Faculty Of Theology Research Articles

‘The limits of my language means the limits of my world’: an examination of the Post Critical Belief Scale survey instrument, for pupils with English as an additional language

For the past 18 years the Enhancing Catholic Identity Project has dominated discussion about and within Catholic schools in Victoria, Australia. A research initiative begun in 2006 by the Catholic Education Commission, Victoria, and the Centre for Academic Teacher Training of the Faculty of Theology of the Catholic University of Leuven, Belgium, the project aims to measure the Catholic Identity of Catholic Schools in the state. Measurement is undertaken using a series of online questionnaires, with the results being presented in an extensive report to schools. While the project has largely been adopted uncritically, some of those administering the survey note that the statements in the survey instruments are complex and difficult to understand, particularly by students for whom English is not their first language. Attempts to provide translations of the statements into other languages is time consuming, costly and not terribly effective. This paper reports on a multi-faceted examination of the statements used in one of the measures, the Post Critical Belief Scale. It begins by outlining the project and the survey instrument of interest before moving to the findings of three analytical processes. In concluding, the paper finds that the individual statements used in the Post Critical Belief survey are well beyond the capacity of many of the students who are expected to take it.

Parisian street songs and the propaganda campaign over the Sorbonne’s Chinese censure (1700)

Abstract In October 1700, the Faculty of Theology of the Sorbonne issued a formal censure of statements concerning Confucius and ancient Chinese religion from recent publications by two French Jesuits. Despite Louis XIV’s desire for silence on this issue, an avalanche of polemics and pamphlets on both sides sought first to influence the Sorbonne’s proceedings, and later to justify or undermine the censure. This article uses three hitherto unknown street songs to examine these debates and open a new perspective on how the broader Parisian population interpreted the issues at stake in the Sorbonne censure and in the Chinese Rites Controversy of which it was a part. In so doing, the article makes the case that street songs were not just vectors for the transmission of news but could be actively used by elites to shape public opinion as part of wider propaganda campaigns.

Radio Plays for Babies: Inspiration for Music Didactic Units in the Early Period

The present study was carried out as part of the project Radio Plays for Babies: The Role of Aesthetic Experience in the Formation of Healthy Social Relationships, in collaboration with four members of the University of Ljubljana (the Academy of Theatre, Radio, Film and Television, the Academy of Music, the Faculty of Education, and the Faculty of Theology) and collaborating partners (the Amarilis Music School, the public institution RTV Slovenia – Radio Slovenia, and the Family Study and Research Centre). The study examines the possibility of using the text from the created Radio Plays for Babies for planning musical activities and combining them into a musical-aesthetic experience for kindergarten children, and assesses how these activities influence the experience and emotional and movement response of the children. The sample consists of two age-determined groups, the first comprising one- and two-year-olds, and the second made up of two- and three-year-olds. Triangulation of data sources was provided through video analysis and anecdotal records with and without participation. The results show the significant importance of an adult who creates a safe environment for a child’s experience and entry into musical activities. Key factors for the child’s experience and attention were the musical activity based on the Radio Plays for Babies text, along with the included instruments (props) and the adult’s performance. The children in the first age group observed the adults’ musical performance and needed more time to understand the activities, whereas the children in the second age group imitated the activities of important adults and reacted more emotionally and physically to the planned activities.

İlahiyat Fakültesi Erkek Akademisyenlerinin Kadına Yönelik Şiddet Algısı ve Çözüm Önerileri

