Church Schools Research Articles

The parish clergy of Perm’ diocese: sociocultural change in the nineteenth century

ABSTRACT This article examines the peculiarities of the position of the Ural parish clergy. Large parish sizes and the sharp growth of the Orthodox population in the eighteenth century meant that there were insufficient clergy to man the churches. This problem was connected with another: the low level of clerical education. In 1799, the government decided to create Perm’ diocese, the borders of which corresponded with those of Perm’ province. The Perm’ seminary was opened soon after: this institution was then changed in line with requirements of the church school reforms of 1808. The manpower problem was conclusively overcome by the resettlement of clergy from the central dioceses to the Urals in the 1830s and 1840s. These new conditions forced the clergy to change their traditional employment strategies. They paid more attention to ensuring their children received an education. While for sons this meant receiving a good position, the growth of education for daughters evinces the fact that the clergy valued their place in society more highly. The article analyzes data that allows us to judge the degree to which estate consciousness among the nineteenth-century Ural parish clergy developed and to compare the estate and professional components of their consciousness.

Церковна преса Київської єпархії про навчання церковного співу у другій половині ХІХ – на початку ХХ століття

Abstract. The aim of the article is to analyze publications on teaching church singing in the church press in the second half of the 19th - early 20th centuries ("Parochial School" (since 1906, "West Ukrainian Primary School"), "Kyiv Diocesan Journal", "Guidelines for Rural Priests" ). The research methodology includes different methods of classification, criticism of sources, identification, analysis, and synthesis. The scientific novelty of the article lies on the basis of the revealed church publications of the Kyiv eparchy on teaching church singing in elementary public schools. Various problems of schools and the attempts of the church-school administration to solve them are shown in the publications. Among all the publications about church singing in the Kyiv eparchy, a separate segment is dedicated to materials about teaching singing in the lowest, but the most widespread link of the school - church schools. The particular emphasis is placed on the analysis of methodological publications, most evidence of an attempt to solve a key problem - the training of church singing teachers. Conclusions. Church publications are the sufficiently informative source for the study of primary school education in the second half of the 19th - early 20th centuries. These publications contribute to the deepening study of church singing in general, in the cultural and educational role of the Orthodox Church. It is noted that periodicals in the Kyiv eparchy contain a number of publications about the importance of teaching church singing, about the program of church singing for parochial schools, about the problems of training singing teachers, about teaching aids to sing in elementary schools. The identification and systematization of publications in the church periodicals of the Kyiv eparchy made it possible to show that the church and school administration paid close attention to teaching church singing. The press noted that the church singing has an irreparable religious and moral impact on the pupils' souls, since in general, in the form of church chants, children are more easily remember church truths and prayers. The church singing provides a sensual and emotional perception of worship.

Addressing childhood obesity - Are we doing enough?

Abstract Background The prevalence of childhood overweight and obesity is increasing worldwide, with Malta having one of the highest rates among European countries. Childhood obesity is likely to track into adulthood, and can have multiple physical and psychological health outcomes. It also causes a substantial economic burden on society. A cross-sectional study that aimed to identify barriers to maintaining a healthy weight among children attending primary school, and to assess the level of support for a range of policies aimed at addressing childhood obesity as expressed by their parents/guardians, was conducted in Malta. Methods Data were collected using a paper-based questionnaire that was distributed to a stratified random sample of parents whose children attended free State schools, subsidised Church schools and fee-paying Independent primary schools in Malta and Gozo in 2018. Data were analysed using SPSSv25. Results Responses from 1169 parents were received. There was a dissonance between the most common barriers identified, that were primarily related to the food environment, and the policies that received the most support. Providing more spaces for safe physical activity was the most supported policy (94% in favour). Participants were least supportive of taxation policies, a phenomenon also observed in other countries. The level of support for policies varied significantly by various demographic and socioeconomic factors. Conclusions Recommendations were developed to inform future policies and strategies to address obesity. Policymakers need to take bold, possibly controversial decisions to mitigate against the barriers faced by the population in accessing healthy food and being physically active. Given the globalised nature of media advertising and the food system, a joint international effort is necessary to address this epidemic, such as stricter audio-visual media advertising regulations, food reformulation and mandatory standardised food labels. Key messages The majority of participants supported most of the proposed policies to address obesity. Taxation policies received the least support. Most policies supported are trans-sectoral, therefore a health-in-all policies approach and international collaboration are necessary.

