for a greater role for the churches. The case study on the re-engagement of the Greek Catholic Church in education highlights difficulties such as funding and the need for consensus on educational values among stakeholders. The research draws on interviews with key figures in the Greek Catholic community and relevant literature to illustrate the nuanced dynamics at play during the transition period. Ultimately, this study contributes to our understanding of how historical context, legal frameworks and social attitudes shape contemporary educational policy in Hungary.

СТАНОВЛЕННЯ ТА РОЗВИТОК ЦЕРКОВНО-ПАРАФІЯЛЬНОГО ШКІЛЬНИЦТВА НА ВОЛИНІ У ХІХ – НА ПОЧАТКУ ХХ СТОЛІТТЯ

The article analyzes the process of formation and development of church parish schooling in Volyn from the 19th century to the beginning of the 20th century. It has been proven that two-thirds of the children of the Orthodox faith in the villages and towns of Volyn remained outside the spiritual education of the lower – parish level. The prominent place of law teachers in the educational process of parish schools and their functional connections with local priests are substantiated. The conclusion about the requirement of loyalty, beneficence and religiosity towards legislators from the Russian church and the imperial government is formulated. It was established that diocesan school councils were created to organize and control the activities of parish schools, which, in turn, managed the corresponding county councils, which were responsible for the organization of parish schools in the respective Orthodox parish. It was noted that in order to ensure the educational process in church and parish schools, books in Russian or Church Slavonic were selected for them; historical documents proved that children had a hard time perceiving both educational and literary literature in Russian, did not understand the content of books in Church Slavonic, therefore they did not achieve much success. The opinion is substantiated that the basis of educational activities in parish schools in Volyn were prayer, attendance by students of church schools in the parish and participation in traditional church needs (confession, communion). The main methods of education (encouragement and punishment) were described – praise, awarding books, as well as remarks, instruction, shaming, standing in the classroom during the lesson on your feet, prohibition to participate in children's games during breaks, detention in the classroom after lessons for more than an hour, etc.

Anglican cathedrals as ‘episcopal centres of learning’? A survey of current educational provision

ABSTRACT Metaphors were introduced to the science of cathedral studies by Muskett in her book, Shop window, flagship, common ground. Such metaphors have the power to inform and shape the perception of cathedrals, but lack theological or ecclesial authority. Gary Hall’s analysis of The purpose of cathedrals offers a different approach to cathedral metaphors when he roots the purpose of cathedrals in the episcopal ordinal: cathedrals are mandated to do what bishops are called to be, by virtue of displaying the activities of the bishop’s cathedra. Central to these activities, exemplifying the bishop’s role as teacher, cathedrals serve as Episcopal centres of learning. Drawing on a careful analysis of information presented by the websites of the 43 Anglican cathedrals within England and the Isle of Man, the current study demonstrated that, like Anglican church schools, as Episcopal centres of learning, Anglican cathedrals offer educational provision that exemplifies a theology of nurture (concerned with the formation of Christian disciples) and educational provision that exemplifies a theology of service (concerned with supporting and serving the wider community).

Children with Disorders (ASD/ADHD) in Inclusive Physical Education from The Perspective of Church School Students

The purpose of the research was to determine and compare the attitudes of church school students toward the inclusion of children with autism spectrum disorders and attention deficit hyperactivity disorder in physical education classes. A total of 147 able-bodied church school students (boys, n=66 with a mean age of 13.36±1.15 years; girls, n=81 with a mean age of 13.22±1.18 years) participated in the research. A questionnaire modelled after the CAIPE-R (Children's Attitude toward Inclusive Physical Education-Revised) was used as a research method. The results of the present study revealed significantly more positive attitudes towards the inclusion of peers with autism spectrum disorders in physical education classes than peers with attention deficit hyperactivity disorders. This result was confirmed in the girl’s group’s social relationships and the rules modifications in both genders of church school students.

Historical study and strategies for the revitalization of the former Ginling College buildings in Nanjing, China —Architectural Heritage of the Church School in the Early Twentieth Century

ABSTRACT Ginling College is the first women’s university founded by the British and American Christian Churches in China at the beginning of the twentieth century. Its school building is not only the earliest and largest concrete school building group in Nanjing in near modern times, but also a masterpiece of the church's implementation of the ‘Chinese native architectural style’. This ‘combination of Chinese and Western’ creative method initiated by the churches is called the ‘Renaissance of Chinese Traditional Architecture’, which has a profound impact on later generations and has important historical significance and research value. At present, the school’s historical buildings are in urgent need of conservation and refurbishment. The conservation project strives to maintain the original appearance of the building, optimize the space design, and achieve the coordinated development of culture heritage conservation and the overall campus area. This paper provides a comprehensive evaluation and research on this school building heritage from the different perspectives of architectural history and regeneration. Given the significance of this historic building group in modern China, this research will fill a gap in relevant historical study, offering a typical case study of modern school buildings and their utilization in China.