In recent years, a significant increase in violence against women has emerged as a severe issue negatively impacting both women and society. This violence encompasses various forms, including physical, sexual, economic, psychological, and, increasingly, cyberbullying due to the widespread use of the internet. Research on violence against women and news reports commonly identify men as the perpetrators of such acts. The desire for control and interpretations based on religion can justify these acts of violence. Consequently, this study aims to discern the perspectives of male scholars in theology faculties regarding violence against women (VAW), its underlying causes, and potential solutions. To achieve this objective, a qualitative research method known as the multiple case study design was employed. The study group consisted of 25 male scholars selected through convenient sampling. Data were collected through interviews with the participants and subsequently analyzed using thematic content analysis. To effectively resolve and eliminate a problem, it is essential first to identify and accurately understand its root causes. In this context, the definitions of VAW provided by male scholars reflect subjective processes and perceptions. Their statements regarding the causes of VAW and recommendations for solutions generally revolve around the disruption of family order and values, leading to the breakdown of societal structures, particularly regarding their physical and psychological dimensions. Participants who emphasize the necessity of societal change to prevent VAW have highlighted the importance of incorporating practices into daily life that promote social awareness, equality, and justice. From this perspective, it can be argued that there is a pressing need to integrate educational policies and practices into daily life that can critically examine cultural and societal norms, transform perceptions and practices that trigger violence, and actively contribute to solving this problem. * This article is the revised and developed version of conference presentation entitled “Perceptions and Solutions of male Academicians in the theologhy Faculty Regarding Violence Against Women”, orally delivered at the 4th Turkish Symposium of Social Sciences.

The Development of Interreligious Dialogue in Slovenia

In Slovenia, the development of interreligious dialogue between the Catholic Church and non–Christian religions was inspired mostly by the fundamental theologians of the Faculty of Theology in Ljubljana. In accordance with the Vatican II vision, they have been preparing students for dialogue for over a half century and have themselves also been involved in dialogical activities. In this way, they have shaped the character of Catholic scholars in Slovenia significantly — both of the clergy and the laity — who in the course of their education have learned the meaning of Christian dialogue with other religions. However, lecturers of fundamental theology not only lectured on dialogue but also lived it in their own circumstances. They were responsible for dialogue with non–believers, especially in respect to ecumenical and interreligious dialogue. Dialogue with the Muslims who are present in relatively large numbers in Slovenia (approximately 5%) has been particularly fruitful.

The crown of the Regina Scientiarum in South Africa

The early notion of European Universities that developed on a Christian foundation where Theology occupied a special place got lost in the chaos of change brought about by the fourth revolutions world. In addition to these pressures, Theology in South Africa is further constrained by internal demands for transformation at various levels. This research focuses on determining if the education of Theology is still relevant within the current context, how Theological education can and should link to the current eras’ demands, and finally how and why Theology should keep informing and speaking to the three ‘publics’ (Tracy) and the six ‘inters’ (Richardson) to adapt to the new normal of chaotic change – however, at the same time to also stay true to her unique Christian calling. Despite the weight of the demands made from both outside and inside academic circles on Theology as a discipline, it is the responsibility of theological educators to keep the crown intact by letting the light of Christ shine both inside and outside academia.Intradisciplinary and/or interdisciplinary implications: Regina Scientiarum is a title for Theology in academia from Aquinas’ time. The question is if Faculties of Theology still have or deserve that title in a democratic South Africa within the metamodern era filled with ecumenism. In this article, suggestions are given as to assure that Theology keeps her title, at least in South Africa.

Religious and Pedagogical Education in Theology Faculties in Türkiye in Their 100th Year: A Comparative Analysis with Similar Programs in the World

This study compares religious education and pedagogy programs in theology faculties in Türkiye in their 100th year with similar programs in different countries. Although Türkiye historically has a deep-rooted heritage, it has experienced continued modernization for nearly two centuries. Various approaches were adopted in religious education during this process, and education policies were shaped accordingly. This situation shows that Türkiye’s religious education and pedagogical programs have continuously transformed in line with historical and social dynamics and are still open to development. When religious education and pedagogical programs in different countries were examined, it was determined that, although the programs have their purposes, such as acquiring religious knowledge, developing critical thinking, and training teachers, they show great diversity in their forms of application and content. When compared to examples around the world, it is evident that religious teachers in Türkiye start their profession with less pedagogical training than their colleagues both in Türkiye and abroad. In this regard, the first issue to be discussed is the review and updating of the curriculum. Another issue is structuring the course content to meet today’s needs and solve social problems. In addition, it is necessary to ensure that contemporary educational approaches are integrated into all undergraduate courses and that a holistic approach is applied.