Inclusive secularism in Catalonia: comparing state and church schools

ABSTRACT A number of recent studies highlight the attention the Catalan government has paid to religious matters since the year 2000. The efforts of Catalan institutions seem directed at fostering inclusive management of religious diversity. However, most of these studies focus on the steps followed at the ‘top’ level (legislative, governmental). In this article, in contrast, we adopt a ‘bottom-up’ perspective, enquiring to what extent efforts from the ‘top’ are present in the attitudes expressed by professionals in the city of Girona’s school sector. Rather paradoxically, we conclude that an attitude of inclusive secularism is less noticeable in state schools than in publicly subsidised Christian schools.

The School-building Model of the Church Schools in Nanjing, China before the 20th Century——Taking the Huiwen Academy as an Example

Church school is a special type of school in old China. After the first Opium War, Western churches have come to China to preach. Missionaries open churches, schools, and hospitals in China. This paper selects the largest church school in Nanjing in the late Qing Dynasty(before 1911) as an example. Based on the historical data of archival materials and the research methods of on-site mapping, the initial campus construction model of Nanjing Church School is summarized. The article first introduces the background of the school in China, the reasons for the establishment of the school, the history of the school; then analyzes the location, construction process, campus planning and architectural characteristics of the school; further analyzes the reasons why the western church replicates the western campus construction model; Finally, through the development of educational buildings, the contributions of church schools in the history of modern education in China are summarized. The article shows the development of large-scale educational buildings that are rare in the history of modern Chinese education. It not only clearly clarifies the history of the development of church schools in China, but also has important guiding significance for the heritage protection of today's historical buildings. At the same time, it also has important reference value for the protection of educational building heritage and campus construction in China and even in the world.

A Forgotten Muhlenberg School: Trinity Hall in Washington, Pennsylvania

ABSTRACT Trinity High School is an unusual name for a public school. Located in Washington County, Pennsylvania, it is a lasting reminder of Trinity Hall, a largely forgotten Episcopalian boys' school that operated between 1879 and 1906. Today Trinity Hall tends to be overlooked by scholars studying Philadelphia-born priest educator William Augustus Muhlenberg. Instead, examinations of Muhlenberg's influence tend to focus on the five New England schools known collectively as St. Grottlesex. Rediscovering Trinity Hall offers historians an opportunity to correct errors in local tradition, examine ways Muhlenberg's approach was adapted over time, and evaluate ways Trinity Hall helped southwestern Pennsylvanians, like Carnegie and Heinz, move from regional to cosmopolitan elite. Finally, it provides a second church school example from the Allegheny Mountains to complement studies of St. James School near Hagerstown, Maryland.

Эфиопское посольство 1895 года, церковно-государственные отношения и идейные искания консерваторов конца XIX века

The article examines the religious and symbolic aspects of the Ethiopian Embassy (mission) to Russia (1895) in the context of church and state relations and ideological searching of Russian conservatives in the end of the 19th century. The visit of the Embassy to Russia aroused special interest of the Ober-Procurator of the Most Holy Synod K.P. Pobedonostsev who saw the people of the African State as supporters of the patriarchal values, so important for him, such as – patriarchal simplicity, devotion to traditions, genuine religiousness. For Pobedonostsev the embodiment of those values in Russia were the establishments related to his activities as head of the clerical office (primarily church schools for common people), that’s why he attached special importance to the visits of the African guests to those schools in the course of their mission. The visits were meant to reveal the spiritual kinship of the Christians from that distant country with Russian church life and consolidate their attraction to Russia.

Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools

We report on a large-scale survey of 1,772 upper-secondary school students in 16 Church of England schools to discover their perceptions of how science and religion relate. We found that students who attend Church schools are pedagogically, socially and cognitively confined to the view that science and religion conflict. The findings are discussed alongside interview studies with students which sought to discover the extent to which they have the epistemic insight they need to access a range of views about the relationships between science and religion.