РОЛЬ ЦЕРКОВНО-ПРИХОДСКИХ ШКОЛ В ПРОСВЕЩЕНИИ ЗАБАЙКАЛЬСКИХ СТАРООБРЯДЦЕВ (НА ПРИМЕРЕ СЕЛ ХАСУРТА И УНЭГЭТЭЙ ЗАБАЙКАЛЬСКОЙ ОБЛАСТИ В НАЧАЛЕ ХХ ВЕКА)

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 their own buildings in 1910 and were the only cultural and educational center of the Kurba Valley. With the assistance of missionary Orthodox priests, children of baptized non-Russians and Old Believers peasants were involved in the educational process, increasing the level of literacy among the population. The education system of parochial schools included subjects of a religious nature, but the educational component was not strictly ecclesiastical. Children at school also received natural and humanitarian knowledge. The parochial schools created at the beginning of the twentieth century “survived” the historical stage of the transition of the old pre-revolutionary education system to the new Soviet school. The education system on which the teaching of new schools in the first years of Soviet power was based, for the most part, relied on the traditional teaching methods of the old church school. The paper pays due attention to the work of a rural teacher who, despite everyday difficulties and meager funding, taught rural children to read and write. After the revolutionary events of 1917, the teacher was in the thick of all the affairs of rural activists, helping to transform the lives of rural residents.

The Ultra Ganges Mission Activities and Impact on the Press in Pre-Modern China

Before the Opium War, Protestant missionaries to China took the Ultra Ganges Mission as a link, and carried out a series of literal missionary activities, and set up missionary stations and printing presses, church schools, and Chinese and foreign-language newspapers and magazines in the South Seas and in China's Canton and Macao, etc. The newspapers founded under the guidance and support of the Ultra Ganges Mission introduced the Western newspaper concepts and newspaper editing and printing techniques into China, cultivated the early Chinese newspaper group, and laid the material and human resource foundation for the Chinese to imitate foreign newspapers and run their own newspapers after the Opium War. By analyzing the historical facts about the establishment of modern Chinese and foreign newspapers and magazines by the Ultra Ganges Mission, this essay demonstrates how the foreign newspapers in China in the first half of the 19th century promoted and influenced the emergence and development of the modern newspaper industry in China.

교회학교 교육자를 위한 TPACK 모델

교회학교 교육자를 위한 TPACK 모델

Church School Students’ Narratives on Their Schools and the Hidden Curricular Effects

Abstract The particular atmosphere of church schools in Hungary is an exciting field of research. Of special interest is the question as to how students perceive their schools, what image they construct of them, and what they think about its purposes and hidden messages. In our exploratory research, we conducted 37 student interviews, followed by content analysis, during which we identified “diversity” as a core concept with multiple associations. Diversity was frequently mentioned in relation to different aspects of school life, but was also discussed as an important reference point in connection with their experience of faith. Diversity is also a personal resource for students when they reflect on specifically relevant and sensitive issues in their lives. This paper presents a conceptual web of diversity identified as a core concept in the students’ narratives.

Profil kandidáta propedeutika v Kňazskom seminári v Košiciach (2017 – 2023)

The existence of the propaedeutic class at the Priest Seminary in Košice as the first project of its kind in Slovakia provides an opportunity to examine the candidates who attended and shaped it over the course of seven years. The author's research attempts to present the profile of those who entered the propaedeutic program and examines them from the perspective of eight parameters – age, place of origin, family, siblings, attendance at a church school, time of entry into the seminary, altar serving, and the influence of a priest. The aim of the research is to confirm or refute the proposed hypotheses and to abstract the reality we live in from the profiles of the candidates. We will also attempt to outline further development paths for a positive response from young people deciding to choose a consecrated life – the priesthood.