«Nothing can be done without informing and authorizing the Delegate»: Zygmunt Zagórowski, an official of the Ministry of Confessions and Public Education, and the Studim of Orthodox Theology at the University of Warsaw in 1929–1939

The Studium of Orthodox Theology at the University of Warsaw (1925–1939), where graduates of the Kyiv Theological Academy also taught, was one of the unique cultural and educational phenomena of interwar Poland. Its history has already been the subject of a number of special studies by Polish, Ukrainian, and Belarusian authors. Most of them, directly or indirectly, emphasize the complexity and intricacy of church-state relations in the II Rzecz Pospolita. There was an obvious desire on the part of the government to control all forms of the Orthodox Church's «life» as much as possible. The functioning of an Orthodox theological faculty in the capital's university is one illustrative example of the implementation of this policy. The Ministry of Confessions and Public Education comprehensively supervised the process of training Orthodox theologians. Its main goal was not concealed - to guarantee the formation of specialists from among the representatives of national minorities who were undoubtedly loyal to the Polish state. And ideally, their complete «polonization».The article provides an overview of the activities of Zygmunt Zagórowski, an official of the ministry, a delegate of the minister of confessions recognition to the affairs of the Studium boarding school for students. During 1929–1939, he was the main «state controller» of the Orthodox faculty and tried to implement a number of «educational» measures. confidently «competing» for influence over the educational institution with its head, the Warsaw Metropolitan Dionizy (Valedynsky). The delegate's work reports and correspondence with the ministry contain a huge amount of information about the daily life of students and lecturers at the Studium, the existence of contradictions between them on national grounds, and their reaction to «civilizing» efforts and measures for «patriotic» education. It can be stated that, despite the official's intentions, rather modest results have been achieved in these areas (given the scale of the efforts made).

Teacher Training for Religious Education in Türkiye: Policy, Debate, and Diversity

Teacher education is debated all over the world, and a part of this debate concerns the quality of teacher education. For religious education (RE) teacher education, however, the debate is not only about quality but also about growing diversity. In this article, we explore how RE teachers have been educated and how this has changed in Türkiye. How religious diversity has been integrated into the RE teacher education system is also explored. By teacher education/training, we mean initial (not in-service) teacher education, and by RE, we mean different types of RE provided in schools in Türkiye: compulsory, optional, and vocational RE. The findings reveal that there have been frequent changes, back-and-forth reforms, and a lack of RE teacher education philosophy in Türkiye. Therefore, establishing a consistent RE teacher education policy remains a serious challenge. Moreover, it seems that religious diversity has not been well integrated into RE teacher education in Türkiye. Currently, theology faculties only offer two courses which are overtly related to religious diversity, and both of them approach religious diversity from a historical perspective. It seems that there is a need to rethink the program structures of theology faculties to reform RE teacher education. Theology faculties may offer several programs in line with employment areas. In this way, religious diversity might also become better integrated into compulsory RE teacher education programs. However, this process should be carried out with a scientific understanding by conducting stakeholder and needs analyses.

Controversy in the Classroom: Jacobus Janssonius (1547–1625) versus Leonardus Lessius on Grace, Free Will and Predestination

Abstract The present article analyses Jacobus Janssonius’ (1547–1625) theology of grace and free will against the backdrop of the enduring polemics of the Louvain Faculty of Theology with the Jesuit order on grace, free will and predestination. As one of the protagonists in the Faculty’s conflict with Leonardus Lessius, Janssonius was tasked with teaching a lectio publica intended to counter the Jesuits’ optimistic evaluation of human free will. In this ad hoc course, Janssonius discussed the reconciliation of efficacious grace with human free will, a topic he would return to as Regius professor of Sacred Scripture (1598–1616). On the basis of previously unstudied manuscripts – fragments from his 1587 lectio publica and student notes taken during his tenure as Regius professor – I will challenge the traditional portrayal of Janssonius as a watered-down dupe of Michael Baius’ radicalized anti-Pelagian theology. Rather than slavishly transmitting Baianism to his students, Jacobus Janssonius actively incorporated Baius’ pessimistic theological anthropology into a scholastic framework, allowing him to teach an anti-Pelagian theology of grace that respected the boundaries of Gregory XIII’s definitive condemnation of the Roman interpretation of Baianism with Provisionis nostrae (1580).