한국교회와 교회학교의 위기 타개를 위한 분석적 성찰 - 스왓(SWOT) 및 토우스(TOWS) 분석을 중심으로

한국교회와 교회학교의 위기 타개를 위한 분석적 성찰 - 스왓(SWOT) 및 토우스(TOWS) 분석을 중심으로

Psychological Perspectives on Religious Education

Abstract In this publication the contributions made by the individual differences tradition of psychology over the past 50 years to research in religious education are reviewed and assessed. In this context religious education is conceived broadly to embrace what takes place in schools, within religious communities, and within households across the age span. The opening section roots the analysis within the tradition of developmental psychology and the research that flourished in the area of religious development during the 1960s. It is from these foundations that current interest in the individual differences approach emerges. Subsequent sections examine the centrality of the attitudinal dimension of religion, discuss the place of personality in the individual differences tradition, explore sex as a core individual difference in religion, map the correlates, antecedents and consequences of individual differences in religious affect or attitudes, review research into the distinctiveness and effectiveness of church schools and the family in religious nurture, identify the factors that account for individual differences in attitude toward religious diversity, explore the relevance of the individual differences tradition for adult religious education, and explore the implications of the individual differences tradition for biblical hermeneutics and discipleship learning.

Katolíci v politike: Martin Mičura ako poslanec Národného zhromaždenia

The article describes the activity of Martin Micura, chairman of the Czechoslovak People's Party in Slovakia, as a member of the National Assembly in the years 1925–1939. Martin Micura, as a deputy of a pro­‑Czechoslovak party, always tried in his speeches to defend Slovaks in the common Czechoslovak Republic and look for solutions which would enable Slovakia to enjoy similar social conditions to those in the more developed Bohemia, Moravia and Silesia. He was mostly involved in discussions about the budget for the next year and concentrated on questions and problems which, as a lawyer and an expert with practice in self­‑governing structures, understood best judicial issues and questions of public administration and self­‑government. He did not avoid other social areas and worked to help Slovakia in the economic, social, and cultural areas. His other “favourite” themes were church schools, sole traders and traders, taxes, transport, etc. In the 1930s, he began to comment on such key issues as the huge economic crisis and its consequences, the worsening situation in international politics and the increase in nationalism in connection with the expansion of totalitarian systems, especially Nazi Germany which began to abuse the Germany minority in Czechoslovakia to its advantage. The aim of his speeches in debates on international politics was to protect a democratic and unitary Czechoslovakia which, from the mid 1930s, was in increasing danger from undemocratic, autocratic, and totalitarian systems which gradually destroyed the Versailles Peace Treaty. He worked as a deputy of the Czechoslovak People's Party in Slovakia in various parliamentary committees, notably as chairman of the constitutional and juridical committee in the years 1925–1935.

MUKACHEVO CATHEDRAL CAPITULA (1919 – 1938): ADMINISTRATIVE, POLITICAL AND SOCIAL ASPECTS

The Capitula was an auxiliary body in the Episcopal administration, and consists of 7 canonries. In the Czechoslovak state during the interwar period, a number of canonries were fixed. Canonries received titles and held diocesan positions, performed a large amount of work in the administration of the Mukachevo Diocese. At the same time, secular authorities, both in the days of the Austro-Hungarian authorities and in the times of the Czechoslovak Republic, were directly involved in the approval of canonries proposed by bishop. In Czechoslovakia, the government probed mainly the political loyalty of the aspirants to this high post. It is probable that the authorities didn't have a particular influence on the activities of the canonries, but the fact of its approval confirms the attempt to control church affairs, as in the time of the Habsburg monarchy. But in the same time, it isn't known of any case in the documents when the authorities rejected the proposed candidates. The Kapitula is a collegial clergy body that helps the bishop manage the diocese. Traditionally, churches of the Eastern rite didn’t have Capitulas; instead, there were cathedrals. However, as a result of the Tereso-Josephine reforms on the equalization of all denominations, at the initiative of the Roman throne in 1776, in the days of Bishop Andrei Bachynsky, capitula was created under the Mukachevo Greek Catholic Diocese. Since that time, there have been 7 canonries. The Austrian emperor had the right to appoint canonries for life. In Czechoslovakia, the canonries were approved by the government, but the bishop made a submission in advance. According to tradition, each canon occupied a position in the diocesan administration: Vicar General, Auditor General, Cathedral Archdeacon, Vicar of Kosice, Rector of the Theological Seminary, dean of the Cathedral and Inspector of Church Schools.