Ippolit Vasilyevich Davydovsky -academician, educator, healthcare organizer

Ippolit Vasilyevich Davydovsky was born in 1887 in Danilov, Yaroslavl province, into the family of a clergyman. He received his primary education in a parochial church school. After I.V. Davydovsky's family moved to Yaroslavl, he continued his education in a men's gymnasium. Having successfully graduated from the gymnasium, I.V. Davydovsky in 1905 entered the medical faculty of Moscow State University, where he studied and was influenced by Acad. A.I. Abrikosov formed his first scientific interests. After graduating from the university in 1910, I.V. Davydovsky worked as a sanitary doctor and then as a zemstvo doctor. In 1912. I.V. Davydovsky received the title of Doctor of Medicine and a year later became a prozektor of the Yauza Hospital, which today bears his name. At this time, under the influence of Prof. M.N. Nikiforov, I.V. Davydovsky began to be interested in infectious pathology, which was later reflected in a number of his scientific works on typhus, paratyphus, dysentery and other infectious diseases.

DEVELOPMENT OF PRIMARY CHURCH EDUCATION IN KHERSON GOVERNANCE IN THE SECOND HALF OF THE ХІХ CENTURY

The purpose of the submitted publication is to study the process of formation of church institutions of primary education on the territory of the Kherson province in the second half of the 19th century. The state policy regarding the development of church education is considered. The main stages of the activity of church parish schools in the studied region have been clarified. The successes and problems of the establishment and operation of parish schools in the 1860s and 1870s, when this process largely depended on the conscientiousness and enthusiasm of parish priests, are analyzed. It is noted that the 1880s and 1890s were more favorable for the development of church education, due to the liberal policy of the government regarding the development of church schools. The rapid spread of Protestant currents in Southern Ukraine made it necessary to strengthen the position of the Orthodox Church and the religious spirit of the population, which had a positive effect on the formation of a network of parish schools in the province. The role of diocesan bishops in this process is studied. The educational activity of the hierarchs: Innokenty (Borisov), Dimitriy (Muretov), Nikanor (Brovkovycha), Iustyna (Okhotin) was noted. The efforts of the Orthodox parish clergy in the development of primary education were noted.

Does Home or School Matter More? The Effect of Family and Institutional Socialization on Religiosity: The Case of Hungarian Youth

The proportion of people who receive a religious upbringing at home and attend religious educational institutions varies across time and space. It is debatable how effectively various forms of religious socialization contribute to shaping one’s religious identity. In Hungary, the proportion of young people receiving a religious upbringing is declining, but the church-run school sector is growing, which is accompanied by an increase in the proportion of pupils in a church-run school who do not receive a religious upbringing at home. This provides an opportunity to compare the impact of different socialization settings on religiosity. In the present study, we investigate how religious upbringing at home, church school attendance, and participation in religious education affect the different dimensions of young people’s religiosity, hypothesizing that religious education within the family is decisive; but without it, the effect of the church school cannot be observed. For the analysis, we used data from the questionnaire-based Hungarian Youth Survey 2016 and 2020. Our results show that the influence of religious upbringing at home is dominant, but church schools significantly support young people’s religious identity and practice without having an impact on the content of young people’s beliefs and value preferences.

The Promotion of Catholic Social Thought in a Maltese Secondary Church School and its Impact: A Case Study

The purpose of this case study is to explore how students in an all-boys Maltese Secondary Church school experience the promotion of Catholic Social Thought (CST) within their school, and to what extent this promotion impacts their values and behaviours. This study provides a platform for the voices of the school’s students and educators, which holds significance for the mission and identity of Church schools. An inductive approach to thematic analysis is used to identify the themes and patterns emerging from the research instruments. An interpretivist framework is also used, while a constructivist phenomenological approach using qualitative data is adopted. The sample is made up of 22 students from an all-boys Secondary Church school in Malta, along with a member of the school management team, the school chaplain and a seasoned educator from the same school. Overall, the opinions among the participants were all quite similar, albeit within their own distinctive perspectives and emphasis. The findings show that students experience the promotion of CST in six various ways throughout the school life — formal curriculum; extracurricular activities and school programmes; school environment, policies and practices; teacher and classroom practices and dynamics; nurturance; and role modelling. They also indicate that, while the students’ values and behaviours are being influenced by this promotion, there are also other factors from inside and outside of the school environment that have an impact on the students.