Perspectives on theological training in times of crisis

When crises arise, like in the case of the #FeesMustFall-movement (FMF) during 2015–2017, we often tend to be reactive in our actions and immediate plans are made to address the crisis. In this contribution, however, I want to look at a longer-term solution by making use of Stellenbosch University’s five core values. The values of excellence, respect, responsibility, equity, and compassion will be examined in this contribution to empower lecturers who prepare students for church ministry. The basic research question that will be investigated is: How can the five core values of Stellenbosch University help the lecturers with the preparation of students for ecclesiastical training in times of crisis? In response to this, each of the values will first be explained, after which their meaning and impact on theological training will be examined. Afterwards, some crises in the theological training will be investigated where some of the values conflict with each other. At the end, we will turn to the re-scripting of the narrative of higher education by looking at the extended curriculum program (ECP) at the Faculty of Theology at Stellenbosch University.

Doctrinal Aspects and Sources of John Wenck's Early Works in Heidelberg (1431)

John Wenck (†1460) supported Albertism while he was master of Arts in Paris. In 1426, he enrolled at the Faculty of Theology at the University of Heidelberg. It is not yet clear whether in Heidelberg Wenck continued to uphold the same Albertist ideas or whether he shifted toward Thomism, as suggested by Rudolf Haubst. The paper reconsiders this issue by analyzing the early works Wenck wrote as a theology student in Heidelberg, namely his Principia on Peter Lombard's Sentences and quaestiones on the Holy Spirit and on the Incarnation (1431). Editions of these writings are either lacking or currently in preparation. The paper brings out their main sources, especially Bonaventure, and highlight the doctrinal aspects of the debates that Wenck developed with his colleagues in those years. Moreover, the paper finds here the premises of the Wegestreit between the via Antiqua and the Nominalists, which continued to mark the University of Heidelberg in the following years. The main topics discussed by the paper are divine omnipotence, the creation and eternity of the world, and the interpretation of Aristotelian philosophy.

Митрополит Антоний (Храповицкий) между Кантом и французским спиритуализмом

Today there is no need to prove the importance of I. Kant’s ideas for Russian religious-philosophical thought. A considerable amount of serious recent academic research confirms this obvious truth. At the same time, the field of Russian academic theology is much less developed in this respect, although Kant’s presence in it, both as an opponent demanding an answer from the “theological faculty” and as a source of fruitful ideas, is no less obvious. In particular, Metropolitan Anthony Khrapovitsky’s extramural dialogue with Kant remains unexplored to this day. Meanwhile, as early as in his master’s thesis “Psychological Evidence in favour of Free Will” Anthony devotes an entire chapter to criticism of Kant's “Critiques”, and later, in his articles of the 90s, he addresses Kant’s “Religion within the Bounds of Bare Reason”. This work attracted the attention of Russian theologians more than once. In particular, an answer to Kant’s Christological challenge was already sought by St Innocent of Kherson. Relying by default on his work, however, Metropolitan Anthony concentrates more on an attempt to complete the Kantian idea of moral duty with the idea of love as a divine power that wills and transforms the world. Here he finds unexpected, at first glance, allies in the person of the French spiritualists Ch. Secrétan and A. Fouillée. The latter, in their turn, relied to a considerable extent in their philosophical constructions on French Augustinianism of the 17th century with its ideas of pure or selfless love, ideas that were peculiarly refracted in the autonomous morality of Kant himself. As a result, in the Christological concept of redemptive compassionate love proposed by Metropolitan Anthony, we recognise the ideas of Bl. Augustine, the forefather of Modern philosophy, which have gone through many philosophical iterations.