Cтановлення освіти у селі Комарівка Переяславського повіту в другій половині ХІХ – на початку ХХ століття (за матеріалами Полтавських єпархіальних відомостей)

У статті розкривається перехід від церковно-парафіяльної школи до школи грамоти та початкового училища у селі Комарівка Переяславського повіту в другій половині ХІХ на початку ХХ століття. Мета даного дослідження полягає у розкритті започаткування освіти у селі Комарівка Переяславського повіту в другій половині ХІХ – на початку ХХ століття та її результатів за звітами про стан церковних шкіл Полтавської єпархії, які друкувались у Полтавських єпархіальних відомостях. Для досягнення цієї мети автор визначив наступні завдання: здійснити дослідження Полтавських єпархіальних відомостей; систематизувати отриману інформацію про освіту села Комарівка. Під час дослідження застосовано метод пошуку, опису та узагальнення. Встановлено, що у селі Комарівка Переяславського повіту церковно-парафіяльна школа відкрилась у 1883 році, з 1899 по 1913 рік зазначається, як школа грамоти, а з 1914 року – початкове училище підпорядковане земству. Комарівська школа грамоти неодноразово була відзначена, як одна серед найкращих шкіл Переяславського повіту з організації навчально-виховного процесу та благоустрою. Законовчителями школи призначалися священики місцевої Миколаївської церкви. З 1883 по 1914 рік відомо про три приміщення де розташовувалась школа – громадська хата, спеціально облаштований громадою будинок під школу та побудована земством двокомплектна будівля.

Christian universities and schools in relation and context

Editorial There is often a relationship between Christian universities and colleges of higher education and schools of a Christian character. Canterbury Christ Church University was initially founded to provide more teachers for Church schools (Bowie et al., 2018a). It is part of a group of English universities called Cathedrals Group universities which profess an agenda for values-led higher education (https://www.cathedralsgroup.ac.uk/). A research study to find out what students, staff and schools thought really mattered in the teacher education provision made by these universities found they were seen as centres of expertise in teaching and learning and as having a distinctively person-centred philosophy of education (Bowie et al., 2018b). The qualitative and quantitative 2-year study involving six English universities with Christian foundations also found a rich variety of interpretations of this philosophy, according to context, self-understanding regarding the mission of universities, and the distinct contours of schools served by this provision. This ranged from what might be called a common good mission to ‘The Five Thousand’, which sought to provide a good teacher formation for all schools, to a specific apostolic mission to ‘The Twelve’ to serve the Christian schooling sector, as well as a particular concern to serve the most disadvantaged and vulnerable in schools. The English context is marked by diverse and plural populations of students and a secular climate in general. Additionally, the research found staff and student understanding and view of the Christian dimension of the university varied between institutions to a considerable degree. Nevertheless, that dimension was valued by the schools they served. The experience of leading this project in part inspired this journal issue. This issue draws together research into the different dimensions of engagement between Christian schools and Christian universities. The relationship between these institutions and the contexts in which they are situated reveals a web of interconnections. These interconnections are shaped by both an interest in a more historically grounded awareness of the development of educational ideas in the formation of teachers, and a pressure to be more ‘profession’ orientated.

Higher education, stakeholder interface and teacher formation for church schools

Church-affiliated universities operate with increasingly complex roles and functions when engaging with multiple stakeholders in the provision of higher education. This article asks how to understand and analyse the interactions when these universities are among the multiple stakeholders in Christian teacher education. What frameworks of analysis or tools of evaluation can be employed? Stakeholder theory is shown to support the identification of various community interests and involvements and enable clarification of whose perspective or priorities are to be taken into account. From a recent UK research case study, the need for greater understanding and management of stakeholder interests and activity within Christian teacher education is highlighted.