‘Our Students’ Versus ‘My Students’? Experiences of Subject Teaching by Maltese Primary Church School Teachers

Focusing on Year 5 and Year 6, this qualitative study encompasses a sample of six teachers who have employed the subject teaching approach in recent scholastic years in church schools in Malta. This study addresses these teachers’ experiences with the subject teaching approach, while also exploring associated benefits and challenges. The research delves into the perceptions of the teachers and the implications of subject teaching, offering valuable insights into the pedagogical landscape. The study exposes the phenomenon of learning compartmentalization and highlights the possible negative impacts and beneficial outcomes resulting from this pedagogical approach. These are presented in a comprehensive table which not only encompasses the perspective of teachers but also identifies perceived benefits and challenges for learners. While acknowledging the significance of subject teaching at the primary level, the authors recognize the necessity of future research to assess the subject teaching’s comprehensive impact, particularly the psychological support teachers offer within the broader context of holistic education. This paper stands as a catalyst for informed deliberations on the viability of subject teaching, both in Malta and internationally. It may also contribute to potential policy formulation while igniting further investigations in similar domains.

The Effectiveness of Analogy Learning as a Learning Practice Condition in Primary Physical Education

Analogy learning is a method of learning which encourages students to abstract new information and match it to already acquired knowledge (Richland & Simms, 2015). This study focuses on the topic of analogy learning and its effectiveness in primary Physical Education (PE) lessons. It aims to explore the perceptions of students and teachers towards the use of analogy learning in PE, as well as the benefits and limitations of this approach. The aims of the study align with the research questions which are the principal impetus for this study. The paper presents the results of a research study that was held in a girls' primary church school in Malta, with students from Grades 1, 3 and 6 participating in either an analogy group (treatment group) or a non-analogy group (control group) during PE lessons. Data was collected through close-ended questionnaires and semi-structured interviews with students and PE stakeholders. The results showed that analogy learning can be beneficial in PE lessons, but it also has limitations. The study also highlighted the need for greater awareness about the use of analogy learning in primary PE lessons.

The Everyday Patriotism: Rituals and School Environment as Continual Reminders of National Identity

This study aims at exploring how the Ethiopian Orthodox Tewahedo Church (EOTC) school environment and ritualized activities practiced by the students on a daily basis contribute to constructing their national identity. The data were drawn from ethnographic fieldwork involving observation of rituals and interviews with 83 informants. The findings show how the school system exposes the students to a diverse range of ritualized activities that help in the construction of national identity. The research contributes to the literature on national identity construction, specifically on ways of cultivating patriotism and national pride among school children.

Retrospective and Prospective Approaches to Christian Education in Church of Christ Schools in Zimbabwe

This article explores the past, present, and future of Christian education (CE) in the Church of Christ in Zimbabwe (COCZ) schools under the Dadaya, Mashoko, and Chidamoyo clusters. It highlights the retrospective and prospective aspects of CE within the church by emphasizing the adaptability, collaboration, and utilization of contemporary tools and resources to effectively carry out the mission of CE in Zimbabwean schools. It acknowledges the strong historical foundation of COCZ schools in providing biblical teachings, moral formation, and faith integration. However, it also highlights the challenges faced by the COCZ in maintaining this foundation posed by church politics and oppressive family ministries. This study assesses the patterns, dynamics, and consequences of intentional CE influenced by the COCZ’s ethical and moral principles, commonly known as the Restoration Movement principles or the Stone–Campbell theories of “restoring the church to its first century forms”. It recognizes the impact of COCZ school education on the development of church leaders as well as civil and secular leaders from COCZ-mission school graduates. However, it acknowledges that the historical foundation has been gradually fading in the post-missionary era. Looking ahead, this article emphasizes the need for a comprehensive and holistic approach to CE that addresses all aspects of individuals’ well-being in that church. This includes adapting to societal changes, developing CE-conscious leaders, engaging in community outreach, embracing digital tools and resources, and fostering collaborative networks with other CE-conscious church schools and institutions. This article suggests that by embracing these prospects, the COCZ can enhance its commitment to CE and positively impact the lives of its members and the wider community at its mission stations. Using WhatsApp interviews for data collection, it discusses these prospects by focusing on transformative leadership, embracing diversity, effective communication, and addressing power dynamics to facilitate the church’s mission and vision in Zimbabwe.

The Peculiar Case of Presbyterian Church Schools

This paper considers the distinctive and peculiar place that Presbyterianism and Presbyterian Church schools occupy in New Zealand’s education sector. It offers a critical evaluation of the relationship between the church schools and their Presbyterian heritage and the values to which they refer as they seek to define their special character. It identifies tensions and contradictions in the history and ethos of Presbyterian Church schools.