English-Language Education at the Faculty of Theology of Cardinal Stefan Wyszyński University

Abstract: In the age of globalization, English-language education at theological faculties in Poland is playing an increasingly important role, especially in the context of international academic cooperation and the integration of foreign stu¬dents. This paper presents an analysis of English-language education at the Faculty of Theology of Cardinal Stefan Wyszyński University (UKSW), taking into account the importance of English-language programs for the development of theology in an intercultural and interreligious context. The impact of these programs on the spiritual and academic training of students and on the promotion of intercultural dialogue is discussed. Special attention is paid to good teaching and organizational practices that facilitate the adaptation of international students and support their academic and spiritual development. The methodology encompasses descriptive methods, along with participant observation and external observation techniques. The article is both practical and methodological in nature, highlighting best practices within academic communities in Poland, particularly in the context of university education in English-language theology, and addressing the nuances of intercultural communication. Keywords: English-language education, theology, Cardinal Stefan Wyszynski University, UKSW, education in Poland, foreign students, interculturalism, inter¬religious dialogue, English-language programs.

Shifting identity of a first-year class in Practical Theology

I started 2020 with 130 first-year students enrolled for Practical Theology and Missiology at the Faculty of Theology, Stellenbosch University, South Africa. The students represent twenty different denominations, 75 percent of the students are black, coloured, and Indian (BCI) and 25 percent are white. Ten years ago, the same first-year class consisted of thirty students, of whom 95 percent were white and almost all were part of the Reformed tradition. The shifting identity of the class over a decade inevitably led me to reflect deeply on what I teach them (curriculum) and how I facilitate the learning process (pedagogy). I also had to pay close attention to decolonization and contextualization because of the #feesmustfall-movement. The basic research question of this contribution is therefore: How does one reflect on the shifting identity of a first-year class and how does one decolonize a first-year module in Practical Theology and Missiology in South Africa? In order to answer the research question, the article takes the following steps: first, aspects of the changed context and shifting identity will be discussed and second, attention will be given to what is meant by decolonization, with specific reference to the curriculum. Third, the focus will be on a proposed curriculum that uses a theo-dramatic approach in conversation with the movie Son of Man. Fourth, I reflect on the learning process (pedagogy) and how it also contributed to a shift in my own identity.

„Muzeum etnograficzne na rozdrożu” Czwarte wiosenne seminarium muzeologiczne

In previous years, the Department of Ethnology of the Nicolaus Copernicus University, the Faculty of Theology of the University of Warsaw and the Missionary Seminary of the Verbist Fathers in Pieniężno organized a series of meetings under the common title "Spring Museological Seminars". Until 2019, we met three times, and reports from the conference and some texts of the speeches were published in ZWAM. In 2024, the Fourth Spring Museological Seminar was held (May 13–15), entitled: The Ethnographic Museum at the Crossroads, which this time took as its main topic the role and position of the contemporary ethnographic museum. The organizers of this year's meeting were: the Polish Ethnological Society, Branch in Łódź and the Missionary House of St. Stanisław Kostka in Chludowo, as well as the Editorial Office of the magazine ZWAM in cooperation with the Museological Section of the Polish Ethnological Society and the Department of Ethnology and Cultural Anthropology of the Nicolaus Copernicus University in Toruń. This time we met at the Mission House of St. Stanisław Kostka in Chludowo (SVD) near Poznań. The text presents the nature of this meeting and is also an introduction to selected articles resulting from the workshops.

The Opinions of Theology Faculty Undergraduates and Graduates on Interdisciplinary Learning

Interdisciplinary learning improves cognitive skills and increases motivation for learning and teaching in higher education. Interdisciplinary education, which requires the collaboration of different disciplines, contributes to the development of students by integrating disciplinary knowledge and providing a multidimensional perspective. Thus, interdisciplinary education has become an alternative approach to discipline-centered education in higher education. Interdisciplinary learning is necessary for postmodern life because it eliminates the limitations of disciplinary education. The complex nature of the problems posed by postmodern life requires the collaboration of many disciplines. Current political, economic, social, religious, and legal issues are too complex to be solved from the perspective of a single discipline. Discipline-centered education may not be sufficient to provide solutions to current problems or to equip students with problem-solving skills. For this reason, this study reveals that interdisciplinary learning, which is increasing in higher education, can also be applied to higher religious education. The purpose of this study is to demonstrate the outcomes of interdisciplinary learning in higher religious education through a sample training. In the academic year 2023/2024, an interdisciplinary training was conducted on the common problems of theology and other disciplines, and the results were revealed through the views of 16 participants. The research was conducted as a case study by using the qualitative research method, and the research data were coded under four themes: (1) need for interdisciplinary learning in higher religious education, (2) disciplines associated with higher religious education, (3) outcomes of interdisciplinary learning, and (4) suggestions for interdisciplinary education. According to the research findings, the participants believe that courses in higher religious education have interdisciplinary content, that interdisciplinary education is necessary in higher religious education, and that interdisciplinary learning contributes to personal and professional development. It is recommended that studies be carried out using alternative approaches to improve higher religious education.