Az egyházi fenntartású iskolák és a szelekció, szegregáció kapcsolata

2010 óta jelentősen megnőtt mind az egyházi fenntartású iskolák, mind az egyházi fenntartású iskolák tanulóinak aránya, így az egyházi fenntartók iskolapolitikája képes hatást gyakorolni az oktatási rendszer egészére.Ugyanebben az időszakban a kormányzat részéről egyértelműen azonosítható az egyházi fenntartókat preferáló viselkedés (pl. kommunikáció, finanszírozás, diszkrecionális jogosultságok biztosítása). Figyelembe véve e két folyamatot, illetve a magyar oktatási rendszert jellemző szélsőséges, szociokulturális, szocioökonómiai alapú szelektivitást, indokolt az egyháziiskola-hatás vizsgálata. A kutatás azoknak a 2, 3 és 4 iskolás településeknek vizsgálta a szelekciós struktúráját, ahol a legnagyobb hatáspotenciállal rendelkező felekezeteknek (katolikus, református, evangélikus, görögkatolikus) volt 2016-ban iskolájuk. A 2010 és 2016 között az Országos Kompetenciamérés 8. évfolyamos adatbázisainak három mutatója – családiháttér-index (CSHI), halmozottan hátrányos helyzetű (HHH) és roma tanulók aránya – segítségével követhető a tanulók településeken belüli eloszlása és ennek változása. Az elemzés a 2010-es évben is nagymértékű szelekciót talált a vizsgált településeken. Az egyházi iskolák tanulóinak CSHI-átlaga az esetek döntő többségben a települési átlag felett van. A HHH tanulók az egyházi iskoláknak közel feléből teljességgel hiányoznak. A roma tanulók tekintetében 2016-ra a települések egyötödén az egyházi iskolák megvalósították a teljes etnikai szelekciót. Ezzel összefüggésben a gettósodó és gettóintézmények száma és aránya extrém mértékben megnőtt. Külön vizsgálva azokat a településeket, ahol a kiinduló évben nem volt egyházi fenntartó – és azokat, ahol szélsőséges roma tanulói koncentráció sem –, az látható, hogy a települési szelekciós iskolastruktúrákban az egyházi iskolák belépése egyértelműen egy durván polarizált tanulói eloszlást eredményezett a társadalmi hátrányok mentén. A vizsgálatban szereplő felekezeti fenntartók mindegyikéről megállapítható, hogy a beiskolázás szempontjából mindig a relatíve magas státuszú családok gyermekeit (nem HHH, nem roma) részesítik előnyben.

"The Role of Church Schools in Music Education "

"The Role of Church Schools in Music Education "

Fighting the Tide: Church Schools in South Buckinghamshire, 1902–44

In 1902 elementary school provision in Oxford diocese – England's largest – reflected the national picture: 72 per cent were church schools, with total rolls of 54 per cent of school-age children. The bitterly contested 1902 Education Act apparently protected the future of church schools, but in practice its provisions severely undermined them, particularly in growing areas of the country. By 1929, Oxford's assistant bishop reported the schools’ situation as ‘critical’. This article examines the impact on the church schools of one rural deanery in South Buckinghamshire, between the 1902 and 1944 Education Acts. Several schools found themselves under threat of closure, while rapid population increase and a rising school leaving age more than quadrupled the number of school-age children in the area. Closer working with the local education authority and other denominations was one option to optimize scarce resources and protect the Church of England's influence on religious education in day schools: but many churchmen fought to keep church schools open at all costs. This strategy met with limited success: by 1939 the proportion of children in church schools had decreased to 10 per cent, with potential consequences for how religion was taught to the other 90 per cent of children.

‘War to the knife’? The Anglican Clergy and Education at the End of the First World War

In 1918 Charles Gore, the bishop of Oxford, issued queries preparatory to an episcopal visitation, including a series of questions about the future of church schools and religious education more generally. Coming some sixteen years after the restructuring of the dual system of state- and church-supported education by the Balfour Education Act of 1902, this material yields valuable insights into the views of approximately six hundred clergy regarding the successes and dysfunctions of the system at parish level. Set within the context of recent historiography on the trajectory of English Christianity in the1920s, this article uses this material to discuss the clergy's views on the value and purposes of school-based religious education, the prospects for sustaining these after almost four years of war and the compromises that might be required in order to preserve them.

We’re Missing Someone: The Lack of Black Leaders in Maryland Church Schools

This qualitative study explored perceptions of leadership within the Maryland Association of Christian Schools (MACS) concerning the lack of Black administrators—specifically, the perceptions of school board members, school leaders, and the founding documents. Original surveys, interviews, and a document review provided four major themes. Above all, MACS member schools prioritize the mission and draw leadership applicants from an almost entirely monochromatic applicant pool. Most MACS school leaders claimed an acceptance of colorblindness yet saw the need to develop cultural awareness. To reach their utmost potential, MACS member schools would benefit from diversification of leadership.