Strategies of Social Persuasion Against Hussitism

This contribution investigates the different strategies and methods of cultural and social persuasion against the Hussite reformation employed by an important member of the University of Vienna, Peter of Pirchenwart (d. 1436). During his career he used various oral and written means against the “new” heresy: sermons to the people, university lectures, theological commentaries, and short treatise. Different types of audiences were targeted in two cultural centres and key sites of anti-Hussite propaganda in the city of Vienna: the Faculty of Theology and St Stephen’s Church, both connected to the Ducal Court. Here I am going to discuss five unedited texts produced by him: the commentary on the Book IV of the Sentences; the biblical commentary on the Gospel of John, containing two anti-heretic sections, one of which is known to the catalogues under the eloquent title of De religione militari contra Hussitas; the short treatise Determinatio contra Hussitas; and two sermons delivered in 1423 and 1431. In these texts, the dimension of violence (both verbal and physical) is present as a recurring motif and substantial theme; one of Pirchenwart’s primary aims, in fact, is precisely to justify the extermination of heretics, without any form of negotiation or dialogue. Through these case studies I will highlight some of the ways in which the heresy was addressed locally (the city of Vienna), at the intersection of intellectual production and the construction of the collective imaginary.

Die Stellenbosche Heyns: Nagedink oor die vroeë, middel en latere jare van ’n akademiese loopbaan

This contribution is structured in the genre of an academic letter to a deceased colleague, in this case Prof. Johan Adam Heyns (1928–1994). He was appointed for a short period from 1966 to 1970 as a senior lecturer at the Faculty of Theology at Stellenbosch University. This contribution offers a reappraisal of this period in the academic career of Prof. Heyns. His main focus at the time, in line with his teaching duties, was on apologetics and, to some extent, also ethics. The author engages with Prof. Heyns’s views at the time and offers a sixfold mirror to position this phase of his career, namely in terms of the tensions between orthodoxy and modernity, between the philosophical influence of Henk Stoker and the theological influence of Herman Bavinck, and between the implementation of apartheid and the struggle against that. This mirror is held up in order to reflect on the early, middle and later stages of any academic career including that of the author, to contrast the radiance and risk of youthful academic rigour and the wisdom but also the rigidity that may come with mature age.Intradisciplinary and/or interdisciplinary implications: The research done, is not of an interdisciplinary nature. This article contributes to a growing corpus of literature assessing the legacy of Prof. Johan Adam Heyns.

Unveiling the Silent Narratives: A Multidimensional Analysis of the Stellenbosch University Faculty of Theology Building and its Impact on Teaching Church History

This article delves into the intricate history, contextual significance, and contemporary implications of the building housing the Faculty of Theology at Stellenbosch University. Over decades, the edifice has garnered attention for its historical and architectural attributes, underscoring its role in the broader narrative of Stellenbosch, a significance predating and exemplifying colonial history. In addition to the architectural and spatial dimensions, the myths and symbols associated with the building are explored, adding layers to its complex history. The intersection of these historical elements with its current use within Stellenbosch University prompts a compelling inquiry into whether and how the structure influences teaching and research, particularly in the domain of church history. The article engages with the history of the building that houses the Stellenbosch University Faculty of Theology and attempts to find out if elements of this complex history finds expression in the different church history modules taught in its confines. The authors first work through historic and current source material that share information of the histories of the mentioned building and then work through the course content and foci of the different church history modules, attempting to find teaching links. The authors further engage with broader contextual debates related to visual redress and the contextualisation of symbols in the vicinity of the building. As such this article aims to address the pivotal question: Do the historical backdrop and current realities of the building shape the teaching of church history within its walls?